The Common Core Standards articulate rigorous grade-level expectations in the areas of mathematics and language arts. The standards identify the knowledge and skills students need in order to be successful in college and careers.
Promoting a culture of high expectations for all students is a fundamental goal of the Common Core State Standards. In order to participate with success in the general curriculum, students with disabilities, as appropriate, may be provided additional supports and services such as:
- Instructional supports for learning, based on the principals of Universal Design for Learning*, which allows for students to have access to information presented in a variety of formats and affords students with disabilities to express what they know in a variety of ways.
Examples of Common Core Standards:
In IEPs, the inclusion of assistive technology can make access to the general curriculum and the Common Core standards more available to students with disabilities.
CCSS.Math.Content.3.OA Operations and Algebraic Thinking
CCSS.Math.Content.3. Represent and solve problems involving multiplication and division.
CCSS.Math.Content.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each.
- Multiplication sentences (Third grad – E.1)
- Relate addition and multiplication (Third grade – J.7)
Third Grade Language Arts
- CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers.
- CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and myths from diverxe cultures; determine the central message, lesson or moral and explain how it is conveyed through key details in the text.
- CCSS.ELA-Literacy.RL. 3.3 Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Having attended multiple IEPs this year, it is my concern that the school districts are including the Common Core standards simply because they must, and that the actual instruction bears no relationship to these standards.
*UDL is defined as a “scientific valid framework for guiding educational practice that (a) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the way students are engaged; and (b) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges and maintains students skills.”
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