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IEPs & the Common Core: Writing Effective California Common Core State Standardsaligned IEP Goals Sharen Bertrando [email protected] John Fischer [email protected] Welcome Introduction Who is in the room? Logistics Overview of Training California Common Core State Standards (CA CCSS)

Todays Objectives Participants will be able to . . . Recognize the instructional shifts needed to implement CA CCSS State the importance of access to CA CCSS for students with disabilities Define your roles in implementing CA CCSS for students with disabilities Practice developing and writing CA CCSS IEP goals aligned to students present levels of academic and functional performance (PLAAFP) The toolkit for writing CA CCSS aligned IEP goals Anchor Standards for College and Career Readiness

http://www.corestandards.org/ELA-Literacy/CCRA/L/ Application for Students with Disabilities http://www.cde.ca.gov/sp/se/cc/ Californias Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects http://cde.videossc.com/archives/120213/ California Department of Education Common Core Resources for Special Education http://www.cde.ca.gov/sp/se/cc/ 5 The toolkit for writing CA CCSS aligned IEP goals Common Core Shifts https://www.engageny.org/resource/common-core-shifts

Cognitive Rigor Matrix http://www.karin-hess.com/#!TheHess-Cognitive-Rigor-Matrix/cmbz/7C5E6A13-1611-4CC5BC84-1074B05080BC 12 Goal Writing Considerations for IEPs http://www.calstat.org/specialEdgeOld.html Goal Writing Template SCOE/SELPA Standards for Math Proficiency Matrix http://mathleadership.com 6 Taking a Closer Look . . . http://www.corestandards.org/ Pedagogical Instructional Shifts of the Core ELA/Literacy

Mathematics http://www.engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdf Pedagogical Instructional Shifts of the Core Examine standards and instructional shifts. Consider the implications of these shifts for students with disabilities. Be ready to share out using the following sentence frame . . . If students have to . . . then teachers have to . . . http://www.engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdf Shifts of the Core Examples ELA/Literacy

Math 4. Text-based answers If students have to develop questions that increasingly engage others then teachers have to model questioning and highlight different purposes of questions. 6. Dual Intensity If students have to solve word problems and reflect on the reasonableness of their responses

then teachers have to design tasks that have multiple entry points and opportunity for reflection. Sonoma County Office of Education SELPA Pedagogical Instructional Shifts of the Core Examine standards and instructional shifts. Consider the implications of these shifts for students with disabilities. Be ready to share out using the following sentence frame . . . If students have to . . . then teachers have to . . . http://www.engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdf

Before and After the Core https://www.engageny.org/resource/video-blog-math-beforeand-after-common-core 12 California Department of Education Common Core State Standards Symposium for Special Educators Aligning IEPs and the CCSS http://www.cde.videossc.com/archives/032114 Anchor Standards http://www.cde.videossc.com/archives/032114 Navigating the ELA/Literacy Standards

http://www.cde.videossc.com/archives/032114 15 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 p. 3 http://www.cde.videossc.com/archives/032114 CA CCSS for ELA Content Overview Coding 3.SL.3 GRADE

STRAND STANDARD Navigating the ELA/Literacy Standards In Pairs or Triads use the template and color coding guide to explore the structure of the ELA/literacy standards assigned within grade level and across grade levels. What is the student expected to know and be able to do? Discuss changes in teaching pedagogy to support students with disabilities to master these standards. Be ready to share out whole group. 18

COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR READING 1.Reading Standards for Literature K5 2.Reading Standards for Informational Text K5 3.Reading Standards: Foundational Skills K5 COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR WRITING 1.Writing Standards K5 COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR SPEAKING AND LISTENING 1.Speaking and Listening Standards K5 COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR LANGUAGE 1.Language Standards K5

19 COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR READING 1.Reading Standards for Literature 612 2.Reading Standards for Informational Text 612 COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR WRITING 1.Writing Standards 612 COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR SPEAKING AND LISTENING 1.Speaking and Listening Standards 612 COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR LANGUAGE 1.Language Standards 612

20 BLOOMS TAXONOMY Remembering Understanding Applying Can the student recall or remember the info.? Can the student explain ideas or concepts? Can the

student use the info. in a new way? define duplicate list memorize recall repeat reproduce state classify describe discuss explain identify

locate recognize report select translate paraphrase choose demonstrate dramatize employ illustrate interpret operate schedule sketch solve use

write. http:// www.cde.vide ossc.com/arc hives/032 Analyzing Can the student distinguish between the different parts? appraise compare contrast criticize differentiate discriminate

distinguish examine experiment question Test Evaluating Can the student justify a stand or decision? appraise argue defend judge select support value

evaluate Creating Can the student create new product or point of view? assemble, construct create design develop formulate write http://www.cde.videossc.com/archives/032114

DEPTH OF KNOWLEDGE LEVELS (The Depth of Knowledge is not determined by the verb, but what comes after the verb and the context in which the verb is used, i.e., the depth of thinking required. Level 1: Recall and Reproduction Requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure. Answering a level 1 item involves following a simple, well-known procedure or formula. Simple skills and abilities or recall characterize this level. Level 2: Skills/Concepts Includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem. These actions imply more than one mental or cognitive process/step. Level 3: Strategic Thinking: Requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at this level are complex and abstract. An assessment item that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3.

Level 4: Extended Thinking Requires high cognitive demand and is very complex. Students are expected to make connections relate ideas within the content or among content areas and have to select or devise one approach among many alternatives on how the situation can be solved. Due to the complexity of cognitive demand, this level often requires an extended http://www.cde.videossc.com/archives/032114 period of time. Depth of Knowledge Activities http://www.cde.videossc.com/archives/032114 Cognitive Rigor Matrix Reading ([email protected]) Revised Blooms Taxonomy Webbs DOK Level 1 Recall & Reproduction

Remember Retrieve knowledge from longterm memory, recognize, recall, locate, identify o o o o Understand Construct meaning, clarify, paraphrase, represent, o translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a o logical conclusion), predict,

compare/contrast, match like ideas, explain, construct models Webbs DOK Level 2 Skills & Concepts Webbs DOK Level 3 Strategic Thinking/ Reasoning Webbs DOK Level 4 Extended Thinking o o Explain, generalize, or connect

ideas using supporting evidence (quote, example, text reference) Identify/ make inferences about explicit or implicit themes Describe how word choice, point of view, or bias may affect the readers interpretation of a text o Use context to identify the meaning o of words/phrases Obtain and interpret information using text features Apply a concept in a new context o

Illustrate how multiple themes (historical, geographic, social) may be interrelated o Analyze information within data sets or texts Analyze interrelationships among concepts, issues, problems Analyze or interpret authors craft (literary devices, viewpoint, or potential bias) to critique a text Use reasoning, planning, and evidence to support inferences

o Analyze multiple sources of evidence, or multiple works by the same author, or across genres, time periods, themes Analyze complex/abstract themes, perspectives, concepts Gather, analyze, and organize multiple information sources Analyze discourse styles Recall, recognize, or locate basic facts, details, events, or ideas explicit in texts

Read words orally in connected text with fluency & accuracy Define terms Identify or describe literary elements (characters, setting, sequence, etc.) Select appropriate words when intended meaning/definition is clearly evident Describe/explain who, what, where, when, or how o o o o o

Apply Carry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task o Analyze Break into constituent parts, determine how parts relate, differentiate between relevantirrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct (e.g., for bias or point of view) o

Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning of words o Identify whether specific information is contained in graphic representations (e.g., map, chart, table, graph, Tchart, diagram) or text features (e.g., headings, subheadings, captions) o

o o o o o Specify, explain, show relationships; explain why, causeeffect Give non-examples/examples Summarize results, concepts, ideas Make basic inferences or logical predictions from data or texts Identify main ideas or accurate generalizations of texts Locate information to support

explicit-implicit central ideas Categorize/compare literary elements, terms, facts, details, events Identify use of literary devices Analyze format, organization, & internal text structure (signal words, transitions, semantic cues) of different texts Distinguish: relevant-irrelevant information; fact/opinion Identify characteristic text features; distinguish between texts, genres o o

o o o o o o Generate conjectures or hypotheses based on observations or prior knowledge and experience o o o o

o Evaluate Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique Create Reorganize elements into new patterns/structures, generate, hypothesize, design, plan, produce o o

Cite evidence and develop a logical argument for conjectures Describe, compare, and contrast solution methods Verify reasonableness of results Critique conclusions drawn o Synthesize information within one source or text Develop a complex model for a given situation Develop an alternative solution o

o o Explain how concepts or ideas specifically relate to other content domains or concepts Develop generalizations of the results obtained or strategies used and apply them to new problem situations Evaluate relevancy, accuracy, & completeness of information from multiple sources Draw & justify conclusions

Apply understanding in a novel way, provide argument or justification for the application Synthesize information across multiple sources or texts Articulate a new voice, alternate theme, new knowledge or perspective http://www.karin-hess.com/#!The-Hess-Cognitive-Rigor-Matrix/cmbz/7C5E6A13-1611-4CC5-BC84-1074B05080BC o o o Reflection

How can these tools assist in the development and implementation of CA CCSS aligned IEP goals for my students? 25 Standards for Mathematical Practice The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important processes and proficiencies with

longstanding importance in mathematics education. (CCSS, 2010) 26 Structuring the Practices http://www.azed.gov/wp-content/uploads/PDF/MathOverview.pdf 27 Mathematical Practices T-P-S 1. Individually review the Standards for Mathematical Practice. 2. With a partner at your table discuss a new insight you had into the Standards for Mathematical Practice.

3. Discuss the following question: Adapted from the National Council of Supervisors of Mathematics 28 Illustrating the Standards for Mathematics Practice, Reasoning, and Explaining Mathematical Practices T-P-S Discuss the following question: What implications might the Standards for Mathematical Practice have for teachers? For your role as accelerating the learning of students receiving special education services? Adapted from the National Council of Supervisors of Mathematics 29 Illustrating the Standards for Mathematics Practice, Reasoning, and Explaining Buttons Task As you watch the following video think about:

The teachers reflections about pedagogical practices. The strategies and tools provided to the students. Student discussions and actions. http://www.mathedleadership.org/ccss/itp/button.html National Council of Supervisors of Mathematics Illustrating the Standards for Mathematics Practice, Reasoning, and Explaining 30 CCSS Mathematics Placemats http://www.azed.gov/azccrs/mathstandards/k-2/

31 CA CCSS for Math Content Overview Example Grades K-8 4.OA.A.2 Grade Domain Cluster Standard# Example High School HS.A-SSE.A.2 Grade Domain Conceptual Cluster Standard Category Writing Standards Aligned CA CCSS IEP Goals

California Department of Education 34 Results Driven Accountability (RDA) Writing meaningful and measurable annual goals aligns with RDA core principles: Drives improved outcomes for all children and youth with disabilities. Ensures the protection of the individual rights of each child or youth with a disability and their families. Is responsive to the needs and expectations of the ultimate consumers as they identify them. Evaluation/Eligibility Educational Impact statement

Educational needs resulting from the disability Present Levels of Academic Achievement and Functional Performance Where is he/she currently performing in the general curriculum as related to the CA CCSS? Measurable Annual Goals What skill(s) does he/she need to achieve in order to make progress in the general curriculum? Present Levels of Academic and Functional Performance (PLAAFP) 1. A description of the students: Strengths Learning needs/challenges Progress in general education curriculum 2. Measurable baseline for IEP goals 3. Linked between:

Present levels and goals Recent evaluation and current classroom data Data Resources Parent Student General Education Teacher Special Education teacher Related Service Providers Evaluation reports Previous IEP Data Resources Parent Student General Education Teacher Special Education teacher Related Service Providers

Evaluation reports Previous IEP OT HE R S? PLAAFP Sources 1. At your tabletop, one member takes an index card. 2. State your idea, write it down on the index card, and pass the card to your shoulder partner. 3. Repeat until all members at your table have participated. 4. Assign a leader to share out whole group.

PLAAFP Content All areas pertinent to the students needs Information related to the disability IDEA indicates that a child may have other educational needs that result from the disability Identified needs may not require a goal, however they must be addressed Special Factors 34 C.F.R. 300.324(a)(2)(i)-(v) The team must consider a child's behavior problems when developing the IEP. If a child has limited English proficiency, the team must consider the child's language needs and provide services to meet these needs.

If a child is blind or visually impaired, the team must decide about teaching the child to use Braille. If a child is deaf or hearing impaired or has communication problems, the IEP team must meet the child's communication and language needs. The school is responsible for considering whether a child's needs assistive technology devices and services. WH AT S THE IN PLA AFP ? 44

IDEA 2004 A statement of measurable annual goals, including academic and functional goals designed to (A) Meet the childs needs that result from the childs disability to enable the child to be involved in and make progress in the general education curriculum; and (B) Meet each of the childs other educational needs that result from the childs disability. 300.320(2) (i) Components for a Measureable Goal Identify grade level state standards Identify strengths and needs Identify educational impact Develop a meaningful annual goal

Ensuring Access to the Common Core for ALL Students 47 Goals Aligned to CA CCSS Adapted from Kleinert & Kearns (2010). Alternate Assessment: for students with significant cognitive disabilities, Baltimore, MA: Brooks Publishing Co. Alternate forms: Same level of cognition but different response format Critical function of the standard: Modification of the level and complexity accomplishing the same purpose or outcome Access skills in content activities: Basic skills are embedded in standards-based activities

Access to the General Curriculum Standard as written: Narrowly or broadly stated Standard: Reading Strand for Literature Grade 5 Integration of Knowledge and Ideas Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. (5.RL.9) More complex Less Complex Standards-based IEP Goal With Accommodations

Compare and contrast characters in stories Compare and contrast characters in stories by using a speech to text recognition software With Modifications Compare and contrast characters in stories using picture/symbols icons

Essential Understandings Reach and grasp icons to match character attributes as directed by peer Activate switch to select choice of literature to be read/ discussed Turn head in the direction of speaker Adapted from Kleinert & Kearns (2010); http://www.doe.mass.edu/mcas/alt/ Sonoma County Office of Education SELPA The Features of Critical Skills

1. Are required to complete part or all of an activity 2. Are generalized through repetitions throughout the day 3. Are not components of the curriculum 4. Are linked to content standards to ensure access for students with disabilities The Essential IEP Elements 1. The critical skills must be identified and addressed in the 2. 3. 4. 5. goals and objectives. Instruction must be provided in a meaningful, functional context in order for the student to acquire skills.

The supports and adaptations must be implemented for the student to learn critical skills within the identified contexts. These skills can be taught within the context of natural routines (i.e., Within the curriculum content areas). The connection between the critical skills and goals increases the chance for acquisition of the skills. Grisham-Brown & Kearns, 2001 Non-negotiable Components for Writing a Measureable Goal Correlates between goal and PLAAFP Describes skill and level of performance Meets the childs needs Enables progress in the general curriculum. Includes short term objectives if the student is participating in alternative assessment (NCSC) Non-negotiable Components

for Writing a Measureable Goal Intended direction of change increase or decrease Baseline performance academic or functional Level of attainment Measure of proficiency Conditions timeline for attainment, frequency, independent or with assistance How do you measure progress? At your tabletops . . .

1.Discuss the types of measurement tools that you currently use in writing your measurable goals. 2.Discuss new types of measurement tools that you would like to use. 3.Be prepared to share out. Putting It All Together 1. Select a case study (or one that you brought). 2. Use the IEP toolkit to develop and write a goal based on the students PLAAFP. 3. Share your written goal with a partner. 4. Evaluate each others goal using the Writing IEPs with the Common Core Critical Questions handout 5. Discuss with your partner.

California Common Core State Standards (CA CCSS)

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