Parent-CCLS-614-english.doc - THE STATE EDUCATION DEPARTMENT THE UNIVERSITY OF THE STATE OF NEW YORK ALBANY NY 12234 OFFICE OF P-12 EDUCATION Office of

Parent-CCLS-614-english.doc - THE STATE EDUCATION...

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THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 OFFICE OF P-12 EDUCATION: Office of Special Education ASSISTANT COMMISSIONER Room 301M EB, 89 Washington Avenue Albany, NY 12234 Telephone (518) 402-3353 Fax: (518) 402-3534 June 2014 SPECIAL EDUCATION ADVISORY To: The Parents of Students with Disabilities From: James P. DeLorenzo SUBJECT: Curriculum Instruction toward the Common Core Learning Standards Many parents have asked questions about how New York State’s adoption of the Common Core Learning Standards will affect their children who have disabilities. Some of these questions arise from a lack of understanding of what the standards are; others from concern about how their own children are struggling with these new standards; others from concerns about how schools are providing needed supports for their children. First and foremost, it is essential that we have high expectations for what students with disabilities can learn. With these high expectations for students, we must also have high expectations for teaching with appropriate opportunities, supports, services and instruction provided to students with disabilities. Regardless of the setting where your child receives instruction (for example, regular public school classroom, special class, approved private school, Board of Cooperative Educational Services), your child must be receiving instruction in the general education curriculum toward the State’s learning standards. General education curriculum means the same curriculum that is taught to all students. It is a fundamental right of students with disabilities to not only be taught the same content (the general education curriculum) as other students, but also to be provided appropriate supports and services based on their individual needs so that they can gain knowledge and skills in what is being taught and demonstrate what they have learned. Federal law requires that each child with a disability have an individualized education program (IEP) that identifies annual goals (including academic and functional goals), designed to meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum. There is new rigor in the learning standards for New York State’s students. This means that, for all students, teachers are expected to teach and students are expected to learn higher level critical thinking. In order for students with disabilities to meet these high academic standards and demonstrate their knowledge and skills, their instruction must incorporate the appropriate supports and accommodations. The Committee on Special
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Education (CSE), school administrators and your child’s teachers each have important roles to help your child reach these standards and are expected to: 1. develop and implement an IEP which includes annual goals based on information about your child’s strengths and needs and present levels of performance and
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