This document provides an overview of contact information for Fartun Mohamud, Ed.D., at the Florida Inclusion Network. It includes the office phone number (561-434-8627) and fax number (561-434-8276), along with details on Florida's Common Core State Standards (CCSS) Implementation Plan, which emphasizes standards-based instruction. Key components covered include curriculum design, assessment alignment, and the importance of an integrated approach to literacy and mathematics education, highlighting the shared responsibility of educators in fostering student success.
01 / 70Overview of Contact Information for Fartun Mohamud, Ed.D. - Florida Inclusion Network
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Overview of Contact Information for Fartun Mohamud, Ed.D. - Florida Inclusion Network
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Florida Transitions toCommon Core State Standards NGSSS 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 progressare 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 • 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
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 – alleducators 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
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 OrganizationIn 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
Key Ideas and Details (Boxed sub-heading) • 1. ~~~~~~~~~~~~~~~~~~~~~ Anchor Standard • 2. ~~~~~~~~~~~~~~~ Anchor Standard • 3. ~~~~~~~~~~~~~~~~~~~~~~~~~ Anchor Standard CCR Anchor Standards for Reading (Strand) 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
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
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 Seeing Structure and Generalizing 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 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 23
Data Driven Decision Making • High Expectation • Multi Tiered Systems of Support • Flexible Scheduling • Models of Support The School District of Palm Beach County
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)
High Expectation for SWD Presumed Competence People First Language The School District of Palm Beach County The student with special education needs is thought of as a general education student first— http://www.cec.sped.org/AM/Template.cfm?Section=CEC_Today1&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=15269
High Expectation for SWD Presumed Competence The School District of Palm Beach County The student with special education needs is thought of as a general education student first— http://www.cec.sped.org/AM/Template.cfm?Section=CEC_Today1&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=15269
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
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 SWDData 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
“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
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