Brief overview How it relates to special education Examples of use of Common Core State Standards (CCSS) in the classroom Activity Discussion Wrap-up

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Hilda Chandler
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2 Brief overview How it relates to special education Examples of use of Common Core State Standards (CCSS) in the classroom Activity Discussion Wrap-up AGENDA

3 State-led effort to establish a single set of clear educational standards for K-12 in English language arts and mathematics Designed to ensure that students graduating from high school are prepared to enter college or the workforce Clear and concise standards for parents, teachers, and students to understand the expectations in reading, writing, speaking and listening, language, and mathematics in school BRIEF OVERVIEW

4 Who has adopted Common Core State Standards? 45 states District of Columbia Accessed on 9/23/2013 BRIEF OVERVIEW

5 High standards that are consistent across states. All students, no matter where they live, are well prepared with the skills and knowledge necessary to collaborate and compete with their peers in the United States and abroad. The Common Core State Standards enable collaboration between states on a range of tools and policies (i.e., textbooks, digital media, other teaching materials). The development and implementation of common comprehensive assessment systems to measure student performance annually that will replace existing state testing systems. BRIEF OVERVIEW

6 According to federal and state regulations, annual goals must enable the student to be involved and make progress in the general education curriculum. 34 CFR (a)(2)(i)(A) Definition of individualized education program (a) General. As used in this part, the term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with through , and that must include (1) 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); or (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; and (B) Meet each of the child's other educational needs that result from the child's disability; What Does This Mean for Special Education?

7 State Regulation 23 IAC (a)(1) Content of the IEP The content of each child s IEP shall conform to the requirements of 34 CFR The additional requirements of this Section shall also apply. a) Each IEP shall include - 1) A statement of measurable annual goals that reflect consideration of the State Goals for Learning and the Illinois Learning Standards (see 23 Ill. Adm. Code 1), as well as benchmarks or short-term objectives developed in accordance with the child s present levels of educational performance. WHAT DOES THIS MEAN FOR SPECIAL EDUCATION?

8 ISBE has provided a guidance document that will help special education teachers with the use of common core standards. WHAT DOES THIS MEAN FOR SPECIAL EDUCATION?

9 When connecting a student s IEP goals to the new CCSS for English/Language Arts and Mathematics, referencing the standard is sufficient to meet the federal requirement that the annual goals must enable the student to be involved and make progress in the general education curriculum (34 CFR (a)(2)(i)(A) and 23 IAC (a)(1)). Reading, Grade 4: Foundational Skills - Fluency, Standard 4, which states read with sufficient accuracy and fluency to support comprehension. This standard would be referenced as CC.4.RF.4. It is not required to reference the subsets that accompany the standard. Mathematics, Grade 3: Number and Operations - Fractions, Develop understanding of fractions as numbers, Standard 2, which states understand a fraction as a number on the number line; represent fractions on a number line diagram. This standard would be referenced as CC.3.NF.2, with no requirement for further notation for the subsets. SPECIAL EDUCATION

10 Use the CCSS as a foundation, utilizing best practice at the district/building level to ensure that strategies to implement IEP goals are directly related to the CCSS. It is important to keep in mind that when a state standard is referenced in a student s IEP goal, the standard itself is not the goal. The Common Core Standard referenced must be the standard at the child s current grade level and not his/her functioning level. SPECIAL EDUCATION

11 Goals/Objectives on the IEP. PLAFFP: Curtis is currently reading at a fifth grade level. Goal: Curtis will read five novels by the end of tenth grade with understanding of character and setting to help convey the meaning of the stories(ccss.ela-literacy.rl ). Objectives: Curtis will read Of Mice and Men by John Steinbeck by the end of October with 80% accuracy using character analysis and story analysis to help convey the meaning(ccss.ela- Literacy.RL )(CCSS.ELA-Literacy.RL ). EXAMPLES

12 Curtis is in the tenth grade and is reading at a fifth grade level. His English teacher wants him to read Of Mice and Men by John Steinbeck. CCSS.ELA-Literacy.RL Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS.ELA-Literacy.RL Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. CCSS.ELA-Literacy.RL By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. EXAMPLES

13 CCSS.ELA-Literacy.RL Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. -Character analysis worksheet CCSS.ELA-Literacy.RL Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. -Story analysis worksheet CCSS.ELA-Literacy.RL By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. -Chapter assessments that lead up to a final assessment EXAMPLES

15 Activity comments and questions Impact on special education Resources DISCUSSION

16 CCSS will be used for all areas of education. The standards need to be reflected in the goals and objectives on the IEP. The use of current grade level material and standards are achievable for students who are functioning below their grade level. WRAP-UP

17 Contact Information Illinois State Board of Education 100 North First Street Springfield, Illinois Phone: (217) and (866) or 100 West Randolph Street, Suite Chicago, Illinois Phone: (312)

18 PowerPoint created by Laura Quimby Principal Consultant Illinois State Board of Education Special Education Services Division

Short Stories Grade 9

Short Stories Grade 9 Content Area: English Language Arts Course(s): Language Arts Literacy I Time Period: 6 weeks Length: Weeks Status: Published Unit Overview Students will read and analyze literary