1. Peggy McDonald, Executive Director, NJ Office of Special Education Programs

2.  Review strategies and supports to align instruction for students with IEPs with grade- level academic standards  Learn about NJ district approaches to the alignment process

3.  (1) Special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability… 34 CFR Sec 300.39(a)(1)

4.  Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction  (i)To address the unique needs of the child that result from the child’s disability; and  (ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.

5.  Content  Adjust text complexity range (lexiles)  Add foundational skills (phonemic awareness/phonics)  Functional Skills (ADL, Mobility)

6.  All children with disabilities are included in all general State and districtwide assessment programs, including assessments described under …the Elementary and Secondary Education Act of 1965, with appropriate accommodations and alternate assessments where necessary and as indicated in their respective IEPs.”  20 USCS Sec. 1412(a)(16)

7.  The State must—  (a) Have in effect established goals for the performance of children with disabilities in the State that—  … (2) Are the same as the State's objectives for progress by children in its definition of adequate yearly progress, including the State's objectives for progress by children with disabilities, under section 1111(b)(2)(C) of the ESEA, 20 U.S.C. 6311;

8.  (4) Are consistent, to the extent appropriate, with any other goals and academic standards for children established by the State;

9.  (b) Support and facilitation. State rules, regulations, and policies under Part B of the Act must support and facilitate LEA and school-level system improvement designed to enable children with disabilities to meet the challenging State student academic achievement standards. 34 CFR Sec. 300.199(3)

10.  A child with a disability is not removed from education in age- appropriate regular classrooms solely because of needed modifications in the general education curriculum. 34 CFR Sec. 300.116(e)

11.  A statement of the child's present levels of academic achievement and functional performance, including-- (i) How the child's disability affects the child's involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); 34 CFR Sec. 300.320(a)(1)(i)

12.  (2)(i) A statement of measurable annual goals, including academic and functional goals designed to-- (A) 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;  34 CFR Sec. 300.320(a)(2)

13.  Running Parallel…

14.  Alignment with the state’s academic content standards means that the State has defined clearly the connection between the instructional content appropriate for non- disabled students and the related knowledge and skills that may serve as the basis for a definition of proficiency.

15. Standards Curriculum Instructional Units Learning Objectives IEP Goals and Objectives

16. Standards Curriculum Learning Objectives Materials Methods Assessments

17.  Learning Objectives  Study skills, executive functioning  Differentiated Teaching Strategies  UDL Principles  Flexible Grouping  Supplemental Instruction – Reteach/Enrich  Accessible Instructional Materials  Leveled texts, software, supplementary programs  Manipulatives  Assessment  Alternate Assessments  Accommodations and Modifications

18.  Methods  Scheduling  Pacing

19. Standards Grade Level Content Organized into Units of Study

20. Standards Curriculum Grade 2 English Language Arts Instructional Unit 1 Unit 2Unit 3Unit 4Unit 5 The curriculum for a specific grade and subject can be broken down into several instructional units.

21. Standards Organized into Instructional Units from Curriculum Organized by Chronological Grade Level

22. Standards Curriculum:Grade 2 English Language Arts

23. Standards Curriculum Instructional Units Learning Objectives IEP Goals and Objectives Embedded Skills Foundational Skills Other Needs: Social Skills Organizational Skills Motor Skills

24. Standards Curriculum: Grade 2 English LA Instructional Unit 1 Learning Objective: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. IEP Goal : The student will answer “who”, “what” and “where” questions based on a text at the independent reading level. Learning Objective: RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Learning Objective: RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. IEP Goal: The student will answer “where”, “when”, “why” and “how” questions based on a familiar text. IEP Goal: The student will be able to create “WH” questions based on key details in an informational text. Learning Objective

25. Standards Curriculum: Grade 5 Math Instructional Unit 3 Learning Objective: Use equivalent fractions as a strategy to add and subtract fractions.. IEP Goal: The student will identify parts vs. wholes Learning Objective: RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Learning Objective: RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. IEP Goal: The student will separate whole objects and groups into parts Learning Objectives: Add and subtract fractions (including mixed numbers) with unlike denominators. Learning Objective

26. Standards Curriculum: Grade 5 Math Instructional Unit 3 Learning Objective: Use equivalent fractions as a strategy to add and subtract fractions.. IEP Goal: Student will increase appropriate social responses to peers by responding to greetings in four out of five opportunities Learning Objective: RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Learning Objective: RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. IEP Goal: The student will add and subtract fractions with like denominators Learning Objectives: Add and subtract fractions (including mixed numbers) with unlike denominators. Learning Objective

27.  ‘Unpacking’ the Standards  Universal Design For Learning  Scaffolds  Accommodations/Adaptations  Foundational/Embedded/Essential Skills  Essential Elements

28. StandardStandard Unpacked 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 1.Write opinion pieces on topics or texts, supporting a point of view. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion (North Carolina Department of Education)

29.  set of principles for curriculum development that give all individuals equal opportunities to learncurriculum  provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one- size-fits-all solution  flexible approaches that can be customized and adjusted for individual needs cast.org

30.  Instructional scaffolding  Adding supports for students in order to enhance learning and aid in the mastery of tasks  systematically building on students’ experiences and knowledge as they are learning new skills  temporary and adjustable  As students master the assigned tasks, the supports are gradually removed ▪ http://iris.peabody.vanderbilt.edu

31.  W 3.1Write opinion pieces on topics or texts, supporting a point of view with reasons.  Express a point of view about text  Support a point of view about text – find the evidence  Write opinion supporting a point of view with evidence  Varied text complexity

32.  Read aloud  Extended Time  Calculator  Graphic Organizers  Audio Texts  Consistency between instruction and assessment  http://www.parcconline.org/

33.  Concepts of Print  Phonological Awareness  Phonics and Word Recognition  Fluency

34.  Specific statements of knowledge and skills linked to grade-level expectations indentified in college and career readiness standards  Aligned with Common Core State Standards

35. Initial Precursor: Typically reflect foundational nodes in the learning map Distal Precursor: Nodes on map between target and foundational Proximal Precursor: Nodes on map between target and foundationalTarget – Closest to the knowledge and skills reflected in the Essential Element Successor – Designed to give students the opportunity to stretch toward content in the general education grade level standard

36. Claim 1- Number Sense: Students demonstrate increasingly complex understanding of numbers MC 1.1 Understand number structures (counting, place value, fraction) MC 1.2 Compare, compose, and decompose numbers and sets MC 1.3 Calculate accurately and efficiently using simple arithmetic operations. Claim 1 – Number Sense: Students demonstrate increasingly complex understanding of numbers EE.3.NBT.2. Demonstrate understanding of place value to tens. Target Node – Explain place values for ones and tens Proximal – recognize multiple tens and something; compose numbers based on ten Distal – Recognize a unit; explain ten as a composition of ten ones Initial – Recognize separateness; recognize set An example – Math Claims Conceptual Areas Essential Elements Nodes & Connections K. CC.1,4,5 1.NBT.1a-b 2.NBT.2a-b,3 3.NBT.1,2,3 3.NF.1-3 4.NF.1-2,3 5.NF.1,2 6.RP.1 7.RP.1-3 7.NS.2.c-d 8.NS.2.a

38.  www.state.nj.us www.state.nj.us  Model curriculum (under revision)  ELL scaffolds  Instructional Supports  Njcore.org  Special education resources  Learning Resource Centers  Positive Behavioral Supports in Schools