Common Core State Standards. The Beginning. On November 19, 1975, Congress enacted PL 94-142, also known as The Education for All Handicapped Children of 1975. Landmark Supreme Court Case.
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On November 19, 1975, Congress enacted PL 94-142, also known as The Education for All Handicapped Children of 1975.
“In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity is a right which must be made available to all on equal terms.”
-Brown v. Board of Education,
347 U.S. 483 (1954)
Section 1400d (2004)
“to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living”
and “to ensure that the rights of children with disabilities and parents of such children are protected…”
“ . . . is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.”
20 U.S.C. Section 6301
Standards based education practices
Aimed at providing more clarity and consistency at the state and local level
What we want students to know and do
Focused on student outcomes
Adopted by 45 states and 3 territories
College & Career Readiness
*Significant Algebra and Geometry in 7th and 8th Grade
Number (rational, irrational, fraction, etc) and Quantity (measurements, rate, average, etc)
Functions (numerical input and output, linear functions)
Modeling (using math to analyze data)
Statistics and Probability
implement the Common Core?
Specific criteria for what students are expected to know (understandings) and be able to do (skills).
Common Core provides clear learning targets
Illinois Learning Standards
Building blocks to design curriculum, implement research based instructionalstrategies, and create assessments
What skills do we want students to demonstrate?
What concepts do we want our students to understand?
Grade 1 Standard: Use illustrations and details in a story to describe its characters, setting, or events.
Romeo and Juliet
CCSS does not offer or mandate specific processes or strategies
Successful instruction uses best-practice, research-based strategies in content delivery
We must selected the two or three strategies that will support the learning of a particular standard
Collaborative learning teams
Clear goals for learning
Formative assessment for learning and feedback
Summarizing and note taking
Cues, questions, and advance organizers
Early interventions for struggling learners
*Based on combination of work of John Hattie and Robert Marzano
Measure skills growth rather than content knowledge
Formative & Summative
Unwrapping the standard provides clear path for skills and understandings to be assessed
Curriculum Alignment to CCSS
Increase collaboration between teachers
Focus support and resources
Development of Common Assessments
Hone our craft on Best-Practice Instructional Strategies
In order to achieve consistent high quality educational experiences for all students!
Instruction driven by IEP goals
IEP goals developed under various influence
Focus on skill remediation vs. skill development
Most intensive and individualized
More explicit instruction
What all students receive
Core curricula and instruction