Common Core State Standards and Students with Disabilities Elizabeth Jankowski Western Regional...

Common Core State Standards and Students with

Disabilities

Elizabeth JankowskiWestern Regional Resource Center

University of Oregon1

About Myself

Former Special Education Teacher

Special Education Consultant

TA Provider Family Member of

Person with a Disability

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Technical Assistance and Dissemination Projects

funded by the U.S. Dept. of Ed

Regional Resource Center Programs

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Focus for this Evening:

1. CCSS – A Review of the Basics2. CCSS and Students with Disabilities3. CCSS – Benefits and Challenges for

Students with Disabilities4. Overcoming Challenges5. Standards-Based IEPs6. CCSS Assessments

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1. CCSS – A Review of the Basics

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A coherent progression of learning expectations in English Language Arts and Mathematics designed to prepare K – 12 students for college and career success.

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The goal of the CCSS is to make sure that all students

are well prepared for college, technical

education, or the workplace after high school

graduation.

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Labor Force Statistics 2012 Across the U.S., 17.8% of working-

age adults with disabilities were employed compared with 63.9% of people without disabilities

A large proportion of persons with a disability--about 8 in 10--were not in the labor force in 2012, compared with about 3 in 10 persons with no disability. We want to improve this.

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Prepare students with the knowledge and skills they need for postsecondary

success.

Help ensure our students are

globally competitive.

Provide consistent expectations for

all.

Create a foundation to work collaboratively

across states and districts, pooling resources and

expertise.

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2. CCSS - Application to Students with Disabilities

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CCSS Coincides with CCSS Coincides with Other Changes in Special Other Changes in Special Education at the National Education at the National

LevelLevel

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CCSS - Application to Students with Disabilities Supports and related services

designed to meet students’ unique needs and enable their access to the general education curriculum;

(IDEA 34 CFR §300.34, 2004)

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CCSS Language

An IEP that includes annual goals aligned with and chosen to facilitate their attainment of grade-level academic standards;

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CCSS - Application to Students with Disabilities

CCSS Language

Teachers and specialized instructional support staff who are prepared and qualified to delivery high-quality, evidence-based, individualized instruction and support services.

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CCSS - Application to Students with Disabilities

CCSS Language

Additionally: Instructional strategies based on

the principles of Universal Design for Learning (UDL)

Accommodations, including changes in materials and/or procedures

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CCSS - Application to Students with Disabilities

CCSS Language

“The Standards should also be read as allowing for the widest possible range of students to

participate fully from the outset and as permitting

appropriate accommodations to ensure maximum participation

of students with special education needs.”

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CCSS – Introduction to English Language Arts Standards

CCSS Language

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3. CCSS – Benefits and Challenges to Students with Disabilities

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High Expectations for ALL Students

Benefit

Research on the Influence of Teacher Expectations: Expectations DO Matter

Teachers’ expectations had a significant impact on the educational achievement of the students.

Low expectations for certain cohorts of students were a major factor in their poor academic achievement

Students from marginalized groups are more susceptible to teachers’ low expectations and this may serve to further widen the achievement gap when such students accept and confirm teachers’ negative expectations

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Research on the Influence of Teacher Expectations: Expectations DO Matter

The Pygmalian Effect: The greater the expectation placed upon people (children),

the better they perform.

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“Assume that they (students with significant disabilities) are competent and able to learn, because to do otherwise would result in harm such as fewer educational opportunities, inferior literacy instruction, a segregated education, and fewer choices as an adult.”

26Aligns with the “Least Dangerous Assumption”

Benefit

With clear, well-defined content standards, it is possible to better identify appropriate Universal Design for Learning (UDL) tools and accommodations for students with disabilities, both for instruction and for assessments.

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Benefit

Parents will have a clear and consistent understanding of what their children are expected to know and be able to do.

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CCSS: Potential Benefits

Benefit

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“Students with disabilities…must be challenged to excel within the general curriculum and be prepared for success in their post-school lives, including college and/or careers.”

Source: CCSS ELA Introduction page

Students with Disabilities will be Better Prepared for Career or College Readiness

Benefit

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Defining “College and Career Readiness”

“College and Career Readiness”

The acquisition of the knowledge and skills a student needs to enroll and succeed in credit-bearing, first-year courses at a postsecondary institution (such as a two- or four-year college, trade school, or technical school) without the need for remediation.

- ACTand adopted by the CCSS Initiative

Caution

We’ve talked about the benefits of the CCSS, now let’s take a look at some

of the challenges . . .

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KGrade

1Grade

2Grade

3Grade

4Grade

5Grade

6Grade

7Grade

8High

School

Foundational Reading Skills(Appendix A)

Reading Literature

Reading Informational Text

Writing

Speaking and Listening

Language

Challenge

Reading Staircase of “Text

Complexity” Much more informational

text Focus on “close reading”

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Challenges

Term to Know:

Scaffold

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New Term:

Lexiles

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Challenge

“Students who struggle greatly to read texts within (or even below) their text complexity grade band must be given the support needed to enable them to read at a grade-appropriate level of complexity.”

- CCSS Standards Appendix A

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Ask about this at the

IEP Meeting

oEmphasis on argument as a type of writing

oResearch writing as a focus

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Many years of research in writing instruction have provided useful

writing strategies students can be taught to meet these writing

challenges head on! Challeng

e

Self-Regulated Strategies

Development25 years of research

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KGrade

1Grade

2Grade

3Grade

4Grade

5Grade

6Grade

7Grade

8High

School

Counting/Cardinality

Numbers and Operations in Base 10

Numbers and Operations in Base 10 and Fractions

Number System Number and Quantity

Ratio and Proportional Relationships

Operations and Algebraic Thinking Expressions and Equations

Algebra

Functions

Measurement and Data Statistics and Probability

Geometry

Mathematicso The Language of

Mathematicso Demonstrating mathematical

understanding including creating a viable argument and critiquing the reasoning of others

o Procedural skill proficiency

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Challenges

The Real Challenge for Students with

Disabilities

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Getting from here

to here.

Access, Differentiation and EBP

Standards [and assessments] do not guarantee improved results or increased access and instruction . . . It assumes that assessments and

accountability promote interventions and improvements in the quality of instruction, which in

turn will produce higher performance.

Martha Thurlow, Ph.D. Director, NCEO

Testimony before the Unites States Senate, 2010

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Overall Major Issues Related to Students with Special Needs

Balancing the increased proficiency standards with the need for individualized instruction

Providing means for students to access the text in the general curriculum

Professional knowledge/development for general and special education teachers to meet the needs of students with disabilities

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4. CCSS – Overcoming Challenges

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How can you help your child overcome these challenges? Ask school and teachers

about Universal Design for Learning

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Universal Design for Learning

Curriculum should from the outset be designed to

accommodate all kinds of learners.

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• Provide multiple means of representation• Provide multiple means of action

and expression• Provide multiple means of

engagement

Universal Design for Learning: Guidelines

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http://www.udlcenter.org/

aim.cast.org

For more information on UDL and Accessible Materials:

http://udltechtoolkit.wikispaces.com/

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UDL and Accommodations Curriculum and assessments designed

using the principles of UDL can reduce the need for accommodations.

Provision of accommodations is dependent on school personnel

Such dependence reduces the likelihood that accommodations will be provided consistently and in accordance with a student’s IEP

A Parent’s Guide to UDL – National Center for Learning Disabilities

Ask about the use of Evidence-Based Practices with your child: o The quality of access to and

instruction of the CCSS comes down to the teacher in the classroom and the system in which he or she teaches.

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How can you help your child overcome these challenges?

Term to Know:

Evidence-Based

Practices

Ask how the special education teacher and regular education teachers are collaborating around the needs of your child in regard to the CCSS.

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How can you help your child overcome these challenges?

5. CCSS – Standards-Based IEPs

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“Standards-Based IEP”An IEP that is framed by the state standards and contains annual goals aligned with, and chosen to facilitate the student’s achievement of, state grade-level academic standards.

Standards-based IEPs have been required for more than 10 years. CCSS is expected to accelerate this movement.

The real issue is how to meld special education’s promise of individualized instruction with the common standards that all students should strive to meet.

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IEPs and the CCSS

53IEP Shift – Traditional Practice

Modified from Bar-Lev & Van Haren, UW Oshkosh Planting the Seeds of Inclusion Conference

54IEP Shift – IEP/CCSS Practice

Modified from Bar-Lev & Van Haren, UW Oshkosh Planting the Seeds of Inclusion Conference

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The Paradigm Shift The Paradigm Shift When IEPs are connected to the standards, the focal point of the IEP team discussion changes to:

1. Identifying the standards that ALL students at a specific grade or age level should “know and be able to do.”

2. Assessing where the student is functioning with regard to the above standards.

3. Determining disability related needs that prevent the student from being proficient on these standards.

4. Developing an Annual Goal to address these needs.

Standards-based IEPs are not intended to cover every possible educational goal for a student or eliminate any functional training students may require

The team picks the “biggies” – powerful enough to cover a range of skills.

Goals should be individualized relative to a student’s specific strengths and needs as demonstrated by student data

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IEPs and the Common Core

573.NBT: Use place value

understanding and properties of operations

to perform multi-digit arithmetic

3.NBT: Multiply 1-digit whole numbers by

multiples of 10

3.NBT: Fluently add and subtract within

1000

3.NBT: Use place value to round whole numbers to

nearest 10 or 100

3.OA: Multiply

and divide within

100

2.Work with equal groups

to understand multiplicatio

n

1.NBT & 2.NBT:

Use place value to add and subtract

1.OA & 2.OA:

Add and subtract within 20

2.OA: Represen

t and solve

problems using

addition and

subtraction

1.NBT & 2.NBT:

Understand place

value

1.NBT: Extend

the counting sequence

One Example

of Alignme

nt for IEP

Goals

Powell, Fuchs, & Fuchs, 2013

CCSS-Aligned Assessments1. PARCC (Partnership for

Assessment of Readiness for College and Careers)

2. Smarter Balanced Assessment Consortium

586. CCSS – Assessments

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English Language Arts

Mathematics

# Subject Area # Subject Area

1 Reading 1 Concepts & Procedures

2 Writing 2 Problem Solving & Data

Analysis

3 Speaking/Listening

3 Communicating Reasoning

4 Research

Total Composite Total Composite

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Uses Computer-Adaptive Testing

1 2 3 4 5 6 7 8 9 10

Typical Testing Approach

1 2 3 4 5 6 7 8 9 10

Curriculum Adaptive Testing

Start

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Reading Language Arts

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Reading Language Arts

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Mathematics

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Mathematics

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Performance Tasks

Performance tasks measure a student’s ability to integrate knowledge and skills across multiple standards—a key component of college and career readiness. Performance tasks will be

used to better measure capacities such as depth of understanding, research

skills, and complex analysis.

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Key Point: oA state can only make available to students the universal tools, designated supports, and accommodations that are included in the Smarter Balanced Guidelines.

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• States may issue temporary approvals for individual unique student accommodations.

• State leads will evaluate formal requests for unique accommodations and determine whether or not the request poses a “threat” to the measurement of the construct.

• State will send documentation of the approval to the Consortium.

Language from

Smarter-Balanced

69Universal Tools

Designated Supports

Accommodations

EmbeddedBreaks, Calculator, Digital Notepad, English Dictionary, English Glossary, Expandable Passages, Global Notes, Highlighter, Keyboard Navigation, Mark for Review, Math Tools, Spell Check, Strikethrough, Writing Tools, ZoomNon-embeddedBreaks, English Dictionary, Scratch Paper, Thesaurus

EmbeddedColor Contrast, Masking,Text-to-speech, Translated Test Directions, Translations (Glossary), Translations (Stacked), Turn off Any Universal Tools

Non-embeddedBilingual Dictionary, Color Contrast, Color Overlay, Magnification, Read Aloud, Scribe, Separate Setting, Translation (Glossary)

EmbeddedAmerican Sign Language, Braille, Closed Captioning, Text-to-Speech

Non-embeddedAbacus, Alternate Response Options, Calculator, Multiplication Table, Print on Demand, Read Aloud, Scribe, Speech-to-text

Language from

Smarter-Balanced

Note that . . . “A student’s parent/guardian should know about the availability of specific accommodations through a parent/guardian report. This would ensure that parents/guardians are aware of the conditions under which their child participated in the assessment.”

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Language from

Smarter-Balanced

Alternate Assessments Dynamic Learning Maps

Alternate Assessment National Center and State

Collaborative Partnership

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Other Potential Questions for Parents to Ask IEP Team Members at the School Level

Have all of your staff members had the opportunity to become knowledgeable about the CCSS?

Has your staff received professional development on Universal Design for Learning?

Does the staff have time for collaboration around UDL and how to plan access for my child (planning access during lesson design rather than relying simply on accommodations and modifications after the fact)?

What type of technology would be beneficial for my child accessing the CCSS?

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Questions? Questions?

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Thank You.

Elizabeth Jankowski, M.S. Ed.Western Regional Resource Center

University of Oregon541-346-9392

eaj@uoregon.edu

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