10/28/2013

Transcription

10/28/2013

10/28/2013
The Challenge
Connecting the Dots:
Writing IEPs Aligned to Common Core
ODSS
Fall 2013 Conference
October 25,2013
Carol Kosnitsky
ckosnitsky@comcast.net
The Challenge
• Shifts in public policy & legislation require
alignment of general and special education
systems.






IDEA - 1997
Commission on Special Education - 2002
No Child Left Behind - 2001
IDEA - 2004
MTSS (RTI) - 2004
CCSS - 2010
The Challenge
The “I” in IDEA
and
The “all means all” in Standards
Carol Kosnitsky
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Intersection of General and Special Education
Universal Design
General
Education
• Curriculum
• Instruction
• Assessment
• MTSS
Collaborative teams working
interdependently to ensure access
to the curriculum for all students.
“Consider the needs of the broadest range
of possible users from the beginning.”
Ron Mace, Architect
Special Education
• Adaptions to
– Methodology
– Delivery of
Instruction
– Curriculum
Critical for some, good for all!
• Assistive Technology
Adapted from Scarborough
Universal Design
A conceptual change:
From retrofit to redesign
From “one-size fits all” to flexible
Carol Kosnitsky
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Universal Design for Learning
“the myth of average”
• Variability and difference constitutes the norm
from student to student even among those who
seem to share similar characteristics of age,
culture, level or success, race.
Variability is the rule, not the exception.
“systematic learner variability”
(Hall, Meyer, Rose, 2012)
2 decades of research into the nature of
learning differences and the design of
supportive learning environments.
• individual qualities or abilities are not static
and fixed;
• they are continually shifting, and
• they exist in relationship to the environment
including the classroom.
(Hall, Meyer, Rose, 2012)
UDL is framework for organizing instruction
based on 3 groups of brain networks.
UDL: Three Primary Networks
Recognition
Strategic
• Recognition network – specialized to receive and
analyze information (the “what” of learning).
Affective
• Strategic network – specialized to plan and
execute actions (the “how” of learning).
• Affective network – specialized to evaluate and
set priorities (the “why” of learning).
CAST 2012
Carol Kosnitsky
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• http://www.udlcenter.org
Access to the
General Education Curriculum
Appropriate and relevant IEPs:
• Identify barriers and recommend accommodations
that minimize or eliminate curricular,
instructional, or assessment barriers (access), and
• Identify areas of need, and based on relevant
present levels of performance and measurable
goals, recommend specially designed instruction
that meets the unique needs of the student.
Carol Kosnitsky
Special education has been defined as adapting,
as appropriate, to the needs of an eligible child…
– the content,
– methodology, or
– delivery of instruction to address the
unique needs of the child
that result from the child’s disability, and, to
ensure access of the child to the general
curriculum.
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Delivery of Instruction:
Methodology:
• Are the adaptations to the delivery of
instruction beyond those what are typically
used in the classroom?
 Are the adaptations to the methods of
instruction beyond those what are typically
used in the classroom?
• For example, the student may require an
individualized crisis management plans; a
high degree of 1-to-1 instruction; or the
use of alternative settings, etc.
 For example, the student may require preteaching of lessons beyond that typically
used in classroom to activate prior learning; a
specialized system for cueing or prompting
beyond those typically used in classroom; or
the need for discrete trial training, etc.
Definitions
Content:
• Does the student require changes to the
content or scope of the general education
curriculum (Standards)?
• For example, a student may need the same
curriculum but less of it; same curriculum
but at a lower level; or a different
curriculum.
Align
to get or fall into line; to be in…correct relative
position.
Access
freedom or ability to obtain or make use of
something.
Accommodation
the providing of what is needed.
Webster-Merriam Dictionary
Carol Kosnitsky
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Common Core State Standards (CCSS)
• The purpose of the CCSS is to provide a framework
to prepare all students for college and the workforce.
 Includes rigorous content and application of knowledge
through high order skills
 Informed by other top-performing countries
Application for Students with Disabilities
In order to participate with success in the
general curriculum, students with disabilities,
as appropriate, may be provided additional
supports and services, such as:
– Instructional supports for learning – UDL
• Based on what is considered to be “college and career
ready,” the CCSS used a backward design to
determine what students should know and be able to
do at each grade level.
– Instructional accommodations
– Assistive technology
National Governors Association and CCSSO – Application to Students with Disabilities 2010
Common Core State Standards
& OK Academic Standards
OK Academic Standards
CCSS
ELA
–
–
–
–
OAS
Reading
Writing
Speaking & Listening
Language
– Literacy in History/Social
Studies, Science, and
Technical Subjects
(Reading/writing)
Mathematics
Carol Kosnitsky
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English Language Arts
• College and Career Readiness Standards (K-12)
• Standards for English Language Arts (K-12)
• Standards for Literacy in History, Social
Studies, Science and Technical Subjects (6-12)
College & Career
Readiness Standards
College & Career
Readiness Standards
College & Career
Readiness Standards
College & Career
Readiness Standards
Reading
Writing
Listening & Speaking
Language
Writing (K-12)
Speaking & Listening (K-12)
Language (K-12)
• Comprehension &
Collaboration
• Presentation of Knowledge
& Ideas
• Conventions of English
• Knowledge of Lang.
• Vocabulary Acquisition
& Use
ELA (K-12)
•Foundation Skills (K-5)
•Literary Text (K-12)
•Informational Text (K-12)
• Argument
• Informative
• Narrative
Literacy in History/Social Studies,
Science, and Technical Subjects
(6-12)
Reading & Writing
ELA – Vertical Alignment
College and Career Readiness Anchor Standards for Reading
Key Ideas and details
1.Read closely to determine what the text says explicitly and to make logical inferences from
it; cite specific textual evidence when writing or speaking to support conclusions drawn from
the text.
2.Determine central ideas or themes of a text and analyze their development; summarize
the key supporting details and ideas.
3.Analyze how and why individuals, events, and ideas develop and interact over the course
of a text.
Carol Kosnitsky
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ELA – Vertical Alignment
Carol Kosnitsky
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English Language Arts
Major Instructional Shifts – ELA
• Appendix A – Research Supporting Key Elements
• Complexity: Regular practice with complex text and
its academic vocabulary.
• Appendix B – Text Exemplars and Sample
• Knowledge: Building knowledge through content-rich
informational texts across the curriculum.
• Appendix C – Writing Exemplars and Annotations
• Evidence: Reading, writing, and speaking/listening
grounded in evidence from the text, both literary and
informational.
of the Standards
Performance Tasks
Staircase of text complexity
Complexity: Regular practice with complex text and its
academic vocabulary.
Staircase of Text Complexity
Academic and Domain Specific Vocabulary
 Appendix A - Provides information on text
complexity
• Quantitative dimensions of text complexity
• Qualitative dimensions of text complexity
• Reader and task considerations
 Appendix B -Text Exemplars & Sample Performance
Tasks
Carol Kosnitsky
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Appendix B: Grade 4-5 Exemplars for Text
and Sample Performance Tasks
Common Core State Standards (English Language Arts). National Governors Association Center for Best Practices. Council of Chief State School Officers, Washington D.C. 2010
Carol Kosnitsky
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Major Instructional Shifts– ELA
Acquiring Vocabulary
•
Tier 1 Vocabulary – (everyday language).
•
Tier 2 Vocabulary - (general academic vocabulary) .
Appear in all sorts of texts and frequently; not unique to
specific discipline, yet used in many disciplines.
•
Tier 3 Vocabulary - (domain specific vocabulary). Specific
to field of study; close ties to content knowledge; explicitly
defined by author or teacher.
Knowledge: Building knowledge through content-rich
informational texts across the curriculum.
Balance of Informational and Literary Text
Balance of Literary and Information Text
Knowledge in the Disciplines
Carol Kosnitsky
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6-12 Knowledge in the Disciplines
• Emphasis on increased reading of informational
text in the disciplines.
• All teachers have a responsibility to be “reading
teachers”.
Evidence: Reading, writing, and speaking/listening
grounded in evidence from the text, both literary
and informational.
Close Reading
Balance in writing genres
• Different approaches are required to read
different types of text.

Text-based Answers – Close Reading
• Students need to develop the ability to engage in rich,
evidence-based dialogue about a text they read.
• Rather than the quicker connections between text
and self, teachers must train students to stay in the
text, to draw conclusions and make arguments about
the text. Teachers will be asking:
Let’s take a look.
www.youtube.com
• Where do you see that in the text?
• What paragraph?
• What sentence?
Carol Kosnitsky
engageNY
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10/28/2013
Writing from Sources
Writing
Appendix A - Provides information on expectations
for writing including:
• Argument
• Informational/explanatory writing
• Narrative writing
Appendix C – Samples of Student Writing
Appendix C: Samples of Student Writing
Common Core State Standards (English Language Arts). National Governors Association Center for Best Practices. Council of Chief State School Officers,
Washington D.C. 2010
Carol Kosnitsky
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Speaking and Listening
Challenges & Opportunities
• What challenges and opportunities may the
Common Core State Standards provide to
certain students?
Mathematics – K-12
 Standards for Mathematical Practice
 Standards for Mathematical Content
Carol Kosnitsky
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Major Instructional Shifts – Math
Mathematics
Shifts in Mathematics
• Focus: Focus strongly where the standards focus
(key conceptual areas).
• Coherence: Concepts logically connected from one
grade to the next and linked to other major topics
with the grade.
• Rigor: Pursue conceptual understanding, procedural
skill and fluency, and application in various contexts
with equal intensity.
 Focus
• Shift from “a mile wide” to “go narrow and deep”.
• Spend more time thinking and working on fewer
concepts.
• Integration: Mathematical practices are standards
that will be taught and assessed.
engageNY.org
Topic Placement in
Top Achieving Countries
Schmidt, W.H., Houang, R., & Cougan, L. (2002). A coherent curriculum: The case of Mathematics. American educator, 26(2), 10-26,
47-48.]
Carol Kosnitsky
Topic Placement in
the U.S.
Schmidt, W.H., Houang, R., & Cougan, L. (2002). A coherent curriculum: The case of Mathematics. American educator, 26(2), 10-26,
47-48.]
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 Coherence
• Coherence is about the scope and sequence of
priority standards across grade level bands.
• Build on knowledge from year to year in a
coherent learning progression – connect the
threads of math focus areas across grade levels.
engageNY.org
 Rigor
 Procedural and conceptual fluency
 Students can apply math in other content areas
and situations.
 Students will choose the right math concept to
solve a problem when not necessarily prompted
to do so.
engageNY.org
Math Resources
 Integration
Standards for Mathematical Practice
Common Core Standards for Mathematics
1.
Make sense of problems and persevere in solving them.
2.
Reason abstractly and quantitatively.
• Glossary
3.
Construct viable arguments and critique the reasoning of
others.
• Tables 1, 2 and 3
4.
Model with mathematics.
5.
Use appropriate tools strategically.
6.
Attend to precision.
7.
Look for and make use of structure.
8.
Look for and express regularity in repeated reasoning.
Carol Kosnitsky
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Challenges & Opportunities
• What challenges and opportunities may the
Common Core State Standards provide to
certain students?
Common Core State Standards (Mathematics). National Governors Association Center for Best Practices. Council of Chief State School Officers, Washington D.C. 2010
Tips for looking at the Standards
 Look for the nouns and verbs (the what
and the how).
 Look for the cognitive process
(complexity).
Tips for looking
at the Standards
 Look for prerequisite skills.
 Look for vocabulary.
 Look for vertical alignment and point of
access.
Carol Kosnitsky
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Process to Develop Standards-Based IEPs
IEP - Standards Connection
1. Identify long-term outcome for the student.
Long-term Outcome - Essential questions
2.Identify present levels of performance (define
needs).
Begin with the end in mind
3.Based on student’s areas of need, analyze and select
appropriate standards to guide instruction.
4.Determine if student can demonstrate standard with
accommodations.
5.Determine what specially designed instruction is
necessary to move the student from PLAAFP toward
grade level expectation (goal).
Carol Kosnitsky
1. What does the student expect to be
doing in the next three, five or 10 years?
2. What is the student’s desired postschool outcome?
3. What skills, knowledge and behaviors are
needed to achieve this outcome?
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Long-term
Outcome
Necessary
skills,
knowledge, and
behaviors
•
•
•
Present Level of Performance - Essential questions
1. What are the student’s strengths?
2. What level of skill does the student independently
demonstrate?
3. What supports are necessary for the student to
demonstrate the skill?
4. What challenges does the student experience in
this area?
Long-term
Outcome
Present Level/Needs
Skills, knowledge, and
behaviors student
demonstrates
•
•
•
Carol Kosnitsky
Necessary
skills,
knowledge, and
behaviors
•
•
•
Analyze Standards – Essential questions
Given the student’s greatest areas of need, consider:
1. What skills and knowledge are necessary to meet
this standard?
2. What cognitive processes (depth of knowledge)
are necessary to demonstrate this standard?
3. Given student’s desired post-school outcomes,
what connections can be made to this standard?
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Progress Over Time
Long-term
Outcome
Long-term
Outcome
Present Level
behaviors student
demonstrates
•
•
•
Necessary
skills,
knowledge, and
behaviors
•
•
•
Common Core
Present Level
Skills, knowledge, and behaviors
the student will learn and be able
to do



Progress Over Time
Present Level
.
Carol Kosnitsky
Necessary
skills,
knowledge, and
behaviors
Common Core
•
•
•
to do
•
•
•
Annual IEP with
accommodations
and measurable
goals
Common Core
to do
Annual IEP with
accommodations
and measurable
goals



Progress Over Time
Long-term
Outcome
behaviors student
demonstrates
•
•
•
behaviors student
demonstrates
•
•
•
Necessary
skills,
knowledge, and
behaviors
•
•
•
Long-term
Outcome
Necessary
skills,
knowledge, and
behaviors
Present Level
Common Core
•
•
•
behaviors student
to do
demonstrates
•
•
•
•
•
•
Annual IEP with
accommodations
and measurable
goals
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Progress Over Time
Consider:
Long term
Outcome
Necessary
skills,
knowledge, and
behaviors
Present
•
Level
•
•
•
•
•
 Can the student meet this standard?
Common
Core
Annual IEP with
accommodations
and measurable
goals
 Yes, this is new content and student has
pre-requisite skill(s).
 Yes, this is an area of strength for the
student.
 Yes, with the following accommodations:
Access to the
General Education Curriculum
Consider:
Are goals needed?
 Yes, based on the student’s present level(s)
and area(s) of need, the student requires
additional skills/knowledge to move toward
grade-level standard?
 Yes, based on the student’s present level(s)
and area(s) of need, the student requires
additional skills/knowledge to meet their
unique functional needs.
Carol Kosnitsky
Appropriate and relevant IEPs:
• Identify barriers and recommend accommodations
that minimize or eliminate curricular,
instructional, or assessment barriers (access), and
• Identify areas of need, and based on relevant
present levels of performance and measurable
goals, recommend specially designed instruction
that meets the unique needs of the student.
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Present Level
of Performance
Present Level of Performance
(Current Assessment Data)
1. Describe the skills/behaviors the student demonstrates
(consider using skills described in the standards at the
level the student is performing).
2. Describe the student’s performance compared to
expectations/skill in the general education curriculum
(consider using skills in the standards at the level of the
student’s grade placement). This is where alignment
begins!
Disability/Affect
on Student Learning
3. Describe the skills the student needs to learn this year in
order to narrow/close the gap (needs and goal priorities).
4. Provide baseline data.
Carol Kosnitsky
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Objective Statements
Describe how the student’s disability affects
their involvement and progress in the G. E.
curriculum.
Current Performance
• Weaknesses in ________ impact student’s ability to
________.
– Provide statements that directly demonstrate the
correlation between disability and content.
• Deficits in the areas of ________ and ________
make it challenging for the student to ________.
– Describe what scaffolding will be necessary for
the student to participate and progress in the
curricular areas.
• Supports in the area of ________ helps the student
to independently be able to ________.
Susan Fisichella
Weaknesses in phonemic awareness and phonics affect Juan’s ability
to efficiently decode much of the vocabulary he will encounter in
grade level text. He is still learning that letters are symbols of
sounds and there are rules that can be used to determine the word.
The effort he needs to decode unfamiliar words reduces his ability to
Strengths, Interests
& Preferences
comprehend the meaning of the text. Asking Juan to independently
read for the purpose of gaining new knowledge at this frustration level
is a barrier to him having meaningful interaction with the material.
Given significantly stronger auditory comprehension skills, Juan should
be provided access to books on tape and/or digital text that can
provide auditory supports when being asked to read independently.
Carol Kosnitsky
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Strengths, interests and preferences
– Describe student’s strengths – use strengths to
support the student’s access to the curriculum –
(e.g. - has strong listening comprehension – pair
written with verbal cues).
– Describe the student’s interests and
preferences to promote engagement and
motivation.
Neurodiversity Strengths Checklist
Personal
Visual-Spatial
Communication
Physical
Social
Dexterity
Emotional
Musical
Cognitive
Nature
Creative
High-Tech
Literacy
Cultural
Logical
Other
Neurodiversity in the Classroom. Thomas Armstrong. 2012 ASCD
Needs
Needs
• Describe areas that will require specially
designed instruction and/or related services.
• Describe the areas of focus for the upcoming
year rather than describing services/location
(direct instruction in place value; explicit
instruction in summarizing and inferring).
Carol Kosnitsky
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Develop SMART Goals
• Specific
— based on the student’s present level of
academic achievement and functional performance.
• Measurable — progress is objectively determined at
frequent data points.
• Achievable — challenging yet attainable - related to
the most critical needs.
• Results-oriented — developed with a standards
outcome in mind.
• Time-bound — has clearly defined beginning and
ending dates.
Develop SMART Goals
Develop SMART Goals
Select Target Skills & Behavior:
 If we can observe something, we can count it.
 If we can count it, we can come back after a period
of time and count it again.
 To help identify a target skill or behavior to count,
ask the following:
“What specific skill do I want to see this student
do differently by the end of the IEP cycle?”
Carol Kosnitsky
Instead of:
(non example)
• Improve social skills.
• Improve
comprehension
Define it as:
(example)
• Join in cooperative play
activities with peers.
• Answer “w” questions.
• Improve writing
• Cite evidence in text.
• Improve expressive
• Write complex sentences
language
with adjectives and
conjunctions.
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Baseline
Develop SMART Goals
Essential Questions:
Template for Baseline
Goal
Template for Goal
1. What is the targeted skill/behavior?
• Timeframe
• Timeframe
2. What dimension of the targeted skill or behavior
will be changed?
• Conditions
• Condition
• Student
• Student
• Target skill or
behavior
• Target skill or
behavior
• Level of performance
• Level of performance
3. What tool or methodology can quantify that
dimension?
4. Can the tool or methodology be repeated
throughout the IEP cycle to determine if
student is making progress?
Example
Writing Standard:
 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly (Gr. 3-5).
Baseline:
 Given an assignment to write informative text, James
scored 2 out of 14 on the attached Writing Informative
Text Checklist (grade 5).
Goal:
 By June 2013, given an assignment to write informative
text, James will score 9 out of 14 on the attached Writing
Informative Text Checklist (grade 5) for 3 consecutive
assignments.
Writing Informative Text Checklist
Points
0-2
Essential Elements
Qualitative Notes
Introduce a topic - clearly provides a general observation
and focus.
Group related information logically.
Include formatting (e.g., headings), illustrations, and
multimedia when useful to aiding comprehension.
Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to the
topic.
Link ideas within and across categories of information using
words, phrases, and clauses (e.g., in contrast, especially).
Use precise language and domain-specific vocabulary to
inform about or explain the topic.
Provide a concluding statement or section related to the
information or explanation presented.
Total Points (out of 14)
Carol Kosnitsky
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Example
Reading Standard:
• Read with sufficient accuracy and fluency to support
comprehension
Baseline:
• Currently, given a 3rd grade level passage, Sally read
50 words correct with 10 errors in 1 minute.
Goal:
• By June 2013, given a 3rd-grade-level reading passage,
Sally will read 98 words correctly with no more than
5 errors in 1 minute.
IEPs for Students with
Moderate and Severe Disabilities
Identify instructional priorities.
1. Self-determination: How can the core
curriculum be used to teach self-determination
skills?
2. Assistive technology: How can the use of
assistive technology enable the student to engage
in the task more independently?
3. Personal relevance and functionality: How can
real-life activities make the standard meaningful
for the student?
Courtade, G., & Browder, D. M. (2011). Aligning IEPs to the Common Core State Standards for Students with Moderate and
Severe Disabilities. Verona, WI: Attainment Company.
IEPs for Students with
Moderate and Severe Disabilities
Analyze Standards – Essential questions
1. Endurance: Will this standard provide students with
knowledge and skills that will be of value beyond the
present instructional setting?
2. Leverage: Will this standard provide knowledge and skills
that will be of value in multiple disciplines?
3. Preparation for next level: Will this standard provide
students with essential knowledge and skills necessary for
success in the next grade or level of instruction?
Reeves, D. B. (2002). The leader's guide to standards: A blueprint for educational equity and
excellence. San Francisco: John Wiley & Sons
Carol Kosnitsky
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Example
Alternate Assessment
Dynamic Learning Maps - 2015
 Learning Maps model several pathways to
academic content.
 Academic skills
 Precursor skills
 Communication skills
 Attention skills
Reading for Information Text (RI. 3.7): Use
information gained from illustration and the words in a
text to demonstrate understanding of the text (e.g.
where, when, why and how key events occur.)
Baseline: Currently, after listening to an informational
text passage, Tracy could not select a picture from a
field of 3 options in response to “who” and “what”
questions relating to the article.
Goal: By June, 2012, after listening to an informational
text passage, Tracy will correctly select a picture
from a field of 3 options in response to “who” and
“what” questions relating to the article for 4 out of 5
consecutive opportunities.
Integrate Information from Illustration
(6.RI.7)
Integrate Information from Illustration
(6.RI.7)
Grade level
By (date) after reading a text at grade level
accompanied by a detailed illustration, (name)
will summarize the topic in (3-4) sentences
with at least (1) supporting detail referencing
the illustration and at least (1) supporting
detail referencing the text in (4 out of 5)
trials.
Intense Support
By (date) after listening to a short text at
(name)'s independent level accompanied by a
detailed illustration, (name) will be able make
a poster describing the topic with at least (1)
supporting detail referencing the illustration
and at least (1) supporting detail referencing
the text in (2 out of 3) trials.
Goalbook
Carol Kosnitsky
Goalbook
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10/28/2013
Special Education Assets
• Growth Mindset
• Strength-based
Pay Attention
PARCC Assessment
• Assistive technology
– Get PARCC Accessibility Features and
Accommodations Manual into teacher’s
hands.
• Strategy instruction
– Develop a plan for Decision Making teams.
• Language
– Train students on features.
• Scaffolding
– Inform parents of changes.
• Explicit instruction
• Engagement
Final Thoughts
• Standards are useful in framing levels of
attainment; students may reach different depths
and levels for attainment in each competence.
• Standards set common expectations; students may
reach them at different times.
• Within limits, there should be choice to modify a
standard for a specific student.
Great Resources
• Goals the Make a Difference: An Administrator’s
Guide to Improving the Process by Carol Kosnitsky
http://www.shoplrp.com/product/p-300279.html
• Goalbook
www.goalbookapp.com
• Some students may not meet standards. However,
we can count on that if we do not provide them
access.
Carol Kosnitsky
29
10/28/2013
Thank You
Stop asking me if we’re almost there.
For crying out loud, we’re nomads
Carol Kosnitsky
Carol Kosnitsky
ckosnitsky@comcast.net
30

10/28/2013

Transcription

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