Common Core State Standards: Considerations for Student with Disabilities

1. Common Core State Standards:Considerations forStudent with Disabilities

2. General Considerationsfor Implementation • Specific—based on individual students • Follow program requirements • Evidenced-based, best practices • Ongoing monitoring

3. Informational Documents and Articles Addressing SWD • Application to Students with Disabilities • Implications for Students Receiving Special Education Services • CCSS: What Special Educators Need to Know • Access for All … and more to come.

4. Application to Students with Disabilitiesby Common Core State Standards Initiative • Instruction for SWD must incorporate supports and accommodations, including: • Supports and related services • IEP annual goals aligned with grade-level academic standards • Personnel deliver high-quality, evidence-based, individualized instruction

5. Application to Students with Disabilitiesby Common Core State Standards Initiative • Participation in the GE curriculum for SWD, may be provided: • Universal Design for Learning (UDL) • Instructional accommodations • Assistive technology (along with accessible instructional materials) to ensure access

6. Implications for Students Receiving SpecialEducation ServicesBy International Center for Leadership in Education Identifies five key elements: • Ownership • High Expectations • Intervention Systems • Inclusion/Collaborative Teaching • Organization/Professional Development

7. CCSS: What Special Educators Need to KnowBy Council for Exceptional Children • Identifies issues/questions to be considered and resolved • Discusses the implications for assessment processes and results • Discusses the biggest challenges with the implementation of CCSS for SWD

8. Identifies issues/questions to be considered and resolved • Will the CCSS change what SPED teachers need to know? • Will the CCSS lend themselves to modifications for learning profiles without minimizing expectations? • How will important access and transition skills be integrated into the teaching schedule?

9. Discusses the implications for assessment processes and results • Increase or decrease access • Take into account that a child’s disability may cause a variance in the learning progression • Reflect assumptions that are not true for all students (e.g., all students are taught in the same scope and sequence) • Yield results that are immediately available for instruction • Reflect unfamiliarity with technology, for instance, as states move to technology enhanced assessments (not really for Oregon due to current online system) • Signal the need to accommodations not currently used or available

10. Discusses the biggest challenges with the implementation of CCSS for SWD • Preparing and developing the knowledge and skills of all educators due to instructional responsibilities for educators who share students with disabilities • SPED teachers and IEP development (present levels and goals)—if not fully knowledgeable about the CCSS, how can they accurately reflect skill levels and develop a plan for progress?

11. Access for AllBy National Association of Elementary School Principals Identifies six key principles that must be considered when implementing CCSS: • SWD require individual educational planning • Accommodations vs. Modifications • Evidence-based practices • Assessments measure progress and growth • Alignment of IEP goals with standards • Hire and support the best special educators

12. Webpage and SPED Contact CCSS and SPED webpage http://www.ode.state.or.us/search/page/?id=3741 Laura Petschauer, Education Specialist laura.petschauer@state.or.us