Aligning IEPs to Common Core Standards
Planning for Instruction
Activity
Read and discuss:
“An Interview with Dr. Margaret McLaughlin”
From:
Advocacy Brief from the National Center for Learning Disabilities:
Understanding the Standards-based Individualized Education Program
(IEP), pages 9-11
© National Center for Learning Disabilities 2008.
HO 1
INSERT
from MAX Teaching (Forget)
Agree
? Questions
! Challenging
Key Ideas

IEP teams need to address BOTH
◦ critical foundation skills and,
◦ skills and knowledge in the grade-level content
Intervention Specialists need to have to
have a deep understanding of grade level
subject matter content
 All people who are involved in the IEP
development must know how to assess the
student in relationship to the grade-level
content demands

Three
Instructional
Shifts: ELA
5
Common Core Shifts for English
Language Arts/Literacy
Building knowledge through content-rich
nonfiction
 Reading, writing and speaking grounded in
evidence from text, both literary and
informational
 Regular practice with complex text and its
academic language

Key Instructional Impacts







Close reading of shorter text
Focus on informational text
Deep integration of reading and writing
◦ Argument vs persuasion
Conscientious approach to vocabulary development
Combining standards
Text-dependent questions
Use of progressively more complex text
ELA and the Common Core
Deconstructing standards
 Identifying skills and content
 Formative assessment
 Extended Standards
 Standards –Based IEP goals
 Aligning instruction to grade level content
 Providing intervention for targeted skills

Lets unpack an ELA standard
Let’s unpack an ELA standard
Reading Standards for Informational Text
Key Ideas and Details: Grade 3

#1. Select the standard: RI.3.2

Determine the main idea of a text; recount
the key details and explain how they
support the main idea.
page 41 of Navigating Assessment and Collaboration with the CCSS
Let’s unpack an ELA standard
Reading Standards for Informational Text
Key Ideas and Details: Grade 3
Step #2-3: Underline the concepts, circle the
skills
 Determine the main idea of a text; recount
the key details and explain how they support
the main idea.

Let’s unpack an ELA standard

Reading Standards for Informational Text
Key Ideas and Details: Grade 3

Step #2-3: Underline the concepts, circle the skills

Determine the main idea of a text; recount the
key details and explain how they support the main
idea.
Let’s unpack an ELA standard
Reading Standards for Informational Text
Key Ideas and Details: Grade 3
 Step
#2-3: Determine the level of
rigor for each skill?

Determine the main idea of a text; recount the
key details and explain how they support the main
idea.
Let’s unpack an ELA standard
Reading Standards for Informational Text
Key Ideas and Details: Grade 3

Step #4: Create a Graphic Organizer
(Determine the level of rigor for each skill)
Determine—Knowledge
Recount—Comprehension
Explain--Comprehension
page 41 of Navigating Assessment and Collaboration with the CCSS
Now You Practice

Take a grade level ELA standard and
unpack it.
◦ underline the concepts and circle the
skills.
◦ Determine the level of rigor for each
skill according to Bloom’s
Let’s unpack an ELA standard
Reading Standards for Informational Text
Key Ideas and Details: Grade 3


Step 5: Generate Big Ideas
Determine the main idea of a text; recount the
key details and explain how they support the
main idea.
◦ The main idea is what a text is mostly about
◦ Details must relate directly to the main idea
◦ A recounting of text is a sequential retelling of the
important information
Let’s unpack an ELA standard
Reading Standards for Informational Text
Key Ideas and Details: Grade 3
Step 6: Create Essential Questions
 Determine the main idea of a text; recount
the key details and explain how they support
the main idea.

◦ How do you determine what information in a text is
important/relevant
◦ How do you determine what a text is mostly about
◦ What are the essential components of a recounting
Relationship of Concepts and Skills, Essential
Questions, and Big Ideas
Big Ideas
Essential
Questions
Concepts
and Skills
Navigating Assessment and Collaboration
with the CCSS page 42
Let’s unpack an ELA standard
Reading Standards for Informational Text
Key Ideas and Details: Grade 3

Step 7: Check your work
◦ Seek feedback from others to ensure what you have
“unpacked” makes sense and is accurate
The importance of connections
Why We Need the Common Core
Steps for Developing Standards Based
Goals (Handout)

Assess to determine present levels

Choose a grade level standard

Unpack (Deconstruct) the Standard

Analyze the sub-skills (and concepts)
Writing Standards Based Goals
Using standards as the starting point:
Write goals that address the prerequisite skills
and the conditions needed to access the
grade level concepts
Let’s give it a go…………..
http://instructionalplanningforswdsst3.weebly.com
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Math
Standards define what students should
understand and be able to do.
 Clusters are groups of related standards.
Note that standards from different clusters
may be closely related, because
mathematics is a connected subject
 Domains are larger group of related
standards. Standards from different
domains may sometimes be closely related

Lets unpack a Math standard
Let’s unpack a Math standard
Grade 4 Draw and identify lines and angles

4.G.2: Classify two-dimensional figures
based on the presence or absence of parallel
or perpendicular lines, or the presence or
absence of angles of a specified size.
Recognize right triangles as a category, and
identify right triangles.

4.G.2: Classify two-dimensional figures
based on the presence or absence of parallel
or perpendicular lines, or the presence or
absence of angles of a specified size.
Recognize right triangles as a category, and
identify right triangles.
Questions to consider
1. What are possible units based on the
concepts and skills?
2. How can concepts be grouped to better
determine priority skills?
3.The skills are global – what precise skills do
I expect 5th grade students to master based
on the skills listed above?
4. Are targeted skills aligned to the units?
Now You Practice
4.G.1 Draw points, lines, line segments, rays
and angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify
these in two dimensional figures.
Now You Practice

3.G.1 Understand that shapes indifferent
categories (e.g., rhombuses, rectangles,
and others) may share attributes (e.g.,
having four sides), and that the shared
attributes can define a larger category
(e.g., quadrilaterals). Recognize
rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw
examples of quadrilaterals that do not
belong to any of these subcategories.
Sample Goal
Goalbook 4.G.1 Draw and identify lines and angles,
and classify
By (date), when given a selection of two-dimensional
objects (points, line segments, rays,
right/acute/obtuse angles, and perpendicular and
parallel lines), (name) will match the twodimensional object with its correct name for (8
out of 10) objects.
By (date), when given a selection of two-dimensional
objects (points, line segments, rays,
right/acute/obtuse angles, and perpendicular and
parallel lines), name will work with a group of
peers to match the two-dimensional object with
its correct name and identify the object in twodimensional figures for (8 out of 10) objects.
Sample Goal
Goalbook 3.G.1 Reason with shapes and their
attributes


By (date), when given (10) shapes including
(rhombuses, rectangles, and squares) and a glossary
of labeled examples of different shapes, (name) will
name the shape and classify the shape as a
quadrilateral or not, scoring (8/10) names and
classifications correctly.
By (date), when given (10) paper shapes, shape
name cards, and two bins (one bin that says
"Quadrilateral" and one bin that says "NOT a
Quadrilateral"), (name) will match the shape to the
name and place it in the correct bin classifying the
shape as a quadrilateral or not, scoring (8/10)
names and classifications correctly.
Sample Goal
Goalbook 3.G.1 Reason with shapes and their
attributes

By (date), when given (5) paper shapes, shape
name cards, and two bins (one bin that says
"Quadrilateral" and one bin that says "NOT a
Quadrilateral"), (name) will work one on one
with an adult who will provide hand over hand
support to match the shape to the correct
name card, and then with verbal and visual
prompts (e.g. adult touches and counts each
side), (name) will place the shape in the
correct bin classifying the shape as a
quadrilateral or not, scoring (4/5) names and
classifications correctly.
Making Connections
 Learning
 Model
Progressions
Curriculum
 Extended
Standards
 Standards
Based Goals
Activity

Now…
◦
◦
◦
◦
◦
Deconstruct/Unpack a standard
Identify skills and concepts
Refer to goalbook for goal ideas
Write sample goals for your standard
Use CRITICAL FRIEND template to analyze
your sample goal
Resources
Instructional Planning for SWD
http://instructionalplanningforswdsst3.weebly.com
Battelle for Kids
http://portal.battelleforkids.org/FIPOhio/fip-home?sflang=en
ODE Model Curricula
http://education.ohio.gov/Topics/AcademicContentStandards/Mathematics
Learning Progressions
http://math.arizona.edu/~ime/progressions/
ODE Extended Standards
http://education.ohio.gov/Topics/Special-Education/Students-With-Disabilities-1
Goalbook
https://goalbookapp.com/teachers
NOTE: Goalbook is a commercial site. The goal samples used are for training
purposes only. They are NOT intended as “exemplars”.
Contact Information
Angie Chapple-Wang
angie.chapple-wang@esc-cc.org
Paula Woods
paula.woods@esc-cc.org
FIP – Formative Instructional
Practices
Battelle for Kids - FIP
instructional Modules
http://portal.battelleforkids.
org/FIPOhio/fiphome?sflang=en
Common Core Grades K-5
Operations and Algebraic
Thinking
 Addition, subtraction,
multiplication,
 division
 Patterns and expressions
 Numerical expressions
 Whole numbers
*Numbers and Operations
in Base Ten
 Place Value
 Counting Sequence
 Properties and Operations
 Multi-Digit Arithmetic
Numbers and Operations –
 Fractions (Grades 3-5)
 Fractions as numbers
 Fraction equivalents
 Decimal notations
 Add and Subtract Fractions
Measurement and Data
 Measurable attributes
 Classification and Categorization
 Time
 Length units
 Represent and interpret data
 .Geometric measurements
Geometry
 Shapes and their attributes
 Classification
 Graphing