Dr. Laurie Milburn Special Education Improvement Consultant. St. Louis Regional Professional Development Center

Transcription

1 Missouri Learning Standards and Special Education: Making the Fit! MO Charter School Conference October, 2014 Presented by Dr. Laurie Milburn Special Education Improvement Consultant St. Louis Regional

2 Scroll down and choose yes (agree to the policy) to access the page. Under Courses choose St. Louis Regional Professional Development Center. 2

3 Today s Outcome: Make the fit between the Missouri Learning Standards (a.k.a. Common Core) and Special Education. Examine tools for providing access and opportunity for students with disabilities to reach grade-level standards. 3

4 Missouri Learning Standards (a.k.a Common Core) 4

5 The plan 5

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8 New Language Domains (Math) Strands Clusters Anchor, Grade Level and Micro Standards Text, Text-Based and Text Complexity Rigor Learning Progressions 8

9 Implications for Students with The CCSS specifies the destinations, but there can be multiple ways to get there. Teacher understanding and interpretation of standard and delivery of instruction is vital. Gen and Sped teachers must work in tandem; adopt an our kids philosophy. Disabilities: Teachers Understandings: What is foundational? What is essential? Priority Standards Build in levels of support Teachers Skills: Have a tool box of interventions and accommodations. Know how and when to apply them. Great time to infuse AT! 9

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11 ENGLISH LANGUAGE ARTS 11

12 Shifts LITERACY (Reading & Writing) Increase Reading of Informational Text Staircase of Text Complexity Focus on Academic Vocabulary Seek Text-Based Answers Increase Writing from Sources Literacy Instruction in all Content Areas 12

13 Shift 1: Increase Reading of Informational Text 13

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15 Shift 2: 15

16 Important to note Text difficulty is not the same as text complexity. Provide text both at the student s independent and need s support levels. Present variety of sources to show different perspectives. Use multiple texts to add depth. Reduce focus on Lexile s. Build on the student s familiarity with topic. 16

17 Shift 3: Text Based Answers 80-90% of the reading standards in each grade require text dependent analysis; students are expected to gather evidence, knowledge, and insight from what they read. Cite specific evidence to support points and opinions about a text. Requires a more active level of engagement than the habit of working to be done and to get the answer. 17

18 A Text Dependent Question Asks a question that can only be answered by referring explicitly back to the text being read. Does not rely on any particular background information extraneous to the text nor depend on students having other experiences or knowledge. References the text itself and what students can extract from what was read. 18

19 Lincoln s Gettysburg Address Example How does Lincoln use the idea of unfinished work to assign responsibility to his listeners? What ideas does Lincoln ask his listeners to commit themselves to at the end of his speech? Non Example Lincoln says that the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote? Why did the North fight the civil war? 19

20 Shift 3: Vary Types of Writing 20

21 Writing: Increase writing from varied sources; Teach argument; Stress text-based responses; Publish/Use media; Reinforce the writing process. /ela/rubrics-k-12/ 21

22 Mathematics Practice Standards Content Standards 22

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24 To participate with success with the standards, students with disabilities will require: Accommodations & Modifications, Instruction in General Education, IEP Goals Aligned with and Instruction Tailored to Grade-Level Priority Standards. 24

25 Accommodations & Modifications 25

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27 IEP Goals: Written From Grade-Level Priority Standards 27

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30 Priority Standards: Identified For Each Student Endurance Leverage Readiness 30

31 Endurance Will this standard provide students with knowledge and skills that will be of value beyond a single assignment, project or test date (i.e. enduring)? Leverage Will this standard provide knowledge and skills that will be of value in multiple disciplines? Readiness Will this standard provide students with essential knowledge and skills that are necessary for success in the next grade level or the next level of instruction? 31

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34 Special Education Processes Examine minutes in special education. Examine scheduling of students. Consider minutes/pd/resources to support general education teacher. Strengthen co-teaching arrangements. Collaborate with general education teacher choosing priority standards; use to guide instruction. Engage student in their learning; increase their responsibility. Explore assistive technology/online resources to supplement. Increase special education teachers knowledge of CCSS. Focus on grade-level achievement. 34

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