An Overview of.

An Overview of

Florida Inclusion Network
Contact Information Fartun Mohamud, Ed.D. Florida Inclusion Network Office: Fax:

Florida’s CCSS Implementation Plan
Full Implementation Grade K Begin Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Begin Implementation of Rich and Complex Text and Informational Text for Grades K-12 Full Implementation Grades K-1 Full Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Full Implementation Grades K-2 Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Full Implementation Grades K-12 PARCC Assessments Aligned to CCSS Florida’s CCSS Implementation Plan So once again, what is our timeline for transitioning to CCSS?

Florida Transitions to Common Core State Standards
NGSSS CCSS 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 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 NGSSS – Next Generation Sunshine State Standards for English Language Arts and Mathematics were adopted between 2007 and 2008. CCSS – Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects were adopted by Florida’s State Board of Education in June 2010.

Historical Background
NGA ACT –Reading between the lines report States can add up to 15% Past standards have not made a big deal out of reading in history/social studies or science. Past emphasis was on learning how to read (and the idea was that students could apply these skills to content area textbooks). However, research is revealing unique reading demands of the various disciplines (reading history is not the same thing as reading literature, etc.). The common core state standards requires specialized reading emphasis for history/social studies and science/technical subjects. Multiple Texts The common core state standards emphasize the interpretation of multiple texts throughout (at all grade levels, and in reading, writing, and oral language). There will be a greater need for combinations of texts that can be used together. Need for greater emphasis on text synthesis (how to combine the information from multiple sources into one’s own text or presentation). Need for greater emphasis on comparative evaluation and analysis.

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 areas of Professional development Resource development Teaching tools Focus on Four Strands (reading, writing, speaking and listening, and language) The benefits of an integrated literacy approach (both in terms of reaching out to content areas beyond ELA and also in terms of research and media skills being integrated into the four strands) 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).)

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 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 10

Anchor Standards (see handout)

CCSS English Language Arts
Reading Writing Speaking and Listening Language CCR Anchor Standards Grade Specific Standards

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) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 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

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 Standards for Mathematics
Two types of mathematics standards Standards for Practice Standards for Content

Design and Organization Mathematics
Brief overview of the format of the CCSS in the next few slides.. 5/29/12

Grade Level Overview Cross-cutting themes Critical Area of Focus
Each grade in K-8 and each high school conceptual category begins with an Overview. These overviews identify the critical areas, which cut across topics, in the grade or conceptual category. The description of each critical area illustrates the focus for the learning.

CRITICAL AREAS

K-5 Domains and Critical Areas
Handout #2 Kindergarten 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 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 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 Number and Operation in Base Ten Number and Operation: Fractions 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 Number and Operations: Fractions 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 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. Presenter Directions Say: The critical areas are designed to bring focus to the standards at each grade level by describing the big ideas that educators can use to build their curriculum and to guide instruction. Say: For each grade, kindergarten through grade 5, there are two, three, or four critical areas. Say: It is important that teachers are fully aware of the critical areas for their grade level as well as the critical areas from the prior grade level and the next grade level. Say: This awareness is important for understanding the learning progression that contributes to the coherency of the Common Core State Standards for Mathematics. A-Z

Domains for K-12 Number and Operations in Base Ten (NBT)
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) Presenter Directions Say: This table lists the domains for Kindergarten through grade 12. For each domain, the shaded areas indicate the grade levels where it is addressed. Notice that most of the domains span multiple grades level. Say: Notice the abbreviation for each of the Domains. Counting and Cardinality (CC) Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) Number and Operations – Fractions (NF) Ratios and Proportional Relationships (RP) The Number System (NS) Expressions and Equations (EE) Functions (F) Geometry (G) Measurement and Data (MD) Statistics and Probability (SP) Number and Quantity (N) Algebra (A) Say: The Common Core Standards for Mathematics structure includes Domains, Clusters and Standards. Say: The domains progress over several grades and standards from different domains may sometimes be closely related. A-Z

Common Core State Standards for Mathematics
Two types of mathematics standards Standards for Content Standards for Practice

Standards for Mathematical Practice
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 them 6. Attend to precision Presenter Directions Say: William McCallum, the coordinator of the Common Core State Standards for Mathematics writing has organized the practice standards in the following way. 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 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 Seeing Structure and Generalizing 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning Adapted from (McCallum, 2011) 23

Common Core and Students with Disabilities

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

The common standards provide a historic opportunity for Special Education

The School District of 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 Disabilities
A Blue Print for Change Data Driven Decision Making High Expectation Multi Tiered Systems of Support Flexible Scheduling Models of Support Teacher/Administration Effectiveness 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 Multi Tiered Systems of Support
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
LEA Profile, 2012 The School District of Palm Beach County

Standard Diploma Graduation Rate for SWD

Drop Out Rate for SWD LEA Profile, 2012 The School District of Palm Beach County

Post School Outcome Data

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

94% of our SWD in SDPC are instructed through the NGSSS/Common Core Standards The School District of Palm Beach County

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)

Presumed Competence People First Language High Expectation for SWD
The student with special education needs is thought of as a general education student first— Presumed Competence People First Language The School District of Palm Beach County

Presumed Competence High Expectation for SWD
The student with special education needs is thought of as a general education student first— 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? 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

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)

High Expectation for SWD Data 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

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

Flexible The School District of Palm Beach County

Teacher/Administration
Effectiveness 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

Closing the Achievement Gap Curriculum & Standards
(Collaborative Planning & Teaching, UDL, Differentiating Instruction, effective instructional strategies, and Technology) 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) UDL emphasizes that an effective goal must be flexible enough to allow learners multiple ways to successfully meet it. To do this, the standard must not embed the means (the how) with the goal (the what). What do we mean by this? One good example is from the Mathematics standards: “apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.” (Common Core State Standards for Mathematics, Grade 7, The Number System, 7.NS, item 2, p.48) This standard is flexible enough that all learners can meet this goal because it does not specify how it must be done. What might not align with UDL? Unfortunately there are also areas of the Common Core Standards that do not align with UDL, or would not be very good goals for a UDL curriculum unless certain terms (e.g. writing, listening, speaking and explaining) are interpreted in their broadest sense to make the standards flexible enough to remove barriers for certain students. Previously we mentioned that the teachers should not confuse the means and the goals. There are certain standards that do just that. For example: "Tell and write time in hours and half-hours using analog and digital clocks" (Common Core State Standards for Mathematics, Grade 1, Measurement and Data, 1.MD, item 3, p.16). The problem with this standard is that it requires students to write time. This presents some learners with a barrier because the act ofwriting is difficult for them. In this case, express would be more appropriate than write, as it allows flexibility and avoids confounding the expectation with tasks that are superfluous to the actual goal. Or, the standard would align with UDL if “write” were interpreted to permit other forms of expression. (Cast.org)

Course Requirements/Standards
Learning Objectives “Chunking” Big Ideas Learning Goal 1 Learning Goal 2 Learning Goal 3 Learning Goal 4 Process: “Chunk” the standards in the course descriptions to identify major areas of focus or “big ideas”. Identify major learning goals for each course. Determine the natural learning progression associated with the content and specific to the learning goals.

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

COMING SOON Core Content Connectors (CCCs)
CCCs will take the place of Access Points Math and ELA published Training Full implementation Florida Inclusion Network and Communities of Practice. Core Content Connectors:

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

What Access to the Common Core State Standards
for students with a significant cognitive disability Common Core State Standards (CCSS) Core Content Connectors (CCC) What 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. Successful engagement with the content described or identified by the Core Content Connectors,… (Advance animation) …builds on aligned Graduated Understandings. Graduated Understandings include concrete understandings, or hands-on learning, that begins a student’s interaction with the grade-level curriculum, as well as the necessary representational understandings that link images with symbolic representations. (Advance slide)

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 Communities Lesson 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. The School District of Palm Beach County

Resources PARRCC Common Core APP
What Parents Need to Know about CCSS: Count Down to Common Core Partnership for Assessment of Readiness for College and Careers (PARRCC ) National Center for State Collaborative (NCSC) Videos

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