WELCOME TO THE POPS SPEDSTER COMMON CORE CURRICULUM PAGE

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The Pops Spedster site is home to an instructional system designed to meet the academic and community-based instructional needs of students with intellectual/cognitive impairments.

 

DEVELOPMENTALLY APPROPRIATE INSTRUCTION (DAI), is a system of instruction that involves probing a student's present level of educational performance.

The results of the probe can be used to design individualized education plans that meet IDEA requirements.

Some ELL students and home-schooled students could also benefit from the materials being offered on this site.

Pops Spedster And Company is an Oregon-based 501c3 non-profit, registered with the Oregon Secretary of State's office.

Disclaimer

DISCLAIMER -

The Special Education resources contained on this site are based on my 13 years of experience teaching medically fragile students in adaptive life skills public school classrooms.

Pops Spedster And Company makes no representations about the accuracy of information from third party sources contained on this site, nor do we accept any responsibility for the use of this information.

While we aspire to present best practices in serving a medically fragile student population, scientific developments and research have created a fertile environment of approaches to instruction that have resulted in a changing pedagogical discipline that works to improve the lives of people with developmental disabilities.

- James M. Kemp/ AKA Pops Spedster.

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Click on the following menu items to visit each topic's home page or use your smart phone to scan the QR codes.

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CASE STUDIES

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DATA COLLECTION

 

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THE DAI ASSESSMENT/PROBE

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FUNCTIONAL LITERACY

 

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IEP PLANNING RESOURCES AND APPLIED BEHAVIOR ANALYSIS

 

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JONNY CUE COMICS

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SPECIAL EDUCATION RESOURCES

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STEM AND IDEiA ISSUES

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(under construction)

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THE POPS SPEDSTER COMMON CORE CURRICULUM PAGEMOUSELEFT CLICK EACH FILE BELOW TO OPEN OREGON DEPARTMENT OF EDUCATION COMMON CORE STATE STANDARDS IN PDF AND MS WORD FORMATS (REQUIRES ADOBE READER AND WORD 2007).

KINDERGARTEN ENGLISH LANGUAGE STANDARDS - ccssek = PDF----ccssek = MSWORD

KINDERGARTEN MATH STANDARDS - ccssmkin = PDF------ccssmk =MSWORD

HIGH SCHOOL ENGLISH LANGUAGE STANDARDS - ccsse1112 = PDF------ccsse1112 = MSWORD

HIGH SCHOOL MATH STANDARDS - ccssmnhs = PDF------ccssmn = MSWORD

 

AFTER REVIEWING THESE STANDARDS, CHOOSE ONE SET OF ENGLISH LANGUAGE STARDARDS FROM EACH OF THE TWO GRADE LEVELS AS THEY RELATE TO EXPRESSIVE COMMUNICATION. THEN, COMPARE THE EXPRESSIVE STANDARDS FOR THE TYPICALLY DEVELOPING HIGH SCHOOL STUDENT WITH THE EXPRESSIVE LANGUAGE CHARACTERISTICS FOR THE STUDENT WITH A LOW INCIDENCE DISABILITY AS DISCUSSED IN OUR DAI ASSESSMENT.

 

WE ANTICIPATE THAT YOU WILL FIND THE COMMON CORE STANDARDS FOR THE KINDERGARTEN LEVEL OF THE ENGLISH LANGUAGE STANDARDS MORE APPROPRIATE FOR STUDENTS WITH LOW INCIDENCE DISABILITIES.

WE FEEL THAT THIS ACCOMMODATION FOR STUDENTS WITH LIDs IS AN APPROPRIATE ACCOMMODATION UNDER THE IDEA STATUTE.

- James M. Kemp AKA Pops Spedster

Instructional Designing for Students with Disabilities


The Common Core State Standards articulate rigorous grade-level expectations in the areas of mathematics and English language arts.. These standards identify the knowledge and skills students need in order to be successful in college and careers

Students eligible under the Individuals with Disabilities Education Act (IDEA)―must be challenged to excel within the general curriculum and be prepared for success in their post-school lives, including college and/or careers. These common standards provide an historic opportunity to improve access to rigorous academic content standards for students with disabilities. The continued development of understanding about research-based instructional practices and a focus on their effective implementation will help improve access to mathematics and English language arts (ELA) standards for all students, including those with disabilities.

Students with disabilities are a heterogeneous group with one common characteristic: the presence of disabling conditions that significantly hinder their abilities to benefit from general education (IDEA 34 CFR§300.39, 2004). Therefore, how these high standards are taught and assessed is of the utmost importance in reaching this diverse group of students.
In order for students with disabilities to meet high academic standards and to fully demonstrate their conceptual and procedural knowledge and skills in mathematics, reading, writing, speaking and listening,
their instruction must incorporate supports and accommodations, including:

• Supports and related services designed to meet the unique needs of these students and to enable their access to the general education curriculum (IDEA 34 CFR §300.34, 2004).

• An Individualized Education Program (IEP)1 which includes annual goals aligned with and chosen to facilitate their attainment of grade-level academic standards.

• Teachers and specialized instructional support personnel who are prepared and qualified to deliver high-quality, evidence-based, individualized instruction and support services.

Promoting a culture of high expectations for all students is a fundamental goal of the Common Core State Standards.

In order to participate with success in the general curriculum, students with disabilities, as
appropriate, may be provided additional supports and services, such as:

• Instructional supports for learning― based on the principles of Universal Design for Learning (UDL)2 ―which foster student engagement by presenting information in multiple ways and allowing for diverse avenues of action and expression.

1 According to IDEA, an IEP includes appropriate accommodations that are necessary to measure the individual achievement and
functional performance of a child

2 UDL is defined as “a scientifically valid framework for guiding educational practice that (a) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (b) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains -


• Instructional accommodations (Thompson, Morse, Sharpe & Hall, 2005) ―changes in materials or procedures― which do not change the standards but allow students to learn within the framework of the Common Core.

• Assistive technology devices and services to ensure access to the general education curriculum and the Common Core State Standards.

Some students with the most significant cognitive disabilities will require substantial supports and accommodations to have meaningful access to certain standards in both instruction and assessment, based on their communication and academic needs. These supports and accommodations should ensure that students
receive access to multiple means of learning and opportunities to demonstrate knowledge, but retain the rigor and high expectations of the Common Core State Standards.

References
Individuals with Disabilities Education Act (IDEA), 34 CFR §300.34 (a). (2004).
Individuals with Disabilities Education Act (IDEA), 34 CFR §300.39 (b)(3). (2004).
Thompson, Sandra J., Amanda B. Morse, Michael Sharpe, and Sharon Hall. “Accommodations Manual: How to Select, Administer and Evaluate Use of Accommodations and Assessment for Students with Disabilities,” 2nd Edition.

Council for Chief State School Officers, 2005
http://www.ccsso.org/content/pdfs/AccommodationsManual.pdf . (Accessed January, 29, 2010).

High achievement expectations for all students, including students with disabilities and students who are limited English proficient.” by Higher Education Opportunity Act (PL 110-135)

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Home of Jonny Cue Comics. -

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Watch a Youtube video of an animated version of a Jonny Cue Comic.

 

 

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is also home of "Spout's First Note".

Watch an early, animated version of the book.

 

 

 

This video has gone through many different versions. It is based on a children's book written in 1999, for a graduate level class in Special Education, at Western Oregon University and taught by Dr. Mickey Pardew.

Many of the versions of this video are published on our YouTube channel

with the user name Pops Spedster And Company.

Like and subscribe to our YouTube channel.

Here is a link to a stop motion animated version's introduction video on You Tube - https://youtu.be/ugB8RB5kt8k

 

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Since 2008, Pops Spedster And Company has published content for the developmental disabilities community.

 

THIS SITE CONTAINS MANY WORKSHEETS THAT CAN BE PRINTED OUT BY AND FOR STUDENTS.

ALL WORKSHEETS ON THIS SITE ARE FREE, BUT PLEASE DO NOT CLAIM A COPYRIGHT ON THESE FREE MATERIALS.

 

 

TABLE OF CONTENTS

to the entire Pops Spedster network.

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Click here to go to our page containing links to Special Education Resources.

 

 

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Donate to keep free things free. This is a link to our secure Square account where you can make a donation to our non-profit entity for as little as $5.

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Google


Using our Google search engine provides revenue that supports people with developmental disabilities.

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Follow Jim's Wordpress Blog by clicking here.

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Updated 04/21/2022
Contact us at popspedster@gmail.com

Pops Spedster And Company is an Oregon-based 501c3 non-profit, registered with the Oregon Secretary of State's office.

Information about our company can be found at -

Business Registry Business Name Search (state.or.us)

The Lemon Aid Network is a wholly-owned business subsidiary of Pops Spedster And Company.

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Copyright 2022 - James M. Kemp