connecting to common core and dabbling in dlm dcslha fall 2014 conference linda c. warning special...

Connecting to Common Core and Dabbling in DLM

DCSLHA Fall 2014 Conference

Linda C. WarningSpecial Education Programming Specialist IPSD 204

Part IIntroduction to the CCSS and CCEE

Paradigm Shifts, History and Structure

(45m-35/10)• ASHA 2014• Paradigm shift• Application to students with disabilities• Impact on Teaching• Anchor Standards• Extending to Students with the most complex needs• Structure• Shifts specific to ELA

ASHA 2014

In order to implement the SLP role effectively, SLPs must have or acquire

Knowledge of the CCSSUnderstanding of the typical developmental processes and stages of listening, speaking, reading, and writingUnderstanding of the needs of students with diverse abilities and needs

CCSS Paradigm Shift

•Students with disabilities are general education kids first •Raise the bar for students with disabilities by using students’ current grade level to develop IEP goals •Collaboration between all educators is imperative

CCSS Application to Students with

Disabilities

Meet high academic standards and demonstrate knowledge

http://www.curriculumconnection4sped.com/dcshla-training-fall-2014.html Slide 3 application to students with disabilities

Promote a culture of high expectations

• CCSS K-8- specificity to skill• CCSS 9-10 and 11-12 designed to support ‘courses’ at the high

school level, rather than grade level skills• Integrated model for Literacy• Drawn on International Models and Research• Aligned with college and work expectations• Benchmarked Intentionally • Researched and evidenced based• Intended to support literacy in history/ social studies, sic,

technical subjects• Established for the widest possible range of students to

participate fully

CCSS

CCSS-Impact on Teaching

• What all kids are expected to know, , not how teachers should teach

• Does not encompass ALL that should be taught

• Do not define intervention methods and materials

Extending to the Students with the most Complex Needs-DLM’s EEs (CCEE)

•Developed by educators and content specialists •Experts in math, ELA and students with significant disabilities reviewed the doc •Not a downward extension of standard, but rather a clarification of the elements most essential in achieving the standard •Insures all students are making progress toward CCSS •Depth and Breadth or Scope•Set the priorities for what you’re teaching

http://www.curriculumconnection4sped.com/dcshla-training-fall-2014.html slide 9

Prompting vs. Guidance

CCSS and CCEE •CCSS uses of “prompting and support” because General education does not perceive prompting as a structured system of cuteness

DLM uses guidance and support because they want it clarified that for some essential elements teacher guidance (encouragement, General assistance and informative feedback) is permitted even without a system of structured cues (prompting)

Structure

• College and Career Readiness

• Anchor Standards• ELA at a glance• Math at a glance

• “..…obtain a summary of the progression of expectations for the content areas from grade

to grade and then determine the communication skills required to meet those

expectations. “*ASHA 2014

College and Career Anchor Standards

Slide 8 ISBE Anchors pg. 10http://www.curriculumconnection4sped.com/dcshla-training-fall-2014.html

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Slide 14 Math Structurehttp://www.curriculumconnection4sped.com/dcshla-training-fall-2014.html

Part IIWorking with the Standards

that intersect the roles of the SLP (30m-10/20)

What Does Core Look Like(The Big 3 for SLPs)

ReadingWriting (Including Research)Speaking and ListeningLanguage

Where do standards intersect the SLP role

Reading Standards Address• Key Ideas and Details, Craft and Structures• Integration of Knowledge and Ideas• Foundational Reading Skills: print concepts (K-1),

phonological awareness( K-1), phonics and word recognition (K-5), fluency (K-5)

• Range of Reading and Level of Text Complexity• 6-12 technical text• Includes language skills such as comprehension, narratives,

questioning, summarizing, analyzing, inferencing, story elements, evaluating, point of view, determining theme or central idea.

Reading Complex Texts

• Read and comprehend a range of grade-level complex texts,

• Vocabulary assessed in the context of reading passages.

• Both close, analytic reading and comparing and synthesizing ideas across texts are expected.

• Build deep knowledge about a topic (or unit of study).

Dig a Little Deeper *

http://www.curriculumconnection4sped.com/ela-text-complexity-l-warning.html

• Determine the Lexile level of a book

• Explore the Text Exemplars at your level

• Examine comparative levels across tools (A. Stuckey)

Activity 1-(10m)Text Complexity-Lexile Level

With a partner, a colleague or someone who has tech and is seated by you…..Spend 10m doing one of the following: • Determine the Lexile level of a book•Explore the Text Exemplars at your level•Examine comparative levels across tools (A. Stuckey)

Using the Link Belowhttp://www.curriculumconnection4sped.com/ela-text-complexity-l-warning.html

Writing Effectively(Not ID’d as a Big 3)

• Demonstrating interrelated literacy skills

• Presenting the supporting evidence in writing

• Writing narrative • Demonstrating understanding

gained from reading skillfully through writing

Conducting Research

• Expands on “writing effectively when analyzing sources”

• Gather resources• Evaluate their relevance • Report on information and ideas investigated

(i.e., conducting research to answer questions or to solve problems).

Speaking and Listening

• Comprehension and Collaboration (day-to-day, purposeful academic talk in 1:1, small and large group settings)

• Formal presentations, working collaboratively, sharing findings, and listening carefully to the ideas of others.

• Includes language skills such as pragmatics, discussing, describing, retelling, summarizing, presenting, adapting speaking, and point of view.

Language

• Conventions of Standard English• Vocabulary acquisition/Vocabulary use• Includes language skills such as syntax,

grammar, sentence structure, vocabulary, and conversation.

• ELA (Marzano, Dolch, Fry)http://www.curriculumconnection4sped.com/ela-vocabulary-supports.html

• Math (Granite School, Utah)http://www.curriculumconnection4sped.com/math-resources-and-visuals-l-warning.html

Activity 2-(10m)Where do Your GoalAreas Intersect CCSS

Using 3 goal areas, find where they intersect the anchor standardsUse CCSS (ISBE) http://www.isbe.net/common_core/

Explore Vocab (ELA) http://www.curriculumconnection4sped.com/ela-vocabulary-supports.html

Explore Vocab (Math)http://www.curriculumconnection4sped.com/math-resources-and-visuals-l-warning.html

PassagesLiteracy vs. Informational

• National Assessment of Educational Progress (NAEP) (This info cited in the CCSS)

Informational Passages by GradeGrade Literary Information4 50% 50%8 45% 55%12 30% 70%

Strategies and Lessons

• Strategy and Lesson Suggestions

• Formative Assessment Suggestions

• Graphic Organizers

Slide 28 Strategies and Lessonshttp://www.curriculumconnection4sped.com/dcshla-training-fall-2014.html

Activity 3 (10m)

Finding Strategies, Lessons and Formative Assessments to Support Reading Informational Text

With yourself, a partner, a colleague or a neighbor who has technology with them….

•Explore this document that will support Informational Text

UseSlide 28 “Strategies and Lessons•http://www.curriculumconnection4sped.com/dcshla-training-fall-2014.html

Part III Backward Mapping

ASHA’s Recommendation for Aligning IEP

Goals (45m-30/15)

Standards Reference

d vs. Standards

Based

Standards Referenced

SLP and team develop the goals and then

identify the standards that best match the

goals.

Standards Based

In the standards-based model, the standard serves as the starting

point for generating the goals and objectives.

Blosser et al. (2012) ASHA.Org

Systematically Backward Mapping, Supporting Legally Defensible Goal Writing *

Speech-language goals should NOT be taken directly from the Common Core, especially those specified for the grade level at which the child is currently performing. *ASHA 2014

Slide 31 Systematically Backward Map http://www.curriculumconnection4sped.com/dcshla-training-fall-2014.html

Activity 4 (15m)Backward Mapping Your Goals

• Speech-language goals should NOT be taken directly from the Common Core, especially those specified for the grade level at which the child is currently performing. *ASHA 2014

• Select your area of focus• Determine the Anchor standard where it intersects• Find your grade level standard aligned with the Anchor standard

(This is the standard you cite/reference)• Backward map to find your student’s instructional level (entry

point)Using“Where CCSS intersect the CCSS Role” Handout “ Backward Mapping” Handout Using ISBEs standards “Google ISBE CCSS” or

http://www.isbe.net/common_core/pls/level1/pdf/ela-standards.pdf

15m break

Part IVUDL-How Accessibility Impacts Implementation of the CCSS

(15m)

http://cast.org/library/video/udl_at_a_glance/index.html

….From Jacquie Criger

Levels of Support

What do I look for? Where do I plug in?

Slide 36 Levels of Support http://www.curriculumconnection4sped.com/dcshla-training-fall-2014.html

Part VSupporting Implementation of the Standards

with 2.0, Web Based and Additional Resources

(45m-25/20)

Reading Web linkshttp://www.curriculumconnection4sped.com/ela-reading-weblinks-for-teaching-l-warning.html Writing Web linkshttp://www.curriculumconnection4sped.com/ela-writing-weblinks-for-teaching-l-warning.html Primary Resources (Library of Congress)http://www.loc.gov/teachers/

Activity 5-View 3, select 1)

Activity 5Web 2.0 Resources (2-10m sessions)

Explore the Web 2.0 ResourcesUse:Reading Web linkshttp://www.curriculumconnection4sped.com/ela-reading-weblinks-for-teaching-l-warning.html Writing Web linkshttp://www.curriculumconnection4sped.com/ela-writing-weblinks-for-teaching-l-warning.html Primary Resources (Library of Congress)http://www.loc.gov/teachers/

Resources• ASHA

http://www.asha.org/SLP/schools/Frequently-Asked-Questions.htm • Georgia Organization School Based SLPs

http://thespeechroomnews.com/2014/07/slp-101-speech-therapy-and-the-common-core.html

• Speech Room Newshttp://thespeechroomnews.com/2014/07/slp-101-speech-therapy-and-the-common-core.html

• ISBE CCSS http://www.isbe.net/common_core/pls/level1/pdf/ela-standards.pdf

• ELA Shift Kits http://education.illinoisstate.edu/casei/ela/• Core Standards http://www.corestandards.org/assets/application-to-

students-with-disabilities.pdf • CCSS and EE http://www.isbe.net/spec-ed/conf/2013/pdf/session19b.pdf • ISBE Director’s Conference 2014 http://www.isbe.state.il.us/%5C%5C%5C

%5C/spec-ed/conf/2014/pdf/session11.pdf • DLM Self-Directed Learning Modules

http://secure.dynamiclearningmaps.org/unc/modules.html