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Title: Language Arts instructional strategies transition for Special Education teachers and All Teachers


1
Language Arts instructional strategies transition
for Special Education teachers and All Teachers
Lisa Campbell, Ed.D. Hamilton County
Educational Service Center April 10, 2012
2
Reflection Question
  • Is it unrealistic to expect that students with
    disabilities (outside of the small of students
    who will qualify for alternate assessment) be
    expected to master the new and more challenging
    CCSS in ELA?
  • Is this expectation long overdue?

3
Welcome
Your task is to join all nine dots using only
four (or less) straight lines, without lifting
your pencil.
4
Whats the point?
We need to think differently about opportunities
to provide high quality instruction for students
with disabilities in order to meet the demands of
the CCSS.
5
Common Core State Standards in ELA
  • ELA CCSS are K-12 standards in reading, writing,
    speaking, listening, and language. They also
    include standards for literacy in content areas
    for grades 6-12.

6
Common Core State Standards Students with
Disabilities
  • IDEA requires that students with disabilities
    participate in high-stakes testing.
  • Students with disabilities must be challenged
    within the general education.
  • The CCSS will help students with disabilities
    prepare for and access high-stakes testing.
  • Students with all disabilities including
  • Specific learning disabilities
  • Emotional and behavioral disorders
  • Speech and language impairments
  • Developmental cognitive disabilities
  • Autism spectrum disorders
  • Other health impairments
  • Physical impairments
  • Sensory impairments
  • Severe multiple impairments
  • Traumatic brain injury

(Individuals with Disabilities Education Act
Amendments of 1997 Individuals with Disabilities
Improvement Act of 2004)
7
Whats Not Covered in the Standards?
  • Page 6 of CCSS in ELA

8
Intentional design limitations of the standards
  • The Standards define what all students are
    expected to know and be able to do, not how
    teachers should teach.
  • The Standards set grade-specific standards but do
    not define the intervention methods or materials
    necessary to support students who are well below
    or well above grade-level expectations.
  • It is also beyond the scope of the Standards to
    define the full range of supports appropriate for
    English language learners and for students with
    special needs

9
Application to Students with Disabilities
  • The www.corestandards.org site includes a PDF
    promoting a culture of high expectations for all
    students in a document titled Application to
    Students with Disabilities
  • http//www.corestandards.org/assets/application-to
    -students-with-disabilities.pdf

10
Importance of Early Intervention
  • When the instructional needs of learners are met
    early, students with and without disabilities
    have less difficulty and require less specialized
    instruction later.

11
Standards-Based IEPs Classroom Instruction
  • Include IEP goals based on academic content
    standards for the grade in which the student in
    enrolled (regardless of the students
    disability).
  • Standards-based IEPs should be designed to
    monitor the students progress in achieving the
    students standards-based goals.
  • Students with disabilities need access to
    grade-level curriculum and instruction.
  • Access can take place in either a special
    education or a general education classroom.

(Minnesota Department of Education 2010)
12
Shift in Writing Applications Increase in
Writing from Sources
  • Instructional Implications
  • Writing instruction needs to emphasize use of
    evidence to inform or to make an argument it
    includes short, focused research projects K-12.
  • Students K-12 develop college and career-ready
    skills through written arguments that respond to
    the ideas, events, facts, and arguments presented
    in the texts they listen to and read (Appendix A,
    pp. 24-26 student samples, Appendix C).
  • Shifting away from todays emphasis on narrative
    writing (in response to de-contextualized
    prompts), the standards place a emphasis on
    students writing to sources, i.e., using evidence
    from texts to present careful analyses,
    well-defended claims, and clear information.
    Rather than asking students questions they can
    answer from their prior knowledge or experience,
    the standards expect students to answer questions
    that depend on information in a variety of text
    selections.

13
Shift in Reading Standards Increase in
Informational Text and Text-based
Answers
  • Instructional Implications
  • Teachers need to ensure that classroom
    experiences stay deeply connected texts and that
    students develop habits for making evidentiary
    arguments based on the text, both in conversation
    as well as in writing, to assess their
    comprehension of a text (Appendix A, p. 2). This
    includes critical reasoning with focus on
    analysis and evaluation.
  • Increasing the amount of informational text
    students read K-12 will prepare them to read
    college and career-ready texts.

14
Additional shift requiring critical reasoning
Text Complexity
  • Instructional Implications
  • In order to prepare students for the complexity
    of college and career-ready texts, each grade
    level requires growth in text complexity
    (Appendix A, pp. 5-17). Students read the
    central, grade-appropriate text around which
    instruction is centered (see exemplars and sample
    tasks, Appendix B).
  • Teachers need to prioritize time in the
    curriculum for close and careful reading and
    provide appropriate and necessary supports to
    make the central text accessible to students
    reading below grade level.

15
Scaffolding for Text Complexity
introducing background knowledge
immersing students in more complex language
exposure and usage that makes a difference in
their ability to access knowledge
engaging students with carefully selected or
constructed graphic organizers that make the
structure of the text visible
modeling how to interpret the meaning of texts
that use more complex approaches, like satire or
rhetorical argument
engaging pairs or teams of students with more
challenging texts as buddies and giving them
opportunities to reflect on those texts through
discussions with each other or through buddy
journals
making 20 percent of their class reading
stretch texts that help them reach beyond their
reading level
16
Scaffolding for students with disabilities and
all struggling readers
  • Using tiered text is one way to scaffold.
    Teachers select an easy-to-read text aligned with
    students entry-level background and academic
    knowledge. Built on the Gradual Release of
    Responsibility model, which involves explicit
    teacher modeling, guided instruction, and
    independent practicetiered texts scaffold
    student understanding and provide background
    knowledge and the multiple exposures to academic
    vocabulary required for comprehension.
  • Balancing the rigor of text complexity as
    proposed by the CCSS with current student reading
    levels may seem daunting however, through
    explicit instruction in vocabulary and by
    building background knowledge through the use of
    tiered texts, teachers can make complex texts
    accessible to all students.

17
TEACHER RESPONSIBILITY
I do it
Focus Lesson
Guided Instruction
We do it
You do it together
Collaborative
You do it alone
Independent
STUDENT RESPONSIBILITY
A Model for Success for All Students
Fisher, D., Frey, N. (2008). Better learning
through structured teaching A framework for the
gradual release of responsibility. Alexandria,
VA Association for Supervision and Curriculum
Development.
18
Deconstructing the State Standards for Students
with Disabilities
  • Be aware of the students present level of
    academic achievement and functional performance
    (PLAAFP).
  • Identify the appropriate grade level standard(s)
    statements.
  • Unpack the standard. Identify what the student
    needs to know and be able to do in the simplest
    terms possible.

19
Example of Deconstructing a Standard
  • Break the standard into its component parts
  • Quote accurately
  • Explain what happened
  • Draw inferences
  • Analyze the subskills
  • Decides on a focus. For example, focus on
    explaining what happened in the text to improve
    the students comprehension
  • Determine Accommodations and/or Modifications for
    student to successfully reach standard
  • Determine Plan to Monitor Progress
  • Standard
  • Quote accurately from a text when explaining what
    the text says explicitly and when drawing
    inferences from the text. (RL.5.1)

20
Accommodation vs. Modification
  • Accommodation
  • An effort to alter the representation or
    presentation of the curriculum or to modify the
    students engagement with the curriculum to
    enhance access and progress.
  • Changes in the assessment or curriculum that do
    not alter the validity, reliability, or security
    of the test or curriculum.
  • Modification Substantive changes in an
    assessment or academic curriculum that change
    the rigor or expectation.

21
Various Accommodations
  • Presentation Accommodationschange how an
    assignment or assessment is given to a student.
    These include alternate modes of access which may
    be auditory, multisensory, tactile, or visual.
  • Response Accommodations allow students to
    complete assignments, assessments, and activities
    in different ways (alternate format or procedure)
    or to solve or organize problems using some type
    of assistive device or organizer.
  • Setting Accommodationschange the location in
    which an assignment or assessment is given or the
    conditions of the setting.
  • Timing/Scheduling Accommodationsincrease the
    allowable length of time to complete an
    assignment or assessment, or change the way the
    time is organized for an assignment or
    assessment.

(Minnesota Manual of Accommodations 2009, 12)
22
Facts Related to Modifications
Differentiation and Universal Design for Learning
(UDL) are not modifications, adaptations, or
accommodations, but are supports that should be
afforded to ALL students regularly. Curriculum
modification is based on ranging degrees in which
our educational approach becomes distinct from or
maintains the similarities to existing general
curriculum.
Modifications are described by altered content
knowledge, conceptual difficulty, educational
goals, and instructional method versus building
scaffolding and bridges between existing
curriculum and people involved in the educational
process.
Note
Inappropriate modifications have the potential to
increase the gap between the achievement of
students with disabilities and grade level
expectations. This could adversely affect
students throughout their educational career.
23
What can I do TOMORROW to better prepared to
implement the CCSS with all students?
  • Learn more about or solidify knowledge of
    differentiation
  • and Universal Design for Learning (UDL).
  • Gather and respond to data gathered from
    formative and
  • summative assessments.
  • Engage in Response to Intervention (RTI).
  • Practice gradual release of responsibility.
  • Specific to the content area of ELA
  • Phonemic Awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Comprehension
  • Writing

24
A Framework for Success RTI
  • Features include
  • Focus on prevention prior to intervention
  • Universal screening
  • Quality instruction for ALL students
  • Progress monitoring
  • Data-based decisions
  • Tier 1 instruction
  • Intervention (tier 1)
  • Tier 2 instruction
  • Intervention (tier 2)
  • Tier 3 instruction
  • Intervention (tier 3)

25
References
  • Common Core State Standards Initiative. 2010a.
    Application to Students with Disabilities.
    Accessed March 26 2012. http//www.corestandards.o
    rg/assets/application-to-students-with-disabilitie
    s.pdf.
  • Common Core State Standards Initiative. 2010b.
    Common Core State Standards for English Language
    Arts Literacy in History/Social Studies,
    Science, and Technical Subjects. Accessed March
    21, 2012. http//www.corestandards.org/assets/CCSS
    I_ELA20Standards.pdf.
  • Common Core State Standards Initiative. 2010e.
    Frequently Asked Questions. Accessed March 23,
    2012. http//www.corestandards.org/frequently-aske
    d-questions.
  • Individuals with Disabilities Education Act
    Amendments of 1997, Pub. L., No. 105-17, 105th
    Cong., 1st sess.
  • Individuals with Disabilities Education
    Improvement Act of 2004, 20 U.S.C. 1400 et esq.
    (2004) (reauthorization of Individuals with
    Disabilities).
  • Minnesota Department of Education. 2003.
    Adaptations Form. Roseville, MN Minnesota
    Department of Education.
  • No Child Left Behind Act of 2001, 20 U.S.C.
    6319 (2008).
  • Samuels, Christina A. 2011. Special Educators
    Look to Tie IEPs to Common Core. Education Week,
    January 11, 2011. http//www.edweek.org/ew/article
    s/2010/12/27/15iep_ep.h30.html. 
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