The Common Core State Standard: Practical and Curriculum Based Applications for the SLPBY PERRY FLYNN

CONSULTANT TO THE NORTH CAROLINA DEPARTMENT OF PUBLIC INSTRUCTION & PROFESSOR UNIVERSITY OF NORTH CAROLINA GREENSBORO

TAMI CASSEL

SPEECH-LANGUAGE PATHOLOGY SPECIALIST, COLORADO DEPARTMENT OF EDUCATION

Disclosure

Perry is a member of the ASHA Board of Directors. As this is an invited presentation ASHA is covering registration. Otherwise he has nothing financial or non-financial to disclose.

Tami has nothing financial or non-financial to disclose.

Common Core Standards, English Language Arts, Speaking and Listening

Comprehension and Collaboration:

CCSS.ELA-Literacy.SL.3.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

CCSS.ELA-Literacy.SL.3.1.aCome to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

CCSS.ELA-Literacy.SL.3.1.bFollow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

CCSS.ELA-Literacy.SL.3.1.cAsk questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

CCSS.ELA-Literacy.SL.3.1.dExplain their own ideas and understanding in light of the discussion.

Language

Phonology

Morphology

SemanticsSyntax

Pragmatics

Phonology

CCSS.ELA-Literacy.RF.K.2Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CCSS.ELA-Literacy.RF.K.3Know and apply grade-level phonics and word analysis skills in decoding words.

Carries through grade 5

Morphology

CCSS.ELA-Literacy.L.K.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.L.K.1.c Form regular plurals

CCSS.ELA-Literacy.L.1.1.eUse verbs to convey a sense of past, present, and future

CCSS.ELA-Literacy.L.2.1.dForm and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told)

CCSS.ELA-Literacy.L.3.1.bForm and use regular and irregular plural nouns.

CCSS.ELA-Literacy.L.4.1.bForm and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

CCSS.ELA-Literacy.L.5.1.bForm and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

Semantics

CCSS.ELA-Literacy.L.1.5With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

CCCSS.ELA-Literacy.L.K.5.aSort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

CCSS.ELA-Literacy.L.1.5.bDefine words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

CCSS.ELA-Literacy.L.2.5.aIdentify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

CCSS.ELA-Literacy.L.3.5.aDistinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

CCSS.ELA-Literacy.L.4.5.cDemonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

CCSS.ELA-Literacy.L.5.4.aUse context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

Syntax

CCSS.ELA-Literacy.L.K.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.L.K.1.fProduce and expand complete sentences in shared language activities.

CCSS.ELA-Literacy.L.1.1.jProduce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

CCSS.ELA-Literacy.L.2.1.fProduce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

CCSS.ELA-Literacy.L.3.1.iProduce simple, compound, and complex sentences.

CCSS.ELA-Literacy.L.4.1.eForm and use prepositional phrases.

Pragmatics

CCSS.ELA-Literacy.SL.K.1Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

CCSS.ELA-Literacy.SL.K.1.aFollow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

CCSS.ELA-Literacy.SL.1.1.bBuild on others' talk in conversations by responding to the comments of others through multiple exchanges.

CCSS.ELA-Literacy.SL.2.3Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

CCSS.ELA-Literacy.SL.3.2Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-Literacy.SL.4.6Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 here for specific expectations.)

CCSS.ELA-Literacy.SL.5.1.cPose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

In older grades, students will continue to collaborate and create products which demonstrate knowledge of a topic

Not Just ELA but Math and even technology

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

CCSS.Math.Content.3.OA.D.8Solve two-step word problems using the four operations. 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.3

Blooms Taxonomy and Universal Design for Learning

Quality IEPs

Good assessment data on the student (be an investigator not a technician)

Well written Present Level of Academic Achievement and Functional Performance (PLAAFP)

Tied to and describes impact on general education

Frequency, duration and location (dosage)

With or without typical peers/ Least Restrictive Environment

Supplemental aids and services, accommodations and modifications

Transition

Reasonable goals to meet the standards of the general education curriculum

Judy Rudebusch’s 7 steps, Step 1:Consider the Content Standards

Talk to teachers

Review standards from previous grades

Review the standards from the lens of the SLP

Syntax

Semantics

Pragmatics

Phonology

Morphology

Connecting the Common Core to a student with disabilities

Deconstructing the Standard

16

StandardDescribe in depth a

character, setting, or event in a story or drama,

drawing, on specific details in the text

(CCSS.ELA.RL.4.3)

Determine the author’s point of view or purpose in a text and analyze how the

author acknowledges viewpoints..

(CCSS.ELA.RI.8.6)

Cornerstone Element

Describe a story element using details

from the text.

Determining the author’s purpose in text

Associated Skills

Academic vocabulary, reading comprehension skills, oral expression.

Theory of Mind skills, academic vocabulary, knowledge of complex

sentence structure

Schillinger & Wetzel, 2014

Learning Targets

17

Knowledge

• Cornerstone, knowledge or understanding required to achieve mastery of the standard

Reasoning

• Mental processes necessary to achieve the standard (DOK, Blooms Taxonomy, executive functions)

Skill

• Performance skills to be demonstrated or observed to determine the standard was achieved.

Product

• The product required to show mastery of the standard (project, graph, essay, skit, song, plan).

Grade Level Standard

Schillinger & Wetzel, 2014

Step 2: Examine the Data

Educational relevant materials

Writing samples

Language samples

Benchmark testing

Universal screening tools (DIBELS)

What else can YOU think of?

Step 3: Determine the Student’s Present Level of Performance

Strengths and needs

Use multiple forms of current data

How the disability impacts the general curriculum

Step 4: Develop measurable goals

Aligned with grade level standards but NOT simply copying the standard itself

May need to go back to previous year’s standards

Consult teachers

Reasonable to accomplish in an IEP period

Conditions

Behaviors

Criterion

Step 5: Assess Progress

Progress reports

Dynamic assessment

Collaborate with teachers

Assess how skills are impacting the standards/ progress in general education curriculum

Step 6: Identify Special Instruction

Identify the specially designed instruction that the student will receive

(what is / constitutes specially designed instruction?)

Accommodations

Modifications

Step 7: Determine the Most Appropriate Assessment Option

How will progress be measured

ALL parties should measure progress in an agreed upon way

Standards-based IEPs:

Are curriculum relevant

Are tied to grade level standards

Focus on how the student’s disability negatively impacts the general education curriculum

Are appropriate for the grade level/ developmental level of the student

An Activity

Working together in small groups. Read the present level of performance and selected Common Core Standards that we think apply.

Write one annual goal that ties the students needs to the standard/ standards

Plan an activity that might be conducted in a classroom by an SLP for ALL students that specifically meets the goal/ need for differentiated instruction for the speech-language impaired student in the present level.

 

IEP Goal Development TemplateGrade Level Standard

 

FUNCTIO

NAL

LEVEL

 

Essential Learning Targets Identified within the Standard

KNOWLEDGE TARGETS REASONING TARGETS SKILL TARGETS PRODUCT TARGETS

                     

     

IEP Goal:

Adapted from Goal-writing worksheet, CC and the Special Education Student, Schillinger and Wetzel Page 1

Randall is a 5th grader who is placed in Speech as his primary area of Special Education. He has:

• difficulty with comprehension of auditorally presented material from classroom work.

• 50% accurate at answering 10 (knowledge and Comprehension level Bloom’s Taxonomy) questions.

• inappropriately answers questions in class when the teacher reports she is sure he knows the correct answer.

• dysfluent on 18% of utterances, characterized by whole and part word repetitions mostly on multi-syllable words in conversation.

• No dysfluencies were noted in a reading sample. His speech rate in conversation was judged to be fast.

On the CELF 4 Randall received an overall standard score of 70 with particular areas of weakness on the following sub tests: Concepts and Directions, Word Classes –Receptive, Sentence Structure and Recalling Sentences. Relative strengths were in the areas of: Language Content and Expressive Vocabulary.

Final Questions???

?

References:

Blooms Taxonomy and Universal Design for Learning http://www.middleweb.com/21295/the-intersection-of-udl-and-blooms-taxonomy/

Power-deFur, L, & Flynn, P. (2012) Unpacking the Standards for Intervention, ASHA SIG 16 Perspectives on School-Based Issues, March 2012, Vol. 13:11-16. doi:10.1044/sbi13.1.11

Rudebusch, J. From Common Core State Standards to Standards-Based IEPs: A Brief Tutorial, SIG 16 Perspectives on School-Based Issues, March 2012, Vol. 13:17-24. doi:10.1044/sbi13.1.17

Schillinger, M. & Wetzel, B. (2014). Common Core and the Special Education Student. Palm Beach Gardens: LRP Publications.