Navigating the California Common Core
State Standards and the New
Assessments
CARS+ Conference
February 21, 2015
Session 504/605
8:30 am to 10:00 and 10:15-11:45
Drs. Janet Balcom and Kristen Brown
Session Breakdown

Introductions

Overview of California Common Core
State Standards (CCSS) Activities

Assessment Update and Resources

Instruction Practices & Aligning
Individualized Educational Programs

Resources Discussion
 What
percentage of you are teachers?
Administrators?
 What
do you hope to take away from this
session?
Overview of California Common Core
State Standards Activities

Common Core State Standards (CCSS)

New Assessments

Jumping into the 21st Century

Multi-tiered System of Supports (MTSS)
Transitioning to the Common Core
“Not a movement
but a power
struggle” Rand
Corporation Scientist,
1979
“De-professionalizes
teaching and stifles
creativity in the classroom”
Union-Tribune San Diego,
2007
“This scares the bejeezus out of me: the standards are designed to
get students to think on their own, to be able to navigate the
multimedia world and discern fact from fiction..” In Our Opinion,
Ukiah Daily Journal,
Now
1990s & 2000s
1970s & 1980s
“Minimum competency”
Ensure all HS graduates can
demonstrate “minimum
competency”
“Results show we look good, and
we're going to get better.”
Superintendent Bernand, San
Marcos, 1987
“College and career readiness”
Measures individual student progress to
ensure students have complex problemsolving skills that get them ready for
careers and college
“Proficiency”
Boost every child to proficiency in
reading and math and start gathering
the data to understand student
progress
“APIs over 800 [are] reflective of great
schools with passionate teachers and focused
administrators – and families who send us
great kids.“ Guy Romero, assistant
superintendent of educational services with
Murrieta Schools
“I find we're very excited, our kids
are ready for the transition. It's
going to be a challenge, but it's
exactly what our kids need to
prepare for college and go out in the
work-place.” Deputy Superintendent
Dominguez, Long Beach Unified
District, 2012
At each inflection point people have been nervous, but each time it has been the right thing to move forward
Source: (1) ASCD Journal, 1979, http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197905_newman.pdf; (2) Griffin, Vern. “Tests show San Marcos on upgrade | Results please school district.” San Diego
Union-Tribune. 22 September 1987; (3) The Californian. “NCLB law panned in UCR study.” San Diego Union-Tribune. 3 April, 2009. (4) Kabbany, Jennifer. “Temecula, Murrieta districts post top county test
scores.” San Diego Union-Tribune. 1 September 2006; (5) Staff. “In Our Opinion – New Standards Apply to Everyone”. Ukiah Daily Journal. 20 April, 2013. (6) Puente, Kelly. “Long Beach district to phase in
Common Core over 3-year period.” Press Telegram Long Beach. 4 August, 2012.
A Rationale for the California
Common Core State
Standards
“The CCSS addresses the deep
challenges of inequality of opportunity
between different students exposed to
radically unequal opportunities when it
comes to the material they study and
the quality of instruction they have
received.”
(Coleman, D. 2011)
Common Core State Standards
Impact
 Used
with all students in California
 Instructional
practices and
curriculum will need to be aligned
to the standards and will impact
the IEPs of special education
students
What are the Common Core
State Standards?





Based on evidence and research
Aligned with college and work
expectations
Focused educational framework
Include rigorous content and
application of knowledge through highorder skills
Internationally benchmarked so that all
students are prepared to succeed in
our global economy and society
Common Core Big Ideas
English Language
Arts/literacy



Build knowledge
through more non
fiction and
informational texts.
Mathematics

Reading and writing
grounded in evidence
from texts.
Focus on fewer
standards at each grade
level with more depth.

Practice with complex
text and its academic
vocabulary.
Coherence and linking
concepts within and
across grade levels.

Rigor: conceptual
understanding, fluency
skills, and application to
the real world.
Transitioning to Common Core and New
Assessment Systems
CDE releases
Common Core
implementation
plan
Adoption of Common
Core State Standards
authorized through
SB15X legislation
California joins
Smarter Balanced
as a governing
State
CA develops
rigorous set of
standards
“Transitioning to a New
Smarter
Assessment System”
Balanced
report released by Supt.
launched
Torlakson
Field test Smarter
Balance & National
Pilot test
Center and State
Smarter
Collaborate alternate
Balanced
2015
assessment
summative
2013
2001
2010
1997
CA aligns
assessments to
standards
2011
2012
2014
Full implementation and
beyond…
STAR sunsets
(July 2014)
Supt. Torlakson
begins outreach
to develop
recommendations for new
assessment
system required
by AB250 (March
2012)
California getting ready for a next
generation, assessment system
▪ Recommending bridge materials
▪ Developing new curriculum
frameworks
▪ Building new professional development
modules
Standards of
proficiency
established to
signal college and
career readiness
Assessments


STAR Has Been replaced by CAASPP, the California
Assessment of Student Performance and Progress.
Remaining California Standards Tests (CST) for
2014-2015
Science grades 5, 8, and 10 (CST, California
Modified Assessment and California Alternate
Performance Assessment--CAPA)
 California High School Exam
Smarter Balanced Assessment in English language
arts (ELA) and Math replaces CST in grades 3-8 and
11




California Alternate Assessment Field Test in English
language arts and Math in grades 3-8 and 11
No Social Studies
Jumping into the 21st Century
Different Types of Readiness
WORK Ready
Meets basic expectations
regarding workplace behavior
and demeanor.
JOB Ready
Possesses specific knowledge
necessary to begin an entrylevel position.
CAREER Ready
Possesses sufficient knowledge
and skill and general learning
strategies necessary to begin
studies in a career pathway.
COLLEGE Ready
Is prepared in the four keys of
college readiness necessary to
succeed in entry-level general
education courses.
College, Career, and Community Ready
 Well
developed academic skills for continued lifelong learning
 Social
and communication skills needed for working
with others as essential for community ready
 Recognizing
the need for and seeking assistance
when needed
 Problem
solving using academic skills
Kearns, Kleinert, Harrison, Shepherd-Jones, Hall, & Jones
(2011). What Does College and Career Ready Mean for
Students with Significant Cognitive Disabilities.
Assumptions

All students deserve and have a right to a
quality education.

This right includes the opportunity as much
as possible for students with special needs
to be involved in and meet the same
challenging expectations as other students.

Curricula, instruction and assessment need
to be organized so that students with
cognitive disabilities can learn as much as
possible.
How do we support all students?
Special Education Related
Symposia
Materials can be found at
http://cde.videossc.com
What is Multi-tiered System of
Supports (MTSS)?
 MTSS
is a framework that can
integrate a state, district or school
system by connecting general, gifted,
and special education with
intervention, supports and enrichment
designed to maximize access and
resources leading to increased
achievement for all students.
MTSS
Source: Kansas MTSS: http://www.kansasmtss.org/
MTSS Principles and Practices
Early Intervention
 Multi-tiered model
 Evidence-based supports and
practices
 Fluidly driven by data
 Individualized interventions
 Principles of UDL

(www.kansasmtss.org)




Differentiated learning
Integration of intervention and
instructional supports
Classroom instruction aligned
with the CA CCSS
Strong, predictable, and
consistent classroom
management structures
What MTSS Offers


The potential to create the needed systematic
change
Focus on
 The CCSS
 Core instruction with UDL Principles applied
 Differentiated learning
 Student-centered learning
 Individualized student needs
 Alignment of the systems necessary for
academic, behavior, and social success
(Averill & Rinaldi, 2011)
Implementing the CA CCSS
Through MTSS
“. . . Implementing the Common
Core State Standards within a
framework of a Multi-Tiered
System of Support will help
ensure that all students have an
evidence-based system of
instruction to assist them in
achieving success.”
(Gamm, Elliott, Halbert, et. al., 2012)
Integration of MTSS & the CA CCSS –
A Perfect Fit
“MTSS builds on the CCSS to provide a
framework and a set of critical tools and
additional time to support teaching and
learning at differing levels of intensity,
depending on the academic needs of the
students. In other words, the CCSS
articulates the “what” in teaching; and MTSS
provides a framework for “how” and “when”
to provide it.”
(Gamm, Elliott, Halbert, et. al., 2012)
MTSS and
Universal Design for Learning (UDL)
The foundational structures of MTSS include
high-quality core instruction utilizing UDL
principles and
appropriate supports, strategies, and
accommodations. In addition, assessments
and progress monitoring are employed to
allow for a data-based, problem-solving
approach to instructional decision-making.
-CA ELA/ELD Framework, 2014 (Chapter 9, Pages 46-47)
MTSS
Group Discussion: How Have You
Structured Your District System of
Supports?
Do they:
 support
the same expectations for all students?
 require
membership or labels in order to receive
the supports or are they need driven?
 support
differentiated learning and UDL in all
general education classrooms?
 take
in to account individualized student needs?
 align
to and support district-wide goals?
Bringing MTSS to CA Schools
The implementation of MTSS will
“require all school staff
to change the way
in which they have
traditionally worked”
across all school settings
(Castillo et. al. 2010)
Bringing MTSS to CA Schools
 School
teams must focus on

Facilitation of consensus building

Establishment of necessary
infrastructure

Ongoing evaluation of adhering to
implementation
(Castillo et. al. 2010)
Essential Concepts
CA MTSS
RtI2
• Universal screening
• Multiple tiers of
intervention
• Data-driven decision
making
• Problem solving
teams
• Focus on CCSS
• Addresses the needs of
ALL Students
• Aligns the entire system of
initiatives, supports, and resources
• Implements continuous
improvement processes at
all levels of the system
Multi-tiered System of Supports
A coordinated system of supports and services is
crucial for ensuring appropriate and timely
attention to students’ needs. The Multi-Tiered
System of Supports (MTSS) model expands
California’s Response to Intervention and
Instruction (RtI2) process by aligning all systems
of high quality first instruction, support, and
intervention and including structures for building,
changing, and sustaining systems. In addition,
assessments and progress monitoring are
employed to allow for a data-based, problemsolving approach to instructional decision-making.
-CA ELA/ELD Framework, 2014 (Chapter 9, Pages 46-47)
MTSS
Schools and districts should have in
place a well-defined framework for
MTSS, including a leadership and
organizational structures, routines for
program evaluation and progress
monitoring of students, initial and
ongoing professional learning for all
educators, and clear two-way
communication between parents and
educators.
-CA ELA/ELD Framework, 2014 (Chapter 9, Page 50)
Assessment Update and Resources
Smarter Balanced Assessment
 Smarter
Balanced Assessment in
English language arts (ELA) and
Math CST in grades 3-8 and 11
 Resources
 Individual
Student Assessment
Accessibility Profile
Overview Of California’s Smarter
Balanced Assessment

Summative Assessments in ELA and
mathematics in grades 3-8 and grade 11.

Interim Assessments

Support for students with disabilities
(SWD)
Smarter Balanced 2014–15
Summative Assessments

Summative tests in English–language
arts/literacy and mathematics:

Begin March 10, 2015

Students will receive score reports

Data will be used to establish baseline
Smarter Balanced 2014–15
Interim Assessments
 Launched
January 28, 2015
 Interim
Comprehensive Assessments (ICAs)
– full length assessments that mirror the
summative
 Interim
Assessment Blocks (IABs) – smaller
sets of targets intended for instructional
feedback
 Both
ICAs and IABs are fixed form tests for
the 2014–15 school year
Smarter Balanced 2014–15
Digital Library

Formative assessment practices for
identifying actionable feedback to
further student understanding

Over 180,000 registered California
educators

713 resources filter for SWD
Smarter Balanced Assessments
Support for SWD Students

Scribing Protocol, Read Aloud Guidelines

Instructions for Using Embedded Glossaries

Resources can found on the Smarter Balanced
Parents and Students—Under Represented Students
Web page at
http://www.smarterbalanced.org/parents-students/support-for-under-representedstudents/

BLUEPRINT FOR IMPROVING INSTRUCTION,
ACCESSIBILITY, AND OUTCOMES FOR ALL STUDENTS
Presentations and materials
http://www.calstat.org/ccss-reg/
California Assessment of Student
Performance and Progress (CAASPP)
System Resources
http://www.cde.ca.gov/ta/tg/ca
/accesssupport.asp
Matrix One
http://www.cde.ca.gov/ta/tg/ai
/caasppmatrix1.asp
Usability, Accessibility, and
Accommodations Guidelines
http://www.smarterbalanced.or
g/wordpress/wpcontent/uploads/2014/08/Smar
terBalanced_Guidelines.pdf
Usability, Accessibility, and
Accommodations Guidelines
Usability, Accessibility, and
Accommodations
Implementation Guide
http://www.smarterbalanced.org
/wordpress/wpcontent/uploads/2014/03/Usabili
ty-Accessibility-andAccommodationsImplementation-Guide.pdf
Classroom Activities
http://sbac.portal.airast.org/
wpcontent/uploads/2014/03/Ac
cessibility-Guide-forClassroom-Activities-Final.pdf
Classroom Activities
The Classroom Activity is designed to be an
introduction and not an assessment. All
students may be provided instructional
supports, scaffolding and/or accommodations
used during regular instruction.
Individual Student Assessment
Accessibility Profile
http://www.cde.ca.gov/ta/tg/ca
/accesssupport.asp
Individual Student Assessment
Accessibility Profile
http://californiatac.org/rsc/videos/archive
d-webcast_ISAAP-overview-andinstructions.html
https://www.smarterbalancedlibrary.org/co
ntent/introduction-individual-studentassessment-accessibilityprofile?key=2261a6f6a11089da1a0f15d17ca
93789
Seven Step CAASPP
ISAAP Process
(Handout)
Step 1. Select key staff members who will be
involved in any of these seven steps and define
their specific roles.
Step 2. Provide information and training to staff according to
their role; provide information to parents; and
provide information and training to students as
appropriate.
Step 3. Identify students who may benefit from
designated supports (including students with an
individualized education program (IEP) and Section
504 Plan, English learners, and English learners
with disabilities.
Seven Step CAASPP
ISAAP Process cont’d
(Handout)
Step 4. Select the appropriate designated supports and
accommodations for each students. The CAASPP ISAAP Tool
can be used to match student need to available supports.
Step 5. Enter designated supports and accommodations into the Test
Ordering and Management System (TOMS).
Step 6. Perform a pre-administration check of assigned access
supports to verify they are correct.
Step 7. Check for delivery of the assigned designated supports and
accommodations at the time of the test.
Implementing the ISAAP Tool in a
MTSS Framework
Step 1
Select key staff members who will be involved
in any of these seven steps and define their
specific roles.
• General education/Intervention teacher knowledge of Universal Tools,
Designated Supports, and Accommodations, the referral/documentation
process.
• Special education teachers and support staff/504 Coordinators
supporting general education implementation/communicating of the
Universal Tools, Designated Supports, and Accommodations across all
environments as noted in students IEPs.
• District Office staff providing aligned professional development
• Testing Coordinator knowledge of the entire process from identification
to configuration in TOMS to assurance individual access needs are
accurate.
• Other…
Implementing the ISAAP Tool in a
MTSS Framework
Step 2
Provide information and training to staff
according to their role; provide information to
parents; and provide information and training
to students as appropriate.
• Mode of communication to notify all staff and
stakeholders.
• Aligned and comprehensive professional
development plan.
• Frequent notifications throughout the year for use at
student study team (SST), IEP, 504 meetings.
• Comparing old to new supports and decisionmaking.
• Timeline and communication plan for delivery of information.
• Other…
Implementing the ISAAP Tool in a
MTSS Framework
Step 3
Identify students who may benefit from
designated supports (including students with an
IEP and Section 504 Plan, English learners, and
English learners with disabilities.
• The documentation process for identified students
noting that SST, IEP, and 504 Plan meetings are
occurring year round.
• Correlation/documentation of instructional supports
and designated supports.
• Other…
Implementing the ISAAP Tool in a
MTSS Framework
Step 4
Select the appropriate designated supports
and accommodations for each student. The
CAASPP ISAAP Tool can be used to match
student need to available supports.
• Using input from IEP team (assessment, present levels of
performance, needs, goals, i.e., under what conditions,
accommodations), designated supports and
accommodations are in alignment.
• 504 Plan accommodations are implemented and
• documented.
• Supports are used and found successful in the classroom
instructional setting.
• Other…
Implementing the ISAAP Tool in a MTSS
Framework
Step 5
Enter designated supports and accommodations
into the Test Ordering and Management System
(TOMS).
Identify who, how, when, where.
Provide training to key individuals.
Communicate process to staff and stakeholders.
Build capacity as knowledge isn’t stored with one
person.
• Other…
•
•
•
•
Implementing the ISAAP Tool in a MTSS
Framework
Step 6
Perform a pre-administration check of assigned
access supports to verify they are correct.
• Identify who, how, when, where.
• Provide training to key individuals.
• Communicate process to staff and stakeholders.
• A process for checks and balances for accuracy is
developed.
• Build capacity as knowledge isn’t stored with one
person.
• Other…
Implementing the ISAAP Tool in a MTSS
Framework
Step 7
Check for delivery of the assigned
designated supports and accommodations
at the time of the test.
• Identify who, how, when, where.
• Provide training to key individuals.
• Communicate process to staff and stakeholders.
• A process for checks and balances for accuracy is
developed.
• Build capacity as knowledge isn’t stored with one
person.
• Other…
Planning for Universal Tools, Designated Supports and
Accommodations
Statewide
testing
Classroombased
assessments
Instruction
ISAAP Tool
How is our
student
doing? Our
classroom?
Our site? Our
district?
A framework for planning for
what universal tools,
designated supports and
accommodations are needed
for all students to participate
in Smarter Balanced, and to
consider whether these are the
same or similar to those used
for instruction and classroom
assessment.
California Alternate Assessment

Field Test Specifications

Item Types

Registration and Administration

Training and Support

Accommodations

Resources
California Alternate Assessment
Field Test Specifications

Testing window is
from April 15 through
June 10, 2015

Grades three through
eight and grade
eleven

English language-arts
and mathematics
with up to fifteen
questions per content
area, per grade
Who Must take the California
Alternate Assessment?
All eligible students with significant
cognitive disabilities must take the
California Alternate Assessment field
test in ELA and mathematics. All
testing, including makeup testing,
must be completed during the testing
window (April 15 through June 10,
2015).
California Alternate
Assessment Item Types
CAA field test items are aligned with the California
Common Core State Standards (CCSS) and based on the
National Center and State Collaborative (NCSC) Core
Content Connectors.
 The field test will consist of approximately 15 items.
 Items in grades four and six are designed to mirror
NCSC type items
 Levels of Complexity. The field test was developed with
three levels of complexity. Students will experience
items at all levels of complexity during the field test so
the test designers can gather data on how the items
perform across the range of student academic
performance. As with all tests, some students may
perform better on some items than others because
some items will be more difficult.

Registration and Administration
Registration: Eligible students will be registered for
the field test in the Test Operation and Management
System (TOMS) Administration.
 Length of Time. The field test will take approximately
45 to 90 minutes to administer for each content area.
 Testing Format. Students will take the field test on
computers. The field test is computer-based, one-toone (e.g., items will be presented on the computer
and the student will indicate their selection using their
response mode, and either the student or teacher will
enter the response). A paper and pencil version of the
field test may be available. The CAA field test is not
computer-adaptive.
 There will be no student-level data because this is a
field test that is designed to gather item-level data,
no student or school level results will be provided.

Training and Support

March 11, 2015 a test administration
training webinar will be conducted for
test coordinators and administrators

A test administration manual and gradelevel directions for administration will be
provided to LEA test coordinators and
test administrators

CalTAC will serve as the CAA field test
help desk
Accommodations

Must be in the student’s individualized education
program or Section 504 plan

May be used during the CAA field test if the
student regularly uses during instruction and
state testing

Will be included in the TOMS

More information will be provided in the training
materials and during the CAA March webcast
Built for Lasting Effect…
All students should have an equal
opportunity to learn and excel in a safe and
supportive environment. Because inequities at
all levels of education still exist, educational
equity is the civil rights issue of our
generation.
- The United States Department of Education’s Strategic Plan for Fiscal
Years 2011-2014
- The California ELA/ELD Frameworks pgs. 2-3
For Further Information
CAASPP Office
caaspp@cde.ca.gov
916-445-8765
California Assessment of Student Performance and Progress
(CAASPP) Web page
http://www.cde.ca.gov/ta/tg/ca/
CAASP Resources
http://www.caaspp.org
California Alternate Assessment
E-mail: alternateassessment@cde.ca.gov
Phone: 916-319-0784
Navigating CCSS & the New
Assessments
Strategies for Instructional Practice
Making the linkage between assessments and instruction
CCSS Focus

College & career readiness

21st century learning

Life & career skills

Information & technology skills

Learning & innovation skills

Critical thinking, communication, collaboration & creativity
How have the standards
changed?


ELA –

build knowledge through more non-fiction & informational
text

reading & writing grounded in evidence from texts

practice with complex text & its academic vocabulary
Math –

focus on fewer standards but with more depth

coherence & linking concepts within & across grade levels

rigor – conceptual understanding, fluency skills,
application to real world
Shifts in ELA

Balancing information &
literary text

Knowledge in the
discipline


Staircase of complexity

Students read a balance
of informational &
literary texts

Students build
knowledge about the
world through TEXT

Students read
instructional text
ELA Shifts continued…..

Text-based answers

Writing from sources

Academic vocabulary

Students engage in
rich/rigorous evidenced
based conversations

Students use evidence
from sources

Students build
vocabulary to access
complex texts.
Shifts in mathematics

Focus

Coherence

Fluency

Students focus deeply on
concepts prioritized in
standards

Students build new
understanding based on
foundations built

Students expected to
have speed & accuracy
with calculations
Math shifts continued….

Deep understanding

Application

Dual intensity

Students deeply
understand the concept
before moving on

Students expected to
use math concepts for
application

Students are practicing
& understanding – both
occur in classroom
Strategies to consider

Understand the expected student outcome for each
standard & unpack the standard to determine the skills
that students must master

Differentiate instruction - personalize learning
experiences for all students—not just those who perform
above the expected learning outcome—but also provide
intervention or remediation for underperforming
students.
Strategies continued….

Break down lessons into manageable concepts, and
provide multiple teach/model/practice opportunities
for different kinds of learners.

Support grade-level reading of complex texts - provide
students with appropriate reading materials, including
vocabulary instruction that applies the Three Tiers of
Words: (1) common words, (2) high-frequency words,
and (3) domain-specific words.
Strategies continued….

Demonstrate all forms of writing with students &
provide detailed explanations so they understand
different writing forms.

Reinforce conceptual understanding of key ideas in
math instruction, and require students to justify why an
answer is correct.

Infuse instruction with cross-curricular concepts to
embed key ideas - take advantage of repeated
opportunities to integrate, apply, and synthesize
standards.
Old standard – Gr. 2 ELA
~Identify text that uses sequence or other logical order.
~Respond to who, what, when, where, and how questions.
~Follow one-step written instructions.
~Use context to resolve ambiguities about word and
sentence
meanings.
~Confirm predictions about what will happen next in a text
by identifying key words (i.e., signpost
words).
~Relate prior knowledge to textual information.
~Retell the central ideas of simple expository or narrative
passages.
New CCSS – Gr. 2 ELA

Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details
in a text.

Identify the main topic of a multiparagraph text as well as
the focus of specific paragraphs within the text.

Describe the connection between a series of historical
events, scientific ideas or concepts, or steps in technical
procedures in a text.

Determine the meaning of words and phrases in a text
relevant to a grade 2 topic or subject area. (See grade 2
Language standards 4–6 for additional expectations.) CA

Know and use various text features (e.g., captions, bold
print, subheadings, glossaries, indexes, electronic menus,
icons) to locate key facts or information in a text
efficiently.
New CCSS continued……

Identify the main purpose of a text, including what the
author wants to answer, explain, or describe.

Explain how specific images (e.g., a diagram showing
how a machine works) contribute to and clarify a text.

Describe how reasons support specific points the author
makes in a text.

Compare and contrast the most important points
presented by two texts on the same topic.

By the end of year, read and comprehend informational
texts, including history/social studies, science, and
technical texts, in the grades 2–3 text complexity band
proficiently, with scaffolding as needed at the high end
of the range.
How do they differ?

With a partner, discuss what is different about the old
and new standards and what students need to know
and/or be able to do?

Share out with the group
How does this apply to SWDs?

They must be challenged to excel within the general
curriculum and be prepared for success in the postschool lives, including college and/or careers.

How CCSS are taught and assessed is of the utmost
importance
Alignments that impact SWDs
Curriculum
IEP
Assessments
Instruction
Instructional
supports for learning
Trained personnel
Instructional supports for
learning – UDL

Multiple means of engagement – learners acquire
information & knowledge in various ways

Multiple means of representation – learners have
options for expressing skills & fluency

Multiple means of expression – learners have alternative
ways to demonstrate what they know
UDL

Multiple Means of Representation
Multiple Means of Action & Expression
Multiple Means of Engagement



ff



Perception
Language and symbols

ComprehensionMultiple Means of Representation
Multiple Means of Action & Expression
Multiple Means of Engagement



ff








Perception
Language and symbols
Comprehension
ff
ff
Expressive skills and
Executive functions
Physical action




Recruiting interest
Sustaining interest
Self-regulation



Media
Authenticity
Graphic organizers



Project-based learning
Demonstration
Collaborative grouping



Flexible grouping
Technology supports
Offering choices
fluency
Options for:
Options
for:
Options
for:

Examples of
options for comprehension:

Examples of
options for physical action:

Examples of
means of engagement:



ff
Options for:




Options for:
ff
Expressive skills and
Executive functions
Physical action
fluency
Options for:




Recruiting interest
Sustaining interest
Self-regulation



Media
Authenticity
Graphic organizers



Project-based learning
Demonstration
Collaborative grouping



Flexible grouping
Technology supports
Offering choices

Examples of
options for comprehension:

Examples of
options for physical action:

Examples of
means of engagement:



Universal Design for Learning
Important notes on UDL

Plan ahead for learner variability

Instruction can and should be flexible and accessible

Multiple representations, output and expression, and
means of engagement - good for ALL
Discussion

Turn to a partner and discuss the 3 principles of UDL and
share examples of each

Share out with the group
Depth of Knowledge

Level 1 – Recall & Reproductions – facts, definitions,
routine procedures

Level 2 – Skills & Concepts – applying skills/concepts,
relationships, main ideas

Level 3 – Strategic Reasoning – reasoning/planning to
respond

Level 4 – Extended Reasoning – complex
planning/thinking
DOK Activities

Level 1 – Recall & Reproductions
timeline, chart, retell, outline, draw, oral report

Level 2 – Skills & Concepts
multi-step calculation, make a puzzle, classify a series
of steps

Level 3 – Strategic Reasoning
design a questionnaire, debate, flow chart to show
stages

Level 4 – Extended Reasoning
perspective taking, persuasive writing, formulate/test
hypothesis
Academic Language

Classroom & work place language

Language of text

Language of assessments

Language of academic success

Language of power
Academic vs. Non-Academic
Informal Language
Academic Language
Repetition of words
Variety of words, more sophisticated
vocabulary
Sentences start with “and” & “but”
Sentences start with transition words,
such as “however”, ”moreover, “in
addition”
Use of slang
No slang
Characteristics of effective
vocabulary instruction

Does not rely on
definitions

Represent knowledge of
words in linguistic &
non-linguistic ways


Gradual shaping of word
meanings through
multiple exposures
Teaching word parts
enhances understanding

Different types of words
require different types
of instruction

Should discuss the terms
using

Should play with words

Focus on terms with high
probability of enhancing
success
Choosing Words to

Tier III –


Tier II –


Low frequency; specific content area; learned within
context of subject area
High frequency; across contexts; more common in writing;
best words for targeted instruction
Tier I –

Used in everyday speech; common words; rarely need to
be taught
Academic vocabulary
activity
With a partner…..

List five (5) Tier III vocabulary that your students need
to master during the first week of school.

List five (5) Tier II vocabulary that your students need to
master throughout the year.
Plan to share out -
Assumptions

All students deserve & have a right to a quality
education

Students with special needs have the right to be
involved in & meet the same challenging expectations
as their peers as much as possible

Curriculum, instruction & assessment need to be
organized for students with disabilities to learn as much
as possible
Potential changes
in the classroom

Identify the importance of using instructional &
assessment technology

Provide access to communication within content-based
instruction for every student

Provide multiple means of evidenced based
presentation & representation and action & expression –
UDL

Provide daily , appropriate & individualized
accommodations
Implications for aligning IEPs to
CCSS

Both academic & functional/adaptive skills are
important

Infuse functional/adaptive skills into the curriculum and
academic skills
Aligning IEPs
Areas to consider

Communication competency – engage with diverse
partners; acknowledge new information expressed by
others; follow rules for collegial discussions

Social & emotional – persevere; attend to precision;
adapt

Literacy – integrate visual information with other
information; distinguish among fact, opinion & reasoned
judgment

Technology – translate technical information expressed
in words in a text into visual form
Aligning IEPs

What is the area of concern (disability area)?

What can the student do (present levels)?

What should the student be able to do next (goal)?

What help does the student need to reach the goal
(accommodations)?

Will the student be college and/or career ready (CCSS)?
Aligning IEPs

IEP Goals

Should be written at grade level anchor standard

Can be unpacked in a way that brings the students’
skills to grade level when they are below grade level

Can be accommodated for students who are
significantly below grade level
Steps to consider

Identify the appropriate grade level standard

Unpack the standard: identify what the student needs to know and
be able to do in the simplest terms possible

Develop goals at instructional level using grade level standards

All students will be held to their grade level standards

Example – 8th grade student > 8th grade annual goal/standard
What would it look like?
Standard: Grade 3
Speaking & Listening: Comprehension/Collaboration
Ask & answer questions about information from a
speaker, offering appropriate elaboration & detail
Corresponding College/Career Readiness (CCR) Anchor
Standard
Evaluate a speaker’s point of view, reasoning & use of
evidence/rhetoric
Considerations


Instructional Strategies –

Direct instruction – “I Do, You Do, We Do”

UDL

Whole group/small group
Accommodations/modifications

Word processor

PECS

Graphic organizer
Possible Goal – mild
disabilities

By February 21, 2016, given 5 open-ended questions
from a 3rd grade reading passage, Kristen will respond
verbally in complete sentences with 80% accuracy in 4
of 5 trials as measured by teacher data collection.
Possible Goal – moderate
disabilities

By February 21, 2016, given 5 close-ended questions
from a 3rd grade reading passage, Kristen will respond
verbally (single word, phrase, or complete sentence)
with 80% accuracy in 4 of 5 trials as measured by
teacher data collection.
Possible goal – severe
disabilities

By February 21, 2016, given 5 close-ended questions
from a 3rd grade reading passage and a list of 5 answer
choices, Kristen will (point to the correct response,
respond verbally, use visuals, use PECS) for each
question with 80% accuracy in 4 of 5 trials as measured
by teacher data collection.
Your turn

Standard – grade 7 Speaking & Listening


Delineate a speaker’s argument and specific claims,
evaluating the soundness of the reasoning and the
relevance and sufficiency of the evidence.
CCR Anchor Standard

Evaluate a speaker’s point of view, reasoning, and use of
evidence and rhetoric
Activity

With a partner…

Discuss a possible goal area

Identify disability area of student

Consider instructional strategies

Consider accommodations/modifications

Construct a measurable goal
Your turn again

Standard – grade 1 – Reading: Informational text


Ask and answer questions about key details in a text
CCR Anchor Standard

Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support
conclusions drawn from the text
Activity

With a partner…

Discuss a possible goal area

Identify disability area of student

Consider instructional strategies

Consider accommodations/modifications

Construct a measurable goal
Other considerations

We have developed goals for the IEP but……..

How do we adequately measure progress in terms of
educational benefit?

Does the IEP include a direct relationship between the
present levels of performance, goals (CA CCSS), and the
specific educational services to be provided?
Reasonably calculated for
educational benefit

Was the IEP reasonably calculated to result in
educational benefit?

The assessments were complete and they identified the
student’s needs.

The present levels of performance included all of the
needs identified in the assessments.
Educational benefit

Did the IEP Team identify needs that were related to
the:

Student’s disability

The student’s involvement and progress in the general
curriculum (CA CCSS)

Goals (CA CCSS) were established in each need area.
Educational benefit

Were the services planned to support the following:

Progress toward all goals

Progress in the general curriculum

Participation in extracurricular and other academic
activities

Education with other disabled and non- disabled students
Educational benefit

Did the IEP Team review the student’s progress and:

Change/adjust the goals (CA CCSS) to assist the student to
make progress

Change the services to assist the student to make progress

Sufficient services were provided to ensure that the
student would make progress
Ask yourself…..

Does the IEP support that the student is:

Achieving passing marks

Advancing from grade to grade

Making progress toward meeting goals(CA CCSS)

Improved scores on CA CCSS or district wide tests and
alternate assessment measures

Graduating with a diploma

Passing the High School Exit Exam
Questions

Did this help fill some gaps in your understanding of the
new assessment and CA CCSS?