IEPs & the Common Core: Writing Effective California

Common Core State Standards-aligned IEP Goals

Sharen Bertrando John Fischersbertrando@sonomaselpa.org jfischer@sonomaselpa.org

Welcome

Introduction

Who is in the room?

Logistics

Overview of Training

California Common Core State Standards (CA CCSS)

K-W-L Know Want to know Learn

Today’s 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 Readinesshttp://www.corestandards.org/ELA-Literacy/CCRA/L/

Application for Students with Disabilities http://www.cde.ca.gov/sp/se/cc/

California’s 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/

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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/#!The-Hess-Cognitive-Rigor-Matrix/cmbz/7C5E6A13-1611-4CC5-BC84-1074B05080BC

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

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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 – ExamplesELA/Literacy Math

4. Text-based answers 6. Dual Intensity

If students have to develop questions that increasingly engage othersthen teachers have to model questioning and highlight different purposes of questions.

If students have to solve word problems and reflect on the reasonableness of their responsesthen 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

https://www.engageny.org/resource/video-blog-math-before-and-after-common-core

Before and After the Core

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California Department of EducationCommon Core State Standards Symposium for Special EducatorsAligning 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/03211415

An integrated model of literacyAlthough 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 acrossgrade levels.

What is the student expected to know and be able to do?

Discuss changing 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 K–5

2.Reading Standards for Informational Text K–5

3.Reading Standards: Foundational Skills K–5

COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR WRITING

1.Writing Standards K–5

COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR SPEAKING AND LISTENING

1.Speaking and Listening Standards K–5

COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR LANGUAGE

1.Language Standards K–519

COLLEGE AND CAREER READINESS ANCHOR STANDARDS

FOR READING

1.Reading Standards for Literature 6–12

2.Reading Standards for Informational Text 6–12

COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR WRITING

1.Writing Standards 6–12

COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR SPEAKING AND LISTENING

1.Speaking and Listening Standards 6–12

COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR LANGUAGE

1.Language Standards 6–12 20

BLOOM’S TAXONOMYRemembering Understanding Applying Analyzing Evaluating Creating

Can the student recall or remember the info.?

defineduplicatelistmemorizerecallrepeat reproducestate

Can the student explain ideas or concepts?

classifydescribediscussexplainidentifylocaterecognizereportselecttranslateparaphrase

Can the student use the info. in a new way?

choose demonstrate dramatize employillustrate interpret operateschedulesketchsolveusewrite.http://www.cde.videossc.com/archives/032

Can the student distinguish between the different parts?

appraise compare contrastcriticize differentiate discriminate distinguish examine experiment questionTest

Can the student justify a stand or decision?

appraisearguedefendjudgeselectsupportvalueevaluate

Can the student create new product or point of view?

assemble, constructcreatedesigndevelopformulatewrite

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 ReproductionRequires 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/ConceptsIncludes 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 ThinkingRequires 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 period of time.

http://www.cde.videossc.com/archives/032114

Depth of Knowledge Activities

http://www.cde.videossc.com/archives/032114

Revised Bloom’s Taxonomy Webb’s DOK Level 1Recall & Reproduction

Webb’s DOK Level 2Skills & Concepts

Webb’s DOK Level 3Strategic Thinking/ Reasoning

Webb’s DOK Level 4Extended Thinking

RememberRetrieve knowledge from long-term memory, recognize, recall, locate, identify

o Recall, recognize, or locate basic facts, details, events, or ideas explicit in texts

o Read words orally in connected text with fluency & accuracy

o Define termsUnderstandConstruct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion), predict,compare/contrast, match like ideas, explain, construct models

o Identify or describe literary elements (characters, setting, sequence, etc.)

o Select appropriate words when intended meaning/definition is clearly evident

o Describe/explain who, what, where, when, or how

o Specify, explain, show relationships; explain why, cause-effect

o Give non-examples/exampleso Summarize results, concepts,

ideaso Make basic inferences or logical

predictions from data or textso Identify main ideas or accurate

generalizations of textso Locate information to support

explicit-implicit central ideas

o Explain, generalize, or connect ideas using supporting evidence (quote, example, text reference)

o Identify/ make inferences about explicit or implicit themes

o Describe how word choice, point of view, or bias may affect the readers’ interpretation of a text

o Explain how concepts or ideas specifically relate toother content domains or concepts

o Develop generalizations of the results obtained or strategies used and apply them to new problem situations

ApplyCarry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task

o Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning of words

o Use context to identify the meaning of words/phrases

o Obtain and interpret information using text features

o Apply a concept in a new context o Illustrate how multiple themes (historical, geographic, social) may be interrelated

AnalyzeBreak into constituent parts, determine how parts relate, differentiate between relevant-irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct (e.g., for bias or point of view)

o Identify whether specific information is contained in graphic representations (e.g., map, chart, table, graph, T-chart, diagram) or text features (e.g., headings, subheadings, captions)

o Categorize/compare literary elements, terms, facts, details, events

o Identify use of literary deviceso Analyze format, organization, &

internal text structure (signal words, transitions, semantic cues) of different texts

o Distinguish: relevant-irrelevant information; fact/opinion

o Identify characteristic text features; distinguish between texts, genres

o Analyze information within data sets or texts

o Analyze interrelationships among concepts, issues, problems

o Analyze or interpret author’s craft (literary devices, viewpoint, or potential bias) to critique a text

o 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

o Analyze complex/abstract themes, perspectives, concepts

o Gather, analyze, and organize multiple information sources

o Analyze discourse stylesEvaluateMake judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique

o Cite evidence and develop a logical argument for conjectures

o Describe, compare, and contrast solution methods

o Verify reasonableness of resultso Critique conclusions drawn

o Evaluate relevancy, accuracy, & completeness of information from multiple sources

o Draw & justify conclusionso Apply understanding in a

novel way, provide argument or justification for the application

CreateReorganize elements into new patterns/structures, generate, hypothesize, design, plan, produce

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

o Synthesize information within one source or text

o Develop a complex model for a given situation

o Develop an alternative solution

o Synthesize information across multiple sources or texts

o Articulate a new voice, alternate theme, new knowledge or perspective

Cognitive Rigor Matrix – Reading (khess@nciea.org)

http://www.karin-hess.com/#!The-Hess-Cognitive-Rigor-Matrix/cmbz/7C5E6A13-1611-4CC5-BC84-1074B05080BC

Reflection

How can these tools assist in the development and implementation of CA CCSS aligned IEP goals for my students?

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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)

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Structuring the Practices

http://www.azed.gov/wp-content/uploads/PDF/MathOverview.pdf

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Mathematical Practices – T-P-S1. 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 Illustrating the Standards for Mathematics Practice, Reasoning, and Explaining 28

Mathematical Practices – T-P-SDiscuss the following question:

Adapted from the National Council of Supervisors of Mathematics Illustrating the Standards for Mathematics Practice, Reasoning, and Explaining

What implications might the Standards for Mathematical Practice have for teachers? For your role as accelerating the learning of students receiving special education services?

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Buttons Task -As you watch the following video think about:

The teacher’s 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 High School

HS.A-SSE.A.2

Grade Domain Conceptual Cluster Standard

Category

Example Grades K-8

4.OA.A.2

Grade Domain Cluster Standard#

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 student’s:

• 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

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 student’s 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.

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IDEA 2004A statement of measurable annual goals, including academic and functional goals designed to—

(A) 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; and

(B) Meet each of the child’s other educational needs that result from the child’s disability. 300.320(2) (i)

Components fora 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

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Goals Aligned to CA CCSSAccess to the G

eneral Curriculum

Standard as written:Narrowly or broadly stated

Access skills in content activities: Basic skills are embedded in standards-based activities

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

Adapted from Kleinert & Kearns (2010). Alternate Assessment: for students with significant cognitive disabilities, Baltimore, MA: Brooks Publishing Co.

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

With Modifications

Essential Understandings

Compare and contrast characters in stories

Compare and contrast characters in stories by using a speech to text recognition software

Compare and contrast characters in stories using picture/symbols icons

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

Sonoma County Office of Education SELPA

Adapted from Kleinert & Kearns (2010); http://www.doe.mass.edu/mcas/alt/

The Features of Critical Skills1. 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 Elements1. The critical skills must be identified and addressed in the

goals and objectives.2. Instruction must be provided in a meaningful, functional

context in order for the student to acquire skills.3. The supports and adaptations must be implemented for

the student to learn critical skills within the identified contexts.

4. These skills can be taught within the context of natural routines (i.e., Within the curriculum content areas).

5. The connection between the critical skills and goals increases the chance for acquisition of the skills.

Grisham-Brown & Kearns, 2001

Non-negotiable Componentsfor Writing a Measureable Goal Correlates between goal and PLAAFP

Describes skill and level of performance

Meets the child’s needs

Enables progress in the general curriculum.

Includes short term objectives if the student is participating in alternative assessment (NCSC)

Non-negotiable Componentsfor 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 youmeasure 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 Together1. Select a case study (or one that you brought).

2. Use the IEP toolkit to develop and write a goal based on the student’s PLAAFP.

3. Share your written goal with a partner.

4. Evaluate each other’s goal using the Writing IEPs with the Common Core Critical Questions handout

5. Discuss with your partner.

California Common Core State Standards (CA CCSS)

K-W-L Know Want to

knowLearned Learn Next