CCSS in Context. Can It Work for Children with Learning Disabilities?. Looking Back. Prior State Standards Provide a mapa goal as well as a direction or route for reaching that goal Variability in how standards were developed Variability in specification of content - PowerPoint PPT Presentation
CCSS in Context
CCSS in ContextCan It Work for Children with Learning Disabilities?11consider changing this to how it is titled on our agenda for Monday. Concerns that this is presented as NJCLD's perspective Looking BackPrior State Standards Provide a mapa goal as well as a direction or route for reaching that goal Variability in how standards were developed Variability in specification of content Variability in rigor across states Standards that were a mile wide and an inch deep
2CCSS: Core Components Provide a coherent and cohesive map of the critical knowledge and skills needed by young people as they exit the K-12 system Development process was consistent across standards and referenced to international standards as well as other evidence Focus is on depth and mastery...not coverage Require every state to raise its game
3The CCSSIn a sense its what we have asked for time and again!Parents when they understand it will love it!Preamble: define the rigorous skills and knowledge in English Language Arts and Mathematics that need to be effectively taught and learned for students to be ready to succeed academically in credit-bearing, college-entry courses and/or in workforce training programs. These standards have been developed to be: Fewer, clearer, and higher, to best drive effective policy and practice
4The CCSSAligned with college and work expectations, so that all students are prepared for success upon graduating from high school. Is average good enough?3.Inclusive of rigorous content and applications of knowledge through higher-order skills, so that all students are prepared for the 21st century 4.Internationally benchmarked, so that all students are prepared for succeeding in our global economy and society; and 5.Research and evidence-based.
5So, Whats New in Math?The standards stress not only procedural skill but also conceptual understanding, students can do hands on learning in geometry, algebra and probability and statistics. Standards focus on specific constructs that are central to mathematical thinking, depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly do.
6So, Whats New in English Language Arts?The reading standards establish a staircase of increasing complexity in what students must be able to read and mandate certain critical types of content for all students. The cornerstone of the writing standards is ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence.
7The StandardsA focus on results rather than means
By emphasizing required achievements, 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.8The StandardsThe Standards do not mandate such things as a particular writing process or the full range of metacognitive strategies that students may need to monitor and direct their thinking and learning. Teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.
9THE CCSS: What They Dont Do-The Call to ActionThe 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 for students to be college and career ready.
This is very Fertile Ground for collaborative professional learning
10A Perfect Set of CCSS? Of Course Not!
Are they complete? No.Do we have ready texts and lesson plans for implementing them? We are farther and farther along in some states and districts.Is it true they are not as good as some of the standards of the individual states? For some states, in some ways, yes, that is true. However by raising the bar, the CCSS force us to re-examine expectations and lessons to which we have become accustomed. They force us to ask what else we can do to better assist our students.(Adams, 2012)11
12The CCSS Challenge: Kids are not really Carved that way!Students with disabilities are a heterogeneous group with one common characteristic: the presence of disabling conditions that significantly hinder their abilities to benefit from general education (IDEA 34 CFR 300.39, 2004). Therefore, how these high standards are taught and assessed is of the utmost importance in reaching this diverse group of students.
13The CCSS Challenge: Kids are not really Carved that way!Strengths abound as well as areas of considerable need.
Students with Disabilities deserve to meet the same standards
Promoting a culture of high expectations for ALL students is a fundamental goal of the Common Core State Standards.
14For CCSS to Be SuccessfulPrepare the child for the situation and the situation for the childPrepare the teacher for the situation and the situation for the teacherPrepare the school for the situation and the situation for the school 15
Implications of CCSS for Students with Learning (and other) Disabilities The CCSS specifies the destinationsbut there can be multiple ways to get there Our previous research into how teachers interpret and deliver standards is still relevant: Must begin with a shared understanding of where you are goingrequires communication, shared focused Professional Learning, and collaborative learning communities. 16Implications of CCSS for Students with Learning (and other) Disabilities Must have a full and complete understanding of a students present level of knowledge ... including strengths and gaps. Must have a deep understanding of learning and skill acquisition in key areas such as mathematics, reading, spelling, writing, etc. (what is foundational, what can be triaged) Must have a rich and varied toolkit of interventionsand know how/when to apply them. Parents must be an integral part of this effort
17Cautionary Tales and ConcernsPrepare more students for college-level reading and writing.Curriculum and instructional design, however, is in the hands of publishers, professional interpreters and state department officials. The door is wide open for interpretations that are not optimal for students with learning difficulties. (Moats, 2012)The Kansas Department of Ed offers a cautionary note about unpacking, unwrapping, and/or deconstructing the Kansas CCSS as it may result in a checklist of discreet skillsnot holistic integrated learning.18The Dilemma the CCSS FaceALL means ALL 34% of the fourth graders in the U.S. are below basic on the National Assessment of Educational progress in reading and are at risk for academic difficulties. Many of these students have the characteristics of dyslexia even if they are not labeled as such, and certainly are poor readers or struggling readers who are likely to demonstrate a mix of decoding and comprehension problems. (Moats, 2012)19The Standards ThemselvesFewer, clearer, higher It is critical that any standards document be translatable to and teachable in the classroom for ALL students.
20K-12 and BeyondPost secondary providers in higher education should really be deeply invested in the success of CCSS K-12 and an increasing number are. Think about it! They were part of the motive to create the CCSS. Kids are arriving on college campuses ill prepared for rigors of undergraduate work.
21Is Policy in Synch with Practice?
There is concern that Policy associated with the CCSS may be way out ahead of the actual practice in place in our schools.Many states and school districts appear to be frenetically attempting to put CCSS in place before the practice, experience and knowledge base of how to align curriculum and integrate it is firmly in place. The tweaking that is necessary in any new reform effort may be too short in a rush to comply.
22AFT Wades InThe CCSS are a sharp departure from the too common superficial sprint through huge volumes of material, asking students and teachers instead to focus on in-depth explorations of essential skills and knowledge. If implemented properly-namely, by ensuring frontline educators are prepared to teach these rigorous new standards- we can provide all children with the skills they need to compete in todays changing world23AFT Wades InThis is a very BIG IF!CCSS will either transform the very DNA of teaching and learning or end up in the dustbin of abandoned reforms. The CCSS sets rigorous standards for all children, whether from Bed-Stuy or Beverly Hills, but high expectations must be matched with high levels of support, particularly for high-needs students and students living in poverty.
24AFT Wades InProper implementation of the CCSS- and equal opportunities for all children to succeed-can help reverse the troubling trend toward low skills and high inequality that for too long has done a disservice to our students and our country. Moratorium, not on the standards but on High Stakes attached to all associated with CCSS.(Weingarten, 2013)25Political Pushback: It is just beginningU.S. Rep. Martha Roby, a Republican from Alabama, has introduced a bill that would prohibit the U.S. Department of Education and the education secretary from using federal grant money or waivers to encourage states to adopt common standards or tests. This standalone billwhich is similar to language contained in the 2012 House version of the Elementary and Secondary Education Actcomes as some states are embroiled in heated debates over their participation in the Common Core State Standards.
26Political PushbackA handful of states (including Indiana, Alabama, South Dakota and Geo