Integrating Common Core State Standards into the IEP process: What Makes Sense?

The process and the work.

Our Core Oakland Schools Team: Special Education Consultant as Facilitator- Abby Allen

Executive Director of Special Education- Kathy Barker

Supervisor of the SE Professional Learning Unit- Karen Rockhold

Supervisor of the SE District and Student Services Unit- Deb O’Neill

Special Education Consultants from Professional Learning

Special Education Consultants for Low Incidence Programs

School Psychologist

Speech Pathologist

School Social Worker

Compliance Consultants- Matt Korolden, Michelle Wolschlager

Early Childhood Consultant- Lydia Moore

Access for All: Six Principles for Principals to consider in implementing CCSS for students with disabilities.

#5 Understand and Support the alignment of IEPs with the

standards.

Dispositions: Beliefs: A person’s inherent

qualities of mind and character.

A tendency to act or think in a particular way.

A state of the mind, in which a subject roughly regards a thing to be true.

An opinion or conviction.

Leading By Convening: Value Each and All Perspectives

Why is this work important?

As the keynote speaker quoted today:

Only 62% of Special Education Teachers believe that “All Kids Can Learn”

Consensogram:We believe all students can engage in higher order thinking.

We are trying to instructionally close the gap- more than one years growth in one year.

Leading By Convening: Commit to Reaching Consensus Through Shared Understanding

Do you agree with these statements? Is this a fit for you and/or your district?

We believe in utilizing thinking routines in order to engage cognitively in this work.

We believe that all students can learn.

We believe in using a problem solving process.

We believe that the actual standard language should not BE the goal.

We believe in a strengths based approach. What can the student do as a bridge?

We believe in creating a rigorous process, that is also reasonable to implement.

We believe that not every goal has to be aligned with a CCSS.

We believe in instructionally trying to close the gap, more than one years growth in a year.

We believe the goal should address the underlying skills of the standard.

We believe the goal should be aligned to the grade level standards the student is currently in.

Efforts and courage are not enough without purpose and direction.

John F. Kennedy

Leading By Convening: Develop a Mission and Aspirational Statements

For every complex task, there is a routine.

Culture’s of Thinking- Thinking Routines

http://www.ronritchhart.com/COT_Resources.html

Oakland County Educators use a thinking routine to engage

cognitively in IEP goal development linked to the

CCSS.

Prototypes are Done!

Linked! Instruction and Support Connected.

This just in…“Package” of support to guide

teachers/providers in using CCSS for IEP development.

Oakland County Schools have common direction, language, beliefs and TA tools regarding

present level and goal development.

Thinking Routines for CCSS IEP development are now

available! Bring your team!

OS Team to Develop Tools to guide IEP teams!-Guiding Questions-Resources-Graphic Organizers for sequential steps

New Guidance for IEP goals includes a common structure,

guiding questions, a team focus, and a linkage to post-

school life!

Defining Thinking Routines Tools used over and over again in the classroom, that support specific thinking

moves such as: Making connections

Considering different viewpoints

Reasoning with evidence

Structures, through which students collectively as well as individually initiate, explore, discuss, document, and manage their thinking. Explicit- they have names to identify them

A few steps- easy to learn and easy to remember

Individual as well as group practices

Useful across a variety of contexts

Patterns of Behavior adopted to help one use the mind to form thoughts, reason, or reflect.

Six Key Principles of the Cultures of Thinking Project 1. Skills are not sufficient; we must also have the disposition to

use them. Possessing thinking skills and abilities alone is insufficient for good thinking. One must also have the disposition to use those abilities. This means schools must develop students’ inclination to think and awareness of occasions for thinking as well as their thinking skills and abilities. Having a disposition toward thinking enhances the likelihood that one can effectively use one's abilities in new situation.

2. The development of thinking and understanding is fundamentally a social endeavor, taking place in a cultural context and occurring within the constant interplay between the group and the individual. Social situations that provide experience in communicating one’s own thinking as well as opportunities to understand others’ thinking enhance individual thinking.

Six Key Principles of the Cultures of Thinking Project 3. The culture of the classroom teaches. It not only sets a tone for

learning, but also determines what gets learned. The messages sent through the culture of the classroom communicate to students what it means to think and learn well. These messages are a curriculum in themselves, teaching students how to learn and ways of thinking.

4. As educators, we must strive to make students thinking visible. It is only by making thinking visible that we can begin to understand both what and how our students are learning. Under normal conditions, a student’s thinking is invisible to other students, the teacher, and even to him/herself, because people often thinking with little awareness of how they think. By using structures, routines, probing questions, and documentation we can make students’ thinking more visible toward fostering better thinking and learning.

Six Key Principles of the Cultures of Thinking Project 5. Good thinking utilizes a variety of resources and is facilitated

by the use of external tools to “download” or “distribute” one’s thinking. Papers, logs, computers, conversation, and various means of recording and keeping track or ideas and thoughts free the mind up to engage in new and deeper thinking.

6. For classrooms to be cultures of thinking for students, schools must be cultures of thinking for teachers. The development of a professional community in which deep and rich discussions of teaching, learning, and thinking are a fundamental part of teachers’ ongoing experience provides the foundation for nurturing students’ thinking and learning.

Over 50 Documents were reviewed:

Leading By Convening: Agree Upon Data Sources that Contribute to Understanding the Issue

Using Routines to Explore Other States Work:

Leading By Convening: Develop and Maintain Principles for Interaction and Engagement

Leading By Convening: Seek Out and Acknowledge Related Initiatives

LAC-O ATLAS RUBICON

Leading By Convening: Agree to Move on Specific Actionable Goals

If you’re not hopelessly confused, you’re out of touch!

If you are hopelessly confused, then you only have one choice- try stuff.Peters, Embracing Chaos, 1993

Above All, Try Something.Franklin D. Roosevelt

Dispositions

Know the Standards

Know the student

Analyze for Critical Need

Present Level

DevelopingGoals

Post-Secondary

Goals

Mathematics Standard 4.OA.A.3 Marzano Solve multi-step word problems

posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Knowledge: Understand the role of letters in

equations

Assess the reasonableness of answers

Interpret remainders

Skills: Solve multi-step word problems

Add, subtract, multiply, and divide whole numbers

Represent multistep word problems with equations

Use mental computation

Use estimation strategies

Know the Student Did the student make expected progress on current goals?

What have we learned from previous data?

Does student attendance impact exposure to instruction?

How does the student demonstrate what they know on classroom, benchmark and state assessments?

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? Of those, which can be altered or eliminated?

What are the student’s areas of interest?

Has the student been taught content aligned to the CCSS and how has the student responded?

DRAFT

Analysis What are the missing skills (gap)

between the student’s current skills and knowledge and the grade level expectations?

Use the 5 reasonable hypotheses for academic deficits to guide problem analysis (identify the underlying cause).

What are the individual student strengths that can be used as a bridge?

How does the student performance compare with the other students in the class?

DRAFT

Present Level How does the student’s

disability affect involvement and progress within the general education curriculum?

Will the student’s needs be addressed through specially designed instruction or accommodations?DRAFT

Goal Development Will the expected growth

and rate of progress narrow the achievement gap for the student?

Do the annual goals support the post-secondary goal?

What growth progress can be reasonably expected of the student this coming year?

DRAFT

Next Steps: Cross-departmental review National reviewers Oakland County reviewers Cross-county reviewers Roll-Out

I used to think……Now I thinkLeading By Convening: Use a Process for Reflection

I USED TO THINK TEACHERS HAD TO DO THE ENTIRE

PROCESS OF UNPACKING EVERY STANDARD.Now I think if they

participate in a portion of the process we can “give”

them the rest.

I used to think Jessica Yates’ work in Maine

Had the answers we were looking for.

NOW I THINK WE ARE CREATING SOMETHING ENTIRELY NEW.

Questions? Abby Allen

Special Education Consultant

Oakland Schools

Abby.Allen@oakland.k12.mi.us

248-209-2577