IEPs & the Common Core:
Writing Effective California
Common Core State Standardsaligned IEP Goals
Sharen Bertrando
sbertrando@sonomaselpa.org
John Fischer
jfischer@sonomaselpa.org
Welcome
 Introduction
 Who is in the room?
 Logistics
 Overview of Training
California Common Core
State Standards (CA CCSS)
Know
K-W-L
Want to know
Learn
Today’s Objectives
Participants will be able to . . .
• Recognize the instructional shifts needed to
implement CA CCSS
• State the importance of access to CA CCSS for
students with disabilities
• Define your roles in implementing CA CCSS for
students with disabilities
• Practice developing and writing CA CCSS IEP goals
aligned to students’ present levels of academic and
functional performance (PLAAFP)
The toolkit for writing CA CCSS
aligned IEP goals
 Anchor Standards for College and Career
Readinesshttp://www.corestandards.org/ELA-Literacy/CCRA/L/
 Application for Students with Disabilities
http://www.cde.ca.gov/sp/se/cc/
 California’s Common Core State Standards for English Language
Arts & Literacy in History/Social Studies, Science, and
“Technical Subjects”
http://cde.videossc.com/archives/120213/
 California Department of Education Common Core Resources
for Special Education http://www.cde.ca.gov/sp/se/cc/
5
The toolkit for writing CA CCSS
aligned IEP goals
 Common Core Shifts
https://www.engageny.org/resource/common-core-shifts
 Cognitive Rigor Matrix http://www.karin-hess.com/#!TheHess-Cognitive-Rigor-Matrix/cmbz/7C5E6A13-1611-4CC5BC84-1074B05080BC
 12 Goal Writing Considerations for IEPs
http://www.calstat.org/specialEdgeOld.html
 Goal Writing Template – SCOE/SELPA
 Standards for Math Proficiency Matrix
http://mathleadership.com
6
Taking a Closer Look . . .
http://www.corestandards.org/
Pedagogical Instructional
Shifts of the Core
ELA/Literacy
Mathematics
http://www.engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdf
Pedagogical Instructional
Shifts of the Core
 Examine standards and instructional shifts.
 Consider the implications of these shifts for
students with disabilities.
 Be ready to share out using the following sentence
frame . . .
 If students have to . . . then teachers have to . . .
http://www.engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdf
Shifts of the Core – Examples
ELA/Literacy
Math
4. Text-based answers 6. Dual Intensity
If students have to
develop questions that
increasingly engage
others
then teachers have to
model questioning and
highlight different
purposes of questions.
If students have to
solve word problems and
reflect on the
reasonableness of their
responses
then teachers have to
design tasks that have
multiple entry points and
opportunity for reflection.
Sonoma County Office of Education SELPA
Pedagogical Instructional
Shifts of the Core
 Examine standards and instructional shifts.
 Consider the implications of these shifts for
students with disabilities.
 Be ready to share out using the following sentence
frame . . .
 If students have to . . . then teachers have to . . .
http://www.engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdf
Before and After the Core
https://www.engageny.org/resource/video-blog-math-beforeand-after-common-core
12
California Department of Education
Common Core State Standards Symposium for
Special Educators
Aligning IEPs and the CCSS
http://www.cde.videossc.com/archives/032114
Anchor Standards
http://www.cde.videossc.com/archives/032114
Navigating the ELA/Literacy
Standards
http://www.cde.videossc.com/archives/032114
15
An integrated model of literacy
Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for
conceptual clarity, the processes of communication are closely connected, as reflected throughout this document.
For example, Writing standard 9 requires that students be able to write about what they read. Likewise, Speaking
and Listening Standard 4 sets the expectation that students will share findings from their research.
-Sacramento County of Education CCSS Document p. 3
http://www.cde.videossc.com/archives/032114
CA CCSS for ELA Content Overview
Coding
3.SL.3
GRADE
STRAND STANDARD
Navigating the ELA/Literacy
Standards
 In Pairs or Triads use the template and color coding
guide to explore the structure of the ELA/literacy
standards assigned within grade level and across
grade levels.
 What is the student expected to know and be able
to do?
 Discuss changes in teaching pedagogy to support
students with disabilities to master these standards.
 Be ready to share out whole group.
18
COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR READING
1.Reading Standards for Literature K–5
2.Reading Standards for Informational Text K–5
3.Reading Standards: Foundational Skills K–5
COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR WRITING
1.Writing Standards K–5
COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR
SPEAKING AND LISTENING
1.Speaking and Listening Standards K–5
COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR
LANGUAGE
1.Language Standards K–5
19
COLLEGE AND CAREER READINESS ANCHOR STANDARDS
FOR READING
1.Reading Standards for Literature 6–12
2.Reading Standards for Informational Text 6–12
COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR
WRITING
1.Writing Standards 6–12
COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR
SPEAKING AND LISTENING
1.Speaking and Listening Standards 6–12
COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR
LANGUAGE
1.Language Standards 6–12
20
BLOOM’S TAXONOMY
Remembering Understanding
Applying
Can the
student recall
or remember
the info.?
Can the
student
explain ideas
or concepts?
Can the
student use
the info. in a
new way?
define
duplicate
list
memorize
recall
repeat
reproduce
state
classify
describe
discuss
explain
identify
locate
recognize
report
select
translate
paraphrase
choose
demonstrate
dramatize
employ
illustrate
interpret
operate
schedule
sketch
solve
use
write.
http://www.c
de.videossc.c
om/archives/
032
Analyzing
Can the
student
distinguish
between the
different
parts?
appraise
compare
contrast
criticize
differentiate
discriminate
distinguish
examine
experiment
question
Test
Evaluating
Can the
student
justify a stand
or decision?
appraise
argue
defend
judge
select
support
value
evaluate
Creating
Can the
student
create new
product or
point of
view?
assemble,
construct
create
design
develop
formulate
write
http://www.cde.videossc.com/archives/032114
DEPTH OF KNOWLEDGE LEVELS
(The Depth of Knowledge is not determined by the verb, but what comes after the verb
and the context in which the verb is used, i.e., the depth of thinking required.
Level 1: Recall and Reproduction
Requires recall of information, such as a fact, definition, term, or performance of a simple
process or procedure. Answering a level 1 item involves following a simple, well-known
procedure or formula. Simple skills and abilities or recall characterize this level.
Level 2: Skills/Concepts
Includes the engagement of some mental processing beyond recalling or reproducing a
response. Items require students to make some decisions as to how to approach the
question or problem. These actions imply more than one mental or cognitive process/step.
Level 3: Strategic Thinking:
Requires deep understanding as exhibited through planning, using evidence, and more
demanding cognitive reasoning. The cognitive demands at this level are complex and
abstract. An assessment item that has more than one possible answer and requires
students to justify the response they give would most likely be a Level 3.
Level 4: Extended Thinking
Requires high cognitive demand and is very complex. Students are expected to make
connections – relate ideas within the content or among content areas – and have to select
or devise one approach among many alternatives on how the situation can be solved. Due
to the complexity of cognitive demand,
this level often requires an extended period of
http://www.cde.videossc.com/archives/032114
time.
Depth of Knowledge Activities
http://www.cde.videossc.com/archives/032114
Cognitive Rigor Matrix – Reading (khess@nciea.org)
Revised Bloom’s Taxonomy Webb’s DOK Level 1
Recall & Reproduction
Remember
o
Retrieve knowledge from longterm memory, recognize,
recall, locate, identify
o
Understand
Construct meaning, clarify,
paraphrase, represent,
translate, illustrate, give
examples, classify, categorize,
summarize, generalize, infer a
logical conclusion), predict,
compare/contrast, match like
ideas, explain, construct
models
o
o
o
o
Recall, recognize, or locate
basic facts, details, events, or
ideas explicit in texts
Read words orally in connected
text with fluency & accuracy
Define terms
Identify or describe literary
elements (characters, setting,
sequence, etc.)
Select appropriate words when
intended meaning/definition is
clearly evident
Describe/explain who, what,
where, when, or how
Webb’s DOK Level 2
Skills & Concepts
Webb’s DOK Level 3
Strategic Thinking/ Reasoning
Webb’s DOK Level 4
Extended Thinking
o
Specify, explain, show
relationships; explain why, causeeffect
Give non-examples/examples
Summarize results, concepts,
ideas
Make basic inferences or logical
predictions from data or texts
Identify main ideas or accurate
generalizations of texts
Locate information to support
explicit-implicit central ideas
Use context to identify the meaning
of words/phrases
Obtain and interpret information
using text features
o
Explain, generalize, or connect
ideas using supporting evidence
(quote, example, text reference)
Identify/ make inferences about
explicit or implicit themes
Describe how word choice, point
of view, or bias may affect the
readers’ interpretation of a text
o
o
Apply a concept in a new context
o
Illustrate how multiple themes
(historical, geographic,
social) may be interrelated
Categorize/compare literary
elements, terms, facts, details,
events
Identify use of literary devices
Analyze format, organization, &
internal text structure (signal
words, transitions, semantic cues)
of different texts
Distinguish: relevant-irrelevant
information; fact/opinion
Identify characteristic text features;
distinguish between texts, genres
o
Analyze information within data
sets or texts
Analyze interrelationships among
concepts, issues, problems
Analyze or interpret author’s craft
(literary devices, viewpoint, or
potential bias) to critique a text
Use reasoning, planning, and
evidence to support inferences
o
Analyze multiple sources of
evidence, or multiple works
by the same author, or
across genres, time periods,
themes
Analyze complex/abstract
themes, perspectives,
concepts
Gather, analyze, and
organize multiple information
sources
Analyze discourse styles
Evaluate relevancy,
accuracy, & completeness of
information from multiple
sources
Draw & justify conclusions
Apply understanding in a
novel way, provide argument
or justification for the
application
Synthesize information
across multiple sources or
texts
Articulate a new voice,
alternate theme, new
knowledge or perspective
o
o
o
o
o
Apply
Carry out or use a procedure
in a given situation; carry out
(apply to a familiar task), or
use (apply) to an unfamiliar
task
Analyze
Break into constituent parts,
determine how parts relate,
differentiate between relevantirrelevant, distinguish, focus,
select, organize, outline, find
coherence, deconstruct (e.g.,
for bias or point of view)
o
o
Use language structure
(pre/suffix) or word
relationships
(synonym/antonym) to
determine meaning of words
o
Identify whether specific
information is contained in
graphic representations (e.g.,
map, chart, table, graph, Tchart, diagram) or text features
(e.g., headings, subheadings,
captions)
o
o
o
o
o
o
o
o
o
o
o
Evaluate
Make judgments based on
criteria, check, detect
inconsistencies or fallacies,
judge, critique
Create
Reorganize elements into new
patterns/structures, generate,
hypothesize, design, plan,
produce
o
o
o
o
o
o
o
Cite evidence and develop a
logical argument for conjectures
Describe, compare, and contrast
solution methods
Verify reasonableness of results
Critique conclusions drawn
Generate conjectures or
o
Synthesize information within one
o
or prior knowledge and experience
o
Develop a complex model for a
given situation
Develop an alternative solution
o
o
o
o
o
o
Explain how concepts or
ideas specifically relate to
other content domains or
concepts
Develop generalizations of
the results obtained or
strategies used and apply
them to new problem
situations
source or text
hypotheses based on observations
http://www.karin-hess.com/#!The-Hess-Cognitive-Rigor-Matrix/cmbz/7C5E6A13-1611-4CC5-BC84-1074B05080BC
o
Reflection
How can these tools assist in the
development and implementation of
CA CCSS aligned IEP goals for my
students?
25
Standards for Mathematical
Practice
 “The Standards for
Mathematical Practice
describe varieties of
expertise that mathematics
educators at all levels should
seek to develop in their
students. These practices
rest on important ‘processes
and proficiencies’ with
longstanding importance in
mathematics education.”
(CCSS, 2010)
26
Structuring the Practices
http://www.azed.gov/wp-content/uploads/PDF/MathOverview.pdf
27
Mathematical Practices – T-P-S
1. Individually review the Standards for
Mathematical Practice.
2. With a partner at your table discuss a new
insight you had into the Standards for
Mathematical Practice.
3. Discuss the following question:
Adapted from the National Council of Supervisors of Mathematics
Illustrating the Standards for Mathematics Practice, Reasoning, and Explaining
28
Mathematical Practices – T-P-S
Discuss the following question:
What implications might the Standards for
Mathematical Practice have for teachers? For
your role as accelerating the learning of
students receiving special education services?
Adapted from the National Council of Supervisors of Mathematics
Illustrating the Standards for Mathematics Practice, Reasoning, and Explaining
29
Buttons Task As you watch the following video think about:
The teacher’s reflections about pedagogical
practices.
The strategies and tools provided to the students.
Student discussions and actions.
http://www.mathedleadership.org/ccss/itp/button.html
National Council of Supervisors of Mathematics
Illustrating the Standards for Mathematics Practice,
Reasoning, and Explaining
30
CCSS Mathematics Placemats
http://www.azed.gov/azccrs/mathstandards/k-2/
31
CA CCSS for Math Content Overview
 Example Grades K-8
 Example High School
4.OA.A.2
HS.A-SSE.A.2
Grade Domain Cluster Standard#
Grade Domain Conceptual Cluster
Standard
Category
Writing Standards Aligned
CA CCSS IEP Goals
California Department of Education
34
Results Driven Accountability
(RDA)
Writing meaningful and measurable annual goals
aligns with RDA core principles:
 Drives improved outcomes for all children and
youth with disabilities.
 Ensures the protection of the individual rights of
each child or youth with a disability and their
families.
 Is responsive to the needs and expectations of
the ultimate consumers as they identify them.
Evaluation/Eligibility
•
•
Educational Impact statement
Educational needs resulting from the disability
Present Levels of Academic Achievement and
Functional Performance
•Where is he/she currently performing in the general
curriculum as related to the CA CCSS?
Measurable Annual Goals
What skill(s) does he/she need to achieve in order to make
progress in the general curriculum?
Present Levels of Academic and
Functional Performance
(PLAAFP)
1. A description of the student’s:
• Strengths
• Learning needs/challenges
• Progress in general education curriculum
2. Measurable baseline for IEP goals
3. Linked between:
• Present levels and goals
• Recent evaluation and current classroom data
Data Resources







Parent
Student
General Education Teacher
Special Education teacher
Related Service Providers
Evaluation reports
Previous IEP
Data Resources







Parent
Student
General Education Teacher
Special Education teacher
Related Service Providers
Evaluation reports
Previous IEP
PLAAFP Sources
1. At your tabletop, one member takes an index card.
2. State your idea, write it down on the index card,
and pass the card to your shoulder partner.
3. Repeat until all members at your table have
participated.
4. Assign a leader to share out whole group.
PLAAFP Content
 All areas pertinent to the student’s needs
 Information related to the disability
 IDEA indicates that a child may have other
educational needs that result from the disability
 Identified needs may not require a goal, however
they must be addressed
Special Factors
 34 C.F.R. §300.324(a)(2)(i)-(v)
 The team must consider a child's behavior problems when developing the
IEP.
 If a child has limited English proficiency, the team must consider the child's
language needs and provide services to meet these needs.
 If a child is blind or visually impaired, the team must decide about teaching
the child to use Braille.
 If a child is deaf or hearing impaired or has communication problems, the
IEP team must meet the child's communication and language needs.
 The school is responsible for considering whether a child's needs assistive
technology devices and services.
44
IDEA 2004
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. 300.320(2) (i)
Components for
a Measureable Goal
 Identify grade level state standards
 Identify strengths and needs
 Identify educational impact
 Develop a meaningful annual goal
Ensuring Access to the
Common Core for ALL Students
47
Goals Aligned to CA CCSS
Adapted from Kleinert & Kearns (2010). Alternate Assessment: for students with significant
cognitive disabilities, Baltimore, MA: Brooks Publishing Co.
Alternate forms:
Same level of cognition but different response format
Critical function of the standard:
Modification of the level and complexity
accomplishing the same purpose or outcome
Access skills in content activities:
Basic skills are embedded in standards-based
activities
Access to the General Curriculum
Standard as written:
Narrowly or broadly stated
Standard: Reading Strand for Literature Grade 5 – Integration of Knowledge and Ideas
– Compare and contrast stories in the same genre (e.g., mysteries and adventure
stories) on their approaches to similar themes and topics. (5.RL.9)
More complex
Less Complex
Standards-based
IEP Goal
With
Accommodations
Compare and
contrast characters
in stories
Compare and
contrast characters
in stories by using a
speech to text
recognition
software
With
Modifications
Compare and
contrast characters
in stories using
picture/symbols
icons
Essential
Understandings
Reach and grasp
icons to match
character attributes
as directed by peer
Activate switch to
select choice of
literature to be
read/discussed
Turn head in the
direction of speaker
Adapted from Kleinert & Kearns (2010); http://www.doe.mass.edu/mcas/alt/
Sonoma County Office of Education SELPA
The Features of Critical Skills
1. Are required to complete part or all of an activity
2. Are generalized through repetitions throughout
the day
3. Are not components of the curriculum
4. Are linked to content standards to ensure access
for students with disabilities
The Essential IEP Elements
1. The critical skills must be identified and addressed in the
2.
3.
4.
5.
goals and objectives.
Instruction must be provided in a meaningful, functional
context in order for the student to acquire skills.
The supports and adaptations must be implemented for
the student to learn critical skills within the identified
contexts.
These skills can be taught within the context of natural
routines (i.e., Within the curriculum content areas).
The connection between the critical skills and goals
increases the chance for acquisition of the skills.
Grisham-Brown & Kearns, 2001
Non-negotiable Components
for Writing a Measureable Goal
 Correlates between goal and PLAAFP
 Describes skill and level of performance
 Meets the child’s needs
 Enables progress in the general curriculum.
 Includes short term objectives if the student is
participating in alternative assessment (NCSC)
Non-negotiable Components
for Writing a Measureable Goal
 Intended direction of change
 increase or decrease
 Baseline performance
 academic or functional
 Level of attainment
 Measure of proficiency
 Conditions
 timeline for attainment, frequency, independent or with
assistance
How do you
measure progress?
At your tabletops . . .
1. Discuss the types of measurement tools that you
currently use in writing your measurable goals.
2. Discuss new types of measurement tools that you
would like to use.
3. Be prepared to share out.
Putting It All Together
1. Select a case study (or one that you brought).
2. Use the IEP toolkit to develop and write a goal
based on the student’s PLAAFP.
3. Share your written goal with a partner.
4. Evaluate each other’s goal using the Writing IEPs
with the Common Core Critical Questions handout
5. Discuss with your partner.
California Common Core State
Standards (CA CCSS)
K-W-L
Know
Want to
know
Learned
Learn Next