Transcript (Dec. 10, 2013).

Common Core State
Standards
and Students with
Disabilities
Elizabeth Jankowski
1
Western Regional
Resource Center
University of Oregon
2
About Myself




Former Special
Education Teacher
Special Education
Consultant
TA Provider
Family Member of
Person with a Disability
3
4
Technical Assistance and
Dissemination Projects funded by
the U.S. Dept. of Ed
Regional Resource Center Programs
5
Focus for this Evening:
1. CCSS – A Review of the Basics
2. CCSS and Students with Disabilities
3. CCSS – Benefits and Challenges for
Students with Disabilities
4. Overcoming Challenges
5. Standards-Based IEPs
6. CCSS Assessments
6
1. CCSS – A Review of
the Basics
7
A coherent progression of
learning expectations in English
Language Arts and Mathematics
designed to prepare K – 12
students for college and career
success.
8
The goal of the CCSS is to make
sure that all students are well
prepared for college, technical
education, or the workplace
after high school graduation.
9

Labor Force Statistics 2012


Across the U.S., 17.8% of working-age
adults with disabilities were
employed compared with 63.9% of
people without disabilities
A large proportion of persons with a
disability--about 8 in 10--were not in
the labor force in 2012, compared
with about 3 in 10 persons with no
disability. We want to improve this.
10
11
12
Prepare students
with the knowledge
and
skills they need
Preparation
for postsecondary
success.
Help ensure our
students are
Competition
globally
competitive.
Provide consistent
Equityfor all.
expectations
Create a foundation to
work collaboratively
across states and
districts, pooling
resources and
expertise.
Collaboration
13
14
15
2. CCSS - Application to
Students with Disabilities
16
CCSS Coincides with Other
Changes in Special Education
at the National Level
Transition From
Compliance Focus
to Results-Driven
Accountability
17
CCSS - Application to Students
with Disabilities

Supports and related services
designed to meet students’
unique needs and enable their
access to the general education
curriculum;
(IDEA 34 CFR §300.34, 2004)
CCSS
Language
18
CCSS - Application to Students
with Disabilities

An IEP that includes annual goals
aligned with and chosen to
facilitate their attainment of
grade-level academic
standards;
CCSS
Language
19
CCSS - Application to Students
with Disabilities

Teachers and specialized
instructional support staff who
are prepared and qualified to
delivery high-quality, evidencebased, individualized instruction
and support services.
CCSS
Language
20
CCSS - Application to Students
with Disabilities

Additionally:


Instructional strategies based on the
principles of Universal Design for
Learning (UDL)
Accommodations, including
changes in materials and/or
procedures
CCSS
Language
21
CCSS – Introduction to English
Language Arts Standards
“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 accommodations to
ensure maximum participation of
students with special education
needs.”
CCSS
Language
22
3. CCSS – Benefits and
Challenges to Students with
Disabilities
23
High Expectations for ALL
Students
Benefit
24
Research on the Influence of Teacher
Expectations: Expectations DO Matter
 Teachers’
expectations had a significant
impact on the educational achievement
of the students.
 Low expectations for certain cohorts of
students were a major factor in their poor
academic achievement
 Students from marginalized groups are
more susceptible to teachers’ low
expectations and this may serve to further
widen the achievement gap when such
students accept and confirm teachers’
negative expectations
25
Research on the Influence of Teacher
Expectations: Expectations DO Matter
The Pygmalian Effect:
The greater the expectation
placed upon people (children),
the better they perform.

26
Aligns with the “Least
Dangerous Assumption”
“Assume that they (students with
significant disabilities) are competent
and able to learn, because to do
otherwise would result in harm such
as fewer educational opportunities,
inferior literacy instruction, a
segregated education, and fewer
choices as an adult.”
Benefit
27

With clear, well-defined content
standards, it is possible to better
identify appropriate Universal
Design for Learning (UDL) tools and
accommodations for students with
disabilities, both for instruction and
for assessments.
Benefit
28
CCSS: Potential Benefits

Parents will have a clear and
consistent understanding of what
their children are expected to
know and be able to do.
Benefit
29
Students with Disabilities will be
Better Prepared for Career or
College Readiness
“Students with disabilities…must be
challenged to excel within the general
curriculum and be prepared for success
in their post-school lives, including
college and/or careers.”
Source: CCSS ELA Introduction page
Benefit
“College and Career Readiness”
30
Defining “College and Career Readiness”
The acquisition of the knowledge and
skills a student needs to enroll and
succeed in credit-bearing, first-year
courses at a postsecondary institution
(such as a two- or four-year college,
trade school, or technical school) without
the need for remediation.
- ACT
and adopted by the CCSS Initiative
Caution
31
We’ve talked about the
benefits of the CCSS, now
let’s take a look at some of
the challenges . . .
32
K
Grade
1
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
Foundational Reading Skills
(Appendix A)
Reading Literature
Reading Informational Text
Writing
Speaking and Listening
Language
Grade
7
Grade
8
High
School
Challeng
e
33

Reading
Term to
Know:
Scaffold
Staircase of “Text Complexity”
 Much more informational text
 Focus on “close reading”
Challenges
34
New Term:
Lexiles
35
English Language Arts Standards:
Literacy in the Content Areas
History/Social
Studies
Understanding
texts in each of
these subject areas
requires a unique
set of knowledge
and skills
Technical
Science
Subjects
Challeng
e
36
“Students who struggle greatly to
read texts within (or even below)
Ask about this
their text complexity
grade band
at the IEP
must be givenMeeting
the support needed
to enable them to read at a gradeappropriate level of complexity.”
- CCSS Standards Appendix A
37
English Language Arts Standards:
Writing
Self-Regulated
oEmphasis on argument as a type of
Strategies
writing
Development
oResearch writing as a25focus
years of
research
Many years of research in writing
instruction have provided useful writing
strategies students can be taught to
meet these writing challenges
head on!
Challeng
e
38
K
Grade
1
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
Grade
7
Grade
8
High
School
Counting/C
ardinality
Numbers and Operations in Base 10
Numbers and
Operations in
Base 10 and
Fractions
Number System
Number
and
Quantity
Ratio and
Proportional
Relationships
Operations and Algebraic Thinking
Expressions and
Equations
Algebra
Functions
Measurement and Data
Geometry
Statistics and Probability
39
Mathematics
o The Language of Mathematics
o Demonstrating mathematical
understanding including
creating a viable argument
and critiquing the reasoning of
others
o Procedural skill proficiency
Challenges
40
The Real Challenge for
Students with Disabilities
CCSS
Getting from here
Access,
Differentiation
and EBP
All students
leaving high
school
college
and/or
career ready
to here.
41
Standards [and assessments] do not
guarantee improved results or increased
access and instruction . . . It assumes
that assessments and accountability
promote interventions and
improvements in the quality of
instruction, which in turn will produce
higher performance.
Martha Thurlow, Ph.D.
Director, NCEO
Testimony before the Unites States Senate, 2010
42
Overall Major Issues Related to
Students with Special Needs



Balancing the increased proficiency
standards with the need for
individualized instruction
Providing means for students to access
the text in the general curriculum
Professional knowledge/development
for general and special education
teachers to meet the needs of students
with disabilities
43
4. CCSS – Overcoming
Challenges
44
How can you help your child
overcome these challenges?
 Ask school and teachers about
Universal Design for Learning
Universal Design for Learning
Curriculum should from the
outset be designed to
accommodate all kinds of
learners.
45
46
Universal Design for Learning:
Guidelines
• Provide multiple means of
representation
• Provide multiple means of action
and expression
• Provide multiple means of
engagement
47
For more information on UDL and
Accessible Materials:
http://www.udlcenter.org/
aim.cast.org
http://udltechtoolkit.wikispaces.com/
48
UDL and Accommodations



Curriculum and assessments designed
using the principles of UDL can reduce
the need for accommodations.
Provision of accommodations is
dependent on school personnel
Such dependence reduces the
likelihood that accommodations will be
provided consistently and in
accordance with a student’s IEP
A Parent’s Guide to UDL – National Center for Learning Disabilities
49
Termcan
to Know:
How
you help your child
Evidence-these challenges?
overcome
Based
 Ask
about the use of EvidencePractices
Based Practices with your child:
o The quality of access to and
instruction of the CCSS comes
down to the teacher in the
classroom and the system in
which he or she teaches.
50
How can you help your child
overcome these challenges?
Ask how the special education
teacher and regular education
teachers are collaborating around
the needs of your child in regard
to the CCSS.
51
5. CCSS – StandardsBased IEPs
“Standards-Based IEP”
An IEP that is framed by the state
standards and contains annual
goals aligned with, and chosen to
facilitate the student’s achievement
of, state grade-level academic
standards.
52
IEPs and the CCSS


Standards-based IEPs have been
required for more than 10 years.
CCSS is expected to accelerate
this movement.
The real issue is how to meld
special education’s promise of
individualized instruction with the
common standards that all
students should strive to meet.
53
IEP Shift – Traditional Practice
Develop
Annual
Goals
Assess the
Student
Determine
Needs and
PLAAFP
Modified from Bar-Lev & Van
Haren, UW Oshkosh Planting
the Seeds of Inclusion
Conference
54
IEP Shift – IEP/CCSS Practice
Develop
annual goals
to meet these
needs.
Identify
Standards for
ALL students
at student’s
grade level.
Determine
disabilityrelated needs
that prevent
success.
Assess where
student is
functioning
with regard to
standards.
Modified from Bar-Lev &
Van Haren, UW Oshkosh
Planting the Seeds of
Inclusion Conference
55
The Paradigm Shift
When IEPs are connected to the standards,
the focal point of the IEP team discussion
changes to:
1. Identifying the standards that ALL students
at a specific grade or age level should
“know and be able to do.”
2. Assessing where the student is functioning
with regard to the above standards.
3. Determining disability related needs that
prevent the student from being proficient
on these standards.
4. Developing an Annual Goal to address
these needs.
56
IEPs and the Common Core
 Standards-based
IEPs are not intended
to cover every possible educational
goal for a student or eliminate any
functional training students may require
 The team picks the “biggies” – powerful
enough to cover a range of skills.
 Goals should be individualized relative
to a student’s specific strengths and
needs as demonstrated by student
data
One
Example
of
Alignment
for IEP
Goals
3.NBT: Use place
value
57
understanding and properties
of operations to perform multidigit arithmetic
3.NBT: Multiply 1-digit whole
numbers by multiples of 10
3.OA:
Multiply
and divide
within 100
3.NBT: Fluently add and
subtract within 1000
2.Work with
equal groups
to understand
multiplication
3.NBT: Use place value to round
whole numbers to nearest
10 or 100
1.NBT &
2.NBT:
Understan
d place
value
1.NBT:
Extend the
counting
sequence
1.NBT &
2.NBT: Use
place
value to
add and
subtract
1.OA &
2.OA: Add
and
subtract
within 20
2.OA:
Represent
and solve
problems
using
addition
and
subtraction
Powell, Fuchs, & Fuchs, 2013
58
6. CCSS – Assessments

CCSS-Aligned Assessments
1. PARCC (Partnership for
Assessment of Readiness for
College and Careers)
2. Smarter Balanced Assessment
Consortium
59
English Language
Arts
Mathematics
#
Subject Area
#
Subject Area
1
Reading
1
Concepts &
Procedures
2
Writing
2
Problem Solving
& Data Analysis
3
Speaking/Listenin
g
3
Communicating
Reasoning
4
Research
Total Composite
Total Composite
60
Uses Computer-Adaptive Testing
Typical Testing Approach
1
2
3
4
5
6
7
8
9
10
8
9
10
Curriculum Adaptive Testing
Start
1
2
3
4
5
6
7
61
Reading Language Arts
62
Reading Language Arts
63
Mathematics
64
Mathematics
65
Performance Tasks
Performance tasks measure a student’s
ability to integrate knowledge and skills
across multiple standards—a key
component of college and career
readiness. Performance tasks will be used
to better measure capacities such as
depth of understanding, research skills,
and complex analysis.
66
67
Key Point:
o A state can only make available to
students the universal tools,
designated supports, and
accommodations that are included
in the Smarter Balanced Guidelines.
68
Language from
SmarterBalanced
• States may issue temporary approvals for
individual unique student
accommodations.
• State leads will evaluate formal requests
for unique accommodations and
determine whether or not the request
poses a “threat” to the measurement of
the construct.
• State will send documentation of the
approval to the Consortium.
Universal Tools
Embedded
Breaks,
Calculator, Digital
Notepad, English
Dictionary, English
Glossary,
Expandable
Passages, Global
Notes, Highlighter,
Keyboard
Navigation, Mark
for Review, Math
Tools, Spell Check,
Strikethrough,
Writing Tools,
Zoom
Non-embedded
Breaks,
English Dictionary,
Scratch Paper,
Thesaurus
69
Designated Supports
Language from
SmarterBalanced
Embedded
Color Contrast,
Masking,
Text-to-speech,
Translated Test
Directions, Translations
(Glossary), Translations
(Stacked), Turn off Any
Universal Tools
Accommodations
Embedded
Non-embedded
Bilingual Dictionary,
Color Contrast, Color
Overlay,
Magnification, Read
Aloud, Scribe,
Separate Setting,
Translation (Glossary)
American Sign Language, Braille,
Closed Captioning, Text-to-Speech
Non-embedded
Abacus, Alternate Response Options,
Calculator, Multiplication Table,
Print on Demand, Read Aloud,
Scribe, Speech-to-text
70
Language from
SmarterBalanced

Note that . . .
“A student’s parent/guardian should know
about the availability of specific
accommodations through a parent/guardian
report. This would ensure that
parents/guardians are aware of the conditions
under which their child participated in the
assessment.”
71

Alternate Assessments


Dynamic Learning Maps
Alternate Assessment
National Center and State
Collaborative Partnership
72
Other Potential Questions for Parents to
Ask IEP Team Members at the School Level




Have all of your staff members had the opportunity
to become knowledgeable about the CCSS?
Has your staff received professional development on
Universal Design for Learning?
Does the staff have time for collaboration around
UDL and how to plan access for my child (planning
access during lesson design rather than relying
simply on accommodations and modifications after
the fact)?
What type of technology would be beneficial for my
child accessing the CCSS?
73
Questions?
74
Thank You.
Elizabeth Jankowski, M.S. Ed.
Western Regional Resource Center
University of Oregon
541-346-9392
[email protected]