Connecting to Common Core and Dabbling in DLM

1. Connecting to Common Core and Dabbling in DLM Linda C. Warning Special Education Programming Specialist IPSD 204

2. ASHA 2014 In order to implement the SLP role effectively, SLPs must have or acquire Knowledge of the CCSS Understanding of the typical developmental processes and stages of listening, speaking, reading, and writing Understanding of the needs of students with diverse abilities and needs

3. Part IIntroduction to the CCSS and CCEE Paradigm Shifts, History and Structure(45m) • Paradigm shift • Application to students with disabilities • Impact on Teaching • Anchor Standards • Extending to Students with the most complex needs • Structure • Shifts specific to ELA http://thespeechroomnews.com/2014/07/slp-101-speech-therapy-and-the-common-core.html

4. CCSS Paradigm Shift • Students with disabilities are general education kids first • Raise the bar for students with disabilities by using students’ current grade level to develop IEP goals • Collaboration between all educators is imperative

5. Promote a culture of high expectations CCSS Application to Students with Disabilities Meet high academic standards and demonstrate knowledge http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf

6. CCSS • CCSS K-8- specificity to skil • CCSS 9-10 and 11-12 designed to support ‘courses’ at the high school level, rather than grade level skills • Integrated model for Literacy • Drawn on International Models and Research • Aligned with college and work expectations • Benchmarked Intentionally • Researched and evidenced based • Intended to support literacy in history/ social studies, sci, technical subjects • Established for the widest possible range of students to participate fully

7. CCSS-Impact on Teaching • What all kids are expected to know, , not how teachers should teach • Does not encompass ALL that should be taught • Do not define intervention methods and materials

8. College and Career Anchor Standards

9. Extending to the Students with the most Complex Needs-DLM’s EEs (CCEE) • Developed by educators and content specialists • Experts in math, ELA and students with significant disabilities reviewed the doc • Not a downward extension of standard, but rather a clarification of the elements most essential in achieving the standard • Insures all students are making progress toward CCSS • Depth and Breadth or Scope • Set the priorities for what you’re teaching http://www.isbe.state.il.us/assessment/pdfs/dlm/cc-ee-ela.pdf

10. Prompting vs GuidanceCCSS and CCEE • CCSS uses of “prompting and support” because General education does not perceive prompting as a structured system of cuteness DLM uses guidance and support because they want it clarified that for some essential elements teacher guidance (encouragement, General assistance and informative feedback) is permitted even without a system of structured cues (prompting)

11. CCSS • Insert Handout: Connecting it to the curriculum, who to ask and what to look at

12. Structure • College and Career Readiness • Anchor Standards • ELA at a glance • Math at a glance

13. http://www.curriculumconnection4sped.com/ccss-structure-ela-and-math.htmlhttp://www.curriculumconnection4sped.com/ccss-structure-ela-and-math.html

14. SLPs can obtain a summary of the progression of expectations for the content areas from grade to grade and then determine the communication skills required to meet those expectations. *ASHA 2014

16. The Big 3 –What SLPs Need to Know(Anchor Standards that Impact the SLP) • Language Standards address: • Listening & Speaking Standards address: • Reading Standards address:

17. Big #1 • Language Standards address: • Conventions of standard English • Knowledge of language (using language effectively and recognizing language varieties) • Vocabulary Acquisition and Use • Includes language skills such as syntax, grammar, sentence structure, vocabulary, and conversation.

18. Big #2 • Listening & Speaking Standards address: • Comprehension and Collaboration  (day-to-day, purposeful academic talk in one-on-one, small-group, and large-group settings) • Presentation of Knowledge & Ideas ( formal sharing of ideas and concepts) • Includes language skills such as discourse, pragmatics, describing, retelling, summarizing, presenting, adapting speaking, and point of view.

19. Big #3 • Reading Standards address: • Key Ideas and Details • Craft and Structures • Integration of Knowledge and Ideas • Foundational Reading Skills:  print concepts (K-1), phonological awareness( K-1), phonics and word recognition (K-5), fluency (K-5) • Range of Reading and Level of Text Complexity • Separate standards for reading:  Literature and Informational Text ,  grades 6-12 • Includes language skills such as comprehension, narratives, questioning, summarizing, analyzing, inferencing, story elements, evaluating, point of view, determining theme or central idea.

20. Activity-Dig a Little Deeper Reducing Text Complexity http://www.curriculumconnection4sped.com/ela-text-complexity-l-warning.html

21. Part IIWorking with the Standards that intersect the roles of the SLP (30m) What Does Core Look Like Reading Writing (Including Research) Speaking and Listening Language Where does it intersect my role

22. Reading Complex Texts • Read and comprehend a range of grade-level complex texts, • Vocabulary assessed in the context of reading passages. • Both close, analytic reading and comparing and synthesizing ideas across texts are expected. • Build deep knowledge about a topic (or unit of study).

23. Writing Effectively • Demonstrating interrelated literacy skills • Presenting the supporting evidence in writing • Writing narrative • Demonstrating understanding gained from reading skillfully through writing

24. Conducting Research • Expands on “writing effectively when analyzing sources” to require students to demonstrate their ability to gather resources, evaluate their relevance, and report on information and ideas they have investigated (i.e., conducting research to answer questions or to solve problems).

25. Speaking and Listening (Language Form-Grammar and Sentence Structure) • Demonstrating oral communication and interpersonal • Formal presentations, working collaboratively, sharing findings, and listening carefully to the ideas of others.

26. Language • Language use for reading, writing, and speaking: This requires students to have a strong command of grammar and spoken and written academic English.

27. http://www.isbe.net/common_core/pls/level1/pdf/ela-standards.pdfpg 30

28. Anchor Standards Impacting SLPs • Prepare for and participate in a range of conversations and collaborations with a variety of partners, considering the ideas of others and expressing own ideas clearly • Integrate and evaluate information presented in diverse formats • Evaluate a speaker’s point of view, reasoning and use of evidence

29. Anchor Standards Impacting SLPs Communicate with adults, … then multi turn exchanges with adults, …then multi turn exchanges with peers and adult support, …then collaborative interactions about texts, … then contribute ideas during discussions about texts

30. Insert the page where the slp areas of concentration are aligned to the college and career readiness standards ACTIVITY 2

31. Strategies and Lessons • Strategy and Lesson Suggestions • Formative Assessment Suggestions • Graphic Organizers http://www.isbe.net/common_core/pdf/ela-teach-strat-read-text-k-5.pdf

32. Stroke, autism, downs, ms, angelman’s and rhett’s

33. Activity 3

34. Part III Backward Mapping Asha’sRecommendation for Aligning IEP Goals (45m)

35. Standards Referenced vs Standards Based Standards Referenced SLP and team develop the goals and then identify the standards that best match the goals. Standards Based In the standards-based model, the standard serves as the starting point for generating the goals and objectives. Blosser et al. (2012) ASHA.Org

36. Part III Backward Mapping Systematically with Application to Effective IEP Goal Writing (45m) Speech-language goals should NOT be taken directly from the Common Core, especially those specified for the grade level at which the child is currently performing. *ASHA 2014

37. Activity 4

38. 15m break

39. Part IVUDL-How Accessibility Impacts Implementation of the CCSS (25m) http://cast.org/library/video/udl_at_a_glance/index.html

40. ….From Jacquie Criger

41. Levels of SupportWhat do I look for? Where do I plug in? http://www.curriculumconnection4sped.com/uploads/1/2/6/4/12648571/levels_of_curriculum_support-adaptations_to_adaptive_skills___2011.pdf

42. Activity 5

43. Part VSupporting Implementation of the Standards with 2.0, Web Based and Additional Resources (35m) Reading Weblinks http://www.curriculumconnection4sped.com/uploads/1/2/6/4/12648571/levels_of_curriculum_support-adaptations_to_adaptive_skills___2011.pdf Writing Weblinks http://www.curriculumconnection4sped.com/ela-writing-weblinks-for-teaching-l-warning.htm Primary Resources (Library of Congress) http://www.loc.gov/teachers/

44. Activity

45. Resources • ASHA http://www.asha.org/SLP/schools/Frequently-Asked-Questions.htm • Georgia Organization School Based SLPs http://thespeechroomnews.com/2014/07/slp-101-speech-therapy-and-the-common-core.html • Speech Room News http://thespeechroomnews.com/2014/07/slp-101-speech-therapy-and-the-common-core.html • ISBE CCSS http://www.isbe.net/common_core/pls/level1/pdf/ela-standards.pdf • ELA Shift Kits http://education.illinoisstate.edu/casei/ela/ • Core Standards http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf • CCSS and EE http://www.isbe.net/spec-ed/conf/2013/pdf/session19b.pdf • ISBE Director’s Conference 2014 http://www.isbe.state.il.us/%5C%5C%5C%5C/spec-ed/conf/2014/pdf/session11.pdf • DLM Self-Directed Learning Modules http://secure.dynamiclearningmaps.org/unc/modules.html

46. Slides after here are just for my personal information and will be removed before the training

47. Maria’s Input • This looks awesome! At first I was not crazy about the math slide, but math vocabulary and the language piece of math concepts (especially word problems!) certainly apply.  • I like where you started because the group might all be at different places with this, but even if we know the info we can be thinking more about how the info fits into current therapy and what we could change. • I also wanted to give you a peek at these pages that I found, including one very important one from ASHA. See what you think about these being the icing on the cake, or the take away. Feel free to include whichever (or all) you would like: • http://www.asha.org/SLP/schools/Frequently-Asked-Questions.htm • http://www.gosslp.org/?21 • This next one shows one SLP's idea of how to write goals for those skills that underlie CCSS: • http://thespeechroomnews.com/2014/07/slp-101-speech-therapy-and-the-common-core.html • (Might be redundant but these folks always love choices!) • Regarding the functional piece, we can either poll the audience or just be a little faster with those slides...my heart is in the functional piece and even though the majority might not not serve high needs students, I'd love to keep it in. • Can't wait! • Regards, • E. Maria Wheeler, M.Ed., CCC-SLP/L

48. 3 Key ELA Paradigm Shiftshttp://education.illinoisstate.edu/casei/ela/ • Shift One: Engage with Complex Text • Shift Two: Extract and Employ Evidence • Shift Three: Build Knowledge

49. Shift 1Engage with Complex Text (Char Danielson Implementation Model http://education.illinoisstate.edu/casei/ela/

50. Shift Two: Extract and Employ Evidence (Char Danielson Implementation Model p 10) http://education.illinoisstate.edu/casei/ela/