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At the Intersection of CCR…. District Curriculum…. and Special

Education

April, 2015

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IEP

Evaluation

Student Outcomes

Services

Sufficient Evaluation for Special Education

Compliant with WAC 392-172A-03020 through -03080:• Establish/reconfirm disability• Adverse educational impact• Need for Specially Designed Instruction• Protocol: Evaluation Review Form

Special Education Services Compliant with WAC 392-172A-01175(3)(c), -02000 & -02090:

• Special education and related services are designed and provided (or supervised) by certificated special education staff

• Consistent with the summary of services matrix in a compliant IEP

• Protocols: Current Student Schedules, Provider Interview Tool & Classroom Observation Tool

Consistency IndexA measure of the degree to which compliance can support increased student academic achievement.

Properly Formulated Individualized Education Program

Compliant with WAC 392-172A-03090 through -03135:• Development of measurable annual

goals with ongoing progress monitoring• Consistent with the eligibility data

described in a sufficient evaluation • Protocol: IEP Review Form

Special Education

• WAC 392-172A-01175Special Education means Specially Designed Instruction (SDI), at no cost to the parents, to meet the unique needs of a student eligible for special education…..

SDI – adapting as appropriate to the needs of an eligible student; the content, methodology, and/or delivery of instruction…..

(2) (c) (i) to address the unique needs of the student that result from the student’s disability, and;

(2) (c) (ii) to ensure access to the general education curriculum, so that the student can meet the educational standards within the jurisdiction of the public agency that apply to all students.

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Where Are We Going – Special Education

• From ensuring access of the student with special education needs to the general curriculum, to……

• The concept of ensuring learning through the provision of accommodations, modifications, universal design for learning methodology and data driven instructional strategies.

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How Do We Get There?

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Setting high expectations for each student.

Developing properly formulated IEPs focused on meeting individual student need.

Setting the Roadmap

• Understand the district general education curriculum standards and where appropriate, align with student IEP goals.

• Carefully consider necessary accommodations and modifications for each student.

• Use Universal Design for Learning Strategies.

• Engage in Professional Development opportunities – like this one!

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CCR/Sp. Ed./District Curriculum

IEP Goals

Curriculum

College andCareer ReadyStandards

ONE WAY

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College and Career Ready Standards(aka Common Core State Standards)

• Mathematics English/Language Arts

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Knowledge, Skills and Abilities

The College and Career Ready Standards arestatements of what students should know and be able to do.

• CCR are Academic Achievement Standards

– Developed by content areas and organized by grade with increasing complexity

• CCR Standards apply to all students, including students with disabilities

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Key Instructional Focus in ELA/Literacy

In Reading

balance of literature and informational texts.

focus on text complexity

In Writing

emphasis on argument and informative/explanatory writing

emphasis on using evidence to inform an argument.

Speaking and Listening

focus on formal and informal talk

Vocabulary

stress on both general academic and domain-specific

vocabulary

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Standards for Mathematical Practice

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Eight Standards for Mathematical Practice

–Make sense of problems and persevere in solving them

–Reason abstractly and quantitatively

–Construct viable arguments and critique the understanding 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

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Research and Media Skills

Blended into the standards as a whole

Students need to be able

to gather, comprehend, evaluate, synthesize and report on information and ideas

to conduct original research in order to answer questions or solve problems

To analyze and create a high volume of and extensive range of print and non-print texts

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Connecting IEPs to CCR

What it does NOT mean

• Using the standards alone to determine the goals

• Assuming that every student will work only on grade-level content or standards.

What it DOES mean

• Referring to standards to determine grade level expectations.

• Using the standards as a guide to determine what the student is expected to know or do.

• Connecting to the district curricula at an appropriate level to meet the student’s needs.

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Common Core

CCR----------------

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Implications for the Education of Students with Disabilities

• Specially Designed Instruction (SDI)• Accommodations• Access to the general education curriculum• Universal Design for Learning• Multi-tiered systems of supports• Positive Behavior Supports• A focus on self-determination and student directed

learning• Creating effective ways for special educators to work

alongside, and in full partnership with, general educators through co-teaching and collaboration.

From: Michael L. Wehmeyer. May 16, 2013 ASES SCASS Summit on Implementing College and Career Readiness Standards: Implications for States Supporting Students with Significant Cognitive Disabilities

You need to remember

• CCR not a packaged curriculum

• Special ed rules unchanged

• IEP based on evaluation

• CCR are not appropriate goals for IEP

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Developing

IEP Goals

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Application to Students with Disabilities

Both IDEA and ESEA require that students with disabilities have access to the general education curricula, and the opportunity to learn the same skills and concepts as their non-disabled peers.

Access curricula at an appropriate level based on their individual assessment.

In order for Special Education Students to meet the standards and fully demonstrate their conceptual and procedural knowledge and skills, their instruction must incorporate specially designed instruction and accommodations.

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Individualized Education Program (IEP)

• “ An IEP means a written statement for each child with a disability that is developed, reviewed and revised in a meeting in accordance with Sec. 300.320 through 300.324…”

• Including “a statement of measurable annual goals both academic and functional designed to meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum.”

34 CFR §300.320(a)(2)(i)(A)

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Instructional Implications

• Supports and related services designed to meet unique needs of students with disabilities and to enable access to general education curriculum

• Teachers and specialized instructional support personnel who are prepared to deliver high quality, evidence-based, specially designed instruction and support services

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Standards are not goals

• IEP goals must be based on the student’s individual needs identified in the most current evaluation.

• Do not write goals that simply restate the standards or cut and paste the standards into your IEPs.

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Connecting IEP Goals to College and Career Ready Standards

• Identify Present Levels of Performance

• Develop a goal

– Bridge goal to selected General Curricula/CCR Standard, as appropriate

• Write short-term objectives and benchmarks

• Monitor goals

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Instructional Considerations

Pay Attention

• There are two factors that strongly influence whether or not the brain pays attention to incoming stimuli:– Whether or not the

information has meaning, and

– Whether or not the information has an emotional component or hook

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Meaning

• Our species has not survived by taking in meaningless information.

• The brain is continuously trying to make sense out of its world, attempting to determine what is meaningful in what it experiences.

July 2011 Washington Education Association 27

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How Our Brain Organizes Information:

The Montillation of TraxolineIt is very important that you learn about traxoline.

Traxoline is a new form of zointer. It is montilled in Ceristanna. The Ceristannians gristeriate large amounts of fecon and then bracter it to quasaltraxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionterlescelidge.

• What is traxoline?

• Where is traxoline montilled?

• How is traxoline quaselled?

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Underlying Concepts

• Names

• Categories

– Same/different

• Subcategories

– Parts to whole

• Inferences

– hypothesis

• Deductions

– comprehension

• Analogies

– Analyze/Synthesize

• Temporal Relationships– Sequencing

• Follow directions

– Parts to whole

• Spatial Relationships– Directions

– Measurements

– Locations

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Concrete Categorization

Name

objects

Group by Category

Sub-category

Connect Categories

Parts to whole

Analogies

Abstract Categorization

Name systems

Group category

Sub-category

Connect Categories

Parts to whole

Analogies

Making Inferences

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Making Deductions

Parts to Whole

Unpacking

The Standards

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Implementing the College and Career Ready Standards requires:

– Exposing ALL students to a large variety of

complex texts in ALL subject areas.

– Connecting the standard topics to the prior

knowledge of students.

– Establishing the classroom environment as a

community of learners.

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Unpacking the CCR - Elementary SchoolIt’s all about the verbs and the nouns…

Standard Verbs Nouns

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Standard Verbs Nouns Skills Necessary

STEP 1: Choose a Standard

Grade3 Key Ideas Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text …Describe … relationships between a series of events, ideas or concepts (time, sequence, and cause/effect)

STEP 2: Identifythe verbs

AskAnswerDemonstrate

STEP 3: Identify the nouns

TextRelationshipEventsIdeasTimeSequenceCauseEffect

Step 4:Identify the skillsneeded• Formulate

questions• Respond to

questions• Reading

comprehension• Identify

relationships• Concepts of

temporal and spatial sequence, cause and effect

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Unpacking the CCR - Middle School ExampleIt’s all about the verbs and the nouns…

Standard Verbs Nouns

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Standard Verbs Nouns Skills Necessary

STEP 1: Choose a Standard

RL6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

STEP 2: Identifythe verbs

• cite • support• analyze

STEP 3: Identify the nouns

• textual evidence

• analysis• inferences

Step 4:Identify the skillsneeded

• reading comprehension

• draw inferences• cite specific

examples• cite details to

supportinferences

• analyze the text

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Unpacking the CCR - High School ExampleIt’s all about the verbs and the nouns…

Standard Verbs Nouns

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Standard Verbs Nouns Skills Necessary

STEP 1: Choose a Standard

RL 9 – 10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

STEP 2: Identify the

verbs

• cite• analyze• inference

STEP 3:Identify the

nouns• explicit

textual evidence

• strong,thorough evidence

• analysis• inferences

Step 4:Identify the skillsneeded

• analyze the text• identify explicit

textual evidence• cite evidence• draw inferences• support inference

using several pieces from thetext

• Provide varying degrees of support (evidence)

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Step OneStandard: Identify the relative position of simple positive fractions, positive mixed numbers, and positive decimals and be able to evaluate the

values based on their position on a number line.

Step Two

Type:

Knowledge Reasoning Performance Product

Step Three

Learning TargetsWhat are the knowledge, reasoning, performance, or product targets underpinning this objective?

Knowledge Targets Reasoning Targets Performance Targets Product Targets

Identify tenths in decimal

form on a number line Indicate the approximate

location of thirds, fourths,

and fifths on a number

line

Compare fractions,

decimals and mixed numbers by identifying

their relative position on

a number line

Draw a basic number

line from 0 to 10 Locate simple whole

numbers on a number

line

Place halves in fraction form on a number line

Indicate the

approximate location of

thirds, fourths, and fifths

on a number line

Deconstruct the Standard into Skills

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Establishing a Learning Progression?

Draw a basic number line from 0 to 10

Locate simple whole

numbers on a number

line

Place halves in fraction form on a

number line

Identify tenths in

decimal form on a number

line

Indicate the approximate location of

thirds, fourths, and fifths on a

number line

Indicate the approximate location of decimals,

fractions, and mixed

numbers on a number line

Compare fractions,

decimals and mixed

numbers by identifying

their relative position on a number line

Standard: Identify the relative position of simple positive fractions, positive mixed numbers, and positive decimals and be able to evaluate the values based on their position on a number line.

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The Common Core Essential Elements (CCEE)

• …specific statements of knowledge and skills linked to CCR grade level expectations.

• …provides learning targets for students with cognitive challenges.

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Example of CCEE• CCR• RF.4.3 Know and apply grade-

level phonics and word analysis skills in decoding words.

• a. Use combined knowledge of all letter-sound

• correspondences, syllabication patterns, and

• morphology (e.g., roots and affixes) to read

• accurately unfamiliar multisyllabic words in context and out of context

• Essential Element• EE.RF.4.3 Use letter-sound

knowledge to read words.

• a. Apply letter-sound knowledge to use first letter plus context to identify unfamiliar words.

• b. Decode single-syllable words with common spelling patterns (consonant-vowel-consonant [CVC]

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Key Reminders!!

Special Education Law has not changed.

Students with disabilities must have access to the district general education curriculum where appropriate.

Annual IEP Goals are to be written specific to individual student need as determined in the Present Level of Performance.

Annual IEP Goals should be bridged to the CCR through district curriculum where and when appropriate.

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Goals and Standards

–What is your overall impression of the process?

–What questions do you have about the process?

–Does the process enable you to better identify the curriculum you will need to use?

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Resources

1. Achieve--Students with Disabilities & the College and Career Ready Standards Resources www.achieve.org/files/CCR-SWDs-Resources-Mar2013.pdf

2. Common Core www.corestandards.org/

3. Applications to College and Career Ready Standards--www.corestandards.org/assets/application-to-students-with-disabilities.pdf

4. CAST—Center for Applied Special Technology-- www.cast.org

5. IDEA Partnership-- www.ideapartnership.org

6. Webb’s Depth of Knowledge Guide –http://www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf

7. Office of Superintendent of Public Instruction – http://www.k12.wa.us

8. WEA Special Populations/Programs – mbaasch@washingtonea.org

9. National Center on Universal Design for Learning – http://www.udlcenter.org

10. Local Educational Service Districts

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