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CCSSSpecial Ed

Summer Institute
by Stacy Begin on 5 August 2013

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Transcript of CCSSSpecial Ed

What do we know
Implications for Special Ed
Details
Special Ed and
Common Core State Standards

(cc) photo by Franco Folini on Flickr
CA State Board of Education adopted the CCSS and additional CA specific standards on August 2, 2010
Final Common Core State Standards released on June 2, 2010
85% consist of the CCSS 2014-15 Year of
15% CA additions Implementation
California is a governing member of SBAC
Based on evidence and research
Aligned with college and work expectations
Include rigorous content and application of knowledge through high-order skills
Internationally benchmarked so that all students are prepared to succeed in our global economy and society
States Adopting the CCSS
College & Career Ready
Demonstrate Independence
Comprehend & evaluate complex texts
Construct effective arguments
Convey intricate & multifaceted information
Discern a speaker’s key points
Ask relevant questions
College Begins In Kindergarten
Three Big Ideas
Literacy is everyone’s job.

Students must read complex texts independently and proficiently in every discipline.

Student must write argumentative and explanatory texts in every discipline.
Intentional Design Limitations
What the Standards do NOT define:

How teachers should teach
All that can or should be taught
The nature of advanced work beyond the core
The interventions needed for students well below grade level
The full range of support for English language learners and students with special needs
Everything needed to be college and career ready
Go Slow to Go Fast:
New Challenges
New focus on career & college ready performance

New expectations for high school achievement

Cross curricular literacy standards

New performance tasks
Go Slow to Go Fast:
Facts to Consider Before
You Jump in Too Deep
STAR testing sunsets in 2014; no new assessments have been adopted yet.

CSTs based on 1997 standards until 2014.

Aligning CCSS with CST not possible as CSTs based on 1997 standards.
Objectives
Learn about the CCSS
Explore Implications for Special Education
www.cde.ca.gov
Join the CCSS Update from the CDE listserv by sending a blank message to: join-commoncore@mlist.cde.ca.gov

Join the SBAC CDE electronic mailing list by sending a blank message to: subscribe-sbac@mlist.cde.ca.gov
Resources
New Assessments
ELA
Math
CA Additions
3 ELA "Shifts"
ELA Standards
Math Standards
Key Concepts
CA Additions
www.cta.org/ipd
www.tcoe.org/CCSS
www.illustrativemathematics.org
www.teachingchannel.org
1. Informational Text
Building knowledge through content-rich non-fiction.
Reading, writing, and speaking grounded in evidence from text, both literary and informational.
2. Evidence from Text
3. Text Complexity
Regular practice with complex text and its academic language.
Text-dependent Questioning
80% of reading in college and workforce
Informational text is harder for students to comprehend than narrative text.
Students are asked to read very little in elementary (7-15%)
Non-Fiction Fiction
Elementary
Middle School
50% 50%
60% 40%
75% 25%
High School
Common Core moves % to:
See Appendix A
RL - Reading Standards for Literature
RI - Reading Standards for Informational Text
RF - Reading Standards: Foundational Skills
Students will be required to do “close reading” and provide answers based on what they have read.

Current standards – How do you feel about what you read?

New Standards – Why do you believe that your answer is correct based on evidence in the reading?
W - Writing Standards
SL - Speaking and Listening Standards
Reading and Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12
L - Language Standards
Complement rather than replace content standards in those subjects
Grades 1-12 Formal presentations
Grades 2-4 Penmanship
Grade 8 Career and consumer
documents for writing
Grades 6-12 Analysis of text features in
informational text
High School
Mathematical Practices
Content standards define what students should understand and be able to do
Clusters are groups of related standards
Domains are larger groups that progress across grades
Design and Organization
Grade Level Overviews
www.myboe.org
Math Courses Integration
by Grade Level
Appendix B
http://www.cde.ca.gov/re/cc/elaresources.asp
Appendix C
http://www.cde.ca.gov/re/cc/elaresources.asp
www.cde.ca.gov/re/cc/
www.edmodo.com
www.stancoe.org/SCOE/iss/common_core/default.htm
Stanislaus County Office of Education
Transition to Common Core
Grade Shifts: K–2
Transition to Common Core
Grade Shifts: Grades 3–5
Transition to Common Core
Grade Shifts: 6–8
CCSS High School standards are organized in 6 conceptual categories:
Number and Quantity
Algebra
Functions
Modeling (*)
Geometry
Statistics and Probability

California additions (+):
Advanced Placement Probability and Statistics
Calculus

Modeling standards are indicated by a (*) symbol.
Standards necessary to prepare for advanced courses in mathematics are indicated by a (+) symbol.
High School Mathematics
Domains Grades K - 12
Shift 1: Focus
Focus strongly where the standards focus.
Narrow the scope of content and deepen how time and energy is spent.

Shift 2: Coherence
Careful connection of learning within and across grades so that students can build new understanding onto foundations built in previous years.
Each standard is not a new event.

Shift 3: Rigor
A solid balance of conceptual understanding, procedural fluency, and application of skills in problem solving situations.
Equal intensity of effort in pursuit of all three.
Shifts in Math Content Standards
Practice 6: Attend to precision.
Shifts in Mathematical Practice
Shift 1 Math as Meaning Making
Practice 1: Make sense of problems and persevere in solving them.
Practice 3: Construct viable arguments and critique the reasoning of others.
Practice 5: Use appropriate tools strategically.
Shift 2 Math as Connected to the Everyday World
Practice 4: Model & represent with mathematics.
Shift 3 Mathematical Abstraction and Structure
Practice 2: Reason abstractly and quantitatively.
Practice 7: Look for and make use of structure.
Practice 8: Look for and make use of regularity in repeated reasoning.
Shift 4 Mathematical Thinking with Procedural Fluency
www.corestand.com
What shifts in your practice will you need to undertake as an educator?


Planning
Teaching
Reflection
Collaboration with others
What will this look like in a self contained or Resource setting?
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