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  • The Common Sense Guide to the Common Core: Teacher-Tested

    Based on the original source document for the Common Core State Standards and tested by 1,000 educators in diverse classrooms across the country, these research-based tools will help readers examine their current practices and adapt existing curriculum. Each of the 40 tools is clearly presented, explained, and exemplified, guiding educators through every stage of implementing the CCSS across the curriculum-from gap analysis to lesson design to assessment. Includes online access to extensive matrices for unpacking all of the standards at all grade levels. Some people call it Common Core-in reality, it's common sense. Downloadable digital content includes customizable forms and standards analysis matrices for all grade levels.

    By Katherine McKnight.2014. 240 pages. ISBN 978-1-57542-468-2. #S6175.

  • Common Core Standard & Mathematics, Grade 6-12

    This laminated guide is designed to help middle and high school teachers understand the organization and application of the Common Core State Standards for Mathematics (CCSS-M), which define the grade-specific knowledge and procedural skills students are expected to achieve in their study of mathematics. The guide defines key terms, such as domains and clusters, and provides multiple quick-reference charts.

    By Toby Karten. 2013. 6 pages. ISBN 978-1-9356-0984-1. #S6160.

  • Common Core Standards: Mathematics, Grades K-5

    This laminated reference guide offers baseline knowledge about the CCSS and is intended to translate the goals, expectations, knowledge and skills into behavior that yields achievement for all students, regardless of ability levels, within inclusive classrooms. Specific curriculum examples for Mathematics standards are delineated for populations of learners in grades K-5, with timelines and teacher tips that offer ideas for classroom management, core materials, resources, instruction and ongoing assessments.

    By Toby Karten. 2012. 6 pages. ISBN 978-1-93560-960-5. #S6078.

  • Common Core Standards: English Language Arts, Grades K-5

    This laminated reference guide offers baseline knowledge about the CCSS and is intended to translate the goals, expectations, knowledge and skills into behavior that yields achievement for all students, regardless of ability levels, within inclusive classrooms. Specific curriculum examples for English Language Arts standards are delineated for populations of learners in grades K-5, with timelines and teacher tips that offer ideas for classroom management, core materials, resources, instruction and ongoing assessments.

    By Toby Karten. 2012. 6 pages. ISBN 978-1-93560-959-9. #S6077.

  • Making the Common Core Writing Standards Accessible

    Unlock hidden writing skills in all learners through UDL! The Common Core State Standards (CCSS) for writing are promising but present a host of challenges in implementation, especially for struggling students. In this valuable resource, Sally A. Spencer demonstrates the potential of universal design for learning (UDL) as a framework for making the CCSS writing and language standards accessible to all kids. With dozens of classroom-ready activities, resources for further reading, and reproducibles, this easy-to-use guide will help you make all students proficient writers.

    By Sally A. Spencer. 2015. 175 pages. ISBN 978-1-4833-6947-1. #S6176.

  • Common Core Standards & English Languague Arts, Grades 6-12

    This laminated reference guide presents an at-a-glance overview of the CCSS for English Language Arts (ELA) for students in Grades 6-12. It is intended to help middle and high school teachers understand the organization and application of the standards for diverse students, including those with special needs.

    By Toby Karten. 2013. 6 pages. ISBN 978-1-93560-982-7. #S6161.

  • Aligning IEPs to the Common Core State Standards

    Current federal policy requires that alternate achievement standards be linked to grade level content that promotes access to the general curriculum. This succinctly presented book provides a clear framework for aligning academic content for students with an intellectual disability. Focuses on language arts and math, plus self-determination and assistive technology. Includes sample objectives and a case study.

    By Ginevra Courtade and Diane M. Browder. 2011. ISBN 1-57861-548-8. #S6057.

  • Using Data to Improve Student Learning

    AUTHORS: David Bateman and Jennifer Cline Packed with effective instructional strategies, this book explores why certain K-5 students struggle with math and provides a framework for helping these learners succeed. The authors present empirically validated practices for supporting students with disabilities and others experiencing difficulties in specific areas of math, including problem solving, early numeracy, whole-number operations, fractions, geometry, and algebra. Concrete examples, easy-to-implement lesson-planning ideas, and connections to state standards, in particular the Common Core standards, enhance the book's utility. Also provided is invaluable guidance on planning and delivering multi-tiered instruction and intervention. 2016, 6 Pages ISBN 978-1-938539-10-7
  • Teaching Elementary Mathematics to Struggling Learners

    AUTHOR: Bradley S. Witzel and Mary E. Little Packed with effective instructional strategies, this book explores why certain K-5 students struggle with math and provides a framework for helping these learners succeed. The authors present empirically validated practices for supporting students with disabilities and others experiencing difficulties in specific areas of math, including problem solving, early numeracy, whole-number operations, fractions, geometry, and algebra. Concrete examples, easy-to-implement lesson-planning ideas, and connections to state standards, in particular the Common Core standards, enhance the book's utility. Also provided is invaluable guidance on planning and delivering multi-tiered instruction and intervention. . 2016, 180 Pages ISBN 978-1-462523-11-5
  • Response to Intervention & Differentiated Instruction DVD

    OUT OF PRINT 12/5/16... Response to intervention (RTI) and differentiated instruction (DI) share many common elements, perhaps the most significant of which is their student-centered focus and utilization of ongoing assessments to inform decision making and facilitate good instruction. It is through DI that RTI can be successfully implemented. Indeed, RTI and DI are truly the “dynamic duo!” This DVD will help you learn how to effectively differentiate instruction in TIER 1 (core curriculum instruction) and TIER 2 (targeted instruction) stages of RTI. A range of strategies are demonstrated, such as the use of flexible grouping, support staff, continuous progress monitoring, and data collection.

    By Lynn Heintzman and Helene Hanson. 2009. 37 minute DVD. Closed captioned. ISBN 1-934032-93-X

Careers(2)

  • Special Education Teachers | Evanston/Skokie School District 65

    Evanston, Illinois, Teacher - Special Education Purpose Statement The job of Teacher - Special Education is done for the purpose/s of providing services to students of all identified educational disabilities. Experience with managing a caseload as well as developing and monitoring Individual Education Plan (IEP) progress. Familiarity with adapting curriculum to meet student needs, current instructional technology and adaptive equipment while meeting the Common Core Standards. Experience with co-teaching in core academic subjects and participating in a collaborative team approach. This job reports to Principal Essential Functions Administers developmental testing programs and/or subject specific assessments, etc. for the purpose of assessing student competency levels and/or developing individual learning plans. Advises parents and/or legal guardians of student progress for the purpose of communicating expectations, student's achievements, developing methods for improvement and/or reinforcing classroom goals in the home environment. Advocates for student needs and ensures timely implementation of IEP components (e.g. Behavior Intervention and Health Care Plans, etc.) for the purpose of supporting students in an educational setting. Assesses student progress towards objectives, expectations, and/or goals for the purpose of providing feedback to students, parents and administration. Collaborates with parents, administrators, related services providers, and other professionals for the purpose of developing individual education plans (including Behavior Intervention Plans) designed to promote students' educational, physical, and social development. Commits to equity and eliminating systemic obstacles for students of color for the purpose of providing access to interventions and other opportunities. Communicates consistently with administration for the purpose of fulfilling professional responsibilities. Communicates with parents and outside providers for the purpose of receiving and sharing information. Completes Medicaid logging for the purpose of documenting personal care and transportation services provided. Counsels students for the purpose of improving performance, health status, problem solving techniques and a variety of personal issues. Creates, writes, monitors, and facilitates Individual Education Plans (IEP's) for students on caseload for the purpose of ensuring individualized academic and social emotional needs of students are addressed. Demonstrates sensitivity to physical, medical, and learning styles of students with respect to their identified disabilities for the purpose of supporting students. Demonstrates methods required to perform classroom and/or subject specific assignments for the purpose of providing an effective program that addresses individual student requirements. Develops plans for the purpose of effective communication, monitoring progress and collaborating with and supporting general education teachers of students in inclusive settings. Develops safety, evacuation and behavioral plans, and oversees their implementation, for students who need specific interventions for the purpose of maintaining a safe and appropriate learning environment. Directs assistant teachers, student teachers, instructional assistants, volunteers and/or student workers for the purpose of providing an effective special education program and addressing the needs of individual students. Teacher - Special Education Page 1 of 3 Job Requirements: Minimum Qualifications Skills, Knowledge and Abilities Establishes and posts a schedule of daily and weekly service times with students for the purpose of ensuring compliance with IEP minutes and communicating with appropriate stakeholders. Establishes reasonable expectations and keeps detailed records for oral and written work and explains grading procedure for the purpose of communicating and monitoring student progress to all appropriate stakeholders. Facilitates student learning for the purpose of achieving success in academic, interpersonal and daily living skills through a defined lesson plans. Instructs students in academic subjects using a variety of techniques (e.g. multisensory teaching, repetition to reinforce learning, etc.) for the purpose of meeting students' varying needs. Maintains desirable discipline standards in the classroom and assists, when needed, in other school areas with student disciplinary management for the purpose of maintaining a safe environment. Maintains positive professional relations with colleagues for the purpose of coming together as a team to support the needs of students. Manages and teaches socially appropriate behavior for the purpose of promoting self-regulation and safety. Models conversation, manners, clean up activities, listening skills, etc. for the purpose of demonstrating appropriate social and interpersonal behavior. Monitors students in a variety of educational environments (e.g. classroom, playground, field trips, nap times, etc.) for the purpose of providing a safe and positive learning environment. Oversees the scheduling of IEP meetings and the IEP process for students assigned to case load for the purpose of ensuring compliance. Participates in a variety of meetings (e.g. professional development, IEP, team, etc.) for the purpose of conveying and/or gathering information required to perform functions and to support student needs. Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit. Prepares a variety of written materials (e.g. IEP progress reports, grades, attendance, anecdotal records, etc.) for the purpose of documenting student progress and meeting mandated requirements. Prepares materials and plans daily instruction appropriate to each assigned class and provides clear objectives for all lessons, including the ability to communicate these objectives to students for the purpose of providing appropriate instruction, modifications, accommodations, supports and interventions. Promotes student respect for the rights of others in the classroom for the purpose of creating and maintaining a positive learning environment. Recognizes safety and health hazards for the purpose of eliminating them. Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to Education Code and school policies. Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution. Responds to inquires from a variety of sources (e.g. other teachers, parents, administrators, etc.) for the purpose of resolving issues, providing information and/or direction. Sets high expectations for all students for the purpose of demonstrating a deep belief that all students can learn and succeed. Supervises and includes paraprofessionals for the purpose of supporting the academic, functional, and social emotional needs of students. Other Functions Operates copier, computer, standard office equipment, routine desk supplies, classroom materials, playground equipment for the purpose of providing an effective education program. Teacher - Special Education Page 2 of 3 SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including using pertinent software applications; preparing and maintaining accurate records; applying curriculum and instructional techniques. KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific Knowledge based competencies required to satisfactorily perform the functions of the job include: age appropriate activities/behaviors; assessment instruments and techniques; concepts of grammar and punctuation; methods of instruction and training; stages of child development. ABILITY is required to schedule a number of activities, meetings, and/or events; routinely gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing a variety of complex processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data requires analysis based on organizational objectives; and problem solving with equipment is significant. Specific Ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; and working flexible hours. Responsibility Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a small work unit; Utilization of resources from other work units is often required to perform the job's functions. There is some opportunity to significantly impact the organization’s services. Work Environment The usual and customary methods of performing the jobs functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling some climbing and balancing frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally the job requires 20% sitting, 40% walking, and 40% standing. The job is performed in a generally hazard free environment. . Experience: Education: Equivalency: Job related experience is desired. Bachelors degree in job-related area. -Illinois Professional Educator License or Educator License with Stipulations required -Learning Behavior Specialist I (LBSI) endorsement required -Minimum of 2 years of experience working with students with emotional, behavioral and academic needs preferred -Experience developing and implementing Individual Education Plans (IEP's) and Behavior Intervention Plans (BIP's) -Knowledgeable about IDEA and the laws that govern working with students with disabilities. Required Testing: Certificates and Licenses Continuing Educ. / Training: Clearances TB Test Designated Subject Matter Endorsement Professional Educators License Maintains Certificates and/or Licenses Criminal Justice Fingerprint/Background Clearance Pre-Placement Medical Clearance Tuberculosis Clearance FLSA Status Exe,pt We have several Special Education positions available: Bachelors degree in job-related area Illinois Professional Educator License LBSI endorsement required Bilingual preferred for some postions ECT for some positions Adaptive PE for one position  Minimum starting salary with Bachelors degree: $50,174 (includes District paid TRS pension)  Minimum starting salary with Masters degree: $54,690 (includes District paid TRS pension)
  • Assistant Clinical Professor | University of Maryland

    College Park, Maryland, The Special Education Program at the University of Maryland is seeking applications for an Assistant Clinical Professor of early childhood special education, with an emphasis on birthkindergarten early intervention. The position is clinical track (with a renewable contract contingent upon funding and performance) and is scheduled to begin August 2020, or as soon as feasible The successful candidate will teach undergraduates who pursue a Bachelor of Science Degree in Early Childhood Education (Pre-K to 3rd)/Early Childhood Special Education (birth through age 8), or EC/ECSE, which is an intensive, cross-departmental teacher education program housed in the Departments of Counseling, Higher Education and Special Education (CHSE) and Human Development and Quantitative Methodology (HDQM). Courses focus on early intervention, family partnerships, assessment, and strategies to meet the needs of young learners. The person who fills this position will work collaboratively with faculty and personnel from the Special Education Program, Maryland School Districts, and Maryland State Department of Education. Specifically, duties include program review, online course development, aligning core standards, mentoring adjunct faculty, and co-teaching across both departments. Applicants should have experience teaching undergraduate or graduate students in one or more of the following areas: early childhood special education’ assessment and evidence-based interventions for early childhood populations, those who are at-risk, and/or early childhood special education curriculum (birth through third grade) and working with families with infants and toddlers with disabilities. Minimum Qualifications:  Minimum of a doctoral degree in the area of special education  Evidence of excellence teaching for 2 or more semesters in a university setting  2 or more years of working with children with disabilities  Evidence of the ability to multi-task and work with an array of stakeholders  Excellent oral and written communication skills Preferred Qualifications:  2 or more years of experience working in public school settings with children with disabilities  Experience implementing early intervention for children aged birth-3 years  Highly knowledgeable of Individuals with Disabilities Education Act (IDEA) Part C ? Knowledge of teacher preparation standards (e.g., NAECY Standards, InTASC)  Experience working in systems for assessment of teacher preparation candidates, such as edTPA  An established record of supervision and collaboration in professional development public school communities The Special Education Program was ranked 12th by U.S. News and World Report in 2020 and is housed in the Department of Counseling, Higher Education and Special Education (CHSE) within the College of Education. The Special Education program is committed to increasing the diversity of the campus community. Candidates who have experience working with a diverse range of faculty, staff, and students, and who can contribute to the climate of inclusivity are encouraged to identify their experiences in these areas. In accordance with the UMD College of Education Strategic Plan (https://education.umd.edu/about-college/action-impact-2022-strategic-plan-umdcollege-education) the candidate will contribute to a culture of scholarship within and outside of the College, innovative instructional programs, and strategic partnerships through research, teaching, and service. Located just seven miles from the heart of the nation’s capital, the University of Maryland is the flagship campus of the state’s higher education system and a land grant institution committed to rigorous research, quality teaching, and informed public service. The University is a diverse community of 38,000 students, 9,000 faculty and staff, and 352,000 alumni. Applicants should upload the following materials electronically via the University of Maryland Jobs Portal (http://www.ejobs.umd.edu) for position #115265: (1) cover letter summarizing qualifications related to the expectations noted above; (2) current curriculum vitae; (3) names, addresses, phone numbers, and email addresses of three individuals who may be contacted by the committee as references; and (4) evidence of excellence in teaching for 2 or more semesters in a university setting. The review will begin on July 20, 2020. Review of application will begin immediately and continue until the position is filled. All inquiries and nominations should be forwarded to: Dawn Jacobs Martin, EC/ECSE Search Committee Chair Assistant Clinical Professor Director of Special Education Teacher Certification Programs Special Education Program, 3214 Benjamin Building University of Maryland, College Park, MD 20742 Fax: 301-405-9995 Email: djmartin@umd.edu The University of Maryland, College Park, an equal opportunity/affirmative action employer, complies with all applicable federal and state laws and regulations regarding nondiscrimination and affirmative action; all qualified applicants will receive consideration for employment. The University is committed to a policy of equal opportunity for all persons and does not discriminate on the basis of race, color, religion, sex, national origin, physical or mental disability, protected veteran status, age, gender identity or expression, sexual orientation, creed, marital status, political affiliation, personal appearance, or on the basis of rights secured by the First Amendment, in all aspects of employment, educational programs and activities, and admissions.