Common Core State
Standards and
Struggling Students
Frank Donavan, Ed.D.
ACSA Leadership Summit
November 7, 2014
Agenda
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Struggling Students
CCSS Standards
Assessment Systems
Learning Progressions
Anchor Standards
Strategies for Remediation
Developing Learning Targets/Goals
Resources
Who Are Struggling Students
• Struggling Students Can Be….
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Students with Disabilities
Section 504
RtI and MTSS
Reluctant Readers
At-Risk
English Learners
Socio-Economically Disadvantaged
Many More….
Where are Services/Remediation
Provided?
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1st Best Instruction
RtI/MTSS
Tier 1
Tier 2
Tier 3
Single Room School House Model of Instruction
COMMON CORE STATE STANDARDS
CCSS Themes
• College and Career Readiness (CCR)
• 21st Century Learning
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Learning and Innovation Skills
Life and Career Skills
Information Media and Technology Skills
4-Cs—
• Critical Thinking
• Communication
• Collaboration
• Creativity
Are the CCSS for ELA Similar to our Current
Standards?
• Existing ELA: Four Categories Called Domains
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Reading
Writing
Listening and Speaking
Written and Oral English-Language Conventions
• CCSS ELA: Four Categories Called Strands
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Reading
Writing
Speaking and Listening
Language
http://www.scoe.net/castandards/
Literacy Across the Content Areas
• Standards for Literacy in History/Social Studies, Science, and
Technical Subjects are embedded in the Reading and Writing
Standards at each Grade Level, K-5.
• Grades 6-8, 9-10, and 11-12, Include Reading Standards for
Science and Technical Subjects, and Writing Standards for
History/Social Studies, Science, and Technical Subjects.
ELA/Literacy Shifts in Focus
• Content-Rich Nonfiction
• Informational Text
• Evidence from Text
• Reading for Information
• Complex Text with Academic Language
• Linkages to Content Knowledge
What About Text Complexity?
Text Complexity
Grade Band in the
Standards
Old Lexile Ranges
Lexile Ranges Aligned to
CCSS (Expected)
K-1
N/A
N/A
2-3
450-725
450-790
4-5
645-845
770-980
6-8
860-1010
955-1155
9-10
960-1115
1080-1305
11-12
1070-1220
1215-1355
Mathematics Shifts in Focus
• Focus
• Narrowing Strongly on Focus of Standards
• Coherence
• Building Upon Each Grade Level and Linking to
Major Topics
• Rigor
• Building Conceptual Understanding,
Procedural Skills, and Focus on Application
The SBAC Assessment System
English Language Arts and Mathematics, Grades 3 – 8 and High School
Last 12 weeks of year*
DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum
units; educator training; professional development tools and resources; an interactive reporting system; scorer
training modules; and teacher collaboration tools.
INTERIM ASSESSMENT
Computer Adaptive
Assessment and
Performance Tasks
INTERIM ASSESSMENT
Computer Adaptive
Assessment and
Performance Tasks
Scope, sequence, number, and timing of interim
assessments locally determined
PERFORMANCE
TASKS
• Reading
• Writing
• Math
COMPUTER
ADAPTIVE
ASSESSMENT
Re-take option
Optional Interim
assessment system —
no stakes
Summative assessment
for accountability
* Time windows may be adjusted based on results from the research agenda and final implementation decisions.
Developed by The Center for K–12 Assessment & Performance Management at ETS, version 4, July 2011. For detailed information on PARCC, go to http://PARCConline.org.
SBAC Interim Assessments
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Available Mid-January, 2015
Not Computer Adaptive (will be in 2016)
Number of Administrations? (Local Decision)
Digital Library
• DigitalLibrary@cde.ca.gov
SBAC Readiness/Preparation:
Areas to Consider
• Keyboarding
• Cursive—Really?
• Screen Navigation
• Movement of Objects/Items within System
• Accessibility and Accommodations
• Computer Adaptive—When Will It Be
Activated?
LEARNING MAPS VERSUS
LEARNING PROGRESSIONS
Progressions
• Vertical progression
toward learning target
• Sequenced building
blocks
• Research-based
• Linked to high-quality
assessments
Uses percentages to
make straightforward
comparisons
Uses the symbols =, <
and > to order numbers
and make comparisons
Uses decimal notation
to two places
Uses place value to
distinguish and order
whole numbers
Use numbers to decide
which is bigger, smaller,
same size
Masters, G. & Forster, M. (1997). Developmental Assessment.
Victoria, AU: The Australian Council for Education Research Ltd.
Maps Allow for the Integration of
Multiple Skills…
Compare two
quantities up to
ten using
models
Equal
quantity
Identify
more
number of
Identify same
number of
Use perceptual
subitizing
Identify
fewer
number of
Identify more
than one
Identify
different
number of
Identify one
Compare
sets
Explain set
Recognize
same
Recognize
wholeness
Recognize
different
Compare
objects
Imitate
Create a model
of quantity
CCSS Anchor Standards as a Guide
for Remediation
Inform Instructional Planning and
Implementation
Forward Mapping
• Foundational Skills
• Concepts in Print
• Phonological
Awareness
• Phonics and Word
Reading
• Fluency
• Comprehension and
Vocabulary
Development
Backward Mapping
• Compare Grade-level
Standards to Language
and
Communication Profile
• Provide Tier-based
Instruction in Known or
Projected Areas of Need
• CCSS Anchor Standards
How will the Anchor Standards
Influence Planning and
Instruction?
Standards from different strands
can and should be taught in
conjunction with one another.
• “Although the Standards are divided into Reading, Writing,
Speaking and Listening, and Language strands for conceptual
clarity, the processes of communication are closely
connected”
Reading Standards for Literacy in Science and
Technical Subjects (RST): Standard 2
RST.2
Anchor Standard: Determine central ideas or
themes of a text and analyze their development;
summarize the key supporting details and ideas.
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RST.2.11-12
Grade 11-12
students
Determine the central ideas or conclusions of a text;
summarize complex concepts, processes, or information
presented in a text by paraphrasing them in simpler but still
accurate terms.
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RST.2.9-10
Grade 9-10
students
Determine the central ideas or conclusions of a text; trace
the text’s explanation or depiction of a complex process,
phenomenon, or concept; provide an accurate summary of
the text.
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RST.2.6-8
Grade 8
students
Determine the central ideas or conclusions of a text; provide
an accurate summary of the text distinct from prior
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knowledge or opinions.
Reading Standards for Literacy in Science and Technical
Subjects (RST): Standard 1
RST.1
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.
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RST.1.11-12
Grade 11-12
students
Cite specific textual evidence to support analysis of science and
technical texts, attending to important distinctions the author
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makes and to any gaps or inconsistencies in the account.
RST.1.9-10
Grade 9-10
students
Cite specific textual evidence to support analysis of science and
technical texts, attending to the precise details of explanations
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or descriptions.
RST.1.6-8
Grade 8
students
Cite specific textual evidence to support analysis of science and
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technical texts.
Resources and Support Materials
for Remediation
National Center and State
Collaborative
• Instructional Resources
• Aligned to the CCSS
• Curriculum Resources
• Classroom Solutions
• https://wiki.ncscpartners.org/mediawiki/index.p
hp/Main_Page
• Key Word Search: wiki ncsc
Resources on the Wiki Link
Core Content Connectors (CCC):
Reading for Informational Text
College and Career Readiness Anchor Standards for Reading
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 ideas 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.
Reading Standards for Literature
Grade 3 students:
1. Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the
basis for the answers.
Grade 4 students:
1. Refer to details and examples in a
text when explaining what the text says
explicitly and when drawing inferences
from the text.
Grade 5 students:
1. Quote accurately from a text when
explaining what the text says explicitly
and when drawing inferences from the
text.
CCCs
3.RL.h1 Answer questions related to
the relationship between characters ,
setting, events, or conflicts (e.g.,
characters and events, characters and
conflicts, setting and conflicts).
CCCs
4.RL.i1 Refer to details and examples
in a text when explaining what the text
says explicitly.
CCCs
5.RL.b1 Refer to details and examples
in a text when explaining what the text
says explicitly.
3.RL.i2 Answer questions (literal and
inferential) and refer to text to support
your answer.
4.RL.i2 Refer to details and examples
in a text when drawing basic inferences
about a story, poem, or drama.
5.RL.b2 Refer to specific text evidence
to support inferences, interpretations,
or conclusions.
3.RL.i3 Support inferences, opinions,
and conclusions using evidence from
the text including illustrations.
4.RL.k1 Use details and examples in a
text when explaining the author’s
purpose (e.g., what did the author use
to scare you, surprise you?).
Element Cards: Reading for
Informational Text
Strategies to Keep In Mind
Academic Language: Close attention to words, sentences and language use within
the context of the text’s unfolding ideas initiates students into the academic
language essential to becoming an educated person. This close attention is vital for
ensuring success of EL and struggling readers.
Word Study: Careful attention to word choice provides teachers the opportunity to
highlight not only the semantic but the grammatical, structural and orthographic
components essential to successful word study. Students will develop the habit of
noticing words and seeing how and why they work together.
Fluency: Rereading and hearing rich text read aloud develops fluency. At the same
time, it brings struggling readers and EL students into the discussion on an equal
footing rather than segregating them with simpler and too often, lesser, texts.
Learning from Text Independently: Close analytic reading integrates support and
teacher guidance with tasks and culminating assignments done by students in small
groups and independently. Analytic reading cultivates the habits of mind that
develop students into strong independent readers.
The Single Room Schoolhouse
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Universal Design for Learning
Tiered Learning
Shared Learning Outcomes/Goals
Strategies for Differentiation
Instructional Strategies
Classroom Solutions
• Instructional Units
• UDL Strategies
• Multiple Means of Engagement, Representation and
Expression
• Tiered System of Support
Career
College
Community
Curriculum
Common Core Standards
Learning Progressions
Core Content Connectors
Instruction
Assessment
Grade-level Lessons
Accommodations
Systematic Instruction
Formative, Interim
Communicative Competence
Summative
Are We Really Differentiating?
UDL Strategies for Instruction
•Strategies and lessons are taken from the general
education curriculum.
•Principles of UDL are applied:
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Multiple Means of Engagement give learners
various ways of acquiring information and
knowledge.
Multiple Means of Representation give learners
options for expressive skills and fluency.
Multiple Means of Expression provide learners
alternatives for demonstrating what they know and
provide options for recruiting interest, sustaining
effort, and self regulation.
UDL Strategies (cont.)
• All strategies/lessons are modified and or
adapted for Emerging Readers and Emerging
Communicators:
Additional Considerations for Emerging Readers and
Communicators
 Multiple Means of Engagement: Show the end first;
present the concrete example of the graph; with the end
in mind, have students at multiple levels solve in multiple
ways; count or solve using a calculator, graph paper, 2
and 3 dimensional manipulative materials
 Multiple Representation: 2 dimensional paper; 3
dimensional objects; etc.
 Multiple Means of Expression: Picture problem
choices: present 2 choices of possible correct responses
and include words or pictures, tactile representations
Universal Design for Learning
• UDL is a Set of Principles that Provides All Students Equal
Opportunities to Learn
• Recognition Networks: The “What” of Learning
• Strategic Networks: The “How” of Learning
• Affective Networks: The “Why” of Learning
How Deep Do We Go?
Webb’s Depth of Knowledge
• Level 1 = Recall & Reproductions
• Specific Facts, Definitions, Routine Procedures
• Level 2 = Skills & Concepts
• Applying Skills and Concepts, Relationships, Main Ideas
• Level 3 = Strategic Reasoning
• Reasoning and Planning in Order to Respond
• Level 4 = Extended Reasoning
• Complex Planning and Thinking—Usually Over a Period of Time
Depth of Knowledge (DOK)
Level 1—Recall and Reproduction
Teacher
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Directs
Shows
Questions
Demonstrates
Compares
Examines
Tells
Evaluates
Student
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Responds
Remembers
Memorizes
Explains
Restates
Interprets
Recognizes
Translates
Depth of Knowledge (DOK)
Level 2—Skills and Concepts
Teacher
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Shows
Observes
Facilitates
Questions
Organizes
Evaluates
Student
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Solves Problems
Calculates
Completes
Constructs
Demonstrates
Compiles
Depth of Knowledge (DOK)
Level 3—Strategic Reasoning
Teacher
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Probes
Clarifies
Guides
Organizes
Dissects
Questons
Accepts
Acts a Resource
Student
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Discusses
Debates
Examines
Judges
Justifies
Uncovers
Disputes
Decides
Depth of Knowledge (DOK)
Level 4—Extended Reasoning
Teacher
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Facilitates
Reflects
Extends
Analyzes
Evaluates
Student
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Designs
Takes Risks
Proposes
Formulates
Plans
Creates
Modifies
Depth of Knowledge--Activities
• Level 1 = Recall & Reproductions
• Concept Map, Timeline, Keywords, Chart, Recite Facts, Cut Out, Draw, Cartoon Strip, Oral Report, Outline,
Paraphrase, Retell
• Level 2 = Skills & Concepts
• Classify a Series of Steps, Construct a Model—Demonstrate How it Works, Perform a Play, Make a Game or
Puzzle About the Area of Study, Explain the Meaning of a Concept, Explain Relationship Among a Number of
Concepts, Multi-Step Calculations
• Level 3 = Strategic Reasoning
• Venn Diagram to Show how Two Topics are the Same and Different, Design a Questionnaire, Flow Chart to
Show Stages, Conduct an Investigation, Debate, Persuasive Speech, Letter with Point of View, Research and
Report on the “Why” of an Issue or Topic
• Level 4 = Extended Reasoning
• Formulate and Test Hypotheses, Perspective Taking and Collaboration, Persuasive Writing Tasks, Devise a
Way To…, Sell and Idea, Write a Jingle to Sell an Idea, Develop a Menu with a Variety of Healthy Foods
A Word About Special
Education
Results Driven Accountability
(RDA)
• U.S. Department of Education
• Education Secretary Arne Duncan stated that “States have gotten better at
meeting the IDEA’s procedural requirements, such as promptly evaluating
students suspected of having a disability…however, ‘we unfortunately have
not seen a corresponding improvement in student results.’”
• Office of Special Education Programs (OSEP)
• RDA Could/May Consist of:
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Test Scores
Test Participation Rates
Post-School Outcomes
Suspension/Expulsion
One or More of the Above
California “Needs Intervention”
•The IDEA requires the U.S. Department of Education to place States
into four categories regarding their performance under the IDEA. Those
categories are as follows:
1. Meet Requirements (15 States and 2 U.S. Territories were placed into
this category)
2. Need Assistance (32 States and 4 U.S. Territories were placed into this
category)
3. Need Intervention (3 States—including CA—and 3 U.S. Territories
were placed into this category)
4. Need Substantial Intervention (No States or U.S. Territories were
placed into this category)
Access to the General Education
Curriculum
• An IEP must include “a statement of measurable annual goals,
including academic and functional goals, designed to 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.”
(IDEA, 2004, 614(d)(1)(A)(i),)
Developing Goals and Objectives Based on the
CCSS and Specially Designed Instruction
IEP Goal
More Resources….
Struggling Readers
• Late-emerging Poor Readers (13.4% of the Population)—were Average
or Better in Earlier Grades
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Comprehension Alone (52%)
Word Reading Alone (36%)
Both of the Above (12%)
Often had a History of Language and/or Nonverbal Cognitive Impairments in
Kindergarten
• No Clear Predictive Profile
Catts, H.W., Compton, D., Tomblin, J.B., & Bridges, M.S., (2012) Prevalence and
Nature of Late-emerging Poor Readers. Journal of Educational Psychology, 104,
166-181.
The Core Six: Essential Strategies for Achieving Excellence
with the Common Core (Silver, Dewing, & Perini, 2012)
• Reading for Meaning
• Compare and Contrast
• Inductive Learning
• Circle of Knowledge
• Write to Learn
• Vocabulary’s Code
Reading for Meaning
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Previewing and Predicting Before Reading
Actively Searching for Relevant Information During Reading
Reflecting on Learning After Reading
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Avoid:
• Reading Entire Passage Without Doing the Above
• Expecting Gains in Comprehension Without Front-Loading and
Providing Explicit Direct Instruction
Teaching the Critical Vocabulary of the
Common Core (Sprenger, 2013)
• Critical Vocabulary: The Verbs
• Analyze
• Articulate
• Cite
• Compare/Contrast
• Draw
• Identify
• Infer
• Locate
• Retell
• Support
(This is 10 of the 30 Verbs)
Teaching the Critical Vocabulary of the
Common Core (Sprenger, 2013)—Continued….
• Critical Vocabulary: The Nouns
• Analogy
• Argument
• Central Idea/Main Idea
• Conclusions
• Connections
• Evidence
• Point of View
• Structure
• Theme
• Tone and Mood
(This is 10 of the 20 Nouns)
Teaching the Critical Vocabulary of the
Common Core (Sprenger, 2013)—Continued….
• Critical Vocabulary: The Last Words
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Classify/Categorize
Explicitly
Recognize
Recount
Connecting Teachers, Students and Standards
(Voltz, Sims, Nelson, 2010)
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Inclusive Practices
Access to General Ed. Curriculum
Opportunities for Socially Appropriate Behaviors
Preparing Students with and without Disabilities for the Real
World
Common Core and the Special
Education Student (Schillinger and Wetzel,
2014)
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Very Comprehensive and Informative
Shifts in CCSS
Instructional Practices
Technology Integration
CCSS Standards-Based IEPs
CCSS Standards-Based IEP Goals
And Much More….
Unpacking the Standards, or
Putting the “I” in CCSS
• The “I” is Instruction
• Individualizing Grade-Level Standards
• Select the Standard Based on Present Levels of Performance
• Assessment
• Progress on Last Year’s Goals/Learning Outcomes
• Curriculum-Based Measures
• Circle the Verbs and/or Action Words and Terms
• Underline the Key Skills
• Develop Goals
Common Core Standards
(by Mastery Connect)
CCSS App
Learning-Outcome/Goal Development and
Instructional Alignment—Based on CCSS
1. Identify the student’s present level of academic
achievement and
functional performance.
2. Identify the appropriate grade level standard(s).
3. Unpack the standard. Identify what the student needs
to know and be
able to do in the simplest terms possible.
For example:
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Divide the standard into its component parts.
Analyze the sub-skills.
Determine accommodations and/or modifications
needed for the student to successfully reach
standard.
Determine a plan to monitor progress.
CCSS Learning-Outcome/Goal and
Instructional Strategies Alignment
Tool
• CCSS Standard
• Possible Learning-Outcome/Goal Areas
• Instructional Strategies
• Accommodations/Modifications
• Learning-Outcome/Goal Format (Given—
Will—Measured By)
• Learning-Outcome/Goal
CCSS Learning-Outcome/Goal and
Instructional Strategies
Framework
Group Activity:
1. Identify the Standard
2. Identify the Learning-Outcome/Goal Area
3. Develop Three Learning-Outcomes/Goals
Based on the Same Standard and Goal Area:
Format
(Given—Will—Measured By)
Mild
Moderate
Severe
Additional Resources
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http://www.ocde.us/CommonCoreCA/Pages/default.aspx
http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp
http://www.cde.ca.gov/ta/tg/sa/ab250.asp
www.corestandards.org
www.commoncore.org/maps
http://www.smarterbalanced.org/
http://www.ncscpartners.org/
www.udlcenter.org
Questions?