an overview of

An Overview of

Contact Information

Fartun Mohamud, Ed.D.Florida Inclusion Network

http://www.palmbeachschools.org/ese/fin.asp

Office: 561-434-8627Fax: 561-434-8276




Florida’s CCSS Implementation Plan

2011-2012Full Implementation Grade KBegin Implementation of Literacy Standards in ALL Content Areas for Grades 6-12Begin Implementation of Rich and Complex Text and Informational Text for Grades K-12

2012-2013Full Implementation Grades K-1Full Implementation of Literacy Standards in ALL Content Areas for Grades 6-12Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12

2013-2014Full Implementation Grades K-2Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12

2014-2015Full Implementation Grades K-12PARCC Assessments Aligned to CCSS

3

Florida Transitions toCommon Core State Standards

NGSSS• Standards-based instruction• Test item specifications guide

development of curriculum maps

• Focus mini-assessments aligned to individual benchmarks and used to monitor student progress

• Teaching benchmarks in isolation results in long lists of tasks to master

CCSS• Standards-based instruction

facilitated by learning goals• Big ideas and learning goals guide the

development of curriculum maps• Learning progressions or scales

describe expectations for student progress in attaining the learning goals

• Assessments used to monitor student progress are aligned directly to the learning progressions or scales

• Teaching big ideas narrows the focus and allows students to delve deeper for a greater depth of understanding

4

Historical Background

Advantages to Common Core Standards

6

• A focus on college and career readiness• Inclusion of the four strands of English Language Arts:

• Reading• Writing• Listening and speaking• Language

• Mathematics Content Standards and Standards of Practice• The benefits of an integrated literacy approach – all educators have a shared

responsibility for literacy instruction, regardless of discipline or content area. • A focus on results rather than means – (“the Standards leave room for teachers,

curriculum developers, and states to determine how those goals should be reached and what additional topics should be addressed” (p. 4).)

• Efficiencies of scale – common standards allow for greater collaboration among states in the areas of

• Professional development• Resource development• Teaching tools

CCSS/ English Language

Arts

CCSS/ English Language

Arts

Three Core Shifts in Literacy

• Building knowledge through content-rich nonfiction

• Reading and writing grounded in evidence from text, both literary and informational

• Regular practice with complex texts and its syntax and vocabulary

Design and OrganizationIn English Language Arts Strands

• Reading (foundational, Literature, and informational text)

• Writing• Speaking and Listening• Language• Media and Technology

Design and OrganizationIn English Language Arts Strands

Three main sections• K−5 (cross-disciplinary)• 6−12 English Language Arts• 6−12 Literacy in History/Social Studies, Science, and

Technical SubjectsShared responsibility for students’ literacy development

Three appendices• A: Research and evidence; glossary of key terms• B: Reading text exemplars; sample performance tasks• C: Annotated student writing samples

Anchor Standards (see handout)

CCSS English Language Arts

Reading WritingSpeaking

and Listening

Language

Grade Specific Standards

CCR Anchor Standards

CCR Anchor Standards for Reading (Strand)

4. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Anchor Standard5. ~~~~~~~~~~~~~~~~~~~~~~~~ Anchor Standard6. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Anchor Standard

1. ~~~~~~~~~~~~~~~~~~~~~ Anchor Standard2. ~~~~~~~~~~~~~~~ Anchor Standard3. ~~~~~~~~~~~~~~~~~~~~~~~~~ Anchor Standard

7. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Anchor Standard8. ~~~~~~~~~~~~~~~~~~~~~~~~~ Anchor Standard9. ~~~~~~~~~~~~~~~~~~ Anchor Standard

10. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Anchor Standard

Key Ideas and Details (Boxed sub-heading)

Craft and Structure (Boxed sub-heading)

Integration of Knowledge and Ideas (Boxed sub-heading)

Range of Reading and Level of Text Complexity (Boxed sub-heading)

Common Core State Standards

Three Core Shifts in Math

• Focus: focus strongly where the standards focus

• Coherence: think across grades, and link to major topics in each grade

• Rigor: in major topics, pursue with equal intensity: conceptual understanding, procedural skill and fluency, and applications

Common Core State Standardsfor Mathematics

Two types of mathematics standards

• Standards for Practice

• Standards for Content

Design and OrganizationMathematics

175/29/12

Grade Level Overview

Critical Area of Focus

Cross-cutting themes

CRITICAL AREAS

K-5 Domains and Critical AreasKindergarten Domains Kindergarten Critical Areas

Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Measurement and Data Geometry

Representing and comparing whole numbers, initially with sets of objects. Describing shapes and space.

More learning time in Kindergarten should be devoted to number than to other topics

1st Grade Domains 1st Grade Critical Areas Operations and Algebraic Thinking Number and Operations in Base Ten Measurement and Data Geometry

Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20. Developing understanding of whole number relationships and place value, including grouping in tens and

ones. Developing understanding of linear measurement and measuring lengths as iterating length units. Reasoning about attributes of, and composing and decomposing geometric shapes.

2nd Grade Domains 2nd Grade Critical Areas Operations and Algebraic Thinking Number and Operations in Base Ten Measurement and Data Geometry

Extending understand of base-ten notation. Building fluency with addition and subtraction. Using standard units of measure. Describing and analyzing shapes.

3rd Grade Domains 3rd Grade Critical Areas Operations and Algebraic Thinking Number and Operation in Base Ten Number and Operation: Fractions Measurement and Data Geometry

Developing understanding of multiplication and division strategies for multiplication within 100. Developing understanding of fractions, especially unit fractions (fractions with numerator 1). Developing understanding of the structure of rectangular arrays and of area. Describing and analyzing two-dimensional shapes.

4th Grade Domains 4th Grade Critical Areas Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations: Fractions Measurement and Data Geometry

Developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends.

Developing understanding of fractions equivalence, addition and subtraction of fractions with like denominators, multiplication of fractions by whole numbers.

Understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.

5th Grade Domains 5th Grade Critical Areas Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations: Fractions Measurement and Data Geometry

Developing fluency with addition and subtraction of fractions, developing understanding of the multiplication of fractions and of division of fractions in limited case (unit fractions divided by whole numbers and whole numbers divided by unit fractions).

Extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations.

Developing understanding volume.

Handout #2

20A-Z

Domains for K-12K 1 2 3 4 5 6 7 8 HS

Counting

and Cardinality

(CC)

Number and

Quantity(N)

Number and Operations in Base Ten (NBT) The Number System (NS)

Number and Operations-Fractions

(NF)

Ratios and Proportional Relationships

(RP)

Operations and Algebraic Thinking (OA)Functions (F)

Expressions and Equations (EE)

Algebra(A)

Geometry (G)

Measurement and Data (MD)

Statistics and Probability (SP)A-Z

Common Core State Standardsfor Mathematics

Two types of mathematics standards

• Standards for Content

• Standards for Practice

Standards for Mathematical Practice

23

Reasoning and Explaining

Seeing Structure and Generalizing

Overarching Habits of Mind of a Productive Mathematical Thinker

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others

Modeling and

Using Tools

4. Model with mathematics

5. Use appropriate tools strategically

7. Look for and make use of structure

8. Look for and express regularity in repeated

reasoning

1. Make sense of problems and persevere in solving them6. Attend to precision

23

Common Core and Students with Disabilities

Comm

on Core and Students w

ith Disabilities

THE FUTURE

NEXT EXIT

The common standards provide a historic opportunity for Special Education

The School District of Palm Beach County

Palm Beach County

14% of the students in PBC are SWD*



and Students

with Disabilitie

sA Blue

Print for Change

Teacher/AdministrationEffectiveness

Closing the Achievement

Gap Curriculum &

Standards(collaborative planning and

teaching, UDL, Differentiating

Instruction, and Technology)


Data Driven Decision Making

High Expectation

Multi Tiered Systems of Support

Flexible Scheduling

Models of Support

Strengthening The FoundationReview/Inspection


NCLB Graduation Rate of SWD

LEA Profile, 2012http://www.fldoe.org/ese/pdf/2012LEA/PalmBeach.pdf


Standard Diploma Graduation Rate for SWD

LEA Profile, 2012

http://www.fldoe.org/ese/pdf/2012LEA/PalmBeach.pdf


Drop Out Rate for SWD



Post School Outcome Data


A culture of High Expectations for ALL Students

Where do we

?

70% of Students with Disabilities

in our districtare instructed in

the general education

setting.The School District of Palm Beach County

High Expectation for ALL

http://www.fldoe.org/ese/pdf/2012LEA/PalmBeach.pdf


94% of our SWD in SDPC are instructed

through the NGSSS/CommonCore Standards



38

• Common Core Standards (CCS): A focus on results not means.

• The CCS has the intention of improving outcomes for all students, including SWD, by raising expectations.

– The standards do not define the following:

• The intervention methods or materials necessary to support students who are well below grade-level expectations.

• The full range of supports appropriate for students with special needs, though the standards stress that all students must have the opportunity to learn and meet the same high standards.

(CCSSO & NGA, 2010)


The student with special education

needs isthought of as a generaleducation student first

—http://www.cec.sped.org/AM/Template.cfm?

Section=CEC_Today1&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=15269

High Expectation for SWD

Presumed CompetencePeople First Language


The student with special education

needs isthought of as a generaleducation student first

—http://www.cec.sped.org/AM/Template.cfm?

Section=CEC_Today1&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=15269


Presumed Competence


Points to Ponder…

• How are we planning to provide equal access to core instruction and interventions to SWDs in CCSS given their increased rigor?

• How effective are our core curriculum/instruction in meeting the academic and social needs of SWD?

Planning and Support for Teacher Collaboration

42


43

• Common Core Standards:

– Rich with literacy, numeracy, and cross-disciplinary skills (e.g., communication, collaboration, critical thinking, and use of technology).

– Embedded throughout is clear evidence that the CCS should allow for the broadest range of students to participate fully from the outset, along with appropriate accommodations to ensure maximum participation for students with special needs.

(CCSSO & NGA, 2010)



Data Driven Decision Making

Some Practices that lead to Achievement for SWD

Administrative SupportStandards Based IEPCollaborative Learning Team and Multi Tiered Systems

of Support (MTSS) Flexible SchedulingAccountability

Aligning IEPs to Academic Standards for Students With Moderate

and Severe Disabilities Ginevra Courtade-Little and Diane M. Browde (2005).

The Education of Exceptional Students is

A SERVICEnot

A PLACE

46


Flexible http://www.palmbeachschools.org/ese/documents/FlexibleSchedulingforInclusivePractices.pdf

http://www.palmbeachschools.org/ese/documents/FlexibleSchedulingforInclusivePractices.pdf

http://www.palmbeachschools.org/ese/documents/FlexibleSchedulingforInclusivePractices.pdf



and Students

with Disabilitie

sA Blue

Print for Change



Gap Curriculum &





Teacher/Administration

Effectiveness

“The most significant challenge will be in preparing and further

developing the knowledge and skills of not only special educators,

but all teachers who are sharing the instructional responsibilities for students with disabilities.”

CEC

Special Education

Regular Education

Building the Bridge


Teacher/Administration Effectiveness

“Student performance is influenced most by the quality of the instruction and interventions we deliver and how

well we deliver them - not preconceived notions about child

characteristics.”

(Monica Vierra-Tierada, BEESS, 2012)


Points to Ponder…

What type of professional development will teachers of SWD need in order to support students in CCSS?


Teacher/Administration Effectiveness

Building capacity of general education and special education teachers– Data driven instructional decision making– Universal Design of Learning/Differentiated Instruction– Understanding the diverse needs of SWD– High Expectation for ALL

• Building Capacity of Area and District Support Staff– Flexible Scheduling– Supporting Students with Disabilities– Implementation of CCSS and alignment of IEP Goals



and Students

with Disabilitie

sA Blue

Print for Change



Gap Curriculum &





Closing the Achievement Gap

Curriculum & Standards

(Collaborative Planning &

Teaching, UDL, Differentiating

Instruction, effective

instructional strategies, and

Technology)

Closing the Achievement Gap

58

Universal Design for Learning:

• There are many concepts embedded throughout the Common Core Standards that are aligned with the UDL framework.•CCSS’s emphasizes that an effective goal must be flexible enough to allow learners multiple ways to successfully meet it. •To do this, the standard does not embed the means (the how) with the goal (the what)

(Cast.org)

• Learning Objectives

• • • •


• •



59

Course Requirements/Standards

“Chunking” Big Ideas

Learning Goal 1

Learning Goal 2

Learning Goal 3

Learning Goal 4


Points to Ponder…

How can current instructional materials be utilized to support UDL and students who

learn through diverse methods/modalities?


Where are we now?

Curriculum and Instruction– Reading Adoption– Focus Calendars– Learning Village– ICPALMS

Collaborative Planning & Teaching/In Class Supports for SWDDI, UDL, technology, and effective strategies

COMING SOON

• Core Content Connectors (CCCs)– CCCs will take the place of Access Points– Math and ELA published 2012-2013 – Training 2013-2014 – Full implementation 2014-2015– Florida Inclusion Network and Communities

of Practice.

Core Content Connectors: http://www.palmbeachschools.org/ese/Curriculum.asp

http://www.palmbeachschools.org/ese/Curriculum.asp

http://www.palmbeachschools.org/ese/Curriculum.asp

Core Content Connectors(CCC)

• Identify the most salient grade-level, core academic content in ELA and mathematics for students with a significant cognitive disability (SwSCD).

• The CCC’s are NOT ‘extensions’ to the CCSS’s

Wha

t

Graduated Understandings- Concrete

- Representational

Core Content Connectors

(CCC)


(CCSS)

ACCESS TO THE COMMON CORE STATE STANDARDS FOR STUDENTS WITH A SIGNIFICANT COGNITIVE DISABILITY

Graduated Understandings Concrete UnderstandingsConcrete or hands-on learning that begins a student’s interaction with the grade-level curriculum.

Representational UnderstandingsRepresentational-based learning, with different elements including pictures, tools, or others that link images with symbolic representations.

http://www.ncscpartners.org/




Points to Ponder…

How would we continue to engage district based curriculum specialists in the district around the needs of Students with Disabilities?


The Vision – One System!

Standards-Based Instruction

Multi-Tiered System

of Supports

Professional Learning

CommunitiesLesson Study

Professional

Development and Evaluation System

A system in which instruction and learning is based upon common standards, sound research, collaboration, problem solving driven by multiple sources of student data, and culminating in increased student achievement.

ResourcesPARRCC Common Core APP • http://www.specialeducationadvisor.com/free-common-core-standards-app/

What Parents Need to Know about CCSS: • http://educationnorthwest.org/resource/1547• http://www.cgcs.org/Page/328

Count Down to Common Core • http://www.fldoe.org/schools/BlastOff.asp

Partnership for Assessment of Readiness for College and Careers (PARRCC )• http://www.parcconline.org/mcf/ela/parcc-model-content-frameworks-browser

National Center for State Collaborative (NCSC) • http://www.ncscpartners.org/

Videos• http://engageny.org/videos-for-parents

http://www.specialeducationadvisor.com/free-common-core-standards-app/

http://educationnorthwest.org/resource/1547



http://www.cgcs.org/Page/328



http://www.fldoe.org/schools/BlastOff.asp



http://www.parcconline.org/mcf/ela/parcc-model-content-frameworks-browser





http://engageny.org/videos-for-parents

Thank you!

an overview of

Documents

past standards

greater emphasis

unique reading

specialized reading

greater need

common core standards6a

historysocial studies

greater collaboration