Common Core State standards and the special educator : WHAT YOU NEED TO KNOW

1. Common Core State standards and the special educator: WHAT YOU NEED TO KNOW Frank Donavan, Ed.D. February 26, 2014

2. Agenda • Overview--Refresher • Common Core State Standards • Assessment Systems • Resources and Support Materials • Developing IEP Goals Based on the CCSS • Goal-Instruction Alignment • Questions

3. Historical Overview— federal perspective

4. 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

5. 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

6. 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

7. Progression of Guidance and Structure for Standards-Instructionally Based IEPs

8. Common core State standards

9. Common Core State Standards (CCSS) • Standards are for • (a) College and Career Readiness, and • (b) K-12 – FOR ALL STUDENTS • Standards are research and evidence-based, reflective of rigorous content and skills, and internationally benchmarked. • Addition of 15% more information to the CCSS for each subject • Includes additional information to address perceived gaps • Ensures rigor of existing standards

10. 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

11. 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 • Language http://www.scoe.net/castandards/

12. 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.

13. 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

14. 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 Algebra http://www.scoe.net/castandards/

15. 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

16. Assessment systems

17. How Did We Get Here? Five Assessment Consortia • Race-to-the-Top Regular Assessment Consortia • Partnership for Assessment of Readiness for College and Careers (PARCC) • SMARTER Balanced Assessment Consortium (SBAC) • GSEG Alternate Assessment Consortia • Dynamic Learning Maps (DLM) • National Center and State Collaborative (NCSC) • ELP Assessment Consortium • ASSETS: Assessment Services Supporting ELs through Technology Systems

18. SBAC Assessment System Format • Computer Adaptive Testing (CAT) • Computer Based Testing (CBT) • Paper and Pencil • Accessibility and Accommodations Guidelines Item Types • Selected Response • Constructed Response • Short • Extended • Performance Tasks • Technology Based Items

19. The SBAC Assessment System English Language Arts and Mathematics, Grades 3 – 8 and High School 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. INTERIM ASSESSMENT INTERIM ASSESSMENT • PERFORMANCE • TASKS • Reading • Writing • Math COMPUTER ADAPTIVE ASSESSMENT Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks Scope, sequence, number, and timing of interim assessments locally determined Re-take option * Time windows may be adjusted based on results from the research agenda and final implementation decisions. 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.

20. NCSC Overview(Not Yet Officially Adopted in CA) • Building consensus on what College and Career Ready means for students who participate in Alternative Assessment • 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 • Assistive Technology and Augmentative and Alternative Communication (AT/AAC)

21. The NCSC Alternate Assessment System*English Language Arts and Mathematics, Grades 3–8 and High School 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. END-OF-YEAR ASSESSMENT 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. Curriculum, instruction, and formative assessment resources for classroom use Interim progress monitoring tools Summative assessment for accountability * Alternate assessment systems are those developed for students with the most significant cognitive disabilities and are based on alternate achievement standards.

22. Learning maps versus Learning Progressions

23. Learning Progressions • Vertical progression toward learning target • Sequenced building blocks • Research-based • Linked to high-quality assessments

24. Uses percentages to make straightforward comparisons Uses the symbols =, < and > to order numbers and make comparisons Uses decimal notation to two places Uses place value to distinguish and order whole numbers Use numbers to decide which is bigger, smaller, same size Masters, G. & Forster, M. (1997). Developmental Assessment. Victoria, AU: The Australian Council for Education Research Ltd.

25. Maps Allow for the Integration of Multiple Skills…

26. Compare two quantities up to ten using models Use perceptual subitizing Equal quantity Identify more number of Identify fewer number of Identify more than one Identify same number of Identify different number of Identify one Compare sets Explain set Recognize wholeness Recognize same Recognize different Create a model of quantity Compare objects Imitate

27. Learning Progressions vs. Learning Maps Centralizes notion of “superhighway” Delineates multiple pathways

28. Resources and support materials

29. CCSS Spirals • 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

32. 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 as inferences 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 when drawing inferences from the text. 1, [2], 3 Ask and answer questions [such as who, what, where, when, why and how to demonstrate understanding] about key details 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 from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

33. National Center and State Collaborative • Instructional Resources • Aligned to the CCSS • Curriculum Resources • Classroom Solutions • https://wiki.ncscpartners.org/mediawiki/index.php/Main_Page

34. Instructional Resources • Curriculum Resource Guide • Instructional Units • Graduated Understandings • Instructional Resource Guide • Scripted Systematic Instruction • Element Cards

35. Curriculum Resources • Explain How to Teach Students Including those with Significant Disabilities • Based on Universal Design for Learning Strategies • Provide Examples

36. 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

38. College and Career Readiness Anchor Standards for Reading Key Ideas and Details 1. 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. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Reading Standards for Literature

39. Sample Script (Model, Lead, Test)

40. 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

41. Instructional Resource Guide

42. Career College Community Curriculum Common Core Standards Learning Progressions Core Content Connectors Instruction Grade-level Lessons Accommodations Systematic Instruction Assessment Formative, Interim Summative Communicative Competence

43. How can we tie all of this together?

44. 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

45. 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.

46. 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

47. 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

48. 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

49. Depth of Knowledge (DOK)Level 1—Recall and Reproduction Teacher Student Responds Remembers Memorizes Explains Restates Interprets Recognizes Translates • Directs • Shows • Questions • Demonstrates • Compares • Examines • Tells • Evaluates

50. Depth of Knowledge (DOK)Level 2—Skills and Concepts Teacher Student Solves Problems Calculates Completes Constructs Demonstrates Compiles • Shows • Observes • Facilitates • Questions • Organizes • Evaluates