Aligning Common Core State Standards to IEPS

For Students with Moderate to Severe Disabilities

Shasta County SELPAWith Information from Frank Donovan,

Ed.D.

The Least Dangerous Assumption

Students with the most significant cognitive disabilities are competent and able to learn, and we support

increased educational opportunities in a range of learning environments.

2

Current PracticeGoals Written for the Severely

Handicapped Student: O Most IEP Teams focus on the unique

needs of the studentO Unique needs are often discussed

without reference to grade-level standards, curriculum and instruction

It’s Time For A Change!

CCSSO College and Career Readiness (CCR) For ALL StudentsO Research and evidence-based standards, reflective of rigorous

content and skills, and internationally benchmarked

THEMESO 21st Century LearningO Learning and Innovation SkillsO Life and Career SkillsO Information Media and Technology SkillsO 4-Cs—

O Critical ThinkingO Communication O CollaborationO Creativity

Similarity of Essential ELA Standards To CCSS

O Before CCSS: ELA Four Categories Called DomainsO ReadingO WritingO Listening and SpeakingO Written and Oral English-Language Conventions

O CCSS ELA: Four Categories Called StrandsO ReadingO WritingO Speaking and ListeningO Languagehttp://www.scoe.org/castandards/

Literacy Across the Content Areas

O Standards for Literacy in History/Social Studies, Science, and Technical Subjects are embedded in the Reading and Writing Standards at each Grade Level, K-5.

O Grades 6-8, 9-10, and 11-12, Include Reading Standards for Science and Technical Subjects, and Writing Standards for History/Social Studies, Science, and Technical Subjects.

ELA/Literacy Shifts in Focus

OContent-Rich NonfictionO Informational Text

OEvidence from TextOReading for Information

OComplex Text with Academic LanguageOLinkages to Content Knowledge

Are CCSS For Math Similar to our Current Standards?

O Shift in Grade Level for some SkillsO Organization is Different

O Grade Level Standards K-8O Set of Standards for Algebra 1O Conceptual Cluster Standards for 9-12

O Two Options for 8th Grade O Algebra 1O Option for those Not Ready for Algebrahttp://www.scoe.net/castandards/

Mathematics Shifts in Focus

OFocusO Narrowing Strongly on Focus of

StandardsOCoherence

O Building Upon Each Grade Level and Linking to Major Topics

ORigorO Building Conceptual Understanding,

Procedural Skills, and Focus on Application

Best Practice for Students With Moderate/Severe Disabilities

O Identify student’s unique needs in relation to the Common Core State Standards (CCSS)

O Report present levels based on unique needs and in relation to CCSS

O Identify the gap between Present Levels and grade-level CCSS

O Develop annual IEP goals based on all of the above

In Other Words, Develop An Instructionally Appropriate IEP

• The IEP team directly aligns the IEP to the to the Common Core State Standards (CCSS) including:O Present Levels of Academic Achievement and

Functional PerformanceO IEP GoalsO Specific accommodations and modifications addressing students needs to access the general education instructional program

What is the difference betweenthe Traditional and Instructionally

Appropriate IEP?Traditional IEP Instructionally Appropriate IEP

• Focused on acquiring basic academic, access, and/or functional skills

• Little relationship to a specific academic area or grade-level expectations

• Directly tied to the Common Core standards

• Both the student’s present level of academic achievement and functional performance (PLP) and the annual IEP goals are aligned with and based on the state’s grade-level standards

Instructionally Appropriate IEP: Necessary For All Special Education

Students????

Best practice would suggest that an Instructionally Appropriate IEP would be

beneficial for all students

Developing A Grade-Level Instructionally Appropriate IEP When a Student Is Not On

Grade-Level

O The National Association of State Directors of Special Education (NASDSE) produced a document that illustrates a recommended seven-step process, with accompanying guiding questions, to assist special education teachers and other professionals in developing a standards-based IEP

O See Handout

http://www.nasdse.org/publications-t577/a-seven-step-process-to-creating-standards-

based-i.aspx

The BenefitsO IEP is aligned to the general education curriculumO Encourages higher expectations for students with

disabilitiesO Provides positive directions and goals for interventionO Promotes a single educational system that is

inclusive through common language and curriculum for sp ed & gen ed students AND promotes consistency between schools and districts

Does An Instructionally Appropriate IEP = Student Is At Grade-Level In That

Content Area

NoO The student is working toward meeting

grade-level expectations and are receiving grade-level content instruction

Instructionally Appropriate Goals Start With Writing

Instructionally Appropriate Present Levels

O Present Levels are always directly related to the goal

O Always Include strengths and weaknessesO Weakness = GoalO Avoid TMI

Present Levels Are:

OA current description of evaluation data in areas from academic to social

OA narrative of what the student can do/is doing (strengths), what the student can do with support (i.e.: fluency), and what the student cannot do/is not doing (needs) in specific areas

Step 1: Review the Grade-Level Standards (NASDSE): ASK

OWhat is the intent of the content standard?

OWhat must the student know and be able to do to meet the content standard?

Step 2: Examine Class-room and Student DataO Identify the grade-level Common Core

standards that are most affected by the student’s disability.

O Consider whether the data are valid measures of the student’s abilities.

O Use the data to predict future learning needs.O Consider parent and student input.O Review previous IEPs and progress monitoring

data regarding the student’s performance.

Step 2: ASK…O Can the assessment data provide useful information

for identifying the student’s strengths and needs?O What gaps in knowledge and skills does the student

have?O What can we learn from the way the student

responded to previous accommodations?O Were the previous interventions successful?O Are there skills from previous grade levels that the

student has not learned that are crucial to acquiring the grade-level standard? Which are most important to supporting progress?

O Are there authentic, real-world tasks that demonstrate evidence of student learning?

O Are there data on student reflection and self-assessment?

O Is anyone collecting multiple measures? If so, who?

Step 3: Writing Present Levels

O Describe individual strengths and needs of the student in relation to accessing the general curriculum.

O Include data from evaluations, classroom and state assessments, observations, information from parents and students, and other resources (examples listed above).

O Identify the skills and knowledge that a student needs to achieve to meet academic grade-level content standards.

O Identified needs will be used to develop annual IEP goals.

Step 3: Ask…O What is the student’s performance in relation to

grade-level standards?O What are the student’s strengths in terms of accessing

and mastering the general curriculum? Include sources of this information.

O What are this student’s areas of need in accessing and mastering the general curriculum? Include sources of this information.

O What academic skills and behaviors is the student able/unable to perform?

O What functional skills and behaviors is the student able/unable to perform?

O Do functional, organizational, or social skills issues affect the student’s involvement and progress in the general curriculum

Step 3: Ask…O What strategies, accommodations, and/or

interventions have been successful in helping the student make progress in the general curriculum?

O How does the identified disability affect involvement and progress in the general curriculum?

O What are the parental concerns?O What are the student’s interests, preferences, and

goals? Include postsecondary aspirations if age-appropriate.

O Is the student progressing at a rate to achieve grade-level proficiency within the year?

Present Level Phrase Examples

Specific Verb Phrases: Vague Verb Phrases:• greets peer • is friendly• can count to 25 • received a math score• speaks in one to two of 90 word sentences • knows his letters• uses eye gaze • can’t communicate • spell 20 familiar sight • knows different                    words careers• can name 5 careers • talks excessively and five jobs associated • is a loner with each

Sample PLExample Non-Example

Based on running records, Maria reads 3rd grade narrative text at 70 word correct minute; however with expository text her words correct per minute is reduced to 50. Due to her reading speed and accuracy, Maria has trouble engaging grade-level text.

Maria cannot read 3rd-grade level text.

Sample PLExample Non-Example

John is able to sit in his chair for 10 minutes using visual cues based on behavior charts, but without the visual supports he sits in his chair for 5 minutes. His difficulty focusing impairs his ability to learn material in group settings.

John has difficulty following classroom rules.

Sample PLExample Non-Example

Based on teacher made and district benchmark test of grade level material utilizing a graphic organizer, Daniel is able to correctly answer more than 70% of factual comprehension questions; however, his accuracy with inferential question is 40% therefore, inhibiting his progress in the general education curriculum.

As measured on the EOWPVT-R, Carmen’s expressive vocabulary is at 19 months and as measured by the ROWPVT-R her receptive vocabulary is at 26 months. 

Present Level Quick Check

O Is the information educationally valuable and written in a user-friendly fashion?

ODoes the baseline data represent the student’s needs in relationship to the general education curriculum?

OWould any teacher know where to begin instruction based on the information provided in the Present Level?

Present Levels: Drive the Goals

OWhen written in this format, the goal may be lifted from the narrative

IEP Goal Development and Instructional Alignment

Step 1: Putting the “I” in CCSS

O Identify the student’s present level of academic achievement and functional performance (assessments, teacher-kept data, etc.)

O Identify the appropriate grade level standard(s).

O Examine the essential content and skills within that standard based on the student’s Identified unique skills

O Determine accommodations and/or modifications needed for the student to successfully reach the standard

O Identify what the student needs to know and be able to do in the simplest terms possible. Are the goals written in terms that parents and teachers can understand?

O Do the annual goals support postsecondary goals?

O Determine a plan for monitoring progress

Aim High! Rigor and Fidelity Based on:

• Bloom’s Taxonomy• Webb’s Depth of Knowledge • Universal Design for Learning (UDL)

Revised Blooms Taxonomy

Webb’s Depth of Knowledge

O Level 1: Recall & ReproductionSpecific Facts, Definitions, Routine Procedures

O Level 2: Skills & ConceptsApplying Skills and Concepts, Relationships, Main Ideas

O Level 3: Strategic ReasoningReasoning and Planning in Order to Respond

O Level 4: Extended ReasoningComplex Planning and Thinking—Usually Over a Period of Time

Depth of Knowledge--Activities

Level 1: Recall & ReproductionsConcept Map, Timeline, Keywords, Chart, Recite Facts, Cut Out, Draw, Cartoon Strip, Oral Report, Outline, Paraphrase, Retell

Level 2: Skills & ConceptsClassify a Series of Steps, Construct a Model—Demonstrate How it Works, Perform a Play, Make a Game or Puzzle About the Area of Study, Explain the Meaning of a Concept, Explain Relationship Among a Number of Concepts, Multi-Step Calculations

Depth of Knowledge--Activities

Level 3: Strategic ReasoningVenn Diagram to Show how Two Topics are the Same and Different, Design a Questionnaire, Flow Chart to Show Stages, Conduct an Investigation, Debate, Persuasive Speech, Letter with Point of View, Research and Report on the “Why” of an Issue or Topic

Level 4: Extended ReasoningFormulate and Test Hypotheses, Perspective Taking and Collaboration, Persuasive Writing Tasks, Devise a Way To…, Sell and Idea, Write a Jingle to Sell an Idea, Develop a Menu with a Variety of Healthy Foods

UDL Strategies for Instruction

OStrategies and lessons are taken from the general education                curriculum

OPrinciples of UDL are applied: Multiple Means of Engagement give learners various

ways of acquiring information and knowledge. Multiple Means of Representation give learners options

for expressive skills and fluency. Multiple Means of Expression provide learners

alternatives for demonstrating what they know and provide options for recruiting interest, sustaining effort,

and self regulation. Great Resource: National Center State

Collaborative. Listed in Resources

UDL Strategies (cont.)O All strategies/lessons are modified and or adapted for

Emerging Readers and Emerging Communicators

Additional Considerations for Emerging Readers and Communicators Multiple Means of Engagement: Show the end first; present

the concrete example of the graph; with the end in mind, have students at multiple levels solve in multiple ways; count or solve using a calculator, graph paper, 2 and 3 dimensional manipulative materials

Multiple Representation:  2 dimensional  paper; 3 dimensional objects; etc.

Multiple Means of Expression: Picture problem choices: present 2 choices of possible correct responses and include words or pictures, tactile representations

Aligning IEPs to the CCSS for Students with Moderate and Severe

Disabilities (Courtade & Browder, 2011)

Speaking and Listening Standard

Comprehension and Collaboration

Engage Effectively in a range of collaborative discussion (one-on-one, in groups, and

teacher-led)

Speaking and Listening IEP Goal

Comprehension and Collaboration

Frank will use picture communication in group context to

acknowledge others’ communication

CCSS Goal and Instructional Strategies Alignment Tool

OCCSS StandardOPossible Goal AreasOInstructional StrategiesOAccommodations/ModificationsOGoal Format (Given—Will—

Measured By)OGoal

See Handout

CCSS SpiralsO Anchor Standards—Progress Through Multiple

Grade LevelsO Skills Build Upon Prior Grade Levels

O http://ctaipd.ning.com/page/deeper-dive-into-the-common-core-state-standards-and-assessments-

O http://api.ning.com/files/E12ZO5fIjR2btsFSJ3bENitBMEuc6Joxo42FFoDTrL5unURlrZNVm*xAJVloUEq6kTr8aAv45N2z43DKR0lLFKnsLSRZXnX0/A28SpiralsforGTCWorkshop.pdf

See Handout

Goal For Student with Mild Disability

O By April 22, 2015, given a 5th grade level text, Susie writes a sequentially ordered 4-6 sentence paragraph introducing the text topic and stating her opinion to support the writers' purpose with at least 2 reasons and a concluding sentence related to her opinion in 4 out of 5 opportunities as measured by student portfolio and teacher-kept data.

For Student with Moderate Disability

O By April 2015, given a 5th grade level text, Joel writes a sequentially ordered 3-4 sentence paragraph introducing the text topic and stating his opinion to support the writers' purpose with at least 1 reason and a concluding sentence related to his opinion in 4 out of 5 opportunities, as measured by student portfolio and teacher-kept data.

For Student with Severe Disability

By April 2015, given an orally presented story, John will use his electronic device to compose sentences by selecting and sequencing sight words in 4 out of 5 opportunities, as measured by student portfolio and teacher-kept data.

Moving From “What Do We Do?” To “How Do We Make

It Meaningful”?

Raising the Bar For Students With Severe Disabilities(Courtade & Browder, 2011)

OActive Participation in the Curriculum

OPromote Broad Skills in ELA and Math

OTeach Self-DeterminationOUse Assistive Technology

Devices

Desired ParticipationO Passive- Circle correct answer with

partial physical prompt

- Listen to a story

- Accompany peer to buy lunch

O Active- Use laser head pointer to

select between pictures for comprehension

- Independently touch page to indicate it’s time to turn it after teacher has read each page

- Find $ symbol on AAC device to communicate, “Help me pay.”

Promote Broad Skills In English Language Arts

Symbols and Pre-literacy Level

O Students at this level have not yet acquired the skills to discriminate between pictures and other symbols.

O They may have IEP goals on learning to use an AAC system or other form of assistive technology

Symbols and Pre-literacy Level Goals

O Given a familiar sentence, S will select an object/picture to complete the sentence

O S will use eye gaze to choose a book she’d like read to her

O S will indicate when to turn the page by hitting a switch when the reader pauses

O After a story has been read, S will correctly select an object/picture that identifies the main idea of the story

Early Symbolic and Emerging Level

O Students at this level are beginning to use some symbols including objects, pictures or a few sight words

O They may be able to use a picture schedule to complete daily activities

Early Symbolic and Emerging Level Goals

O S will prepare a Powerpoint presentation using pictures for the main idea

O S will identify the main characters of a story by using pictures/initial letter sounds for names

O S will use Intellikeys to compose sentences by selecting and sequencing sight words

Symbolic LevelO Students at this level have mastered

some sight words, and may have some functional academics skills locating community signs like restrooms

Symbolic Level GoalsO S will spell 20 familiar sight words and 10

novel wordsO S will apply his emerging spelling skills to

compose brief notes/email messages using word prediction software

O S will apply his word finding skills to locate character names and key facts to comprehend a passage

Mathematics

Fractions (3rd grade)O S will match fractional numbers to a

picture prior to taking that many pieces/slices of a snack (e.g., “1” in ¼) for 3 fractions (1/4, 1/3, 2/3)

O S will select the correct amount of a snack item when shown a diagram and told the fraction for 5 fractions (e.g., ¼, ½, 2/3, 1/6, 3/5)

O Using a model, S will write a fraction to show how many items of a set are still available for use (e.g., 5 5 O = 1/3 CDs is free

Linear equations (7th grade)

O S will use the equal sign on her AAC device to indicate “same” for equations augmented with objects (e.g., *** = 3)

O S will use a pictorial number line (e.g., numerals and correct number of dots) to solve linear equations with sums under 10

O S will write the linear equation for known money facts (e.g., X quarters = $1.00, or, X(25) =100).

Statistics and Probability (H.S)

O S will use an elimination graph (objects velcroed to graph) to indicate completion for 5 of 5 activities

O S will label a histogram to display continuous scale data intervals (e.g., days of the month with temperatures between 60-64, 65-69, 70-74, etc.) for 3 of 4 sets of data

O S will generate a dot plot to display data she has collected (e.g., votes for senior class song) and interpret her data by answering 4 of 5 related questions.

Self-Determination

Choice-Making*Make choices within an activity*Choose between two or more activities

Decision-Making*Decide topic for class project*Determine best resource to use to get

infoProblem-Solving

*identify missing component of a familiar task *Identify three alternative ways a character in a story could resolve a conflictSelf-Management/Evaluation

*Use a bar graph to track completed assignments

*Rate self on how well performed a given task

Assistive Technology

GoTalk 4+Program sentences into device with space for 4

pictures. When it is student’s turn to read, he selects appropriate picture to read his sentence.RJ’s MP3 Player-Drive

Lower vocabulary versions of class text recorded on an MP3 file. Student puts on headphones and touches switch to activate playerTouch Screen

for students unable to manipulate a mouseIntelliKeys

Students can touch large picture symbols to write sentencesPower Link (switch)

to help student learn number concepts and not turn on device at inappropriate times, student has to wait until teacher counts to 3 before activating switch

Key Points In Making Goals Meaningful

1. Select goals that promote overall ELA and Math Skills

2. Focus on self-determination skills3. Combine the above when possible4. Use assistive-tech to increase active,

independent responding5. Use real-life activities to give      meaning to the academic concept

There’s an App for That….CCSS App by SCOE

http://www.scoe.org/pub/htdocs/ccss.html

Common Core Standards (by Mastery Connect)

CCSS App

References

O Courtade, G., & Browder, D.M. (2011). Aligning IEPs to the Common Core State Standards for Students with Moderate and Severe Disabilities. Verona, WI; Attainment Company, Inc.

O Donavan, Frank. “Common Core State Standards and the Special Educator: Making the Transition.” Marin County Office of Education. 31 Jan. 2014. Presentation

References Con’tO CCSS Spirals for ELA:

http://ning.com.group/ipd-strand-ucla/page/summer-institute-materials-and-resources

O National Center State Collaborative: UDL, Core Content Connectors, Content Modules, *Curriculum Resource Guideshttps://wiki.ncscpartners.org/mediawiki/index.php/Main Page

References, Con’tO Common Core Standards by Mastery

Connect, Free App:www.masteryconnect.com