The beauty of the Common Core Standards is the logical, sequential progression between grade levels. Special education teachers can look to areas that are identified for IEP goals and objectives, and then back down a Standard from the grade level of the student to the grade level he/she is starting at. The progression can be used to move the student forward. For instance, Reader Literature Standard 3 at fifth grade (RL.5.3) says, "Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact)." At fourth grade (RL.4.3) it says, "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions)." At third grade (RL.3.3) it says, "Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events." I'll skip all the way to Kindergarten (RL.K.3), and it says, "With prompting and support, identify characters, settings, and major events in a story." The progression of this standard (and the others) allows a special education teacher to back up in the progression to accommodate for the present level of students when writing IEP goals and objectives.
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thank you so much -this makes good sense
When I write my aims for IEP students I relate each lesson
to the Common Core and state the standard. I have also
posted all the Common Core standards for each grade
level K - 6 so parents can look them over on Open House
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