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Self-directed Learning Modules

To help educators understand the Common Core State Standards and their application to students with significant cognitive disabilities, the Dynamic Learning Maps™ consortium has created and will continue to create self-directed learning modules. Each of the interactive modules is short (30-45 minutes on average) and focuses on a single topic. When you complete a module, be certain to complete the information regarding your name, school, and state so that you will receive credit where available. If you have questions about these modules, please contact dlmpd@unc.edu

Module 0: Who are Students with Significant Cognitive Disabilities
Description: This self-directed module focuses on the characteristics that distinguish students with significant cognitive disabilities who take an alternate assessment based on alternate achievement standards from other students with disabilities.

Module 1: Common Core Overview
Description: This self-directed module provides an introduction to the Common Core State Standards in English Language Arts and Mathematics for teachers who work with students with significant cognitive disabilities who will complete the alternate assessment.

Module 2: Dynamic Learning Maps Essential Elements
Description: This self-directed module provides an introduction to the Essential Elements that were developed by the Dynamic Learning Maps Consortium to provide links between the Common Core State Standards and grade specific expectations for students with significant cognitive disabilities.

Module 3: Universal Design for Learning
Description: This self-directed module provides an introduction to Universal Design for Learning as it relates to the Common Core State Standards and students with significant cognitive disabilities.

Module 4: Principles of Instruction in English Language Arts
Description: This self-directed module provides an overview of principles of instruction in English Language Arts in the Common Core and relates them specifically to students with significant cognitive disabilities who will complete the alternate assessment.

Module 5: Standards of Mathematics Practice
Description: This self-directed module provides an on overview of principles of instruction in Mathematics in the Common Core and relates them specifically to students with significant cognitive disabilities who will complete the alternate assessment.

Module 6: Counting and Cardinality
Description: This self-directed module provides an introduction to the domain of counting and cardinality. It includes information regarding research-based instructional approaches and their application to students with significant cognitive disabilities.

Module 7: Individual Education Programs Linked to the DLM Essential Elements
Description: This self-directed module focuses on the process of writing SMART annual goals and short-term objectives or benchmarks that are linked to the DLM Claims, Conceptual Areas, and Essential Elements. This module should be used in conjunction with information provided by each state education agency regarding IEPs.

Module 8: Symbols
Description: This self-directed module provides an overview of symbols to support communication and interaction. It also describes the use of symbols and photographs in text.

Module 9: Shared Reading
Description: This module describes shared reading, a reading approach that emphasizes interaction and engagement with books. In the DLM assessment, students frequently engage in a shared reading of a text before rereading a text to respond to questions.

Module 10: DLM Claims and Conceptual Areas
Description. This module describes the system of Claims and Conceptual Areas that organize the DLM Alternate Assessment system. Understanding this system will support educational teams as they begin to identify instructional priorities for students with significant cognitive disabilities.

Module 11: Speaking and Listening
Description: This module addresses speaking and listening in the broader context of expressive and receptive communication for students with significant cognitive disabilities. The content in this module is important to understand the DLM Essential Elements in Speaking and Listening and across all of the strands of Essential Elements in English language arts.

Module 12: Writing: Text Types and Purposes
Description: This module provides a brief overview of writing in the DLMâ„¢ Essential Elements with an emphasis on teaching students with significant cognitive disabilities how to use print or braille to communicate to different people for different reasons.

Module 13: Writing: Production and Distribution
Description: This module address the need to provide students with significant cognitive disabilities with access to a means of writing as well as sound and well-balanced instruction in the cognitive acts that writing requires.

Module 14: Writing: Research and Range of Writing
Description: This module focuses on writing instruction designed to help students with significant cognitive disabilities ultimately develop the capacity to build knowledge on a subject through research and to respond through writing while keeping a focus on a range of purposes and audiences for writing.

Module 15: The Power of Ten-Frames
Description: This self-directed module focuses on the use of a ten frame as a tool to help students develop an understanding of base-ten as well as composing and decomposing.