an overview of
DESCRIPTION
An Overview of. Contact Information. Fartun Mohamud, Ed.D . Florida Inclusion Network http :// www.palmbeachschools.org/ese/fin.asp Office: 561-434-8627 Fax: 561-434-8276. Florida’s CCSS Implementation Plan. Florida Transitions to Common Core State Standards. NGSSS. CCSS. - PowerPoint PPT PresentationTRANSCRIPT
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*
The School District of Palm Beach County
Common Core State Standards
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)
The School District of Palm Beach County
Data Driven Decision Making
High Expectation
Multi Tiered Systems of Support
Flexible Scheduling
Models of Support
Strengthening The FoundationReview/Inspection
The School District of Palm Beach County
NCLB Graduation Rate of SWD
LEA Profile, 2012http://www.fldoe.org/ese/pdf/2012LEA/PalmBeach.pdf
The School District of Palm Beach County
Standard Diploma Graduation Rate for SWD
LEA Profile, 2012
http://www.fldoe.org/ese/pdf/2012LEA/PalmBeach.pdf
The School District of Palm Beach County
Drop Out Rate for SWD
LEA Profile, 2012http://www.fldoe.org/ese/pdf/2012LEA/PalmBeach.pdf
The School District of Palm Beach County
Post School Outcome Data
LEA Profile, 2012http://www.fldoe.org/ese/pdf/2012LEA/PalmBeach.pdf
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
The School District of Palm Beach County
94% of our SWD in SDPC are instructed
through the NGSSS/CommonCore Standards
High Expectation for ALL
High Expectation for ALL
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 School District of Palm Beach County
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 School District of Palm Beach County
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 Competence
The School District of Palm Beach County
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
High Expectation for SWD
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)
The School District of Palm Beach County
High Expectation for SWD
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
The School District of Palm Beach County
Flexible http://www.palmbeachschools.org/ese/documents/FlexibleSchedulingforInclusivePractices.pdf
The School District of Palm Beach County
Common Core State Standards
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)
The School District of Palm Beach County
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
The School District of Palm Beach County
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)
The School District of Palm Beach County
Points to Ponder…
What type of professional development will teachers of SWD need in order to support students in CCSS?
The School District of Palm Beach County
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
The School District of Palm Beach County
Common Core State Standards
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)
The School District of Palm Beach County
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
• • • •
• Learning Objectives
• •
• Learning Objectives
• Learning Objectives
59
Course Requirements/Standards
“Chunking” Big Ideas
Learning Goal 1
Learning Goal 2
Learning Goal 3
Learning Goal 4
The School District of Palm Beach County
Points to Ponder…
How can current instructional materials be utilized to support UDL and students who
learn through diverse methods/modalities?
The School District of Palm Beach County
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
The School District of Palm Beach County
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
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)
Common Core State Standards
(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.
The School District of Palm Beach County
Points to Ponder…
How would we continue to engage district based curriculum specialists in the district around the needs of Students with Disabilities?
The School District of Palm Beach County
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
Thank you!