ALIGNING IEPs
TO
IDAHO CORE STANDARDS
February 2014
Training Objectives
• Participants will develop an understanding of the Idaho
Core Standards.
• Participants will develop an understanding of how to how to
support positive outcomes for students.
• Participants will develop an understanding of standardsbased IEPs.
• Participants will develop an understanding of the process of
aligning IEPs with Idaho Core Standards.
Common Core Aim
• Student learning expectations are consistent and clear so
teachers and parents know what they need to do to help
them.
• Designed to be robust and relevant to the real world,
reflecting the knowledge and skills youth need for success in
college and careers.
• By fully preparing American students for the future, our
communities will be best positioned to compete successfully
in the global economy.
Common Core State Standards Commission
IDAHO CORE STANDARDS
Where is Idaho in the Process?
• 2011 Adoption of Idaho Core Standards
• 2011-2013 Professional Development provided to districts
• 2013-2014 First year the ICS are fully implemented in
Idaho schools
• Spring 2014 New state assessment which fully aligns with
the Idaho Core Standards
Where is Idaho in the Process?
• 2013-2014 Districts will align IEP goals and
objectives to the Idaho Core Standards
• 2013-2014 ISAT-ALT will continue to be based on
the Extended Content Standards
Idaho Assessments
• SBAC = New ISAT
o Field Testing Spring 2014
 All students in grades 3-8 and 11
 Students in grades 9 and 10 are optional
o Participation in the SBAC Field Test will not affect any school’s
Star Rating this year
• Old ISAT
o Students in grades 11 & 12 when applicable to meet IEP
requirements
If you have questions about the Smarter Balanced Field Test, please contact:
TJ Bliss at tjbliss@sde.idaho.gov or Angela Hemingway at ahemingway@sde.idaho.gov
Idaho Assessments
• Alternative Assessment
o Pilot Alternative Assessment 2013-2014
o New Alternative Assessment will be
implemented by 2014-2015
If you have questions about the Alternative Assessments please contact
Toni Wheeler at tcwheeler@sde.idaho.gov
Idaho Core ELA Key Shifts
• Shift One: Students will build knowledge and academic language
through a balance of content rich, complex nonfiction and literary texts.
• Shift Two: Reading/Writing/Speaking is grounded in evidence from the
text, across the curriculum.
• Shift Three: Students will use digital resources strategically to conduct
research and create and present material in oral and written form.
• Shift Four: Students will collaborate effectively for a variety of
purposes while also building independent literacy skills.
Key Aspects of ELA Standards
• Four strands under the College and Career Readiness
Anchor Standards




Reading
Writing
Speaking and Listening
Language
• Articulation of literacy standards across the content areas
CCR Anchor Standards
Math Content Standards
Organized in a hierarchy:
 Domain
• Big ideas that connect standards and topics (sometimes across
grades)
 Cluster
• A group of related standards
• Each standard captures several ideas which summarizes the important
aspects of their domain
 Standard
• Describes what students should understand & be able to do
Example of a Math Clusters and Domains
Domain
Clusters
Example of a Math Domain, Clusters and Standards
Activity: Idaho Core Standards
• Find a standard in either the Math or the ELA
Standards for your assigned grade level that stands
out to you.
• Share out why you chose that particular standard.
Idaho Core Standards
(ICS)
Learning Progressions
Framework (LPF)
Core Content Connectors
(CCC)
Learning Progressions Framework (LPF)
• Were developed to be used with the CCSS
• Does NOT provide details of grade-specific curriculum
• Describes student learning as an ongoing developmental
progression
• A starting point for thinking about how students develop
competency in an academic domain
Example from ELA LPF
Example from Math LPF
Core Content Connectors (CCC)
• Prioritizes academic content by grade level for both the
Math and ELA standards
• Help to focus on the core content, knowledge, and skills
needed at each grade level
• Help IEP teams identify priorities in Math and ELA areas
when developing goals and objectives
• Help guide instruction for students participating in the
alternative assessment
Core Content Connectors: ELA
http://www.sde.idaho.gov/site/assessment/ISATalt/Instruction.htm
Core Content Connector: Math
Educational Alignment
IDAHO
CORE
STANDARDS
INSTRUCTION
ASSESSMENT
General Education Content Standards
• Idaho Core Standards (All grades)
• Idaho Health & PE Content Standards (All grades)
• Idaho Extended Alternative Standards (2013-2014
is the last year to use these standards)
• Basic Workplace Competencies (All grades)
• eGuidelines for Preschool (Social/Emotional
Development & Approaches to Learning and
Cognitive Development used through 3rd grade)
Activity: Processing Worksheet
Complete “Current Process” column only
SUPPORTING POSITIVE
OUTCOMES FOR STUDENTS
Positive Outcomes for Students
• Although the ICS sets high student expectations,
the standards allow flexibility for multiple means of
access
• If we create appropriate and flexible learning
environments for all students, we can
accommodate individual learning differences and
maximize their learning
Educational Structure
High Quality
Standards
ResearchBased
Curriculum
& Instruction
EvidenceBased
Practices
Leads to
appropriate and
flexible student
learning
Aids and
Supports
Relevant
Assessments
Educator
Collaboration
Positive Student Outcomes
• Create a comprehensive educational structure which
will lead to appropriate and flexible student learning
• Establish a framework for flexible learning
environments within general education classrooms
which will provide all students access to the general
education curriculum such as the Universal Design
for Learning (UDL)
The Universal Design for Learning (UDL)
• The UDL is an educational framework which
guides the development of flexible learning
environments which can accommodate
individual learning differences.
• The use of UDL within general education
classrooms can provide all students access
to the general education curriculum.
Three Principles of UDL
1. Multiple Means of Representation: Presentation of
information in various formats and with multiple media
2. Multiple Means of Action and Expression: Allows
students to respond and demonstrate what they know
through a variety of formats
3. Multiple Means of Engagement: Provides ways to
engage learner attention and motivate student learning
UDL: Multiple Means of Representation
•
•
•
•
•
Visual Displays
Graphic Organizers
Videos
PowerPoint Presentations
Picture Symbols Paired with Text
UDL: Multiple Means of Action & Expression
•
•
•
•
•
•
Gallery Walks
Line-Ups
Communication Systems
Text-to-Speech Translators
Strategy Tools
Checklists
UDL: Multiple Means of Engagement
• Teach self-regulation explicitly
• Provide choices for students
• Allow students to participate in the
design of classroom activities and
academic tasks
• Role Play
Connecting UDL and ICS
Connecting ICS and UDL
• ICS provides the goal standards which
will be most effective for students
• UDL provides the means to increase
student achievement of the ICS
Supporting Student Achievement
Supporting the educational achievement of our students in
special education programs requires schools to have an
understanding of:
• Ownership – students receiving special education
services are the responsibility of all
• High Expectations – understanding all students will be
challenged and expected to perform to the best of their
ability
Educators Working Together
Special
Educators
Improving
Student
Achievement
General
Educators
Administrators
Activity: What Can You Contribute?
• As a table, discuss your roles as special
educators. What can you contribute to your
building team as you implement the Idaho Core
Standards?
• Each table will share out one contribution.
Collaboration of Special & General Educators
Special Educators can share knowledge and experience about:
• Evidence-based teaching practices
• Implementation of the Universal Design for Learning
• Accommodations and supports to help students access the
general curriculum
General educators can share knowledge and experience about:
• Curriculum resources
• Content resources
COLLABORATION
IEP DEVELOPMENT
Importance of Aligning IEPs to Standards
Federal law requires that students with disabilities:
• Have access to the general curriculum
• Be involved in the general curriculum
• Progress in the general curriculum
Alignment
Student's
Present
Levels
How can we
align student’s
skills,
knowledge and
behaviors?
Idaho Core
Standards
IEP Components
• How the student’s disability affects involvement and progress
in the general curriculum (PLAAFP/PLOP)
• How the student will be involved in and progress in the general
curriculum (Goal)
• Supplementary aids and services to help the student be
involved in and progress in the general curriculum
(Accommodations-Adaptations/Modifications)
• Why the student will not participate with children without
disabilities in general education (LRE)
Supplementary Aids and Services
In order to enable the student to access, be involved in and
progress in the general curriculum, the IEP must contain a
description of:
• Accommodations and modifications to the curriculum
• Accommodations and modifications to how curricular
information is provided
• Direct special education and related services and supports
to the student and to people who work with the student
Supplementary Aids and Services
• The IEP should only include a list the supplementary
aids and services determined necessary by the team for
the student to access the general curriculum.
• The listed supplementary aids and services need to be
related to the areas of need that have been identified in
the PLAAFP/PLOP and Goals.
Assessment Participation
• Students with disabilities are required to take part in state
and district-wide assessments, when appropriate.
• The IEP Team will determine the necessary
accommodations or modifications necessary for the student
to participate in the assessments.
• If the IEP Team decides the assessment is not appropriate
for the student, they will state why that assessment is not
appropriate and how the student will be assessed.
IEP Development
Review the
student’s
grade-level
ICS in area of
concern
Identify the
skills needed
to meet
grade-level
standards
Assess
student’s
skills related
to standards
Determine
how
disability
prevents
student
from
mastering
standards
Develop
goal to
address
identified
needs
Identify
services and
supplementary
aids and
supports
needed to
access
curriculum
Identify
appropriate
educational
placement
IEP: Present Levels of Academic
Achievement and Functional Performance
The Present Level of Academic Achievement and
Functional Performance (PLAAFP)
is the same as
The Present Level of Performance
(PLOP)
(PLAAFP is the wording used by the IDEA)
Legal Requirements
• Each IEP must include a statement of the child’s present levels of
academic achievement and functional performance (PLAAFP),
including how the child’s disability affects the child’s involvement and
progress in the general education curriculum.
• For preschool children, as appropriate, how the disability affects the
child’s participation in appropriate activities.
• For students with transition IEP’s (ages 15 and older) the PLAAFP
must be related to future employment, education/training, and daily
living skills.
IDEA (Sec. 300.320(a)(1))
Legal Requirements
IEPs need to include statements of present levels of academic
achievement and functional performance.
Each statement shall:
• Be written in objective, measurable terms and easy-tounderstand non-technical language
• Show a direct relationship with the other components of the IEP
• Provide a starting point for goal development
• Reference general education standards
Idaho Special Education Manual
February 2007 revised 2009
Academic Achievement and
Functional Performance
Academic Achievement:
Describes student’s performance in the academic areas
Functional Performance:
Describes how the student applies his or her skills in the
context of the routine activities of everyday living
Develop a Meaningful PLAAFP/PLOP
IEP Team should consider the:
• Grade level expectations (ICS)
• Student’s performance on the skills related to mastering the gradelevel standards (data-based assessment information)
• Student’s disability impact on involvement in and progress in the
general education curriculum
• Strengths and needs of the student related to the area of concern
• PLAAFP/PLOP as the starting point of the IEP and link it to the
other components of the IEP
Idaho IEP Goal Page
PLAAFP/
PLOP
Present Levels (PLAAFP/PLOP) Components
PLAAFP/PLOP Components
Student Information
Summarize the current assessment data which includes
student strengths, needs and data-based information
describing the student’s current academic achievement and
functional performance in the areas of need related to the
disability (written in objective and measureable terms)
Description of the impact/effect of the disability on the
student’s progress and involvement in the general curriculum
Reference the student’s grade-level content standards
Ensure there is a direct link between the PLAAFP/PLOP and
the Goal as well as other components of the IEP
Refer to the Goal and other components of IEP to
ensure a direct relationship:
Goal: ☐
LRE: ☐
Supplementary, Aids, and Services
(Accommodations, Adaptations/Modifications): ☐
Collecting Information for PLAAFP/PLOP
Once the standard has been identified (related to the
student's area of need), collect the following data:
• Progress monitoring data on previous goals
• Informal assessment data collected during the year
• Information offered from general education teachers
and other service providers related to the child’s
day-to-day school routine
• Parent input
• Information collected from most recent eligibility
evaluation
Current Assessment Data
• The description of current assessment data should be written in objective
and measurable terms (baseline data).
• The data can be gathered from a variety of data sources which are
consistent with the most recent evaluation (including parent input).
• Data may include, but is not limited to: criterion-referenced tests;
curriculum-based measurements; norm-referenced tests; checklists;
observations; functional behavioral assessments; state/district
assessments; parent interviews; work samples; behavior rating scales; etc.
• Include a summary of the student’s strengths and needs as well.
Current Assessment Data
Example:
Colton identifies the names and sounds of all letters. He can read
basic sight words and sound out words with one syllable. Colton
averages 20% on his second grade classroom reading tests. He
currently reads 22 words correct per minute on 2nd grade level
reading passages. Most 2nd grade students read 94 words correct
per minute. Colton has difficulty reading words with more than one
syllable. His slow reading rate also causes problems with
comprehension. He needs instruction in reading fluency.
Impact/Effect Description
• Description of how the student’s disability impacts his or her
involvement and progress in the general education
curriculum (same curriculum used by students without
disabilities)
• For preschool children, the effect of the disability on the child’s
participation in appropriate activities
Impact Statement Example
Examples:
• Hailey’s limited speed and accuracy with which she
performs mathematical calculations limits her ability to
demonstrate her knowledge of math concepts and
operations.
• Colton’s reading comprehension difficulties prevent him from
being able to read grade level content material in his classes
as well as in the community.
PLAAFP/PLOP
Example:
April knows her addition and subtraction facts and can compute basic multidigit addition and subtraction problems without regrouping. She needs to
learn to compute multi-digit addition and subtraction problems requiring
regrouping and the concepts of multiplication and division. When given 3
minutes to compute addition and subtraction problems with regrouping,
April completed 2 out of the 10 problems correctly while her classmates
completed an average of 7 out of 10 problems correctly. April’s parents
indicate she also has difficulty adding money for purchases in the
community. Her math difficulties prevent her from progressing through the
math curriculum at the same rate as peers.
Activity: PLAAFP/PLOP
Skill Area: Reading
Present Level of Academic Achievement and Functional Performance:
Erin is a fifth grade student who enjoys reading and discussing books.
She has difficulty with reading comprehension and when prompted, is
only able to answer questions with 45% accuracy on fifth grade level
text. She needs to improve her comprehension skills by being able to
understand the literal meaning of grade level curricular text. Her
reading comprehension deficits impact her ability to understand fifth
grade level subject matter.
Does the PLAAFP/PLOP include student strengths,
needs and data-based information describing the
student’s current academic achievement and functional
performance in the areas of need related to the
disability (written in objective and measureable terms)?
Activity: PLAAFP/PLOP
Skill Area: Reading
Present Level of Academic Achievement and Functional Performance:
Erin is a fifth grade student who enjoys reading and discussing books.
She has difficulty with reading comprehension and when prompted, is
only able to answer questions with 45% accuracy on fifth grade level
text. She needs to improve her comprehension skills by being able to
understand the literal meaning of grade level curricular text. Her
reading comprehension deficits impact her ability to understand fifth
grade level subject matter.
Does the PLAAFP/PLOP include a description of the
impact/effect of the disability on the student’s progress
and involvement in the general curriculum?
Activity: PLAAFP/PLOP
Skill Area: Reading
Present Level of Academic Achievement and Functional Performance:
Erin is a fifth grade student who enjoys reading and discussing books.
She has difficulty with reading comprehension and when prompted, is
only able to answer questions with 45% accuracy on fifth grade level
text. She needs to improve her comprehension skills by being able to
understand the literal meaning of grade level curricular text. Her
reading comprehension deficits impact her ability to understand fifth
grade level subject matter.
What fifth grade ELA Standard could have been
selected to align with this PLAAFP/PLOP?
Activity: PLAAFP/PLOP
What parts of the PLAAFP/PLOP are missing?
Joshua’s inability to stay on task and follow directions
is negatively affecting his classroom performance. He
is missing out on learning opportunities and is unable
to appropriately interact with others. This has resulted
in the loss of some friendships inside and outside
school.
Activity: PLAAFP/PLOP
What parts of the PLAAFP/PLOP are missing?
Bradley, a fourth grader, has always scored low in
the area of reading. On the third grade reading
diagnostic test, he scored at a first grade level.
Develop a Meaningful PLAAFP/PLOP
IEP Team should consider the:
• Grade level expectations (ICS)
• Student’s performance on the skills related to mastering the gradelevel standards (data-based assessment information)
• Student’s disability impact on involvement in and progress in the
general education curriculum
• Strengths and needs of the student related to the area of concern
• PLAAFP/PLOP as the starting point of the IEP and ensure there is
link to the GOAL other components of the IEP
IEP: Goals
Questions to Ponder
• What skills, knowledge and behaviors must this student
acquire to access and progress in the general education
curriculum?
• What progress and rate of growth potential could the
student make in one school year?
• How will you use the baseline data from the
PLAAFP/PLOP?
Idaho’s Definition of Annual Goal
Annual goals should relate to the needs described in the present
levels of performance statements. Measureable academic
achievement, developmental and functional annual goals are
designed to meet the student’s needs that result from the student’s
disability, to enable the student to be involved in and make progress
in the general education curriculum and to meet each of the student’s
other educational needs that result from the student’s disability.
(Ch. 5, section 2C, pg. 81)
Annual Goals
• Are statements that describe what a student with a
disability can reasonably accomplish in one year
• Identify the areas in which the student needs
special education services/specially designed
instruction
• Address critical needs identified in a student’s
academic achievement and functional performance
• Are skills and/or knowledge that will be mastered,
NOT an activity
Appropriate Goals
• Are Measurable including the behavior,
performance criteria, and evaluation procedure
• Are Reasonable for a student to accomplished
within the time period covered by the IEP
• Are written to enable progress in the general
education curriculum (IEP goals must address
the general curriculum, even when a student is
not receiving services in the general ed.
Classroom)
• Are Directly related to the area of need,
PLAAFP/PLOP and services
CFR 300.320, Ch. 5,
Sec. 2C, pg 81
Two Types of Goals
• There are two types of annual goals:
o Academic: Focus on student learning and progress in the
general curriculum
o Functional: Focus on student accessing the general curriculum
ISAT-Alt and Annual Goals
• For students taking the ISAT-Alt aligned to the
alternate standards, each goal shall have at least
two benchmarks/objectives
• Benchmarks/objectives shall include a statement of
how far the student is expected to progress toward
the annual goal and by what date
• The district has the discretion to use
benchmarks/objectives as described above for all
students eligible for IEP services
Idaho IEP Goal Page
GOAL
Goal Components
Goal Components
Target Skill: (behavior) clearly identifies the performance that is being
monitored. It represents an action that can be directly observed and
measured.
Conditions: specify the manner in which progress toward the goal occurs.
Conditions describe the specific resources that must be present for a student
to reach the goal. The condition of the goal should relate to the behavior
being measured. For example, a goal relating to reading comprehension may
require the use of a graphic organizer. The graphic organizer is the condition.
Criterion: identifies how much, how often, or to what standard the behavior
must occur in order to demonstrate that the goal has been achieved. The goal
criterion specifies the amount of growth that is expected
Procedure: identifies how the behavior and criteria are documented.
Schedule: how often data will be taken (e.g. daily, hourly, weekly, bi-weekly)
Student Information
Activity: Compliant or Not?
1. When given a set of numbers, Jose will develop
three types of graphs with 90% accuracy on graded
work samples bi-weekly.
2. Joyce will improve her reading comprehension with
75% accuracy on graded work monthly.
3. Given a variety of academic topics, Sven will select
pictures to represent major concepts described in
class with 75% accuracy on daily charted activities.
Standards-based Goal
Before writing a goal, the IEP Team needs to:
• Review grade-level Idaho Core Standards
• Review the information in the PLAAFP/PLOP
• Identify which skill or behavior to target
• Determine how to monitor the student’s progress
towards the goal
• Determine what accommodations/adaptations might
be needed for the goal
Alignment of Goal
PLAAFP/PLOP:
Toby loves to read and can fluently read at grade level. He needs to
improve his reading comprehension skills because he struggles with
understanding what he reads. More specifically, Toby has difficulty
understanding abstract concepts and making inferences when reading.
When asked questions related to self-read passages [character(s),
setting, event(s), problem(s)], he correctly responds with 45% accuracy
based on an average of daily graded work over a two month period.
Toby also becomes agitated and will pace when he is asked multiple
comprehension questions in a row when he does not know the answer.
His difficulty understanding abstract concepts, making inferences, and
answering questions from printed text impact his ability to comprehend
grade-level text which is abstract in nature.
Goal Example for Discussion
Goal Components
Student Information
Target Skill
Identify 4 main elements of a text
Conditions
Grade level texts
Criteria
85% accuracy
Procedure
Graded Work Samples
Schedule
Weekly
Standards-Based Goals/Benchmarks
• What are the grade level standards?
• What information is included in the PLAAFP/PLOP?
• What are the broad focus areas within specific academic areas and
grade level expectations?
• What skill(s) does the student need to know based on the broad
focus areas and grade level expectations?
• How can we break down the standards into manageable
components?
Data-Based Information
• Jane is currently working on an alternative curriculum in math
focusing on daily living/functional skills estimated to be at the 2nd
grade academic level. She enjoys being able to use her acquired math
skills during activities not only in school but also within the
community. The special education staff has observed Jane struggling
with being able to identify, read and measure objects during real
world situations such as cooking. Currently Jane is able to identify,
read and measure using a variety of measuring tools with 30%
accuracy during structured activities.
Example of Standards
Example Goal and Benchmarks
Goal:
Jane will identify and use the correct measurement tool (e.g. ruler,
measuring tape, measuring cups) to measure real world object(s), with
90% accuracy bi-weekly on graded assignments and observation.
Objectives:
1. By March 15, 2014, Jane will identify and use a measuring cup.
2. By October 10, 2014, Jane will identify and use a ruler to measure
real world objects to the nearest inch.
3. By January 10, 2015, Jane will identify and use the appropriate
measuring tool for a given real world situation (e.g. cooking).
Another Example
Example Goal and Benchmarks
Goal:
Jane will use a manipulative (e.g. number line) to add single digit math
problems using digits 1-9 with 90% accuracy on graded weekly math probes.
Objectives:
1. By February 10, 2014 Jane will use a number line to add single digit math
problems using digits 1-5 with 90% accuracy on graded weekly math
assignments.
2. By May 1, 2014, Jane will use a number line to add single digit math
problems using digits 1-7 with 90% accuracy on graded weekly math
probes.
3. By October 31, 2014, Jane will use a number line to add single digit math
problems using digits 1-9 with 90% accuracy on graded weekly math
probes.
We Do Activity
• Basic Information:
• Kreston is struggling with being able to write a basic four sentence paragraph
with the correct organization, grammar and punctuation.
• Find a standard and then write a goal for Kreston.
Reporting Progress
• The IEP Team is also required to address the student’s progress in
the general curriculum by describing:
o How the student’s progress toward IEP goals will be measured
o How and when the parent and/or adult student will be informed of
the student’s progress toward the annual goals, including the
extent to which progress is sufficient to enable the student to
achieve the goals by the end of the IEP time period
• Periodic progress reports, concurrent with the issuance of report
cards shall be provided to parents
Activity: Aligning Book
“Aligning IEPs to the Common Core State
Standards for Students with Moderate to
Severe Disabilities”
Ginevra Courtade & Diane Browder
Activity: Aligning Book
• As small table groups, refer to the information found on a colored
card at your table.
• Turn to the listed page number and find the section in the book
which matches the Strand or Domain printed on your card.
• Read and discuss in your group, the reference to the grade-level
standard and objective (goal) example(s).
• Each table will share the information with another group which has
the same colored card.
• Each table group will share thoughts on the alignment information.
Align PLAAFP/PLOP, Goals, & ICS
• Using your student’s IEP PLAAFP/Plops and Goal,
determine if all components are included by
completing the PLAAFP/PLOP and Goal
Component Worksheets.
• Is there an alignment between your
PLAAFP/PLOP, Goal, and the ICS?
Least Restrictive Environment
IEP Team will determine the appropriate educational placement of
students (Least Restrictive Environment).
• When it is not possible for a student to participate in the general
education class, the IEP Team must explain why this is the
case.
• A student cannot be removed from general education solely
because the student needs modifications in the general
curriculum.
Alignment
A closer alignment of student’s skills,
knowledge and behaviors
Student's
Present
Levels
Idaho Core
Standards
Review of ICS
• The Idaho Core Standards define what students should
understand and be able to do by the end of each grade.
• The Idaho Core Standards correspond to the College
and Career Readiness (CCR) anchor standards.
• Students advancing through the grades are expected to
meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in
preceding grades.
Standards-Based Accountability
• Although not all students with disabilities will meet
academic standards, many more students can reach
the Idaho Core Standards than previously expected.
• Standards-based accountability systems provide an
opportunity to measure access to, involvement in
and progress in the general curriculum for students
with disabilities.
Standards-Based Accountability
• Students with disabilities must be included in the
standards-based accountability system.
• Students need access to rigorous standards through
high quality curriculum and instruction.
• Students need reliable, valid, and fair assessments of
their progress toward the standards.
Activity: Processing
Worksheet
Complete “Future Process” column
Additional Resources
Teaching Channel
https://www.teachingchannel.org/videos?page=1&categories=organizations_national,topics_commoncore&load=1
National Alternate Assessment Center
What Does ‘College and Career Ready’ mean for Students with Significant Cognitive Disabilities?
http://www.naacpartners.org/publications/CareerCollegeReadiness.pdf
Council of Exceptional Children
Adapting Mathematics Core Curricula to Meet the Needs of Students with Disabilities
http://tecplus.org/articles/article/11/0
Karen Erickson, Ph.D., Director, Center for Literacy and Disability Studies, University of North Carolina at
Chapel Hill
http://www.med.unc.edu/ahs/clds/resources/conference-handouts
Additional Resources
Oregon Department of Education
http://www.ode.state.or.us/search/page/?id=3741
California Department of Education (Resources for Special Education)
http://www.cde.ca.gov/sp/se/cc/
National Dissemination Center for Children with Disabilities http://nichcy.org/schools-administrators/
commoncore
CAST (Center for Applied Special Technology ) http://www.cast.org/
National Center on Universal Design for Learning http://www.udlcenter.org/implementation
National Council on Disability
http://www.educationalpolicy.org/pdf/NCD.pdf
Additional Resources
Smarter Balance
http://www.smarterbalanced.org/
NCSC (National Center and State Collaborative)
http://www.ncscpartners.org/
Idaho Core Standards Toolbox http://www.sde.idaho.gov/site/common/
Idaho Department of Education
http://www.sde.idaho.gov/
U. S. Department of Education
http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2Cpreamble2%2Cprepart2%2CD%2C2324%
2C
Signetwork (State Personnel Development Network)
http://www.signetwork.org/event_calendar/events/777
Additional Resources
NASDSE (National Association of State Directors of Special Education) - IDEA Partnership
http://www.ideapartnership.org/index.php?option=com_content&view=article&id=1522
CCSSO (Council of Chief State School Officers)
http://www.ccsso.org/Documents/2012/CCSSO_State%20Spotlight%20Document_August%20201
2_%20PDF%20online%20version.pdf
School Improvement Network http://www.schoolimprovement.com/common-core360/blog/common-core-implementation-udl/
Achieve http://achieve.org/achieving-common-core
Common Core State Standards Commission
http://www.corestandards.org/
Additional Resources
Council of Exceptional Children: Adapting Mathematics Core Curricula to Meet the Needs of
Students with Disabilities
http://tecplus.org/articles/article/11/0
Teaching Exceptional Children: Solving the Common Core Equation: Teaching Mathematics
CCSS to Students With Moderate and Severe Disabilities; Saunders, Alicia F.; Bethune, Keri
S.; Spooner, Fred; Browder, Diane; January/February 2013.
http://eric.ed.gov/?id=EJ1008510
The Journal of Special Education: Teaching Mathematics and Science Standards to Students
With Moderate and Severe Developmental Disabilities; Browder, Diane; Trela, Katherine;
Vourtade, Ginevra; Jimenz, Bree; Knight, Victoria; Flowers, Claudia;
http://sed.sagepub.com/content/46/1/26
Special Education Statewide Technical
Assistance (SESTA)
Center for School Improvement & Policy Studies, BSU
Katie Bubak
Director
Sydney Fox
Program Manager
sydneyfox@boisestate.edu
David Klungle
Program Coordinator
davidklungle@boisestate.edu
Idaho State Department of Education
www.idahotc.com
Find the following on
the ITC:
Cari Murphy
Project Director
• Statewide Calendar
• Online Training Registration
Shawn Wright
Webmaster/ISD
• Online Communities
• Webinars
• Resource Links
• In-service Credit Offerings
Jesse Hewitt
Web Specialist
Ben Troka
Web Specialist
Email: itc@uidaho.edu
Housed at: Center on Disabilities and Human Development, University of Idaho
Idaho State Department of Education
Autism
Supports
Professional
Development
Barbara Broyles
Robin Greenfield
bbroyles@uidaho.edu
rgreen@uidaho.edu
Idaho Training
Clearinghouse
Assistive Technology
Technical Assistance
Cari Murphy
Janice Carson
carilee@uidaho.edu
janicec@uidaho.edu
Idaho State Department of Education
Follow-up Training Evaluation
What:
• To measure
implementation of
knowledge/skills gained
• Aids SESTA program
evaluation process
When:
• 60 days after training
• Watch for email from
Idaho Training
Clearinghouse:
• 10 questions
• 5 minutes to complete
Email: itc@uidaho.edu
Contact Information
SUE SHELTON
REGIONAL SPECIAL
EDUCATION
COORDINATOR
University of Idaho
1031 North Academic Way
Coeur d’Alene, ID
208.292.2528
sshelton@uidaho.edu
ALLISON MOORE
REGIONAL SPECIAL
EDUCATION
COORDINATOR
Boise State University
1910 University Drive
Boise, ID
208.426.1932
allisonmoore@boisestate.edu
Idaho State Department of Education
THANK YOU FOR TEACHING OUR IDAHO STUDENTS
• Please complete the post-test.
• Please complete a virtual evaluation.