Emi Johnson, Consultant Lihi Rosenthal, Seneca Division
Director Presented with Endless Gratitude to Amy Andersen and
Tamara Clay, EDCOE
Slide 3
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
Slide 4
3 www2.ed.gov
Slide 5
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
Slide 6
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
Slide 7
Ownership High Expectations Intervention Systems Inclusion
and/or Collaborative Teaching Organization and Professional
Development 6
Slide 8
7 Moving away from Compliance Results-Driven Accountability
Moving away from Compliant-only IEP IEP that can produce Results
General Education Special Education
Slide 9
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?
Slide 10
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.
Slide 11
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
Slide 12
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
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?
Slide 16
Use a variety of materials Provide cognitive supports Teach to
a variety of learning styles Provide flexible opportunities (Rose
& Meyer, 2002): 15
Slide 17
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.
Slide 18
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
Slide 19
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
Slide 20
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?
Slide 21
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
Slide 22
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
Slide 23
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
Slide 24
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
Slide 25
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
Slide 26
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.
Slide 27
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
Slide 28
27
Slide 29
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
Slide 30
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