caryl miller
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Common Core in
Special Education
Caryl Miller, Ed.D.Total School Solutions
Gail Angus, Ed.D.Riverside County SELPA
Quentin PanekDirector Student Services
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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
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3
3
Communication and
Collaboration Using
Academic Language
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Continuum of Learning
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Fundamental SkillsAnchor Standards Riding a Bike
What skills do you need to master bike riding?
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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
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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.
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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
• AYP based on 12-13
• Optional STS 2-11
• 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
• AYP based on 14-15
• Optional STS 2-11
• 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
2016-2017
• No API
• AYP based on 15-16
• Optional STS 2-11
• EAP with SBAC
• SBAC formative and interim assessments
• Gr. 2 diagnostic
• SBAC-ELA & Math 3-8 and 11 except ELS 12 mos or less
• ELPAC
• Computer adaptive
• Paper Pencil
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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
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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
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What are the complications you
Perceive with implementing Common
Core for Special Education students?
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DON’T DO THIS ALONE!
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Build on the General Education Implementation Plan
Professional Development
Technology
Curriculum/Instructional Strategies
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CCSS Systems Implementation Phases
Awareness
Transition
Implementation
CCSS System Implementation Plan for California, April 2013, CDE
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Professional DevelopmentGoal: Students have access to teachers who are prepared
• CCSS• CCR• Rigor• Depth
Awareness
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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
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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?
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Differentiation for Special Education in a Common Core World
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IEP Process
Goals
Service Delivery
Accommodations Assistive
Technology
State Assessments
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The IEP Creates Access to the Curriculum
IEP Goals
Science/ Social
Studies
ReadingMath
Real Life Skills
- But is not itself a curriculum
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Where to set the goal…
Scaffolding to grade-level
Grade-level standards
Achievement levelIEP supports and services
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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
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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).
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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?
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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
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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
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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
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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.
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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.
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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
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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
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Access Regardless Of The Student’s Disability!!!!
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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
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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
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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
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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
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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.
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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?
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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?
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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?
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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
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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.
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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)
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Accommodations for All, Some, Few
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2013/09/SmarterBalanced_Guidelines_091113.pdf
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What does
“…may be
necessary”
mean?
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CAPA to NCSC Eligibility
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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?
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Resources
Special Education Resources on CDE Website
http://www.cde.ca.gov/sp/se/cc/
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Questions
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4751 Mangels BoulevardFairfield, CA 94534
http://www.totalschoolsolutions.net(707) 422-6393
[email protected](707) 422-6393
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