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NC Extended Content Standards

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2011 Extended Content Standards
The North Carolina Extended Content Standards adopted in 2011 are based on the Common Core and Sate Essential Standards. The standards can be found:
www.ncpublicschools.org/acre/standards/extended/

Extended Content Standards PLC Guide


Professional Development Opportunities

Summer Literacy Institute for Teachers of Students with Significant Cognitive Disabilities- Advanced Training
This course is intended for teachers who develop curriculum and lessons based on the ExtendedContent Standards. It offers teacher 3 CEU’s if all five days are attended.

Course Objectives:

  1. To introduce theoretical models and processes of literacy and their relationship to individuals with significant disabilities.
  2. To help professionals recognize oral and written language development in students with significant disabilities.
  3. To address the components of the North Carolina Extended Content Standards as they relate to literacy learning for students with significant disabilities.
  4. To describe a range of assessment and intervention strategies that address the emergent and conventional literacy needs of students with significant disabilities.
  5. To familiarize students with a range of technologies, and a variety of materials and classroom modifications, that support literacy learning and use by students with significant disabilities.
  6. To share a range of resources and strategies for continuing self-education as well as parent and professional support.

This training is offered in July and registration is open in the spring through the Exceptional Children
Summer Institute offerings.


Significant Cognitive Disability Foundations of Math
This course is intended for teachers who develop curriculum and lessons based on the Extended Content Standards. It offers teacher 3 CEU’s if all five days are attended.

Course Objectives:

  1. To help professionals recognize mathematical development in typically developing students andstudents with significant cognitive disabilities.
  2. To address the components of the North Carolina Extended Content Standards as they relate to mathematical learning for students with significant cognitive disabilities.
  3. To introduce theoretical models and processes of mathematics and their relationship to students with significant cognitive disabilities.
  4. To help professionals collect and use data to organize, plan, and set goals, and use a variety of assessment data throughout the year to evaluate progress.
  5. To familiarize participants with a range of technologies, and a variety of materials and classroom modifications, that support mathematics learning and use by students with significant cognitive disabilities.
  6. To share a range of resources and strategies for continuing self-education as well as parent and professional support.

The training for this course is a blended model of adult learning which includes three face-to-face days and the equivalent of two days (12 hours) of online reading and activities. This training is offered during the school year.


Utilizing the Early Learning Trajectories for Formative Assessment in Math for Students with Significant Cognitive Disabilities:

Objectives:

  1. Teachers lead in their classrooms.
  2.   Teachers adapt their teaching for the benefit of 
all students.
  3. Teachers make instruction relevant to students.
  4. Teachers analyze student work.
  5. To address the components of the NCECS as they relate to math.
  6. To help teachers collect, organize and use data, set goals through a variety of assessment data to evaluate progress throughout the year.


Early Communication Development

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