Common Core: Leading the Change in
Special Education
Connecting the work across the state....
Objectives:
• Understand the shifts needed to support Common
Core Implementation
• Discover resources available to support this work
• Walk away with tools and processes needed to lead
this change
For our time together...
• Take responsibility for your own learning
• Support the learning of your colleagues
• If you need to take a call or have a side
conversation, please step out
• If you have a question, ask
Connector
• Grab a couple sticky-notes
• Individual Reflection – one idea on each stickynote
“What are your fears and hopes about the
Common Core?”
Connector
• Collegial Conversations –
▫ Find Themes, patterns, shared ideas
• Share to Whole
CCSS States and the
Assessment Consortia
Balance Assessment
Consortiumd
Partnership for Assessment of
Readiness for College and Careers
(PARCC)
9.50
Common Core States and Assessments
Key Players in CCSS Creation
• National Governor’s Association (NGA):
policy organization representing all U.S. states,
territories and commonwealths
• Council of Chief State School Officers
(CCSSO): leads collective state action in areas of
Educator Workforce; Information Systems and
Research; Next Generation Learners; and
Standards, Assessment, and Accountability.
• Achieve: a bi-partisan non-profit created by
governors & business leaders in support of
standards-based education reform
NGA & CCSSO
release a draft
of College &
Career Ready
Standards for
comment by
educators and
parent orgs
Sept 2009
Achieve
launches the
American
Diploma
Project to align
standards &
grad
requirements
w/ demands of
college & career
July 2009
Achieve
formed at the
National
Education
Summit
2005
1996
Timeline of the Common Core
Validation
Committee
announced –
25 leading
educators
Michigan’s
State
Board of
Ed adopts
the CCSS
May 2013
Finalized
CCSS
released
June 2010
Draft of
standards
released
for public
feedback
June 2010
March 2010
Timeline of the Common Core
Gov.
Snyder
declares
his
support
for the
CCSS
House passed
Common Core
resolution
Oct 1, 2013
Legislative
Committee
hearings on
CC
Sept 2013
Michigan
Legislator
Passes budget
restricting
MDE from
spending
money on CC
or SBAC
Aug/ Sept 2013
July 2013
Timeline of the Common Core
…..
MAASE
provides
testimony to
the Senate on
CCSS
Used with permission Office of Standards and Assessment MDE
Upcoming Opportunities
Conceptual Model
Accessibility tools available to all Students as per
principles of universal design (e.g., writing tools, zoom,
mark for review, breaks, customized English glossaries).
Smarter Balanced’s
digital delivery system
includes n array of
embedded accessibility
features designed to
preserve intended
constructs
Accessibility tools available to students but must
be arranged or activated prior to assessment
through an Individual Student Assessment
Accessibility Profile (e.g., color contract, color
overlay).
Accommodations documented
(e.g., braille, ASL, translation
option).
A very small percentage of students participate in alternate
assessments aligned to the Common Core State Standards
Local schools &
teachers provide
accommodations,
supports, assistive
technologies & physical
arrangements designed
to preserve intended
constructs.
Embedded Universal Tools
• Available to all students unless an educator feels
they are distracting, in which case they can be
turned off.
Examples:
• Digital notepad, English glossary, expandable
pages, highlighter, mark for review, spell check,
strikethrough, and zoom.
Non-embedded Universal Tools
• Provided locally and outside of the computer test
administration system.
Examples:
• Breaks, English dictionary, scratch paper,
thesaurus
Designated Supports
• Available for use by ANY STUDENT for whom
the need has been indicated by an educator (or
team of educators with the parent).
• Student input is also recommended.
• Included for federal accountability purposes.
• Need to be identified prior to assessment
administration and entered into the Test
Information Distribution Engine (TIDE).
• Use of the Individual Student Assessment
Accessibility Profile (ISAAP) is a process that
may be used for decision making.
Embedded Designated Supports
• Color contrast- attention difficulties, visual
impairments, print disabilities
• Text-to-speech- struggling readers, reading
related disabilities, or students that are blind
• Translated test directions- students with limited
English language skills
• Turn off any universal tools
Non-embedded Designated Supports
• Color overlays- students with attention
difficulties, students with visual impairments or
other print disabilities
• Magnification- Students used to viewing
enlarged text or graphics
• Read aloud- Readers should be provided to
students on an individual basis- not to a group of
students
• Scribe
• Separate Setting
Smarter Balanced Accommodations
• Changes in procedures or materials that increase
equitable access during the Smarter Balanced
Assessment.
• Documented need on an IEP or 504 plan
• Physical injury is an exception
• Entered ahead of time
• Parents should be notified
Embedded Accommodations
• ASL- A human signer and the signed test content
are viewed on the same screen
• Braille
• Closed captionoing
• Text-to-speech for ELA reading passages
▫ This accommodation is appropriate for a very
small number of students 1-2%
▫ Only available in grades 6-8 and 11
Non-embedded Accommodations
• Abacus
• Alternate response options
▫ Adapted keyboards, stickykeys, adaptive mouse
• Calculator
▫
When a special calculator is needed such as a
braille or talking calculator
• Read Aloud (ELA passages 6-8 and 11)
• Scribe (for ELA writing)
• Print on demand
Conceptual Model
Accessibility tools available to all Students as per
principles of universal design (e.g., writing tools, zoom,
mark for review, breaks, customized English glossaries).
Smarter Balanced’s
digital delivery system
includes n array of
embedded accessibility
features designed to
preserve intended
constructs
Accessibility tools available to students but must
be arranged or activated prior to assessment
through an Individual Student Assessment
Accessibility Profile (e.g., color contract, color
overlay).
Accommodations documented
(e.g., braille, ASL, translation
option).
A very small percentage of students participate in alternate
assessments aligned to the Common Core State Standards
Local schools &
teachers provide
accommodations,
supports, assistive
technologies & physical
arrangements designed
to preserve intended
constructs.
Accommodations & Modifications…
• Essential Questions:
▫ What environmental demands or teacher-initiated expectations
will create barriers for the student to learn and/or demonstrate
what she knows and is able to do?
▫ What instructional and/or environmental factors within the
control of the classroom teacher can be altered to eliminate or
minimize barriers to participation?
▫ Is this accommodation appropriate for instruction, assessment,
or both?
▫ Is this accommodation intended to be temporary or long term?
▫ Is this accommodation feasible and appropriate for setting?
Complexity
•
•
•
•
Create – a definition
Create – a summary
Create – a hypothesis
Create – an analysis
Polleverywhere.com
Accommodations & Modifications…
• Essential Questions:
▫ What environmental demands or teacher-initiated expectations
will create barriers for the student to learn and/or demonstrate
what she knows and is able to do?
▫ What instructional and/or environmental factors within the
control of the classroom teacher can be altered to eliminate or
minimize barriers to participation?
▫ Is this accommodation appropriate for instruction, assessment,
or both?
▫ Is this accommodation intended to be temporary or long term?
▫ Is this accommodation feasible and appropriate for setting?
▫ LRP Conference 10/30/12 by Carol Kosnitksy
Present Level
• Essential Questions:
▫ What skills, knowledge, and behaviors does the
student currently demonstrate?
▫ How does this compare with the expectations for the
student’s enrolled grade level?
▫ What are the missing skills (gap) between the
student’s current skills and knowledge and the grade
expectations?
▫ How does the student’s disability affect involvement
and progress in the general curriculum?
Added after the MAASE presentation by request.
LRP Conference 10/30/12 by Carol Kosnitksy
Present Level
• Essential Questions continued:
▫ Is this skill or behavior necessary to move towards
the vision?
▫ Will the student’s needs be addressed through
specially designed instruction and/or
accommodations?
▫ Has the student been taught content aligned with
standards, and how ahs the student responded?
▫ What have we learned from previous IEP data?
Added after the MAASE presentation by request.
LRP Conference 10/30/12 by Carol Kosnitksy
Goals
• Essential Questions:
▫ What skills, knowledge and behaviors must this
student acquire to access the general education
curriculum?
▫ What growth and progress can be reasonably
expected of this student in the coming year?
▫ Will the expected growth and rate of progress
narrow the achievement gap for this student?
Added after the MAASE presentation by request.
LRP Conference 10/30/12 by Carol Kosnitksy
Break!
timer
1.30
Todaysmeet.com/MAASE
Sign in as name & district
Artifact for the day
SBAC Practice Test
Beginning with the end in mind
Performance Tasks
Performance Tasks
1. Astronauts
2. Robots
3. Public Art
Purple
Blue
Green
3rd
6th
11th
5 minutes
Choose a Performance Task – take 5
minutes to walk through it and reflect
• What are your first impressions?
• What thinking & skills are required?
• What shifts will educators encounter when
facilitating these types of performance tasks?
In expert groups of 2 or 3,
connect by color and dialogue
Share what you have discovered
Table Dialogues
1. Astronauts
2. Robots
3. Public Art
Purple
Blue
Green
3rd
6th
11th
Todaysmeet.com/ MAASE
Lunch!
1.30
People Search
– grab your YELLOW sheet
Find 16 different people to sign your sheet
You may sign someone’s sheet only once
What stands out for you
from this morning?
Increasing the level of rigor
We learn the work
by doing the work
- Richard Elmore
Research Project:
SMARTER Balanced Pilot Debrief
The SBAC Pilot Tests
Spring 2013
• Aspects of the Pilot Test
▫ All states in the consortia participated
▫ Two Different Pilots originally
scheduled:
1. Scientific Sample
653,124 students
participated in the
pilot test
consortium wide.
 Schools chosen for representativeness
 This data used for calibrating items
2. Volunteer Sample
 Open to any school that wanted to
participate
 Data not used
 Replaced by Practice Test
▫ Neither test was adaptive
Operating Systems Used:
Windows – 81.3%
OSX (Mac) – 14.7%
iOS – 1.9%
Chrome – 0.9%
Research Questions
What are student reactions, perceptions and
instructional recommendations after taking SBAC
pilot tests?
• Focus groups of students who had recently
completed the SBAC pilot test in their school were
brought together.
• Overall thoughts on the format, digital literacy,
overall testing experience were shared.
Vince Dean
Research Questions
• Testing session were observed and post-pilot
conversations were facilitated with over 500
students throughout Oakland County included:
▫ 7 high schools groups
▫ 6 middle school groups
▫ 9 elementary groups
• Anecdotal educator perceptions were also captured
Academic Digital Literacy Skills
A Table Conversation...
What types of academic digital literacy skills
are needed to complete
these items on the SBAC assessment?
Student Voices:
Post-Pilot Debriefs
Student Dialogue
“What would your friends and students
in other classes need to know in order
to be successful with this online test.”
Academic digital
literacy skills
•
•
•
•
•
•
•
•
•
•
•
scroll bars,
cursers,
highlighting,
dragging and dropping text,
reordering text,
drawing lines / undoing lines,
placing points
adding arrows
using a strike-out feature
enacting a radio button
clicking and unclicking
responses,
• negotiating an online
calculator
• creating equations
• creating angles
• shading
• flagging items,
• creating graphs
▫
▫
▫
▫
•
•
•
•
•
Pictographs
Line graphs
Bar graphs
Box and whisker
using zoom
arrows to maximize a screen
delete / insert
submit / reset
keyboarding
What type of tools and processes
do you already use
that support the development of
academic digital literacy skills?
Directions
Table Conversation....
What types of directions / tasks
might students need practice with
prior to taking a SBAC assessment?
Directions / Prompts
•
•
•
•
•
•
•
•
•
•
•
•
Which
Select all
Choose all
Explain
Justify
Drag
Use the connect line tool
Use the arrow tool
Use the point tool
Use the equation tool
Use the line tool to match
Write an equation
•
•
•
•
•
•
•
•
•
•
Click to show
Explain your answer
Explain why
Create a bar graph
Write one way
Arrange the events
Type your answer
Write a numerical expression
Create an expression
Click in the true or false
column
• Match to all that apply
Grab a paint swatch
With a partner
Write 4 questions
from level 1 – on the lightest shade
all the way to level 4 – on the deepest shade
Break
Todaysmeet.com/MAASE
Suggestions
1 – Participating in a Practice Test
2 – Framing the Environment
3 – Incorporate Academic Digital Skills into
Instruction
4 – KEYBOARDING
5 – Reading the Directions – Variety of tasks
Suggestions
1 – Participating in a Practice Test
2 – Framing the Environment
3 – Incorporate Academic Digital Skills into
Instruction
4 – KEYBOARDING
5 – Reading the Directions – Variety of tasks
6 – Developing Perseverance
Listening prompt
The Instructional Core
•Principle #1: Increases in
student learning occur only
as a consequence of
improvements in the level of
content, teachers’
knowledge and skill, and
student engagement.
CONTENT
STUDENT
TEACHER
INSTRUCTION
TASK PREDICTS PEFORMANCE
•Principle #2: If you change
one element of the
instructional core, you have
to change the other two.
Say Something
• Read silently to the first stop sign
• When your partner is finished have a Level 1
conversation on what you have just read
• Read silently to the second stop sign
• When your partner is finished have a Level 2
conversation on what you have just read....
• Read silently to the third stop sign
• When your partner is finished have a Level 3
conversation on what you have just read....
• .... Level 4 conversation
Say Something
• Read silently to the first stop sign
• When your partner is finished have a Level 1 conversation
on what you have just read
• Read silently to the second stop sign
• When your partner is finished have a Level 2 conversation
on what you have just read....
• Read silently to the third stop sign
• When your partner is finished have a Level 3 conversation
on what you have just read....
• .... Level 4 conversation
• Your partner is the person who has similar shoes as you
How will the role of the student shift
with the implementation of the
Common Core Standards and the
Smarter Balanced Assessments?
Todaysmeet.com/MAASE
Connect - Extend - Challenge
• Think individually - How does today
connect to the work you are already doing?
• Think individually - What will you need to
extend, deepen or shift instructionally to support
student success?
• Think individually - What do you see as your
challenge in getting ready for the 2014-15
assessment?
Strategy Harvest
• Goals / Objectives / Norms
• Connector – Hopes & Fears
• Lecture Burst
▫ CCSS SBAC
▫ Accommodations
• Depth of Knowledge DOK
• Polleverywhere
• Reflection IEP Teams
▫ Today’s Meet
• Jigsaw – Performance Task
▫ Individual Focused Read
▫ Expert Group
▫ Alignment Sharing
• Reflection IEP Teams
▫ Today’s Meet
• People Search
• SBAC Pilot Research Design
▫ Practice Test Items
▫ Student Voice
• Wrote Question Stems
▫ Paint Swatch
• Reflection IEP Teams
▫ Today’s Meet
• Instructional Core
▫ Say Something
• Reflection IEP Teams
▫ Today’s Meet
• Strategy Harvest
• Today’s Objectives
Connect - Extend - Challenge
• Think individually - How does today
connect to the work you are already doing?
• Think individually - What will you need to
extend, deepen or shift instructionally to support
student success?
• Think individually - What do you see as your
challenge in getting ready for the 2014-15
assessment?
Objectives:
• Understand the shifts needed to support Common
Core Implementation
• Discover resources available to support this work
• Walk away with tools and processes needed to lead
this change
Thank you!
Abby Allen & Kristine Gullen