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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. Common Core State Standards. ( CCSS ).

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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

common core state standards
Common Core State Standards


Fewer, clearer and higher

College and Careers Readiness

Rigorous content and applications


International benchmarking

common core essential elements


Specific statements of the content and skills

Linked to the CCSS

Provide links between the CCSS and grade specific expectations

ccee design
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

ccee design1
CCEE: Design
  • Define essential differences from grade to grade:
    • Cognitive demand
    • Content knowledge
    • Skills-based expectations
  • Align CCEEs across and between grades
ccees are not
CCEEs are NOT…

Replacements for the Common Core State Standards

Downward extensions

Statements of functional skills

Curriculum or learning progressions

IEP goals or benchmarks


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

ccss design and organization
CCSS: Design and Organization

K-12 standards

  • Grade-specific end-of-year expectations
  • Developmentally appropriate, cumulative progression of skills and understandings
ccss and ccee are directly linked
CCSS and CCEE are directly linked:

Emphasize writing to convey ideas and information

Address topic

Include the use of related illustrations and multimedia


ccee modes of communication
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.