TRANSCRIPT - Explore the Expanded Core Collapsed Framework - A 21st Century Approach to the Expanded Core Curriculum Ð 12/11/23
 
>>Robbin: Okay. Hello, everyone. I have to be honest. If you're reading the chat transcript with this, I've already put in the chat about a food reference that I love that I saw that somebody was here from Chicago. I am a Southsider and I love white castles. I am here to talk about something I am very excited about and that is the Expanded Core Curriculum. I'm going to invite everybody who is joining us live, feel free to use the chat. We will use it. If you are on the recording, don't worry. I will not awkwardly look at the chat and just talk. I'll make sure we seamlessly blend this in but I still want you to use the reflection questions that I'm going to do with our live participants. So really fast, hi. My name is Robbin Clark. I do speak this loud and this fast all the time. So I'll be mindful of my speed to make sure that captioning can keep up with things. Very excited to be here. I currently live in Utah and I am the curriculum and instruction director here at the Utah School for the Blind where I exclusively focus on teaching and learning and of course all things Expanded Core Curriculum. I have done a lot of cool things in my career but the things I love the most is definitely being on the Expanded Core Curriculum the whole time. Now that you know a little bit about me, let's jump into this really cool topic. I'm talking about the collapsed Expanded Core Curriculum framework. Before I give you our learning objectives, I kind of just want to know who has heard of this topic of the collapsed Expanded Core framework. I don't want to confuse this with anything else you may have heard like an extended core or focused core or anything like that. I'm really talking about how we collapse the nine areas to use it in a systematic way. You may have heard about it maybe from me. But maybe a few other places. But I kind of want to get an idea, just see where you're at with things. It's totally okay if you've never heard of it before. Just kind of want to get into it. So I am going to start with sharing my screen so that I can have our slide deck played. I'm going to get right to our learning objectives. I'm going to put it in full sharing mode. Okay. So let's get into this. For today's learning we have one important learning target and that is to use the collapsed framework and updated instructional approach to design 21st century sustainable Expanded Core learning. So we will be talking about the collapsed framework and I'm going to bring you through an updated approach to using the Expanded Core today. For the remainder of our presentation I will be referring to and reading from the slide deck, just so that all of the information is covered. By the end of our session today, I have two big takeaways that I want you to have. The first one is that I want you to be able to identify what the collapsed Expanded Core framework is. That you understand that we are organizing the nine areas into three distinct sections. And the second thing that I want you to be able to do, by the end of this session, is to examine the five components of an updated approach to designing Expanded Core instruction. All right. That's our road map for today. Let's jump into things. I want to start right away with having us think why do we need an updated approach to the Expanded Core Curriculum. So right now just start thinking about that. Why do we need an updated approach? Why do we need to do things a little differently than what we did, say, 15 or 20 years ago? Why is that important? If you're watching this on the recording, I want you to think about that for a hot second. And if you're with me live, I want you to think and perhaps share in chat why do we need an updated approach with our wonderful Expanded Core Curriculum? I'm going to open up the chat myself and take a look at maybe what some things people are saying. I already see that when you know better you do better. So I completely agree to that. I see other people weighing in that there's a much heavier technology focus. That's another reason why. What are you thoughts? I just want to make sure that we give space to think and reflect, because we don't want this to just be another sit and get, throw information at you. And then the last thought that I see in the chat that I want to share is that change is always happening. I also want to bring one other thought to your mind why we need an updated approach is because we truly need to make sure that our Expanded Core instruction is meeting today's 21st century classroom needs. One of the main reasons why we can't keep doing the same thing that we did 15, 20 years ago, 10 years ago is because things are changing. Today many schools across the United States are focusing on 21st century skills and if you're not quite sure what that is, I'm going to encourage you to make a note for yourself, what's 21st century learning and why does it matter. For us, we know that it matters because we want students to be successful outside of the classroom. Now, I want you to think of this next one and just reflect for a second. What's a barrier that you face to meaningfully addressing the Expanded Core, either on your case load as an itinerant provider, or in your classroom? What's a barrier that you face? I want you to think about that for a hot second and I promise there won't always be so many questions for you to think about. And then I've got a couple of ideas of my own. I'm going to jump into chat real quick and see what a few people are saying. Some people are saying they are stretched too thin. This next one I am sure is going to be a very surprising, for many of you: Time. Time seems to be a real big barrier. Let me go through some of the things that I have on there and let's see if they resonate with you. Some of the barriers I have observed for teachers today is time. How do we do it? And I've got some thoughts on that that maybe we'll get into later on. Another one, another barrier that teachers are facing is seeing how to align the core standards or academic content to Expanded Core skills. I am continually meeting with more and more teachers that are learning to make this connection. Another reason that we have a barrier is people aren't sure where to start or perhaps they feel there's too much Expanded Core to cover in a single session. How do we do this. As I read some of these to you, do any of them resonate with you? Do you feel this way? Another reason, time. That's another factor. Another one is limited physical space, resources, and tools to teach. Perhaps you are the itinerant teacher that is sharing the janitor's closet with the embosser at the same time. Maybe in the classroom that you teach in you don't have a lot of resources or feel like you have a lot of tools to truly design meaningful, rigorous Expanded Core. Another reason maybe just is time, again. So these are some of the major barriers that I see that many teachers are facing. Maybe you feel that as well. Today I hope to address some of these issues by talking about the collapsed framework and an updated approach. So let's jump into this part for a quick second. What are some of the these critical needs? Why, again, do we need to think about addressing the Expanded Core differently? So, number one. We need to shift our approach because we must start creating conditions for deeper and sustainable Expanded Core learning. And that's something as educators, whether we're in the classroom or we're an itinerant provider, that we need to start looking at. Is the Expanded Core instruction that we are providing, are students learning this deeply and sustainably? Can we revisit a student in six months, a year, three weeks even and see that they can continue on with the skills that we provided? Can they manipulate that information and continue going with it? I have a lot to say on that topic but for right now I just want to bring that to your mindset. Are we creating conditions for deeper and sustainable Expanded Core learning? Another reason why this is a critical need for us to update our approach is that we need Expanded Core teaching and learning that connects to these 21st century skills, workforce, and life. Are we really making authentic connections for students? Another need why we need to update our approach is that we must close the achievement gap for students with visual impairments, low vision, and DeafBlindness. Another reason: We need to ensure that the Expanded Core components are taught using an interdisciplinary approach instead of a fragmented approach. Now, these are just four reasons that come to my forefront about why we need an updated approach. You might have some others that you have seen. But either way we do need to make some shifts on how we cover the Expanded Core Curriculum. That being said, I also want to make sure that I am very clear about one other point. And excuse me if I sound a bit like I'm on a soapbox. And that is we need the Expanded Core Curriculum. We need all nine areas of the Expanded Core. Just because we haven't quite figured it out yet and it's still hard doesn't mean students with visual impairments and DeafBlindness don't need the Expanded Core. I have been in enough areas of my life and with enough students to know and to see students that have meaningful Expanded Core instruction are making it in whatever that looks like in their life. So, I don't mean to sound like I'm on a soapbox but I want to make sure that anybody watching this webinar understands that I'm not saying we don't need the Expanded Core. I am saying that we need an updated approach and we need to look for other ways, solutions to make it meaningful and sustainable for our students. Okay. That being said, let's really get into the collapsed framework. Right now you are looking at a diagram of the collapsed framework. It is a table with three columns. So when I'm talking about the collapsed Expanded Core framework, first and foremost I want to make sure that everybody knows this came from Dr. Karen Wolffe, maybe some of you have heard of her before. But I was in a conversation with her several years ago and she mentioned this to me and she was pointing out again the need to make sure that the Expanded Core areas are taught with interdisciplinary, not fragmented. And she mentioned this framework to me and it rocked my world and I immediately saw the potential of it and how we could be more intentional and explicit with it. I want to make sure that credit is due. This came from the brilliant mind of Dr. Karen Wolffe. Let's take a look at the collapsed framework. We are taking the nine areas of the Expanded Core and collapsing them into three distinct sections. Those sections are the access skills, which comprise compensatory ackess skills, sensory efficiency, and assistive technology. I hope right now that you see the relationship between the three of those areas that they do help students to access their world and access information. The second area is independent living. And the areas that comprise independent living are: Independent living skills, recreation and leisure, and social interaction. And I hope you can start to see the relationship between the three of those areas. And the last area in our collapsed framework is community readiness. I want to make sure you understand what I mean when I say "community readiness" because this is a Robbinnism. I made this one up. When we talk about community readiness, we're not just talking about a location in the community, like going to Target. That is in the community but I want everyone to also include in their understanding that our students belong to different communities. They belong to their school community, their church community, their family community, their dance community, their arts community. Think of all of the communities that we and our students belong to. That's another area that I want you to see. And so when we think of career education, orientation and mobility, and self-determination they not only help students be successful in the physical community like going to Target or Trader Joe's, but they also help students be successful and thriving in the communities that they belong in. So before I move on, take a hot second and just wrap your brain around seeing the nine areas of the Expanded Core Curriculum collapsed into three distinct sections of access, independent living, and community readiness. Now the next part of this that I want to talk about is although we have the areas into these fixed categories, the Expanded Core was always meant to have an interdisciplinary approach. That means that we want to mix and match and put things together so that they complement the skill that the student is developing. So for that reason I have particularly noted that self-determination belongs everywhere. Because self-determination skills are what help the student develop as an interdependent person. So I don't want anyone to be a black or white thinker on this. Self-determination could pop up anywhere, as can some of these other skills. For example, if I'm going to teach about grocery shopping and we're going to do online grocery shopping, clearly I am addressing independent living skills because we are grocery shopping. However, we are focusing on how a student accesses the information in a particular lesson. Do you see how we are still going to use access skills of compensatory access skills, sensory efficiency or assistive technology, one or many of them, to complete a task of grocery shopping. So I don't want anybody to be a black or white thinker on this. It's okay if maybe you are mixing and matching a few areas. Now, I will let you know at the Utah School for the Blind, we take this approach in all of our Expanded Core instruction. So when we have Expanded Core classes at our school or in our short-term programs, you will see them listed as this is an access focus. This is an independent living skills focus. This is a community readiness focus. We have taken this approach in our instruction. All right. So I want everyone to look at -- I put two other slides in and I'm not going to read these ones word for word but I want to let you know why I did this. The next slide that I'm going to show you is actually an overview of what access skills are. Remember that access skills are the areas that promote access to a student's world and information. And I have found over the course of my career that a lot of people may not know a definitive statement about why we have each of the areas of the Expanded Core Curriculum. And so I've listed those for you. These statements either come from the book ECC Essentials or Foundations of Education, the purple book. Now you know a little bit about why we have each of these areas. I love these statements because it helps me to really understand why we have this area. So the first slide right here, this is just for your reference. Is an overview of the access skills. The next one are independent living skills. And, again, these are areas that promote students to live interdependently and with quality of life. I hope everybody is noticing that although I am using the term "independent," I'm also using the term "interdependent." Because a big part of what I focus on in my Expanded Core instruction is to help students live interdependently. Many of us are interdependent people. We need other people and resources to help us live the life that we want to live. So you are now looking at an overview of the purpose of each of the independent living skills. The next slide is community readiness. And, again, these are areas that promote students to thrive in the communities that they are a part of. Now I do want to talk about one particular area and this is career education. Because I know that many of us in our transition age, with VR and all the things that we're doing, we tend to focus a lot on career education, about just getting a job. Now, don't get me wrong. It is important that students learn how to get a job. 100%. I'm just going to ask you to make a little bit more room for one other area that's also a focus of career education skills. And you'll find that this truly does include students of all abilities. So I'm going to read this to you. This comes from ECC Essentials Chapter 11. Career education helps parents prepare their children to move from home to school. Helps teachers prepare their students to move through grades in school and helps young people, not just for work, but for all the roles they will play over the course of their lives. Remember when you are teaching career education or designing instruction, it's not just about getting the job. It's about preparing students for the roles that they will play or are currently playing in their life. I just find that beautiful and I want to make sure that everybody gets that goal as well. That's our overview of community readiness skills. Before we move on, I want to create a moment for us to reflect and connect about what we just talked about. Because although I tried to talk a little bit slower than I normally do, that was a lot of information. What I would like you to do right now is think about this. How does a shift to seeing the Expanded Core into three collapsed areas help you with those barriers that we talked about right now of time, of resources, of feeling stretched too thin. Think about that. What's got your wheels turning right now? And if it's helpful to everybody, I'm going to go the wrong direction through my slide deck. Actually, I'm going to bring it back up again. On this slide I have for you the collapsed framework so that you can look at it. Go ahead and think about this, if you're watching the recording, or share in chat how do you see using this collapsed framework? Does it make sense to you? Go ahead and think about that for a hot second. And I'm going to share a thought that I see in chat and I want to know if anybody else feels this way. I see a message that says I think it will make it easier to explain to families and staff. I can already tell you that's one of the number one comments I hear from teachers is that they feel like they can explain the Expanded Core more efficiently and more intentionally. I also hear from people that it makes the teachers feel like they can take it, like they can understand the Expanded Core easier. I see -- oh, I just see that message. It feels less overwhelming. Another comment that I'm just going to shout out from a Robbin Cox, not a Robbin Clark. Robbin spells her name the way I do, Robbi-n, and that never happens to me. I'm happy to meet with you over Zoom or to share how I do some of my lesson planning. I wanted to put it into this presentation but I felt like I would have too much information and then I would be totally overwhelming. Okay. Thank you, everybody for sharing your thoughts so far with this. So today we're looking at the collapsed framework. So I hope everybody feels good that they understand when I say "collapsed framework" it means taking all nine areas and putting them into three distinct sections. But that's only one part of it. The framework is one thing. How we're going to get the sustainable learning that we want to have next comes with using an updated approach. And so that is what we're going to move to next, if I can get my slides to move in advance. I'm going to bring us to that slide. Now we're going to look at an updated approach. So the next part of what we're going to do is we're going to talk about five steps that you can take that will help you to upgrade your Expanded Core instruction. Number one, you have to know the Expanded Core components and the skills. I can't stress this enough. I meet so many teachers that know the nine areas but they have no idea what are the components or the skills. And this is a real barrier because if teacher A thinks that sensory efficiency covers these three skills and teacher B thinks it only covers those two skills, do you see how we're just disconnected? So we must know, not just the nine areas -- that is just the starting point. We have to know the components and the skills. When you know those two things, it allows you to go what I call "details deep." It allows you to design meaningful, targeted intervention to help students develop, refine, and expand their Expanded Core skills. Now for this section, not only am I going to give you an approach bullet point but I'm also going to give you some how tos and some resources so that you feel like you can take action. So, number one, you have to know the Expanded Core components and skills. I'm going to get out of slideshow mode really quickly and hopefully seamlessly, and I'm going to bring up for you a graphic right now that all of you have access to. And what you're looking at is a graphic that shows not only the nine areas of the Expanded Core, it's going to show you some ECC assessment tools. But what I want to draw your attention to is that when you look at this graphic, I want you to see that I have organized every component of the nine areas of the Expanded Core Curriculum. So it is very important that you know not only do we have independent living skills, but the components that come with it such as organization, personal hygiene and grooming, dressing and clothing care, time management, eating and cooking, cleaning and household tasks, telephone use, money management. So now when you're teaching independent living skills you've got to know these components. This is what we're talking about. So everybody has access to this. I made sure I shared this graphic with you. 

>>Kaycee: Hey, Robbin, this is Kaycee. We're seeing your slides still. 

>>Robbin: Oh, no! I was just about to ask and worry about that. Let me fix that really quickly. I was about to ask maybe see if they can see it. And I was like, no, of course they can see it. Okay. Now I know you can see it. 

>>Kaycee: Yes, ma'am. 

>>Robbin: Thank you. Let me give a quick pause for everyone to get back to what I was talking about there. So take a look. You can see every area of the Expanded Core and then the areas that follow. I'm just going to give a quick pause for you to kind of catch that. These components are not a mystery. It's everywhere we have the Expanded Core. If you have the book ECC Essentials, it's there as well. I have this graphic. So you're welcome to look at any of it. So you need to know that there are nine areas. So you have to know the nine areas. Next you have to know the components. And the last thing you need to know are the skills. So I'm going to go back to sharing my screen, I promise the right screen. I'm going to double check. Okay. Great. You can see it. Take us back to slideshow. You need to know the skills. Where do you find the skills of the Expanded Core Curriculum? I have three great resources where you can find the skills. First, if anybody has a copy of EVALS, it's the big pizza box. That's a great place where you can find millions of Expanded Core skills. Another place that you can look that's for free is the Michigan -- I'm a huge fan of M dealio. They have so many great checklists. Their work has inspired me to do so many things. The Michigan. And then some of you might be familiar with the checklist that I came out with a couple of years ago called the ECC High School Readiness Checklist and it covers skills from preschool to eighth grade. I found those skills from our existing research and I just remixed it and organized it in a way that teachers could use seamlessly. But, again, teachers, I can't stress this enough -- by teachers, you could be an O&M instructor, a SPED teacher, a parent. If you teach, you teach. If you don't know the skills, how can we design instruction to help students actually acquire what they need? So there are some great resources. EVALS is the only one for payment but I'm sure most itinerant teams and school districts have access to EVALS. The Michigan or the High School Readiness Checklist. There's where you can learn the skills. You're going to use the framework with knowing the components and the skills. All right. Let's move on to our next approach. The next part is use the collapsed framework as much as possible. So consider addressing all of your Expanded Core instruction by access, community readiness, and independent living. Again, in Utah this is how I design all of my instruction. If anybody is like I need to see an example of this. I want to talk about it. Go ahead and reach out to me. My contact information is in my slide deck. I'm happy to walk through this with you. I'll be honest, I'm not just going to send you something and let you figure it out. I would at least chat with you. Remember that the areas are fluid because the Expanded Core is meant to be interdisciplinary. Don't be a black or white thinker about how you put these components together. So how can you get started with using the framework? So, number one, just pick one piece of the framework. Access, community readiness, or independent living. And look for opportunities for just two students on your caseload or the classroom. Design your instruction with assessment, of course, to hit those targets. So you can just start with saying I'm going to design an access class. That's how I want to get started. I just want to do an access lesson. When you want to do that, I want to have an access lesson. You're going to go to your components. What components do I want to make sure I'm covering. And then you want to know what skills. If you don't know the skills, you really can't design instruction that's going to meet students' needs. Once you get comfortable with your first access lesson, do it again. Try a community readiness lesson or try an independent skills lesson. Again, I can't stress this enough. Go ahead and send me an e-mail. I'm happy to work with anybody to get you started. All right. Next point. I want you to consider this. How can you design conditions for students to learn Expanded Core skills deeply? Hear that again. Are you designing your Expanded Core instruction that sets students up to deeply learn the Expanded Core skills? How on Earth do you even do that? I've got three points that I want you to consider. Number one, be clear on the learning target you want students to hit. You can't just say I want a student to learn how to use a screen reader. That's too broad of a target. Get real clear. I want students to be able to navigate by heading. I want them to be able to open a YouTube link. Get real clear on the exact target because if you're not clear on the target, the student has no idea what you're talking about. Every time you work with a student, I encourage you share the learning objective. I do this all the time and I coach all of my teachers to do that. We sit down with the student. We start our lesson. Hey, today the focus of our lesson is we're going to work on learning three new Braille contraptions or whatever it is. Tell the student what you're going to do. Yes, you can do this for students with multiple impairments. You're going to focus on the verb. For me, when I do this for my kiddos with significant learning needs and I want them to touch something we're going to interact with, I'll say their name, Monica, touch. Touch book. Touch table. And then I will build on based on what their capacity for language is. So, sorry, guys. Can't stress it enough. You have to be clear on the target. If you don't know the target, you have no idea how close a student is to the target. Okay. Second. Ensure that you are designing Expanded Core instruction that is both rigorous and authentic. Authentic learning means that students can clearly see how it relates to real life. Help them to make these connections. And if you have ever watched a webinar with me before or done any kind of PD, I have talked with you a lot about what rigor means. We have to have rigorous, authentic Expanded Core. Otherwise students are not going to be able to learn deeply. Okay. This next point is something that I love sharing with everybody. An easy thing is identify who is doing the doing and the thinking during your instruction. Now, I would love to say that that phrase is a Robbin Clark original but I wanted to let you know it's not. It was at a conference I was at. But think about this. Think about your instruction. Who's doing the doing? Are you doing most of the work and the students just have to say yes? Who's working things out? There should be a shift to student-centered work. Just remember that. Are students along for the ride or are they making meaning and connections of the content with your instruction, coaching, and feedback? Are students creating their own meaning? Are they taking your information that you are giving them and constructing it to understand how to apply it somewhere in their lives. And then you give them coaching, some feedback. But who is doing the doing and the thinking? When you get real clear on that, you are now creating conditions for students to deeply learn. So those are three of my favorite bullet points about using an updated approach for Expanded Core. So your how-to action step is I want you to refresh your art of teaching skills. What I'm sharing with you is not new or just proprietary or small -- it is the art of teaching. So make sure you know how to design rigorous, authentic instruction. Because if you don't, then let's work on that. Let's help you out because that's what we need in order for students to have sustainable learning. Okay. I hope I'm not overwhelming everybody. So take a minute -- before I move on, let's take a quick reflection moment and I want to know what's something you resonate with? What's something that you're getting your wheels turning? Go ahead, whether you're live with me or recording, let's reflect and connect. What's got your wheels turning right now? You're welcome to share in chat. You're welcome to just think about this if you're watching this on the recording. But let's take a quick moment for you to reflect and to think. I'm going to give you a hot second to do that. All right. Hopefully that was a hot enough second for you. Let's jump into a few more things. All right. Our updated approach to the Expanded Core also includes using formative and summative assessments. Why? Because they inform you on where to target your intervention and it informs the student on where they stand. So I'm going to share something from really great educators Frey, Hattie and Fisher. They say educators who teach their students how to become assessment-capable learners have students who understand the learning target, can describe where they are in relation to meeting the success criteria, and can use that information to monitor their progress and select learning strategies to improve the quality of their work. Did everybody catch that? We want students to understand the learning target. I know what the point of this lesson is. Second, can describe where they are in relation to meeting the success criteria. They know, oh, do you know what? I've got about two of the five steps pretty good. So I need to work on these three steps next. That's what's going to help me get that skill. And, last, can use that information to monitor their progress and select learning strategies to improve the quality of their work. So what this means is I teach this to my students all the time. You're totally welcome to steal it from me right now. I teach my students to go what information do you have? What information do you need? And what resources will get you there? So what information do I have? I know that I only have two of the five steps needed in order to do this task. What information do I need? I need to know how to do these couple skills here. How do I need to learn how to do this? And then what resources? Who can best teach me these skills? So that's definitely something I want you to think about because it's not enough just to say we're using the framework. If you don't use the approach, we're just going to keep ending up with what we've always had and we want to change things for students with visual impairments. Okay. So we talked about formative and summative assessments. Talked about why you need it. Here's your how-to steps. Number one, develop your formative assessment toolbox. Do you have a range of different formative assessments that you can use? Now of course I'm going to talk about a rubric and you can check my February 14th Coffee Hour where I talked about rubrics, where you can design them for both formative and summative assessment. But, number one, do you have a formative assessment toolbox? Do you have that? Second, ensure that your assessment informs you and the student on where they stand in relation to the target. Bring students in as partners to develop strategies to learn Expanded Core skills. So I want you to look at the assessment that you're using. Does it inform you? Does it inform the team that you serve? Does it inform the student clearly on where they stand in relation to the target with a clear learning plan? If it doesn't, now you know what you need to tweak. All right. Now I want to talk about how can you embed this framework and these approaches. I've got two options for you -- I'm sure there's many more but I have two that we can use today. Pathway number one. We're going to choose a way that works best for you and works best for your student. So pathway number one. Let's get into this. You're going to embed Expanded Core into the course, the classroom, or the skills. So this is the embed route. In order to do this, you need to know both the details of the course or the classroom and have your quick reference Expanded Core components and skills. So, for example, if I have an elementary school student and I want to embed Expanded Core skills into morning meeting. So I'm going to look at morning meeting and I'm going to look at what are the procedures. What do students have to do. I'm going to look at all of those details. And then I'm going to pull out my components checklist and I'm going to quickly highlight what components do I see there. Or I might use a skills checklist and I might look at that. Again, you can use the Michigan, EVALS, you can use the High School Readiness Checklist. Open it up and go I wonder what skills are already naturally happening there. And then you will embed those skills into the routine. So in this example if I'm observing morning meeting and every student has to check in using like a name tag to their center or something like that, I'm going to go, ooh, that's an opportunity for Rachel to read her name in Braille and bring it to the teacher. So I can already see that following the procedure, locating her name tag, bringing it in, those are all mini skills that I need to make sure she has. Look at what they have. I do this a lot with high school students. I look at their syllabus, because teachers usually have a syllabus of some sort. I look in there and go what standards are they addressing. What skills does the teacher want to have. You might have to interview the teacher to figure this out. Again, write those down, head to your checklist, find the skills that coordinate with that. Now, you might have to use a little professional judgment. I want everyone to know it's never going to be laid out. It's never going to say you should use compensatory skill number four. It's never going to be laid out. You're going to have to use a little professional judgment. But you can embed skills right into either the course or the routine or the procedure. All right. Does that make sense to everybody? At least somewhat? I hope so. The other way that you can use the framework is by creating standalone Expanded Core lessons based on the collapsed framework. So in order to do this, first consider IEP goals, their recent evaluations, et cetera, and look at what you need to hit. Because we need to address those things. And then I want you to do something that I call consider your high-frequency Expanded Core topics. Teachers, you know that there are Expanded Core lessons out there that you are teaching multiple times to multiple students. Those are what I call high-frequency Expanded Core topics. Organization skills, following procedures in the classroom. All of those types of things. Sending an e-mail. Those are all high-frequency Expanded Core lessons. So take a look at those high-frequency lessons and start designing instruction that you can use to organize and teach students' needs. How many times do you think you're going to teach a lesson on sending an e-mail? Write that lesson up and now you've got it to stay in your library and then you can then organize it or individualize it to meet students' needs. I hope that was a little clear for everybody. Okay. We're getting to the end of our time so I want to make sure that I invite everyone. You are welcome right now, if I haven't addressed a specific question or topic, go ahead and throw that into chat right now so that I will have time to address a question or a wonderment or a clarification to help you walk away with our target that you'll know what the collapsed framework is and an updated approach that you'll know these areas. Our last part that I want you to think about is using the collapsed framework is awesome. But you need to do it with the right approach so that you do get sustainable Expanded Core skills. So, again, our framework is taking these nine areas and organizing them into three intentional sections so that we can address the Expanded Core Curriculum as a deeper level. I want you to think of two important shifts. Number one. How many I design Expanded Core learning so that it is sustainable for students? That's a new question I want you to think of. And in fact feel free to think of this and put it in chat right now. What are some things that you can do that will help you design Expanded Core learning so that it is sustainable so that students can take the skills that you're teaching and transfer them to another environment, to another situation. How do you do that? What does that look like? What's your process? And the second thing I want you to think of is what do I need to engineer to have long-term learning for students? What are some things that you need to put into play so that students take these skills, they develop them for long-term gain. What does that look like in your practice? Okay, friends, we're getting to the end. I don't see a ton of questions or anything coming in so I think we're doing good on time which means I'm going to end perfectly on time. Okay. I'm going to go, before I do my last slide, I am going to stop sharing. I have two questions in chat that I want to make sure I address. So I'm going to show you that the last slide I have is my keep in touch slide. So if you want to keep in touch with me, there's lots of ways you can do this. Number one, do follow me on Instagram @9MoreThanCore. If you follow me on Instagram, I post about all kinds of Expanded Core adventures. If you follow it on Facebook, I really just post resources. So if you want to see a day in the life and all cool things, follow me on Instagram. I also put the link where you can get your free copy of the High School Readiness Checklist. And I put my e-mail. That's all here on the last slide. I'm now going to stop sharing so I can get into some of our questions that we have. So, number one, do you offer more in-depth training for TVIs? Yes, I totally do. I love it! If you e-mail me, I can coordinate with you on how I can help set that up. Second, I just want to lift up something that Judy put in chat. She said families need to buy in and be aware. So one of the things that I work with teachers on is putting together their toolbox of how they explain the Expanded Core to families. What does that look like. It's a separate conversation than what I can do now but I just want to make sure everyone writes a note. Do I have a toolbox? Do we have a system in place for how we do that? Next, Bethany asks how does this look with students on consult or only indirect? I'm not quite sure I get all the answers -- wonder about that. But what I will say is if you're only consulting, students still need Expanded Core. So what does your collaborative consultation practice look like. How are you doing that. Are you bringing the Expanded Core to the school-based team? Do they understand what they need to be addressing? So even if -- and many of you are not directly teaching all of your Expanded Core. Are you still communicating and highlighting and directing the school-based team to address Expanded Core areas? And if you have a copy of the High School Readiness Checklist, you will notice that many of the skills there are designed for somebody other than the teacher of students with visual impairments to directly cover skills. I'm also grateful that Amanda English from Michigan put in lots of links about getting the checklist and the resources from Michigan. That's another free resource for everybody. All right. I don't see any other questions so I am just going to ask everybody to do one closing thing with me. And, again, you can do this live or if you're watching the recording you can totally still do it. What's a takeaway? You came to this webinar. You watched this webinar, what is an action step that you are going to do because of this webinar? Go ahead and think about it. I'm going to invite everyone to put this in chat. If you're watching this on the recording, still think about it. What's an action step? How will your practice be changed because of our webinar? Go ahead and put that in. I see a lot of people already putting in that they are going to work on their toolbox. Yes! Make sure you have a formative and a summative toolbox. That you've got your checks for understanding. You know your process for that. I promise you there are a lot of resources out there. If you feel like you need some support getting started, go ahead and shoot me a message. I'll be happy to help. A lot of people are actually saying their toolbox. All right, that's a win! Now we can get clear on what tools we need. We can totally make that happen. I also just want to check in. Does everybody feel like they understand the collapsed framework? That it's something that you can use? So think about that driving question. So some really cool stuff coming through in chat. My contact information is in the slides if you have other questions. Really good stuff coming through on chat. Some people thinking about how do we collaborate more with related servers. If anybody has a copy of my Basecamp Manual, I've actually spelled this out for everyone. That's another cool resource for you to be thinking about. So some great stuff coming through in chat. People do like using the framework. A lot of people want to talk about collaboration. That can be another topic, maybe for Coffee Hour. How do we communicate the Expanded Core. Maybe we can do a workshop. I'm really just talking to Kaycee live in my head. But maybe we could do a workshop where people actually come and that's what we do. I coach teachers all the time. How do you have your 30-second elevator pitch? How do you quickly do it? And maybe this could be a more interactive one where people can build their pitch so that they have these resources. Okay. So some good stuff. It's actually timely that I was talking to Kaycee because now it's time for me to turn it over to her. I ended on time. Just want to say thank you, everybody for joining me. I really appreciated working with all of you. Please e-mail me. Lots of people do. You can DM me on Instagram. You can send me an e-mail. I'm happy to support you with your Expanded Core skills.