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Aligning Common Core State Standards to IEPS

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1 Aligning Common Core State Standards to IEPS
For Students with Moderate to Severe Disabilities Shasta County SELPA With Information from Frank Donovan, Ed.D.

2 The Least Dangerous Assumption
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. The “least dangerous assumption” (Donnellan, 1984; Jorgensen, 2005). We assume that students with the most significant cognitive disabilities are competent and able to learn and we promote increased educational opportunities in a range of learning environments. As a result of assuming competence gained by students through increased opportunities to learn academic content (rather than a lack of or limited opportunities ) the use of evidence-based instructional practices increased communicative competence, is that students will acquire new knowledge and skills and become college, career, and community ready. ----- Meeting Notes (6/16/14 18:02) -----

3 Current Practice Goals Written for the Severely Handicapped Student:
Most IEP Teams focus on the unique needs of the student Unique needs are often discussed without reference to grade-level standards, curriculum and instruction May align them using the SEACO

4 It’s Time For A Change!

5 CCSS THEMES College and Career Readiness (CCR) For ALL Students
Research and evidence-based standards, reflective of rigorous content and skills, and internationally benchmarked THEMES 21st Century Learning Learning and Innovation Skills Life and Career Skills Information Media and Technology Skills 4-Cs— Critical Thinking Communication Collaboration Creativity College and Career Readiness is a subjective term but the idea is that all students will be prepared for college or a career The Common Core is based on informational text: more concrete than inferential 4 C’s: all equal; not in a specific order. Communication and Collaboration are actually a focus- what makes you sucessful in the workplace

6 Similarity of Essential ELA Standards To CCSS
Before CCSS: ELA Four Categories Called Domains Reading Writing Listening and Speaking Written and Oral English-Language Conventions CCSS ELA: Four Categories Called Strands Speaking and Listening Language CCSS for ELA: Speaking and Listening has been flipped. The focus is getting kids to communicate Copy of the standards available on Sonoma County Office of Ed website.

7 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. Read slide first. Across content standards is a plus: a student who is a reluctant reader may be less so if he is reading about a high interest area such as science or history.

8 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 The essential standard goals already cover this. “write a paragraph with 3 supporting detail sentences”. We are still unpacking the standards like we did for the CMA

9 Are 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 There’s the option for Algebra that moves at a different pace and counts towards a diploma

10 Mathematics Shifts in 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 Much more coherent and sequential

11 Best Practice for Students With Moderate/Severe Disabilities

12 Report present levels based on unique needs and in relation to CCSS
Identify student’s unique needs in relation to the Common Core State Standards (CCSS) Report present levels based on unique needs and in relation to CCSS Identify the gap between Present Levels and grade-level CCSS Develop annual IEP goals based on all of the above This has already been happening for some with the CMA

13 In Other Words, Develop An Instructionally Appropriate IEP
The IEP team directly aligns the IEP to the to the Common Core State Standards (CCSS) including: Present Levels of Academic Achievement and Functional Performance IEP Goals Specific accommodations and modifications addressing students needs to access the general education instructional program

14 Instructionally Appropriate IEP
What is the difference between the 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 (PLP) and the annual IEP goals are aligned with and based on the state’s grade-level standards READ! Traditionally, IEPs have focused on a student’s acquiring basic academic, access (standards-driven IEP) or functional (aligned IEP) skills and have had little relationship to a specific academic area or grade-level expectations. In contrast, the process used to develop an Instructionally Appropriate IEP is directly tied to the state’s content standards. Both the student’s present level of performance and the annual IEP goals are aligned with and based on the state’s grade-level standards which creates a plan that is aimed at getting the student to a proficient level on all state standards.

15 Instructionally Appropriate IEP: Necessary For All Special Education Students????
Best practice would suggest that an Instructionally Appropriate IEP would be beneficial for all students

16 Developing A Grade-Level Instructionally Appropriate IEP When a Student Is Not On Grade-Level
The National Association of State Directors of Special Education (NASDSE) produced a document that illustrates a recommended seven-step process, with accompanying guiding questions, to assist special education teachers and other professionals in developing a standards-based IEP See Handout NASDE developed a 2 page document that recommends a 7 step process to assist sp ed teachers and other professionals in developing a standards-based IEP. The document is the beige handout. I will cover these steps in more detail in a minute.

17 The Benefits IEP is aligned to the general education curriculum
Encourages higher expectations for students with disabilities Provides positive directions and goals for intervention Promotes a single educational system that is inclusive through common language and curriculum for sp ed & gen ed students AND promotes consistency between schools and districts The benefits of a grade level instructionally Appropriate IEP are numerous:

18 Does An Instructionally Appropriate IEP = Student Is At Grade-Level In That Content Area
No The student is working toward meeting grade-level expectations and are receiving grade-level content instruction The IEP should address what needs to happen in order for the student to meet the standards. Once the IEP team has analyzed the student’s current performance and determined what the student needs to learn, the specialized instruction and related services and supports should be addressed.

19 Instructionally Appropriate Goals Start With Writing Instructionally Appropriate Present Levels
Present Levels are always directly related to the goal Always Include strengths and weaknesses Weakness = Goal Avoid TMI

20 Present Levels Are: A current description of evaluation data in areas from academic to social A narrative of what the student can do/is doing (strengths), what the student can do with support (i.e.: fluency), and what the student cannot do/is not doing (needs) in specific areas Not a regurgitation of the report! Not just test scores!

21 Step 1: Review the Grade-Level Standards (NASDSE): ASK
What is the intent of the content standard? What must the student know and be able to do to meet the content standard? A summary and an elaboration of NASDEs 7 steps.

22 Step 2: Examine Class- room and Student Data
Identify the grade-level Common Core standards that are most affected by the student’s disability. Consider whether the data are valid measures of the student’s abilities. Use the data to predict future learning needs. Consider parent and student input. Review previous IEPs and progress monitoring data regarding the student’s performance. Informal class assessments, statewide assessments, real-world performance tasks, criterion-based evaluations, curriculum-based assessments, and work samples.

23 Step 2: ASK… Can the assessment data provide useful information for identifying the student’s strengths and needs? What gaps in knowledge and skills does the student have? What can we learn from the way the student responded to previous accommodations? Were the previous interventions successful? Are there skills from previous grade levels that the student has not learned that are crucial to acquiring the grade-level standard? Which are most important to supporting progress? Are there authentic, real-world tasks that demonstrate evidence of student learning? Are there data on student reflection and self-assessment? Is anyone collecting multiple measures? If so, who?

24 Step 3: Writing Present Levels
Describe individual strengths and needs of the student in relation to accessing the general curriculum. Include data from evaluations, classroom and state assessments, observations, information from parents and students, and other resources (examples listed above). Identify the skills and knowledge that a student needs to achieve to meet academic grade-level content standards. Identified needs will be used to develop annual IEP goals.

25 Step 3: Ask… What is the student’s performance in relation to grade-level standards? What are the student’s strengths in terms of accessing and mastering the general curriculum? Include sources of this information. What are this student’s areas of need in accessing and mastering the general curriculum? Include sources of this information. What academic skills and behaviors is the student able/unable to perform? What functional skills and behaviors is the student able/unable to perform? Do functional, organizational, or social skills issues affect the student’s involvement and progress in the general curriculum

26 Step 3: Ask… What strategies, accommodations, and/or interventions have been successful in helping the student make progress in the general curriculum? How does the identified disability affect involvement and progress in the general curriculum? What are the parental concerns? What are the student’s interests, preferences, and goals? Include postsecondary aspirations if age-appropriate. Is the student progressing at a rate to achieve grade-level proficiency within the year?

27 Present Level Phrase Examples
Specific Verb Phrases: Vague Verb Phrases: • greets peer • is friendly • can count to 25 • received a math score • speaks in one to two of 90 word sentences • knows his letters • uses eye gaze • can’t communicate • spell 20 familiar sight • knows different words careers • can name 5 careers • talks excessively and five jobs associated • is a loner with each

28 Sample PL Example Non-Example
Based on running records, Maria reads 3rd grade narrative text at 70 word correct minute; however with expository text her words correct per minute is reduced to 50. Due to her reading speed and accuracy, Maria has trouble engaging grade-level text. Maria cannot read 3rd-grade level text.

29 Sample PL Example Non-Example
John is able to sit in his chair for 10 minutes using visual cues based on behavior charts, but without the visual supports he sits in his chair for 5 minutes. His difficulty focusing impairs his ability to learn material in group settings. John has difficulty following classroom rules.

30 Sample PL Example Non-Example
Based on teacher made and district benchmark test of grade level material utilizing a graphic organizer, Daniel is able to correctly answer more than 70% of factual comprehension questions; however, his accuracy with inferential question is 40% therefore, inhibiting his progress in the general education curriculum. As measured on the EOWPVT-R, Carmen’s expressive vocabulary is at 19 months and as measured by the ROWPVT-R her receptive vocabulary is at 26 months.

31 Present Level Quick Check
Is the information educationally valuable and written in a user-friendly fashion? Does the baseline data represent the student’s needs in relationship to the general education curriculum? Would any teacher know where to begin instruction based on the information provided in the Present Level?

32 Present Levels: Drive the Goals
When written in this format, the goal may be lifted from the narrative

33 IEP Goal Development and Instructional Alignment

34 Step 1: Putting the “I” in CCSS
Identify the student’s present level of academic achievement and functional performance (assessments, teacher-kept data, etc.) Identify the appropriate grade level standard(s). Examine the essential content and skills within that standard based on the student’s Identified unique skills Determine accommodations and/or modifications needed for the student to successfully reach the standard

35 Identify what the student needs to know and be able to do in the simplest terms possible. Are the goals written in terms that parents and teachers can understand? Do the annual goals support postsecondary goals? Determine a plan for monitoring progress

36 Aim High! Rigor and Fidelity Based on:
• Bloom’s Taxonomy • Webb’s Depth of Knowledge • Universal Design for Learning (UDL)

37 Revised Blooms Taxonomy

38 Webb’s Depth of Knowledge
Level 1: Recall & Reproduction 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

39 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

40 Depth of Knowledge--Activities
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

41 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. Great Resource: National Center State Collaborative. Listed in Resources In the Wiki Link! Universal Design for Learning: The Unit Lesson Plans represent the concepts and big ideas of the grade-specific Common Core State Standards (CCSS) and provide models of universally designed instruction for all students. The lessons also provide examples of additional supports that may be used for emerging reading and emerging communication. The Unit Lesson Plans also illustrate how to target the CCCs within general education lessons. That is, they offer a model for how to engage all students in well-designed instruction for the CCSS. Many examples are offered for meeting the unique needs of students with significant cognitive disabilities. National Center State Collaborative: UDL, Core Content Connectors, Content Modules, *Curriculum Resource Guides

42 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 The NCSC units’ lesson plan format details how general education lessons can be broken down into steps. Within each step, specific suggestions of how to modify and adapt the lesson and materials are given for Emerging Readers ( e.g., students who use oral speech or symbol-based augmentative communication, read sight words)  and Emerging Communicators (e.g.,  students who are learning to use regularized gestures, signs, and symbols to communicate a variety of intents). Additionally, examples of what some of the suggestions might actually look like for individual students are provided so teachers can see possible “student work.”

43 Speaking and Listening Standard Speaking and Listening IEP Goal
Aligning IEPs to the CCSS for Students with Moderate and Severe Disabilities (Courtade & Browder, 2011) Speaking and Listening Standard Speaking and Listening IEP Goal Comprehension and Collaboration Engage Effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) Comprehension and Collaboration Frank will use picture communication in group context to acknowledge others’ communication An example

44 CCSS Goal and Instructional Strategies Alignment Tool
CCSS Standard Possible Goal Areas Instructional Strategies Accommodations/Modifications Goal Format (Given—Will—Measured By) Goal See Handout Handout: Can use the Goal Guide in IEP’s to illustrate how you arrived at the standard based goal

45 CCSS Spirals Anchor Standards—Progress Through Multiple Grade Levels
Skills Build Upon Prior Grade Levels See Handout

46 Goal For Student with Mild Disability
By April 22, 2015, given a 5th grade level text, Susie writes a sequentially ordered 4-6 sentence paragraph introducing the text topic and stating her opinion to support the writers' purpose with at least 2 reasons and a concluding sentence related to her opinion in 4 out of 5 opportunities as measured by student portfolio and teacher-kept data.

47 For Student with Moderate Disability
By April 2015, given a 5th grade level text, Joel writes a sequentially ordered 3-4 sentence paragraph introducing the text topic and stating his opinion to support the writers' purpose with at least 1 reason and a concluding sentence related to his opinion in 4 out of 5 opportunities, as measured by student portfolio and teacher-kept data.

48 For Student with Severe Disability
By April 2015, given an orally presented story, John will use his electronic device to compose sentences by selecting and sequencing sight words in 4 out of 5 opportunities, as measured by student portfolio and teacher-kept data.

49 Moving From “What Do We Do?” To “How Do We Make It Meaningful”?

50 Active Participation in the Curriculum
Raising the Bar For Students With Severe Disabilities (Courtade & Browder, 2011) Active Participation in the Curriculum Promote Broad Skills in ELA and Math Teach Self-Determination Use Assistive Technology Devices We want to raise the bar for our students with moderate-severe disabilities. We can achieve this through active participation in ELA and Math, teaching self-determination and using Assistive technology when needed.

51 Desired Participation
Passive Circle correct answer with partial physical prompt Listen to a story Accompany peer to buy lunch Active Use laser head pointer to select between pictures for comprehension Independently touch page to indicate it’s time to turn it after teacher has read each page Find $ symbol on AAC device to communicate, “Help me pay.” Passive Ex #1: Problem:Scan’t hold a pencil. The assistance can never be faded. It’s also not clear if s understands the task Active Ex #1: Advantages: S has head control to move the light to her selection. Words can be presented w/the pics with the long-term goal of fading the use of the pics. Passive 2: Listening isn’t observable/measureable response. Cld be quiet and looking at reader but not attending.Active #2: S actively engaged w/reader. Might also have a goal to show comprehension. Teacher cld ask s to touch pics on the page to answer questions re: the story. Pass. #: Not performing any part of the academics of paying for her lunch. Active 3: engaged in paying for lunch. Eventually she may indicate how much her peer shld give the cashier.

52 Promote Broad Skills In English Language Arts

53 Symbols and Pre-literacy Level
Students at this level have not yet acquired the skills to discriminate between pictures and other symbols. They may have IEP goals on learning to use an AAC system or other form of assistive technology At this level may currently: be relying on non-symbolic communication like sounds, movement and facial expressions. have few literacy skills. Not interact w/books or listen to stories

54 Symbols and Pre-literacy Level Goals
Given a familiar sentence, S will select an object/picture to complete the sentence S will use eye gaze to choose a book she’d like read to her S will indicate when to turn the page by hitting a switch when the reader pauses After a story has been read, S will correctly select an object/picture that identifies the main idea of the story It’s important to be sure to use pictures, objects and even text with all students. Don’t withhold symbols until the student is “ready”. Doing so may put a ceiling on performance. At this level, the highest priority is to learn the use of the AAC system and to begin to understand as well as produce symbols. Here are some of the aligned goals that would address this level….

55 Early Symbolic and Emerging Level
Students at this level are beginning to use some symbols including objects, pictures or a few sight words They may be able to use a picture schedule to complete daily activities At this level, students will be learning to apply these skills to a broader reading activities such as…

56 Early Symbolic and Emerging Level Goals
S will prepare a Powerpoint presentation using pictures for the main idea S will identify the main characters of a story by using pictures/initial letter sounds for names S will use Intellikeys to compose sentences by selecting and sequencing sight words Some examples of goals aligned to the Common Core #2:Read, then : (using summaries of 7th grade books shortened and adapted for simplified vocabulary)

57 Symbolic Level Students at this level have mastered some sight words, and may have some functional academics skills locating community signs like restrooms They are ready to begin to expanding their use of symbols to build language arts skills. They may have had extensive instruction in functional readingto learn everyday sight words, but haven’t learned to apply these skills in an age appropriate curriculum.

58 Symbolic Level Goals S will spell 20 familiar sight words and 10 novel words S will apply his emerging spelling skills to compose brief notes/ messages using word prediction software S will apply his word finding skills to locate character names and key facts to comprehend a passage #1: …to learn letter-sound associations) #2. (that offers several word choices as each letter is entered)

59 Mathematics

60 Fractions (3rd grade) S will match fractional numbers to a picture prior to taking that many pieces/slices of a snack (e.g., “1” in ¼) for 3 fractions (1/4, 1/3, 2/3) S will select the correct amount of a snack item when shown a diagram and told the fraction for 5 fractions (e.g., ¼, ½, 2/3, 1/6, 3/5) Using a model, S will write a fraction to show how many items of a set are still available for use (e.g., 5 5 O = 1/3 CDs is free These CC aligned goals are in order of most to the least. EX of third goal: There are 3 CD’s available at the library. 2 of the 3 CD’s are checked out. One out of the 3 is available (1/3)

61 Linear equations (7th grade)
S will use the equal sign on her AAC device to indicate “same” for equations augmented with objects (e.g., *** = 3) S will use a pictorial number line (e.g., numerals and correct number of dots) to solve linear equations with sums under 10 S will write the linear equation for known money facts (e.g., X quarters = $1.00, or, X(25) =100). Again, most severe to least. Kelly just reads them!

62 Statistics and Probability (H.S)
S will use an elimination graph (objects velcroed to graph) to indicate completion for 5 of 5 activities S will label a histogram to display continuous scale data intervals (e.g., days of the month with temperatures between 60-64, 65-69, 70-74, etc.) for 3 of 4 sets of data S will generate a dot plot to display data she has collected (e.g., votes for senior class song) and interpret her data by answering 4 of 5 related questions.

63 Self-Determination Let’s move on to Self-Determination for our SH student’s…

64 *Make choices within an activity
Choice-Making *Make choices within an activity *Choose between two or more activities Decision-Making *Decide topic for class project *Determine best resource to use to get info Problem-Solving *identify missing component of a familiar task *Identify three alternative ways a character in a story could resolve a conflict Self-Management/Evaluation *Use a bar graph to track completed assignments *Rate self on how well performed a given task We want to make sure instruction and opportunity includes…(the above). We want goals that contribute to increased autonomy for students. EX: Observed a SH transition class. One of the student’s could already do all of the vocational tasks taught (this was a product assembly activity). This student was graduating in 2-3 weeks. My question: How could we make this a deeper component of problem solving for this student? The student was non-verbal, used PECS and could sign to an adult for help. What if the student didn’t have all of the items he needed? What could he do next? Ask the teacher for help? Go look for the item? Etc. It takes the task to the deeper (and realistic) level. Have him practice that!

65 Assistive Technology

66 for students unable to manipulate a mouse IntelliKeys
GoTalk 4+ Program sentences into device with space for 4 pictures. When it is student’s turn to read, he selects appropriate picture to read his sentence. RJ’s MP3 Player-Drive Lower vocabulary versions of class text recorded on an MP3 file. Student puts on headphones and touches switch to activate player Touch Screen for students unable to manipulate a mouse IntelliKeys Students can touch large picture symbols to write sentences Power Link (switch) to help student learn number concepts and not turn on device at inappropriate times, student has to wait until teacher counts to 3 before activating switch Another way to help support SH students is to look at how Assistive Technology could support them. Kelly read the slide…. #1: Teacher reads a story aloud to the s. and the class reads the story back to her, each s. reading a different sentence. Teacher programs the SH student’s sentences into the Go-Talk 4.

67 Key Points In Making Goals Meaningful
Select goals that promote overall ELA and Math Skills Focus on self-determination skills Combine the above when possible Use assistive-tech to increase active, independent responding Use real-life activities to give      meaning to the academic concept Overall, the Guidelines in developing goals are…..

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

69 Common Core Standards (by Mastery Connect)






75 References Courtade, G., & Browder, D.M. (2011). Aligning IEPs to the Common Core State Standards for Students with Moderate and Severe Disabilities. Verona, WI; Attainment Company, Inc. Donavan, Frank. “Common Core State Standards and the Special Educator: Making the Transition.” Marin County Office of Education. 31 Jan Presentation

76 References Con’t CCSS Spirals for ELA: National Center State Collaborative: UDL, Core Content Connectors, Content Modules, *Curriculum Resource Guides Page

77 References, Con’t Common Core Standards by Mastery Connect, Free App:

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