3. What are the Common Core State
Standards?
Watch the following three-minute vide explaining the Common
Core State Standards.
http://vimeo.com/51933492
4. About the Common Core
The Common Core State Standards (CCSS) are an effort by states
to define a common core of knowledge and skills that students
should develop in K-12 education, regardless of the state they live
in, so they will graduate high school prepared for college or
careers.
5. About the Standards
The standards clearly communicate what is expected of
students at each grade level. This will allow our teachers
to be better equipped to know exactly what they need
to help students learn and establish individualized
benchmarks for them.
The Common Core Standards focus on core conceptual
understandings and procedures starting in the early
grades, thus enabling teachers to take the time needed
to teach core concepts and procedures well – and give
students the opportunity to master them.
6. About the Standards
Are aligned with college and work expectations.
Are clear, understandable and consistent.
Include rigorous content and application of knowledge
through high-order skills.
Build upon strengths and lessons of current state standards.
Are informed by other top performing countries, so that all
students are prepared to succeed in our global economy
and society.
Are evidence-based.
7. Who is in charge?
States are leading the Common Core State Standards (CCSS)
initiative, which is being coordinated by the National Governors
Association Center for Best Practices (NGA Center) and the
Council of Chief State School Officers (CCSSO). The federal
government has not been involved in initiating or developing the
CCSS.
8. How were the standards developed?
To develop the standards, the NGA Center and CCSSO
brought together content experts, teachers, researchers,
and others. There were also two public comment periods
on drafts of the standards. More than 10,000 comments
were received.
So far, 45 states, 3 territories, and the Department of
Defense Education Activity have formally adopted the
Common Core State Standards. This gives the initiative
critical mass in shaping the K-12 educational landscape.
9. For More Information About the Standards
Common Core State Standards are divided into two
contents: Mathematics Standards and English Language
Arts Standards.
http://www.corestandards.org/ELA-LiteracyMore
FAQ about Common Core State Standards
http://www.corestandards.org/resources/frequently-asked-
questions
Common Core State Standards Website
http://www.corestandards.org/
11. Overall Goal for the Mathematics Standards:
1. College Readiness
2. Better Prepared for the Real World
3. Deeper Understanding
4. More Time and Fewer Topics
5. Emphasis on Technology Based Learning
12. How Will This Be Achieved?
“Mental” math
Explanation of every problem
Online assessments
Inquiry Based Learning
Emphasis of Critical Thinking Skills
13. Common Core Learning Standards
for Mathematics
Grade Level Standards for Kindergarten through 8th Grade
9 – 12th Grade Math Standards grouped together simply
called “High School Level Standards”
High School Standards divided into 6 Strands
Number and Quantity
Algebra
Functions
Modeling
Geometry
Statistics and Probability
14. Guidelines for Student Development
Standards of Mathematical Practice:
1. Make sense of problem solving and persevere in solving them
2. Reason abstractly and quantitatively
3. 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
15. The Shifts in Effective Instruction
Shift 1: (Focus) Teachers significantly narrow and deepen
the scope of how time and energy is spent in the math
classroom. They do so in order to focus deeply on only the
concepts that are prioritized in the standards.
Shift 2: (Coherence) Principals and teachers carefully
connect the learning within and across grades so that
students can build new understanding onto foundations
built in previous years.
Shift 3: (Fluency) Students are expected to have speed
and accuracy with simple calculations; teachers structure
class time and/or homework time for students to memorize,
through repetition, core functions.
16. The Shifts in Effective Instruction
Shift 4: (Deep Understanding) Students deeply understand
and can operate easily within a math concept before
moving on. They learn more than the trick to get the
answer right. They learn the math.
Shift 5: (Application) Students are expected to use math
and choose the appropriate concept for application even
when they are not prompted to do so.
Shift 6: (Dual Intensity) Students are practicing and
understanding. There is more than a balance between
these two things in the classroom - both are occurring with
intensity.
17. Time Tables for Common Core
The common core will not just occur all at once. It is broken up into
multiple years.
- 2012-2013: Math Grades 3 – 8
- 2013-2014: Algebra I and Geometry
- 2014-2015: Algebra II
18. Pros of the New Math Curriculum
Develops a deeper understanding
Differentiated Learning
Better prepared for college and the real world
More online learning and assessments
More Time and less topics for teachers
More real-life applications
Gets students to use critical thinking skills and away from
memorization
19. Cons of the New Math Curriculum
Students have to be able to explain everything in words not work
Will cause plenty of student frustration
Delays in grade level learning
Gaps in learning due to the transition period
Does not require a mandate to the sequence of high school
courses
No more “paper and pencil” mathematics
Still based on one big end of the year summative assessment
20. Works Cited
Common core state standards initiative. (2012). Retrieved from
http://www.corestandards.org/Math
Engage ny. (n.d.). Retrieved from http://engageny.org/
NYS transition plan: Ela and mathematics. (2012, July 13). Retrieved from
http://www.buffaloschools.org/GuidanceDept.cfm?subpage=86059
Burns, M. (2013). Go figure: Math and the common core. Educational Leadership,
70(4), 42-46.
Dessoff, A. (2012). Are you ready for common core math? . District Administration,
48(3), 53-60.
Garelick, B. (2012, November 12). A new kind of problem: The common core math
standards. Retrieved from http://www.theatlantic.com/national/archive/2012/11/a-
new-kind-of-problem-the-common-core-math-standards/265444/
SCHIFTER, D., & GRANOFSKY, B. (2012). The right equation for math teaching.
Principal, 92(2), 16-20.
21. How the Common Core
Standards will Effect our Students
with Disabilities?
22. Students with Disabilities
Although disabilities vary amongst students, students with
disabilities have one common characteristic: the presence
of a disabling condition that significantly hinder their abilities
to benefit from general education (IDEA 34 CFR 30.39,
2004).
By 2009, the U.S. Department of Education estimates
showed that about 5.8 million of the nation’s schoolchildren,
ages 6-21 were receiving special education services through
IDEA (U.S. Department of Ed., 2009).
It’s important to remember that although a student has a
disability, he or she should still be challenged to excel within
the general curriculum and be prepared for their post-
school lives including college and/or careers.
23. Say Goodbye to the No Child Left
Behind Standards
Previously, each state was required to develop
and implement alternative assessments that
aligned with the state’s academic content
standards in Math, English, Science, and Social
Studies. This ensured that students who
graduated high school had at least basic
knowledge. (Giffhorn, 2012)
Each year , schools needed to show an
improvement from the previous year’s data
toward the goal of 100% passing all the tests. This
increase was called Adequate Yearly Progress
(AYP).
24. Say Goodbye to the No Child Left
Behind Standards
The problem with this was that there was no
consistency between the exams since each one of
the 50 states created their own based on their
standards. Results from these exams were too
difficult to compare amongst states so the federal
government knew something had to change
(Giffhorn, 2012). No Child Left Behind also left a
great deal of room for interpretation including as to
how special needs students fit into the “academic
puzzle”
The federal government decided in 2010 to move
away from the standards provided in the No Child
Left Behind Act and into the new Common Core
Standards (CCS).
25. How the CCS will Impact the Special
Education Classroom
The CCS will be the same across grade
levels for special needs students as it is
for general classrooms.
Teachers who teach special needs
students will need to be provided with
professional development opportunities
to learn about scaffolding ideas, how
to help struggling students meet the
high standards, and how to meet their
individual needs (Ltoday, 2011).
In order to achieve such high
standards, there will be adaptations,
accommodations, and assistive
technology available.
26. Teaching & Assessing the CCS
In order for students with disabilities to meet high
academic standards and to fully demonstrate their
conceptual and procedural knowledge and skills in all
academic areas their instruction must incorporate
supports and accommodations, including:
Supports and related services designed to meet the
unique needs of these students and to enable their
access to the general education curriculum (IDEA
34 CFR §300.34, 2004).
27. Teaching & Assessing the CCS
Additional support and services include:
Instructional supports for learning (Presenting information in multiple ways)
Instructional accommodations (Change in materials or procedures)
Assistive technology devices and services.
Substantial supports and accommodations for students with the most significant
disabilities including autism. There have been numerous evidence-based
strategies developed to help non-verbal autistic students meet these high
standards as well. (Constable, Grossi, Moniz, Ryan, 2013).
An Individualized Education Program (IEP) which includes annual goals
aligned with and chosen to facilitate their attainment of grade-level
academic standards.
Teachers and specialized instructional support personnel who are
prepared and qualified to deliver high-quality, evidence-
based, individualized instruction and support services.
28. Teaching & Assessing the CCS
Teaching the New Math Standards
The new math standards don’t directly address
accommodations for struggling students or those with
special needs, however they are broken down into more
manageable domains and clusters in order to outline all of
the various math concepts required by students at each
grade level. Along with receiving appropriate
accommodations and assistive technologies, this should
make learning math easier for special need students
(Concordia University Online).
29. Teaching & Assessing the CCS
Teaching the New Reading and Language Arts Standards
These new standards promote reading literacy across all class types
and subjects. The standards are dividing up amongst grade level
categories and grade-specific standards that will help students
achieve the practical, real-world goals of college preparation and
future career readiness (Concordia University Online).
In both standards, special education teachers and students will notice
the change and reap the benefits of more stringent and consistent
standards .
There is a fair amount of latitude and flexibility allowed within the
standards for special education teachers to make the necessary
adjustments to accommodate the special needs of all students. This
flexibility should make the standards easier to implement in the classroom
(Concordia University Online).
30. Summary
Special needs students will be held to the same high
standards as students in the general curriculum.
To help special needs students achieve such high standards,
there will be adaptations, accommodations, and assistive
technologies available to them.
Teachers who teach special needs students will be provided
with professional development opportunities to learn how to
help their students achieve these standards.
The new common core standards are designed to be more
stringent and consistent, and have a fair amount of flexibility
for special education teachers to make adjustments to
accommodate their students.
31. Works Cited
Common Core State Standards Initiative. (n.d.).Application to students with disabilities .
Retrieved from http://www.corestandards.org/assets/application-to-students-with-
disabilities.pdf
Concordia University Online. (2011). What special education teachers need to know about
the common core standards. Retrieved from http://education.cu-
portland.edu/blog/educator-tips/what-special-education-teachers-need-to-know-about-the-
common-core-standards/
Constable, S., Grossi, B., Moniz, A., & Ryan, L. (2013). Meeting the common core state
standards for students with autism. Teaching Exceptional Children, 45(3), 6-13.
Giffhorn, K. (2011). Move over no child left behind, here comes the common core state
standards. Retrieved from http://www.enotebookapp.com/blog/move-over-no-child-left-
behind-here-comes-the-common-core-state-standards/
Individuals with Disabilities Education Act (IDEA), 34 CFR §300.34 (a). (2004).
Individuals with Disabilities Education Act (IDEA), 34 CFR §300.39 (b)(3). (2004).
Ltoday. (2011). The impact of common core standards on special education. Retrieved from
http://www.mangomon.com/the-impact-of-common-core-standards-on-special-education/
32. The Pros and Cons of the
Common Core State Standards
33. The Debate
The Common Core State Standards (CCSS) will likely take
years to be adequately and fully implemented.
Over that time, numerous debates, both in academia
and the general public, will address the positives and
negatives of the initiatives and the impact it will have on
our nation and schools.
The next few slides will outline pros and cons, as they
currently stand, in the Common Core debate.
34. The Pros – Curriculum
The CCSS is internationally bench-marked. This means that the Standards, in
part, were developed using the standards from other countries. In fact, there are
many similarities between the Japanese standards (who score very high on
international tests) and the CCSS.
The CCSS will increases rigor in the classroom, lead to the development of higher
level thinking skills, and allow students to better understand what is expected of
them.
The curriculum will be the same in every participating state. Theoretically, a
student in 8th grade in Kentucky should be learning the same thing as a student in
8th grade in Rhode Island.
The Common Core standards have been designed to leave room for state
specific populations. (85% must be adopted, other 15% can be modified by the
individual state).
Students will develop better college readiness and problem solving skills.
35. The Pros – Assessments
• The CCSS assessments will allow teachers to monitor
students’ progress throughout the year.
• The CCSS assessments will be more authentic to a child’s
learning experience.
• The assessments will be uniform throughout every
participating state thus decreasing state cost for test
development, reporting, and scoring.
36. The Pros – Professional Development
The CCSS will enhance teacher collaboration and
professional development.
Since the curriculum will be uniform, teachers can share
best practices and lessons with teachers in other states.
Instructional material, such as textbooks can be shared
by different states.
Teachers can collaborate with any other similar content
area or grade level teacher in the participating states.
37. The Cons – Technology and Money
With persistent cuts, schools may have challenges finding
adequate resources to fully implement the CCSS, schools
may not have the required technology to complete the
online assessments, and schools may not have the
expertise to address assessment related technological
problems.
The CCSS will lead many current textbooks to be
obsolete. Textbooks cost money to replace.
38. The Cons - Curriculum
The CCSS straddles the middle ground of education. States
with low standards will see more difficult standard and states
with higher standards will see less difficult standards.
The CCSS are vague and broad.
The CCSS will require younger students to learn more at a
quicker pace.
Most of the Common Core is directed towards ELA and
Math, thus “leaving out” valuable subjects such as
science, social studies, music, physical
education, language, etc.
39. The Cons – Assessments and Other
The CCSS assessment will not have an equivalency test for
students with special needs.
The CCSS will lead to even more emphasis on standardized
test performance.
The Federal government is withholding money from states
who are reluctant or do not want to participate in the
Common Core.
The CCSS may cause good teachers and administrators to
pursue other career options rather than radically change
what and how they teach. It is plausible that the stress of
getting students to perform will cause burnout among
teachers and personal stress related issues among students.
40. Work Cited
Anderson, K., Harrison, T., Lewis, K., & Regional Educational Laboratory
Southeast, (. (2012). Plans to Adopt and Implement Common Core State
Standards in the Southeast Region States. Issues & Answers. REL 2012-No. 136.
Regional Educational Laboratory Southeast
Kober, N., Rentner, D., & Center on Education, P. (2012). Year Two of
Implementing the Common Core State Standards: States' Progress and
Challenges. Center On Education Policy
Achieve, I. c. (2010). Comparing the Common Core State Standards in
Mathematics and Japan's Mathematics Curriculum in the Course of Study.
Achieving the Common Core. Achieve, Inc
http://teaching.about.com/od/assess/f/What-Are-Some-Pros-And-Cons-Of-The-
Common-Core-Standards.htm (Teacher Blog)
http://thecommoncore.wordpress.com/common-core-arguments-for-and-against
(Blog)
