Point: By adopting Common Core standards schools and their administrators and teachers will basically be agreeing to a federal takeover of how schools should be run. The federal government already has over-reached its authority in a number of areas of the country and it is not appropriate to have the government interfering with how teachers teach and how schools are run (Resmovits, 2014)
As research shows, restricting the students to the curriculum that is beyond their capacities lowers their level of achievement. The main goal of the Common Core Standards is to help provide success to every student, however that success can only be achieved if the cognitive diversity of every student is kept in mind when making the standards (Beals, 2014)
Keeping that in mind, the IEP team takes in consideration these points and creates the level accordingly. Some of the recommendations of integrating Common Core Standards with IEP are: creating IEPs that includes integrated or supplemental goals while still meeting the Common Core State Standards; taking into consideration the aligned CCSS and their translation into life skills for use in the longer run; promoting interaction between the special education and general teacher to help in assessing the level of academic skills and identifying their weaknesses and strengths; Developing lesson plans aligned with CCSS and providing methods and instructions that are diversified and identify the weaknesses and strengths of the students; Providing the teachers with professional networks, practices and resources so that they can help in meeting the needs of the students with special needs; Evaluating the challenges and issues that are met in the class and providing relevant opportunities (Best & Cohen, n
In order to align the skills, the IEP has to know the standards and understand them so that they can assign the grade level for the students. The grade level assigned by IEP is based on the chronological age of the students and varies for students with severe and moderate disabilities (Courtade & Bowder, 2011)
These Standards are challenging and tough for the general students alone and they are made that way, so it is a bit incomprehensible to provide the same standard to the children who require special attention. These children are already going through a tough time in learning as compared to the general students and applying the Common Core Standards would make it difficult for these students to go through the learning procedure (Smith, 2014)
During the latter half of the 1970s, yet another crisis in the teaching of English language arts resulted in the so-called "Grammar Wars" and initiatives such as the "Back to Basics" that characterized the 1980s and beyond (Sewell, 2008). In 2008, former Arizona Governor Janet Napolitano, the 2006-2007 chair of the National Governors Association (Bidwell, 2014), called for Common Core standards which have since been adopted in whole or in part by 46 states and the District of Columbia (Common Core development process, 2016)
Therefore, educators in New Jersey should know and be able to discuss all of these standards intelligently. The part played by funding/politics/history in the creation and implementation of curriculum in English language arts During the mid-20th century when the Cold War was heating up, American policymakers and educators alike were alarmed at the scientific progress being made by the former Soviet Union and funding for education in the United States was increased in response (Bushaw & McNee, 2009)
Finally, a summary of the research and important findings concerning the foregoing issues are presented in the conclusion. The historical evolution of the teaching of English language arts The historical evolution of the teaching of English language arts originated in the United Kingdom as early as the 17th century and in the United States as early as the pre-Revolutionary War era (Sewell, 2008)
Recent changes/developments in English language arts of importance to students Some of the recent changes and developments in English language arts that have importance to students include calls for the following key shifts: Regular practice with complex texts and their academic language; and, Reading, writing, and speaking grounded in evidence from texts, both literary and informational; Building knowledge through content-rich nonfiction (Key shifts in English language arts, 2016). Current state of the subject matter Some of the major initiatives that are having an impact on Common Core standards subject matter include state-level educator task forces that are focusing on improving the ELA curricular offerings and identifying opportunities to encourage more active participation on the part of parents in the children's ELA education (Walker, 2013)