ABSTRACT
This chapter introduces the Common Core State Standards (CCSS) and their key components relative to the goals, rigor, criteria, assessment, and evidence-based instruction while addressing the inclusive factor of students with disabilities, at-risk students, young populations, and urban students. The CCSS connect what is expected of students at each grade level, allowing school-based and special education leaders to properly plan to equip teachers to establish appropriate benchmarks. The standards focus on core concepts starting in the early grades, giving students the opportunity to master them. It demonstrates that school and special education leaders may have to provide additional guidance for teachers to assist students, especially those with disabilities, at risk, or in various settings such as rural or urban environments. Both general and special education leaders must work with specialized clientele and coordinate these aspects of the entire spectrum of responsibilities in the school and need resources to perceive how these concepts link together and operate in unison.
