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Caryl miller
This document provides an overview of a presentation on implementing Common Core State Standards for special education students. The objectives covered include connecting special education to Common Core, factors to consider in developing a strategic plan, and sharing tools and resources. The presentation addresses key topics such as writing IEP goals using grade-level Common Core standards, providing access to the general education curriculum, and differentiating instruction for special education students. It emphasizes building on the general education implementation plan and involving special education staff in professional development. Group activities have attendees discuss changes to service delivery models and support needed by related service providers to help special needs students meet Common Core standards.
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Caryl miller
- 1. Common Core in SpecialEducation Caryl Miller, Ed.D. Total School Solutions Gail Angus, Ed.D. Riverside County SELPA Quentin Panek Director Student Services Total School Solutions®
- 2. Today’s Objectives Connecting SpecialEducation with Common Core Key factors to be considered when developing a multi-year strategic plan Share tools and resources Total School Solutions®
- 3.
- 5. Continuum of Learning TotalSchool Solutions®
- 6. Fundamental Skills Anchor Standards Ridinga Bike What skills do you need to master bike riding? Total School Solutions®
- 7. How will CCSSChange Classroom Practices? Rothman (July/August 2012), Harvard Graduate School of Education, (V 28, 4). Mathematics English – Language Arts Greater Focus More Non-fiction Coherence Focus on evidence Skills, understanding, and application “Staircase” of text complexity Speaking and Listening Emphasis on practices Literacy in the Content Areas Total School Solutions®
- 8. ELA Common CoreStandards (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. Total School Solutions®
- 9. Total School Solutions® •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 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 12-13 • Optional STS 2-11 • Optional EAP CST 11 • Science CST/CMA5,8,10 • Scientific sample 9-10 ELA & Math • CAPA • CELDT • Computer based-not adaptive • No pencil paper 2014-2015 2013-2014 Assessments and Legislation • 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
- 10. C u rricu lu m -In s tru c tio n -A s s e s s m e n t • W h a t sh o u ld stu d e n ts k n o w a n d to b e a b le to d o ? • W h a t sh o u ld stu den ts lea rn ? • W h a t sh o u ld stu den ts b e ta u gh t? C u rric u lu m S tu d e n ts In s tru c tio n A ssessm ent • W h a t a re stu d e n ts b e in g ta u g h t? • H o w a re stu d e n ts b e in g ta u g h t? • W h a t h a v e stu d e n ts le a rn e d ? • W h a t h a v e n ’t stu d e n ts le a rn e d ? Total School Solutions®
- 11. Expectation: Who CanLearn 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 Total School Solutions®
- 12. What are thecomplications you Perceive with implementing Common Core for Special Education students? Total School Solutions®
- 13. DON’T DO THISALONE! Total School Solutions®
- 14. Build on theGeneral Education Implementation Plan Professional Development Technology Curriculum/Instructional Strategies Total School Solutions®
- 15. CCSS Systems ImplementationPhases CCSS System Implementation Plan for California, April 2013, CDE Awareness Transition Implementation Total School Solutions®
- 16. Professional Development Goal: Studentshave access to teachers who are prepared • CCSS • CCR • Rigor • Depth Awareness Total School Solutions® Transition • Instructional Strategies • Curriculum and technology • SBAC • Access • IEP Goals • Service Delivery • Participation in State Assessment Special Education
- 17. Improving CCR forSWD College & Career Readiness & Success Center, American Institutes for Research, March 2013 High expectations, clear goals Use assessments and data Rigorous research-based instructional practices Transparent HS diplomas Multiple pathways to college and careers Alignment of K12 and Postsecondary education Deepen connection with other agencies Develop knowledge, skills, attitude and behaviors Define CCR for SWDs Total School Solutions®
- 18. Group Activity With yourElbow 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? Total School Solutions®
- 19. Differentiation for SpecialEducation in a Common Core World Total School Solutions®
- 20. Accommodations Assistive Technology Service Delivery Goals Total SchoolSolutions® IEP Process State Assessments
- 21. The IEP CreatesAccess to the Curriculum Science/ Social Studies Real Life Skills IEP Goals Reading Math Total School Solutions® - But is not itself a curriculum
- 22. Where to setthe goal… Grade-level standards Achievement level Scaffolding to grade-level Total School Solutions®
- 23. Select the Standard Basedon 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 Total School Solutions®
- 24. Scaffolding A Standard FourthGrade – 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). Total School Solutions®
- 25. So How DoI 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? Total School Solutions®
- 26. Look At TheSpecific Skills Identified At Each Grade-level 1st – 2nd : Use words and phrases acquired through conversations, reading and being read to, and responding to texts 3rd – 5th : Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases 1st 3rd - using frequently occurring conjunctions to signal simple relationships - spatial and temporal relationships 4th - precise actions, emotions, 2nd - using adjectives and adverbs or states of being to describe 5th - contrast, addition, and other logical relationships Total School Solutions®
- 27. Writing a MeasurableGoal 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 Total School Solutions®
- 28. Select the Standard Basedon 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 Total School Solutions®
- 29. 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. Total School Solutions®
- 30. Look At TheSpecific Skills Identified At Each Grade-level 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. Total School Solutions® 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
- 31. Writing a MeasurableGoal 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 Total School Solutions®
- 32. Group Activity With yourElbow 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 Total School Solutions®
- 33. Access Regardless OfThe Student’s Disability!!!! Total School Solutions®
- 34. Instruction and Services Determinethe 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 Total School Solutions®
- 35. Classroom Variables and Accessto the General Curriculum Students who are included in the general classroom have greater access to the general education curriculum. The focus is on access Instead of “fixing” the student, modify the curriculum to enable the student to learn (Pugach and Wagner, 2001) Total School Solutions® Soukup, J. H., Wehmeyer, M.L., Bashinski, S. M., Bovaird, J.A. (Fall 2007). Council for Exceptional Children 74(1) pp. 101-120
- 36. Impact of Curriculum Accommodationson Access Available Not Available Students were more Conflicting behaviors were observed engaged in the GE curriculum. If a para-professional was the only accommodation there was also the presence of conflicting behaviors Total School Solutions® Lee, S.H.; Wehmeyer, M.L.; Soukup, J. H.; Palmer, S. B., (Winter, 2010). Exceptional Children 76( 2), pp. 213-233.
- 37. Curricular Adaptations Adapting curriculumand instruction is…. Appropriate for all learners Demonstrate respect for individual differences Appropriate A rule for all curriculum areas rather than an exception Total School Solutions®
- 38.
- 39. The preponderance ofevidence 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. Total School Solutions®
- 40. Group Activity With yourElbow 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”? What support and information will speech therapists need? School psychologists? Be ready to share out Total School Solutions®
- 41. Does my administrator know/support the process forwriting CCSS in goals? Does my administrator support a co-teaching model? How will CCSS impact Child find and referrals? Total School Solutions® Will I get the support to alter my delivery model so I can implement CCSS?
- 42. State Assessments How willthe 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? Total School Solutions®
- 43. AB 484: RequiredAssessments 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 Total School Solutions® 43
- 44. 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. Total School Solutions®
- 45. Access and Participationfor 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) Total School Solutions®
- 46. Accommodations for All,Some, Few http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2013/09/SmarterBalanced_Guidelines_091113.pdf Total School Solutions®
- 47.
- 48. CAPA to NCSCEligibility Total School Solutions®
- 49. Group Activity With yourElbow 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”? Total School Solutions® What support and information will speech therapists need? School psychologists?
- 50. Resources Special Education Resourceson CDE Website http://www.cde.ca.gov/sp/se/cc/ Total School Solutions®
- 51.
- 52. CONTACT INFORMATION Total SchoolSolutions® 4751 Mangels Boulevard Fairfield, CA 94534 http://www.totalschoolsolutions.net (707) 422-6393 info@totalschoolsolutions.net (707) 422-6393 Total School Solutions®
Editor's Notes
- #2 Introduce each other – Caryl will provide me with intro
- #3 Caryl
- #5 Here is the consistent message RCOE shares with all districtsUni - Internationally benchmarked from top performing countriesSame target Student expectations are clear to parents, teachers, and the general public. Bar set high in some states and low in others - Fordham university ranks state standards according to rigor – Rigor is the key to CCSRigor Relevance Relationships3 Rs – not what you think – Rigor, Relevance, Relationships -- Different rigor across states – until now – we have same target - 46 states will have the same rigor and expectations Allows for collaboration with other states on best practices, instructional materials, and professional development.Access for SWD taking AA with reduced depth, breadth and complexityFirst time – logical progression of standards from year to year, clear and concise descriptors of what students should know and be able to do.CCSS organized around Anchor standards outcomes for all students to be college and career ready
- #8 Gail
- #11 Gail
- #12 Caryl
- #13 Gail –Have them generate what they believe the implications are. Capture on Chart paper and refer back to see if it was addressed during the training and also for them to address in their plans.
- #14 Gail - Flash Mob video - here
- #15 Gail - In the early part of September, LEAs received the first installment of $1.25 billion that has been set aside for to support the implementation of CCSS the second installment is due in October. These monies are to support:Professional development for teachers, administrators, and paraprofessional educators or other classified employees involved in the direct instruction of pupils that is aligned to academic content standards.Instructional materials aligned to the academic content standards.Integration of the academic content standards through technology-based instruction, including expenditures necessary to support the administration of computer-based assessments.
- #16 Gail – Awareness Phase – introduction, initial planning of systems, establishment of collaborationTransition phase – concentration on building foundation resources, needs assessments, establish new professional learning opportunities, collaboration between stakeholdersImplementation – new professional learning support, fully align curriculum, instruction and assessments, effectively integrates across the field
- #17 Gail
- #18 Caryl
- #19 Gail
- #20 Caryl will do intro
- #21 gail
- #22 gail
- #26 gail
- #28 gail
- #33 Gail
- #36 GailDefinition of InclusionWhat is taughtHow curriculum content is deliveredWhat supports are needed to ensure progress in the GE curriculum19 elementary studentsThree districts from the Mid-westAges 7-12 (grades 2-6)12 males; 7 femalesWhite (79%), Asian/Pacific Islander (10%), African American (5%), Hispanic (5%)Data collectionInterviews, review of IEPs, observationsLevel of support neededInclusion statusAccess to GE curriculumFocus of study:How does the following affect access to general education curriculuminclusion status (the amount of time in GE) Classroom setting (self-contained, general education) Classroom ecological variables (groupings, physical arrangement of class)Students who are in the GE for a majority of the day worked on standards linked to the grade level 83%-93%
- #37 Caryl45 high school students11 school, 7 districts from Mid-west All in GE classroom – all content areas representedAge 14.2-19.2 (grades 9-12)29 males; 16 femalesWhite (67%), Hispanic (18%), Native American (4%), Asian (4%), African-American (2%)Data collected through observations and interview with teachers (GE & SE)Focus of StudyThe presence of modifications would have a positive affects on student access to GE curriculum and minimize classroom management issues.
- #39 Gail
- #40 caryl
- #41 Gail
- #50 Gail
- #51 Caryl
- #52 Gail and Caryl
- #53 Our good by and thank you to you –Gail do video