Common Core State Standards and Students with Disabilities 1.

Common Core State

Standards and Students with

Disabilities

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Focus for this session:

1. CCSS and Students with Disabilities2. CCSS – Benefits and Challenges for

Students with Disabilities3. Overcoming Challenges4. Standards-Based IEPs5. CCSS Assessments

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1. CCSS - Application to Students with Disabilities

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CCSS Coincides with CCSS Coincides with Other Changes in Special Other Changes in Special Education at the National Education at the National

LevelLevel

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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)

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CCSS Language

An IEP that includes annual goals aligned with and chosen to facilitate their attainment of grade-level academic standards;

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CCSS - Application to Students with Disabilities

CCSS Language

Teachers and specialized instructional support staff who are prepared and qualified to delivery high-quality, evidence-based, individualized instruction and support services.

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CCSS - Application to Students with Disabilities

CCSS Language

Additionally: Instructional strategies based on

the principles of Universal Design for Learning (UDL)

Accommodations, including changes in materials and/or procedures

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CCSS - Application to Students with Disabilities

CCSS Language

“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.”

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CCSS – Introduction to English Language Arts Standards

CCSS Language

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2. CCSS – Benefits and Challenges to Students with Disabilities

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High Expectations for ALL Students

Benefit

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

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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.

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“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.”

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Aligns with the “Least Dangerous Assumption”

Benefit

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.

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Benefit

We’ve talked about the benefits of the CCSS, now let’s take a look at some

of the challenges . . .

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Reading Staircase of “Text

Complexity” Much more informational

text Focus on “close reading”

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Challenges

Term to Know:

Scaffold

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New Term:

Lexiles

“Students who struggle greatly to read texts within (or even below) their text complexity grade band must be given the support needed to enable them to read at a grade-appropriate level of complexity.”

- CCSS Standards Appendix A

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Understand this for the IEP Meeting

oEmphasis on argument as a type of writing

oResearch writing as a focus

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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

Self-Regulated Strategies

Development25 years of research

Mathematicso The Language of

Mathematicso Demonstrating mathematical

understanding including creating a viable argument and critiquing the reasoning of others

o Procedural skill proficiency

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Challenges

The Real Challenge for Students with

Disabilities

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Getting from here

to here.

Access, Differentiation and UDL

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

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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

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3. CCSS – Overcoming Challenges

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How can you help your Student overcome these challenges?

Gain understanding about Universal Design for Learning

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Universal Design for Learning

Curriculum should from the outset be designed to

accommodate all kinds of learners.

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• Provide multiple means of representation• Provide multiple means of action

and expression• Provide multiple means of

engagement

Universal Design for Learning: Guidelines

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http://www.udlcenter.org/

aim.cast.org

For more information on UDL and Accessible Materials:

http://udltechtoolkit.wikispaces.com/

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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

Understand the use of Evidence-Based Practices with your students: 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.

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How can you help your student overcome these

challenges?

Term to Know:

Evidence-Based Practice

s

Understand how the special education teacher and regular education teachers are collaborating around the needs of your student in regard to the CCSS.

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How can you help your student overcome these

challenges?

4. CCSS – Standards-Based IEPs

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“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.

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.

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IEPs and the CCSS

35IEP Shift – Traditional Practice

Modified from Bar-Lev & Van Haren, UW Oshkosh Planting the Seeds of Inclusion Conference

36IEP Shift – IEP/CCSS Practice

Modified from Bar-Lev & Van Haren, UW Oshkosh Planting the Seeds of Inclusion Conference

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The Paradigm Shift 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.

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

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IEPs and the Common Core

CCSS-Aligned AssessmentsSmarter Balanced

Assessment Consortium

395. CCSS – Assessments

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English Language Arts

Mathematics

# Subject Area # Subject Area

1 Reading 1 Concepts & Procedures

2 Writing 2 Problem Solving & Data

Analysis

3 Speaking/Listening

3 Communicating Reasoning

4 Research

Total Composite Total Composite

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Uses Computer-Adaptive Testing

1 2 3 4 5 6 7 8 9 10

Typical Testing Approach

1 2 3 4 5 6 7 8 9 10

Curriculum Adaptive Testing

Start

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Mathematics

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Mathematics

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Key Point: oA state can only make available to students the universal tools, designated supports, and accommodations that are included in the Smarter Balanced Guidelines.

46Universal Tools

Designated Supports

Accommodations

EmbeddedBreaks, Calculator, Digital Notepad, English Dictionary, English Glossary, Expandable Passages, Global Notes, Highlighter, Keyboard Navigation, Mark for Review, Math Tools, Spell Check, Strikethrough, Writing Tools, ZoomNon-embeddedBreaks, English Dictionary, Scratch Paper, Thesaurus

EmbeddedColor Contrast, Masking,Text-to-speech, Translated Test Directions, Translations (Glossary), Translations (Stacked), Turn off Any Universal Tools

Non-embeddedBilingual Dictionary, Color Contrast, Color Overlay, Magnification, Read Aloud, Scribe, Separate Setting, Translation (Glossary)

EmbeddedAmerican Sign Language, Braille, Closed Captioning, Text-to-Speech

Non-embeddedAbacus, Alternate Response Options, Calculator, Multiplication Table, Print on Demand, Read Aloud, Scribe, Speech-to-text

Language from

Smarter-Balanced

Alternate Assessments Dynamic Learning Maps

Alternate Assessment National Center and State

Collaborative Partnership

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Questions? Questions?

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