Alternate Achievement Standards: The Common Core Essential Elements

In June 2010, Wisconsin adopted the Common Core State Standards in English Language Arts and Mathematics, and including disciplinary literacy in the academic content areas of History, Social Studies, Science and Career/Technical Education, for all Wisconsin students. These standards are K-12 academic standards,  are aligned with college and work expectations, include rigorous content and application, and are internationally benchmarked. For all students to be career and college ready, including students with significant cognitive disabilities, educators should include instruction in both academic content, as well as the reading and writing skills needed to demonstrate learning in the other disciplinary areas.

All students, including students with significant cognitive disabilities, deserve and have a right to a quality educational experience. This right includes, to the maximum extent possible, the opportunity to be involved in and meet the same challenging expectations that have been established for all students. To ensure that students with significant cognitive disabilities have that opportunity, Wisconsin educators collaborated with educators from several other states to form the Dynamic Learning Maps Consortium (DLM) to create alternate achievement standards aligned to the Common Core State Standards.

The Dynamic Learning Maps Alternate Assessment System Consortium (DLM) is a multi-state consortium funded by a grant from the U.S. Department of Education. One of the purposes of the consortium has been to develop alternate achievement standards that are aligned to the Common Core State Standards. These alternate achievement standards are called the Common Core Essential Elements (CCEEs) in English Language Arts and Mathematics. The CCEEs were developed to satisfy the requirement of the U.S. Department of Education that Wisconsin have alternate achievement standards for its students with significant cognitive disabilities that are clearly linked to grade-level academic content standards, promote access to the general curriculum and reflect professional judgment of the highest expectation possible. 

IEP Teams are required to consider whether a student with a significant cognitive disability should receive instruction in the general education curriculum aligned with the Common Core State Standards (CCSS) or in an alternate curriculum aligned with the Common Core Essential Elements (CCEE).  To make this decision, IEP teams can use the document Guidance for Determining Participation in General Education Standards and Curriculum when filling out the IEP form I-4 IEP: Present Level of Academic Achievement and Functional Performance.  This document helps the IEP team through a step-by-step decision making process to determine the most appropriate curriculum.

 

Content Sections Below

Wisconsin Common Core Essential Elements

Student Baseline and Post-Instruction Checklists

Resources

Assessment Resources

 



Wisconsin Common Core Essential Elements

Wisconsin Common Core Essential Elements for English Language Arts
Wisconsin Common Core Essential Elements for Mathematics
 

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Student Baseline and Post-Instruction Checklists

 

Baseline checklists were developed to help teachers determine which skills from the Common Core Essential Elements their students with significant cognitive disabilities can perform, and at which performance level. The checklists are not required but rather are tools to help teachers when planning for individual student instruction. The checklists can also be used to assist IEP teams with decisions about which set of academic standards the student's instruction should be aligned with- the Common Core State Standards or the Common Core Essential Elements.

 

English Language Arts

Kindergarten

First Grade

Second Grade

Third Grade

Fourth Grade

Fifth Grade

Sixth Grade

Seventh Grade

Eighth Grade

Ninth-Tenth Grade

Eleventh-Twelfth Grade

 

 

Mathematics

Kindergarten

First Grade

Second Grade

Third Grade

Fourth Grade

Fifth Grade

Sixth Grade

Seventh Grade

Eighth Grade

High School

 

 

 

Dynamic Learning Maps Consortium
The Dynamic Learning Maps Alternate Assessment System Consortium (DLM) is a 13-state consortium funded by a grant from the U.S. Department of Education. The primary purpose of the consortium is to develop alternate achievement standards and an alternate assessment system for students with significant cognitive disabilities that are aligned to the Common Core State Standards.
 

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Resources

Common Core Essential Elements Frequently Asked Questions

DLM Self-Directed Professional Development Modules

To help educators understand the Common Core State Standards and their application to students with significant cognitive disabilities, the Dynamic Learning Maps consortium has created and will continue to create self-directed learning modules. Each of the interactive modules is short (30-45 minutes on average) and focuses on a single topic.
To access these modules, please visit: http://dynamiclearningmaps.org/unc/facilitated/index.html

If you have questions about these modules, please contact dlm@unc.edu

Parent Brochure: This brochure is intended to help parents and community members understand the purpose of the Common Core Essential Elements and how the standards relate to instruction for students with significant cognitive disabilities.
 

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Alternate Assessment Resources

The Dynamic Learning Maps Consortium’s (DLM) summative alternate assessment will be given in the areas of English Language Arts (ELA) and Mathematics for grades 3 through 11.  The Wisconsin Alternate Assessment for Students with Disabilities (WAA-SwD) will continue to be administered in the areas of Science (grades 4, 8 and 10) and include a rater form for Social Studies (grades 4, 8, 10).

For additional information on assessment refer to:

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For questions about this information, contact Eva Kubinski (608) 266-2899
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