Discovery Education Common Core Academy Connecting Specialized Instruction to the CCSS:

1. Discovery Education Common Core Academy Connecting Specialized Instruction to the CCSS: An Academy for Teachers of Students with Special Needs Dr. Johnna L. Weller Director of Professional Development Discovery Education

2. Learning Targets • I CAN identify the structure and expectations of the ELA and Math CCSS. • I CAN describe instructional practices and strategies to ensure allstudents meet the CCSS. • I CAN explain curriculum and assessment strategies • to implement CCSS in my classroom, school, or district. • I CAN determine my next steps to implement CCSS • successfully in my classroom, school, district and select • useful resources to support me.

3. Today’s Agenda Welcome and Introductions The Core of the Common Core Why does matter to our students? What does it mean for educators? The Framework: Designing the Bridge Common Core Common Language Learning Progressions and Learning Targets

4. Agenda for Day 2 The Framework: Building the Bridge o Assessment o Instructional Design Accommodations and Modifications Scaffolds Universal Design for Learning Planning and Monitoring for Learning

5. Discovery Education’s ELA Academy Resources http://discoveryccacademyse.wikispaces.com

6. Jobs That Will Boom In 2020 • Data Crunching • Counseling and Therapy • Scientific Research • Computer Engineering • Veterinarians • Environmental and Conservation Science • Healthcare fields • Management • Finance • Entrepreneurship Source: Newman, R. “10 Businesses that Will Boom in 2020,” U.S. News, September 2012

7. A portrait of students who meet the CCSS: They become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials. They establish a base of knowledge across a wide range of subject matter. They adapt their communication in relation to audience, task, purpose, and discipline. They are engaged and open-minded – but discerning – readers and listeners. They use relevant evidence. They use technology and media strategically and capably. They come to understand other perspectives and cultures. (CCSS ELA, p. 7)

8. Math expertise to be developed in students: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. (Math Practices, CCSS MATH, pp. 6-7)

9. ANTICIPATED OUTCOMES OF THE CCSS: • Students will be better prepared for their future, • specifically college and career • Deeper learning for students • Greater focus on literacy across the disciplines

10. All students prepared for… college, careers, citizenship. http://www.achieve.org/math-works-brochures

11. CCSS requires students to: Publish - requiring deep consideration of audience, purpose, structure, text features, and format. Collaborate - forcing students to plan, adopt, adapt, rethink, and revise, all higher-level practices. Evaluate - necessitating that students make critical judgment calls about how information is presented and shared. Integrate - emphasizing design, and producing considerable cognitive load on a learner.

12. Know the instructional plan • Know the • learning • targets • and demands • Know • the learner

13. Who are our students with specialized needs? • Some fast facts: (2009-10 school year) • Students with disabilities: • 6,481,000 students in US • 13.1% of total school enrollment • Specific learning disabilities represent the highest percentage • 95% of students with disabilities are served in regular schools • Title 1 • Serves at-risk students in low-income areas • More than 21 million students served in 2009-10 school year • English as a Second Language • 21% of children ages 5-17 speak a language other than English at home • Source: US Dept. of Education, National Center for Education Statistics. (2012)

15. Teachers can observe student behaviors to determine the students’ instructional needs. Instruction can be planned within students’ Zone of Proximal Development and scaffolded with a gradual release of responsibility.

16. Gradual Release of Responsibility Student Less teacher control Teacher More teacher control

18. Every student can learn, given appropriate opportunities to learn and sufficient practice to gain proficiency. Good teaching involves creating as many opportunities as possible for successful learning.

19. Know the instructional plan • Know the • learning • targets • and demands • Know • the learner

20. Confirmed vs. Myth ? The Common Core Standards do not address students with special learning needs.

21. In order for students with disabilities to meet high academic standards and to fully demonstrate their conceptual and procedural knowledge and skills in mathematics, reading, writing, speaking and listening (English language arts), their instruction must incorporate supports and accommodations, including: • Supports and related services designed to meet the unique needs of these students and to enable their access to the general education curriculum (IDEA 34 CFR §300.34, 2004). • An Individualized Education Program (IEP) which includes annual goals aligned with and chosen to facilitate their attainment of grade-level academic standards. • Teachers and specialized instructional support personnel who are prepared and qualified to deliver high-quality, evidence-based, individualized instruction and support services.

22. Effectively educating ELLsrequires diagnosing each student instructionally, adjusting instruction accordingly, and closely monitoring student progress. Teachers should recognize that it is possible to achieve the ELA standards for reading and literature, writing & research, language development and speaking & listening without manifesting native-like control of conventions and vocabulary. Regular and active participation in the classroom—not only reading and listening but also discussing, explaining, writing, representing, and presenting—is critical to the success of ELLs in mathematics. Research has shown that ELLs can produce explanations, presentations, etc. and participate in classroom discussions as they are learning English.

23. It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post–high school lives. Each grade will include students who are still acquiring English. For those students, it is possible to meet the standards in reading, writing, speaking, and listening without displaying native-like control of conventions and vocabulary. The Standards should also be read as allowing for the widest possible range of students to participate fully from the outset and as permitting appropriate accommodationsto ensure maximum participation of students with special education needs. For example, for students with disabilities reading should allow for the use of Braille, screen-reader technology, or other assistive devices, while writing should include the use of a scribe, computer, or speech-to-texttechnology. In a similar vein, speaking and listening should be interpreted broadly to include sign language. - CCSS ELA, p. 6

24. The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations. No set of grade-specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given classroom. However, the Standards do provide clear signposts along the way to the goal of college and career readiness for all students. - CCSS ELA, p. 6 CCSS Math, p. 4

26. Which Standards of Mathematical Practice might students engage in when solving the problem you just completed? ______Make sense of problems and persevere in solving them. ______Reason abstractly and quantitatively. ______Construct viable arguments and critique the reasoning of others. ______Model with mathematics. ______Use appropriate tools strategically. ______Attend to precision. ______Look for and make use of structure. ______Look for and express regularity in repeated reasoning.

29. “Too often we give children answers to remember rather than problems to solve.” - Roger Lewin WHAT IS A TASK?

31. What’s new in Mathematics? • • K‐5 • – Organized in six domains • – Solid foundations in number operations • • Middle school • – Organized in six domains • – Emphasis on algebra, geometry, statistics and probability • • High school • – Organized around six conceptual categories • – Emphasis on mathematical modeling

35. Solid Conceptual Understanding • Students should be able to see math as more than a mnemonic structure or a separate, discreet procedure. • Students should be able to access concepts from a number of perspectives • Students with a strong conceptual understanding will also be more fluent and apply learning to real life problems. Procedural Skill and Fluency Application • Teachers should provide opportunities at all grade levels for students to apply math concepts in “real world” situations • Teachers should help students make meaning of math concepts as they apply to other content areas

37. Where Are Your Students? Hull, Balka, & Harbin Miles, 2011

38. Where Are Your Students? Hull, Balka, & Harbin Miles, 2011

39. The Changing Landscape of Literacy

40. The Changing Landscape of Literacy Communication is changing http://www.digitalforreallife.com/tag/garys-social-media-count/

41. English / Language Arts • • Reading – progressive development of skills and • complexity of text • • Writing – logical argument and research • • Speaking and Listening – • purposeful in various situations • • Language – vocabulary and conventions • • Media and Technology – integrated throughout • • Literacy in the disciplines

42. Shifts in ELA/Literacy

43. Common Language of the Common Core complexity evidence text-dependent questions close reading disciplinary literacy argumentation vocabulary

44. "Just asrigordoesnotreside inthebarbell but intheactoflifting it, rigor inreading is not an attribute of a text butrather ofareader’sbehavior -- engaged, observant, responsive, questioning, analytical.” [KyleneBeersandRobertE. Probst]

45. How Text Complexity is Measured Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative measures – readability and other scores of text complexity Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Reader and Task

46. Quantitative Measure Step 1: Quantitative Measures • Measures such as: • Word length • Word frequency • Word difficulty • Sentence length • Text length • Text cohesion

47. Step 2: Qualitative Measures • Measures such as: • Layers of meaning • Levels of purpose • Structure • Organization • Language conventionality • Language clarity • Prior knowledge demands • Cultural demands • Vocabulary

48. Reader and Task • Considerations such as: • Motivation • Knowledge and experience • Purpose for reading • Complexity of task assigned regarding text • Complexity of questions asked regarding text

49. Qualitative Factors Task Demands Quantitative Factors These become the variables you use to differentiate.

50. Some resources to help you find appropriately complex texts: http://www.lexile.com/analyzer/ http://www.scholastic.com/bookwizard/ https://leveledbooks.beaverton.k12.or.us/search.php