1 / 70

An Overview of

An Overview of. Contact Information. Fartun Mohamud, Ed.D . Florida Inclusion Network http :// www.palmbeachschools.org/ese/fin.asp Office: 561-434-8627 Fax: 561-434-8276. Florida’s CCSS Implementation Plan. Florida Transitions to Common Core State Standards. NGSSS. CCSS.

torin
Download Presentation

An Overview of

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. An Overview of

  2. Contact Information Fartun Mohamud, Ed.D. Florida Inclusion Network http://www.palmbeachschools.org/ese/fin.asp Office: 561-434-8627 Fax: 561-434-8276

  3. Florida’s CCSS Implementation Plan

  4. Florida Transitions toCommon Core State Standards NGSSS 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 progressare 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 • 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

  5. Historical Background

  6. Advantages to Common Core Standards • 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 – alleducators 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

  7. CCSS/ English Language Arts CCSS/ English Language Arts

  8. 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

  9. Design and OrganizationIn English Language Arts Strands • Reading (foundational, Literature, and informational text) • Writing • Speaking and Listening • Language • Media and Technology

  10. 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 Subjects Shared 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

  11. Anchor Standards (see handout)

  12. Grade Specific Standards CCR Anchor Standards

  13. Key Ideas and Details (Boxed sub-heading) • 1. ~~~~~~~~~~~~~~~~~~~~~ Anchor Standard • 2. ~~~~~~~~~~~~~~~ Anchor Standard • 3. ~~~~~~~~~~~~~~~~~~~~~~~~~ Anchor Standard CCR Anchor Standards for Reading (Strand) Craft and Structure (Boxed sub-heading) • ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Anchor Standard • ~~~~~~~~~~~~~~~~~~~~~~~~ Anchor Standard • ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Anchor Standard Integration of Knowledge and Ideas (Boxed sub-heading) • ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Anchor Standard • ~~~~~~~~~~~~~~~~~~~~~~~~~ Anchor Standard • ~~~~~~~~~~~~~~~~~~ Anchor Standard Range of Reading and Level of Text Complexity (Boxed sub-heading) 10. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Anchor Standard

  14. Common Core State Standards

  15. 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

  16. Common Core State Standardsfor Mathematics Two types of mathematics standards • Standards for Practice • Standards for Content

  17. Design and OrganizationMathematics

  18. Grade Level Overview Cross-cutting themes Critical Area of Focus

  19. CRITICAL AREAS

  20. Handout #2 K-5 Domains and Critical Areas A-Z

  21. Domains for K-12 A-Z

  22. Common Core State Standardsfor Mathematics Two types of mathematics standards • Standards for Content • Standards for Practice

  23. Standards for Mathematical Practice Overarching Habits of Mind of a Productive Mathematical Thinker 1. Make sense of problems and persevere in solving them 6. Attend to precision Reasoning and Explaining Modeling and Using Tools Seeing Structure and Generalizing 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 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 23

  24. Common Core and Students with Disabilities

  25. THE FUTURE NEXT EXIT Common Core and Students with Disabilities

  26. The common standards provide a historic opportunity for Special Education

  27. Palm Beach County 14% of the students in PBC are SWD* The School District of Palm Beach County

  28. The School District of Palm Beach County

  29. Data Driven Decision Making • High Expectation • Multi Tiered Systems of Support • Flexible Scheduling • Models of Support The School District of Palm Beach County

  30. Review/Inspection Strengthening The Foundation

  31. NCLB Graduation Rate of SWD http://www.fldoe.org/ese/pdf/2012LEA/PalmBeach.pdf LEA Profile, 2012 The School District of Palm Beach County

  32. 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

  33. Drop Out Rate for SWD http://www.fldoe.org/ese/pdf/2012LEA/PalmBeach.pdf LEA Profile, 2012 The School District of Palm Beach County

  34. Post School Outcome Data http://www.fldoe.org/ese/pdf/2012LEA/PalmBeach.pdf LEA Profile, 2012 The School District of Palm Beach County

  35. A culture of High Expectations for ALL Students Where do we ?

  36. High Expectation for ALL 70% of Students with Disabilities in our district are instructed in the general education setting. The School District of Palm Beach County http://www.fldoe.org/ese/pdf/2012LEA/PalmBeach.pdf

  37. High Expectation for ALL 94% of our SWD in SDPC are instructed through the NGSSS/Common Core Standards The School District of Palm Beach County

  38. High Expectation for ALL • 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)

  39. High Expectation for SWD Presumed Competence People First Language The School District of Palm Beach County The student with special education needs is thought of as a general education student first— http://www.cec.sped.org/AM/Template.cfm?Section=CEC_Today1&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=15269

  40. High Expectation for SWD Presumed Competence The School District of Palm Beach County The student with special education needs is thought of as a general education student first— http://www.cec.sped.org/AM/Template.cfm?Section=CEC_Today1&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=15269

  41. 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? The School District of Palm Beach County

  42. High Expectation for SWD • 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)

  43. High Expectation for SWDData Driven Decision Making Some Practices that lead to Achievement for SWD • Administrative Support • Standards Based IEP • Collaborative Learning Team and Multi Tiered Systems of Support (MTSS) • Flexible Scheduling • Accountability The School District of Palm Beach County

  44. Aligning IEPs to Academic Standards for Students With Moderate and Severe DisabilitiesGinevra Courtade-Little and Diane M. Browde (2005).

  45. The Education of Exceptional Students is A SERVICEnot A PLACE

  46. Flexible http://www.palmbeachschools.org/ese/documents/FlexibleSchedulingforInclusivePractices.pdf The School District of Palm Beach County

  47. The School District of Palm Beach County

  48. Teacher/Administration • Effectiveness The School District of Palm Beach County

  49. “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

More Related