1. SEACO Special Education
Access Guide to State Standards We are “Singing in the Rain”!
May 31, 2018
Presented by:
Analee Kredel – Orange County Department of Education &
Diana Lynn – San Diego County Office of Education

2. Our WORK… To support teachers in aligning IEP’s to State Standard.
To develop a training for Special Education professionals working with students with significant disabilities incorporating State Standards into the classroom… and “Singing in the Rain” emerged.
To update Core Content Access Guide (aka SEACO Curriculum Guide) in the areas of English Language Arts & Mathematics.

3. Our Charge
To ensure that every teacher that works with students with the most significant disabilities is able to align IEP goals to state standards

5. Singing in the Rain
Connecting State Standards and IEP’s for Students with the Most Significant Disabilities

6. What is “Singing in the Rain” ?
A 4-6 hour interactive instructor led training designed for Special Education professionals working with students with the most significant disabilities.
Supports teachers in connecting the C’s
Communication, Critical Thinking, Creativity, Collaboration, Character & Community
Training elements include: Basic Understanding State Standards through real life scenarios and classrooms serving students with the most significant disabilities; Understanding the Functional Academic Domains; Universal Design for Learning (UDL); and Connecting current practices and Aligning IEP’s to State Standards.

7. The Four/Five C’s + 1

8. Four C’s + 1 and Functional Academic Domains
Employability
Creativity
Daily Living
Collaboration
Community Living
Communication
Personal Life
Critical Thinking
Life Long Learning
College/Career/Community Access
Four C’s + 1 and Functional Academic Domains
2 minutes
SAY: All of these areas intersect and inform each other. They are all intertwined. Each one informs the other, enriching life skills for success and decision making.

9. Communication
First and foremost, students must be communicatively competent
Communicative Intent
3 Minutes
DO: read/review slide
SAY: This is a foundational understanding for ALL IEP teams. The term Communicative Competence comes out of NCSC (the National Center and State Collaborative)
SAY: Please write on a sticky note: What does communicative competence mean to you?
SAY: THINKING OF YOUR ONE STUDENT, AND REFERING BACK TO THE HANDOUT, PLEASE COMPLETE THE TOP SECTION ON COMMUNICATION
Mode of Communication
Listener Comprehension

10. Use knowledge of language and its conventions when writing, speaking,
Communication
CCSS L.2.3
Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
Compare formal and informal
uses of English
4 minutes
SAY: This is a CCSS goal. The L – represent Language and 2 is grade and 3 is # 3. It has been highlighted to help you break down the standard into essential elements to write goals. The colors can help you task analyze the standard:
Green: reading
Blue: writing
Fuchsia: Listening & speaking
Red: Executive functions
Gray: Verbs
Yellow: language
SAY: Kevin Shaeffer, a representative of West Ed, has taken all of the State Standards and highlighted them in this way.
SAY: This is an incredibly important standard. How will students with moderate/severe disabilities meet this level of rigor. What if a student’s mode of communication was PECS? How would this standard be met? We must also define “writing”, “speaking”, “reading”, and “listening” more broadly.
DO: Ask for volunteers to suggest how they could write a goal for this standard. Ideas: write a formal letter using choice making and PECs; or photos of the student, and create an informal journal or story.
SAY: For example: Following a field trip to Round Table, __ will write a formal letter using cloze; PECs or choice making (eye gaze, or other) using a teacher created framework. Another example: Student will use their AAC device to write a complete sentence to state their opinion or the theme of the piece of literature that was read aloud.

11. Collaboration
Students must be able to collaborate and work effectively with others using a range of tools to produce a collective product
3 MINUTES
SAY: Communication is a huge component of collaboration. We must also consider social/emotional and behavioral expectations when collaborating. Question: if students with moderate/severe disabilities are not provided the opportunity to collaborate with typically developing peers, how will those skills be developed when they leave the educational system? What if they enter a work program in which they come in contact with employees of the organization? What if they enter a college level program without the ability to develop relationships/collaborate with students from other cultures? Collaboration is an essential skill.
SAY: PLEASE COMPLETE THE COLLABORATION PORTION ON HANDOUT #1 “What does it look like when your student engages/interacts with others?”

12. Collaboration SL
Initiate and participate effectively in a range of
Collaborative discussions (one-on-one, in groups, and
Teacher-led) with diverse partners on grades 11-12
Topics, texts, and issues, building on others’ ideas and
Expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched
material under study’ explicitly draw on
that preparation by referring to evidence from texts
and other research on the topic or issue to simulate a
thoughtful, well-reasoned exchanged of ideas.
b. Work with peers to promote civil, democratic
discussions and decision-making, set clear goals and
deadlines and establish individual roles as needed.

13. Creativity
In order to be innovators and inventors, students must be able to demonstrate independent thinking and production skills across many situations using many different tools (Bloom’s & DOK)
2 minutes
SAY: Today’s connected economy values individuals who think creatively and independently, not just those who punch a timecard and follow directions. The more a person can think creatively, the more valued they are.
ASK: What opportunities are students with Moderate/Severe disabilities provided to think creatively and independently?
SHARE with your partner: How do you allow students to express creativity?
REFERENCE: Handout #1 and have them write down, “How are you allowing the student to express themselves?”

14. Creativity
CCSS W.5.6
With some guidance and support from adults, use Technology, including the Internet, to produce and Publish writing as well as to interact and Collaborate with others; demonstrate sufficient Command of keyboarding skills to type a minimum of two pages in a single setting.
4 minutes
SAY: This is a CCSS writing standards.
SAY: First, we must note the references in CCSS to “with guidance and support.” This relates to the hierarchy of Least Restrictive Prompts to move students toward independence.
SAY: This standard focuses on expressive skills (writing), but for students with Moderate/Severe disabilities, ASK: what is their “mode” of communication? Creativity is a personal “expression”. Without a mode to expression, students are unable to be creative.
ASK: How would this standard be aligned for students with moderate severe disabilities?
SHARE: what an actual goal would be for this standard. Use the “one” student who is on your mind.
SAY: Carolyn Musselwhite has some great examples of this. She uses a “Book Creator” app to assist the students in creating stories they can write themselves. Great tool!
Task analyze the standard:
Green: reading
Blue: writing
Fuchsia: Listening & speaking
Red: Executive functions
Gray: Verbs
Yellow: language
SAY: Again, the various colors represent verbs and academic areas. In this slide the gray is the Action Verbs & the red is the Executive Functioning. Remembering these key elements of this standards will help you when you write your goal.

15. Critical Thinking
Students must be able to adapt to novel situations, solve problems independently, prioritize, organize, recall, evaluate, and adjust (to name a few)
2 minutes
SAY: This point is specific to executive functioning skills. Patty Schetter’s book, ROPES addresses this specifically. We must teach students to generalize their knowledge to one setting or another. If their educational program is too routine, they never experience change, thus using what they know to work through that novel situation. Providing students the opportunity to navigate novel situations is critical. Examples of this include generalizing situations from school to home and community. In transferring this knowledge, students are critically thinking, evaluating situations, and applying the knowledge they have learned.
SAY: PLEASE WRITE DOWN ON THE SHEET “How are you engaging the student in lessons that promote or provoke this?

16. Critical Thinking
CCSS RI.7.6
Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
2 minutes
SAY: This standard focuses on evaluation of a different point of view. Some students may not be able to understand the authors point of view but they may be able to understand someone else's point of view or a character’s point of view.
SAY: A goal for this might involve reading students a piece of literature and then asking students how characters feel –responses might come from AAC devices; PECS; eye gaze.
A resource for literature that is supported by PECs and is grade level appropriate is
The IEP team may need to focus on a speaking and listening standard on point of view or determine if the student is ready to determine author’s point of view or a character’s point of view.
SAY: Again, this standard has been color-coded—grey being the verb and the red is the executive functioning element.

17. +1 : College/Career/Community Access
In order to self-advocate and reach a high level of self-determination and independence, students must be able to effectively navigate their community and access resources
2 minutes
SAY: This is the Plus 1—College Career and Community ready. This is always the ultimate goal for all of our students.
READ or REVIEW SLIDE
SAY: Using Handout #1, please write down “How is your student accessing the community and generalizing skills?”

18. College/Career/Community Access
CCSS SL.3.3
Ask and answer questions about information from a speaker, offering appropriate elaboration
and detail.
CCSS RI.8.10
2 minutes
SAY: The focus on these standards is “ask and answer questions and elaboration” This requires self-reflection on what is understood, what is not understood, and asking clarifying questions to gain understanding. This is a critical functional skill for students safety and well-being. Requires IEP team to think creatively.
SAY: For the RI.8.10: what does informational text look like for students with moderate/severe disabilities? Could it be understanding a PECS icon? A response using high-tech assistive technology?
SHARE: out what activities you could incorporate for this standard. Perhaps use the students who is on your mind.
By the end of the year, read
and comprehend literary nonfiction at the high end of grades 6—8 text complexity band independently and proficiently.

19. The Paradigm Shift Assess Student Develop Annual Goals Determine Needs
Discuss Age Appropriate
Grade Level Standards
Determine Present Levels related to Standards
Develop Annual Goals
2 minutes
SAY: Talk about the Paradigm Shift – The new Paradigm Shift IS THE 4 C’S +1 – Communication, Collaboration, Creativity, Critical thinking, Community Access
SAY: When IEPs are connected to the standards, the focal point of the IEP team discussion changes to:
Identify standards that ALL students at a specific grade or age level should “know and be able to do.”
Assessing where my student is functioning with regard to the above standards
Determining disability related needs that prevent the student from being proficient on these standards.
Developing Annual Goal to address these needs

20. Special Education Access Guide Redesign
Step 1: Developed a template
Step 2: Agreed on Four Levels of Development for the product
Step 3: Agreed on “Access Point” & “Strategies for Engagement” and Sample Goal template

22. Our REDESIGN…

23. Using the Guide…

24. What is the “Access Point”?
“It is important to view the access point as an entry point to the State Standards and as an indicator of your student’s potential. Your student may not yet display the measureable skill described by the access point with consistency. Rather, the access point should provide you with a measureable baseline for pre-assessment and indicate an area of emerging skill.”

25. Access Point RESOURCES Access Point Sample Goal
Strategies for Engagement a b c d
RESOURCES

26. Strategies for Engagement
Access Point
RESOURCES
Access Point
Sample Goal
Strategies for Engagement
K.CC.1.a
Orients/reaches toward math object (auditory/visual)
during counting activity
K.CC.1.b
Participates in auditory and visual representation of numbers and counting
K.CC.1.c
Imitates or follows a model to count
K.CC.1.d
Uses counting tool(s) to count by ones/tens
RESOURCES

27. What is a “Sample Goal”?
“Next, we have provided a sample goal for each access point.  The goal provides the means for your student to make annual progress towards the State Standards at a level that is appropriate for his or her skills.  The goal is a suggestion only; teachers are strongly encouraged to adapt it as needed according to the child’s individual abilities.”

28. RESOURCES Sample Goal Access Point Sample Goal
Strategies for Engagement a b c d
RESOURCES

29. Strategies for Engagement
Sample Goal
Access Point
Sample Goal
Strategies for Engagement a
By (MM/DD/YYYY), (student) will decompose numbers by sorting a set of 5 objects into two groups with most to least prompting in 4 out of 5 opportunities for 5 trial days as measured by staff observation and data collection. b
By (MM/DD/YYYY), when given a set of 5 items and a graphic organizer containing a model of the set decomposed in various ways, (student) will decompose their set of items by matching the quantities depicted in the organizer in 4 out of 5 opportunities for 5 trial days as measured by staff observation and data collection. c
By (MM/DD/YYYY), given 5 objects (student) will decompose the quantity into pairs by distributing the items among 2 classmates in 4 out of 5 opportunities for 5 trial days as measured by staff observation and data collection. d
By (MM/DD/YYYY), (student) will decompose numbers up to 10 into pairs of groups and count the quantity of items in each group in 4 out of 5 opportunities for 5 trial days as measured by staff observation and data collection.
RESOURCES
RESOURCES

30. What is “Strategies for Engagement”?
“Lastly, you will find strategies for engagement, which are suggestions of ways that you as a teacher can enable students to access the State Standards. The strategies for engagement are techniques, modifications, and accommodations that will aid students in meeting the proposed goal and accessing the State Standards.”

31. Strategies for Engagement
RESOURCES
Access Point
Sample Goal
Strategies for Engagement a b c d
RESOURCES

32. Strategies for Engagement Strategies for Engagement
RESOURCES
Access Point
Sample Goal
Strategies for Engagement a
Give students manipulative numbers to feel
Give students manipulative number signs to explore (+,-) b
Filling containers
Empty containers
Making bundles c
Bundles
Sorting
Matching d
Taking specific number of items out of a container
Word problems
RESOURCES

33. Work Sample –ELA

34. Work Sample-ELA

35. Work Sample-Math
7. Compare two numbers between 1 and 10 presented as written numerals.
Access Point
Sample Goal
Strategies for Engagement
K.CC.7.a
Attends to math manipulatives including numerals
By (MM/DD/YYYY), when presented with a large written numeral, (student) will compare two numbers between 1 and 5 by shifting eye gaze toward an equal number from a field of 2, given the cue “Which is equal?” in 4 out of 5 opportunities for 5 trial days as measured by staff observation and data collection.
Tactile, 3-dimensional numerals for math activities
Electronic games/apps for identifying numbers
Present the numerals with their corresponding quantities
K.CC.7.b
Imitates a model using math manipulatives
By (MM/DD/YYYY), given a visual model of numerals 1-3 in sequence and a set of manipulative numerals 1-3, (student) will compare numbers by sequencing the second set of numerals in 4 out of 5 opportunities for 5 trial days as measured by staff observation and data collection.
Clapping rhythms with written number
Matches numbers in sequence
K.CC.7.c
Identifies written numbers when grouped with an equal quantity of non-numbers
By (MM/DD/YYYY), given a number line and manipulative numerals, (student) will compare two numbers between 1 and 5 by matching numerals 1-5 to the numbers on the number line in 4 out of 5 opportunities for 5 trial days as measured by staff observation and data collection.
Picture cards with numerals/object quantities for sequencing
Number line and pointer for counting
Uses number line to indicate whether the number adjacent to a given number is greater or less than the given number
K.CC.7.d
Identifies written numbers 1-10
By (MM/DD/YYYY), given number cards with pictures of objects/numerals, (student) will compare two numbers between 1 and 10 presented as written numerals by identifying the number card that shows the bigger quantity from a field of 2 cards (2:8, 3:10, 2:5, 4:8, 1:3, respectively) in 4 out of 5 opportunities for 5 trial days as measured by staff observation and data collection.
Moves objects one more on a number line
Table games that use number cards for moving game pieces on game board
Supplement the number cards with manipulatives

36. Work Sample-Math
4. Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
Access Point
Sample Goal
Strategies for Engagement
6.G.4.a
Holds, explores, and releases objects
By (MM/DD/YYYY), with full or partial physical assistance, (student) will manipulate a three-dimensional net in 4 out of 5 opportunities for 5 trial days as measured by staff observation and data collection.
Holds 3-D net in hand and releases to staff
Identifies simple shapes upon request
Identifies shape vs. non-shape
6.G.4.b
Matches shapes
By (MM/DD/YYYY), when given two nets that represent the three-dimensional figures, one cut into 4 or fewer parts, (student) will match the dissected net to the solid net in 4 out of 5 opportunities for 5 trial days as measured by staff observation and data collection.
Folds designated lines to make a 3-D net and tape
Matches folded net to the 3-D net
Traces net onto designated paper/colors different shapes by color
Determines how many sides to the net
6.G.4.c
Sorts three-dimensional shapes and two-dimensional shapes
By (MM/DD/YYYY), (student) will put together a three-dimensional figure using nets made up of rectangles in 4 out of 5 opportunities for 5 trial days as measured by staff observation and data collection.
Draws a net for rectangle prism, using manipulatives as necessary
Counts number of faces on a rectangular prism
Determines how many square faces
Determines how many rectangular faces
6.G.4.d
Identifies common three-dimensional shapes.
By (MM/DD/YYYY), (student) will represent, cut out and put together a three-dimensional figure using nets made up of rectangles in 4 out of 5 opportunities for 5 trial days as measured by staff observation and data collection.
Determines appropriate net to match the 3-D figure
Determines shapes of a net (bases and faces)
Cuts and assembles net for the rectangle

37. Work Sample-Math Access Point Sample Goal Strategies for Engagement
Holds, explores, and releases objects
By (MM/DD/YYYY), with full or partial physical assistance, (student) will manipulate a three-dimensional net in 4 out of 5 opportunities for 5 trial days as measured by staff observation and data collection.
Holds 3-D net in hand and releases to staff
Identifies simple shapes upon request
Identifies shape vs. non-shape
6.G.4.b
Matches shapes
By (MM/DD/YYYY), when given two nets that represent the three-dimensional figures, one cut into 4 or fewer parts, (student) will match the dissected net to the solid net in 4 out of 5 opportunities for 5 trial days as measured by staff observation and data collection.
Folds designated lines to make a 3-D net and tape
Matches folded net to the 3-D net
Traces net onto designated paper/colors different shapes by color
Determines how many sides to the net
6.G.4.c
Sorts three-dimensional shapes and two-dimensional shapes
By (MM/DD/YYYY), (student) will put together a three-dimensional figure using nets made up of rectangles in 4 out of 5 opportunities for 5 trial days as measured by staff observation and data collection.
Draws a net for rectangle prism, using manipulatives as necessary
Counts number of faces on a rectangular prism
Determines how many square faces
Determines how many rectangular faces
6.G.4.d
Identifies common three-dimensional shapes.
By (MM/DD/YYYY), (student) will represent, cut out and put together a three-dimensional figure using nets made up of rectangles in 4 out of 5 opportunities for 5 trial days as measured by staff observation and data collection.
Determines appropriate net to match the 3-D figure
Determines shapes of a net (bases and faces)
Cuts and assembles net for the rectangle

38. What’s Next?
SEACO is currently organizing a workgroup of special educators to begin the work of creating a tool to support teachers in writing IEP goals aligned to the Generation Science Standards (NGSS).

39. Contact Information
Analee Kredel
Diana Lynn

40. 3 minutes
It’s no longer raining – there is a rainbow of hope