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Common Core Instruction and Special Education

Common Core Instruction and Special Education. Collaborating for Student Success Heidi Sinkovic and Emily Britton June 5, 2013. Today’s Goals:. To have a clear vision of how the CCSS and their associated practices can be a benefit and/or a challenge for ESS students.

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Common Core Instruction and Special Education

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  1. Common Core Instructionand Special Education Collaborating for Student Success Heidi Sinkovic and Emily Britton June 5, 2013

  2. Today’s Goals: • To have a clear vision of how the CCSS and their associated practices can be a benefit and/or a challenge for ESS students. • To acquire tools to support the CCSS transition for all students. • To see how effective planning and RtI framing can address not only the needs of ESS students, but ALL students. • To consider how to better coordinate the efforts of ESS coordinators and coaches.

  3. Today’s Assessments: • To have a clear vision of how the CCSS and their associated practices can be a benefit and/or a challenge for ESS students (KWL chart) • To acquire tools to support the CCSS transition for all students. (walkthrough video analysis) • To see how effective planning and RtI framing can address not only the needs of ESS students, but ALL students.(Planning analysis) • To evaluate the needs of our teachers and consider how to better coordinate the efforts of ESS coordinators and coaches.(Leona FAQ activity and Data Dialogue)

  4. Common Core Transition: K-W-L+ What do you already know about the full transition to the Common Core? What do you want to know about the full transition to the Common Core? What did you learn today about the full transition to the Common Core? What concerns do you have about this ‘flipped’ approach to teaching?

  5. Common Core Transition: K-W-L+

  6. The Common Core Transition:

  7. Common Core Transitionhttp://www.azed.gov/standards-practices/mathematics-standards/

  8. AZ to CCSS: Grade 3 Standards Comparison AZ Standard CCSS Standard 3.RI.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 3.RI.10 (Read and comprehend informational texts…) • 3S1C6.PO4 Answer clarifying questions in order to comprehend text.

  9. AZ to CCSS:Grade 3 Math Standards AZ Standard CCSS Standard For Mathematical Content: 3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. For Mathematical Practice: MP.7 (Look for and make use of structure) and MP.5 (Use appropriate tools strategically) • 3S1C1.6 Compare and order benchmark fractions

  10. Big Picture Shifts: ELA Shifts: • Increasing knowledge through content-rich non-fiction • RWS grounded in EVIDENCE • Regular practice with complex texts and academic language Math Shifts: • More focused standards • Vertical coherence • RIGOR and TYPE of STUDENT ACTIVITIES that pursue conceptual understanding and application (not just fluency and procedural skill)

  11. Shifts in Inquiry:The Answer is Where We Start! WHY? HOW DO YOU KNOW? CONVINCE ME!! DID ANYONE DO OR SEE IT DIFFERENTLY? EXPLAIN THAT TO ME. WHAT EVIDENCE CAN YOU OFFER TO SUPPORT THAT?

  12. Shifts in Practice:Peer-to-Peer Expectations WORKING IN PAIRS OR GROUPS (50%-60%) PRESENTING WORK AND IDEAS CRITIQUING PEER WORK AND IDEAS CONSTRUCIVELY USING ACADEMIC LANGUAGE

  13. Shifts in Delivery:Removing the Scaffold Turn On Your Brain video: Teaching“The Road Not Taken” http://turnonyourbrain.wordpress.com/2012/03/29/defining-deep-reading-and-text-dependent-questions/ Turn On Your Brain article: Defining “Deep Reading” and “Text-Dependent Questions”

  14. A Walkthrough Review . . .

  15. A Walkthrough Review . . .

  16. #1 Lesson Template for Consideration:

  17. #2 Lesson Template for Consideration:

  18. #3 Lesson Template for Consideration:

  19. #4 Lesson Template for Consideration:

  20. Planning Analysis • Based on a review of the four samples provided, how can coaches and coordinators help teachers be more successful planners for ESS success? • What steps would this require with your administration? With training? With coaches?

  21. PARCC / Accountability

  22. PARCC / Accountability TRADITIONAL FAY ALTERNATIVE FAY

  23. PARCC ELA: 3rd Grade Reading AIMS PARCC Read all parts of the question before responding. Part A: What is one main idea of “How Animals Live?” There are many types of animals on the planet. Animals need water to live. There are many ways to sort different animals. Animals begin their life cycles in different forms. Part B: Which detail from the article best supports your answer to Part A? “Animals get oxygen from air or water.” “Animals can be grouped by their traits.” “Worms are invertebrates.” “All animals grow and change over time.” “Almost all animals need water, food, oxygen, and shelter to live.” Which of these is not a way to buy the Zoomster Deluxe? • Go to the store • Call the toll-free number • Go on-line • Mail order with payment

  24. PARCC Math —3rd Grade Items AIMS PARCC Which fraction is greater than 1/2? • 1/6 • 2/6 • 3/6 • 4/6

  25. Common Core Transition: K-W-L+

  26. Accommodations Modifications

  27. RtIResponse to Intervention Draw it!

  28. RtIResponse to Intervention

  29. Special Education “Special education is specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability.” “Special Education” is not a place, but instruction and supports to meet a student’s needs—it can be delivered across a wide range of settings Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction— (i) To address the unique needs of the child that result from the child’s disability; and (ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children. [§300.39(b)(3)]

  30. AIMS SPED Data Dialogue Class pass rates • What do you see? • Based on what you see, what assumptions do you have about the data? • Based on what you see,what thoughts do you have for improvement? AIMS pass rates • What do you see? • Based on what you see, what predictions can you make about PARCC data? • Based on what you see, what thoughts do you have for improvement?

  31. Coaching as a Tool • Who would benefit from instructional coaching regarding the performance of ESS students? • What tools could be used (think data) to conduct these coaching sessions? • What goals could be beneficial to boost the success of ESS students? • What fall PD should be set as a framework?

  32. Some FAQs on SPED grading: Can a ESS student earn an A? Can an ESS student earn an F?

  33. Some FAQs on SPED grading: How can I give them credit when my ESS student has not done the same work as the rest of the class?

  34. Some FAQs on SPED grading: I am a 2nd grade teacher the class has 20 spelling words every week.  I have a student that only has 10 words and gets and average 8 of the right and another student that only have 5 words and gets 3 of them right.  Should I give them a percentage grade?  Or at this point should I just give them k-1st grade spelling words altogether?

  35. Some FAQs on SPED grading: I have an incredibly auditory student who is classified ED. In history class, I asked students to write a report on Spartans. This student refused to write and refused to give an oral presentation. I found paperclips and other materials and told the student to make a Spartan.

  36. Some FAQs on SPED grading: If she’s reading at the 5th grade level why am I giving her my 10th grade reading assignments?

  37. Some FAQs on SPED grading: How can I justify passing him if he doesn’t complete my final project (senior project huge portfolio)? All of it is a necessary component toward grad requirements.

  38. Some FAQs on SPED grading: If she’s ADHD, why can’t she complete all of the math practice problems assigned to the class? She can have extended time – by taking them home and finishing them.

  39. Some FAQs on SPED grading: If he doesn’t qualify in math, why do I have to modify math work for a student with a specific learning disability for reading comprehension?

  40. Some FAQs on SPED grading: For what reason(s) might a teacher want to make modifications or accommodations to an ELA course for an ED student?

  41. Some FAQs on SPED grading: Rate the quality of this teacher’s mod/accom plan:At the end of the block, I just go through Gradebook and make adjustments to assignments based on each student’s IEP.

  42. Exit Slip: • Summarize the big CCSS shifts in practices. • List 4 tools available to coordinators/coaches to track and support the CCSS transition. • How could/will you change planning at your school to boost student success with CCSS? • What stock issues (think L questions) should you re-address during fall PD?

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