The Common Core State Standard: Practical and Curriculum Based Applications for the SLP BY PERRY FLYNN CONSULTANT TO THE NORTH CAROLINA DEPARTMENT OF PUBLIC INSTRUCTION & PROFESSOR UNIVERSITY OF NORTH CAROLINA GREENSBORO TAMI CASSEL SPEECH-LANGUAGE PATHOLOGY SPECIALIST, COLORADO DEPARTMENT OF EDUCATION

Disclosure  Perry is a member of the ASHA Board of Directors. As this is an invited presentation ASHA is covering registration. Otherwise he has nothing financial or non-financial to disclose.  Tami has nothing financial or non- financial to disclose.

Common Core Standards, English Language Arts, Speaking and Listening Comprehension and Collaboration:  CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.3.1  CCSS.ELA-Literacy.SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. CCSS.ELA-Literacy.SL.3.1.a  CCSS.ELA-Literacy.SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-Literacy.SL.3.1.b  CCSS.ELA-Literacy.SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. CCSS.ELA-Literacy.SL.3.1.c  CCSS.ELA-Literacy.SL.3.1.d Explain their own ideas and understanding in light of the discussion. CCSS.ELA-Literacy.SL.3.1.d

Language PhonologyMorphologySemanticsSyntaxPragmatics

Phonology  CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CCSS.ELA-Literacy.RF.K.2  CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.K.3  Carries through grade 5

Morphology  CCSS.ELA-Literacy.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.K.1  CCSS.ELA-Literacy.L.K.1.c Form regular plurals CCSS.ELA-Literacy.L.K.1.c  CCSS.ELA-Literacy.L.1.1.e Use verbs to convey a sense of past, present, and future CCSS.ELA-Literacy.L.1.1.e  CCSS.ELA-Literacy.L.2.1.d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told) CCSS.ELA-Literacy.L.2.1.d  CCSS.ELA-Literacy.L.3.1.b Form and use regular and irregular plural nouns. CCSS.ELA-Literacy.L.3.1.b  CCSS.ELA-Literacy.L.4.1.b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. CCSS.ELA-Literacy.L.4.1.b  CCSS.ELA-Literacy.L.5.1.b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. CCSS.ELA-Literacy.L.5.1.b

Semantics  CCSS.ELA-Literacy.L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. CCSS.ELA-Literacy.L.1.5  CCCSS.ELA-Literacy.L.K.5.a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. CCCSS.ELA-Literacy.L.K.5.a  CCSS.ELA-Literacy.L.1.5.b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). CCSS.ELA-Literacy.L.1.5.b  CCSS.ELA-Literacy.L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). CCSS.ELA-Literacy.L.2.5.a  CCSS.ELA-Literacy.L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). CCSS.ELA-Literacy.L.3.5.a  CCSS.ELA-Literacy.L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). CCSS.ELA-Literacy.L.4.5.c  CCSS.ELA-Literacy.L.5.4.a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. CCSS.ELA-Literacy.L.5.4.a

Syntax  CCSS.ELA-Literacy.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.K.1  CCSS.ELA-Literacy.L.K.1.f Produce and expand complete sentences in shared language activities. CCSS.ELA-Literacy.L.K.1.f  CCSS.ELA-Literacy.L.1.1.j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. CCSS.ELA-Literacy.L.1.1.j  CCSS.ELA-Literacy.L.2.1.f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). CCSS.ELA-Literacy.L.2.1.f  CCSS.ELA-Literacy.L.3.1.i Produce simple, compound, and complex sentences. CCSS.ELA-Literacy.L.3.1.i  CCSS.ELA-Literacy.L.4.1.e Form and use prepositional phrases. CCSS.ELA-Literacy.L.4.1.e

Pragmatics  CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.SL.K.1  CCSS.ELA-Literacy.SL.K.1.a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). CCSS.ELA-Literacy.SL.K.1.a  CCSS.ELA-Literacy.SL.1.1.b Build on others' talk in conversations by responding to the comments of others through multiple exchanges. CCSS.ELA-Literacy.SL.1.1.b  CCSS.ELA-Literacy.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. CCSS.ELA-Literacy.SL.2.3  CCSS.ELA-Literacy.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELA-Literacy.SL.3.2  CCSS.ELA-Literacy.SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 here for specific expectations.) CCSS.ELA-Literacy.SL.4.6here  CCSS.ELA-Literacy.SL.5.1.c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. CCSS.ELA-Literacy.SL.5.1.c  In older grades, students will continue to collaborate and create products which demonstrate knowledge of a topic

Not Just ELA but Math and even technology Solve problems involving the four operations, and identify and explain patterns in arithmetic.  CCSS.Math.Content.3.OA.D.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 3 CCSS.Math.Content.3.OA.D.8

Blooms Taxonomy and Universal Design for Learning

Quality IEPs  Good assessment data on the student (be an investigator not a technician)  Well written Present Level of Academic Achievement and Functional Performance (PLAAFP)  Tied to and describes impact on general education  Frequency, duration and location (dosage)  With or without typical peers/ Least Restrictive Environment  Supplemental aids and services, accommodations and modifications  Transition  Reasonable goals to meet the standards of the general education curriculum

Judy Rudebusch’s 7 steps, Step 1:Consider the Content Standards  Talk to teachers  Review standards from previous grades  Review the standards from the lens of the SLP  Syntax  Semantics  Pragmatics  Phonology  Morphology

Connecting the Common Core to a student with disabilities

Deconstructing the Standard 16 Standard Describe in depth a character, setting, or event in a story or drama, drawing, on specific details in the text (CCSS.ELA.RL.4.3) Determine the author’s point of view or purpose in a text and analyze how the author acknowledges viewpoints.. (CCSS.ELA.RI.8.6) Cornerstone Element Describe a story element using details from the text. Determining the author’s purpose in text Associated Skills Academic vocabulary, reading comprehension skills, oral expression. Theory of Mind skills, academic vocabulary, knowledge of complex sentence structure Schillinger & Wetzel, 2014

Learning Targets 17 Knowledge Cornerstone, knowledge or understanding required to achieve mastery of the standard Reasoning Mental processes necessary to achieve the standard (DOK, Blooms Taxonomy, executive functions) Skill Performance skills to be demonstrated or observed to determine the standard was achieved. Product The product required to show mastery of the standard (project, graph, essay, skit, song, plan). Grade Level Standard Schillinger & Wetzel, 2014

Step 2: Examine the Data  Educational relevant materials  Writing samples  Language samples  Benchmark testing  Universal screening tools (DIBELS)  What else can YOU think of?

Step 3: Determine the Student’s Present Level of Performance  Strengths and needs  Use multiple forms of current data  How the disability impacts the general curriculum

Step 4: Develop measurable goals  Aligned with grade level standards but NOT simply copying the standard itself  May need to go back to previous year’s standards  Consult teachers  Reasonable to accomplish in an IEP period  Conditions  Behaviors  Criterion

Step 5: Assess Progress  Progress reports  Dynamic assessment  Collaborate with teachers  Assess how skills are impacting the standards/ progress in general education curriculum

Step 6: Identify Special Instruction  Identify the specially designed instruction that the student will receive  (what is / constitutes specially designed instruction?)  Accommodations  Modifications

Step 7: Determine the Most Appropriate Assessment Option  How will progress be measured  ALL parties should measure progress in an agreed upon way

Standards-based IEPs:  Are curriculum relevant  Are tied to grade level standards  Focus on how the student’s disability negatively impacts the general education curriculum  Are appropriate for the grade level/ developmental level of the student

An Activity  Working together in small groups. Read the present level of performance and selected Common Core Standards that we think apply.  Write one annual goal that ties the students needs to the standard/ standards  Plan an activity that might be conducted in a classroom by an SLP for ALL students that specifically meets the goal/ need for differentiated instruction for the speech-language impaired student in the present level.

IEP Goal Development Template Grade Level Standard FUNCTION AL LEVEL Essential Learning Targets Identified within the Standard KNOWLEDGE TARGETSREASONING TARGETSSKILL TARGETSPRODUCT TARGETS IEP Goal: Adapted from Goal-writing worksheet, CC and the Special Education Student, Schillinger and Wetzel Page 1

Randall is a 5 th grader who is placed in Speech as his primary area of Special Education. He has: difficulty with comprehension of auditorally presented material from classroom work. 50% accurate at answering 10 (knowledge and Comprehension level Bloom’s Taxonomy) questions. inappropriately answers questions in class when the teacher reports she is sure he knows the correct answer. dysfluent on 18% of utterances, characterized by whole and part word repetitions mostly on multi-syllable words in conversation. No dysfluencies were noted in a reading sample. His speech rate in conversation was judged to be fast. On the CELF 4 Randall received an overall standard score of 70 with particular areas of weakness on the following sub tests: Concepts and Directions, Word Classes –Receptive, Sentence Structure and Recalling Sentences. Relative strengths were in the areas of: Language Content and Expressive Vocabulary.

Final Questions??? ?

References:  Blooms Taxonomy and Universal Design for Learning taxonomy/ taxonomy/  Power-deFur, L, & Flynn, P. (2012) Unpacking the Standards for Intervention, ASHA SIG 16 Perspectives on School-Based Issues, March 2012, Vol. 13: doi: /sbi  Rudebusch, J. From Common Core State Standards to Standards-Based IEPs: A Brief Tutorial, SIG 16 Perspectives on School-Based Issues, March 2012, Vol. 13: doi: /sbi  Schillinger, M. & Wetzel, B. (2014). Common Core and the Special Education Student. Palm Beach Gardens: LRP Publications.