caryl miller1

Common Core in

Special Education

Caryl Miller, Ed.D. Total School Solutions

Gail Angus, Ed.D. Riverside County SELPA

Quentin Panek

Director 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


Continuum of Learning


Fundamental Skills

Anchor 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 Legislation 2013-2

014

•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

2014-2

015

•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

2015-2

016

•No API



•EAP with SBAC


•Gr. 2 diagnostic


•CELDT


•Paper Pencil

2016-2

017

•No API



•EAP with SBAC


•Gr. 2 diagnostic


•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 Learn

Literature 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 Development Goal: Students have access to teachers who are prepared

• CCSS

• CCR

• Rigor

• Depth

Awareness

• Instructional Strategies

• Curriculum and technology

• SBAC

Transition • Access

• IEP Goals

• Service Delivery

• Participation in State Assessment

Special Education


Improving CCR for SWD College & 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

Reading

Math

Real Life Skills

- But is not itself a curriculum


Where to set the goal…

Scaffolding to grade-level

Grade-level standards

Achievement level


Select the Standard Based 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 Standard Based 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 Activity With 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 Activity


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

administrator

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 11

43


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

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




CAPA to NCSC Eligibility


Group Activity


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 Boulevard

Fairfield, CA 94534

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

[email protected]

(707) 422-6393


CONTACT INFORMATION

caryl miller1

Business