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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
2
3
Technical Assistance and Dissemination Projects
funded by the U.S. Dept. of Ed
Regional Resource Center Programs
4
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
5
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
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