Inclusive Schools in an Era of Educational ReformOffice of Special Education ProgramsNew Jersey Department of Education

Focus

Inclusion and the Common Core State Standards

Inclusion and State Assessment Inclusion and Teacher Evaluation Results Driven Accountability SWIFT Resources

What are the Common Core State Standards?

Define what a student in a particular grade should know and be able to do in math and English Language Arts.

What Do the CCCS Look Like?

Standards - Kindergarten

RL.K.1 With prompting and support, ask and answer questions about key details in a text.

RL.K.2 With prompting and support, retell familiar stories, including key details.

Essential Elements - Kindergarten

EE.RL.K.1With guidance and support, identify details in familiar stories.

EE.RL.K.2 With guidance and support, identify major events in familiar stories.

What Do the Standards Look Like? CCCS – Grade 4 RL.4.2 Determine a

theme of a story, drama, or poem from details in the text; summarize the text.

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific detail in the text (e.g., a character’s thoughts, words, or actions).

Essential Elements –Grade 4

EE.RL.4.2 Identify the theme or central idea of a familiar story, drama or poem.

EE.RL.4.3 Use details from the text to describe characters in the story.

The Big Picture

All students are general education students first

(IDEA partnership)

Common Core State Standards

‘Students with disabilities…must be challenged to excel within the general curriculum and be prepared for success in their post-school lives, including college and/or careers.”

(corestandards.org/Application to Students with Disabilities)

What does IDEA say?

Students IEP goals and objectives must, as appropriate, be related to the core curriculum content standards through the general education curriculum unless otherwise required…

What the National Governors’ Association says…

Instruction must incorporate:› An Individualized Education

Program (IEP) which includes annual goals aligned with and chosen to facilitate their attainment of grade-level academic standards.

(corestandards.org/Application to Students with Disabilities)

What the National Governors’ Association says…

Some students with the most significant cognitive disabilities will require substantial supports and accommodations to have meaningful access to certain standards in both instruction and assessment, based on their communication and academic needs.

(corestandards.org/Application to Students with Disabilities)

Inclusive Instruction in the CCCS

All students means every student› What practices facilitate engagement of every student in the class?

A Framework – OSEP Focus

An Administrative Commitment to Inclusion of All Students in the School’s Vision/Mission

Family and Community Engagement An Inclusive Curriculum – Inclusive

Classrooms Inclusive Professional Learning

Communities Universal Design for Learning

A Framework – OSEP Focus

Tiered Supports› Collaborative Teaching/ Extended Learning

Opportunities› System of Positive Behavioral Supports

Appropriate Assessment Community-Based

Instruction/Structured learning Experience

Person-centered Planning

Speci

aliz

ed

Inst

ruct

ion

An Inclusive Model of Instruction and Support

Speci

aliz

ed

Inst

ruct

ion

Tier 3Tier 1 + Tier 2 + Essential

ElementsTier 2

Tier 2Tier 1 supports +

supplemental reading, writing and math

programs, student level behavioral supports

Tier 1Universal Design for

Learning, Positive Behavioral Supports, accommodations and

supports

LeadershipParent and Family Engagement

Alignment

ParallelVaried speeds/ multiple routes but heading in same direction

Standards

Curriculum

Instructional Units

Learning Objective

s

IEP Goals and

Objectives

A Model of ‘Alignment’

Standards

A Closer Look: InstructionalUnits

Curriculum: Grade 2 English Language Arts

Instructional Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

A Closer Look – IEP Objectives

Standards

Curriculum

Instructional Units

Learning Objective

s

IEP Goals and

Objectives

Embedded Skills•Foundational Skills•Other Needs:• Social Skills• Organizational Skills• Motor Skills

Goals and Objectives

What ‘embedded’ ‘essential’ or ‘foundational skills’ within the grade level learning objectives does the student need to learn to make progress toward grade level expectations?

What skills does the student need to learn to meet ‘other’ needs in order to make progress (e.g., social, organizational, behavioral skills)?

A Closer Look: IEP Goals and Objectives

Standards

Standards

Curriculum Learning Objectives Grade 2 ELA

Instructional Unit 1

Learning Objective:Ask and answer such

questions as who, what, where, when, why, and how

to demonstrate understanding of key details

in a text.

IEP Goal :Given a text at the

student’s instructional reading level, the student

will be able to independently answer

“who”, “what” and “where” questions

regarding key details

Learning Objective

Learning Objective

Learning Objective

A Closer Look: IEP Goals and Objectives

Standards

Standards

Curriculum: Grade 5 Math

Instructional Unit 3

Learning Objective: Use equivalent

fractions as a strategy to add and subtract

fractions..

IEP Goal: Given a set of objects, the student will

identify parts vs. wholes

.

IEP Goal:Given a set of objects, the student will

separate whole objects and

groups into parts

Learning Objectives: Add and subtract fractions (including mixed numbers) with unlike

denominators.

Learning Objective

A Closer Look: IEP Goals and Objectives

Standards

Standards

Curriculum: Grade 5 Math

Instructional Unit 3

Learning Objective: Use equivalent

fractions as a strategy to add and subtract

fractions..

IEP Goal: Student will increase

appropriate social responses to peers by

responding to greetings in four out of five opportunities

Learning Objectives: Add and subtract fractions (including mixed numbers) with unlike

denominators.

Learning Objective

State Assessment

All Students must participate in state assessments on CCSS:

general assessment with or without accommodations; or

alternate – for students with the most significant cognitive disabilities

(NCLB, IDEA)

State Assessment

Partnership for Readiness for College and Career› Math and English Language Arts › Accommodations and Accessibility

Features Manual Dynamic Learning Maps

› Math and English Language Arts› APA for Science

Question and Answer Document

Results Driven Accountability

Office of Special Education Programs, United States Department of Education

Focus shift from compliance to student results – › Preschool/postschool outcomes› Graduation rate

State Systemic Improvement Plan State Performance Plan

School wide Integrated Framework for Transformation

What are the characteristics of Henderson School that create an inclusive school?