COMMON CORE STATE STANDARDS AND THE SPECIAL … · •Computer Adaptive—When Will It Be...

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COMMON CORE STATE STANDARDS AND THE SPECIAL EDUCATOR: NOW WHAT?

Frank Donavan, Ed.D.

September 9, 2014

Agenda• Overview--Refresher• Common Core State Standards• Language Demands• Assessment Systems• Anchor Standards

• Forward Mapping• Backward Mapping

• Instructional Alignment and Strategies• Resources and Support Materials• IEP Goal Development• Questions

HISTORICAL OVERVIEW—FEDERAL PERSPECTIVE

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History of Special Education

• 1975: PL 94-142—EAHCA

• Child Find

• FAPE for All Students

• LRE

• 1977: CA Master Plan

• SELPAs

• Fiscal, Procedural, Compliance, Programs

• 1980s: ??????

• Lack of Consistency

• Random Acts of Greatness

• Case Law

History of Special Education (cont.)

• 1990s: FAPE & LRE

• Case Law

• 1997: IDEA Reauthorized

• Access to Gen. Ed. Curriculum

• Increase in Litigation

• 1998: CA Content Standards

• CSTs, API

• 2001: NCLB

• Subgroups

• Accountability

• Increase in Litigation

History of Special Education (cont.)

• 2003: CAPA• Accountability for Mod to Severe

• 2004: IDEA Reauthorized• Greater Emphasis on Core Curriculum and

• Access to Typical Peers

• Research-Based Practices

• 2007: CMA

• 2010: OSEP—Focus on Outcomes

• 2014: Results Driven Accountability (RDA)

• 2014-15: CCSS

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Progression of Guidance and Structure for Standards-Instructionally Based IEPs

Lack of Guidance/Structure

Increasing Guidance/Structure

Standards-Instructionally

Based

Results Driven Accountability (RDA)

• U.S. Department of Education• Education Secretary Arne Duncan stated that “States have gotten better at

meeting the IDEA’s procedural requirements, such as promptly evaluating students suspected of having a disability…however, ‘we unfortunately have not seen a corresponding improvement in student results.’”

• Office of Special Education Programs (OSEP)

• RDA Could/May Consist of:• Test Scores

• Test Participation Rates

• Post-School Outcomes

• Suspension/Expulsion

• One or More of the Above

California “Needs Intervention”

The IDEA requires the U.S. Department of Education to place States into four categories regarding their performance under the IDEA. Those categories are as follows:

1. Meet Requirements (15 States and 2 U.S. Territories were placed into this category)

2. Need Assistance (32 States and 4 U.S. Territories were placed into this category)

3. Need Intervention (3 States—including CA—and 3 U.S. Territories were placed into this category)

4. Need Substantial Intervention (No States or U.S. Territories were placed into this category)

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COMMON CORE STATE STANDARDS

CCSS Themes

• College and Career Readiness (CCR)

• 21st Century Learning

• Learning and Innovation Skills

• Life and Career Skills

• Information Media and Technology Skills

• 4-Cs—

• Critical Thinking

• Communication

• Collaboration

• Creativity

Are the CCSS for ELA Similar to our Current Standards?

• Existing ELA: Four Categories Called Domains

• Reading

• Writing

• Listening and Speaking

• Written and Oral English-Language Conventions

• CCSS ELA: Four Categories Called Strands

• Reading

• Writing

• Speaking and Listening

• Languagehttp://www.scoe.net/castandards/

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Literacy Across the Content Areas

• 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.

• 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

• Content-Rich Nonfiction• Informational Text

• Evidence from Text• Reading for Information

• Complex Text with Academic Language• Linkages to Content Knowledge

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Are the CCSS for Math Similar to our Current Standards?

• Shift in Grade Level for some Skills

• Organization is Different

• Grade Level Standards K-8

• Set of Standards for Algebra 1

• Conceptual Cluster Standards for 9-12

• Two Options for 8th Grade

• Algebra 1

• Option for those Not Ready for Algebrahttp://www.scoe.net/castandards/

Mathematics Shifts in Focus

• Focus• Narrowing Strongly on Focus of Standards

• Coherence• Building Upon Each Grade Level and Linking to Major Topics

• Rigor• Building Conceptual Understanding, Procedural Skills, and Focus on Application

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LANGUAGE DEMANDS

Language Demands of CCSS for ELA

• Vocabulary Acquisition and Use

• Conversational Discourse

• Narration

• Not to Mention:• Phonological Awareness

• Fluency

• Articulation

• Decoding

• And So Much More….

Role of the SLP

• Instrumental

• Identify and Address• Foundation Skill Deficits

• Critical Needs Areas

• Gaps

• Preparatory/Foundational Skill Areas

• Pragmatics

• Shift from Speech Services to Support Academics to Speech Services as Support and Integral Part of Academics

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Collaboration

• General Education

• Special Education

• All Education

• Tools to Interpret/Adapt CCSS and SBAC Trainings for Students with Special Needs• CCCS Goal and Instructional Alignment Tool

• CCSS Goal and Instructional Strategies Framework

ASSESSMENT SYSTEMS

Optional Interim assessment system —no stakes

Summative assessment for accountability

Last 12 weeks of year*

DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; an interactive reporting system; scorer training modules; and teacher collaboration tools.

Scope, sequence, number, and timing of interim assessments locally determined

PERFORMANCETASKS

• Reading• Writing• Math

COMPUTERADAPTIVE

ASSESSMENT

Re‐take option

The SBAC Assessment System

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

English Language Arts and Mathematics, Grades 3 – 8 and High School

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

Developed by The Center for K–12 Assessment & Performance Management at ETS, version 4, July 2011. For detailed information on PARCC, go to http://PARCConline.org.

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SBAC Readiness/Preparation: Areas to Consider• Keyboarding

• Cursive—Really?

• Screen Navigation

• Movement of Objects/Items within System

• Accessibility and Accommodations

• Computer Adaptive—When Will It Be Activated?

CAPA and the National Center and State Collaborative (NCSC) Overview –Alternate Assessment

• AB 484 (Bonilla): Law for State Testing—Requires CAPA

• AB 2057 (Bonilla): Law to Eliminate Double-Testing or NCSC Pilot Districts—All About Equity

• Alternate Assessment (e.g., CAPA) for 2014-15 Is Still Undetermined by CDE

The NCSC Alternate Assessment System*

English Language Arts and Mathematics, Grades 3–8 and High School

END-OF-YEARASSESSMENT

* Alternate assessment systems are those developed for students with the most significant cognitive disabilities and are based on alternate achievement standards.

DIGITAL LIBRARY of curriculum, instruction, and classroom assessment resources; online professional development modules and support materials for state-level educator Communities of Practice to support teachers with the resources they need to improve student outcomes; guidelines for IEP teams to use in student participation decision making; training modules for assessment administration and interpretation of results; online assessment delivery, administration, and reporting.

Curriculum, instruction, and formative assessment resources for classroom use

Summative assessment for accountability

Interim progress monitoring tools

COMMUNITIES OF PRACTICE established in each state to support teacher training and use of the curriculum, instruction, and assessment resources. Resources will be available for use in all schools and districts, as locally determined.

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Alternate Assessment• National Center and State Collaborative (NCSC)• Dynamic Learning Maps (DLM)• Several Other Options• Building solid content foundations with articulated

educational logic (Learning Maps; Learning Progressions and CCSS Dual Alignment); and Evidence Centered Design

• Computer-based delivery of assessments• Resources and professional development supports to

educators• Opportunity to Share Resources with Other States and

Avoid Duplication of Effort

LEARNING MAPS VERSUS LEARNING PROGRESSIONS

Progressions

• Vertical progression

toward learning target

• Sequenced building

blocks

• Research-based

• Linked to high-quality

assessments

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Use numbers to decide which is

bigger, smaller, same size

Uses place value to distinguish and order

whole numbers

Uses decimal notation to two places

Uses the symbols =, < and > to order

numbers and make comparisons

Uses percentages to make straightforward

comparisons

Masters, G. & Forster, M. (1997). Developmental Assessment. Victoria, AU: The Australian Council for Education Research Ltd.

Maps Allow for the Integration of Multiple Skills…

Create a model of quantity

Recognize wholeness

Identify one

Identify more than one

Use perceptual subitizing

Compare two quantities up to

ten using models

Explain set

Compare sets

ImitateCompare objects

Identify different

number of

Identify same

number of

Recognize same Recognize

different

Equal quantity

Identify more

number of

Identify fewer

number of

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ANCHOR STANDARDS

CCSS Anchor Standards• Anchor Standards—Progress Through Multiple Grade Levels

• Skills Build Upon Prior Grade Levels

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

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

RST.2

Reading Standards for Literacy in Science and Technical Subjects (RST): Standard 2

Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

=

RST.2.11-12Grade 11-12students

Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

+


Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

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RST.2.6-8Grade 8students

Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

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RST.1

Reading Standards for Literacy in Science and Technical Subjects (RST): Standard 1

Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite

specific textual evidence when writing or speaking to support conclusions drawn from the text.

=


Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

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Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

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RST.1.6-8Grade 8students

Cite specific textual evidence to support analysis of science and technical texts.

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Key Ideas and Details: Standard 1

6, [7], 8 Cite [several pieces of] textual evidence that most strongly support analysis of what the text says explicitly as well asinferences drawn from the text.4, [5] [Quote accurately and] refer to details and examples in a text when explaining what the text says explicitly and whendrawing inferences from the text.1, [2], 3 Ask and answer questions [such as who, what, where, when, why and how to demonstrate understanding] about keydetails in a text, referring explicitly to the text as the basis for the answers.K With prompting and support, ask and answer questions about key details in a text.Grade—Standard

CCR Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences fromit; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Inform Instructional Planning and ImplementationForward Mapping

• Foundational Skills• Concepts in Print

• Phonological Awareness

• Phonics and Word Reading

• Fluency

• Comprehension and Vocabulary Development

Backward Mapping

• Compare Grade-level

Standards to Language and

Communication Profile

• Provide Tier-based Instruction in Known or Projected Areas of Need

• CCSS Anchor Standards

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RESOURCES AND SUPPORT MATERIALS

National Center and State Collaborative

• Instructional Resources

• Aligned to the CCSS

• Curriculum Resources

• Classroom Solutions

• https://wiki.ncscpartners.org/mediawiki/index.php/Main_Page

Resources on the Wiki Link

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Core Content Connectors (CCC): Reading for Informational Text

Element Cards: Reading for Informational Text

Instructional Resources

• Curriculum Resource Guide

• Instructional Units

• Graduated Understandings

• Instructional Resource Guide

• Scripted Systematic Instruction

• Element Cards

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Curriculum Resources

• Explain How to Teach Students Including those with Significant Disabilities

• Based on Universal Design for Learning Strategies

• Provide Examples

Classroom Solutions

• Instructional Units

• UDL Strategies

• Multiple Means of Engagement, Representation and Expression

• General Education Lessons• Designed to be Accessible to Students with Significant Cognitive

Disabilities

• Promote Inclusive and Collaborative Strategies

Progress Indicator: E.NO.1a showing mastery of the prerequisite core skills of cardinality, constancy, and 1:1 correspondence

Core Content Connectors: K

CCSS Domain/Cluster Common Core State Standard

K.NO.1a1 Rote count up to 10Counting and Cardinality

K CC Know number names and the count sequence.

K.CC.1 Count to 100 by ones and by tens.

K.NO.1a2 Rote count up to 31Counting and Cardinality

K CC Know number names and the count sequence.


K.NO.1a3 Rote count up to 100

Counting and CardinalityK CC Know number names and the count sequence.


K.NO.1a4 Count up to 10 objects in a line, rectangle, or array

Counting and CardinalityK CC Count to tell the number of objects.

K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.a) When counting objects, say the number names in the standard order, pairing

each object with one and only one number name and each number name with tone and only one object.

K.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1‐20, count out that many objects.

Progress Indicator: E.NO.1b developing an understanding of number and principles of quantity (e.g., hold up 5 fingers at once to show 5, locatethings in 2s without counting; using number words to indicate small exact numbers or relative change in quantity ‐ more, small)

Core Content Connectors: K CCSS Domain/Cluster Common Core State Standard

K.NO.1b1 Match the numeral to the number of objects in a set


K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.a) When counting objects, say the number names in the standard order, pairing

each object with one and only one number name and each number name with tone and only one object.

K.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1‐20, count out that many objects.

K.NO.1b2 Identify the set that has more


K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.a) Understand that the last number name said tells the number of objects counted.

The number of objects is the same regardless of their arrangement or the order in which they were counted.

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Grade 3 students: Grade 4 students: Grade 5 students: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCCs CCCs CCCs 3.RL.h1 Answer questions related to the relationship between characters , setting, events, or conflicts (e.g., characters and events, characters and conflicts, setting and conflicts).

4.RL.i1 Refer to details and examples in a text when explaining what the text says explicitly.

5.RL.b1 Refer to details and examples in a text when explaining what the text says explicitly.

3.RL.i2 Answer questions (literal and inferential) and refer to text to support your answer.

4.RL.i2 Refer to details and examples in a text when drawing basic inferences about a story, poem, or drama.

5.RL.b2 Refer to specific text evidence to support inferences, interpretations, or conclusions.

3.RL.i3 Support inferences, opinions, and conclusions using evidence from the text including illustrations.

4.RL.k1 Use details and examples in a text when explaining the author’s purpose (e.g., what did the author use to scare you, surprise you?).

College and Career Readiness Anchor Standards for ReadingKey Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specifictextual evidence when writing or speaking to support conclusions drawn from the text.2. Determine central ideas or themes of a text and analyze their development; summarize the key supportingdetails and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Reading Standards for Literature

Sample Script (Model, Lead, Test)

What is included in IR Guide?

• Overview of Systematic Instruction

• Importance of Finding a Response Mode

• Explanation of Instructional Strategies and “how to”

• Provides sample script for math and ELA skill for each instructional strategy

• Troubleshooting Q&A

• Constant Time Delay (CTD)

• System of Least Prompts (LIP)

• Model, Lead, Test

• Example/Non-example Training

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Instructional Resource Guide

Struggling Readers

• Late-emerging Poor Readers (13.4% of the Population)—were Average or Better in Earlier Grades• Comprehension Alone (52%)

• Word Reading Alone (36%)

• Both of the Above (12%)

• Often had a History of Language and/or Nonverbal Cognitive Impairments in Kindergarten

• No Clear Predictive Profile

Catts, H.W., Compton, D., Tomblin, J.B., & Bridges, M.S., (2012) Prevalence and Nature of Late-emerging Poor Readers. Journal of Educational Psychology, 104, 166-181.

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The Core Six: Essential Strategies for Achieving Excellence with the Common Core (Silver, Dewing, & Perini, 2012)

• Reading for Meaning

• Compare and Contrast

• Inductive Learning

• Circle of Knowledge

• Write to Learn

• Vocabulary’s Code

Reading for Meaning

• Previewing and Predicting Before Reading

• Actively Searching for Relevant Information During Reading

• Reflecting on Learning After Reading

• ____________________________

• Avoid: • Reading Entire Passage Without Doing the Above

• Expecting Gains in Comprehension Without Front-Loading and Providing Explicit Direct Instruction

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Teaching the Critical Vocabulary of the Common Core (Sprenger, 2013)

• Critical Vocabulary: The Verbs• Analyze

• Articulate

• Cite

• Compare/Contrast

• Draw

• Identify

• Infer

• Locate

• Retell

• Support

(This is 10 of the 30 Verbs)

Teaching the Critical Vocabulary of the Common Core (Sprenger, 2013)—Continued….

• Critical Vocabulary: The Nouns• Analogy

• Argument

• Central Idea/Main Idea

• Conclusions

• Connections

• Evidence

• Point of View

• Structure

• Theme

• Tone and Mood

(This is 10 of the 20 Nouns)

Teaching the Critical Vocabulary of the Common Core (Sprenger, 2013)—Continued….

• Critical Vocabulary: The Last Words• Classify/Categorize

• Explicitly

• Recognize

• Recount

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Connecting Teachers, Students and Standards (Voltz, Sims, Nelson, 2010)

• Inclusive Practices

• Access to General Ed. Curriculum

• Opportunities for Socially Appropriate Behaviors

• Preparing Students with and without Disabilities for the Real World

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Common Core and the Special Education Student (Schillinger and Wetzel, 2014)

• Very Comprehensive and Informative

• Shifts in CCSS

• Instructional Practices

• Technology Integration

• CCSS Standards-Based IEPs

• CCSS Standards-Based IEP Goals

• And Much More….

HOW CAN WE TIE ALL OF THIS TOGETHER?

What are Other States Doing to Assist Students with Mild, Moderate and Severe Needs?• Universal Design for Learning (UDL)

• Core Content Connectors

• Content Modules

• Curriculum Resource Guides

• Instructional Resource Guides

• LASSIS

• MASSIS

• Element Cards

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Communicative Competence

College

Career

CommunityCurriculumCommon Core

Standards

Learning Progressions

Core Content Connectors

InstructionGrade-level Lessons

Accommodations

Systematic Instruction

AssessmentFormative, Interim

Summative

UDL Strategies for Instruction

•Strategies and lessons are taken from the general education curriculum. •Principles 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.

UDL Strategies (cont.)• 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

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Universal Design for Learning

• UDL is a Set of Principles that Provides All Students Equal Opportunities to Learn• Recognition Networks: The “What” of Learning

• Strategic Networks: The “How” of Learning

• Affective Networks: The “Why” of Learning

Depth of Knowledge

• Level 1 = Recall & Reproductions• Specific Facts, Definitions, Routine Procedures

• Level 2 = Skills & Concepts• Applying Skills and Concepts, Relationships, Main Ideas

• Level 3 = Strategic Reasoning• Reasoning and Planning in Order to Respond

• Level 4 = Extended Reasoning• Complex Planning and Thinking—Usually Over a Period of Time

Depth of Knowledge (DOK)Level 1—Recall and Reproduction

Teacher

• Directs

• Shows

• Questions

• Demonstrates

• Compares

• Examines

• Tells

• Evaluates

Student

• Responds

• Remembers

• Memorizes

• Explains

• Restates

• Interprets

• Recognizes

• Translates

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Depth of Knowledge (DOK)Level 2—Skills and Concepts

Teacher

• Shows

• Observes

• Facilitates

• Questions

• Organizes

• Evaluates

Student

• Solves Problems

• Calculates

• Completes

• Constructs

• Demonstrates

• Compiles

Depth of Knowledge (DOK)Level 3—Strategic Reasoning

Teacher

• Probes

• Clarifies

• Guides

• Organizes

• Dissects

• Questons

• Accepts

• Acts a Resource

Student

• Discusses

• Debates

• Examines

• Judges

• Justifies

• Uncovers

• Disputes

• Decides

Depth of Knowledge (DOK)Level 4—Extended Reasoning

Teacher

• Facilitates

• Reflects

• Extends

• Analyzes

• Evaluates

Student

• Designs

• Takes Risks

• Proposes

• Formulates

• Plans

• Creates

• Modifies

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Depth of Knowledge--Activities• Level 1 = Recall & Reproductions

• Concept Map, Timeline, Keywords, Chart, Recite Facts, Cut Out, Draw, Cartoon Strip, Oral Report, Outline, Paraphrase, Retell

• Level 2 = Skills & Concepts• Classify 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

• Level 3 = Strategic Reasoning• Venn 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 Reasoning• Formulate 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

The Least Dangerous Assumption

We assume that 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.

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DEVELOPING IEP GOALS BASED ON THE CCSS

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Developing Goals Based on the CCSS

Developing Instructionally Appropriate IEPs?• An Instructionally Appropriate IEP describes a process in

which the IEP team has incorporated state content standards in its development

• Specific accommodations and modifications addressing student’s needs to access the general education instructional program are included in the Instructionally Appropriate IEP for student’s present grade-level and course content requirements.

Current Practice

• IEP Team Identifies Unique Needs

• Unique Needs Are Often Discussed Without Reference to Grade-Level Standards, Curriculum and Instruction

• This Often Results in Two Parallel Educational and/or Instructional Programs for Students with IEPs• General Education and

• Special Education

Or,

• Functional and

• Academic

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Best Practice

• Identify Student’s Unique Needs in Relation to the CCSS

• Develop Present Levels Based on Unique Needs and CCSS

• Identify the Gap Between PLOP and Grade-Level CCSS

• Develop a Plan to Meet—or Get As Close As Possible to--Grade-Level CCSS

• Develop Annual IEP Goals Based on All of the Above

Developing Goals Based on the CCSS

• Use Grade-Level Standards• Examine the Essential Content and Skills within that

Standard Based on the Student’s Identified Unique Needs• Unpack the Standard• Aim High--Rigor and Fidelity based on

• Bloom• Webb’s Depth of Knowledge• Universal Design for Learning

• Work Towards Closing Gaps• Grade-Level Access with Supplemental Remediation Only

As Needed• Reminder: the Entire Standard Is Not the Goal

Consider All Areas

• Environmental Situations

• Social Interactions

• Behavioral Needs

• Prerequisite Skills

• Curriculum Resources

• Instructional Resources

• Instructional Methodologies

• Accommodations and/or Modification

• Assessment Procedures

• Progress Reporting

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Access to the General Education Curriculum• An IEP must include “a statement of measurable annual

goals, including academic and functional goals, designed to meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum.” (IDEA, 2004, 614(d)(1)(A)(i),)

Developing Goals and Objectives Based on the CCSS and Specially Designed Instruction

IEP Goal

Unpacking the Standards, or Putting the “I” in CCSS• The “I” is Instruction

• Individualizing Grade-Level Standards

• Select the Standard Based on Present Levels of Performance• Assessment

• Progress on Last Year’s Goals

• Curriculum-Based Assessment

• Circle the Verbs and/or Action Words and Terms

• Underline the Key Skills

• Develop Goals

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A Quick Word or Two About Present Levels of Performance• PLOPS are Always Directly Related to the Goal

• Always Include a Strength and Weakness

• Weakness = Goal

• Avoid TMI

Example of PLOP

• PLOP: Based on scores on the WJ (list reading or spelling scores) and curriculum-based measures (list Curriculum or supplemental materials used—e.g., work samples from Corrective Reading or Open Court) Frank understands all of his grade-level short vowel CVC words; however, he is easily distracted during class instruction and is not able to convert short vowels to long vowels using the magic “e.”

• Goals: By 9-9-15, Frank will be able to convert 20 short-vowel CVC words to long-vowel CVCV words using the magic “e” with 90% accuracy in 4 out of 5 trials.

• Discussion

Example of PLOP (continued)

• PLOP: Based on scores on the WJ (list reading or spelling scores) and curriculum-based measures (list Curriculum or supplemental materials used—e.g., work samples from Corrective Reading or Open Court) Frank understands all of his grade-level short vowel CVC words; however, he is not able to convert short vowels to long vowels using the magic “e.”

• Goals: By 9-9-15, Frank will be able to convert 20 short-vowel CVC words to long-vowel CVCV words using the magic “e” with 90% accuracy in 4 out of 5 trials.

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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 (PLOP) andthe annual IEP goals are aligned with and based on the state’s grade-level standards

What are the benefits of a Instructionally Appropriate IEP?

• Ties the IEP to the general education curriculum

• Provides positive directions and goals for intervention

• Utilizes standards to identify specific content critical to a student's successful progress in the general education curriculum

• Promotes a single educational system that is inclusive through common language and curriculum for special and general education students

• Ensures greater consistency across schools and districts

• Encourages higher expectations for students with disabilities

Does an Instructionally Appropriate IEP imply that the student is on grade-level in that content area?

• No, the student may not be on grade-level in that content area. However, they are working toward meeting grade-level expectations and are receiving grade-level content instruction.

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Components of Annual Goals

Who Student

Timeframe Length of Time

Conditions Under What Conditions

Behavior Will Do What

Criterion To What Level or Degree

Components of Annual Goals

• Ask:

• Does the goal have a specific time frame?

• Are the conditions for meeting the goal addressed?

• How will you measure the outcome of the goal?

• Are the goals written in terms that parents and teachers can understand?

• Do the goals support participation and progress in the general education curriculum?

• Do the annual goals support postsecondary goals?

IEP GOAL DEVELOPMENT AND INSTRUCTIONAL ALIGNMENT

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Aligning IEPs to the Common Core State Standards 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

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

Common Core Standards (by Mastery Connect)CCSS App

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IEP Goal Development and Instructional Alignment—Based on CCSS1. Identify the student’s present level of academic

achievement and functional performance.2. Identify the appropriate grade level standard(s).3. Unpack the standard. Identify what the student needs to know and be able to do in the simplest terms possible.

For example:

• Divide the standard into its component parts.

• Analyze the sub-skills.• Determine accommodations and/or

modifications needed for the student to successfully reach standard.

• Determine a plan to monitor progress.

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CCSS Goal and Instructional Strategies Alignment Tool

• CCSS Standard

• Possible Goal Areas

• Instructional Strategies

• Accommodations/Modifications

• Goal Format (Given—Will—Measured By)

• Goal

CCSS Goal and Instructional Strategies FrameworkGroup Activity:

• Identify the Standard

• Identify the Goal Area

• Develop Three Goals Based on the Same Standard and Goal Area: Goal Format (Given—Will—Measured By)

• Mild Moderate Severe

What are the Key Areas to Consider in Making the Transition?

• Digital Divide

• Curriculum Alignment

• CCSS Anchor Standards

• Shift from M/M and M/S to• Mild—Moderate—Severe

• Collaboration: Gen. Ed. & Spec. Ed.

• Universal Design for Learning (UDL)

• Staff Development

• Is Spec. Ed. Staff Included?

• Service Delivery Models

• Values and Beliefs

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California Assessment of Student Performance and Progress (CAASPP)—Testing Administration Info.

• Testing Windows (2013-14)• 1. 3/18 – 4/4• 2. 4/7 – 4/25• 3. 4/28 – 5/16• 4. 5/19 – 6/6• http://californiatac.org/about/smarter-balanced/testing-

windows/index.html

• No Longer a Field Test• Computer Adaptive Feature will be Activated• Frequently Asked Questions

• http://www.cde.ca.gov/ta/tg/sa/sbac-faqs.asp

• http://www.smarterbalanced.org/wordpress/wp-content/uploads/2013/12/SmarterBalanced_Guidelines_FAQ.pdf

What About the CAPA?

• “On July 9, 2014, the California State Board of Education stated its intent to suspend the CAPA for English‒language arts and mathematics, and to field test a new alternate assessment.”

• The California Department of Education is in the process of determining what Alternate Assessment will be used for the 2014-15 School Year.

• CAPA will be used for Science only for Grades 5, 8 and 10

• SEIS Forms are being Updated from CAPA to “Alternate Assessment”

How Do We Document the in our IEPs?

• At this time, how we document State Testing in our IEPs is a Local Decision

• SEIS Forms have New Statewide Assessment form

• “CAPA” is replaced with “Alternate Assessment”

• Many County Offices of Educations, SELPAs, and Districts are recommending that we remain Status Quo at this time up until we receive guidance in this area

• Check with your District and/or SELPA before changing the way you document State Testing in IEPs

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What About Digital Goal Banks?

• There are Many Private Vendors Available• SEIS has ELA Posted and Math will be Available Soon

• Other States Have Their Own Versions• District/SELPA Teams are Working on Them

• Professional Organizations are Working on Them

• Get Ready for the Tidal Wave

AB 484 Assessment Implications

SBAC Accessibility and Accommodations Guidelines

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Additional Resources

• http://www.ocde.us/CommonCoreCA/Pages/default.aspx

• http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp

• http://www.cde.ca.gov/ta/tg/sa/ab250.asp• www.corestandards.org• www.commoncore.org/maps• http://www.smarterbalanced.org/• http://www.ncscpartners.org/• www.udlcenter.org

Questions?

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