Common Core
Overview, Resources, and Aligning Individualized Education Plans:
Where to Begin?
Training Objectives
 Review Common Core State Standards
• History
• ELA
• Math
 Review Common Core Resources
• To help with implementation
 Review PARCC (Replacing ISAT)
 Common Core and IEP Implementation
• Aligning Goals
• Illinois Alternative Assessment
• Illinois Essential Elements
ISBE Website
 Training focuses on ISBE resources
 http://www.isbe.net/common_core/pls/default.htm
Common Core Needs Assessment
 http://www.isbe.net/common_core/pls/level1/html/need
s-asmt-basic-info.htm
Illinois Adoption
Common Core State Standards
(CCSS)
 On June 24, 2010, the Illinois State Board of Education
(ISBE) adopted new, more rigorous learning
standards for Math and English Language Arts,
known as the Common Core State Standards (CCSS).
The CCSS are in addition to the Illinois Learning
Standards (ILS) in Science, Social Science, Physical
Development and Health, Fine Arts, Foreign
Language, and Social/Emotional Learning
Why New Standards?
 Expectations for what students must know and be able to
demonstrate were different in 1997 when Illinois adopted the
current standards.
 The new standards aim to provide clear, consistent academic
benchmarks with “fewer, clearer, and higher” academic standards
for essential learning and skills.
 The standards were developed while considering the standards of
top performing countries and the strengths of current state
standards.
 The 2010 state standards provide benchmarks for academic
progress (skills and knowledge) that students should have at the
conclusion of each grade level. This will allow teachers to establish
the best approach to help their students meet those standards.
 Students and parents will clearly understand the knowledge
students are expected to attain each year.
CCSS
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Fewer, clearer, higher
Internationally benchmarked
21st Century Skills
Evidence‐based
Implementation Rates
 Based on a recent common core survey, 80% of the
respondents reported that their school or districts
have a Common Core State Standards (CCSS)
implementation plan in place.
 62% of high school respondents, 85% of grade 6-8
respondents, and 84% of grades K-5 respondents reported
that a CCSS implementation plan is in place.
Common Core State Standards: ELA
 Common Core English Language Arts “Capacities of a Literate Student”
•
They demonstrate independence.
•
They build strong content knowledge.
•
They respond to varying demands of audience, task, purpose, and
discipline.
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They comprehend as well as critique.
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They value evidence.
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They use technology and digital media strategically and capably.
•
They come to understand other perspectives and cultures.
Common Core State Standards: ELA
How should educators focus instruction to help students
develop these skills?
 Common Core Instructional Shifts in ELA/Literacy
• Building knowledge through content-rich
nonfiction and informational texts
• Reading and writing grounded in evidence from
text
• Regular practice with complex text and its
academic vocabulary
ELA Common Core Strands
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Reading – 10 Strands
Writing – 10 Strands
Speaking and Listening – 6 Strands
Language – 6 Strands
Common Core State Standards Initiative: ELA Standards
 http://www.corestandards.org/ELA-Literacy
ELA Standards: Reading Strand
 The standards establish a ―stair case of increasing complexity in what students must be able to
read so that all students are ready for the demands of college-and career-level reading no later
than the end of high school. The standards also require the progressive development of reading
comprehension so that students advancing through the grades are able to gain more from
whatever they read.
 Through reading a diverse array of classic and contemporary literature as well as challenging
informational texts in a range of subjects, students are expected to build knowledge, gain
insights, explore possibilities, and broaden their perspective. Because the standards are building
blocks for successful classrooms, but recognize that teachers, school districts and states need to
decide on appropriate curriculum, they intentionally do not offer a required reading list. Instead,
they offer numerous sample texts to help teachers prepare for the school year and allow
parents and students to know what to expect at the beginning of the year.
 The standards mandate certain critical types of content for all students, including classic myths
and stories from around the world, foundational U.S. documents, and seminal works of
literature. The standards appropriately defer the many remaining decisions about what and how
to teach to states, districts, and schools.
ELA Standards: Writing
 The ability to write logical arguments based on substantive claims,
sound reasoning, and relevant evidence is a cornerstone of the
writing standards, with opinion writing—a basic form of argument—
extending down into the earliest grades.
 Student research—both short, focused projects (such as those
commonly required in the workplace) and longer term in depth
research —is emphasized throughout the standards but most
prominently in the writing strand since a written analysis and
presentation of findings is so often critical.
 Annotated samples of student writing accompany the standards and
help establish adequate performance levels in writing arguments,
informational/explanatory texts, and narratives in the various grades.
ELA Standards: Speaking and
Listening
 The standards require that students gain, evaluate, and present
increasingly complex information, ideas, and evidence through
listening and speaking as well as through media.
 An important focus of the speaking and listening standards is
academic discussion in one-on-one, small group, and whole-class
settings. Formal presentations are one important way such talk
occurs, but so is the more informal discussion that takes place as
students collaborate to answer questions, build understanding,
and solve problems.
ELA Standards: Language
 The standards expect that students will grow their vocabularies through a
mix of conversations, direct instruction, and reading. The standards will help
students determine word meanings, appreciate the nuances of words, and
steadily expand their repertoire of words and phrases.
 The standards help prepare students for real life experience at college and
in 21st century careers. The standards recognize that students must be able
to use formal English in their writing and speaking but that they must also
be able to make informed, skillful choices among the many ways to express
themselves through language.
 Vocabulary and conventions are treated in their own strand not because
skills in these areas should be handled in isolation, but because their use
extends across reading, writing, speaking, and listening.
Who is Responsible for Implementing
Literacy Standards
 The Standards insist that instruction in reading,
writing, speaking, listening, and language be a shared
responsibility within then school.
 All disciplines shifting instruction to focus on
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Reading complex text
Writing from sources
Using Text Dependent Questions
Teaching and Using Vocabulary
 Tier 2 (cite, summarize, evidence) and Tier 3 Words (text
dependent: isotope, legislature)
Grades 6-12: School Wide Departmental
Focus on ELA Standards
 http://www.corestandards.org/ELA-Literacy
Examples of the Progression of
Learning Between Grades
Reading Standards for Informational Text:
Kindergarten
Grade 5
Grade 8
Grade 11-12
With prompting and
support, ask and answer
questions about key
details in a text.
Quote accurately from a
text when explaining
what the text says
explicitly and when
drawing inferences
from the text.
Cite the textual evidence
that most strongly
supports an analysis of
what the text says
explicitly as well as
inferences drawn from
the text.
Cite strong and thorough
textual evidence to
support analysis of what
the text says explicitly as
well as inferences drawn
from the text, including
determining where the
text leaves matters
uncertain.
Taken From: http://ccss.lausd.net/sites/ccss.lausd.net/files/Module%201-Handout%201.pdf
Examples of the Progression of
Learning Between Grades
Reading Standards Science and Technical Subjects:
Grades 6-8
Grades 9-10
Grades 11-12
Cite specific textual evidence
to support analysis of
science and technical texts.
Cite specific textual evidence
to support analysis of
science and technical texts,
attending to the precise
details of explanations or
descriptions.
Cite specific textual evidence
to support analysis of
science and technical texts,
attending to
important distinctions the
author makes and to any
gaps or inconsistencies in the
account.
Taken From: http://ccss.lausd.net/sites/ccss.lausd.net/files/Module%201-Handout%201.pdf
ELA Resources for all Disciplines
 Literacy Design Collaborative
 http://www.literacydesigncollaborative.org/
ELA Alignment: Where to Begin
 ISBE Developed Documents: Quarterly Skills and
Knowledge Guides
 http://www.isbe.net/common_core/pls/level2/html/qs
k.htm
Common Core State Standards: Math
 Common Core Mathematics Practice Standards
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Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments & critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Common Core State Standards: Math
How should educators focus instruction to help students
develop these skills?
 Common Core Instructional Shifts in Mathematics
• Focus strongly where the Standards focus
• Coherence: think across grades, and link to major topics
within grades
• Rigor: in major topics pursue:
 conceptual understanding,
 procedural skill and fluency, and
 application with equal intensity.
Common Core Math Standards: What
do they look like?
 http://www.corestandards.org/Math/Content/introdu
ction/how-to-read-the-grade-level-standards
Key Shifts in Math Standards
 http://www.isbe.net/common_core/pls/level1/pdf/keyshifts-ccssm.pdf
Math Standards

The standards stress not only procedural skills, but also conceptual understanding, to make sure
students are learning and absorbing the critical information they need to succeed at higher levels rather than the current practices by which many students learn enough to get by on the next test,
but forget it shortly thereafter, only to review again the following year.
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The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction,
multiplication, division, fractions and decimals--which help young students build the foundation to
successfully apply more demanding math concepts and procedures, and move into applications.

In kindergarten, the standards follow successful international models and recommendations from
the National Research Council’s Early Math Panel report, by focusing kindergarten work on the
number core: learning how numbers correspond to quantities, and learning how to put numbers
together and take them apart (the beginnings of addition and subtraction).
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The K-5 standards build on the best state standards to provide detailed guidance to teachers on
how to navigate their way through knotty topics such as fractions, negative numbers, and
geometry, and do so by maintaining a continuous progression from grade to grade.
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Having built a strong foundation K-5, students can do hands on learning in geometry, algebra,
probability and statistics. Students who have completed 7th grade and mastered the content and
skills through the 7th grade will be well- prepared for algebra in grade 8.
Math Standards
 The middle school standards are robust and provide a coherent and rich preparation
for high school mathematics.
 The high school standards call on students to practice applying mathematical ways of
thinking to real world issues and challenges; they prepare students to think and
reason mathematically.
 The high school standards set a rigorous definition of college and career readiness, by
helping students develop a depth of understanding and ability to apply mathematics
to novel situations, as college students and employees regularly do.
 The high school standards emphasize mathematical modeling, the use of mathematics
and statistics to analyze empirical situations, understand them better, and improve
decisions.
Common Core Resources
by Grade Level
 Capture the Core Newsletters
 http://www.isbe.net/common_core/htmls/news.htm
 Common Core State Standards Initiative
 http://www.corestandards.org/the-standards
EQuiP Rubrics
 EQuIP (Educators Evaluating the Quality of
Instructional Products) is an initiative of the American
Diploma Project (ADP) Network designed to identify
high-quality materials aligned to the Common Core
State Standards (CCSS). The objectives are two-fold:
 Increase the supply of high quality lessons and units
aligned to the CCSS that are available to elementary,
middle, and high school teachers as soon as possible; and,
 Build the capacity of educators to evaluate and improve
the quality of instructional materials for use in their
classrooms and schools.
How States are Using the Rubrics
 Many states and districts have embraced the rubrics
and review process to support their implementation
of the CCSS in a variety of ways including:
 Guide the development of lessons and units;
 Evaluate existing lessons and units to identify
improvements needed to align with the CCSS;
 Build the capacity of teachers to gain a deeper
understanding of the CCSS; and,
 Inform vendors of criteria that will be applied in the
evaluation of proposals and final products
EQuiP Rubrics
 Rubric for Mathematics
 http://www.achieve.org/files/EQuIPmathrubric-06-1713.pdf
 Rubric for ELA
 http://www.achieve.org/files/EQuIP-ELArubric-06-24-13FINAL.pdf
 Separated by K-2 and 3-12
Common Core Checklists
 http://www.thecurriculumcorner.com/2012/08/18/com
mon-core-checklists/
PARCC Assessment
Partnership for Assessment of Readiness for College and Career
PARCC Assessment
 Illinois, along with 22 other states, joined the
Partnership for Assessment of Readiness for College
and Career (PARCC)
 PARCC Assessment Goals
 1. Create high-quality assessments
 2. Build a pathway to college and career readiness for all
students
 3. Support educators in the classroom
 4. Develop 21st century, technology-based assessments
 5. Advance accountability at all levels
PARCC Administration
Summative/Interim
PARCC will consist of four assessment components
 Each component will be computer delivered
 Two summative assessment components designed to
 Make “college and career readiness” and “on-track” determinations
 Measure the full range of standards and full performance continuum
 Provide data for accountability uses, including measures of growth
 Two Interim
 Generate timely information for informing instruction, interventions,
and professional development during the school year
 In ELA/literacy, a third formative component will assess students’
speaking and listening skills
PARCC Administration
Summative Components
 Summative Assessment Components:
 Performance-Based Assessment (PBA) administered as close
to the end of the school year as possible.
 The ELA/literacy PBA will focus on writing effectively when
analyzing text. The mathematics PBA will focus on applying skills,
concepts, and understandings to solve multi-step problems
requiring abstract reasoning, precision, perseverance, and
strategic use of tools
 End-of-Year Assessment (EOY) administered after approx. 90%
of the school year.
 The ELA/literacy EOY will focus on reading comprehension. The
mathematics EOY will be comprised of innovative, machine
scorable items
PARCCC Administration
Interim Components
 Interim Assessment Components:
 Early Assessment designed to be an indicator of student
knowledge and skills so that instruction, supports and
professional development can be tailored to meet
student needs
 Mid-Year Assessment comprised of performance-based
items and tasks, with an emphasis on hard-to measure
standards.
PARCC Assessment: Illinois
 What does this mean for Illinois?
 Illinois will administer the ISAT in the 2013-2014 school
year.
 The ISAT will contain CCSS items
 PARCC assessments will be implemented in the 20142015 school year.
 Refer to ISBE Roadmap for the 2013 Illinois Standards
Achievement Test ELA/MATH
 http://www.isbe.state.il.us/assessment/pdfs/2013/isat/road
map-ela-13.pdf
 http://www.isbe.state.il.us/assessment/pdfs/2013/isat/road
map-math-13.pdf
Common Core: Special Education
IEP Alignment and Illinois Alternative Assessment
Special Education and Common Core
 Why must districts reference Common Core
Standards in the IEP?
 According to federal and state regulations annual goals
must enable the student to be involved and make
progress in the general education curriculum.
Federal Regulation 34 CFR
300.320(a)(2)(i)(A)
 Definition of Individualized Education Program:
 (a) General. As used in this part, the term individualized education program or IEP
means a written statement for each child with a disability that is developed,
reviewed, and revised in a meeting in accordance with §§ 300.320 through 300.324,
and that must include—
 (1) A statement of the child's present levels of academic achievement and
functional performance, including—
 (i) How the child's disability affects the child's involvement and progress in the
general education curriculum (i.e., the same curriculum as for nondisabled
children); or
 (ii) For preschool children, as appropriate, how the disability affects the child's
participation in appropriate activities;
 (2)(i) A statement of measurable annual goals, including academic and functional
goals designed to—
 (A) Meet the child's needs that result from the child's disability to enable the child
to be involved in and make progress in the general education curriculum; and
 (B) Meet each of the child's other educational needs that result from the child's
disability;
State Regulation 23 IAC 226.230(a)(I)
 State Regulation 23 IAC 226.230(a)(I) refers to the
Content of the IEP
 The content of each child’s IEP shall conform to the
requirements of 34 CFR 300.320. The additional
requirements of this section shall also apply.
 a) Each IEP shall include:
 I) A statement of measureable annual goals that reflect
consideration of the state Goals for Learning and the Illinois
Learning Standards, as well as benchmarks or short-term
objectives developed in accordance with the child’s present
levels of educational performance
Referencing Common Core
 When connecting a student’s IEP goals to the new
CCSS for English/Language Arts and Mathematics,
referencing the standard is sufficient to meet the
federal requirement that the annual goals must
enable the student to be involved and make progress
in the general education curriculum (34 CFR
300.320(a)(2)(i)(A) and 23 IAC 226.230(a)(1)). The
following are examples for referencing the CCSS in
these content areas:
Referencing Common Core
Reading
 Reading, Grade 4: Foundational Skills - Fluency,
Standard 4, which states:
read with sufficient accuracy and fluency to support
comprehension. This standard would be referenced
as CC.4.RF.4. It is not required to reference the
subsets that accompany the standard.
 http://www.corestandards.org/ELA-Literacy/RF/4
Referencing Common Core
Math
 Mathematics, Grade 3: Number and Operations Fractions, Develop understanding of fractions as
numbers, Standard 2:
which states understand a fraction as a number
on the number line; represent fractions on a
number line diagram. This standard would be
referenced as CC.3.NF.2, with no requirement for
further notation for the subsets.
 http://www.corestandards.org/Math/Content/3/NF
Aligning Common Core State
Standards to the IEP
 Use the CCSS as a foundation, utilizing best practice
at the district/building level to ensure that strategies
to implement IEP goals are directly related to the
CCSS.
 IT IS IMPORTANT to keep in mind that when a state
standard is referenced in a student’s IEP goal, the
standards itself is not the goal.
Aligning Common Core State
Standards to the IEP
 Within a students IEP (goals/objectives) the CCSS
must align with the student’s grade level, regardless
of his/her performance/instructional level.
 For example: An IEP student who is in the fourth grade
his/her goals/objectives must be references to fourth grade
CCSS, even if the student is functioning at the first grade
level.
Examples of Aligning CCSS with
Grade Level
 If a fourth grade student is reading at a first grade
level, the CCSS of CC.4.R.I.1 would be referenced
when writing a goal about conveying details and
information from a text.
 This could be facilitated in the general education
classroom for the student through the use of
accommodations and modifications.
Examples of Aligning CCSS with
Grade Level
 If an eleventh grade student, who is performing at
the first grade level, is working on the high school
CCSS of Numbers and Quantity – The Real Number
System (CC.9-12.N.RN.1), the goal for this student’s
IEP, could include some possible objectives such as
working with time, money, or any item that can be
divided.
Common Core Essential Elements
 Illinois has not yet released final copy of Common
Core Essential Elements
 CCEE are suppose to be released in July
 http://sped.dpi.wi.gov/files/sped/pdf/assmt-cceeenglish.pdf
Illinois Alternative Assessment
Illinois has committed to the Dynamic Learning Maps (DLM) as the alternate
assessment for students who are eligible for the Illinois Alternate Assessment
(IAA).
http://dynamiclearningmaps.org/assessment/timeline_toa.html
The ISBE, in conjunction with DLM, is
 currently constructing the Illinois Common Core Essential Elements
document as an additional resource for educators of students with
significant cognitive disabilities to assist with developing their instructional
programs.
 This document provides a crosswalk between the CCSS and the
performance
 level of students with significant cognitive disabilities. The tool provides
educators with Instructional Achievement level descriptors which are
designed to allow students with significant cognitive disabilities to progress
toward the achievement of state standards linked to grade level
expectations