Community Advisory CommitteeCentral Middle SchoolSeptember 11, 2014

5:30p.m.-6:30p.m. ( Mild/Moderate)6:30p.m.-7:30p.m. (Moderate/Severe)

Andy Stetkevichastetkevich@rusd.k12.ca.us

Application to Students with Disabilities Enrolled in Moderate/Severe Programs

Learning OutcomesMild/Moderate: 5:30p.m.-6:30p.m.

Moderate/Severe: 6:30p.m.-7:30p.m.• Analyze the instructional shifts related to the Common Core

standards.

• Understand the Concept of Growth Mindset-Being shared throughout RUSD

• Identify the major implications for students enrolled in special education programs

• Identify Curricula Aligned with the CC Standards– Mild/Moderate Programs– Moderate/Severe Programs

• Analyze and Identify IEP Team ConsiderationsUniversal Design for Learning Principles

• IEP Goals Aligned with the Common Core StandardsAFB - 5/14

Agenda• Overview of

– Common Core State Standards– RUSD Instructional Shifts

• Growth Mindset• Alternate Assessment-California Department

of Education: Current Status• IEP and Instructional Implications• Parental Support and Parent Resources

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Common Core State Standards Overview Information

• Riverside Unified School District Website:

• Link to Haiku for Parents: http://rusdlink.org/Domain/200

• Click on Link Below for a 3 Minute Overview of Common Core

• http://rusdlink.org//site/Default.aspx?PageID=6264• https://www.youtube.com/watch?v=jxefsLG2eps&list

=UUF0pa3nE3aZAfBMT8pqM5PA&index=4Spanish Version:• https://www.youtube.com/watch?v=uKVUy4MX8dI&

index=3&list=UUF0pa3nE3aZAfBMT8pqM5PAAFB - 5/14

The Goal of the Standards

• Build toward preparing students to be college and career ready in literacy by no later than the end of high school

• Provide a vision of what it means to be a literate person in the twenty-first century (creativity, critical thinking and problem solving, communication, collaboration)

• Develop the skills in reading, writing, speaking, and listening that are foundational for any creative and purposeful expression in language

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Common Core State StandardsThree Shifts in Language Arts

Shift 1:Building knowledge through content-rich nonfiction and

informational text in addition to literature 

Shift 2:Reading, writing and speaking grounded in evidence from text

 

Shift 3:Regular practice with complex text and academic vocabulary  

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Source: California Department of Education “Communications Toolkit for California” p. 12 http://www.cde.ca.gov/re/cc/documents/cdecommstoolkit.doc RUSD- Instructional Services Department, AFB May 25, 2013

Common Core State StandardsThree Shifts in Math

Standards for Math Practice (SMP) 1:Make sense of problems and persevere in solving them.

 

Standards for Math Practice (SMP) 3:

 Construct viable arguments and critique the reasoning of others.

Standards for Math Practice (SMP) 6:Attend to precision.

 

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Source: California Department of Education “Communications Toolkit for California” p. 12 http://www.cde.ca.gov/re/cc/documents/cdecommstoolkit.doc RUSD- Instructional Services Department, AFB May 25, 2013

The CCSS for ELA are Organized into Three Main Sections:

• Comprehensive K–5 section

• Comprehensive 6-12 section

• Two content Literacy sections for 6–12

1. History/Social Studies2. Science and Technical Subjects

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Section 1

Section 2

Section 3

College and Career ReadyAnchor Standards for Reading

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Reading – 10 standards• Key Ideas and Details

“What did the author say?” • Craft and Structure

“How did the author say it?”• Integration of Knowledge and Ideas

“How do I evaluate what the author says and how do I go beyond it?”

• Range and Level of Text Complexity“How challenging and varied is the text?”

Example: Content Shift #2: Implications for Students w/Disabilities Examples: Access to Text: Read Alouds, Break into Small Chunks, Use text at a variety of levels, Teach highlighting strategies, Ask closed and open questions with visual supports, as

needed, graphic organizers to collect information.

•In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.

•In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

•In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

•What makes Casey’s experiences at bat humorous?

•What can you infer from King’s letter about the letter that he received?

•“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

Not Text-Dependent Text-Dependent

College and Career Readiness Anchor Standards for Writing

Writing Standards-10• Text Types and Purposes

– Write effective arguments, informative/explanatory text, and narratives.

• Production and Distribution of Writing– Make their texts appropriate to varying task demands,

purposes, and audiences Research to Build Knowledge– Conduct research, gathering relevant information from

multiple sources (judging their credibility and accuracy), and using the information in their writing.

• Range of Writing– Produce quality writing under a range of circumstances

and demands.

– Timothy Shanahan

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College and Career Readiness Anchor Standards for Speaking and Listening• Speaking and Listening

– Comprehension and Collaboration– Presentation of Knowledge and Ideas– Access:– Language Frames/Sentence Starters– Visual Supports and Frames for Oral and

Written Language in ELSB and n2y– Examples: – “I think…”– “ I infer….

“ I agree, but….”AFB - 5/14

Early Literacy Skill Builders-Vocabulary with Visual Support of Real Pictures and Colorful Line

Drawings

Visual Supports for Oral And Written Language-Example from n2y-High School Level

Speaking and Listening

• Students are asked to work more in groups to:• Solve a problem• Discuss a topic• Create a project

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College and Career Readiness Anchor Standards for Language

• Language – 6– Conventions of Standard English– Knowledge of Language– Vocabulary Acquisition and UseAccess to Students with Disabilities: Strategies

- Access: Nonlinguistic representations of the language (pictures, symbols, icon, etc…)

- Total Physical Responses- Use of Body Language/Gestures- Student Friendly Definitions and Examples- ELSB and n2y Provide Visual Supports for Vocabulary and La

nguage

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A Growth Mindset: Implications for Engagement/Instruction at School and Home

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Growth Mindset• In a growth mindset, people believe that their most basic

abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities.

• Teaching a growth mindset creates motivation and productivity in the worlds of business, education, and sports. It enhances relationships.

Growth Mindset

• In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort. They’re wrong.

Growth Mindset Feedback

When students struggle despite strong effort, we can say…➢OK, so you didn’t do as well as you wanted to.

Let’s look at this as an opportunity to learn. ➢What did you do to prepare for this? Is there

anything you could do to prepare differently next time?

➢You are not there/here, yet. ➢When you think you can’t do it, remind yourself

that you can’t do it, yet.

What is a Standards-Based IEP?• An IEP, or individualized education plan, is a requirement of

IDEA (2004)2 and specifies the special education services a student with disabilities will receive The IEP for students who participate in alternate assessment based on alternate achievement standards includes:

• (a) a statement of the present level of performance in both academic achievement and functional performance,

• (b) a statement of measurable annual goals (both academic and functional),

• (c) a description of benchmarks or short-term objectives,

• (d) a description of how student progress towards the goals will be measured, or short-term objectives

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What is a Standards-Based IEP?• (e) a statement regarding related services and supplementary

aids and services (based on peer-reviewed research) to be provided,

• (f) an explanation of the extent to which the student will not participate in the general education classroom,

• (g) a statement of any accommodations needed to measure academic and functional achievement of the student,

• (h) frequency, location, and duration of services,

• (i) postsecondary goals beginning when the student is 16 years old. (RUSD begins transition at age 14). In the IEP, requirements for students who participate in alternate assessment aligned to alternate achievement standards is the inclusion of benchmarks.

Standards-Based IEP• A standards-based IEP includes goals that promote

learning of the state standards.• It does not try to include a goal for every state

standard in every content area. This would result in a very long document!

• Instead, it provides goals for the strategies students need to develop to learn the core content standards.

• Sometimes, the goals help focus priorities within the general curriculum content for students who take state assessments.

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State Assessments• Alternate

Assessment-Current Status according to the California Department of Education (CDE): For students enrolled in moderate/severe programs. Letter received by Districts on Aug. 15, 2014– No CAPA this year (except for 5th, 8th, and HS Science)– State will give an assessment as a Field test this year (no

scores for students this year)– Still unclear who is designing the test– The field test won’t be a test designed by NCSC (although

some students across the state may be involved in a pilot test of that assessment in the fall).

• District Assessments are common core aligned and are formative in nature. They are tied to the standards/ curricula that is used. This means that teachers are measuring what is being taught and progress monitoring student performance throughout the year, not just immediately prior to the IEP. Common assessments mirror the state assessments tasks. For example, performance tasks are built into District assessments.

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Standards-Based IEPs• IEPs aligned with state standards can prepare students

for state assessments. To meet alternate achievement standards, students need instruction that is aligned with the academic content standards for their grade/ The IEP is not meant to restate all of these content standards, but should specify skills for the student to acquire that will promote access to this curriculum and help the student meet the alternate state achievement standards. The IEP helps the team know the priorities for addressing these standards.

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Universal Design For Learning

• The “How” of achieving IEP goals• Goal: Reduce Barriers; Provide Access to All

Learners• Three Major Principles

– Provide Multiple Means of Representation– Provide Multiple Means of Action and Expression– Provide Multiple Means of Engagement

• What are some classroom examples of these principles?

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Programs/Interventions Used in Special Education in both Mild/Moderate and Moderate/Severe Programs are Common Core Aligned-Example of Correlation in

ELSB Program• .

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Moderate/Severe ProgramsChromebooks with Overviews of New Curricula are

available in the back. Give it a try!

Kindergarten-6th Grade• Early Literacy Skill Builders (English/Language Arts

/Story Skill Builders• Pathways to Literacy for Students with the most

severe cognitive disabilities (K-12)• Early Numeracy and Teaching Standards: Math• N2y or Unique Learning System to Supplement

and Support Instruction in all content areas• Common Core Aligned Skill Assessments Built-Into

the Programs

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K-6 Moderate/Severe Core Math Program

Early Numeracy: K-6

K-6 Moderate/Severe Sample Correlation with Math Common Core Standards

Secondary Moderate/Severe Programs and Project T.E.A.M. (Adult Program)

n2y-Unique Learning System: Web-based program for all content areas with 3 levels of instructional support.• See overview on the Chromebooks in the back

of the room.• ELA CC Alignment• Math CC Alignment• Common Core Aligned Benchmark Assessments

are built into the program

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n2y CurriculumSecondary Sample Lessons Provided in Supporting

DocumentsLesson Planning• Each month, a total of 30 new lessons are provided within each grade band.

Lessons center around Instructional Targets which align with the essence of the National Content Standards.

• Each plan is differentiated into three learning levels to provide teachers the ability to teach the same material to students of varying cognitive abilities.

• Level 1: For students who require maximum support within instructional tasks.

• Level 2: For students who require moderate support and other differentiation in learning and demonstrating skills.

• Level 3: For students who are reading and are able to independently demonstrate comprehension of learned information within modified content.

n2y Secondary ProgramSample Common Core Alignment

Measuring Progress vs. Growth

• Determine baseline of academic and functional performance.

• Review ongoing assessments used to measure progress on both functional skills and skills embedded in the common core standards.

• Look for consistent measures used to demonstrate student progress from a given baseline.

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Inclusive and Collaborative Technology• Assistive Technology is an IEP decision based upon assessment data and is different than

instructional technology.• (1) Assistive technology device.--• (A) In general.--The term `assistive technology device' means any item, piece of equipment, or

product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability.

• (B) Exception.--The term does not include a medical device that is surgically implanted, or the replacement of such device.

• Instructional technology varies from site to site based upon site goals. Special education programs are included in site use of technology. RUSD does have a technology plan. See RUSD website under “District” link.

• Google documents and Haiku for Teachers are 2 primary tools (see attached information on how to establish a parent account).

• Many public domain (free resources) shared on Haiku and provided to parents through parent training sessions scheduled throughout the year. Students at various levels are participating in a wide-variety of instructionally –based technology.

• Free Literacy Resources in English and Spanish available in the back of the room.

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Ongoing Support for Parents in Assisting Child/Children with Skills

embedded in Common Core• See attached training calendar• See attached bibliography of resources• Other Links

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How You Can Support Your Child With Text Complexity

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• Build Background Knowledge• Read Aloud to them• Ask Questions

How do we help our children so they are ready for the increasing complexity of texts?Increase their academic vocabulary and build their background knowledge!!

Practical Home Ideas to Support Students with Common Core Standards

• Bibliography of free technological, web-based resources for home support.

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Working with Challenging Text This important shift has misled some teachers to conclude that they

should use challenging text even when it's inappropriate to do so. For example, the new

standards don't raise text levels for kindergarten or 1st grade, but some educators think that 2nd graders

won't meet the standards without an early boost. However, raising beginning text levels is not a good

idea because it's more likely to slow student progress in mastering decoding than to improve students'

reading.

Working with Challenging Text• Even with older students, the idea is not to have students reading challenging texts

exclusively. Students should have an array of reading experiences in the same way that a long-distance runner has a varied training schedule that intersperses different distances and speeds. These varied schedules enable the runner to build muscle, speed, and endurance. Likewise, nascent readers would benefit from a varied schedule of exercise as well. This means that students would, over the course of a school year (and even a school day), confront texts they could read easily with little teacher input as well as those in those upper bands specified by the standards. Over time, the average level of text difficulty should get more demanding. Students might read a relatively easy text after several intense workouts with more challenging ones. Any athlete will tell you that you can push too hard and that he or she needs intermittent breaks and reductions in intensity to keep going.

-Tim Shanahan, Leading Research on Common Core, International Reading Association

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What is Background Knowledge?

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• Background Knowledge is what a student already knows on a topic or subject. The more he or she knows, the better he/she will understand the new learnings.

ActivityBuilding Background Knowledge

• If the topic is Animals, how can you build your child’s knowledge of the subject?– Where can you take them?– What can they read?– Is the internet or technology a possibility?– What type of media? TV? Videos?

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The Power of Read Aloud

“Research indicates that reading aloud to children :• substantially improves their reading, written,

oral, and auditory skills• increases their positive attitude towards

reading Elizabeth Qunell

“Children listen at a higher reading level than they read; thus, children can hear and understand stories that are more complicated and more interesting than anything they could read on their own” (p. 37).

Jim Trelease

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Types of Read Alouds

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• Books• Magazines• Internet Articles• Close Captioning (Mute your T.V.)• Menus• Directions• Recipes

Activity-Read Aloud With Them

➢Choral read. We read together➢I read a sentence, you read the same

sentence➢I read a sentence, you read the next

sentence

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How You Can Support Your Child With Writing

A few ideas…• Drawing: a picture paints a thousand words• Talking: assists with narrowing the focus• Reading: authors have great ideas!• Making lists: quick, daily writing• Taking notes: reminders and descriptions• Keeping journals or diaries: personal writing• Modeling: let them see YOU writing!!!

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How You Can Support Your Child With Speaking and Listening

• Think about the proper ways to work in a group:• Listen attentively• Comment on others• Ask questions• Share opinions and ideas

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How You Can Support Your Child With Language standards

• Read Aloud• Using language for specific purposes

• Telling a story• Texting a friend• Writing a report

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Mathematics

• Deeper Conceptual Learning• Fluency with Numbers and Operations• Real World Applications

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YOU ARE YOUR CHILD’S FIRST AND MOST IMPORTANT

TEACHER!

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