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Differentiation for Special Education in a Common Core World. Today will be successful if this question is answered. What Do We Know About Special Education?. It is both reliant upon and symptomatic of general education It is a set of supports and services, not a location
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Differentiation for Special Education in a Common Core World Dr. Gail Angus Riverside County SELPA
What Do We Know About Special Education? • It is both reliant upon and symptomatic of general education • It is a set of supports and services, not a location • Students with disabilities are general education students first and should be treated as such both instructionally and fiscally • It is intended to accommodate for or address a disability that affects learning, not make up for poor instruction
Minimize the Impact!!!!! Developed by Gail Angus
Expectation: Who Can Learn Literature on expectations suggests students learn what we expect them to learn. Some students – with and without disabilities – may not achieve to the levels we hope even after high quality standards-based instruction. But we have no way to predict which ones so we have to teach them ALL well! National Center on Educational Outcomes, NASBE Regional Meeting August 12, 2011 http://www.ncscpartners.org/Media/Default/PDFs/Resources/Thurlow-CCSS-SWD-8-2011.pdf
Page 3 Increased Complexity
DOK Level Activities Analyze CCSS, instruction, assessment and goals
Cognitive Rigor Matrix – Math and Science (khess@nciea.org)
An integrated model of literacy Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout this document. For example, Writing standard 9 requires that students be able to write about what they read. Likewise, Speaking and Listening Standard 4 sets the expectation that students will share findings from their research. -Sacramento County of Education CCSS Document
CCSS RL – Integrated Literacy • Find references to “prompting and support” and “ask and answer questions” • RL.K-12.4: reference to L.K-12.4-6 • RL.K-2.5: differentiates between RL and RI • RL.K-5.8: is not applicable • RL.3&4.5: integrates writing and speaking • RL.2.6: integrates speaking • RL.4.7: integrates speaking (oral presentation receptive language) • Note executive functions and ask, “under what conditions will the student demonstrate mastery? Page 8
Group Activity • Review the Integrated Model for Literacy found on page 8. • Examine the CCSS-ELA through this lens.
Analysis of the CCSS CCSS.6.RL.7 • How many tasks can this standard be broken into? • Is this a receptive or expressive skill? • What are the language-based literacy expectations contained in this standard? • What cognitive skills are necessary to master this • standard?
Analysis of the CCSS CCSS.3-5.L.3 • What is the essential understanding(s) of the three standards above? • What are the integrated literacy expectations? • How are these standards preparing students for • college and career readiness?
Where to set the goals… GRADE-LEVEL GOALS GIVE ACCESS ACHIEVEMENT-LEVEL
The IEP Creates Access to the Curriculum -But is not Itself a curriculum
Academic and Functional Goals • Develop measurable annual goals aligned with Common Core State Standards. Include: • Performance based terms - See it, describe it • Important conditions • Given materials, on teacher request, etc. • Measure • Time, Accuracy, Difficulty Level • Six goal writing components • By when, who, does what, given what, how much, as measured by
Measurable Annual Goals Components CCSS.5.W.4 By March 21st, 2015, when provided a verbal and written 5th grade writing prompt on a familiar topic, a sequencing graphic organizer, (keyboard?) and 30 minutes to write, Jenifer will write a 3 paragraph narrative essay with appropriate structure, organization, and sequence using transition words with 5 or fewer errors using student work samples as measured by classroom writing rubric. In the example above, identify the six components of a well-written goal.
Measurable Annual Goals Components CCSS.5.SL.4(a)
Measurable Annual Goals Components CCSS.5.SL.4(a) By March 21st, 2015, Bob will choose 5 destinations (from a possible 10) to visit on a campus field trip, (playground, cafeteria, principal’s office, etc.) and he will correctly sequence the places visited using picture communication immediately upon return to classroom and identify his favorite by handing the picture to the adult with 90% accuracy as measured by teacher charting. In the example above, identify the six components of a well-written goal.
Group Activity With your Elbow Partner and discuss - • Is this different then the process you use? • Does this confirm how you write goals? • What questions do you still have about writing goals using CCSS?
Select the StandardBased on student’s need and grade-level Fifth Grade Student who is able to use appropriate adjectives and adverbs to describe. Strand: Language - Vocabulary Acquisition and Use Standard Six: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly,moreover, in addition). Label the standard - L.5.6 or 5.L.6
Scaffolding A Standard • Fourth Grade – Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed,whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). • Third Grade – Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). • Second Grade – Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids arehappy that makes me happy). • First Grade - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). Focus on the verb
3rd - Look at the specific skills identified at each grade-level 3rd – 5th : Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases • 3rd - spatial and temporal relationships • 4th - precise actions, emotions, or states of being • 5th - contrast, addition, and other logical relationships 1st – 2nd : Use words and phrases acquired through conversations, reading and being read to, and responding to texts • 1st - using frequently occurring conjunctions to signal simple relationships • 2nd - using adjectives and adverbs to describe
4th – Write a measurable goal using CCSS By April 18, 2015, Judith with the use of word walls and visual reminders will use accurately, grade-appropriate general academic and domain-specific words and phrases, including those that signal spatial and temporal relationship as well as state of being, 85% of the time when participating in a class discussion or conversations, as measured by language sample checklist taken during four 30 minute trials by school staff. grade level access target instruction for IEP Goal
Select the StandardBased on student’s need and grade-level Eleventh Grade Student who is able to determine the central idea of text at their reading level and provide supporting details and is able to orally summarize what they have read. Strand: Reading for Information - Key Ideas and Details Standard two: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. Label the standard – RI.2.11-12 or 11-12.RI.2
Scaffolding A Standard • Ninth- Tenth Grade –Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. • Eighth Grade – Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. • Seventh Grade – Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. • Sixth Grade – Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. • Fifth Grade - Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Look at the Specific Skills Identified at Each Grade-level 8th – 12th: Determine a central idea of a text and analyze its development over the course of the text, …... provide an objective summary of the text. • 8th - including its relationship to supporting ideas • 9th – 10th - including how it emerges and is shaped and refined by specific details • 11th – 12th – 2 or more central ideas including how they interact and build on one another to provide a complex analysis 5th- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 6th – Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 7th – Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
Write a Measurable Goal Using CCSS By April 18, 2015, Student will use a graphic organizer to list out and determine two or more central ideas and provide an objective, oral summary of the text, without giving personal opinion but using particular details from the text, 85% of the time after reading non-fictional text in all content classes, as measured by teacher made assignments and assessments. grade level access target instruction for IEP Goal
Group Activity With your table group– • Practice writing a goal using the Common Core State Standards • Remember to “unpack” the goal and determine the “essential understandings”
California’s Resources Common Core State Standards
Alternate Assessment and Curriculum https://wiki.ncscpartners.org/mediawiki/index.php/Instructional_Resources
