Reply to Common Core's epic fail: Special Education

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[quote=Anonymous]Several states have decided to adopt Dynamic Learning Maps as the alternative assessment for students with disabilities.

Objectives measured on the Dynamic Learning Map assessment are linked to Common Core grade level standards but have been adapted.

For an example a 6th grade end of year benchmark is:

[b]RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
[/b]
For students taking the Dynamic Learning Map assessment, the 6th grade end of year benchmark is:

[b]EE.RI.6.10 Demonstrate understanding while actively reading or listening to literary nonfiction.
[/b]

A Kindergarten End of Year Skill is:

[b]RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognizeandproducerhymingwords.
b. Count,pronounce,blend,and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single- syllable spoken words.
d. Isolate and pronounce the initial,medial vowel,and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Addorsubstituteindividualsounds(phonemes)in simple, one-syllable words to make new words.
[/b]

This may be too hard for learning disabled children.   The Dynamic Learning Map assessment only states that students by the end of K should:

[b]EE.RF.K.2 Demonstrate emerging understanding of spoken words, syllables, and sounds (phonemes).
a. With guidance and support, recognize rhyming words.
b. With guidance and support, recognize the number of words in a spoken message.
c. With guidance and support, identify single-syllable spoken words with the same onset (beginning sound) as a familiar word.
d. Not applicable
e. Not applicable[/b]

In addition on the Dynamic Learning Map there are three levels of support spelled out -- no support, moderate support and heavy support (I believe).[/quote]

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