What are the
Common Core State Standards?
English Language Arts
Mathematics
English Language Arts Standards

College and Career Readiness (CCR)
Anchor Standards
 Broad
set of Standards that list the skills
needed to be college and career ready

Grade level Standards
 Grade
specific standards that provide what
students should know and be able to do by the
end of each grade level
English Language Arts Standards
Unpacked

http://www.rt3nc.org/objects/standards/cclitma
p/acre/ela.html
English Language Arts Standards
K–5
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Standards for English Language Arts & Literacy in History/Social
Studies, Science, and Technical Subjects K–5
College and Career Readiness Anchor Standards for Reading
Reading Standards for Literature K–5
Reading Standards for Informational Text K–5
Reading Standards: Foundational Skills K–5
College and Career Readiness Anchor Standards for Writing
Writing Standards K–5
College and Career Readiness Anchor Standards for Speaking and
Listening
Speaking and Listening Standards K–5
College and Career Readiness Anchor Standards for Language
Language Standards K–5
Language Progressive Skills, by Grade
Standard 10: Range, Quality, and Complexity of Student Reading K-5
Staying on Topic Within a Grade and Across Grades
English Language Arts Standards
6 – 12

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Reading Standards for Literature 6–12
Reading Standards for Informational Text 6–12
College and Career Readiness Anchor Standards for
Writing 41
Writing Standards 6–12
College and Career Readiness Anchor Standards for
Speaking and Listening
Speaking and Listening Standards 6–12
College and Career Readiness Anchor Standards for
Language
Language Standards 6–12
Language Progressive Skills, by Grade
Standard 10: Range, Quality, and Complexity of Student
Reading 6–12
Standards for Literacy in History/Social
Studies, Science and Technical Subjects


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
College and Career Readiness Anchor Standards
for Reading
Reading Standards for Literacy in History/Social
Studies 6–12
Reading Standards for Literacy in Science and
Technical Subjects 6–12
College and Career Readiness Anchor Standards
for Writing
Writing Standards for Literacy in History/Social
Studies, Science and Technical Subjects 6–12
Shift #1: Building
Knowledge Through
Content-Rich
Nonfiction and
Informational Texts
7
Content Shift #1
Content-Rich Nonfiction
•
•
•
50/50 balance K-5
•
In grades 2+, students begin reading more complex texts,
consolidating the foundational skills with reading
comprehension.
•
Reading aloud texts that are well-above grade level should
be done throughout K-5 and beyond.
70/30 in grades 9-12
Students learning to read should exercise their ability to
comprehend complex text through read-aloud texts.
Building Knowledge Through
Content-Rich Nonfiction: Why?
•
Students are required to read very little informational text
in elementary and middle school.
•
Non-fiction makes up the vast majority of required reading
in college/workplace.
•
Informational text is harder for students to comprehend
than narrative text.
•
Supports students learning how to read different types of
informational text
Content Shift #1
Sequencing Texts to Build Knowledge
•
•
Not random reading
Literacy in social studies/history, science,
technical subjects, and the arts is embedded
Resources
Page 33 in the CCSS for ELA/Literacy – The Human Body
Shift #2: Reading,
Writing and Speaking
Grounded in Evidence
From Text, Both Literary
and Informational
11
Reading, Writing and Speaking Grounded
in Evidence from Text: Why?
Most college and
workplace writing
requires evidence.
Evidence is a major emphasis of the
ELA Standards: Reading
Standard 1, Writing Standard 9,
Speaking and Listening standards
2, 3 and 4, all focus on the
gathering, evaluating and
presenting of evidence from text.
Ability to cite evidence
differentiates strong
from weak student
performance on NAEP
Being able to locate
and deploy
evidence are
hallmarks of
strong readers
and writers
12
One hot summer's day a
famished fox was strolling
through an orchard until
he came to clusters of
grapes just ripening on a
trellised vine. "Just the
thing to quench my thirst,"
quoth he. Drawing back a
few paces, he took a run
and a jump, and just
missed the bunch. His
mouth was watering and
he could feel gnawing
hunger pains. Again and
again he tried after the
tempting morsel, but at
last had to give up.
Once a fox walked
through the woods. He
came upon a grape
orchard. There he
found beautiful grapes
hanging from a high
branch. “Boy those sure
would be tasty,” he
thought to himself. He
backed up and took a
running start and
jumped. He did not get
high enough.
Complex Simple
What is right with “simplified” text?



Provides for scaffolding for ELL students, students
with disabilities.
They can become a foundation for understanding
complex text as long as students have the
opportunity to read complex texts as well.
Gradated Text Collection – a collection of texts on a
topic that advance in degrees of complexity. Some
students may read simpler texts first, then move on
to complex text (a form of instructional support).
What’s wrong with the simplified
text approach?




Simplified usually means limited, restricted, and thin
in meaning.
Academic vocabulary can only be learned from complex
texts––by noticing how it works in texts, engaging
with, thinking about, and discussing their more
complex meanings with others.
Mature language skills needed for success in school and
life can only be gained by working with demanding
materials.
No evidence that struggling readers—especially at
middle and high school--catch up by gradually
increasing the complexity of simpler texts.
Sample Informational Text Assessment
Question: Pre-Common Core Standards
High school students read an excerpt of James D.
Watson’s The Double Helix and respond to the
following:
James Watson used time away from his laboratory and
a set of models similar to preschool toys to help him
solve the puzzle of DNA. In an essay discuss how play
and relaxation help promote clear thinking and
problem solving.
Content Shift #2
Text-Dependent Questions
Not Text-Dependent
Text-Dependent
In “Casey at the Bat,” Casey strikes
out. Describe a time when you failed
at something.
What makes Casey’s experiences at
bat humorous?
In “Letter from a Birmingham Jail,”
Dr. King discusses nonviolent protest.
Discuss, in writing, a time when you
wanted to fight against something
that you felt was unfair.
What can you infer from King’s letter
about the letter that he received?
In “The Gettysburg Address” Lincoln
says the nation is dedicated to the
proposition that all men are created
equal. Why is equality an important
value to promote?
17
“The Gettysburg Address” mentions
the year 1776. According to Lincoln’s
speech, why is this year significant to
the events described in the speech?
Sample Literary Question:
Pre-Common Core Standards
From The Adventures of Tom Sawyer

Have the students identify the different methods of
removing warts that Tom and Huckleberry talk about.
Discuss the charms that they say and the items (i.e. dead
cats) they use. Ask students to devise their own charm to
remove warts. Students could develop a method that would
fit in the time of Tom Sawyer and a method that would
incorporate items and words from current time. Boys
played with dead cats and frogs, during Tom’s time. Are
there cultural ideas or artifacts from the current time that
could be used in the charm?
Sample Text Dependent Question:
Common Core Standards
From The Adventures of Tom Sawyer
Why does Tom hesitate to allow Ben to paint the
fence? How does Twain construct his sentences to
reflect that hesitation? What effect do Tom’s
hesitations have on Ben?
Shift #3:Regular
Practice with
Complex Text and
Its Academic
Vocabulary
20
Regular Practice With Complex text
and Its Academic Vocabulary: Why?
•
Gap between complexity of college and high school texts is
huge.
•
What students can read, in terms of complexity is greatest
predictor of success in college (ACT study).
•
Too many students are reading at too low a level.
(<50% of graduates can read sufficiently complex texts).
•
Standards include a staircase of increasing text complexity
from elementary through high school.
•
Standards also focus on building general academic
vocabulary so critical to comprehension.
What are the Features of Complex Text?
•
•
•
Complex sentences
•
•
Longer paragraphs
•
•
•
•
•
Subtle and/or frequent transitions
Uncommon vocabulary
Lack of words, sentences or paragraphs that review or pull things together
for the student
Any text structure which is less narrative and/or mixes structures
Multiple and/or subtle themes and purposes
Density of information
Unfamiliar settings, topics or events
Lack of repetition, overlap or similarity in words and sentences
22
Overview of Text Complexity
Text complexity is defined by:
Qualitative measures – levels of meaning,
structure, language conventionality and
clarity, and knowledge demands often best
measured by an attentive human reader.
Quantitative measures – readability and
other scores of text complexity often best
measured by computer software.
Reader and Task considerations –
background knowledge of reader,
motivation, interests, and complexity
generated by tasks assigned often best
made by educators employing their
professional judgment.
Reader and
Task
23
Close Analytic Reading
•
Requires prompting students with questions to
unpack unique complexity of any text so students
learn to read complex text independently and
proficiently.
•
•
Not teacher "think aloud“.
•
Text dependent questions require text-based
answers – evidence.
Virtually every standard is activated during the
course of every close analytic reading exemplar
through the use of text dependent questions.
Anchor Standards
26
Key Ideas and Details
1. 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.
2. Determine central idea or themes of a text and
analyze their development; summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
27
Craft and Structure
4. Interpret words and phrases as they are used in a
text, including determining technical, connotative,
and figurative meanings, and analyze how specific
word choices shape meaning or tone.
5. Analyze the structure of texts, including how
specific sentences, paragraphs, and larger portions
of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
28
Craft and Structure
6. Assess how point of view or purpose shapes the
content and style of a text.
29
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse
media and formats, including visually and
quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific
claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of
the evidence.
9. Analyze how two or more texts address similar
themes or topics in order to build knowledge or to
compare the approaches the authors take.
30
Range of Reading and Level of Text
Complexity
10. Read and comprehend complex literary and
informational texts independently and
proficiently.
31
Unpacking the Standards
Cognitive Demand and Rigor
Webb’s Depth of Knowledge
and Bloom’s Taxonomy
The CCSS standards
incorporate Webb’s
Depth of Knowledge
and Bloom’s
Taxonomy.
The cognitive demand
of the standards rises
across the grades.
33
The “Demands” of the Standards
The cognitive demand of the standards
incorporates Bloom’s Taxonomy and Webb’s
Depth of Knowledge.
How is this accomplished?
The standards “ramp up” the demands made on
student thinking.
35


In your group, sequence the standards
by grade level.
Prepare to share out.
Kindergarten
1st Grade
2nd Grade
3rd Grade
READING STANDARDS FOR LITERATURE, Key Ideas and Details
2. With
prompting and
support, retell
familiar stories,
including key
details.
2. Retell stories,
including key
details, and
demonstrate
understanding of
their central
message or lesson.
2. Recount stories,
including fables and
folktales from diverse
cultures, and
determine their
central message,
lesson, or moral.
2. Recount stories,
including fables,
folktales, and
myths from diverse
cultures; determine
the central
message, lesson, or
moral and explain
how it is conveyed
through key details
in the text.
37
3rd Grade
4th Grade
5th Grade
6th Grade
2. Recount stories,
including fables,
folktales, and
myths from diverse
cultures; determine
the central
message, lesson, or
moral and explain
how it is conveyed
through key details
in the text.
2. Determine a
theme of a story,
drama, or poem
from details in the
text; summarize
the text.
2. Determine a
theme of a story,
drama, or poem
from details in the
text, including how
characters in a story
or drama respond to
challenges or how
the speaker in a
poem reflects upon a
topic; summarize
the text.
2. Determine a
theme or central
idea of a text and
how it is conveyed
through particular
details;
provide a summary
of the text distinct
from personal
opinions or
judgments.
38
7th Grade
8th Grade
2. Determine a theme or central idea of a
text and analyze its development over
the course of the text; provide an
objective summary of the text.
2. Determine a theme or central idea of a
text and analyze its development over
the course of the text,
including its relationship to the
characters, setting, and plot;
provide an objective summary of the
text.
39
9th -10th Grade
11th -12th Grade
2. Determine a theme or central idea of
a text and analyze in detail its
development over the course of the text,
including how it emerges and is
shaped and refined by specific details;
provide an objective summary of the
text.
2. Determine two or more central ideas
of a text and analyze their development
over the course of the text, including
how they interact and build on one
another to provide a complex analysis;
provide an objective summary of the
text.
40
Structure of the Standards
•
•
•
Four Strands: Reading,
Writing, Speaking and
Listening, Language
Strand
Each strand has
Science/technology and social
studies standards for literacy
Anchor
Standard
Text complexity standards are
listed by grade “bands”: K-1, 23, 4-5, 6-8, 9-10, 11-12, CCR –
College and Career Ready)
GradeSpecific
Standard
41
Identify the Standard
RI . 4 . 2
Strand
Grade
Standard Number
42
Identify the Standard
W. 11-12. 1b
Strand
Grades
Standard Number
43
Activity
Name the
44
Scaffolding Complex Text
The standards require that students read appropriately
complex text at each grade level – independently
(Standard 10).
However there are many ways to scaffold student
learning as they meet the standard:
•
•
•
Multiple readings
Read Aloud
Chunking text (a little at a time)
Provide support while reading, rather than before.
Common Core State
Standards for Mathematics:
Key Shifts
46
CCSSM
stands for
Common Core State Standards
for Mathematics
Math Standards

Standards
 Define
what students should understand and be able
to do

Clusters
 Summarize
groups of related standards. Note:
Standards from different clusters may sometimes be
closely related, because mathematics is a connected
subject

Domains
 Larger
groups of related standards. Standards from
different domains may sometimes be closely related
Standards for Mathematical Practice
Make sense of problems
and persevere in solving
them
Use appropriate tools
strategically
Reason abstractly and
quantitatively
Attend to precision
Construct viable
arguments and critique
the reasoning of others
Look for and make
sense of structure
Model with mathematics
Look for and express
regularity in repeated
reasoning
49
Common Core Format
Domains are large groups of related
standards. Standards from different
domains may sometimes be closely
related. Look for the name with the
code number on it for a Domain.
Common Core Format
Clusters are groups of related
standards. Standards from different
clusters may sometimes be closely
related, because mathematics is a
connected subject.
Clusters appear inside domains.
Common Core Format
Standards define what students should
be able to understand and be able to
do – part of a cluster.
Common Core Format
K-8
High School
Grade
Conceptual Category
Domain
Domain
Cluster
Standards
(There are no preK Common Core Standards)
Cluster
Standards
Grade Level Overview
Grade Level Overview
Format of K-8 Standards
Format of K-8 Standards
Format of High School
Common Core - Domain


Domains are overarching big ideas that connect
topics across the grades
Descriptions of the mathematical content to be
learned elaborated through clusters and
standards
Common Core - Standards


Standards are content statements. An example
content statement is: “Use properties of
operations to generate equivalent expressions.”
Progressions of increasing complexity from grade
to grade
Common Core - Clusters



May appear in multiple grade levels in the K-8
Common Core. There is increasing development
as the grade levels progress
What students should know and be able to do at
each grade level
Reflect both mathematical understandings and
skills, which are equally important
High School Conceptual Categories



The big ideas that connect mathematics across
high school – such as Functions or Probability
and Statistics
A progression of increasing complexity
Description of mathematical content to be
learned elaborated through domains, clusters,
and standards
High School Pathways


The CCSSM Model Pathways are two models that
organize the CCSSM into coherent, rigorous
courses
The CCSSM Model Pathways are NOT required.
The two sequences are examples, not mandates
High School Pathways

Four years of mathematics:
 One
course in each of the first two years
 Followed by two options for year three and a variety
of relevant courses for year four

Course descriptions
 Define
what is covered in a course
 Are not prescriptions for the curriculum or pedagogy
High School Pathways


Pathway A: Consists of two algebra courses and
a geometry course, with some data, probability and
statistics infused throughout each (traditional)
Pathway B: Typically seen internationally that
consists of a sequence of 3 courses each of which
treats aspects of algebra, geometry and data,
probability, and statistics.
Mathematics: 3 Shifts
Focus: Focus strongly
where the standards
focus.
66
Shift #1: Focus Strongly where the
Standards Focus
•
Significantly narrow the scope of content and
deepen how time and energy is spent in the
math classroom.
•
Focus deeply on what is emphasized in the
standards, so that students gain strong
foundations.
67
Traditional U.S. Approach
K
12
Number and
Operations
Measurement
and Geometry
Algebra and
Functions
Statistics and
Probability
68
Focusing Attention Within Number
and Operations
Operations and Algebraic
Thinking
Expressions
→ and
Equations
Number and Operations—
Base Ten
→
K
1
2
3
4
Algebra
The Number
System
Number and
Operations—
Fractions
→
→
→
5
6
7
8
High School
69
Key Areas of Focus in Mathematics
Focus Areas in Support of Rich Instruction and
Grade Expectations of Fluency and Conceptual
Understanding
K–2
Addition and subtraction – concepts, skills, and
problem solving and place value
3–5
Multiplication and division of whole numbers and
fractions – concepts, skills, and problem solving
6
Ratios and proportional reasoning; early expressions
and equations
7
Ratios and proportional reasoning; arithmetic of
rational numbers
8
Linear algebra
70
Mathematics: 3 Shifts
Focus: Focus
strongly where
the standards
focus.
Coherence:
Think across
grades, and link
to major topics
71
Shift #2: Coherence: Think Across
Grades, and Link to Major Topics
Within Grades
•
Carefully connect the learning within and across
grades so that students can build new
understanding on foundations built in previous
years.
•
Begin to count on solid conceptual
understanding of core content and build on it.
Each standard is not a new event, but an
extension of previous learning.
72
Coherence: Think Across Grades
Example: Fractions
“The coherence and sequential nature of mathematics dictate
the foundational skills that are necessary for the learning of
algebra. The most important foundational skill not presently
developed appears to be proficiency with fractions (including
decimals, percents, and negative fractions). The teaching of
fractions must be acknowledged as critically important
and improved before an increase in student
achievement in algebra can be expected.”
Final Report of the National Mathematics Advisory Panel (2008, p. 18)
Coherence: Link to Major Topics
Within Grades
Example: Data Representation
Standard
3.MD.3
74
Coherence: Link to Major Topics
Within Grades
Example: Geometric Measurement
3.MD, third
cluster
Mathematics: 3 Shifts
1. Focus: Focus strongly where the standards
focus.
2. Coherence: Think across grades, and link to
major topics
3. Rigor: In major topics, pursue conceptual
understanding, procedural skill and fluency,
and application
76
Shift #3: Rigor: In Major Topics, Pursue
Conceptual Understanding, Procedural Skill
and Fluency, and Application
•
The CCSSM require a balance of:
 Solid conceptual understanding
 Procedural skill and fluency
 Application of skills in problem solving
situations
•
Pursuit of all threes requires equal intensity in
time, activities, and resources.
Required Fluencies in K-6
Grade
Standard
Required Fluency
K
K.OA.5
Add/subtract within 5
1
1.OA.6
Add/subtract within 10
2
2.OA.2
2.NBT.5
Add/subtract within 20 (know single-digit sums from
memory)
Add/subtract within 100
3
3.OA.7
3.NBT.2
Multiply/divide within 100 (know single-digit products
from memory)
Add/subtract within 1000
4
4.NBT.4
Add/subtract within 1,000,000
5
5.NBT.5
Multi-digit multiplication
6
6.NS.2,3
Multi-digit division
Multi-digit decimal operations
78
Standards for Mathematical Practice
79
You have just purchased an expensive Grecian urn and
asked the dealer to ship it to your house. He picks up a
hammer, shatters it into pieces, and explains that he will
send one piece a day in an envelope for the next year. You
object; he says “don’t worry, I’ll make sure that you get
every single piece, and the markings are clear, so you’ll be
able to glue them all back together. I’ve got it covered.”
Absurd, no? But this is the way many school systems
require teachers to deliver mathematics to their students;
one piece (i.e. one standard) at a time. They promise their
customers (the taxpayers) that by the end of the year they
will have “covered” the standards.
~Excerpt from The Structure is the Standards
Phil Daro, Bill McCallum, Jason Zimba
80
Mathematics Domains
Let’s look at the Math Standards
http://www.corestandards.org/Math/Content/OA
A
C
T
I
V
I
T
Y
Reflecting on
the Shifts for
Mathematics
83
Instruction of Students with Disabilities
Students with disabilities need to meet high academic standards and to fully
demonstrate their conceptual and procedural knowledge and skills in
mathematics, reading, writing, speaking and listening (English language arts),
their instruction must incorporate supports and accommodations, including:
Teachers and specialized
instructional support personnel
who are prepared and qualified to
deliver high-quality, evidencebased, individualized instruction
and support services
An Individualized Education
Program (IEP) which includes
annual goals aligned with and
chosen to facilitate their
attainment of grade-level
academic standards.
Supports and related services designed
to meet the unique needs of these
students and to enable their access to
the general education curriculum
(IDEA 34 CFR §300.34, 2004).
Culture of High Expectations for All Students
Assistive technology
devices and services
to ensure access to
the general
education
curriculum and the
Common Core State
Standards.
Success in the general curriculum for students with disabilities, as
appropriate, may be provided through additional supports and services.
Upcoming Student Progression Plan
Students with
disabilities are
required to the
same
instructional time
as their nondisabled peers.
H. Special
Provisions for
SWDs
For SWDs who
exhibit a substantial
deficiency in reading
skills Intensive
Interventions as
specified in the CRRP.
EOC
Waiver
SWD in a VE model should
have no more than two grade
levels and one subject area
within a single instructional
block in order to ensure
fidelity of instruction in core
curriculum.
International Center for Leadership in Education
White Paper February 2011
Fewer, Clearer, Higher Common Core State Standards:
Implications for Students Receiving Special Education
Services
Rising Above the Gathering Storm Revisited:
Rapidly Approaching Category 5 - 2007




US quickly losing its competitive edge in the world
Original report indicated the same thing
IDEA Reauthorization Committee

Review and authorization of the IDEA is needed to move
to the next step of providing special education and related
services to children with disabilities to improve and
increase educational achievement.
International Center for Leadership in Education
Fewer, Clearer, Higher Common Core State Standards:
Implications for Students Receiving Special Education Services
-continued
Initial Stages of Transition from State Standards to
Common Core State Standards

Focusing on the needs exceptional students will
benefit all students
International Center for Leadership in Education
Fewer, Clearer, Higher Common Core State Standards:
Implications for Students Receiving Special Education Services
-continued
FIVE key elements that schools must address to support the achievement of
students receiving special education services:
 Ownership – students receiving special education services responsibility
of all
 High Expectations – understanding by administrators, faculty, and
students that all students will be challenged and expected to perform to the
best of their ability.
 Intervention Systems – policies, procedures, and protocols to ensure
that struggling learners meet academic and/or behavioral expectations as
measured by improved performance.
 Inclusion/Collaborative Teaching – students receiving special
education services included in general education and have access to both
content and special education expertise.
 Organization/Professional Development – programs for struggling
learners depend on alignment of and access to standards-based curriculum,
instruction, and assessment and data-driven professional development to
support teaches in achieving goals.
Resources
Resources





http://www.corestandards.org
http://www.cpalms.org/Standards/Common
_Core_Standards.aspx
http://www.coreplanner.com
http://www.edutopia.org/common-corestate-standards-resources
http://www.ascd.org/common-core-statestandards/common-core.aspx
12:00-1:00
93
DATA DRIVEN PRESENT LEVELS OF
EDUCATIONAL PERFORMANCE (Quality IEP):
CORRELATING DATA TO GOAL FORMATION
(Data Driven IEP)
What is a Quality IEP?


A Quality IEP
 Is in compliance with all requirements of federal,
state, and district laws and regulations
Reflects decisions based on active and meaningful
involvement of members of the IEP team
 Provides a clear understanding of
 Student educational needs and expected
outcomes
 Special education services and supports
138
IDEA Requirements

Schools must provide each eligible student
with a disability an individualized
educational program that:
 Is designed to meet the unique educational
needs of the student
 Addresses academic performance and
functional needs
 Enables the student to be involved and
make progress in the general curriculum
139
MTSS Alignment with IEP Components
MTSS
IEP
Multi Tiered System of Supports
Individual Education Plan
Step 1. Problem Identification
What’s the problem?
Step 2. Problem Analysis
Why is it taking place?
• Present Level of Academic
Achievement and Functional
Performance
Step 3. Intervention Planning
and Implementation
What are we going to do
about it?
• Measurable Annual Goals
• Special Education Services and
Supports
Step 4. Response to
Instruction/Intervention
Is it working?
• IEP Implementation,
Review, and Revision
140
Step 1: What's the Problem?

Determine the gap between what is expected
of a student at a current age or grade level
and the current performance of the student.
 Review information about student progress
to identify general areas of concern and
strengths.
 Then investigate each area of concern to
pinpoint specific needs.
141
Step 2: Why Is It Taking Place?

For each area of concern, analyze factors that may be
affecting student performance
 Curriculum
and instruction (standards, instructional
methods and materials)
 Environment
 The
(barriers and supports)
effect of the student's disability
142
Step 3: Measurable Annual Goals



What specific knowledge, skill, or behavior does the
student need to learn to be involved and make
progress in the general curriculum?
What does the student need to learn to meet other
educational needs that result from the disability?
How will student progress be monitored to determine
the effectiveness of the intervention and support?
143
Make It Measurable

Specific
 The action, behavior, or skill to be measured
 Tells



what to measure and how to measure it
Objective
 Yields same result no matter who measures it
Quantifiable
 Numerical or descriptive information that can be
compared to baseline to calculate progress
Clear
 Understandable by all involved
Bateman & Herr, 2003
Step 3: Intervention Planning and
Implementation



What type of intensive, individualized intervention
will be provided?
 Special education services and related services
What type of support?
 Classroom and testing accommodations
 Program modifications
 Supplementary aids and services
 Support for school personnel
When? Where? How often?
145
Step 4: Is it Working?



Understanding Responsibilities
Teachers and other service providers must be
informed of specific responsibilities related to
the student’s IEP.
Each general education teacher, ESE teacher,
and other service provider who works with the
student must have access to the student’s IEP.
146
Who Will be Responsible for…

Planning the intervention for the annual goals?

Implementing the intervention with integrity?


Monitoring student performance and reporting
progress to parents?
Interpreting student performance data and making
decisions concerning effectiveness of the intervention?
147
Implementation with Fidelity


Requires advance planning
Staff may require professional development and
coaching
 How
to implement the instructional procedures,
accommodations, etc.
 Assistance with data collection and progress
monitoring

Involves collaborative planning
148
Monitoring Student Progress
Identify the measurement procedures
 Check the annual goals
 What
conditions are required?
 What specific assessment methods/tools will be
used?
 What are the mastery criteria?

Make a plan
 When
will student be assessed?
 Who will interpret results?
149
Case Studies
Case Study (Elementary)
The Comprehensive
Evaluation and RtI
Intervention
Traditional
Intervention
Response to
Intervention
J
L
J
L
Intervention
Monitor
Progress
Intervention
J
L
J
L
Consider ESE
Monitor
Progress
Intervention
J
Regular
Education
Consider ESE
If
necessary
Case 1: Grade 3 Student; Reading

Problem ID
 Gap
Analysis
 The
difference between the student’s
current levels of performance and grade
level standards
 Goal
Setting
Present Levels of Performance









FCAT 2.0- N/A
FAIR FCAT Success Probability- 15%
FAIR- Reading Comprehension Percentile-18th
FAIR Maze- 2nd Percentile
FAIR WA- 2nd Percentile
Reading Fall Interim Test Level-Insufficient
Reading Fall Interim Percent Correct-25
Current Star Test Level- ?
Oral Reading Fluency-??
Graph of Problem ID
Reading Comprehension Percentile (FAIR)
60
50
50
50
50
40
30
20
26
24
31
29
18
10
0
AP1
AP2
Ap3
Standard
Pos Resp
Aim Line
Student's Score
Problem Analysis: Why?
Curriculum: 3rd Grade Reading
Standards
 Instruction: Reading Focus?
Differentiated Instruction?
 Environment: Access to Tier 2, What
is Tier 3?
 Learner: Level of Motivation

Reading Development

Phonological Skills


?
Phonics
 WA-

1%ile ?
Reading Fluency
 Maze-

4%ile
Comprehension (Oral and Reading)
 RC-
4%ile
 Listening Comp- ?

Language and Vocabulary WIPPSI
Verbal 95
The Tier 1 and Tier 2 Data Profile

Tool used for 2 Purposes
 Determine
Need for Tier 3 Problem
Solving
Uniqueness and significance of a problem
Is it a Tier 2 or Tier 3 Problem
 Provides
 ID
Data for Problem Solving
Needs and Supports
 Maximizes Tiered Supports
Using the Tier 3 PS Worksheet and Intervention
Plan to Assist IEP Development
If Done Well, and With Fidelity,
Much of the Problem Analysis Has Been
Done
 Areas for Intervention Have Been
Identified
 Remedial Goals Have Been Established
 Forms of Progress Monitoring Have Been
Set

Ticket out the Door-Exit Slips