meeting arizona college and career ready standards for special education specialists day 2...
TRANSCRIPT
Meeting Arizona College and Career Ready Standards for Special Education Specialists
Day 2Presenters:Sharen Bertrando Kevin [email protected] [email protected]’s Center for Prevention & Early Intervention
Objectives for Day 2 – Participants will be able to . . .• Practice developing and writing AZCCRS IEP goals
and benchmarks aligned to the student’s PLAAFP• Become familiar with readily available resources,
instructional strategies, and evidenced-based strategies to support students with disabilities
• Develop an action plan to build capacity within your school/district
• Address participant questions and comments to State department and WestEd consultants
Review Day Two
• K-W-L review and update for “What you have learned
• Review Agenda
http://www.leadered.com/pdf/Special%20Ed%20&%20CCSS%20white%20paper.pdf
Why the Core?• Read – Fewer, Clearer, Higher Common Core State
Standards (McNulty & Gloecker, 2011)• Jigsaw: Read assigned sections and report out:
• “I learned _____________” or “I wonder ____________.”
• Reflect: Final Reading – Why is it important for individuals with exceptional needs to have access to the general education curriculum?
• How might these individuals better access these standards?
Why the Core?Group 1: Common Core State Standards p.3 Common Core and Special Education p.4Group 2: Improving the Performance of Students
Receiving Special Education Services p.7Ownership and High Expectations for All p.8Intervention Systems p.9
Group 3: Inclusion/Collaborative Teaching p.11Organization/PD p.13
IDEA – Eligibility Categories
Activity
Exercise: How many of the categories include intellectual impairment?
If only one percent of the population has significant intellectual impairments…
Cognitive abilities will not preclude the majority of students with disabilities from learning grade level content.
“Students with disabilities…must be challenged to excel within the general curriculum and be prepared for success in their post-school lives, including college and/or careers….Therefore, how these high standards are taught and assessed is of the utmost importance in reaching this diverse group of students.”
Application to Students with Disabilities
ELA Standards, in section titled “What is not covered”
“For example, for students with disabilities reading should allow for the use of Braille, screen-reader technology, or other assistive devices, while writing should include the use of a scribe, computer, or speech to text technology. In a similar vein, speaking and listening should be interpreted broadly to include sign language.”
Commitment to Students with Disabilities Evident in Standards
ELA Standards, in section titled “What is not covered”
Legal Basis for Providing Access to General Education
IDEA 2004: states must “… ensure access of the child to the general curriculum, so that the child can meet the educational standards… that apply to all children.”
[(34 CFR §300.39(b)(3)(i)(ii)]
The LawA statement of the child’s present levels of academic
achievement and functional performance, including… A statement of measurable annual goals including
academic and functional goals designed to:Meet the child’s needs that result from the child’s
disability to enable the child to be involved in and make progress in the general education curriculum.
National Statistics• Nationwide 40% of all students in special education
have reading as their core challenge.• Over 80% of students with a specific learning
disability (SLD) struggle with reading.• Approximately four out of five students with a SLD
perform significantly below grade level in reading.• Typically, student below reading level will be below
grade level in written expression
Rosenberg, Westling, & McLeskey, 2008
Complex Text
Qualitative • Examine the text to see how much of the language is
conversational and how much is academic. • Examine the language to see how much is literal and
how much is figurative. • When looking at literary texts specifically, you examine
whether the text demands singular to multiple themes or themes that are complex.
• Examine the text for singular to multiple perspectives. • Consider if the text requires everyday or familiar knowledge
and/or cultural knowledge outside of the familiar.
Quantitative • No perfect method for examination, rather there
are many effective methods.• Methods such as the Flesch-Kincaid and Dale Chall
are mentioned as possible measurement standards. • No specific way for teachers to "score" a text
independently.• Teachers should consider how these factors
mentioned next might create challenge for readers. • Examine the text for syntactic complexity, sentence
structure and word length, level of vocabulary and Lexile level.
Text Complexity by Grade BandText Complexity by Grade Bands
OLD Lexile Level
Lexile Level aligned to the Core
K-1 N/A N/A
2-3 450-725 450-790
4-5 645-845 770-980
6-7-8 860-1010 955-1155
9-10 1060-1115 1080-1305
11-12 1070-1220 1215-1355
Common Core State Standards Initiative
Quantitative Measures of Text Complexity
The terms quantitative dimensions and quantitative factors refer to those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and are thus today typically measured by computer software.
NGA & CCSSO, 2010, p. 4
Flesch-Kincaid Grade-Level Score An ExampleAfter the anthem, the tributes file back into the Training Center lobby and onto the elevators. I make sure to veer a car that does not contain Peeta. The crowd slows out entourages of stylists and mentors and chaperones, so we have only each other for company. No one speaks. My elevator stops to deposit four tributes before I am alone and then find the doors opening on the twelfth floor. Peeta has only just stepped from his car when I slam my palms into his chest. He loses his balance and crashes into an ugly urn filled with fake flowers. Collins, S. (2008) The Hunger Games
http://www.readability-score.com/
Reader - Text and Task
Instructional design • Create tasks that are appropriate for the learning
objectives.• Scaffold the learning and reading skills needed• Demand high quality, authentic tasks• When appropriate, remove the scaffolding so
students can read and perform independently
Strategies to Support Learner’s Engagement with Complex Text
Area Supporting Learners’ Engagement with Complex Text
Background Knowledge
Leverage students existing knowledge
Comprehension Strategies
Teaching and Modeling – questioning, visualizing
Vocabulary Explicitly teaching – context clues & morphological knowledge
Text Organization & Linguistic Features
Explicitly teaching – discussing text features, organizations, language resources
Discussions Engaging in peer discussionsSequencing Sequencing text & tasks to build on each other;
Teacher read aloudsRereading Rereading text or selected passages to look for
answers
Tools Teaching to develop outlines, charts, organizers
Writing Modeling returning to the text as writing
AZCCRS & Evidence-based Practices & Supports for Specialized Populations
• Autism Spectrum Disorders• Intellectual Disabilities• Technology Tools
National Professional Development Center on ASDTake a look at the evidence-based practices for students with ASD
http://autismpdc.fpg.unc.edu
.
EBPs for Students with Autism Spectrum Disorders (ASD)
The teaching practice has been tested and found to be effective in the areas of:• Academics and cognition• Behavior • Communication• Play• Social• Transition
Choosing an EBPWhat is our goal/objective targeting?What are our options?What domain does the goal relate to?What is the age of the student?
Make a decision based on:The IEP teams professional wisdomThe student’s learning styleThe supports that are already in placeThe history of what has or hasn’t work in the past
Activity1. Work individually to review one of your student’s
assessment information, PLAAFP, and previous IEP2. Select an AZCCRS ELA/Literacy strand/standard in
area of identified need3. Use the template and strategies for individualizing
goal/objectives 4. Share completed written goal/objectives with partner
noting feedback (constructive criticism)
5. Revise
6. Be prepared to share out
Activity1. Work individually to review one of your student’s
assessment information, PLAAFP, and previous IEP2. Select an AZCCRS Mathematical Standards in the
area of identified need3. Use the template and strategies for individualizing
goal/objectives 4. Share completed written goal/objectives with partner
noting feedback (constructive criticism)
5. Revise
6. Be prepared to share out
Action Plan
At your table1. Individually complete the action plan.2. Share with your tabletop.3. Write down at least one response from
a colleague.4. Be prepared to share out whole group.
Action Plan – As a result of this training . . .Questions: Notes/ Future Plans
What is the most important thing that you learned?
What will you do differently in the future?
How would you share this information with colleagues?
What is the logical next step?
Shared Responsibility
• Take ownership of all students• Provide opportunities for professional
development – general and special education together
• Create a culture where all students are general education students first . . . is the first hurdle to meeting the challenge
