Dr. Steve Kukic, NCLD's Director of School Transformation, discusses the similarities and differences between two major movements: Common Core State Standard and RTI.
Deb Gardner's insight:
States that ALL students can meet higher levels of achievement with Common Core State Standards if effectively implementing RTI and Multi-Tiered Systems of Support. Technology will be critical in this endeavor both in teaching AND getting timely and accurate assessment data to inform teaching.
On June 26, 2013, the PARCC Governing Board approved the policies in the first edition of thePARCC Accessibility Features and Accommodations Manual. The manual will undergo a number of iterations, as data on student performance is collected during PARCC item development research (being conducted this spring and summer), field testing in spring 2014, and the first operational year of administration in school year 2014-2015. This iterative process will ensure that the accommodations students receive on the PARCC assessments provide a valid reflection of what they know and can do, and do not alter the construct of what is being assessed.
Please review and provide feedback on the PARCC Accommodations Manual addressing accommodations for students with disabilities and English Learners. Your feedback is critical and the careful consideration of allowable accommodations will greatly impact our students. PARCC will be accepting public comments from April 18 through May 13, 2013.
The draft PARCC Accommodations Manual is a comprehensive policy document that will support local educators in the selection, administration, and evaluation of accommodations for the assessment of SWD and ELs on the PARCC End-of-Year, Performance-Based, and Mid-Year assessment components.
The majority of the proposed accommodations policies in the Manual are currently in use across PARCC states. What is different from many current state accommodations manuals, however, is that the draft PARCC Manual includes not only proposed participation and accommodations policies for SWD and ELs, but also information about tools that will be provided through PARCC’s computer-based assessment delivery system for all students to optimize their performance on the assessments.
PARCC is seeking public comment via online survey on following two policy tems:
The PARCC policy for providing reading access accommodations, specifically for reading aloud the passages, items, and response options on the English Language Arts/Literacy summative assessments, for a small number of students with disabilities who meet the accommodation eligibility criteria; and
The PARCC policy for providing calculator accommodations on the non-calculator test sessions of the Mathematics summative assessments for a small number of students with disabilities who meet the accommodation eligibility criteria.
Deb Gardner's insight:
Deadline for feedback on accommodations policies via online public suvey is 2-4-13.
To help district administrators lead their special education teams as they move to the new Common Core State Standards, PresenceLearning, the leading provider of live online speech therapy for schools, is hosting a free webinar titled Shift...
If the CCSS applies to all students in school, the standards also apply to students with disabilities. The standards themselves recognize that implementation requires providing students with disabilities with a range of needed supports. In the document Application to Students with Disabilities, the standards indicate that instruction for students with disabilities must incorporate supports and accommodations. This document can be accessed from this website as well as the following:
1) Overview of CCSS 2) How the CCSS Apply to Students with Disabilities 3) Resources for Administrators 4) Resources for Educators 5) Resources for Families
The transition to the Common Core State Standards presents both a challenge and incredible opportunity for our students with special needs. While they set high expectations to help our students be college and career ready, they also allow flexibility for multiple means of access and assessment.
This blog posts offers three strategic initiatives fundatmental to taking the first steps in working with CCSS and programs teaching to students with special learning needs.
As a special education teacher in DCPS for the past seven years, I have learned to accommodate and modify almost everything the general education curriculum has to offer so that students with disabilities, particularly my students with autism and intellectual disabilities, can access the material.
With the common core at the forefront of our instruction, special education teachers like myself are faced with the new challenge of making the standards accessible to all learners. Difficult? Yes! Impossible? No!
The following are three tips that led me to success in ensuring that all learners have exposure to the common core.
Tennessee has a different plan. Anticipating a drop in scores under Common Core, our state is rolling out another initiative, Response to Instruction and Intervention (RTI⊃2;), at the same time to ensure that all kids have the supports they need to successfully transition to Common Core.
Let’s look again at Dedric. At Grizzlies Prep, we already have a solid RTI⊃2; system in place. We take struggling scholars like Dedric and provide them with extra supports (interventions), in addition to the regular high-quality instruction in ELA.
Deb Gardner's insight:
Yes there will be a drop in scores. Yes the assessments are more difficult, but should we turn the boat around or buoy it up with appropriate interventions and scaffolds until our students can go the rest of the way on their own.
UPDATE: PARCC has posted online the materials on accommodations for special education students and common-core testing that it made available to its governing board. Please see memo to the board that outlines the contents of the policy; aPowerPoint presentation on the manual, and a draft of the final policy. An edited version is planned for release in late July.
PARCC is seeking feedback on its draft PARCC Accommodations Manual from April 18-May 13, 2013. The draft PARCC Accommodations Manual is a comprehensive policy document that will support local educators in the selection, administration, and evaluation of accommodations for the assessment of students with disabilities (SWDs) and English learners (EL) on the PARCC End-of-Year, Performance-Based, and Mid-Year assessment components.
The Partnership for Assessment of Readiness for College and Careers (PARCC), one of the two consortia tasked with creating tests for the Common Core State Standards, has released a list of resources for special educators who want to learn more about how the education standards may affect children with disabilities.
The Partnership for Assessment of Readiness for College and Careers (PARCC) today released for public comment a draft policy that proposes accommodations for students with disabilities who need assistance expressing themselves in writing or typing on a computer. This release is part of a collaborative effort to create an assessment that will help all students prepare for college and career readiness and assess the full range of student performance on skills vital for competitiveness.
The draft policy includes recommending two writing access accommodations - specifically, a scribe and word prediction software - on the English language arts (ELA)/literacy summative assessment for students with disabilities who meet the accommodation eligibility criteria.
Two accommodations policies under consideration by a 23-state assessment consortium could narrow the pool of children that would qualify for assistance on those tests in some of those states.
The governing board of the Partnership for Assessment of Readiness for College and Careers, or PARCC, voted last week to put the two draft policies out for public feedback. Once final, they will be included in the larger "accommodations manual" that will guide development of the assessment that will be taken by students in 22 states and the District of Columbia in 2014-15. The full manual is slated for a vote to release it for public comment at the PARCC board's meeting in March.
You’ve probably heard a lot about this new initiative in education called the Common Core State Standards(CCSS). What’s it all about? How does it relate to you as an educator, administrator, or parent? How does it apply to students, especially those with disabilities? This resource page will help you find answers to questions such as these.
Students with disabilities continue to demonstrate the capacity to succeed in the general curriculum with appropriate specialized instruction, supports, and accommodations. Reports from the National Center for Educational Outcomes (NCEO) reveal that students with a variety of learning profiles are continuing to demonstrate greater capacity to acquire and express all levels of knowledge than was previously anticipated.
CEC is optimistic about the impact of the CCS on the achievement of students with disabilities. Students can be active learners in 21st century learning environments when they have instructional supports that invite their engagement, instructional accommodations that change materials and procedures but not the standards, and assistive technology that ensures access to the standards and curriculum.
Margaret McLaughlin, associate dean for research and graduate education at University of Maryland and current president of the Council for Exceptional Children identifies six principles for principals to consider when implementing CCSS for students with disabilities.