Common Core: Leading the Change in Special Education

Connecting the work across the state....

Objectives:

• Understand the shifts needed to support Common Core Implementation • Discover resources available to support this work • Walk away with tools and processes needed to lead this change

For our time together...

• Take responsibility for your own learning • Support the learning of your colleagues • If you need to take a call or have a side conversation, please step out • If you have a question, ask

Connector

• • Grab a couple sticky-notes Individual Reflection – one idea on each sticky note

“What are your fears and hopes about the Common Core?”

Connector

• Collegial Conversations – ▫ Find Themes, patterns, shared ideas • Share to Whole

CCSS States and the Assessment Consortia

Balance Assessment Consortium d Partnership for Assessment of Readiness for College and Careers (PARCC) 9.50

Common Core States and Assessments

Key Players in CCSS Creation

• • • National Governor’s Association (NGA): policy organization representing all U.S. states, territories and commonwealths

Council of Chief State School Officers

(CCSSO): leads collective state action in areas of Educator Workforce; Information Systems and Research; Next Generation Learners; and Standards, Assessment, and Accountability.

Achieve: a bi-partisan non-profit created by governors & business leaders in support of standards-based education reform

Timeline of the Common Core

Achieve formed at the National Education Summit

Achieve launches the American Diploma Project to align standards & grad requirements w/ demands of college & career NGA & CCSSO release a draft of College & Career Ready Standards for comment by educators and parent orgs Validation Committee announced – 25 leading educators

Timeline of the Common Core

Draft of standards released for public feedback Finalized CCSS released Michigan’s State Board of Ed adopts the CCSS Gov. Snyder declares his support for the CCSS

Timeline of the Common Core

Michigan Legislator Passes budget restricting MDE from spending money on CC or SBAC Legislative Committee hearings on CC House passed Common Core resolution …..

MAASE provides testimony to the Senate on CCSS

Used with permission Office of Standards and Assessment MDE

Upcoming Opportunities

Conceptual Model

Accessibility tools available to all Students as per principles of universal design (e.g., writing tools, zoom, mark for review, breaks, customized English glossaries).

Smarter Balanced’s digital delivery system includes n array of embedded accessibility features designed to preserve intended constructs Accessibility tools available to students but must be arranged or activated prior to assessment through an Individual Student Assessment Accessibility Profile (e.g., color contract, color overlay).

Accommodations documented (e.g., braille, ASL, translation option).

Local schools & teachers provide accommodations, supports, assistive technologies & physical arrangements designed to preserve intended constructs.

A very small percentage of students participate in alternate assessments aligned to the Common Core State Standards

Embedded Universal Tools

• Available to all students unless an educator feels they are distracting, in which case they can be turned off.

Examples: • Digital notepad, English glossary, expandable pages, highlighter, mark for review, spell check, strikethrough, and zoom.

Non-embedded Universal Tools

• Provided locally and outside of the computer test administration system.

Examples: • Breaks, English dictionary, scratch paper, thesaurus

• • •

Designated Supports

• • Available for use by ANY STUDENT for whom the need has been indicated by an educator (or team of educators with the parent). Student input is also recommended.

Included for federal accountability purposes.

Need to be identified prior to assessment administration and entered into the Test Information Distribution Engine (TIDE).

Use of the Individual Student Assessment Accessibility Profile (ISAAP) is a process that may be used for decision making.

Embedded Designated Supports

• • • • Color contrast- attention difficulties, visual impairments, print disabilities Text-to-speech- struggling readers, reading related disabilities, or students that are blind Translated test directions- students with limited English language skills Turn off any universal tools

Non-embedded Designated Supports

• • • • • Color overlays- students with attention difficulties, students with visual impairments or other print disabilities Magnification- Students used to viewing enlarged text or graphics Read aloud- Readers should be provided to students on an individual basis- not to a group of students Scribe Separate Setting

Smarter Balanced Accommodations

• • • • • Changes in procedures or materials that increase equitable access during the Smarter Balanced Assessment.

Documented need on an IEP or 504 plan Physical injury is an exception Entered ahead of time Parents should be notified

Embedded Accommodations

• • • • ASL- A human signer and the signed test content are viewed on the same screen Braille Closed captionoing Text-to-speech for ELA reading passages ▫ This accommodation is appropriate for a very small number of students 1-2% ▫ Only available in grades 6-8 and 11

Non-embedded Accommodations

• • • • • • Abacus Alternate response options ▫ Adapted keyboards, stickykeys, adaptive mouse Calculator ▫ When a special calculator is needed such as a braille or talking calculator Read Aloud (ELA passages 6-8 and 11) Scribe (for ELA writing) Print on demand

Conceptual Model

Accessibility tools available to all Students as per principles of universal design (e.g., writing tools, zoom, mark for review, breaks, customized English glossaries).

Smarter Balanced’s digital delivery system includes n array of embedded accessibility features designed to preserve intended constructs Accessibility tools available to students but must be arranged or activated prior to assessment through an Individual Student Assessment Accessibility Profile (e.g., color contract, color overlay).

Accommodations documented (e.g., braille, ASL, translation option).

Local schools & teachers provide accommodations, supports, assistive technologies & physical arrangements designed to preserve intended constructs.

A very small percentage of students participate in alternate assessments aligned to the Common Core State Standards

•

Accommodations & Modifications…

Essential Questions: ▫ What environmental demands or teacher-initiated expectations will create barriers for the student to learn and/or demonstrate what she knows and is able to do?

▫ What instructional and/or environmental factors within the control of the classroom teacher can be altered to eliminate or minimize barriers to participation?

▫ Is this accommodation appropriate for instruction, assessment, or both?

▫ Is this accommodation intended to be temporary or long term?

▫ Is this accommodation feasible and appropriate for setting?

Complexity

• • • • Create – a definition Create – a summary Create – a hypothesis Create – an analysis

Polleverywhere.com

•

Accommodations & Modifications…

Essential Questions: ▫ What environmental demands or teacher-initiated expectations will create barriers for the student to learn and/or demonstrate what she knows and is able to do?

▫ What instructional and/or environmental factors within the control of the classroom teacher can be altered to eliminate or minimize barriers to participation?

▫ Is this accommodation appropriate for instruction, assessment, or both?

▫ Is this accommodation intended to be temporary or long term?

▫ Is this accommodation feasible and appropriate for setting?

▫ LRP Conference 10/30/12 by Carol Kosnitksy

•

Present Level

Essential Questions: ▫ What skills, knowledge, and behaviors does the student currently demonstrate?

▫ How does this compare with the expectations for the student’s enrolled grade level?

▫ ▫ What are the missing skills (gap) between the student’s current skills and knowledge and the grade expectations?

How does the student’s disability affect involvement and progress in the general curriculum?

Added after the MAASE presentation by request.

LRP Conference 10/30/12 by Carol Kosnitksy

Present Level

• Essential Questions continued: ▫ Is this skill or behavior necessary to move towards the vision?

▫ Will the student’s needs be addressed through specially designed instruction and/or accommodations?

▫ Has the student been taught content aligned with standards, and how ahs the student responded?

▫ What have we learned from previous IEP data?

Added after the MAASE presentation by request.

LRP Conference 10/30/12 by Carol Kosnitksy

Goals

• Essential Questions: ▫ What skills, knowledge and behaviors must this student acquire to access the general education curriculum?

▫ What growth and progress can be reasonably expected of this student in the coming year?

▫ Will the expected growth and rate of progress narrow the achievement gap for this student?

Added after the MAASE presentation by request.

LRP Conference 10/30/12 by Carol Kosnitksy

1.30

Break!

timer

Todaysmeet.com/MAASE Sign in as name & district Artifact for the day

SBAC Practice Test Beginning with the end in mind

Performance Tasks

Performance Tasks

1.

2.

3.

Astronauts Robots Public Art Purple Blue Green 3 rd 6 th 11 th

5 minutes

Choose a Performance Task – take 5 minutes to walk through it and reflect • What are your first impressions?

• What thinking & skills are required?

• What shifts will educators encounter when facilitating these types of performance tasks?

In expert groups of 2 or 3, connect by color and dialogue Share what you have discovered

Table Dialogues

1.

2.

3.

Astronauts Robots Public Art Purple Blue Green 3 rd 6 th 11 th

Todaysmeet.com/ MAASE

1.30

Lunch!

People Search – grab your YELLOW sheet

Find 16 different people to sign your sheet You may sign someone’s sheet only once

What stands out for you from this morning?

Increasing the level of rigor

We learn the work by doing the work - Richard Elmore

Research Project: SMARTER Balanced Pilot Debrief

The SBAC Pilot Tests

Spring 2013 • Aspects of the Pilot Test ▫ All states in the consortia participated ▫ Two Different Pilots originally scheduled: 1. Scientific Sample ▫  Schools chosen for representativeness  This data used for calibrating items 2. Volunteer Sample  Open to any school that wanted to participate  Data not used  Replaced by Practice Test Neither test was adaptive 653,124 students participated in the pilot test consortium wide .

Operating Systems Used: Windows – 81.3% OSX (Mac) – 14.7% iOS – 1.9% Chrome – 0.9%

Research Questions

What are student reactions, perceptions and instructional recommendations after taking SBAC pilot tests?

• Focus groups of students who had recently completed the SBAC pilot test in their school were brought together.

• Overall thoughts on the format, digital literacy, overall testing experience were shared.

Vince Dean

Research Questions

• ▫ ▫ Testing session were observed and post-pilot conversations were facilitated with over 500 students throughout Oakland County included: 7 high schools groups 6 middle school groups ▫ 9 elementary groups • Anecdotal educator perceptions were also captured

Academic Digital Literacy Skills

A Table Conversation...

What types of academic digital literacy skills are needed to complete these items on the SBAC assessment?

Student Voices: Post-Pilot Debriefs

Student Dialogue

“What would your friends and students in other classes need to know in order to be successful with this online test.”

Academic digital literacy skills • • • • • • • • • • • scroll bars, cursers, highlighting, dragging and dropping text, reordering text, drawing lines / undoing lines, placing points adding arrows using a strike-out feature enacting a radio button clicking and unclicking responses, • • • • • • • • • • • negotiating an online calculator creating equations creating angles shading flagging items, creating graphs ▫ Pictographs ▫ Line graphs ▫ Bar graphs ▫ Box and whisker using zoom arrows to maximize a screen delete / insert submit / reset keyboarding

What type of tools and processes do you already use that support the development of academic digital literacy skills?

Directions

Table Conversation....

What types of directions / tasks might students need practice with prior to taking a SBAC assessment?

Directions / Prompts

• • • • • • • • • • • • Which Select all Choose all Explain Justify Drag Use the connect line tool Use the arrow tool Use the point tool Use the equation tool Use the line tool to match Write an equation • • • • • • • • • • • Click to show Explain your answer Explain why Create a bar graph Write one way Arrange the events Type your answer Write a numerical expression Create an expression Click in the true or false column Match to all that apply

Grab a paint swatch

With a partner Write 4 questions from level 1 – on the lightest shade all the way to level 4 – on the deepest shade

Break

Todaysmeet.com/MAASE

Suggestions

1 – Participating in a Practice Test 2 – Framing the Environment 3 – Incorporate Academic Digital Skills into Instruction 4 – KEYBOARDING 5 – Reading the Directions – Variety of tasks

Suggestions

1 – Participating in a Practice Test 2 – Framing the Environment 3 – Incorporate Academic Digital Skills into Instruction 4 – KEYBOARDING 5 – Reading the Directions – Variety of tasks 6 – Developing Perseverance

Listening prompt

The Instructional Core

CONTENT TEACHER INSTRUCTION STUDENT

TASK PREDICTS PEFORMANCE •Principle #1: Increases in student learning occur only as a consequence of improvements in the level of content, teachers’ knowledge and skill, and student engagement.

•Principle #2: If you change one element of the instructional core, you have to change the other two.

Say Something

• • Read silently to the first stop sign When your partner is finished have a Level 1 conversation on what you have just read • • Read silently to the second stop sign When your partner is finished have a Level 2 conversation on what you have just read....

• • Read silently to the third stop sign When your partner is finished have a Level 3 conversation on what you have just read....

• .... Level 4 conversation

Say Something

• • Read silently to the first stop sign When your partner is finished have a Level 1 conversation on what you have just read • • Read silently to the second stop sign When your partner is finished have a Level 2 conversation on what you have just read....

• • Read silently to the third stop sign When your partner is finished have a Level 3 conversation on what you have just read....

• .... Level 4 conversation • Your partner is the person who has similar shoes as you

How will the role of the student shift with the implementation of the Common Core Standards and the Smarter Balanced Assessments?

Todaysmeet.com/MAASE

Connect - Extend - Challenge

• Think individually - How does today

connect

to the work you are already doing?

• Think individually - What will you need to

extend,

deepen or shift instructionally to support student success?

• Think individually - What do you see as your

challenge

in getting ready for the 2014-15 assessment?

Strategy Harvest

• • • • • • • • Goals / Objectives / Norms Connector – Hopes & Fears Lecture Burst ▫ CCSS SBAC ▫ Accommodations Depth of Knowledge DOK Polleverywhere Reflection IEP Teams ▫ Today’s Meet Jigsaw – Performance Task ▫ Individual Focused Read ▫ Expert Group ▫ Alignment Sharing Reflection IEP Teams ▫ Today’s Meet • • • • • • • • People Search SBAC Pilot Research Design ▫ Practice Test Items ▫ Student Voice Wrote Question Stems ▫ Paint Swatch Reflection IEP Teams ▫ Today’s Meet Instructional Core ▫ Say Something Reflection IEP Teams ▫ Today’s Meet Strategy Harvest Today’s Objectives

Connect - Extend - Challenge

• Think individually - How does today

connect

to the work you are already doing?

• Think individually - What will you need to

extend,

deepen or shift instructionally to support student success?

• Think individually - What do you see as your

challenge

in getting ready for the 2014-15 assessment?

Objectives:

• Understand the shifts needed to support Common Core Implementation • Discover resources available to support this work • Walk away with tools and processes needed to lead this change

Thank you!

Abby Allen & Kristine Gullen