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
2011-2012
Full Implementation Grade K
Begin Implementation of
Literacy Standards in ALL
Content Areas for Grades 612
2012-2013
Full Implementation Grades
K-1
Full Implementation of
Begin Implementation of
Literacy Standards in ALL
Rich and Complex Text and
Content Areas for Grades 6Informational Text for Grades 12
K-12
Continue Implementation of
2013-2014
Full Implementation Grades
K-2
Implementation of a Blended
Curriculum (CCSS and
Supplemental NGSSS Aligned
Rich and Complex Text and
to FCAT 2.0 and EOCs) for
Informational Text for Grades Grades 3-12
K-12
Continue Implementation of
2014-2015
Full Implementation Grades
K-12
PARCC Assessments Aligned
to CCSS
Rich and Complex Text and
Informational Text for Grades
K-12
3
Florida Transitions to
Common 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
• 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
6
areas of
•
•
•
Professional development
Resource development
Teaching tools
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 Organization
In English Language Arts Strands
• Reading (foundational, Literature, and
informational text)
• Writing
• Speaking and Listening
• Language
• Media and Technology
Design and Organization
In 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
CCSS English Language Arts
Reading
Writing
Speaking and
Listening
CCR Anchor Standards
Grade Specific Standards
Language
CCR Anchor Standards for Reading
(Strand)
Key Ideas and Details (Boxed sub-heading)
1. ~~~~~~~~~~~~~~~~~~~~~ Anchor Standard
2. ~~~~~~~~~~~~~~~ Anchor Standard
3. ~~~~~~~~~~~~~~~~~~~~~~~~~ Anchor Standard
Craft and Structure (Boxed sub-heading)
4. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Anchor Standard
5. ~~~~~~~~~~~~~~~~~~~~~~~~ Anchor Standard
6. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Anchor Standard
Integration of Knowledge and Ideas (Boxed sub-heading)
7. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Anchor Standard
8. ~~~~~~~~~~~~~~~~~~~~~~~~~ Anchor Standard
9. ~~~~~~~~~~~~~~~~~~ Anchor Standard
Range of Reading and Level of Text Complexity (Boxed sub-heading)
10. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Anchor Standard
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 Standards
for Mathematics
Two types of mathematics standards
• Standards for Practice
• Standards for Content
Design and Organization
Mathematics
5/29/12
17
Cross-cutting
themes
Grade Level Overview
Critical Area of
Focus
K-5 Domains and Critical Areas
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Kindergarten Domains
Counting and Cardinality
Operations and Algebraic Thinking
Number and Operations in Base Ten
Measurement and Data
Geometry
1st Grade Domains
Operations and Algebraic Thinking
Number and Operations in Base Ten
Measurement and Data
Geometry
2nd Grade Domains
Operations and Algebraic Thinking
Number and Operations in Base Ten
Measurement and Data
Geometry
3rd Grade Domains
Operations and Algebraic Thinking
Number and Operation in Base Ten
Number and Operation: Fractions
Measurement and Data
Geometry
4th Grade Domains
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Operations and Algebraic Thinking
Number and Operations in Base Ten
Number and Operations: Fractions
Measurement and Data
Geometry
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5th Grade Domains
Operations and Algebraic Thinking
Number and Operations in Base Ten
Number and Operations: Fractions
Measurement and Data
Geometry
Kindergarten Critical Areas
 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 Critical Areas
 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 Critical Areas
 Extending understand of base-ten notation.
 Building fluency with addition and subtraction.
 Using standard units of measure.
 Describing and analyzing shapes.
3rd Grade Critical Areas
 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 Critical Areas
 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 Critical Areas
 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.
20
A-Z
Domains for K-12
K
1
2
3
4
5
6
7
8
HS
Counting
and
Cardinality
(CC)
Number and Operations in Base Ten (NBT)
Number and
Operations-Fractions
(NF)
The Number System (NS)
Ratios and
Proportional
Relationships
(RP)
Number
and
Quantity
(N)
Functions (F)
Operations and Algebraic Thinking (OA)
Expressions and
Equations (EE)
Algebra
(A)
Geometry (G)
Measurement and Data (MD)
A-Z
Statistics and Probability (SP)
Common Core State Standards
for Mathematics
Two types of mathematics standards
• Standards for Content
• Standards for Practice
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
2. Reason abstractly
and quantitatively
3. Construct viable
arguments and critique
the reasoning of others
23
4. Model with
mathematics
5. Use appropriate tools
strategically
Seeing
Structure and
Generalizing
7. Look for and make
use of structure
8. Look for and express
regularity in repeated
reasoning
23
The common standards provide a historic
opportunity for Special Education
Palm Beach County
14% of the students
in PBC are SWD*
The School District of Palm Beach County
Teacher/Administration
Effectiveness
Closing the Achievement
Gap
Curriculum & Standards
(collaborative planning and
teaching, UDL,
Differentiating Instruction,
and Technology)
Common Core
State Standards
and Students with
Disabilities
A Blue Print for
Change
The School District of Palm Beach County
Data Driven Decision
Making
High Expectation
Multi Tiered Systems of
Support
Flexible Scheduling
Models of Support
The School District of Palm Beach County
Strengthening The Foundation
Review/Inspection
NCLB Graduation Rate of SWD
http://www.fldoe.org/ese/pdf/2012LEA/PalmBeach.pdf
LEA Profile, 2012
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
http://www.fldoe.org/ese/pdf/2012LEA/PalmBeach.pdf
LEA Profile, 2012
The School District of Palm Beach County
Post School Outcome Data
http://www.fldoe.org/ese/pdf/2012LEA/PalmBeach.pdf
LEA Profile, 2012
The School District of Palm Beach County
A culture of High Expectations for ALL
Students
Where do we
?
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
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
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)
38
High Expectation for SWD
The student with
special education
needs is
thought of as a general
education student
first—
People
First
Presumed
Competence
Language
http://www.cec.sped.org/AM/Template.cfm?Section=CEC_Today1
&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=15269
The School District of Palm Beach County
High Expectation for SWD
The student with
special education
needs is
thought of as a general
education student
first—
Presumed
Competence
http://www.cec.sped.org/AM/Template.cfm?Section=CEC_Today1
&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=15269
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?
The School District of Palm Beach County
FCIM/MTSS
• Florida’s Continuous Improvement Model
• Multi Tiered System of Support and Quality
IEP
Standards based Instruction (How
the standards is taught are of the
utmost importance!)
Planning and Support for Teacher
Collaboration
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 SWD
Some Practices
that lead
to Achievement
for SWD
Data Driven
Decision
Making
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
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 SERVICE
not
A PLACE
46
Flexible
http://www.palmbeachschools.org/ese/documents/FlexibleSchedulingforInclusivePractices.pdf
The School District of Palm Beach County
Teacher/Administration
Effectiveness
Closing the Achievement
Gap
Curriculum & Standards
(collaborative planning and
teaching, UDL,
Differentiating Instruction,
and Technology)
Common Core
State Standards
and Students with
Disabilities
A Blue Print for
Change
The School District of Palm Beach County
Data Driven Decision
Making
High Expectation
Multi Tiered Systems of
Support
Flexible Scheduling
Models of Support
The School District of Palm Beach County
“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
Building the Bridge
Special
Education
Regular
Education
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
Teacher/Administration
Effectiveness
Closing the Achievement
Gap
Curriculum & Standards
(collaborative planning and
teaching, UDL,
Differentiating Instruction,
and Technology)
Common Core
State Standards
and Students with
Disabilities
A Blue Print for
Change
The School District of Palm Beach County
Data Driven Decision
Making
High Expectation
Multi Tiered Systems of
Support
Flexible Scheduling
Models of Support
The School District of Palm Beach County
Closing the Achievement Gap
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)
58
Course Requirements/Standards
“Chunking” Big Ideas
Learning Goal 1
• Learning
Objectives
•
•
•
•
Learning Goal 2
•
Learning
Objectives
Learning Goal 3
•
•
•
Learning
Objectives
Learning Goal 4
•
Learning
Objectives
59
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 SWD
DI, UDL, technology, and effective strategies
The School District of Palm Beach County
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
Common Core State Standards
Core Content Connectors
(CCSS)
(CCC)
Graduated Understandings
- Concrete
- Representational
Graduated Understandings
Concrete Understandings
Concrete or hands-on learning that begins a student’s interaction with the
grade-level curriculum.
Representational Understandings
Representational-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 School District of Palm Beach County
The Vision – One System!
Standards-Based
Instruction
Professional
Development
and
Evaluation
System
Multi-Tiered
System of
Supports
Professional Learning
Communities
Lesson Study
The School District of Palm Beach County
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.
Resources
PARRCC 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!