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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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The beginning
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
Landmark Supreme Court Case

“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)

Individual with disabilities education improvement act
Individual with Disabilities Education Improvement Act

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…”

No child left behind act of 2001
No Child Left Behind Act of 2001

“ . . . 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

Resulting practices
Resulting Practices

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

Further refinement of practices
Further Refinement of Practices

  • Common Core State Standards

    • Fewer, clearer, higher

    • Internationally benchmarked

    • 21st Century Skills

    • Research and Evidence‐based

    • Consistent and Focused

    • Rigorous

      Adopted by 45 states and 3 territories

Common Core State Standards



College & Career Readiness

Accountability for


Collaborative Leadership

English language arts common core state standards
English Language Arts Common Core State Standards

  • 3 Main Sections:

    • K-5 Cross Disciplinary

    • 6-12 English Lang Arts

    • 6-12 Literacy in History/SS, Science, Tech

  • 4 Domains

    • Reading Standards

    • Writing Standards

    • Speaking/Listening

    • Language Standards

Mathematics ccss
Mathematics CCSS

  • Mathematical Practice

    • Across all grade levels

  • Mathematical Content

    • K-8 organized by grade level

    • HS Standards are organized by conceptual themes

  • K-5 Standards-solid foundations in numeracy

  • 6-8 Standards-robust learning in application

    *Significant Algebra and Geometry in 7th and 8th Grade

Mathematics conceptual categories
Mathematics Conceptual Categories

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

Coming soon
Coming Soon…

  • Science


    • Anticipated adoption in 2013

  • Social Science


How will we successfully

implement the Common Core?

Four pillars
Four Pillars





Standards that focus on clear learning targets
Standards that focus on clear learning targets

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

Let s unwrap the standard
Let’s Unwrap the Standard

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.

Curriculum that is viable relevant and engages
Curriculum that is viable, relevant, and engages

  • Written plan outlining what students will be taught, course of study

  • Our local CCSS

  • Based on priorities-Power Standards

    • Then select the relevant and engaging content

How is this different than before
How is this different than before?

Romeo and Juliet

  • Content Driven

    • Instruction and Assessment focused on the content that students were expected to learn

  • Standards Referenced Instruction

    • Grade 7 Standard: Analyze how a drama’s or poem’s form of structure contributes to its meaning.

    • Local Power Standard: By the end of 7th grade students will be able to identify, compare contrast, and analyze various forms of structure for drama, poetry, and prose.

    • Instructional Objective: Apply skills taught to Romeo and Juliet

Instruction that is proven to work and aligns with standards
Instruction that is proven to work and aligns with standards

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

Best practice instructional strategies
Best Practice Instructional Strategies

Clear goals for learning

Formative assessment for learning and feedback

Concept mapping

Summarizing and note taking

Cues, questions, and advance organizers

Early interventions for struggling learners

Reciprocal teaching

Modeling exemplars

*Based on combination of work of John Hattie and Robert Marzano

Assessments as indicators to monitor student progress
Assessments as indicators to monitor student progress

Measure skills growth rather than content knowledge

Formative & Summative

Unwrapping the standard provides clear path for skills and understandings to be assessed


How will nssed evolve
How will NSSED evolve?

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!

Approach in special education
Approach in Special Education

Individual needs

Instruction driven by IEP goals

IEP goals developed under various influence

Focus on skill remediation vs. skill development

Tier 3:

Most intensive and individualized

Tier 2:

More explicit instruction

More repetition

More time

Tier 1:

The foundation

What all students receive

Core curricula and instruction