Event ID: 2097844
Event Started: 4/24/2013 1:48:33 PM ET


Please stand by for real-time transcript.

Just a couple of quick housekeeping things before we begin the recording and turn it over to Jay for introductions. I will be Hewitting everybody's phone -- muting everybody's phones, and Sue and Jay, you will need to press star 6 to unmute. That also works for the rest of our participants as well. Star 6 mutes and unmutes your phones. With that, I'm going to initiate the mute command, and then I will begin the recording. When you have questions, please put them into the chat pod. We will be monitoring that for Sue, and there will be a question and answer period at the end.

This is Jay. I have to apologize. I'm being hit with a strange allergy attack. I don't know what's going on. I opened up my window in my office, and all of a sudden my throat is closing up, so I apologize for my hacking. But I did want to jump in and welcome everybody to this Webb, which is the third of a -- Webinar, which is the third of a three part series presented by state projects in Colorado, West Virginia, and now Rhode Island. I want to begin, as I did with the other two Webinars by offering a larger perspective of the intent of this series. This is information I mentioned at the other two, but I want to repeat them today for justance sake. This really is the kind of information exchange and the sharing of perspectives and knowledge that we want to see more of. It's certainly something that we're working hard to encourage knowing that it brings value to everybody. Again, this particular content area began as a simple consideration each program was involved in their respective states efforts regarding the common score standards, and each knew there were implications for children who are deaf blind. These states wanted to consider implications together, and NCDB simply helped facilitate a process for those conversations to occur. It was immediately evidence that the perspectives would be of value to other state projects, and so we simply decided to package a series of Webinars in order for these projects to share their information and perspectives, and also offer some is insights into the relevance for kids who are Deaf-Blind. This is not to offer anything official. Each 0 state has different me mentation infrastructures, so you'll definitely want to pay attention to that, but hopefully this information through this series of Webinars will allow a platform to consider this together as a deaf-blind project network. Again, the person at the Webinar was information presented by Tammy Anthony from Colorado. She provided us with an understanding of the basics and implications for children who are deaf-blind in the second, Annette Kerry from West Virginia provided information considering the assessment structure and the assessment consortium. Thank you an it's for that. I know you're on, and Sue Dell will be discussing implications of teaching to the common core standards. I want to highlight that we've added some new content to our literacy website related to this. Nancy Steele, and I know you're on, maybe you can share more information on that at some point during this Webinar. Again, all three of these Webinars will be available for viewing via our Webinar archives, and I'll turn this over to the very capable Sue Dell. It's nice to spend my morning with you. Thank you, really, for taking the time to shire this information. I'll turn it over to you.

Welcome to Rhode Island. I want to let you know that -- first of all, I wants to give many thanks. A lot of the things you'll be seeing comes from the creativity of Rhode Island teachers. I have the Joe of being able to see many, many teachers whom I work at the college, and I get to grab the best of the best and share it, and that's really a pleasure. I looked at why me, why should I be someone presenting this. We've been doing this for a number of years, so we really do you understander stand the challenges that families and teachers go through. I have the unique, although not unique, and there are other like me who have been in the alternate assessment world. Within Rhode Island, I've been a trainer helping teachers figure out how to make standards work for kids who -- they were not necessarily developed for, and so I'm very functional, and I say if this is what all kids can do, this is how you might want to adapt that for students who have sensory loss. We're going to start by finding and unpacking the common core state standards, where to find them, how they're organized. That will be a relatively short time, and then we'll look at a very direct example onlyin' of an integrated science standard. I picked science because I really love science, and for many, many reasons, which I'll share is later. We'll talk about how you can modify materials. understanding language that my charge how you present information, and when possible, is there technology that will support a student's learning. We'll start with figuring out the standards. If you haven't had the Joy of living with the standards, you can go to ww www.corestandards.org/the-standa rds. It will show you that have mathematics, language, arts, and English. There is an app for it. There's an app for everything on the screen you'll see how to get that app. 23 you have an ipad or have an apple product, it's actually very convenient to be able to have the app at a glance and get that information without delving through many, many pieces of paper. When you look at an English-language arts standard, you'll see that there are different strands. They might be reading, writing, speaking, listening, or language. Those are all strands that you'll see no matter what the level of stands. This comes right from the core standards website. Talk about a stair case of increasing complexity of reading skills. That's expected. They have the lofty idea that all students are ready for the demands of college and career reading, you know, by the end of high school, and some of our students with adaptations will be able to achieve that. And others we're going to be approaching that, maybe not at a level that other students will. It's not a reading list. It doesn't tell people what books they need to read in any one point in time. That still is left at the local level. You know, there's a standard for general information in writing. It's talking about writing logical arguments based on substantive claims, reasoning, and relevant evidenced. This can be talked at a very in-depth level, or can be brought down to a much more simple level for students who are a little bit more challenged. When we talk about general information, speaking and listening. It doesn't always say that you have to produce oral speech, but it requires a student to present evidence. In essence, communicate, and what's nice is it talks about informal information, one-on-one, small group class setting, which is important to most of our students with deaf-blind at some point. There is a part of the standards which talks about language. This is certainly a key to most of us when we're working with our students with Denver. Deaf-Blindness. The more we can increase a child's language, the more they're ready for real-life experiences, college, and careers, if that's where their wife is going to focus. And vocabulary isn't just vocabulary in reading. You'll see it extend into reading, speaking, listening, and into other content areas. There is a neat standard on media and technology. This is ever so up important for our students. So if we're unpacking the common core standards, you can see that I've clicked on speaking and listening, and it brings up standards at the different levels. When you unpack something at the kindergarten level, it will break things down into different areas within a strand, and you can see what I've highlighted on the screen is a common core state standard of describing familiar people, places, things, and events, with support providing additional detail. That's how you go from very, very broad down to very, very focused within the speaking and listening common core state standards. So if I were to present this standard, we'll look at what can you know from just looking at the magic of the letters and numbers in state standards. When we say the content area, we know that it's English, language arts due to the ELA. If we know what the grade is, its kindergarten because it has K.4 at the end. We know the strand is speaking and listening, because it has SL, and we know the standard is what's there, describing familiar people, places, et cetera, but somehowed inning the mystery of the numbers and letters and figuring out how they all work together is important when you're planning different activities. We wouldn't be happy unless we did mathematics, also. With mathematics, we have things called standards. We have things called domains, which are a clustering of standards. And we have -- and we have standards, clusters, and domains. This is -- just gives you an idea of the domains of mathematics in kindergarten. These are all things that you will see standards for at the kindergarten level. If you tore look at grade 7, there is some overlap. Geometry happens in both of these, but there are new standards or domains that appear as the grades progress. In high school, statistics and probability are a big focus on what you'll see in in the standards of mathematics. So now comes the fun part. This is the part where I see teachers getting incredibly create bive and figuring out how to make it work for students -- for all students, including students with deaf-blindness. We're going to be seeing an example of an inthe great science unit, and it's integrate I'd some people try to think of standards as isolated things that they teach all by themselves, and I really have found that the more you can integrate units involving mathematics, English, language, arts, science into writing, you'll realize that in one shot you're addressing a number of different standards, and giving students opportunities to pack advertise and hone their skills. Why science? Number one, it's kind of fun. Usual apply with science, you get to do stuff. It's not all blowing up things. That can be fun in isolation, in very controlled ways, but in science, it usually involves touching things, using different materials, using interesting tools. Doing stuff. It's very active. Usually you do stuff, and then you talk about stuff and you talk about what happened. That's really key in science, and it really does use a lot of the skills that we want all students to have. When I started thinking about how to structure this Power Point, I looked towards the literacy website. There is so much wonderful stuff on the literacy website, and one thing is the lesson plan template that you'll see me using. It's not mine. I didn't develop it. I have other ones I use. But this one really was very good at presenting things in a very logical order that would allow one lesson plan to be be prepared and address the needs of students at many, many different levels. Again, you can get it at the national DD.org/literacy website on the screen. The other reason I like this template is because it is so universal. Really, people from many states, different schools, different parts of the country, it lessons are presented in a very systematic way, we can speak the same language, even though we may not be anywhere near each other. In Rhode Island, I like this concept. I like the concept of sharing information so people are not creating in the wheel over and over again. In Rhode Island, we started collecting lessons, good stuff that I saw teachers using and collecting it, and it is amazing with a collective amount of information and resources we have, with teachers who are in the trenches every day, figuring things out. Son, again, this is the website. You'll be seeing this as we go. This is what we will be be talking about today, and the different parts of what's on this science and this science unit, and we'll start just saying that this is a kindergarten -- it's using kindergarten standards. I could have confused 4th grade standards, or 7th grade standards, or any level in between, and the nice part about science is that it really does go across the standards, and it does guy across the grade levels, because it's fun no matter what age you're at. When we're looking at the standards you'll see addressed here. It has one under speaking and listening, you'll see one standard, which is participating in collaborative conversations about kindergarten topics. In this case, it will be science topics and related things, and we'll also be talking about describing familiar things, and that will be done all within the context of the science lesson. It wouldn't really be a science lesson unless we had a science standard. These are not into the common core well-developed for all points at this point, so I'm just going to grab the standards in Rhode Island, but there will be ones within your state, and eventually they will be for the common core, also. And this is to identify which object in a group has a specific physical property. You'll see a math standard worked in. In this case, it's measurement and data, and it's classifying objects, and counting how much you have in each category. So on to the fun science. The basics of a science unit makes ever so much sense. In a science unit, there's something called the process which is four parts, and & each of these four parts are linked, and it makes sense, whether it's science or the rest of your life. In observing the question, you figure out why you're going to do something. In this case, why you're going to do a science lesson, and what you hope to achieve. Some people will call it a research question or hypothesis, and other people will just be more general with it, but it's basically figuring out what's going to happen. The second one is planning. What do I need to be able to do a task. Sometimes it's gathering material. Sometimes it's figuring out the tools. Sometimes it's the know wrong to get information. Then there's the conducting, which everybody thinks of. That's the doing stuff. Gathering, organizing, testing. And it can be very complicated, or it can be very, very simple, and it's usually figuring out what happens, and then analyzing is, okay, once I've gotten everything together, how die answer my research question, or how do I compare with what other people found? All of those are very, very good skills. In this case, it's lumped all together within a science investigation. Okay. We'll start with observing and questioning. In this particular investigation, I thought it might be important to have students read a book about physical properties. That's really kind of key in this investigation, and it's also important to focus on key vocabulary. If we want students to be be active and engaged learners, we need to be speaking the same language. Key to this investigation, or vocabulary related to size, shape, Texas Cher, color, and weight, then you might introduce them in the very beginning, or you might only introduce the one that are key for that particular day. If your children have difficulty with memory. And what's important about this whole observing and questioning is that they're going to be participating in collaborative conversations to figure out what is going on to develop their research question. And I am not out of the classroom so long that I think every child at the kindergarten level will be able to independently, without any help, develop a research question. There are some students that at age 12, or at age, you know, 17, will not be able to do it independently, but everybody can be involved at some point in time. To develop these research questions, we have some wonderful augmentive communication support that can help them. For some students, using objects is the way that they communicate, by selecting an object that needs their voice. We have written symbol 0s. There are signs, textures. There's a number of different things you can use for augmentive conversation just for understanding. We need ever so often to consider background colors, complexities, so that when we're selecting symbols, if you have a student who has limited vision, or vision impairment, it can have a very complex symbol as a key component of vocabulary is not going to work for students who are are at the beginning levels of CORTICAL visual impairment. A symbol you can't look at, or it makes no sense at all, given your visual challenges, is not going to make you an equal participant in an investigation. So this is a book. This is a book that's available on a website that we have here in Rhode Island, and I just will preface this by the books on our website, whether it be within the context of our adaptive lesson section, or the adaptive literature section, many of these I've done myself. What I found is I started by developing content-related literature. I had many 10 of them, and then my students started developing them, and now we have over 200 adapted texts, and probably about 60 adapted lessons, which is one place that people can go for additional support. This happens to be exploring my world. If I were starting this investigation, again, to develop that vocabulary, you might introduce this book and you might introduce objects as you developed this book, as you read the different parts, you could certainly bring objects along. Others, you can be providing vocabulary as a student is reading it. But the deis to give them the vocabulary they'll need to be active participants in the investigation. For some students, this adapted book needs to be a little bit further adapted for students with more visual loss, maybe we need to change the content and put it on high contrast black backgrounds to avoid excess clotter. For some students, we have to have a symbol, where I'm going to read, I touch the Candy, I give them a piece of candy, and feels, and give them a combination of hard or soft. How you adapt these books is going to be very independent or individualized for the students in your class, and you might have 7 different versions of the same book, based on students level of understanding, that they all can gain the knowledge in some way, shape, or form, that matches their needs. Again, for some students, if I had a student with courticle vision important, and they really could only look at red and yellow, then when I did this book, I would pick objects that have either those preferred verification, and I would bring the actual object with them. So, again, another way of modifying things for that student. For some students, you might be reading it for the benefit of everybody, and a child who visually could see it would be be using this book, and for the other child that has very, very limited vision, you might bring in an actual book and give them the rough texture, where the book is for the benefit of other people, but experiencing it verbally and through the objects that I bring into their life. Then there's the thing called developing a research question. Again, this is the reason for the investigation. You know, what objects are, and then if you've brought in light and heavy, you can have a child pick what they would like to have on their research question. Some classrooms do this as a whole group, and other ones have everybody have a different research question that they're going to be in charge of in investigation. But, again, for me, it's not really important that they're independent in this. It's that they're involved in the process as part of that four-part inquiry section. Now, for some students, the symbols are stretched. I Alf wades put them on things -- always put them on things, because I never know when a student is going to click, oh, I understand that symbol now. For some students, I can't rely on it. If they have varying consistent vision, I'm going to give them a symbol for when they can see, but also going to give them more objects or concrete clues. This happens to be a jewelry boxes, a reason to go shopping, but the Jerusalem boxes, where the light one would have the light symbol, but would have very, very light content inside of it. And then in in a heavy symbol, it would have the heavy symbol on that box, and you might have a two-point weight. Again, heavy and light are not something that are defined in the literature. If you have a child that needs to have a 10-pound weight is heavy, and almost no weight at all for light, because that's what they need to make the differentiation between light and heavy, you can do that. As long as it can sit in the box be, that's the important thing. Okay. Then there's the planning part of the unit. The planning part is gathering, in this particular unit, gathering familiar items to investigate. Again, some students get a gathering walk. They walk around the school and they grab stuff and they put it in the investigation box, and they identify those are the things that they're going to investigate. They also can select physical properties that they are going to investigate, and the tools that they need. Knowing what you need to do what you want is an important skill. Again, some kids will do this independently, and others then will need a lot of guidance. Another part within that might be for students that can do this, is to figure out how am I going to collect my data? Where am I going to write it? Am I going to use a draft? Are we go doing use a data collection table? Where are we going to put the data that we need so it's organized. For some students who are quite capable, that's also part of the planning process. So now we have the planning. Again, gathering familiar items to investigate. What's really nice describing the familiar item, the teacher might say, oh, you picked something to test. What is it? Tell me about it? and the student describes the rock in their mode of communication. You know, if an augmentive communication is used, having something ready and familiar that you use throughout the unit helps to understand vocabulary when you've only presented it once. If it's rough, it's rough and heavy, and rock, are key vocabulary, you want to make sure they have many opportunities to use this vocabulary. They can even use it on the playground, or while they're waiting on the think bus and they're feeling thinks. It is very important to think of this as a science unit, but to identify that what's really, really important is how it's extended into the rest of their life. For some students, gathers items will involve counting. Again, there's a standard for that. But in this case, they might have a counting box that already has the numbers on there, and whatever mode of communication that's really important. So for them, I have a box they're supposed to pick four items to test. This is my understanding of the alternate assessment world 0, is one of the things we look at frequently is, is this child accurate. If I come boxed with only four components, or four sections in it, I never really know if a student is -- if they're supposed to pick four of something, stopping at four, or filling the things in the box, in each section of the box. Both are really incredibly important pieces of understanding, but if I'm looking at and identifying how well a child identifies counting to a specific number, I have to have one more there so let me know they knew to stop at four. But, again, that's just more of an assessment thing. We can also -- of course I work with many, many children that do not have any oral speech. They do not use speech in a very typical way. But if they're alongside friends, you can use a step by step augmentive communication twice where for each time they hit this button, the first hit, it says one. You hit it again, it says two, and so on and so forth, and for this child to be able to count and say the number, and count to four, because they know when they hit the fourth time, that they've reached four. A very different way, but still a way where a child can be involved in gathers what's happening and making sure they have enough material. Then we have planning. For students that have some vision, having a sheet that says science tools needed, and giving them all different options and things today, we're going to find out what's hard. What tool be we going to use? Again, not a great object as a hammer. I know there is something called a scratch test that develops hardness. If you have a child that can do that, then you would have a different tool. I try to find tools that have a chance of a student coming in contact with in their lives, and although we probably don't want them to be be hitting a hammer on everything in life, in this case, they're scientists, and it's for a purpose. But, again, finding the tool for that particular part of the investigation is a valuable skill. For heavy and light, they might use a scale. Again, some students can actually use photographs or words. That's fine. But other kids might actually have to use this kind of a technique. This is my tool box. It is a tool box I would laster science symbols all over it, and now this is not a tool box that I bring to construct a house. This is my scientific tomb box. Is it important? Not ultimately, but for some students, this makes the difference in identifying what I need for science, because I'm a scientist, and for whatever it is that they're doing that day, they actually put the tool in the box and bring it over to where they're going to conduct the evaluation. It makes it a little easier for students with mobility problems who are using their hands for things other than holding things, and it also gives a specific place for the tools that they're going to need, and, even more importantly, where they're done, they know where it goes when they finish, and and it goes back in the tool box. So now we have conducting. Conducting is the fun part. That's where we do stuff, and we interact with things, and we sometimes touch interesting things, or listen to weird sounds, and, again, this is the part which really is relatively easy. This is relying on the systems that students are more strong in, and melding that strength into the science unit, for, in this case they're going to be figuring out physical properties as the fourth item, and then they're going to be putting it on some sort of a chart or graph. Now, again, I'll just bring this back to what is an incredibly valuable tool, and that comes from probably all of our websites, but I usually look at the literacy website. There are some wonderful things that really are not specifically linked to the common core standards. We have known these things are important forever, but they do link, and really help us figure out how to have conversations with deaf-blind partners. It comes from the literacy website, again allowing a child to form materials and bringing the symbols as part of their science investigation, but into unstructured experiences, also. It's not rocket science. It's things we've been doing, but it's also critic when we apply it to academic purposes. Allowing a child to direct the conversation. Now, in this case, we want them to follow their agenda, but we want them to talk about and communicate about science and finding that balance. Really is quite important. So in this case, this is an example of using a scale. For some students, they can actually use something that will tell them exactly how many pounds something is, and then you can have a chart that says in it's one pound, it's light, if it's two pounds or higher, it's heavy, and for those people, they would be using maybe different tools than what you see here. For some students, we have to take concepts which are on the abstract idea. Light and heavy. I say I feel heavy today, and I'm talking about my body weight, where if I touch a tissue and I say that's light, and that's the weight of a tissue, but I also might pick up a 10-pound cinder block and say that's heavy. I have a very, very moving target to define something be a tract like light and heavy. What you see in the picture here is a scale that has I'm defining two pounds as heavy. Why did I define two pounds? Because that's what I had in the heavy box. For the student, two pounds is enough to feel that it's different enough than something that has far less weight, and what I have done in this case is I have made a little vertical measure that looks like a vertic heavy-light ruler, that if they put something N and it's more than two pounds, the scale is going to move down and tough heavy. That's heavy. Again, if they put something to may have against this two-pound weight in the scale, and it is not heavier than two pound 0s, it's not going to move any, and it's going to be light. Again, this is a very concrete way to take a concept for someone who may or may not have good use of vision, who may or may not have good understanding of relative pounds or kilometer weights, and makes them still able to involve themselves in a lesson. You also have to record the data. And, to be honest, this is just one idea of a recording sheet, as child decides or testing the pencil, and they decide that its light. They put it in the light category. As they touch the rock, assuming more than a two-pound rock, it comes up as heavy, and so they put the photograph of the rock in that category. Again, this is taking something that is -- or making it a little bit more concrete by using photographs of the actual pencil and rock. Can be as big or as little as they need to, and this might not work for some students, because it's visually quite complex. For other students, we might use two bins, and, look, you see those heavy and lite symbols that are measured -- or that are documented on the two different bins. Fit light, it guys in the light bin, and if they're not sure, they can feel the heavy and light symbol which are in both of the bins to help them, and then they put what they need in the right category. This is still sorting [ Inaudible ]. When we have -- if we were investigating not weight but size, again size can be very difficult for some of the students that I work with. I work with the students who are not -- who have a lot more arm to actual challenges, and just sometimes the concept of numbers themselves can be daughter-in-lawing. They have no inherent meaning. But if you have a ruler that has probably more of a definition than what you have here in terms of small some large, and in this case I've marked it where what is considered small is the part in gray, and large is is in light pink, and then you can make it much more than defined, but they can describe a familiar object in terms of size, and using this adapted ruler might be a way that would help them. And then there's some students where they need each more of a help in doing that. This is a size bin. What we've figured is there is a cutout of the roof of this box that is cut out in terms of what we've defined small as being. In general, if it sits in the box, it's small. If it doesn't fit in the box, it's large. Again, taking a relatively difficult abstract concept and finding a way for either young learners, or emerging learners, or students who are relatively challenged involve themselves in an investigation, in a much more concrete way. You can also -- there are some students that would have a hard time making something align and if it within a hole, and so for them, if it fits, this is an open box. If it fits in the box, can push it in without damaging it, then its small, and if it's doing by to fit in the box, it's large. In this picture, I've attached a ruler to it, because we are using -- we are using a ruler, which is augmenting it with the other device, which is the size of the box. Again, very different than what you might find in a 7th grade classroom. Probably not needed for most kindergarten students, but, you know what? Might work, or it might be needed for many kids who have significant vision, hearing loss, amongst other intellectual disabilities, but it would also be good for a student without any disability at all presenting things in a different way. The next set of slides is going to talk about graphing. I find that paragraphing is -- is nice and concrete and works for many students, but just the whole concept visually of presentings information in a systematic way that can be busy or not busy can be difficult, and this is a common course standard, and it's talking about picture graphs and bar graphs and sorting data, with up to four categories, and then talking about using this to solve a called taking apart and put together problem. We're really talking about either subtraction, addition, or comparing problems. That would be kind of equal or greater than. Again, this is not in terms of the investigation yet. This is just showing you concepts of adapting graphs to meet the needs of the students which are involve Philadelphia either mathematic, or in this case, in an integrated science investigation. Basic lay bash graph displays data visually, and some people, I'm sure, are thinking, I know what a bar graph is. And that's true. you might very well know and the majority of teachers are might know a bar graph, but Whatley caution you about standards in general and common core standards, and S that there are some standards which you look at and you say, you know, I really don't know what it's asking me. The problem is, if you don't know what the standard is, how are you going to teach it effectively to your students? And I'm not necessarily telling you, well, go back and take a bar graph graduate course. That isn't feasible for many of our students. But there are a lot of on-line helps that will help you figure out exactly what that standard is asking, so you can make sure that you are teaching it correctly. I also say grab your science books. Grab your math books. If you're in an integrated setting, a set wrong there are math books and science folks, they know their content area better than I ever will. My content knowledge comes from many years are ago, and things that were even very clean back then have kind of become fuzzy along the way. And so I rely on my content teachers, and they're more than happy to explain what exact standard means. It's our job to figure out how to make it meaningful for our students. In this case, I did mathabout.com, and gave me some information. Wick pedia, not for sure, so be careful. This is a picture graph. It's basically saying that each individual piece of data is represent bade picture. This can be a little bit more understandable. Again, the context of this graph is if we're doing fund-raising activity, and we're selling single roses, and if someone says one rose is as good as 12 dozen, don't believe them, but in this case, we are selling individual roses. Week one, we had one rose. Week two, we sold two rose, and week three was the exciting three roses. But, again, we're talking about put together addition, take apart, subtraction, and identifying how one week would be different than other week. Again, for some students, a picture graph, if you just make it a little bigger, it's fine. But for other students, really, how you represent that one rose will make the different of a student who with the modifications can interact incredibly well and effectively. Just by putting high contrast, picking how you're going to be represented pay red rose, and putting a black background maybe outlined by yellow, again completely individual for the student you're working in, but that can be effective in helping. For others, if they're going to have to decide or compare how week one to week two and week three are, using colors can help on differentiating those different bars, is going to help them be active participants. Sometimes using the actual objects, where you're not using a picture representation, you're maybe using a picture representation, but with an actual rose on top of it, so when they're counting, they're actually counting the actual on equity itself. I call this a graph, but it works. For some students, it's not how you represent it, or maybe that's one piece, but be able to use high contrast cell border Tuesday let to them know when they're recording their data where different things go, will help them figure out and use their graph more significantly, or with better ease. Okay. This is a shoe organizer. It started out as a shoe organizer. It was bought as a shoe organizer, and then somebody got a little bit creative. A shoe organizer can be a tactile graph. For some students, just putting borders on a piece of paper is not enough. They need to put things in, and they need that -- to the the sides to be able to know where things go. In this case, each one of the bars has a different texture, to give them that feedback, that week one has a brown rough texture, week two has a different texture, and week three has a green, smooth texture. Again, it's helping somebody being able to graph, and this is graphing, but just in a very, very different way. I do get a lot of students that put their hands together and say, well, why is graphing roses important in the overall scheme of a child's life? And and my answer might be, well, it might not be. But if we look at this and say, you know, students need to put things in specific places, in putting silver wear away. They need to put their shoes in a definable place so they can find it. If you're one of these anile retentive people who likes to put their socks in a defined place, it's an important skill. So what I say is that although graphing might not be your life long career, the skills that you're using for graphing are things that can translate into other parts of your life. In this case, bringing it all back to, if I had a student who needed to use a tactile graph for what it is we're doing in this investigation, you have things that happen that were light and things that you tested that R that ever heavy. In this case, you tested that pencil. It came in as light, and you put it right in where it be belongs on your graph. Again, not bad thing overall as a skill, but it is definitely graphing for students who need a little bit more structure. Now, the last part of this is using the analyzing. And, again, this is the culmination of the science unit. I find this is the most important part, but it sales really a most difficult, because analyzing in general is a higher level skill. It's not just saying what happened at this minute. It's saying when you consider everything involved, overarching what happened, it's comparing and discussing results. Sometimes that's not describing things that are happening in the here and now, and can be really difficult for students who are more significantly challenged. But it is an important part. It is figuring out what happens. But for some students, this can be the most difficult. Again, the math content was classifying objects and counting them, you know, talking about physical properties in that are we had tissues and we had pencils, so how many were light, too, how many were heavy, too. Again, that's kind of -- that could be a way to apply this math skill within the context of analyzing. When you're answering research question, in your research question is what objects are light, for the child that can actually use a photograph, maybe high contrast photograph of, well, a tissue was light and a pencil was light, they can actually paste this on to it. For some, you can analyze this, take it right out of the graph, and put it right on this sheet. Other kids can kind of wait and analyze this all at the end. But, again, it's just a very concrete way of answering the research question. In this case, it is showing how you can take things from the tactile graph and actually put them on a sheet that has all of the tactical things that you had and were introduced to along the different parts of the investigation. And then the last part of this is comparing and discussing results. Again, much more consistent with students who I call higher level learners. In my -- what I consider higher level might be different than you, but finding, you know, figuring out how many items were light, how many items ever heavy, and then marking the right answer to compare, there was the same number of light items as heavy items. It's actually bringing that math standard into a results or an analysis format. This is your science investigation. It really was not -- it was not any rocket science. It was just a different way of looking at science, and sometimes students or teachers who can see something and can say, oh, even for my students who have the most vision and hearing loss, I can find something within this lesson that will give them the confidence to use it with teachers and with their students. When I teach my grad and undergrad students, there's a lot of his attention about using science, and I'm just saying I find science by far is the easiest to do, but for those hesitant scientists, giving them a couple of ideas will spark them into finding even more creative ways. So that's your integrated science unit. there anybody that has any questions about this? There are some people that are typing. If anybody wants to ask me a question, they can do star 6. One thing that -- for anybody that wants these practical examples, they can certainly download this, and if that helps you, feel free to use it in any way that will help you. I'm going to type another resource. Hopefully I've gotten that right. If you want to find -- this is just one example of a science investigation in anybody want tots look, there is the Sherlockcenter.org has a number of different things, not necessarily in a Power Point format, but a lot of practical examples of how to bring things down for students at many levels so they can be involved in a science investigation. If anybody has any questions, they can certainly e-mail me at -- I'm writing it down -- and I would be horse man happy to help you in any way possible. Thank you.

Sue, this is Nancy Steele. We just really appreciate all that you've shared with us today, and we also want to thank Tammy for her expertise a couple of months ago, and Annette last month. We can continue, if anyone is interested, we could go on to network connections, and start a group that just looks at these things, shares examples. We can also share examples on the literacy website. So let's play together.

I agree. And I think if everyone plays a little, we'll have a wealth of communication resources that teachers we never even thought of would be able to use with their students.

And the planning templates that you shared that are on the literacy website, there are actually three tier to that, and so please go to the website and explore those, because they're really, really going to help. Another area, not just science, but social studies, can be used in the same way that you did science, and I think that that's the way that you can integrate all of the common core standards, you know.

And just my feel about it is that I am so comfortable with science, I am so uncomfortable with social studies, so we need to tell people, you can't be good at everything, but there is somebody that has a skill and strength that you don't have, and so I'm looking forward to using that, even within my students and my teaching.

And I also think that, you know, just using our it in work, and just playing brain ball with this, to come up with so many creative ideas, and drawing on the teachers in your states, because they're the ones that are doing it every day, and that's, you know, part of the new content that's been added to the literacy website has come from those teachers. That's where it came from.

Well, unless there are any other questions, have a wonderful afternoon, and enjoy your -- the rest of your week.

Well, thank you again, and we'll be in touch. Bye-bye. [ event