Reply to Common Core Tough on Kids with Special Needs

Forum Index » Schools and Education General Discussion

Reply to "Common Core Tough on Kids with Special Needs"

Subject:

Emoticons





More smilies

Text Color: Font: Close Marks

[quote=Anonymous]http://www.naesp.org/principal-septemberoctober-2012-common-core/access-common-core-all-0
[quote]
 A key factor in creating better instruction is providing opportunities for general and special education teachers to share knowledge about evidence-based practices or interventions, as well as how to apply these to instruction in the CCSS.

Several specific interventions have effectively improved learning for students with disabilities. [b]The common features of these instructional interventions include providing explicit, intensive instruction and frequent monitoring of individual student learning.[/b] This translates to teachers being able to precisely identify the conceptual and procedural knowledge and skills in mathematics, English language arts, and science that students are expected to learn; teach those skills directly and clearly; and provide opportunities for students to have concentrated time and instruction to master the skills.

As this pertains to the CCSS, let’s look at a Grade 4 English Language Arts Standard: “Read with sufficient accuracy and fluency to support comprehension.” While many students may be able to achieve fluency through repeated practice of silent or oral reading, students who struggle with reading need specific fluency instruction. Again, using a common example, they need direct or explicit practice with reading passages [b]beginning at levels where they are fluent [/b]and with reading in small, timed segments. This, coupled with continuous assessment or monitoring of the reading errors, helps teachers identify the specific areas or words that are causing problems, so they can focus specific attention on building those skills. This type of practice must be provided until mastery, and must be of sufficient time and consistency (intensity) to move the student forward. [/quote]

[quote]
However, in addition to the state assessments, schools must put together [b]an assessment system that can monitor student progress.[/b] Principals need to develop systems that build on continuous monitoring of student progress to augment the end-of-year snap-shot measurement approach. These include curriculum-based measures, such as reading fluency probes, as well as performance-based tasks that can
be measured across classrooms with common rubrics. Teachers, both general and special educators, should have time to examine and discuss student work and identify exemplary performance, as well as those areas where students are faltering.[/quote]

[quote]
The National Association of State Directors of Special Education suggests the following six steps for creating a successful standards-based IEP.

Step 1: Consider the grade-level content standards for the grade in which the student is enrolled or would be enrolled based on age.

Step 2: Examine classroom and student data to determine [b]where the student is functioning in relation to the grade-level standards[/b].

Step 3: Identify the[b] present level of academic achievement and functional performance.[/b]

Step 4: Develop measurable annual goals aligned with grade-level academic content standards.

Step 5: Assess and report the student’s progress throughout the year.

Step 6: Identify specially designed instruction, including accommodations and/or modifications needed to access and progress in the general education curriculum.[/quote]

I see nothing in the above list that requires a 5th grade student reading at a 2nd grade level to be instructed using 5th grade reading materials.  If principals are telling teachers that is what they must do, I agree that is a problem but it is not due to Common Core standards.
[/quote]

Options

	Disable HTML in this message
	Disable BB Code in this message
	Disable smilies in this message

Review message

Search Recent Topics Hottest Topics