common core state standards: considerations for special student populations
TRANSCRIPT
Common Core State Standards:Considerations for
Special Student Populations
Special Student Populations
Students with Disabilities (SWD)Talented and Gifted Learners (TAG)Students identified as English Language
Learners (ELL)
General Considerations for Implementation
Specific—based on individual studentsFollow program requirements• SPED, TAG, ELL
Evidenced-based, best practicesOngoing monitoring
Students withDisabilities
Informational Documents and Articles Addressing SWD
Application to Students with Disabilities
Implications for Students Receiving Special Education Services
CCSS: What Special Educators Need to Know
Access for All… and more to come.
Application to Students with Disabilities by Common Core State Standards Initiative
Instruction for SWD must incorporate supports and accommodations, including:• Supports and related services• IEP annual goals aligned with grade-level
academic standards• Personnel deliver high-quality, evidence-
based, individualized instruction
Application to Students with Disabilities by Common Core State Standards Initiative
Participation in the GE curriculum for SWD, may be provided:• Universal Design for Learning (UDL)• Instructional accommodations• Assistive technology (along with
accessible instructional materials) to ensure access
Implications for Students Receiving Special Education Services By International Center for Leadership in Education
Identifies five key elements:• Ownership• High Expectations• Intervention Systems• Inclusion/Collaborative Teaching• Organization/Professional Development
CCSS: What Special Educators Need to Know By Council for Exceptional Children
Identifies issues/questions to be considered and resolved
Discusses the implications for assessment processes and results
Discusses the biggest challenges with the implementation of CCSS for SWD
Access for All By National Association of Elementary School Principals
Identifies six key principles that must be considered when implementing CCSS:• SWD require individual educational
planning• Accommodations vs. Modifications• Evidence-based practices• Assessments measure progress and growth• Alignment of IEP goals with standards• Hire and support the best special educators
Webpage and SPED Contact
CCSS and SPED webpagehttp://www.ode.state.or.us/search/page/?id=3741
Laura Petschauer, Education [email protected]
Talented and Gifted Learners
Who are these students? The Oregon Definition of TAG
Talented and gifted children means those children who require special educational programs or services, or both, beyond those normally provided by the regular school programs in order to realize their contribution to self and society and who demonstrate outstanding ability or potential in one or more of the following areas:
Oregon TAG Definition continued . . .
• General intellectual ability as commonly measured by measures of intelligence or aptitude
• Unusual academic ability in one or more academic areas
• Creative ability in using original or non-traditional methods in thinking and producing
• Leadership ability in motivating the performance of others either in educational or non-educational settings
• Ability in the visual or performing arts, such as dance, music, or art.
TAG Students and Common Core
The Oregon TAG Mandate Remains. Districts are required to:• Identify TAG students• Provide instructional services to TAG
students• Instruction is in the general education
classroom (most often) through the differentiation of instruction (DI)
The Level and Rate of Instruction
The requirement for reaching TAG students through instruction at the appropriate Level and Rate remains in place:•“The instruction provided to identified (TAG) students shall be designed to accommodate their assessed levels of learning and accelerated rates of learning.” (Oregon Administrative Rule 582-022-1330)•Instructional level moves up with the learner’s needs.•Instructional rate (pace) moves with the learner’s needs.•“Depth and Complexity” of CCSS provide challenge.
Common Core Alignment and TAG Students
Alignment to CCSS raises the expectations for all learners.
Identified TAG students may enjoy the inherent challenge in the new higher level learning, questioning, and opportunities to demonstrate learning in different ways.
However, identified TAG students could also not be comfortable stepping up to “sufficient challenge.”
“Sufficient Challenge” for TAG Students
Varies by the student’s area of TAG identification.
Varies by the place in curriculum in which the student is placed and instructed.
Students learning should be different learning, not more of the same.
TAG students will grapple with higher expectations. In the end . . . EFFORT EQUALS ACHIEVEMENT
TAG Students and CCSS
TAG students will probably re-calibrate to the higher level instruction quickly with:•The challenge in “HOTS” (Higher Order Thinking Skills)
•Opportunities for “Integrated Thinking”•Opportunities to hold one thought while integrating a new thought in a different way•Students’ conclusions appear later in the learning process, but eventually students are more satisfied with their own learning extensions and expressions.•One caution: TAG students should never be used as the “second teacher” in the classroom. High ability learners have the right to learn something new each day for their intellectual growth and personal learning.
English Language Learners
ELLs and CCSS
• ELLs must be provided access to core content and instruction in English language development.
• Districts determine how they will provide instruction for ELLs.
22
Oral Language Development
Language learning:• is social learning.• is most effective when the environment is
supportive and adapting.• must be meaningful, purposeful, authentic,
and cognitively appropriate to the learner.• requires comprehensible input and
opportunities for language output.
Principles of Instruction for ELLs
Focus on academic language, literacy, and vocabulary.
Link background knowledge and culture to learning.
Increase comprehensible input and language output.
Promote classroom interaction.Stimulate higher order thinking skills and the
use of learning strategies.
Listening Comprehension
Hearing:• Physical process (perceiving sounds with
our ears)• Being able to hear individual sounds in
language is dependent upon prior experience with the sounds of that language• Unintentional• Can be prevented by physical disability
Listening Comprehension continued…
Listening:• Mental process (perceiving content with our
minds)• Enhanced by knowledge of the topic and the
structure of the language• Dependent on the active construction of
meaning• Intentional• Cannot be prevented by physical disability
26
Listening Comprehension continued…
One-Way Listening:• Listener is not required to respond orally to the
input• Typical of school learning experiences• More difficult than two-way listening
opportunities• More demanding because of the nature of the
input
27
Listening Comprehension continued…
Two-Way Listening:• Listener responds as a speaker to the input• Children learn quickly how to negotiate face-to-
face conversations• Gestures and context provide help in
comprehension• Topics are typically not complex
28
Common Core Anchor Standard for English Language Arts
1. Comprehension and Collaboration Students are able to: • prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively;
• integrate and evaluate information presented in diverse media and formats, including visually, qualitatively, and orally; and
• evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Common Core Anchor Standard for English Language Arts
2. Presentation of Knowledge and Ideas Students are able to: • present information, findings, and supporting
evidence that listeners can follow the line of reasoning and make sure the organization, development, and style are appropriate to task, purpose, and audience;
• make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations; and
• adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Scaffolding Techniques to Assist ELLs Achieve the CCSS for Oral Language
Social Scaffolds:• Small group learning • Interactive structures that encourage
discussion and active participation • Cooperative learning structures • Study buddies/Learning Partners • Study groups
Scaffolding Techniques to Assist ELLs Achieve the CCSS for Oral Language
Visual and Graphic Scaffolds:• Gestures, chalkboard, pictures, props • Graphic organizers • Tables, charts, graphs, diagrams • Demonstrations and role-plays • Advance organizers, outlines, structured notes, T-
lists, sentence frames • Picture dictionaries, learner dictionaries,
translation dictionaries, word source software • Alternative and modified texts
Common Core State Standards for Mathematics
Processes, proficiencies, and varieties of expertise that should be developed in students
Conceptual understanding in addition to procedural skills
Common Core State Standards for Mathematics continued…
Language skills: • Produce language to explain and analyze problems. • Manipulate abstract symbols and decontextualized
mathematics language to create a coherent representation of a problem.
• Demonstrate an understanding of stated assumptions and established results in an argument.
• Build a logical progression of statements to justify conclusions.
• Communicate precisely to others about problems and findings
Higher Order Thinking Skills
Must be explicitly taught.ELL students may need instruction on the
meaning of the word:• some words are polysemous • some words are used as a noun and verb
Teachers need to model the skill as well as expect students to use the skill.
Developing Higher-Order Thinking Skills in Math and Science (Blooms)
Developing Higher-Order Thinking Skills in Math and Science (Blooms)
Developing Higher-Order Thinking Skills in Math and Science (Blooms)
