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Emi Johnson, Consultant Lihi Rosenthal, Seneca Division Director Presented with Endless Gratitude to Amy Andersen and Tamara Clay, EDCOE

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Many IEP team discussions center on identifying a childs current skills as well as the next developmental skills The developmental skills are often not related to the academic, behavior or functional learning expectations for other students of the same grade level End result is a parallel curricula for the child: one in special education and one in general education http://www.youtube.com/watch?v=_vNk_j3Z18A http://www.youtube.com/watch?v=_vNk_j3Z18A 2

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3 www2.ed.gov

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Changing the focal point of the IEP to align with the CCSS means: Identifying the standards ALL students at a specific grade or age level should know and be able to do. Assessing where the student is functioning with regard to the above standards Determining disability-related needs that prevent the student from being proficient on the standards Developing annual goals to address these needs 4

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Special Educators need to be involved in developing curriculum and benchmarks Special Educators should attend general education professional development General Education colleagues should receive professional development on: Curricular adaptations Universal design for learning Grade level materials 5

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Ownership High Expectations Intervention Systems Inclusion and/or Collaborative Teaching Organization and Professional Development 6

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7 Moving away from Compliance Results-Driven Accountability Moving away from Compliant-only IEP IEP that can produce Results General Education Special Education

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Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready 8 The Challenge for Students with Disabilities How do we get from here? To here?

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Standards are the What Standards are the overall goal we want our students achieve Curriculum is the How Curriculum is the individual teaching methodology used in the classroom 9 General educators are content experts. Special educators are experts at adapting the curriculum.

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Removes or minimizes barriers to educational access for all students Meets the needs of the greatest number of students, sometimes making adaptations for individuals unnecessary Takes into account individual learning differences 10

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The UDL framework is grounded in 3 principles: Multiple means of representation using a variety of methods to present information, provide a range of means to support Multiple means of action and expression providing learners with alternative ways to act skillfully and demonstrate what they know Multiple means of engagement tapping into learners interests by offering choices of content and tools; motivating learners by offering adjustable levels of challenge 11 Universal Design for Learning

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Readiness Growth InterestLearning Profile MotivationEfficiency

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Emphasis on flexible curriculum Variety of instructional practices, materials, and learning activities All students benefit from the multifaceted ways content is presented, including options for demonstrating what they know UDL helps educators meet the challenge of serving those with special needs while enhancing learning for all 14 How Can Students Benefit from UDL?

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Use a variety of materials Provide cognitive supports Teach to a variety of learning styles Provide flexible opportunities (Rose & Meyer, 2002): 15

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Quantity*Time*Level of Support* Input* Alternate Goals Difficulty Participation* Output* Substitute Curriculum Adapt the way instruction is delivered to the learner. For example: Use different visual aids, enlarge text, plan more concrete examples, provide hands-on activities, place students in cooperative groups, pre-teach key concepts or terms before the lesson Adapt the number of items that the learner is expected to learn or complete. For example: Reduce the number of social studies terms a learner must learn at any one time. Add more activities or worksheets. Adapt the time allotted and allowed for learning, task completion, or testing. For example: Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners. Increase the amount of personal assistance to keep the student on task or to reinforce or prompt use of specific skills. Enhance adult-student relationships; use physical space and environmental structure. For example: Assign peer buddies, teaching assistants, peer tutors, or cross age tutors. Adapt the skill level, problem type, or the rules on how the learner may approach the work. For example: Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs. Adapt how the student can respond to instruction. For example: Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands on materials. Adapt the extent to which a learner is actively involved in the task. For example: A student who has difficulty presenting in front of a class could be given the option of presenting to just the teacher. Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students with moderate to severe disabilities. For example: In social studies, expect a student to be able to locate the colors of the states on a map, while other students learn to locate each state and name each capital. Provide different instruction and materials to meet a learners individual goals. When routinely utilized, this is only for students with moderate to severe disabilities. For example: During a math test, a student is working on an eye-hand coordination activity.

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As you watch the video, think about: What Standards for mathematical practice do you observe Expected challenges for students with disabilities Adaptations that might allow students with disabilities to better access the lesson http://www.youtube.com/watch?v=dTxFYf50l- 4&feature=relmfu 17

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Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. 18 Eight Standards for Mathematical Practice

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Determine which areas of need will have the greatest impact on the students ability to access grade level standards. What levels of understanding are expected at the next grade level standards as compared to the current? Which standards are still barriers to the students progress toward age-appropriate grade-level standards?

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Corestandards.org/math Standards by Domain http://myboe.org/portal/default/Content/Viewer/Cont ent?action=2&scId=306589&sciId=10352- Interactive Standards Chart http://ime.math.arizona.edu/progressions/ - University of Arizona progression documents http://ime.math.arizona.edu/progressions/ 20

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Standards themselves are scaffolded: Reading Standards for Informational Text: Key Ideas and Details Grade 5: Quote accurately from a text when explaining what the text says explicitly ad when drawing inferences from the text. Grade 4: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Grade 3: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Grade 2: Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Grade 1: Ask and answer questions about key details in a text. Kindergarten: With prompting, ask and answer questions about key details in a text. 21

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Tools like Simple Wikipedia: http://en.wikipedia.org/wiki/Photosynthesis http://en.wikipedia.org/wiki/Photosynthesis http://simple.wikipedia.org/wiki/Photosynthesis http://simple.wikipedia.org/wiki/Photosynthesis Leveling reading selections: You must register, but after that you can level books for free, either by selecting them from a list or by entering in a few sentences: http://www.lexile.com/analyzer/ http://www.lexile.com/analyzer/ More great strategies (especially for ELLs): http://jccsel.wetpaint.com/page/SDAIE+Strategies http://jccsel.wetpaint.com/page/SDAIE+Strategies The wonderful world of MS Word: Auto summaries see next pages Readability Scores see next pages

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To obtain readability scores Click on the Start Button (the one with the windows at the top left of the page). Click on Proofing Check the box for Show Readability Statistics From now on, every time you click on spell check, you will get a readability screen that shows the readability index of the txt and its grade level Word references authoring and proofing tools spelling and grammar show readability statistics Useful for Determining the accessibility of written text for students at different reading levels

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To obtain Auto Summaries in Word 2007 or before Click on the Start Button (the one with the windows at the top left of the page). Click on Customize From the left-side of the screen, select AutoSummary Tools From now on, the top row of your screen will show an icon of a page with a lightening bolt through it. Click that and youll be able to create either a summary or an outline of any document For Macs: http://www.documentsnap.com/summarize-text-using- mac-osx-summarize-or-microsoft-word-autosummarize/http://www.documentsnap.com/summarize-text-using- mac-osx-summarize-or-microsoft-word-autosummarize/ For Word 2013: Find Apps for Office and download (through MS Word or online) Useful for Creating shorter, more accessible passages for students with lower reading skills Creating outlines that are helpful for teaching students organization skills

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25 Resources are being developed that will support teachers and IEP teams to design and implement instruction that addresses content and skill expectations aligned to the CCSS, as well as to help prepare these students for postsecondary life.

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Elements of Smarter Balanced Assessment: Computer-based Computer-adaptive testing (CAT) Researched-based Access by Design (consideration of accessibility needs during item and task development) 26

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Digital Accessibility: Design and development of items ensuring access for all students (items presented in different forms: Braille, print, auditory) Changes in presentation (font, magnification, color contrasts) Array of options for student responses (standard mouse, alternative mouse, switch, eye gaze device, etc) 28

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An Alternate Assessment is Being Developed Broad dissemination will occur in 2015 The assessment will be linked to clear learning outcomes and defensible assessment results The assessment will complement the Common Core State Assessments The assessment will be appropriate for approximately 1% of students 29 How Do We Assess Students with Significant Cognitive Disabilities?. California is a member of this. http://www.ncscpartners.org/about The National Center and State Collaborative (NCSC) is developing alternate assessments based on alternate achievement standards (AA AAS) to develop a multi state comprehensive assessment system for students with significant cognitive disabilities. California is a member of this. http://www.ncscpartners.org/about http://www.ncscpartners.org/about

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Emi Johnson, Consultant emi95642@gmail.com Lihi Rosenthal, Seneca Division Director lihi_rosenthal@senecacenter.org