Caryl miller

Common Core in

Special Education

Caryl Miller, Ed.D.Total School Solutions

Gail Angus, Ed.D.Riverside County SELPA

Quentin PanekDirector Student Services

Total School Solutions®


Today’s Objectives

Connecting Special Education with Common Core

Key factors to be considered when developing a multi-year strategic plan

Share tools and resources


3

3

Communication and

Collaboration Using

Academic Language


Continuum of Learning


Fundamental SkillsAnchor Standards Riding a Bike

What skills do you need to master bike riding?


How will CCSS Change Classroom Practices?

Rothman (July/August 2012), Harvard Graduate School of Education, (V 28, 4).

Mathematics Greater Focus

Coherence

Skills, understanding, and application

Emphasis on practices

English – Language Arts More Non-fiction

Focus on evidence

“Staircase” of text complexity

Speaking and Listening

Literacy in the Content Areas


ELA Common Core Standards (pg. 5)

The Standards should also be read as allowing the widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation by students with special education needs. For example, for students with disabilities reading should allow for the use of Braille, screen-reader technology, or other assistive devices, while writing should include the use of a scribe, computer, or speech-to-text technology. In a similar vein, speaking and listening should be interpreted broadly to include the use of sign language.


Assessments and Legislation2

013-2014

• No API

• AYP based on 12-13

• Optional STS 2-11

• Optional EAP CST 11

• Science CST/CMA-5,8,10

• Scientific sample 9-10 ELA & Math

• CAPA

• CELDT

• Computer based-not adaptive

• No pencil paper

2014-2015

• No API



• EAP with SBAC

• SBAC formative and interim assessments

• Gr. 2 diagnostic

• SBAC-ELA & Math 3-8 and 11 except ELS 12 mos or less

• CELDT

• Computer adaptive

• Paper Pencil

2015-2016

• No API



• EAP with SBAC




• CELDT


• Paper Pencil

2016-2017

• No API



• EAP with SBAC




• ELPAC


• Paper Pencil


Curriculum-Instruction-Assessment • What should students know and to be able to do?

•What should students learn?

•What should students be taught?

• What are students being taught? • How are students being taught?

• What have students learned? • What haven’t students learned?

Curriculum

Students

Instruction Assessment


Expectation: Who Can LearnLiterature on expectations suggests students learn what we expect them to learn.

Some students – with and without disabilities - may not achieve to the levels we hope even after high quality standards-based instruction.

But we have no way to predict which ones so we have to teach them ALL well!

National Center on Educational Outcomes, NASBE Regional Meeting August 12, 2011

http://www.ncscpartners.org/Media/Default/PDFs/Resources/Thurlow-CCSS-SWD-8-2011.pdf


What are the complications you

Perceive with implementing Common

Core for Special Education students?


DON’T DO THIS ALONE!


Build on the General Education Implementation Plan

Professional Development

Technology

Curriculum/Instructional Strategies


CCSS Systems Implementation Phases

Awareness

Transition

Implementation

CCSS System Implementation Plan for California, April 2013, CDE


Professional DevelopmentGoal: Students have access to teachers who are prepared

• CCSS• CCR• Rigor• Depth

Awareness


Improving CCR for SWDCollege & Career Readiness & Success Center, American Institutes for Research, March 2013

Define CCR for SWDs

High expectations, clear goals

Use assessments and data

Rigorous research-based

instructional practices

Transparent HS diplomas

Multiple pathways to college and

careers

Alignment of K-12 and

Postsecondary education

Deepen connection with other agencies

Develop knowledge,

skills, attitude and behaviors


Group Activity

With your Elbow Partner–

What has your LEA (or the LEAs you support, done to prepare staff for the implementation of the Common Core State Standards and for students to be “College and Career Ready”?

Has the special education staff been involved?

What information do the special education staff still need?


Differentiation for Special Education in a Common Core World


IEP Process

Goals

Service Delivery

Accommodations Assistive

Technology

State Assessments


The IEP Creates Access to the Curriculum

IEP Goals

Science/ Social

Studies

ReadingMath

Real Life Skills

- But is not itself a curriculum


Where to set the goal…

Scaffolding to grade-level

Grade-level standards

Achievement levelIEP supports and services


Select the StandardBased on student’s need and grade-level

Fifth Grade Student who is able to use appropriate adjectives and adverbs to describe.

Strand: Language - Vocabulary Acquisition and Use

Standard Six:

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Label the standard - L.5.6 or 5.L.6


Scaffolding A Standard

Fourth Grade – Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Third Grade – Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Second Grade – Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

First Grade - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).


So How Do I Write a Goal Using CCSS?

Fifth Grade Student who is able to use appropriate adjectives and adverbs to describe.

1st – What grade level is the student?

2nd – At which grade level is the student currently functioning?

Which grade level skill will be targeted for the IEP?


Look At The Specific Skills Identified At Each Grade-level

3rd – 5th : Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases

3rd - spatial and temporal relationships

4th - precise actions, emotions, or states of being

5th - contrast, addition, and other logical relationships

1st – 2nd : Use words and phrases acquired through conversations, reading and being read to, and responding to texts

1st - using frequently occurring conjunctions to signal simple relationships

2nd - using adjectives and adverbs to describe


Writing a Measurable Goal Using CCSS

By September 11, 2014, Judith will be able to acquire and use accurately, grade-appropriate general academic and domain-specific words and phrases, including those that signal spatial and temporal relationship as well as state of being, 85% of the time when participating in a class discussion or conversations, as measured by four separate language samples taken during 30 minute trials by classroom teacher.grade level access

target instruction for IEP Goal


Select the StandardBased on student’s need and grade-level

Eleventh Grade Student who is able to determine the central idea of text at their reading level and provide supporting details and is able to orally summarize what they have read.

Strand: Key Ideas and Details

Standard two: Determine two or more central ideas of a text and

analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Label the standard – RI.2.11-12 or 11-12.RI.2


Scaffolding A Standard

Ninth- Tenth Grade – Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Eighth Grade – Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Seventh Grade – Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

Sixth Grade – Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Fifth Grade - Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


Look At The Specific Skills Identified At Each Grade-level

8th – 12th: Determine a central idea of a text and analyze its development over the course of the text, …... provide an objective summary of the text.

8th - including its relationship to supporting ideas

9th – 10th - including how it emerges and is shaped and refined by specific details

11th – 12th – 2 or more central ideas including how they interact and build on one another to provide a complex analysis

5th - Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

6th – Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

7th – Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.


Writing a Measurable Goal Using CCSS

By November 25, 2014, Student will be able to determine two or more central ideas and provide an objective, oral summary of the text, without giving personal opinion but using particular details from the text, 85% of the time after reading non-fictional text in all content classes, as measured by teacher made assignments and assessments.

grade level access

target instruction for IEP Goal


Group ActivityWith your Elbow Partner–

How is this process for writing IEP goals different from past (current) practices?

Who do you need to share the process of including Common Core State Standards into goals?

Special Education Teachers

Related service providers

Principals


Access Regardless Of The Student’s Disability!!!!


Instruction and Services

Determine the special education services that will lead toward grade level mastery and beyond. Direct services needed How is the instruction delivered? By whom? In which

environment?

Describe the specially designed instruction that will lead to grade level mastery and beyond. Instructional support/scaffolding needed so the

student can succeed in the general education classroom

Adaptations, accommodations, modifications or assistive technology needed


Classroom Variables and Access to the General Curriculum

The focus is on access Instead of “fixing”

the student, modify the curriculum to enable the student to learn (Pugach and Wagner, 2001)

Students who are included in the general classroom have greater access to the general education curriculum.

Soukup, J. H., Wehmeyer, M.L., Bashinski, S. M., Bovaird, J.A. (Fall 2007). Council for Exceptional Children 74(1) pp. 101-120


Impact of Curriculum Accommodations on Access

Available

Students were more engaged in the GE curriculum.

Not Available

Conflicting behaviors were observed

Lee, S.H.; Wehmeyer, M.L.; Soukup, J. H.; Palmer, S. B., (Winter, 2010). Exceptional Children 76( 2), pp. 213-233.

If a para-professional was the only accommodation there was also the presence of conflicting behaviors


Curricular Adaptations

Adapting curriculum and instruction is…. Appropriate for all learners Demonstrate respect for individual

differences Appropriate for all curriculum

areas A rule rather than an exception



The preponderance of evidence is that the SYSTEM is responsible for limited access to the general curriculum and the resulting achievement gap – not the student’s disabilities, color, SES, or whatever excuse is given.


Group ActivityWith your Elbow Partner–

Based on what you heard today, what changes to service delivery do you recommend so students with disabilities can access and master the Common Core State Standards and be “College and Career Ready”?

Be ready to share out

What support and information will speech therapists need? School psychologists?


Will I get the support to alter my delivery

model so I can

implement CCSS?

Does my administrato

r know/support the process

for writing CCSS in goals?

How will CCSS

impact Child find

and referrals?

Does my administrator support

a co-teaching model?


State Assessments

How will the student participate in grade level state testing?

Are the accommodations the same ones used in classroom instruction?

Do the selected accommodations result in getting the best measure of what the student knows and can do on the skill being tested?


AB 484: Required Assessments for the 2013–14 School Year

Spring 2014 Smarter Balanced Field Test for English–language arts (ELA) and math in grades 3–8, and grade 11 (and a select sample in grades 9 and 10)

California Alternate Performance Assessment (CAPA) for ELA and math in grades 2 through 11

Science in grades 5, 8, and 10, including CST, CMA, and CAPA

CSTs used for EAP in grade 1143


SMARTER Balanced Conceptual Framework

All students (including students with disabilities, ELLs, and ELLs with disabilities) are to be held to the same expectations for participation and performance on State assessments.


Access and Participation for ALL Universal tools, designated

supports, and accommodations all yield valid scores that count as participation in Statewide assessments when used in a manner consistent with the Guidelines.

A universal tool for one content focus may be an accommodation for another content focus (calculator)

Designated support may also be an accommodation, depending on

The content target (scribe)


Accommodations for All, Some, Few

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2013/09/SmarterBalanced_Guidelines_091113.pdf




What does

“…may be

necessary”

mean?


CAPA to NCSC Eligibility


Group Activity

With your Elbow Partner–

Based on what you heard today, what are you planning on sharing with others to support students with disabilities to access and master the Common Core State Standards and be “College and Career Ready”?

What support and information will speech therapists need? School psychologists?


Resources

Special Education Resources on CDE Website

http://www.cde.ca.gov/sp/se/cc/

http://www.cde.ca.gov/sp/se/cc/


Questions


4751 Mangels BoulevardFairfield, CA 94534

http://www.totalschoolsolutions.net(707) 422-6393

[email protected](707) 422-6393


CONTACT INFORMATION

Business

Caryl miller