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English Language Arts Mathematics and Special Education 8/17/2011

English Language Arts Mathematics and Special Education 8/17/2011. Why is this important?. Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels

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English Language Arts Mathematics and Special Education 8/17/2011

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  1. English Language Arts Mathematics and Special Education 8/17/2011

  2. Why is this important? • Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels • All students must be prepared to compete with not only their American peers in the next state, but with students from around the world www.corestandards.org/about-the-standards

  3. Common Core Rationale • EquityStudents expectations the same regardless of where they live • College and Career ReadinessStudents need to be more than proficient • Comparability State results will be comparable through common assessments • Sharing of ResourcesThe ability to share instructional materials across state lines can improve practice • Economies of ScalePossible savings due to sharing of resources and assessments • Student MobilityStudents moving into and out of states will have the same standards Collaborative Conference for Student AchievementApril 19, 2011 www.ncpublicschools.org/docs/acre/publications/2011/presentations

  4. What are the Common Core State Standards? • Aligned with college and work expectations • Focused and coherent • Include rigorous content and application of knowledge through high-order skills • Build upon strengths and lessons of current state standards • Internationally benchmarked so that all students are prepared to succeed in our global economy and society • Based on evidence and research www.corestandards.org/about-the-standards

  5. Special Education Implications • PL 105-17 – Individuals with Disabilities Education Act of 1997 (IDEA) • Introduced the concept of aligning special education reform with general education reform • Required students with disabilities (SWD) to • have access to the general curriculum • be involved in the general curriculum • progress in the general curriculum Access to the General Curriculum: What It Really Means W. David Mills, Section Chief Exceptional Children Division NC Department of Public Instruction June 2004

  6. CFR 300.26 Special Education • (b) Individual terms defined • (3) Specially-designed instruction means adapting, as appropriate to the needs of an eligible child … the content, methodology, or delivery of instruction – • (ii) To ensure access of the child to the general curriculum, so that he or she can meet the educational standards within the jurisdiction of the public agency that apply to all children. • Access to the General Curriculum: What It Really Means W. David Mills, • Section Chief Exceptional Children Division NC Department of Public Instruction June 2004

  7. Access to the general curriculum “basically means that education planning for students with disabilities has as its foundation the curriculum being taught within the district and that curriculum be presented at a level and in a manner in which students with disabilities can acquire the content.” (Tom Hehir, “Begin Early, End Well.” The SchoolAdministrator, 56(24-26), 1999.) Access to the General Curriculum: What It Really Means W. David Mills, Section Chief Exceptional Children Division NC Department of Public Instruction June 2004

  8. Accessing the General Curriculum • Access is not just about placement in general education classrooms, nor can access be achieved through special education alone • A…problem is confusing inclusion or participation in the general classroom with access to the curriculum. • When access seems to work, it is because teachers share a knowledge of the general curriculum and have opportunities to discuss what are the most important aspects of the curriculum to teach. • All teachers and other specialists…must be able to describe what they expect a student to be able to do as a result of instruction in the curriculum • The school environment must promote flexibility and adaptability. The critical resources, such as teachers and time, must be able to change in response to student needs. Accessing the General Curriculum: Including Students with Disabilities in Standards Based Reform by Victor Nolet and Margaret J. McLaughlin Corwin Press, Inc. 2000

  9. USDE’s 21st Annual Report to Congress, 1999 • “Students can benefit from an emerging body of research that emphasizes the importance of universal design of curricula and instructional materials and of strategies that support access to the general education curriculum. Special educators must possess content knowledge necessary for delivering instruction; students need access to instruction that is individually referenced, intense, frequent and explicit.” • Access to the General Curriculum: What It Really Means W. David Mills, • Section Chief Exceptional Children Division NC Department of Public Instruction June 2004

  10. 21st Report to Congress, 1999, continued • “Special educators must have sound content knowledge and pedagogical skills. Enhancing access to the curriculum requires ongoing collaboration between general and special educators. Most educators perceive the general educator as having the subject content knowledge needed to teach the curriculum objectives, while the special educator utilizes the modifications and various instructional strategies needed to assist the learning of students with disabilities. It is the combination of their expertise that enhances learning for all students. This ‘blend’ can be achieved in a variety of ways: co-teaching, joint planning, modeling, coaching, etc. Additionally, joint participation and leadership in curriculum development, professional development, and instruction are critical to helping students with disabilities access the curriculum.” • Access to the General Curriculum: What It Really Means W. David Mills, • Section Chief Exceptional Children Division NC Department of Public Instruction June 2004

  11. North Carolina Professional Teaching Standards Standard III: Teachers know the content they teach. Standard IV: Teachers facilitate learning for their students. Standard V: Teachers reflect on their practice. 2011 ELA Summer Institute Presented by NC Department of Public Instruction 4/1/2014 • page 11

  12. STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

  13. Design and Organization 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 www.corestandards.org/about-the-standards

  14. Design and Organization Four strands Reading Literary Informational Reading Foundational Skills Writing Speaking and Listening Language An integrated model of literacy Media requirements blended throughout www.corestandards.org/about-the-standards

  15. CCR Anchor Standards The CCR Anchor Standards “anchor” the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. Each CCR Anchor Standard has an accompanying grade-specific standard that translates the broader CCR statement into grade-appropriate end-of-year expectations. 2011 ELA Summer Institute Presented by NC Department of Public Instruction

  16. Design and Organization College and Career Readiness (CCR) anchor standards Broad expectations consistent across grades and content areas Based on evidence about college and workforce training expectations Range and content www.corestandards.org/about-the-standards

  17. Design and Organization K−12 standards Grade-specific end-of-year expectations Developmentally appropriate, cumulative progression of skills and understandings One-to-one correspondence with CCR standards www.corestandards.org/about-the-standards

  18. Reading Comprehension (standards 1−9) • Standards for reading literature and informational texts • Strong and growing across-the-curriculum emphasis on students’ ability to read and comprehend informational texts • Aligned with NAEP Reading framework Range of reading and level of text complexity(standard 10, Appendices A and B) • “Staircase” of growing text complexity across grades • High-quality literature and informational texts in a range of genres and subgenres www.corestandards.org/about-the-standards

  19. Reading Foundational Skills Four categories (standards 1−4) Print concepts (K−1) Phonological awareness (K−1) Phonics and word recognition (K−5) Fluency (K−5) Not an end in and of themselves Differentiated instruction www.corestandards.org/about-the-standards

  20. Text Complexity • Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade • Text complexity is defined by: Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative measures – readability and other scores of text complexity (word length or frequency, sentence length, text cohesion) Quantitative Qualitative Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Reader and Task http://www.achieve.org/files/CCSSJune22010FINAL.ppt#440,11,Slide 11 20

  21. Read the passage silently. “There are known knowns. There are things we know that we know. There are known unknowns. That is to say, there are things that we know we don’t know. But there are also unknown unknowns. There are things we don’t know we don’t know.” D. Rumsfeld, Newsweek (2003, p. 113) 2011 ELA Summer Institute Presented by NC Department of Public Instruction

  22. Ask yourself… • How many times did you read this? • At what point did you stop understanding? • What strategies did you use to gain • comprehension? 2011 ELA Summer Institute Presented by NC Department of Public Instruction

  23. Three key questions to ask students after they have read something: • They encompass three different levels of thinking. • (Sheridan Blau) • What does it say? (Literal level – comprehension) • (Foundational to answering the second question) • What does it mean? (Interpretation level) • (More than just appreciating a good story – themes) • What does it matter? (Reflection) • (The heart of why they read the book) 2011 ELA Summer Institute Presented by NC Department of Public Instruction

  24. Scaffolding… • Scaffolding doesn’t mean… • reducing complexity of text. • replacing the text. • telling students what they are going to learn. • 2011 ELA Summer Institute Presented by NC Department of Public Instruction

  25. How To Scaffold • Model • Provide constructive feedback • Activate prior knowledge • Build background • Use supports • Sensory • Graphic • Interactive • Language 2011 ELA Summer Institute Presented by NC Department of Public Instruction

  26. Examples of Scaffolding Modeling/Demonstrations Realia and Multi-media Pictures Visuals Hands-on Manipulatives 2011 ELA Summer Institute Presented by NC Department of Public Instruction

  27. Scaffolding: Organizers Venn Diagram Concept Map Sequence 2011 ELA Summer Institute Presented by NC Department of Public Instruction

  28. Writing Writing types/purposes (standards 1−3) Writing arguments Writing informative/explanatory texts Writing narratives Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts Aligned with NAEP Writing framework Production and distribution of writing (standards 4−6) Developing and strengthening writing Using technology to produce and enhance writing Research (standards 7−9) Engaging in research and writing about sources Range of writing (standard 10) Writing routinely over various time frames www.corestandards.org/about-the-standards

  29. The Starring Role of Argument • CCSS places particular emphasis on students’ ability to write sound arguments on important topics and issues to prepare students for college and career. 2011 ELA Summer Institute Presented by NC Department of Public Instruction

  30. Speaking and Listening Comprehension and collaboration (standards 1−3) Day-to-day, purposeful academic talk in one-on-one, small-group, and large-group settings Presentation of knowledge and ideas (standards 4−6) Formal sharing of information and concepts, including through the use of technology www.corestandards.org/about-the-standards

  31. Language Conventions of standard English Knowledge of language (standards 1−3) Using standard English in formal writing and speaking Using language effectively and recognizing language varieties Vocabulary (standards 4−6) Determining word meanings and word nuances Acquiring general academic and domain-specific words and phrases www.corestandards.org/about-the-standards

  32. Vocabulary Three Tiers of Words • Tier One words – words used in everyday speech • Tier Two words - general academic words that are far more likely to appear in written texts than in speech. • Tier Three words - domain-specific words that are specific to a domain or field of study and key to understanding a new concept within a text. www.corestandards.org/assets/Appendix_A.pdf

  33. Key Advances Reading Balance of literature and informational texts Text complexity Writing Emphasis on argument and informative/explanatory writing Writing about sources Speaking and Listening Inclusion of formal and informal talk Language Stress on general academic and domain-specific vocabulary ELA Overall Direct link to college and work readiness Literacy standards for science and social studies Clear vertical progressions across grades www.corestandards.org/about-the-standards and Collaborative Conference for Student AchievementApril 19, 2011 www.ncpublicschools.org/docs/acre/publications/2011/presentations

  34. Vertical Alignment Example

  35. STANDARDS FOR MATHEMATICS

  36. Design and Organization Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert student Standards for Mathematical Content K-8 standards presented by grade level Organized into domains that progress over several grades Grade introductions give 2–4 focal points at each grade level High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability) www.corestandards.org/about-the-standards

  37. Design and Organization • 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 www.corestandards.org/about-the-standards

  38. Design and Organization Focal points at each grade level www.corestandards.org/about-the-standards

  39. Math Common Core Attributes • Focus and coherence • Focus on key topics at each grade level • Coherent progression across grade level • Balance of concepts and skills • Content standards require both conceptual understanding and procedural fluency • Mathematical Practices • Fosters reasoning and sense-making in mathematics • College and career readiness • Level is ambitious but achievable Common Core State Standards6 – 12 Mathematics Presented by NC Department of Public Instruction 2011 Summer Institute

  40. Overview of K-8 Mathematics Standards The K- 8 standards: • The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals • The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics • Modeled after the focus of standards from high-performing nations, the standards for grades 7 and 8 include significant algebra and geometry content • Students who have completed 7th grade and mastered the content and skills will be prepared for algebra, in 8th grade or after http://www.achieve.org/files/CCSSJune22010FINAL.ppt

  41. Overview of High School Mathematics Standards The high school mathematics standards: • Call on students to practice applying mathematical ways of thinking to real world issues and challenges • Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do • Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions • Identify the mathematics that all students should study in order to be college and career ready. • High school standards are organized around five conceptual categories: Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability http://www.achieve.org/files/CCSSJune22010FINAL.ppt

  42. Standards for Mathematical Practices • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of • others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Common Core State Standards 6 – 12 Mathematics Presented by NC Department of Public Instruction 2011 Summer Institute • Make sense of problems and persevere in solving them.

  43. Mathematical Practices 1. Make sense of problems and persevere in solving them. DO STUDENTS: • Use multiple representations (verbal descriptions, symbolic, tables, graphs,etc.)? • Check their answers using different methods? • Continually ask, “Does this make sense?” • Understand the approaches of others and identify correspondences between different approaches? Common Core State Standards 6 – 12 Mathematics Presented by NC Department of Public Instruction 2011 Summer Institute

  44. 1. Make sense of problems and persevere in solving them. 4/1/2014 • page 44

  45. Mathematical Practices 2. Reason abstractly and quantitatively. DO STUDENTS: • Make sense of quantities and their relationships in problem situations? • Decontextualize a problem? • Contextualize a problem? • Create a coherent representation of the problem, consider the units involved, and attend to the meaning of quantities? Common Core State Standards 6 – 12 Mathematics Presented by NC Department of Public Instruction 2011 Summer Institute

  46. Reason abstractly and quantitatively. cc: onlinemathtutor.org 4/1/2014 • page 46

  47. Mathematical Practices 5. Use appropriate tools strategically. DO STUDENTS: • Consider the available tools when solving mathematical problems? • Know the tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful? • Identify relevant external mathematical resources and use them to pose and solve problems? • Use technological tools to explore and deepen their understanding of concepts? Common Core State Standards 6 – 12 Mathematics Presented by NC Department of Public Instruction 2011 Summer Institute

  48. Use appropriate tools strategically. 4/1/2014 • page 48

  49. Key Advances Focus and coherence Focus on key topics at each grade level. Focus in early grades on number (arithmetic and operations) to build a solid foundation in math Coherent progressions across grade levels. Balance of concepts and skills Content standards require both conceptual understanding and procedural fluency. Evened out pace across the grades Mathematical practices Foster reasoning and sense-making in mathematics. College and career readiness Level is ambitious but achievable. High school math focus on using math and solving messy problems, similar to what would see in the real world www.corestandards.org/about-the-standards and Collaborative Conference for Student AchievementApril 19, 2011 www.ncpublicschools.org/docs/acre/publications/2011/presentations

  50. 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 www.corestandards.org/about-the-standards

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