Transcript Document

Application to Students with Disabilities Enrolled
in Moderate/Severe Programs
Community Advisory Committee
Central Middle School
September 11, 2014
5:30p.m.-6:30p.m. ( Mild/Moderate)
6:30p.m.-7:30p.m. (Moderate/Severe)
Andy Stetkevich
[email protected]
Learning Outcomes
Mild/Moderate: 5:30p.m.-6:30p.m.
Moderate/Severe: 6:30p.m.-7:30p.m.
• Analyze the instructional shifts related to the Common Core
standards.
• Understand the Concept of Growth Mindset-Being shared
throughout RUSD
• Identify the major implications for students enrolled in special
education programs
• Identify Curricula Aligned with the CC Standards
– Mild/Moderate Programs
– Moderate/Severe Programs
• Analyze and Identify IEP Team Considerations
Universal Design for Learning Principles
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IEP Goals Aligned with the Common Core Standards
•
Agenda
• Overview of
– Common Core State Standards
– RUSD Instructional Shifts
• Growth Mindset
• Alternate Assessment-California Department
of Education: Current Status
• IEP and Instructional Implications
• Parental Support and Parent Resources
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Common Core State Standards
Overview Information
• Riverside Unified School District Website:
• Link to Haiku for Parents:
http://rusdlink.org/Domain/200
• Click on Link Below for a 3 Minute Overview of
Common Core
• http://rusdlink.org//site/Default.aspx?PageID=6264
• https://www.youtube.com/watch?v=jxefsLG2eps&lis
t=UUF0pa3nE3aZAfBMT8pqM5PA&index=4
Spanish Version:
• https://www.youtube.com/watch?v=uKVUy4MX8dI
&index=3&list=UUF0pa3nE3aZAfBMT8pqM5PA
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The Goal of the Standards
• Build toward preparing students to be college and
career ready in literacy by no later than the end of
high school
• Provide a vision of what it means to be a literate
person in the twenty-first century (creativity, critical
thinking and problem solving, communication,
collaboration)
• Develop the skills in reading, writing, speaking, and
listening that are foundational for any creative and
purposeful expression in language
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Common Core State Standards
Three Shifts in Language Arts
Shift 1:
Building knowledge through content-rich nonfiction and
informational text in addition to literature
Shift 2:
Reading, writing and speaking grounded in evidence from text
Shift 3:
Regular practice with complex text and academic vocabulary
Source: California Department of Education “Communications Toolkit for California” p. 12
http://www.cde.ca.gov/re/cc/documents/cdecommstoolkit.doc
RUSD- Instructional Services Department, AFB May 25, 2013
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Common Core State Standards
Three Shifts in Math
Standards for Math Practice (SMP) 1:
Make sense of problems and persevere in solving them.
Standards for Math Practice (SMP) 3:
Construct viable arguments and critique the reasoning of
others.
Standards for Math Practice (SMP) 6:
Attend to precision.
Source: California Department of Education “Communications Toolkit for California” p. 12
http://www.cde.ca.gov/re/cc/documents/cdecommstoolkit.doc
RUSD- Instructional Services Department, AFB May 25, 2013
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The CCSS for ELA are Organized into Three
Main Sections:
Section
1
• Comprehensive K–5 section
• Comprehensive 6-12 section
Section
2
• Two content Literacy sections for
6–12
1.
2.
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History/Social Studies
Science and Technical Subjects
Section
3
College and Career Ready
Anchor Standards for Reading
Reading – 10 standards
• Key Ideas and Details
“What did the author say?”
• Craft and Structure
“How did the author say it?”
• Integration of Knowledge and Ideas
“How do I evaluate what the author says and how do I go
beyond it?”
• Range and Level of Text Complexity
“How challenging and varied is the text?”
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Example: Content Shift #2: Implications for Students w/Disabilities Examples: Access to Text:
Read Alouds, Break into Small Chunks, Use text at a variety of levels, Teach highlighting strategies, Ask
closed and open questions with visual supports, as needed, graphic organizers to collect information.
Not Text-Dependent
•In “Casey at the Bat,” Casey strikes out.
Describe a time when you failed at something.
Text-Dependent
What makes Casey’s experiences at bat
humorous?
•
•In “Letter from a Birmingham Jail,” Dr. King
discusses nonviolent protest. Discuss, in
writing, a time when you wanted to fight
against something that you felt was unfair.
What can you infer from King’s letter about the
letter that he received?
•
•In “The Gettysburg Address” Lincoln says
the nation is dedicated to the proposition that
all men are created equal. Why is equality an
important value to promote?
“The Gettysburg Address” mentions the year
1776. According to Lincoln’s speech, why is this
year significant to the events described in the
speech?
•
College and Career Readiness
Anchor Standards for Writing
Writing Standards-10
• Text Types and Purposes
– Write effective arguments, informative/explanatory
text, and narratives.
• Production and Distribution of Writing
– Make their texts appropriate to varying task demands,
purposes, and audiences Research to Build Knowledge
– Conduct research, gathering relevant information from
multiple sources (judging their credibility and accuracy),
and using the information in their writing.
• Range of Writing
– Produce quality writing under a range of circumstances
and demands.
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College and Career Readiness
Anchor Standards for Speaking and Listening
• Speaking and Listening
– Comprehension and Collaboration
– Presentation of Knowledge and Ideas
– Access:
– Language Frames/Sentence Starters
– Visual Supports and Frames for Oral
and Written Language in ELSB and n2y
– Examples:
– “I think…”
– “ I infer….
“ I agree, but….”
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Early Literacy Skill Builders-Vocabulary with
Visual Support of Real Pictures and Colorful Line
Drawings
Visual Supports for Oral And Written Language-Example
from n2y-High School Level
Speaking and Listening
• Students are asked to work more in
groups to:
• Solve a problem
• Discuss a topic
• Create a project
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College and Career Readiness Anchor
Standards for Language
• Language – 6
– Conventions of Standard English
– Knowledge of Language
– Vocabulary Acquisition and Use
Access to Students with Disabilities: Strategies
- Access: Nonlinguistic representations of the language
(pictures, symbols, icon, etc…)
- Total Physical Responses- Use of Body Language/Gestures
- Student Friendly Definitions and Examples
- ELSB and n2y Provide Visual Supports for Vocabulary and
Language
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A Growth Mindset: Implications for
Engagement/Instruction at School and Home
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Growth Mindset
• In a growth mindset, people believe that their most basic
abilities can be developed through dedication and hard
work—brains and talent are just the starting point. This view
creates a love of learning and a resilience that is essential for
great accomplishment. Virtually all great people have had
these qualities.
• Teaching a growth mindset creates motivation and
productivity in the worlds of business, education, and sports.
It enhances relationships.
Growth Mindset
• In a fixed mindset, people believe their basic
qualities, like their intelligence or talent, are simply
fixed traits. They spend their time documenting their
intelligence or talent instead of developing them.
They also believe that talent alone creates success—
without effort. They’re wrong.
Growth Mindset Feedback
When students struggle despite strong effort, we
can say…
➢OK, so you didn’t do as well as you wanted to.
Let’s look at this as an opportunity to learn.
➢What did you do to prepare for this? Is there
anything you could do to prepare differently next
time?
➢You are not there/here, yet.
➢When you think you can’t do it, remind yourself
that you can’t do it, yet.
What is a Standards-Based IEP?
• An IEP, or individualized education plan, is a requirement of
IDEA (2004)2 and specifies the special education services a
student with disabilities will receive The IEP for students who
participate in alternate assessment based on alternate
achievement standards includes:
• (a) a statement of the present level of performance in both
academic achievement and functional performance,
• (b) a statement of measurable annual goals (both academic
and functional),
• (c) a description of benchmarks or short-term objectives,
• (d) a description of how student progress towards the goals
will be measured, or short-term objectives
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What is a Standards-Based IEP?
• (e) a statement regarding related services and supplementary
aids and services (based on peer-reviewed research) to be
provided,
• (f) an explanation of the extent to which the student will not
participate in the general education classroom,
• (g) a statement of any accommodations needed to measure
academic and functional achievement of the student,
• (h) frequency, location, and duration of services,
• (i) postsecondary goals beginning when the student is 16
years old. (RUSD begins transition at age 14). In the IEP,
requirements for students who participate in alternate
assessment aligned to alternate achievement standards is the
inclusion of benchmarks.
Standards-Based IEP
• A standards-based IEP includes goals that
promote learning of the state standards.
• It does not try to include a goal for every state
standard in every content area. This would result
in a very long document!
• Instead, it provides goals for the strategies
students need to develop to learn the core
content standards.
• Sometimes, the goals help focus priorities within
the general curriculum content for students who
take state assessments.
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State Assessments
• Alternate Assessment-Current Status according to the California
Department of Education (CDE): For students enrolled in moderate/severe
programs. Letter received by Districts on Aug. 15, 2014
– No CAPA this year (except for 5th, 8th, and HS Science)
– State will give an assessment as a Field test this year (no
scores for students this year)
– Still unclear who is designing the test
– The field test won’t be a test designed by NCSC (although
some students across the state may be involved in a pilot
test of that assessment in the fall).
• District Assessments are common core aligned and are
formative in nature. They are tied to the standards/ curricula
that is used. This means that teachers are measuring what is
being taught and progress monitoring student performance
throughout the year, not just immediately prior to the IEP.
Common assessments mirror the state assessments tasks. For
example, performance tasksAFBare
built into District
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assessments.
Standards-Based IEPs
• IEPs aligned with state standards can prepare students
for state assessments. To meet alternate achievement
standards, students need instruction that is aligned
with the academic content standards for their grade/
The IEP is not meant to restate all of these content
standards, but should specify skills for the student to
acquire that will promote access to this curriculum and
help the student meet the alternate state achievement
standards. The IEP helps the team know the priorities
for addressing these standards.
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Universal Design For Learning
• The “How” of achieving IEP goals
• Goal: Reduce Barriers; Provide Access to All
Learners
• Three Major Principles
– Provide Multiple Means of Representation
– Provide Multiple Means of Action and Expression
– Provide Multiple Means of Engagement
• What are some classroom examples of these
principles?
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Programs/Interventions Used in Special Education in
both Mild/Moderate and Moderate/Severe Programs
are Common Core Aligned-Example of Correlation in
ELSB Program
•.
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Moderate/Severe Programs
Chromebooks with Overviews of New Curricula are
available in the back. Give it a try!
Kindergarten-6th Grade
• Early Literacy Skill Builders (English/Language
Arts/Story Skill Builders
• Pathways to Literacy for Students with the most
severe cognitive disabilities (K-12)
• Early Numeracy and Teaching Standards: Math
• N2y or Unique Learning System to Supplement
and Support Instruction in all content areas
• Common Core Aligned Skill Assessments Built-Into
the Programs
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K-6 Moderate/Severe Core Math
Program
Early Numeracy: K-6
K-6 Moderate/Severe Sample Correlation
with Math Common Core Standards
Secondary Moderate/Severe Programs
and Project T.E.A.M. (Adult Program)
n2y-Unique Learning System: Web-based program
for all content areas with 3 levels of instructional
support.
• See overview on the Chromebooks in the back
of the room.
• ELA CC Alignment
• Math CC Alignment
• Common Core Aligned Benchmark Assessments
are built into the program
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n2y Curriculum
Secondary Sample Lessons Provided in Supporting
Documents
Lesson Planning
• Each month, a total of 30 new lessons are provided within each grade band.
Lessons center around Instructional Targets which align with the essence of
the National Content Standards.
• Each plan is differentiated into three learning levels to provide teachers the
ability to teach the same material to students of varying cognitive abilities.
• Level 1: For students who require maximum support within instructional
tasks.
• Level 2: For students who require moderate support and other differentiation
in learning and demonstrating skills.
• Level 3: For students who are reading and are able to independently
demonstrate comprehension of learned information within modified content.
n2y Secondary Program
Sample Common Core Alignment
Measuring Progress vs. Growth
• Determine baseline of academic and functional
performance.
• Review ongoing assessments used to measure
progress on both functional skills and skills
embedded in the common core standards.
• Look for consistent measures used to demonstrate
student progress from a given baseline.
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Inclusive and Collaborative Technology
•
•
•
•
•
•
•
•
Assistive Technology is an IEP decision based upon assessment data and is different than
instructional technology.
(1) Assistive technology device.-(A) In general.--The term `assistive technology device' means any item, piece of equipment,
or product system, whether acquired commercially off the shelf, modified, or customized,
that is used to increase, maintain, or improve functional capabilities of a child with a
disability.
(B) Exception.--The term does not include a medical device that is surgically implanted, or the
replacement of such device.
Instructional technology varies from site to site based upon site goals. Special education
programs are included in site use of technology. RUSD does have a technology plan. See RUSD
website under “District” link.
Google documents and Haiku for Teachers are 2 primary tools (see attached information on
how to establish a parent account).
Many public domain (free resources) shared on Haiku and provided to parents through parent
training sessions scheduled throughout the year. Students at various levels are participating in
a wide-variety of instructionally –based technology.
Free Literacy Resources in English and Spanish available in the back of the room.
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Ongoing Support for Parents in
Assisting Child/Children with Skills
embedded in Common Core
• See attached training calendar
• See attached bibliography of resources
• Other Links
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How You Can Support Your Child With
Text Complexity
• Build Background Knowledge
• Read Aloud to them
• Ask Questions
How do we help our children so they are ready for the
increasing complexity of texts?
Increase their academic vocabulary and build their
background knowledge!!
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Practical Home Ideas to Support Students with
Common Core Standards
• Bibliography of free technological, web-based
resources for home support.
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Working with Challenging Text This important shift
has misled some teachers to conclude that they
should use challenging text even when it's
inappropriate to do so. For example, the new
standards don't raise text levels for kindergarten or
1st grade, but some educators think that 2nd graders
won't meet the standards without an early boost.
However, raising beginning text levels is not a good
idea because it's more likely to slow student progress
in mastering decoding than to improve students'
reading.
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Working with Challenging Text
• Even with older students, the idea is not to have students reading challenging texts
exclusively. Students should have an array of reading experiences in the same way
that a long-distance runner has a varied training schedule that intersperses
different distances and speeds. These varied schedules enable the runner to build
muscle, speed, and endurance. Likewise, nascent readers would benefit from a
varied schedule of exercise as well. This means that students would, over the
course of a school year (and even a school day), confront texts they could read
easily with little teacher input as well as those in those upper bands specified by
the standards. Over time, the average level of text difficulty should get more
demanding. Students might read a relatively easy text after several intense
workouts with more challenging ones. Any athlete will tell you that you can push
too hard and that he or she needs intermittent breaks and reductions in intensity
to keep going.
-Tim Shanahan, Leading Research on Common Core,
International Reading Association
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What is Background Knowledge?
• Background Knowledge is what a
student already knows on a topic
or subject. The more he or she
knows, the better he/she will
understand the new learnings.
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Activity
Building Background Knowledge
• If the topic is Animals, how can you build
your child’s knowledge of the subject?
–
–
–
–
Where can you take them?
What can they read?
Is the internet or technology a possibility?
What type of media? TV? Videos?
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The Power of Read Aloud
“Research indicates that reading aloud to children :
• substantially improves their reading, written,
oral, and auditory skills
• increases their positive attitude towards
reading
Elizabeth Qunell
“Children listen at a higher reading level than they
read; thus, children can hear and understand
stories that are more complicated and more
interesting than anything they could read on their
own” (p. 37).
Jim Trelease
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Types of Read Alouds
•
•
•
•
•
•
•
Books
Magazines
Internet Articles
Close Captioning (Mute your T.V.)
Menus
Directions
Recipes
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ActivityRead Aloud With Them
➢Choral read. We read together
➢I read a sentence, you read the same
sentence
➢I read a sentence, you read the next
sentence
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How You Can Support Your Child With
Writing
A few ideas…
• Drawing: a picture paints a thousand words
• Talking: assists with narrowing the focus
• Reading: authors have great ideas!
• Making lists: quick, daily writing
• Taking notes: reminders and descriptions
• Keeping journals or diaries: personal writing
• Modeling: let them see YOU writing!!!
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How You Can Support Your Child With
Speaking and Listening
• Think about the proper ways to work in a
group:
• Listen attentively
• Comment on others
• Ask questions
• Share opinions and ideas
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How You Can Support Your Child With
Language standards
• Read Aloud
• Using language for specific purposes
• Telling a story
• Texting a friend
• Writing a report
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Mathematics
• Deeper Conceptual Learning
• Fluency with Numbers and Operations
• Real World Applications
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YOU ARE YOUR CHILD’S FIRST
AND MOST IMPORTANT
TEACHER!
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