1. Differentiation for Special Education in a Common Core World Dr. Gail Angus Riverside County SELPA

2. Today will be successful if this question is answered.

3. What Do We Know About Special Education? It is both reliant upon and symptomatic of general education It is a set of supports and services, not a location Students with disabilities are general education students first and should be treated as such both instructionally and fiscally It is intended to accommodate for or address a disability that affects learning, not make up for poor instruction

4. Developed by Gail Angus

5. Expectation: Who Can Learn Literature on expectations suggests students learn what we expect them to learn. Some students – with and without disabilities – may not achieve to the levels we hope even after high quality standards-based instruction. But we have no way to predict which ones so we have to teach them ALL well! National Center on Educational Outcomes, NASBE Regional Meeting August 12, 2011 http://www.ncscpartners.org/Media/Default/PDFs/Resources/Thurlow-CCSS-SWD-8-2011.pdf

6. http://www.youtube.com/watch?v=9IGD9oLofks&lr=1

8. DEPTH OF KNOWLEDGE LEVELS (The Depth of Knowledge is not determined by the verb, but what comes after the verb and the context in which the verb is used, i.e., the depth of thinking required.) Level 1: Recall and Reproduction Requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure. Answering a level 1 item involves following a simple, well-known procedure or formula. Simple skills and abilities or recall characterize this level. Level 2: Skills/Concepts Includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem. These actions imply more than one mental or cognitive process/step. Level 3: Strategic Thinking: Requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at this level are complex and abstract. An assessment item that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3. Level 4: Extended Thinking Requires high cognitive demand and is very complex. Students are expected to make connections – relate ideas within the content or among content areas – and have to select or devise one approach among many alternatives on how the situation can be solved. Due to the complexity of cognitive demand, this level often requires an extended period of time. Increased Complexity Page 3

9. DOK Level Activities Analyze CCSS, instruction, assessment and goals

11. Revised Bloom’s TaxonomyWebb’s DOK Level 1 Recall & Reproduction Webb’s DOK Level 2 Skills & Concepts Webb’s DOK Level 3 Strategic Thinking/ Reasoning Webb’s DOK Level 4 Extended Thinking Remember Retrieve knowledge from long- term memory, recognize, recall, locate, identify o Recall, recognize, or locate basic facts, details, events, or ideas explicit in texts o Read words orally in connected text with fluency & accuracy o Define terms Understand Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion), predict, compare/contrast, match like ideas, explain, construct models o Identify or describe literary elements (characters, setting, sequence, etc.) o Select appropriate words when intended meaning/definition is clearly evident o Describe/explain who, what, where, when, or how o Specify, explain, show relationships; explain why, cause- effect o Give non-examples/examples o Summarize results, concepts, ideas o Make basic inferences or logical predictions from data or texts o Identify main ideas or accurate generalizations of texts o Locate information to support explicit-implicit central ideas o Explain, generalize, or connect ideas using supporting evidence (quote, example, text reference) o Identify/ make inferences about explicit or implicit themes o Describe how word choice, point of view, or bias may affect the readers’ interpretation of a text o Explain how concepts or ideas specifically relate to other content domains or concepts o Develop generalizations of the results obtained or strategies used and apply them to new problem situations Apply Carry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task o Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning of words o Use context to identify the meaning of words/phrases o Obtain and interpret information using text features o Apply a concept in a new context o Illustrate how multiple themes (historical, geographic, social) may be interrelated Analyze Break into constituent parts, determine how parts relate, differentiate between relevant- irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct (e.g., for bias or point of view) o Identify whether specific information is contained in graphic representations (e.g., map, chart, table, graph, T- chart, diagram) or text features (e.g., headings, subheadings, captions) o Categorize/compare literary elements, terms, facts, details, events o Identify use of literary devices o Analyze format, organization, & internal text structure (signal words, transitions, semantic cues) of different texts o Distinguish: relevant-irrelevant information; fact/opinion o Identify characteristic text features; distinguish between texts, genres o Analyze information within data sets or texts o Analyze interrelationships among concepts, issues, problems o Analyze or interpret author’s craft (literary devices, viewpoint, or potential bias) to critique a text o Use reasoning, planning, and evidence to support inferences o Analyze multiple sources of evidence, or multiple works by the same author, or across genres, time periods, themes o Analyze complex/abstract themes, perspectives, concepts o Gather, analyze, and organize multiple information sources o Analyze discourse styles Evaluate Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique o Cite evidence and develop a logical argument for conjectures o Describe, compare, and contrast solution methods o Verify reasonableness of results o Critique conclusions drawn o Evaluate relevancy, accuracy, & completeness of information from multiple sources o Draw & justify conclusions o Apply understanding in a novel way, provide argument or justification for the application Create Reorganize elements into new patterns/structures, generate, hypothesize, design, plan, produce o Generate conjectures or hypotheses based on observations or prior knowledge and experience o Synthesize information within one source or text o Develop a complex model for a given situation o Develop an alternative solution o Synthesize information across multiple sources or texts o Articulate a new voice, alternate theme, new knowledge or perspective Cognitive Rigor Matrix – Reading ( khess@nciea.org )

12. Revised Bloom’s TaxonomyWebb’s DOK Level 1 Recall & Reproduction Webb’s DOK Level 2 Skills & Concepts Webb’s DOK Level 3 Strategic Thinking/ Reasoning Webb’s DOK Level 4 Extended Thinking Remember Retrieve knowledge from long- term memory, recognize, recall, locate, identify Understand Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion), predict, compare/contrast, match like ideas, explain, construct models o Describe or define facts, details, terms o Select appropriate words to use when intended meaning/definition is clearly evident o Write simple sentences o Specify, explain, show relationships; explain why, cause- effect o Give non-examples/examples o Take notes; organize ideas/data o Summarize results, concepts, ideas o Identify main ideas or accurate generalizations of texts o Explain, generalize, or connect ideas using supporting evidence (quote, example, text reference) o Write multi-paragraph composition for specific purpose, focus, voice, tone, & audience o Explain how concepts or ideas specifically relate to other content domains or concepts o Develop generalizations of the results obtained or strategies used and apply them to new problem situations Apply Carry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task o Apply rules or use resources to edit specific spelling, grammar, punctuation, conventions, word use o Apply basic formats for documenting sources o Use context to identify the meaning of words/phrases o Obtain and interpret information using text features o Develop a text that may be limited to one paragraph o Apply simple organizational structures (paragraph, sentence types) in writing o Revise final draft for meaning or progression of ideas o Apply internal consistency of text organization and structure to composing a full composition o Apply a concept in a new context o Apply word choice, point of view, style to impact readers’ interpretation of a text o Select or devise an approach among many alternatives to research a novel problem o Illustrate how multiple themes (historical, geographic, social) may be interrelated Analyze Break into constituent parts, determine how parts relate, differentiate between relevant- irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct (e.g., for bias, point of view) o Decide which text structure is appropriate to audience and purpose o Compare literary elements, terms, facts, details, events o Analyze format, organization, & internal text structure (signal words, transitions, semantic cues) of different texts o Distinguish: relevant-irrelevant information; fact/opinion o Analyze interrelationships among concepts, issues, problems o Apply tools of author’s craft (literary devices, viewpoint, or potential dialogue) with intent o Use reasoning, planning, and evidence to support inferences made o Analyze multiple sources of evidence, or multiple works by the same author, or across genres, or time periods o Analyze complex/abstract themes, perspectives, concepts o Gather, analyze, and organize multiple information sources Evaluate Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique o Cite evidence and develop a logical argument for conjectures o Describe, compare, and contrast solution methods o Verify reasonableness of results o Justify or critique conclusions o Evaluate relevancy, accuracy, & completeness of information from multiple sources o Draw & justify conclusions o Apply understanding in a novel way, provide argument or justification for the application Create Reorganize elements into new patterns/structures, generate, hypothesize, design, plan, produce o Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept o Generate conjectures or hypotheses based on observations or prior knowledge and experience o Develop a complex model for a given situation o Develop an alternative solution o Synthesize information across multiple sources or texts o Articulate a new voice, alternate theme, new knowledge or perspective Cognitive Rigor Matrix – Writing ( khess@nciea.org )

13. Revised Bloom’s TaxonomyWebb’s DOK Level 1 Recall & Reproduction Webb’s DOK Level 2 Skills & Concepts Webb’s DOK Level 3 Strategic Thinking/ Reasoning Webb’s DOK Level 4 Extended Thinking Remember Retrieve knowledge from long- term memory, recognize, recall, locate, identify o Recall, observe, & recognize facts, principles, properties o Recall/ identify conversions among representations or numbers (e.g., customary and metric measures) Understand Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion (such as from examples given), predict, compare/contrast, match like ideas, explain, construct models o Evaluate an expression o Locate points on a grid or number on number line o Solve a one-step problem o Represent math relationships in words, pictures, or symbols o Read, write, compare decimals in scientific notation o Specify and explain relationships (e.g., non-examples/examples; cause-effect) o Make and record observations o Explain steps followed o Summarize results or concepts o Make basic inferences or logical predictions from data/observations o Use models /diagrams to represent or explain mathematical concepts o Make and explain estimates o Use concepts to solve non-routine problems o Explain, generalize, or connect ideas using supporting evidence o Make and justify conjectures o Explain thinking when more than one response is possible o Explain phenomena in terms of concepts o Relate mathematical or scientific concepts to other content areas, other domains, or other concepts o Develop generalizations of the results obtained and the strategies used (from investigation or readings) and apply them to new problem situations Apply Carry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task o Follow simple procedures (recipe-type directions) o Calculate, measure, apply a rule (e.g., rounding) o Apply algorithm or formula (e.g., area, perimeter) o Solve linear equations o Make conversions among representations or numbers, or within and between customary and metric measures o Select a procedure according to criteria and perform it o Solve routine problem applying multiple concepts or decision points o Retrieve information from a table, graph, or figure and use it solve a problem requiring multiple steps o Translate between tables, graphs, words, and symbolic notations (e.g., graph data from a table) o Construct models given criteria o Design investigation for a specific purpose or research question o Conduct a designed investigation o Use concepts to solve non-routine problems o Use & show reasoning, planning, and evidence o Translate between problem & symbolic notation when not a direct translation o Select or devise approach among many alternatives to solve a problem o Conduct a project that specifies a problem, identifies solution paths, solves the problem, and reports results Analyze Break into constituent parts, determine how parts relate, differentiate between relevant- irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct o Retrieve information from a table or graph to answer a question o Identify whether specific information is contained in graphic representations (e.g., table, graph, T-chart, diagram) o Identify a pattern/trend o Categorize, classify materials, data, figures based on characteristics o Organize or order data o Compare/ contrast figures or data o Select appropriate graph and organize & display data o Interpret data from a simple graph o Extend a pattern o Compare information within or across data sets or texts o Analyze and draw conclusions from data, citing evidence o Generalize a pattern o Interpret data from complex graph o Analyze similarities/differences between procedures or solutions o Analyze multiple sources of evidence o analyze complex/abstract themes o Gather, analyze, and evaluate information Evaluate Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique o Cite evidence and develop a logical argument for concepts or solutions o Describe, compare, and contrast solution methods o Verify reasonableness of results o Gather, analyze, & evaluate information to draw conclusions o Apply understanding in a novel way, provide argument or justification for the application Create Reorganize elements into new patterns/structures, generate, hypothesize, design, plan, construct, produce o Brainstorm ideas, concepts, or perspectives related to a topic o Generate conjectures or hypotheses based on observations or prior knowledge and experience o Synthesize information within one data set, source, or text o Formulate an original problem given a situation o Develop a scientific/mathematical model for a complex situation o Synthesize information across multiple sources or texts o Design a mathematical model to inform and solve a practical or abstract situation Cognitive Rigor Matrix – Math and Science ( khess@nciea.org )

14. An integrated model of literacy Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout this document. For example, Writing standard 9 requires that students be able to write about what they read. Likewise, Speaking and Listening Standard 4 sets the expectation that students will share findings from their research. -Sacramento County of Education CCSS Document

15. Find references to “prompting and support” and “ask and answer questions” RL.K-12.4: reference to L.K-12.4-6 RL.K-2.5: differentiates between RL and RI RL.K-5.8: is not applicable RL.3&4.5: integrates writing and speaking RL.2.6: integrates speaking RL.4.7: integrates speaking (oral presentation receptive language) Note executive functions and ask, “under what conditions will the student demonstrate mastery? CCSS RL – Integrated Literacy Page 8

18. Group Activity Review the Integrated Model for Literacy found on page 8. Examine the CCSS- ELA through this lens.

19. Analysis of the CCSS CCSS.6.RL.7 How many tasks can this standard be broken into? Is this a receptive or expressive skill? What are the language-based literacy expectations contained in this standard? What cognitive skills are necessary to master this standard?

20. Analysis of the CCSS CCSS.3-5.L.3 What is the essential understanding(s) of the three standards above? What are the integrated literacy expectations? How are these standards preparing students for college and career readiness?

21. IEP Process GoalsService DeliveryAccommodations Assistive Technology State Assessments

22. Where to set the goals… GRADE-LEVEL ACHIEVEMENT-LEVEL GOALS GIVE ACCESS

23. The IEP Creates Access to the Curriculum IEP Goals Science/ Social Studies ELAMath Real Life Skills - But is not Itself a curriculum

24. Develop measurable annual goals aligned with Common Core State Standards. Include: Performance based terms - See it, describe it Important conditions Given materials, on teacher request, etc. Measure Time, Accuracy, Difficulty Level Six goal writing components By when, who, does what, given what, how much, as measured by Academic and Functional Goals

25. Measurable Annual Goals Components CCSS.5.W.4 By March 21 st, 2015, when provided a verbal and written 5 th grade writing prompt on a familiar topic, a sequencing graphic organizer, (keyboard?) and 30 minutes to write, Jenifer will write a 3 paragraph narrative essay with appropriate structure, organization, and sequence using transition words with 5 or fewer errors using student work samples as measured by classroom writing rubric. In the example above, identify the six components of a well- written goal.

26. Measurable Annual Goals Components CCSS.5.SL.4(a)

27. Measurable Annual Goals Components CCSS.5.SL.4(a) By March 21 st, 2015, Bob will choose 5 destinations (from a possible 10) to visit on a campus field trip, (playground, cafeteria, principal’s office, etc.) and he will correctly sequence the places visited using picture communication immediately upon return to classroom and identify his favorite by handing the picture to the adult with 90% accuracy as measured by teacher charting. In the example above, identify the six components of a well- written goal.

28. Group Activity With your Elbow Partner and discuss - Is this different then the process you use? Does this confirm how you write goals? What questions do you still have about writing goals using CCSS?

29. Select the Standard Based on student’s need and grade- level Fifth Grade Student who is able to use appropriate adjectives and adverbs to describe. Strand: Language - Vocabulary Acquisition and Use Standard Six: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Label the standard - L.5.6 or 5.L.6

30. Scaffolding A Standard Fourth Grade – Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). Third Grade – Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Second Grade – Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). First Grade - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). Focus on the verb

31. 3rd - Look at the specific skills identified at each grade- level 3rd – 5th : Acquire and use accurately grade-appropriate general academic and domain- specific words and phrases 3rd - spatial and temporal relationships 4th - precise actions, emotions, or states of being 5th - contrast, addition, and other logical relationships 1 st – 2 nd : Use words and phrases acquired through conversations, reading and being read to, and responding to texts 1 st - using frequently occurring conjunctions to signal simple relationships 2 nd - using adjectives and adverbs to describe

32. 4th – Write a measurable goal using CCSS By April 18, 2015, Judith with the use of word walls and visual reminders will use accurately, grade-appropriate general academic and domain-specific words and phrases, including those that signal spatial and temporal relationship as well as state of being, 85% of the time when participating in a class discussion or conversations, as measured by language sample checklist taken during four 30 minute trials by school staff. grade level access target instruction for IEP Goal

33. Select the Standard Based on student’s need and grade- level Eleventh Grade Student who is able to determine the central idea of text at their reading level and provide supporting details and is able to orally summarize what they have read. Strand: Reading for Information - Key Ideas and Details Standard two: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. Label the standard – RI.2.11-12 or 11-12.RI.2

34. Scaffolding A Standard Ninth- Tenth Grade – Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Eighth Grade – Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Seventh Grade – Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. Sixth Grade – Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Fifth Grade - Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

35. Look at the Specific Skills Identified at Each Grade- level 8 th – 12 th : Determine a central idea of a text and analyze its development over the course of the text, …... provide an objective summary of the text. 8 th - including its relationship to supporting ideas 9 th – 10 th - including how it emerges and is shaped and refined by specific details 11 th – 12 th – 2 or more central ideas including how they interact and build on one another to provide a complex analysis 5 th - Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 6 th – Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 7 th – Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

36. Write a Measurable Goal Using CCSS By April 18, 2015, Student will use a graphic organizer to list out and determine two or more central ideas and provide an objective, oral summary of the text, without giving personal opinion but using particular details from the text, 85% of the time after reading non-fictional text in all content classes, as measured by teacher made assignments and assessments. grade level access target instruction for IEP Goal

37. Group Activity With your table group– Practice writing a goal using the Common Core State Standards Remember to “unpack” the goal and determine the “essential understandings”

38. Some needed goals may not align to CCSS. Therapy goals e.g., OT/PT Life skills goals e.g. Toileting Social/Emotional and Behavioral goals Equipment goals e.g., Augmentative device, PECS Developed by Gail Angus

39. California’s Resources Common Core State Standards

40. Access CCSS Using Technology

41. CCSS and Resources

42. Smarter Balanced Resources

43. CCSS Resources for Special Education

44. Alternate Assessment and Curriculum https://wiki.ncscpartners.org/mediawiki/index.php/Instructional_Resources