What's so Unique about the Unique Learning System? - Perkins School for the Blind
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1 What’s so Unique about the Unique Learning System? Wendy L. Buckley, M.Ed., Ed.S. Network of the Americas Conference April 2018
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2
What is It?
Unique Learning System (ULS)
Online
Standards-based curriculum designed for
students with significant disabilities
Subscription system
Monthly lessons - six grade bands
3
3
Six Grade Bands of Content
Preschool: Preschool
Elementary: Grades K-2
Intermediate: Grades 3-5
Middle School: Grades 6-8
High School: Grades 9-12
Transition: Grades 12+
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Interactive Lesson Plans
Theme related
Lessonplans embedded with instructional
materials
Instructional targets
Instructional routines
Academic vocabulary
Suggested monthly plan
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6
Monthly Themes:
Science or Social Studies Topics
PRESCHOOL ELEM INT MS HS TRANSITION
(K-2) (3-5) (6-8) (9-12) (12+)
I Can Grow (Government) (Government) (Government) (Government) Ready for Work
(Learning Introduces Identifies rules Explores rules Explores why (Employability)
About Self) rules at home and laws and and laws and rules and laws Addresses the
I was little. Now I and in school. why we must the people who are important need to be part
am big. Let’s follow them. make them. and how they of a team and
look at how impact our interact
we’ve changed daily lives. positively with
from a baby to others at work.
now.
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7
Reading
Reading instruction
Approaches and methods
Reading materials
8
8
Math
One-to-one correspondence
Number sense
Time
Measurement
Graphing
Geometry
Algebra
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9
Core
Communication
Social
Daily Living
Employability
Self Advocacy
Transition
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10
Core11
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Data Driven Instruction
GPS (Goals, Preferences and Skills)
Identify student, classroom, and program goals
Track identified goals and show growth
Students’learning outcomes monitored and
tracked over time
All data stored online12
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GPS Assessments: Profile
Indicate
a student's current abilities in their
grade-level academic profile.
Four profiles available:
Self-Help
Preschool, K-12 Student Learning, Transition
Each profile provides suggested levels of
instructional support and strategies for
overcoming barriers to learning.13
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Universal Design for Learning
Multiple means of representation: give learners
various ways to acquire information and
knowledge
Multiple means of expression: provide learners
with alternative ways to demonstrate what they
know
Multiple means of engagement: channel
learners’ interests, challenge them appropriately
and motivate them to learn14
14
Differentiated Materials
Level 1: Students require
extensive and pervasive
support.
Level 2: Students use
symbol support and other
direct instruction for
learning and
comprehension.
Level 3: Students work
with simple text, writing,
and math15
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Level One
Active participation
Pre-symbolic communication
Do no make distinctive choices
Maximum support within instructional tasks
Shape behaviors into purposeful and educational areas
Primary goal: increasing participation16
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Level Two
Some picture support
May not decode and read some sight words
Point to pictures17
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Level Three
Begin decoding text
Sight words
Simple writing
Some typing
Initial consonant sounds for writing18
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Levels: Example
Unit: Force and Motion
Two
One
Level Three19
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Differentiated Levels
A student may be mostly in one level for most academic tasks
while falling into another level for splinter skills.
Level 1 Level 2 Level 320
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Prompting Levels
Minimal Prompts: student responds to natural cues during
activity with only periodic direct verbal, physical or gestural
prompts to demonstrate the skill
Moderate Prompts: student responds to some natural cues
with verbal, physical or gestural prompts for approximately 50-
75% of the time for demonstration of skill.
Full Prompting: student demonstrates only minimal skill
demonstration without direct verbal, physical or gestural
prompts for interaction.
No Response: student does not show any responses, or
refuses to respond with natural, verbal, gestural or physical
prompts21
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GPS Assessments
Benchmarks for selected areas of reading,
writing, math
Checkpoints for monthly unit content
Core Rubrics for transition related skills of
employability, communication, self-advocacy,
daily living, and social strategies22
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Standards-Based
Instructional Targets
Academic content standards linked to curriculum
content
Aligned
to state educational and transition
standards23
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Alignment Tools
Alignment with state standards through
instructional targets
Bridgebetween the general content standards
and relevant curriculum content for students
with significant disabilities
Aligned with the Common Core/State Standards
in English Language Arts and MathematicsAlignment Tools 24
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Standard Grade Band
Common Core Standards Your State’s Extended Standards
The complete wording of the Common Core Standards is listed in this Each district may input extended
section standards in this section.
n2y Instructional Targets n2y Grade Band Lessons and n2y Supporting Activities
Activities
Instructional Targets reflect the Unique Learning System Unique Learning System
essential content of grade level
Lessons that address instructional Unique’s supporting tools and guides
standards. In ELA and Math, these
targets are listed in this column. supplement the unit lessons. Pertinent
targets are aligned to the Common
Lessons from Unique units maintain a supports are listed in this column.
Core Standards.
consistent format so that instructional
targets are taught each month.
News-2-You News-2-You
Sections of the paper, which address Supporting activities and lessons, which
instructional targets through News-2- provide practice for Instructional
You lesson plans are listed in this Targets, are listed in this column.
column. These lesson plans maintain a
consistent format so that instructional
targets are taught each week.
n2y Differentiated Tasks
Differentiated task descriptors ensure that students with a wide variety of learning abilities and needs are able to access,
participate in, and progress through standards-based activities. Differentiated task descriptors are written in student
performance terminology.
Level 3 Level 2 Level 1
Students at this level are expected to Students at this level will likely require Students at this level require maximum
reach the highest level of support in all learning activities. support in learning. Increasing
independence. participation is the primary goal.Alignment Tools
Reading Standards for Literature
Common Core Standards
Grades 6-825
Your State’s 25
Range and Level of Text Complexity Extended
Standards
GRADE 6
10. CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
GRADE 7
10. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
GRADE 8
10. CCSS.ELA-Literacy.RL.8.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and
proficiently.
n2y Instructional Targets n2y Grade Band Lessons and n2y Supporting Activities
Activities
Experience grade level and age- Unique Learning System Unique Learning System
appropriate literature materials,
Lesson 1: Leveled Book ULS Monthly Tools: Supporting Files
including poems, biographies, chapter
Lessons 3, 5, 7, 9, 11 and 13: Simple PowerPoint® Stories
books, fiction and nonfiction works that
Chapter Book ULS Monthly Tools: Supplemental
are adapted to student reading level.
Lesson 17: Book Report Reading Lists
n2y Library Standards Connection
n2y Differentiated Tasks
Level 3 Level 2 Level 1
Students will independently read Students will read supported and Students will actively participate in
literature forms, including chapter shared literature forms, including supported reading of literature forms,
books, biographies, poems, fiction and chapter books, biographies, poems, including chapter books, biographies,
nonfiction works that have been fiction and nonfiction works that have poems, fiction and nonfiction works that
adapted to student reading level. been adapted to student reading level have been adapted to student ability
level.26
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Living in Early America
History, Intermediate Grade Band27
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Leveled Book
Informational Text28
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Comprehension Activity29
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Comprehension
LevelWorksheet
Three
One
Two30
30
Informational Text31
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Vocabulary32
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Informational Text33
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Non-fiction Article34
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n2y Library
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