10/30/2014 CC and Special Education Practices for Success Presentation for Santa Barbara County MARY SCHILLINGER, ASSISTANT SUPERINTENDENT EDUCATION EDUCATIONAL CONSULTANT ‐ COLLABORATION FOR SUCCESS SCHILLINGERMARY@GMAIL.COM BECKY WETZEL, EDUCATIONAL CONSULTANT BRIDGES TO EDUCATIONAL EXCELLENCE BRIDGES.WETZEL@GMAIL.COM Common Core & Special Education ‐ Practices for Success Participant Outcomes: ◦ Identify specific strategies for Common Core access for special learners ◦ Identify assessment domains critical for CC success ◦ Determine CC aligned IEP goals ◦ Identify Universal Design for Learning frameworks for lesson design ◦ Apply content strategies for CC access ◦ Determine appropriate accommodations ◦ Determine appropriate technology supports for CC access 1
10/30/2014 Common Core Shifts and Sped. Implications Common Core State Standards Not your grandmothers standards…… Fewer Clearer Higher 2
10/30/2014 Timeline………… Common Core in 2014 / 15 SBAC Assessment in Spring 2015 Common Core Curriculum Adoptions State approval – some subjects not until 2016 Hmmmmmmmmmmmmmmm “The Common Core State Standards initiative provides a historic opportunity to improve access to rigorous academic content standards for students with disabilities!” Dr. M. McLaughlin, Univ. of Maryland & Pres. CEC 3
10/30/2014 It’s about access!! UDL ACCESS It’s about access…. CCSS General Education Co ‐ Teaching Accommodations WITHIN Core 4
10/30/2014 Supporting Special Education Students in Common Core ASSISTIVE TECHNOLOGY ACCOMMODATIONS & STRATEGIES U D L Shifts and Implications for Special Education Higher text Intensive reading complexity – non- intervention fiction text at Access to higher level non- higher Lexile levels! fiction text through Universal Design strategies Technology solutions – text to speech 5
10/30/2014 Lexile Consideration. Intensive reading intervention to increase the functional lexile level For informational reading, keep the essential concepts but reduce the lexile level to the independent reading lexile level Consider technology solutions…. Online solutions www.newsela.com 6
10/30/2014 Shifts and Implications for Special Education Academic Use of multi-means Vocabulary and strategies for Focus teaching and using academic vocabulary. 7
10/30/2014 Academic Vocabulary Collaborate with General Teach strategies for academic vocabulary comprehension Educators Use technology to support the learning Unwrap Anchor Standards – of academic vocabulary isolate academic vocabulary critical to Anchor Standards Marzano Academic Vocabulary Lists available on-line Files Available http://bit.ly/fb93Ba 8
10/30/2014 Shifts and Implications for Special Education Building Access to general knowledge education – project through content- based collaborative rich nonfiction projects. Flipped classroom technology for priming and reviewing. Shifts and Implications for Special Education Math concepts IEP focus on math prioritized and Learning Progressions “ spiraling” across and Anchor Standards. grade levels. Use of technology! 9
10/30/2014 Learning Progressions CDE Book All the Learning Progressions 10
10/30/2014 Shifts and Implications for Special Education Computer based Digital Literacy goals Next Generation Assessments with increased rigor & Frequent practice with application base. application based problems. Technology skills embedded in standards. Shifts and Implications for Special Education Instructional IEP goals for Executive practices focused Functioning & Social on projects, Skills for group collaboration, & projects. flipped classroom models. 11
10/30/2014 Shifts and Implications for Special Education Assessment in Skills critical to success in school Executive Functioning with Common Group work social skills Core! Digital Literacy skills Communication skills Cognitive and Conative abilities CC Shifts and IEP Implications …. P 84 ‐ 85 12
10/30/2014 Considerations for IEP Development .. P 86 ‐ 87 Support Shifts C C Focus Assessment Areas Placement Student Options Profile Goals & Supports 13
10/30/2014 Reducing Cognitive Load & Common Core G & O INCREASING COGNITIVE PROCESSING Cognitive Load “ Students understand and remember ideas better when they have to transform those ideas from one form to another. Apparently it is in this transformation process that the author’s ideas become the reader’s ideas, rendering them more memorable.” (Person & Fielding , 1991) 14
10/30/2014 Reduce Cognitive Load “Cognitive load refers to the total amount of mental activity imposed on working memory at a specific instance in time…(class period or lesson)” McEwan-Adkins, 2010) Cognitive Load Weight of a cognitive load = number of elements that need to be remembered. What students remember depends more on what they already know than on what you tell them! 15
10/30/2014 Instructional Implications Present only one important concept or idea at a time. ◦ Short presentation of new concepts ◦ Processing activity to connect new information to prior knowledge ◦ Repeat sequence Consider using technology as part of the processing activity to create an artifact. Videoscribe http://www.sparkol.com/products/videoscribe 16
10/30/2014 Use a Strategy Linking prior knowledge to new information….. LINCS Vocabulary Strategy (Edwin Ellis, Permission Granted) LINCS L ist the parts (say and spell) I dentify a reminding word (sounds like) N ote a LINCing story C reate a LINCing picture S elf - test 17
10/30/2014 Fief Fief Large area of land given in Medieval times by the King for service in the King’s army. Rhyming word from current knowledge….. Thief The thief stole the deed to the fief ! Index Card 18
10/30/2014 L ist the parts…. Show visual …. 19
10/30/2014 Identify a reminding word A word already in your working memory that rhymes with Steinbock Reminding word….. 20
10/30/2014 N ote a LINCing story… Create a LINCing picture.. Draw a Picture 21
10/30/2014 Examine Depth of Knowledge http://bit.ly/fb93Ba Files available to download Examine Depth of Knowledge http://bit.ly/fb93Ba Files available to download 22
10/30/2014 Gradual Release to Independence (P34-35) 23
10/30/2014 Concept Mastery Routine p 54 – 55 Gain a deep understanding of a specific concept Strategic process for students to define, summarize, and explain a concept Identifying essential concepts in the Common Core Standards Good lead-in activity for group projects where deep understanding of the key concept(s) is critical 24
10/30/2014 Square Circle Angle Rectangle Triangle Length Parallelogram Line Rhombus Open Angle Square Parallelogram 90 degree angles Circles 4 Sides Curved Lines Corners Equal Length Sides Rhombus Closed Angles Open Angles Quadrilateral Four sided shape A Quadrilateral is a type of Polygon. Question Exploration Routine p 58 - 59 Graphic organizer connecting information related to a critical question Key terms related to a critical question Good for understanding complex text and informational text Good group activity as lead in to a project based activity 25
10/30/2014 Universal Design for Learning 26
10/30/2014 Universal Design for Learning Provides all individuals equal opportunities to learn Provides flexibility in the ways: ◦ Information is presented ◦ Students respond and demonstrates knowledge and skills ◦ Are engaged with expectations for learning Universal Design for Learning Provides all individuals equal opportunities to learn Reduces barriers in instruction Provides flexibility in the ways: Provides appropriate: ◦ Accommodations ◦ Information is presented ◦ Supports ◦ Students respond and ◦ Challenges demonstrates knowledge and While maintaining high skills expectations for all students ◦ Are engaged with expectations for learning 27
10/30/2014 CAST: Brain Networks Recognition Network • The what of learning Strategic Network • The how of learning Affective Network • The why of learning 28
10/30/2014 P 30 UDL Framework Action & Representation Engagement Expression • Perception • Physical action • Recruiting interest • Language, • Expression and mathematical communication • Sustaining expressions effort and • Executive and symbols persistence functions • Comprehension • Self regulation 29
10/30/2014 Implementing UDL Analyze Status • Specific learning • Identify methods, outcome materials and • Methods, assessments • Common Core materials, Standard • Develop a plan assessment • Define the barriers Set Learning Apply UDL Goal Executive Functioning 30
10/30/2014 Executive functioning skills… Do you…. Start projects without all the needed materials?? Have a messy, disorganized desk? Get disturbed by unexpected interruptions? Have many unfinished projects? Have great ideas but fail to get the job done? Have trouble staying on the same topic when talking?? Have trouble remembering things, even for a few minutes?? Executive Functioning Skills Activating Self— Focusing Regulating Effort Memory Modulating Emotions 31
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