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Understanding Common Core State Standards for Students with Disabilities

Learn how to align curriculum for students with significant cognitive disabilities to CCSS, focusing on measurable skills and progressions. Explore CCEE to design student-centered learning and enhance communication. Discover key links, benchmarks, and resources.

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Understanding Common Core State Standards for Students with Disabilities

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  1. The Common Core State Standards: An overview for teachers of students with the most significant cognitive disabilities October 28, 2013 Mary O’Brian Jessica Dare Director of Assessment IAA Coordinator

  2. Common Core State Standards (CCSS) Fewer, clearer and higher College and Careers Readiness Rigorous content and applications Evidence-based International benchmarking

  3. CommonCoreEssentialElements (CCEE) Specific statements of the content and skills Linked to the CCSS Provide links between the CCSS and grade specific expectations

  4. CCEE: Design Focus on student learning Create comparable expectations for students with significant cognitive disabilities Use performance terms to describe what students should know and be able to do Insure that final elements are measurable and observable

  5. CCEE: Design • Define essential differences from grade to grade: • Cognitive demand • Content knowledge • Skills-based expectations • Align CCEEs across and between grades

  6. CCEEs are NOT… Replacements for the Common Core State Standards Downward extensions Statements of functional skills Curriculum or learning progressions IEP goals or benchmarks

  7. Like the Common Core State Standards, the Essential Elements do NOT define all of what is taught or how it should be taught.

  8. CCSS: Design and Organization K-12 standards • Grade-specific end-of-year expectations • Developmentally appropriate, cumulative progression of skills and understandings

  9. CCEE: Organization

  10. CCSS and CCEE are directly linked: Emphasize writing to convey ideas and information Address topic Include the use of related illustrations and multimedia

  11. Hunter http://www.youtube.com/watch?v=IV9cK-wNA9M&feature=youtu.be

  12. CCEE: Modes of Communication Where no limitations has been stated, no limitation should be inferred. Students’ opportunities to learn and to demonstrate learning should be maximized by providing whatever communication tools are necessary and routinely used by the student.

  13. Questions http://www.isbe.net/assessment/dlm.htm http://dynamiclearningmaps.org/

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