CCSS and Students with Disabilities

1. CCSS and Students with Disabilities CRESD 113 Common Core State Standards Institute, August 2014 Sheila Chaney

2. WA-AIM Training Sept. 23 at CRESD:http://www.k12.wa.us/Assessment/WA-AIM/Trainings.aspx

3. Goals for Today • You will be able to describe what regulations still govern the education of students with disabilities • You will consider the implications of implementation of CCSS for students with disabilities • You will know what tools are available to assist with writing IEP goals • (You will practice writing a goal) Capital Region ESD 113

4. Linking CCSS to Special Education Services What’s Different? What Stays the Same? Implementation: Tools and Procedures WACS, IDEA, ESEA CCSS content & shifts Common Core Essential Elements & Access Points UDL accessibility embedded in CCSS instruction & SBAC Examples of goals Procedure for determining a goal Implications for practice Practice writing a goal Capital Region ESD 113

5. What Stays the Same? • IDEA: Individuals with Disabilities Education Act • WAC: WA Administrative Code • ESEA Capital Region ESD 113

6. IDEA and ESEA Require • Access to the general education curricula at the appropriate level based on individual assessment (including, when appropriate, performance-based classroom assessment) • Opportunity to learn the same skills and concepts as their non-disabled peers Capital Region ESD 113

7. Instruction must incorporate specially designed instruction (SDI) and accommodations • Appropriate Accommodations • Change in instructional strategies that enable children to demonstrate their abilities in the classroom or assessment/testing • Designed to provide equity, not advantage for children with disabilities Capital Region ESD 113

8. Individualized Education Program • “…a written statement for each child with a disability that is developed, reviewed and revised in a meeting in accordance with Sec 300.320 through 300.324… • Including “a statement of measurable annual goals both academic and functional design 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.” 34 CFR Capital Region ESD 113

9. Common Core CCSS ------ OSPI/WEA

10. OSPI/WEA

11. Bridging IEP with CCSS • Curriculum • CCSS IEP Goals Specially Designed Instruction This WAY Modified OSPI/WEA

12. Standards are not goals • IEP goals must be directly related to needs identified in the most current evaluation. • Do not simply restate the standards or cut and paste the standards into IEP goals. OSPI/WEA

13. Connecting IEPs to CCSS: What it DOES Mean Referring to standards to determine grade level expectations Using the standards as a guide to determine what the student is expected to know or do, and Connecting to the district curricula at an appropriate level to meet the student’s needs. OSPI/WEA 13

14. What’s the Same? • Jot down your thoughts, then share with your elbow partner 14 Capital Region ESD 113

15. What’s Different? • Focus on college and career readiness • CCSS content and shifts • Universal Design for Learning (UDL) and emphasis on use of technology embedded in instruction and the SBAC assessment • Implications for accommodations, least restrictive environment (LRE) and SDI service delivery Capital Region ESD 113

16. College/Career Readiness: Anchor for the Common Core • 1/2 of grads prepared for postsecondary ed • Career-readiness and college-readiness • K-12 standards back-mapped - gap - IDEA Partnership

17. Application to Students with Disabilities Students with disabilities…must be challenged to excel within the general curriculum and be prepared for success in their post-school lives, including college and/or careers. IDEA Partnership

18. Three Shifts in English/Language Arts • Building content knowledge through content-rich nonfiction • Reading, writing, and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language CCSS Content AWSP day 1 & 2

19. ELA in History/Social Studies, Science, Technical Subjects • Literacy standards embedded in K-5 • Content-specific literacy standards for 6-12 • Four strands: Reading, Writing, Speaking and Listening, and Language • College and Career Readiness (CCR) Standards for each strand

20. The Three Shifts in Mathematics • Focus: Strongly where the standards focus • Coherence: Think across grades and link to major topics within grades • Rigor: In major topics, pursue with equal intensity • Conceptual understanding • Procedural skill and fluency • Application CCSS Content AWSP day 1 & 2

21. More ways to access… More ways to participate… More ways to demonstrate learning… Potentially more progress in…the general education curriculum for all learners Universal Design for Learning (UDL) Integrated into CCSS and SBAC IDEA Partnership January 2014 IDEA Partnership 23

22. Michael S. Giangreco, 2003

23. 3 Networks = 3 UDL Principles

24. http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdfhttp://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf

25. AIM: Accessible Instructional Materials http://youtu.be/6U3uKNKMv7s 27 Capital Region ESD 113

26. http://aim.cast.org/learn Capital Region ESD 113

27. Computer Adaptive Technology • Based on student responses, the computer program adjusts the difficulty of questions. • Astudent who answers a question correctly will receive a more challenging item, while an incorrect answer generates an easier question. • Presents an individually tailored set of questions to each student and can quickly identify which skills students have mastered

28. Built-in Supports and Accommodations • Breaks • Calculator • Digital notepad • English dictionary • English glossary • Expandable passages • Global notes • Highlighter • Keyboard navigation • Mark for review • Spell check • Strikethrough • Writing tools • Zoom • Color contrast • Masking • Text-to-Speech • Translated directions • Stacked translations • ASL • Braille • Closed captions • Text-to-speech Usability, Accessibility, and Accommodations Guidelines

29. Stop and Reflect Think – Pair - Share How might the changes in standards improve student outcomes? How might the changes affect Least Restrictive Environment (LRE)? How might they affect service delivery and instruction by special educators? Modified OSPI/WEA

30. Others’ Ideas: IDEA Partnership For SwD to meet standards they need…. • High-quality, evidence-based instruction • Accessible instructional materials • Embedded supports • Universal Design for Learning (UDL) • Appropriate accommodations • Assistive technology Margaret McLaughlin, IDEA Partnership

31. IDEA Partnership, McLaughlin • Instructional strategies • Universally design units and lessons • Individualized accommodations and modifications • Positive behavior supports • Service delivery options • Co-teaching approaches • Paraeducator supports Margaret McLaughlin, IDEA Partnership

32. Wehmeyer: Implications for Students with Disabilities • Specially Designed Instruction (SDI) • Accommodations • Access to the general education curriculum • Universal Design for Learning • Multi-tiered systems of supports • Positive Behavior Supports • A focus on self-determination and student directed learning • Creating effective ways for special educators to work alongside, and in full partnership with, general educators through co-teaching and collaboration. Michael L. Wehmeyer. May 16, 2013 ASES SCASS Summit on Implementing College and Career Readiness Standards: Implications for States Supporting Students with Significant Cognitive Disabilities Capital Region ESD 113

33. Bertrando: Many Features of CCSS are Helpful to SwD Students work in collaborative groups with multiple opportunities to share, discuss and solve problems Emphasis on speaking in addition to listening Standards state that it is teacher’s responsibility to accommodate learning for all by scaffolding and differentiating Equal balance of nonfiction and fiction text Capital Region ESD 113

34. Bertrando: Many Features of CCSS are Helpful SharenBertrando, Special Education Development Program Specialist, WestEdcommon core implementation http://commoncore.wested.org/schools-districts/supporting-students-with-disabilities/ Opportunities to learn and demonstrate literacy via charts, diagrams, tables, etc. Integration of technology into the design of the curriculum Capital Region ESD 113

35. Considering the CCSS, how do we address the needs of students with… • low or limited academic skills • significant cognitive disabilities • language-based disabilities • any combination of learning challenges ? IDEA Partnership

36. Options for Determining Goals • Start with a grade level CCSS and modify the content or instructional method to fit a student’s need • Drop back to the appropriate level • Use the Common Core Essential Element that is derived from the grade level goal • Create a functional or behavior goal that is appropriate to the student’s need that is not addressed by the standards Capital Region ESD 113

37. Implementation Tools and Procedures • Common Core Essential Elements • WA-AIM Access Points • Examples of goals based on the Access Points • Procedure for selecting and writing a goal Capital Region ESD 113

38. Common Core Essential Elements

39. Common Core Essential Elements (CCEE) • …specific statements of knowledge and skills linked to CCSS grade level expectations • Provides learning targets for students with cognitive challenges • Not a downward extension of the grade level standard, but a clarification of the elements that are essential • CCEEs were not written only for students with the most significant challenges

40. Benefits of an Essential Elements-linked IEP? • Ties to state standards and grade level expectations • Provides positive, academic goals for instruction • Utilizes CCEE to identify content critical to success in the general education curriculum • Promotes a single educational system that links to a single set of standards for all • Encourages higher expectations for students with significant cognitive disabilities

41. Linking IEPs and CCEE • Refer to CCEE to determine expectations at the student’s grade level • Use the CCEE as a guide to determine what is important for the student to learn or be able to do • Conduct an analysis to determine the gap between grade level expectations and the student’s current skills/knowledge

42. Example of CCEE Common Core Essential Element • RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words. • Use combined knowledge of all letter-sound • correspondences, syllabication patterns, and • morphology (e.g., roots and affixes) to read • accurately unfamiliar multisyllabic words in context and out of context • EE.RF.4.3 Use letter-sound knowledge to read words. • Apply letter-sound knowledge to use first letter plus context to identify unfamiliar words. • Decode single-syllable words with common spelling patterns (consonant-vowel-consonant [CVC] )

43. Example: Integrating Ideas and Information from Text RI.9 Common Core Essential Element • RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g.in illustrations, descriptions or procedures). • RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. • RI 11-12.9 Analyze seventeenth-eighteenth- and nineteenth- century foundational U.S. documents. • EE.RI.K.9 With guidance and support, match similar parts of two familiar texts on the same topic. • EE.RI.5.9 Compare and contrast details gained from two texts on the same subject. • EE.RI 11-12.9 Compare and contrast arguments made by two different texts on the same topic.

44. Another Tool: Access Point Frameworks • Expanded framework aligned to the CCSS, the CCEE, and Science • Provide a continuum of complexity • Math and ELA • One for each of the 5 domains in math at each grade • One for 5 ELA strands at each grade level, including Reading, Writing, Speaking & Listening • Science being reconfigured Capital Region ESD 113

46. WA-AIM Access Point Frameworks

50. How do I turn an Access Point into a goal? • What’s missing? • Determine the student’s present level of performance (may have to give a classroom-based assessment to match the task) • Optional - The conditions, “Given…” • The student name • The method of measurement (what the student will do) • The criterion (how well the student will do it, “from…to”) Capital Region ESD 113