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


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

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




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.


• 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

Curriculum-Instruction-Assessment
• What should students know and to be able to do?
•What should students learn?
•What should students be taught?

Curriculum

Students

Instruction

Assessment

• What are students being taught?
• How are students being taught?

• What have students learned?
• What haven’t students learned?


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
CCSS System Implementation Plan for California, April 2013, CDE

Awareness

Transition

Implementation

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

• CCSS
• CCR
• Rigor
• Depth

Awareness


Transition
• Instructional
Strategies
• Curriculum and
technology
• SBAC

• 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

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


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


Accommodations
Assistive
Technology

Service Delivery

Goals


IEP
Process

State
Assessments

The IEP Creates Access to the Curriculum
Science/
Social
Studies

Real Life
Skills

IEP
Goals

Reading

Math


- But is not itself a curriculum

Where to set the goal…
Grade-level standards

Achievement level

Scaffolding to grade-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
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


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
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.


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

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

 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
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)


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

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

Lee, S.H.; Wehmeyer, M.L.; Soukup, J. H.; Palmer, S. B.,
(Winter, 2010). Exceptional Children 76( 2), pp. 213-233.

Curricular Adaptations


Adapting curriculum and instruction is….
 Appropriate

for all learners

 Demonstrate

respect for individual

differences
 Appropriate
A

for all curriculum areas

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”?

What support and
information will speech
therapists need? School
psychologists?
Be ready to share out


Does my
administrator
know/support
the process
for writing
CCSS in goals?

Does my
administrator
support a
co-teaching
model?

How will
CCSS impact
Child find
and
referrals?

Will I get the
support to
alter my
delivery
model so I can
implement
CCSS?

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/wpcontent/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/


Questions


CONTACT INFORMATION
4751 Mangels Boulevard
Fairfield, CA 94534
http://www.totalschoolsolutions.net
(707) 422-6393
info@totalschoolsolutions.net
(707) 422-6393


Caryl miller1

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (7)

Similar to Caryl miller1

Similar to Caryl miller1 (20)

More from ECCSymposium

More from ECCSymposium (20)

Recently uploaded

Recently uploaded (20)

Caryl miller1