Common Core State Standards

1. and Common Core State Standards Standards-aligned Individualized Education Programs Module I March 2012

2. California Department of Education

3. This Module will cover . . . • An introduction to the Common Core State Standards • Components of a standards-aligned IEP • Aligning special education within general education • Access to the standards California Department of Education

4. Participants will: California Department of Education 4

5. Legal Basis for Providing Access to General Education IDEA 2004: states must “… ensure access of the child to the general curriculum, so that the child can meet the educational standards… that apply to all children.” [(34 CFR §300.39(b)(3)(i)(ii)] California Department of Education

6. Providing Access Through Standards-based IEPs Resulting in Opportunities to Learn Provided in the Least Restrictive Environment Through Standards-aligned Instruction Accommodations Supports, Services, Technology Results In… Higher Expectations Supported Learning Accelerated Progress Skill Mastery 6 California Department of Education

7. The Journey…to Standards 1996 Delaine Easton’s Message Standards Assessment Accountability 2011 Special Ed CCSS 2005 Standards-aligned IEPs 2004 IDEA Reauthorization 1990 IDEA, strengthened individualized education and access – ensured by the IEP 1997 K-12 Standards and Assessment 2010 Common Core State Standards 7 California Department of Education

8. Common Core State Standards New way of thinking about standards Multiple pathways Individualized and Personalized California Department of Education

9. Common Core State Standards • Common Core State Standards is a national initiative developed by states. • California State Board of Education adopted the Common Core State Standards in August, 2010. • http://www.cde.ca.gov/ci/cc/ • http://www.cde.ca.gov/ci/cc/documents/generalccssoct2010.doc California Department of Education

10. Common Core State Standards Multi-state Collaborative Rigorous Knowledge and skills Globally completive Clear and consistent Logical progression Universal Design California Department of Education

11. Life Skills Linking the Common Core State Standards to Skills 21st Century Skills Critical thinking and problem solving Collaboration and leadership Agility and adaptability Effective oral and written communication Initiative and entrepreneurialism Analyzing and accessing information Curiosity and imagination Tony Wagner, Rigor Defined Critical thinking and problem solving Emotional intelligence Agility and adaptability Effective oral communication Initiative and entrepreneurialism Assessing information Imagination School Improvement Network California Department of Education

12. Anchor Standards California Department of Education

13. Old to New… 2010 CCCSS Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (3.RI.4) California Department of Education 13

14. Balanced Representation ofLiterary and Informational Text Kindergarten – Grade 5 • 10 Reading standards for literature • 10 Reading standards for informational text • Writing standards that explicitly call for opinion pieces • Narratives, and informative/explanatory texts Grades 6-12 • 10 Reading standards for literature • 10 Reading standards for informational text • Writing standards that explicitly call for arguments • Narratives, and informative/explanatory texts • An additional set of standards for reading and writing in history/social studies, science and technology California Department of Education

15. Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects 15 California Department of Education

16. Standards LabelingEnglish Language Arts Include multimedia components (e.g., graphics, sound) and visual displays in . . . Grade Five. Speaking and Listening. SL.5.5 California Department of Education

17. English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects Examples Compare and contrast stories in the same genre on their approaches to similar themes and topics. LT.5.9 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures. IT.3.3 Recall information from experiences or gather information from provided sources t answer a question. W.2.10 17 California Department of Education California Department of Education

18. Common Core addresses Speaking and Listening and Language • Make strategic use of digital media • Use knowledge of language and its conventions when writing, speaking, reading, or listening. SL.4.3 California Department of Education

19. Common Core Standardsfor Mathematics The standards for mathematics: Aim for clarity and specificity Stress conceptual understanding of key ideas Balance mathematical understanding and procedural skill Are internationally benchmarked California Department of Education

20. Common Core Standards for Mathematics Two Types of Standards • Mathematical Practice • (recurring throughout the grades) • Mathematical Content • (different at each grade level) California Department of Education

21. Old to New - Mathematics Mathematics Conceptual Understanding Problem Solving Procedural Skills As defined by the California Framework (2006) Mathematics Aim for clarity and specificity Stress conceptual understanding of key ideas Balance mathematical understanding and procedural skill Are internationally benchmarked CA Content Standards CCSS 21 California Department of Education 21

22. Mathematics California Department of Education

23. Standards Labeling Mathematics Work with numbers 11–19 to gain foundations for place value. Compose and decompose numbers from 11 to 19 into ten ones . . . Number and Operations in Base Ten. Kindergarten. Strand K.NBT.1 For High School no grade shows because it is course specific: Number and Quantity The Real Number System is labeled N-RN.1 23 California Department of Education California Department of Education

24. Mathematics Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations… (2.NBT.7) Fluently multiply multi-digit whole numbers using the standard algorithm. (5.NBT.5) Solve word problems involving addition and subtraction of fractions referring to the same whole (5.NF.2) 24 California Department of Education California Department of Education

25. Key concepts of the Common Core State Standards A new way of thinking Universal Design for Learning Instruction Assessment Multiple pathways Learning Progression Individualize and personalized California Department of Education

26. Building Accessibility Common Core State Standards California Department of Education

27. Universal Design for Learning Principle I • The ‘what of learning’ • Multiple Means of Representation Principle II • The ‘how of learning’ • Multiple Means of Action and Expression Principle III • The ‘why of learning’ • Multiple Means of Engagement California Department of Education

28. Universal Design for Learning’s Role in the Classroom • Multiple paths ways for • Instruction • Learning • Assessment – demonstrating knowledge California Department of Education

29. Universal Design and Common Core State Standards Multiple pathways to show understanding – the student • Assistive technology • Oral reporting • Graphic organizers • Group report out • Demonstration Multiple pathways to instruct – the teacher • Lecture • Cooperative Learning • Individual Research • Video • Co-teaching • Technology California Department of Education

30. Learning Cycle & Decision Factors Used in Planning & Implementing Differentiated Instruction Curriculum Common Core State Standards Content What teacher plans to teach Product Assessment of Content: Formative and Summative Student Ability Interest Learning Profile Prior Knowledge Pre-Assessment Process Flexible Grouping Classroom Management California Department of Education 30

31. Assessment • Formative and Summative • Progress Monitoring • Grade reports • On the job evaluation • Self-evaluation • Formal -checklist/rubrics/percentages • Informal - observation • Interview California Department of Education

32. So what is a standards-aligned IEP . . .? California Department of Education

33. A Standards-aligned IEP is . . . What we teach How we teach How well we’ve taught 33 California Department of Education

34. General Education Standards-aligned System Common Core State Standards Universal Design for Learning Aligned Curriculum and Instruction Differentiated Instruction Classroom Expectations (Academic & Social-emotional) Assessment (Formative/Summative) Extracurricular Activities California Department of Education 34

35. General and Special Education Standards-aligned System Common Core State Standards Standards-aligned IEP Universal Design for Learning Access to Standards through Entry Points Aligned Curriculum and Instruction Least Restrictive Environment Differentiated Instruction Standards-aligned Goal Classroom Expectations (Academic & Social-emotional) Accommodations/Modifications Assessment (Formative/Summative) Supports, Services, and Technology Extracurricular Activities 35 California Department of Education

36. Aligning the IEP Norm-referenced Formative-Summative Assessments Progress Meeting Goals Mastery of standards Student CCSS Industry Career/College Related Services Specialized Academic Instruction Transition Services Annual Behavioral Postsecondary California Department of Education 36

37. Entry Points to the Standards California Department of Education

38. California Department of Education

39. California Department of Education

40. It’s time to get on board . . . 40 California Department of Education

41. Transition to the Common Core State Standards 41 California Department of Education

42. Make the shift . . . From prerequisite skills, generic goal banks, checklists, and drop down menus . . . To individualized targeted skills that generalize across content areas and multiple environments that prepare students for optimal growth and life long opportunities 42 California Department of Education

43. In Closing . . . “This is a change in spirit. It’s a change in how we think about kids and practice every day; of moving from a world where we’re trying to protect them from the things we think are hard, to helping them embrace and encounter those things that are hard to practice them, as an aid to them . . . so it is a moral an ethical move.” ~ David Coleman 2011 California Department of Education