CCSS and Students with Disabilities. WA-AIM Training Sept. 23 at CRESD: AIM/Trainings.aspx

CCSS and Students with Disabilities

CRESD 113 Common Core State Standards Institute, August 2014

Sheila Chaney

WA-AIM Training Sept. 23 at CRESD:http://www.k12.wa.us/Assessment/WA-AIM/Tra

inings.aspx

Goals for Today• You will be able to describe what regulations

still govern the education of students with disabilities

• You will consider the implications of implementation of CCSS for students with disabilities

• You will know what tools are available to assist with writing IEP goals

• (You will practice writing a goal)

August 2014 Capital Region ESD 113 3

Linking CCSS to Special Education Services


What Stays the Same?

CCSS content & shifts

WACS, IDEA, ESEA

Implications for practice

Implementation: Tools and Procedures

Procedure for determining a goal

Common Core Essential Elements &

Access Points

Practice writing a goal

What’s Different?

UDL accessibility embedded in CCSS instruction & SBAC

Examples of goals

What Stays the Same?

• IDEA: Individuals with Disabilities Education Act

• WAC: WA Administrative Code• ESEA


IDEA and ESEA Require

• Access to the general education curricula at the appropriate level based on individual assessment (including, when appropriate, performance-based classroom assessment)

• Opportunity to learn the same skills and concepts as their non-disabled peers


Instruction must incorporate specially designed instruction (SDI) and

accommodations

• Appropriate Accommodations– Change in instructional strategies that enable

children to demonstrate their abilities in the classroom or assessment/testing

– Designed to provide equity, not advantage for children with disabilities


Individualized Education Program

• “…a written statement for each child with a disability that is developed, reviewed and revised in a meeting in accordance with Sec 300.320 through 300.324…

• Including “a statement of measurable annual goals both academic and functional design to meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum.”

34 CFR August 2014 Capital Region ESD 113 8

Common Core

CCSS------

9OSPI/WEA

10OSPI/WEA

Bridging IEP with CCSS

IEP Goals

Curriculum

CCSS

This WAY

11Modified OSPI/WEA

Specially Designed Instruction

Standards are not goals

• IEP goals must be directly related to needs identified in the most current evaluation.

• Do not simply restate the standards or cut and paste the standards into IEP goals.

12OSPI/WEA

• Referring to standards to determine grade level expectations

• Using the standards as a guide to determine what the student is expected to know or do, and

• Connecting to the district curricula at an appropriate level to meet the student’s needs.

13

Connecting IEPs to CCSS: What it DOES Mean

13OSPI/WEA

What’s the Same?

• Jot down your thoughts, then share with your elbow partner


What’s Different?

• Focus on college and career readiness• CCSS content and shifts• Universal Design for Learning (UDL) and

emphasis on use of technology embedded in instruction and the SBAC assessment

• Implications for accommodations, least restrictive environment (LRE) and SDI service delivery


IDEA Partnership 16

College/Career Readiness: Anchor for the Common Core

• 1/2 of grads prepared for postsecondary ed• Career-readiness and college-readiness• K-12 standards back-mapped

January 2014

- gap -

IDEA Partnership 17January 2014

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.

Application to Students with Disabilities

Three Shifts in English/Language Arts

CCSS Content AWSP day 1 & 2

• Building content knowledge through content-rich nonfiction

• Reading, writing, and speaking grounded in evidence from text, both literary and informational

• Regular practice with complex text and its academic language

18

ELA in History/Social Studies, Science, Technical Subjects

• Literacy standards embedded in K-5• Content-specific literacy standards for 6-12• Four strands: Reading, Writing, Speaking and

Listening, and Language• College and Career Readiness (CCR) Standards

for each strand

20

The Three Shifts in Mathematics

• Focus: Strongly where the standards focus• Coherence: Think across grades and link to

major topics within grades• Rigor: In major topics, pursue with equal

intensity– Conceptual understanding– Procedural skill and fluency– Application

CCSS Content AWSP day 1 & 2

More ways to access…More ways to participate…More ways to demonstrate learning…Potentially more progress in…the general education curriculum for all learners

January 214 IDEA Partnership 23

IDEA Partnership January 2014

Universal Design for Learning (UDL) Integrated into CCSS and SBAC

23

Michael S. Giangreco, 2003

3 Networks = 3 UDL Principles

25

http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf26

http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf

AIM: Accessible Instructional Materials

http://youtu.be/6U3uKNKMv7s





http://aim.cast.org/learn


Computer Adaptive Technology

• Based on student responses, the computer program adjusts the difficulty of questions.

• A student who answers a question correctly will receive a more challenging item, while an incorrect answer generates an easier question.

• Presents an individually tailored set of questions to each student and can quickly identify which skills students have mastered

31

Built-in Supports and Accommodations

• Breaks• Calculator• Digital notepad• English dictionary• English glossary• Expandable

passages• Global notes• Highlighter• Keyboard

navigation

• Mark for review• Spell check• Strikethrough• Writing tools• Zoom

March 2014 Usability, Accessibility, and Accommodations Guidelines

• Color contrast • Masking• Text-to-Speech• Translated

directions• Stacked

translations• ASL• Braille• Closed captions• Text-to-speech

Stop and ReflectThink – Pair - Share• How might the changes in standards improve

student outcomes?• How might the changes affect Least

Restrictive Environment (LRE)?• How might they affect service delivery and

instruction by special educators?

Modified OSPI/WEA

Others’ Ideas: IDEA Partnership

For SwD to meet standards they need….• High-quality, evidence-based instruction• Accessible instructional materials• Embedded supports– Universal Design for Learning (UDL)– Appropriate accommodations– Assistive technology

January 2014 Margaret McLaughlin, IDEA Partnership 33

IDEA Partnership, McLaughlin

• Instructional strategies– Universally design units and lessons– Individualized accommodations and modifications– Positive behavior supports

• Service delivery options– Co-teaching approaches– Paraeducator supports

January 2014 Margaret McLaughlin, IDEA Partnership 34

Wehmeyer: Implications for Students with Disabilities

• Specially Designed Instruction (SDI)• Accommodations• Access to the general education curriculum• Universal Design for Learning• Multi-tiered systems of supports• Positive Behavior Supports• A focus on self-determination and student directed learning• Creating effective ways for special educators to work

alongside, and in full partnership with, general educators through co-teaching and collaboration.

Michael L. Wehmeyer. May 16, 2013 ASES SCASS Summit on Implementing College and Career Readiness Standards: Implications for States Supporting Students with Significant Cognitive Disabilities


Bertrando: Many Features of CCSS are Helpful to SwD

• Students work in collaborative groups with multiple opportunities to share, discuss and solve problems

• Emphasis on speaking in addition to listening• Standards state that it is teacher’s

responsibility to accommodate learning for all by scaffolding and differentiating

• Equal balance of nonfiction and fiction text


Bertrando: Many Features of CCSS are Helpful

• Opportunities to learn and demonstrate literacy via charts, diagrams, tables, etc.

• Integration of technology into the design of the curriculum


Sharen Bertrando, Special Education Development Program Specialist, WestEd common core implementation http://commoncore.wested.org/schools-districts/supporting-students-with-disabilities/

IDEA Partnership 38

Considering the CCSS, how do we address the needs of students with…

• low or limited academic skills• significant cognitive disabilities• language-based disabilities • any combination of learning challenges

January 2014

?

Options for Determining Goals• Start with a grade level CCSS and modify the

content or instructional method to fit a student’s need

• Drop back to the appropriate level• Use the Common Core Essential Element that is

derived from the grade level goal• Create a functional or behavior goal that is

appropriate to the student’s need that is not addressed by the standards


Implementation Tools and Procedures

• Common Core Essential Elements• WA-AIM Access Points• Examples of goals based on the Access Points• Procedure for selecting and writing a goal


Common Core Essential Elements

Common Core Essential Elements (CCEE)

• …specific statements of knowledge and skills linked to CCSS grade level expectations

• Provides learning targets for students with cognitive challenges

• Not a downward extension of the grade level standard, but a clarification of the elements that are essential

• CCEEs were not written only for students with the most significant challenges

Benefits of an Essential Elements-linked IEP?

• Ties to state standards and grade level expectations

• Provides positive, academic goals for instruction• Utilizes CCEE to identify content critical to

success in the general education curriculum• Promotes a single educational system that links

to a single set of standards for all• Encourages higher expectations for students

with significant cognitive disabilities

Linking IEPs and CCEE• Refer to CCEE to determine expectations at

the student’s grade level• Use the CCEE as a guide to determine what is

important for the student to learn or be able to do

• Conduct an analysis to determine the gap between grade level expectations and the student’s current skills/knowledge

Example of CCEE

• RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.

a. Use combined knowledge of all letter-sound– correspondences,

syllabication patterns, and– morphology (e.g., roots and

affixes) to read– accurately unfamiliar

multisyllabic words in context and out of context

• EE.RF.4.3 Use letter-sound knowledge to read words.

a. Apply letter-sound knowledge to use first letter plus context to identify unfamiliar words.

b. Decode single-syllable words with common spelling patterns (consonant-vowel-consonant [CVC] )

Common Core Essential Element

Example: Integrating Ideas and Information from Text RI.9

• RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g.in illustrations, descriptions or procedures).

• RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

• RI 11-12.9 Analyze seventeenth-eighteenth- and nineteenth- century foundational U.S. documents.

• EE.RI.K.9 With guidance and support, match similar parts of two familiar texts on the same topic.

• EE.RI.5.9 Compare and contrast details gained from two texts on the same subject.

• EE.RI 11-12.9 Compare and contrast arguments made by two different texts on the same topic.

Common Core Essential Element

Another Tool: Access Point Frameworks

• Expanded framework aligned to the CCSS, the CCEE, and Science

• Provide a continuum of complexity• Math and ELA– One for each of the 5 domains in math at each

grade– One for 5 ELA strands at each grade level,

including Reading, Writing, Speaking & Listening• Science being reconfiguredAugust 2014 Capital Region ESD 113 48

WA-AIM Access Point Frameworks

How do I turn an Access Point into a goal?

• What’s missing?– Determine the student’s present level of

performance (may have to give a classroom-based assessment to match the task)

– Optional - The conditions, “Given…”– The student name– The method of measurement (what the student will

do)– The criterion (how well the student will do it,

“from…to”)August 2014 Capital Region ESD 113 55

EE.G.CO. 6-8 Identify corresponding congruent and similar parts of shapes

1st Access Point - Student will identify corresponding congruent angles in two similar triangles.

• Goal – Student will go from having no knowledge of the properties of triangles, to identifying congruent angles in two or more similar triangles with 80% accuracy by <date>.

Faye Fuchs, ESD 105 56

EE.G.CO.6-8 Identify corresponding congruent and similar parts of shapes

2nd Access Point – Student will identify corresponding sides in similar rectangles.

• Goal – Given a set of 5 similar rectangles, the student will go from being able to identify the corresponding sides 0% of the time to identifying corresponding sides with 80% accuracy on at least four separate occasions by <date>.

57Faye Fuchs, ESD 105

EE.G. CO 6-8 Identify corresponding congruent and similar parts of shapes

3rd Access Point – Student will identify regular figures that are similar.

• Goal – The student will sort 20 tactile shapes (square, circle, triangle and rectangles) into groups of similar items, improving skill from 40% accuracy to 80% accuracy by <date>.

58Faye Fuchs, ESD 105

Do You Have to Use CCEE or Access Points?

No.Access points do not cover all of the standards.

The starting point for considering the basis for a goal is still the student’s need, the grade level standard (if appropriate), and the service or instruction needed to close the gap or enable the student to benefit from instruction.


NASDSE’s 6 Steps for Creating a Successful Standards-Based IEP

1. Consider the grade-level content standards for the grade in which the student is enrolled

2. Examine classroom and student data to determine where the student is functioning in relation to the standards.

3. Identify the present level of academic achievement and functional performance.

4. Develop measurable annual goals aligned with grade-level academic content standards.

5. Identify specially designed instruction, including accommodations and/or modifications needed to access and progress within the general curriculum.

6. Assess and report the student’s progress throughout the year.

Margaret J. McLaughlin, Principal September/October 2012

Time to Practice

• Work with another elementary, middle or high school teacher

• Describe a student and select one standard or CCEE and Access Point that is appropriate for your student

• Write a PLOP and measurable annual goal • Write your goal on chart paper, post it and

report out


Goals for Today• You will be able to describe what regulations

still govern the education of students with disabilities

• You will consider the implications of implementation of CCSS for students with disabilities

• You will know what tools are available to assist with writing IEP goals

• You will practice writing a goal


Reflections

3 points to remember

• ___________• ___________• ___________

3 remaining questions

• __________• __________• __________

3 steps I will take

• __________• __________• __________

63OSPI/WEA

Sources

• OSPI/WEA CCSS and Special Education training module, July 2014

• IDEA Practices• Michael L. Wehmeyer. May 16, 2013 ASES SCASS Summit on

Implementing College and Career Readiness Standards: Implications for States Supporting Students with Significant Cognitive Disabilities

• Faye Fuchs and math and literacy specialists, ESD 105• Margaret J. McLaughlin, Principal September/October 2012• CAST, Universal Design for Learning

Documents

CCSS and Students with Disabilities. WA-AIM Training Sept. 23 at CRESD: AIM/Trainings.aspx