UDL is included in the section of the Common Core Standards called “application to students with disabilities”. In this section the authors referred to the definition laid out in the Higher Education Opportunity Act of 2008 (PL 110-135).The reference to UDL in this section may give the impression that UDL is just for students with disabilities. However, UDL not only applies to students with disabilities, it applies to all other learners as well. All students can benefit from the types of instruction used to reach learners “on the margins,” as the learning needs of all individuals vary a great deal. As such, UDL should be used within inclusive general education classrooms.
Although this is the only specific mention of UDL, there are many concepts embedded throughout the Common Core Standards that are aligned with the UDL framework.
Over 100 years (yes, one hundred) of research has documented the occurrence of “summer learning loss,” a loss in academic skills and knowledge during the summer months that sets students back academically if they are not engaged in meaningful formal or informal summer learning and enrichment activities.
It’s also well-documented that summer learning loss, which is cumulative over time, contributes directly to a widening of the achievement gap between low-income and middle-income students, and that a lack of summer learning opportunities also contributes to increased student drop-out rates.
We do our high school students a great disservice by suggesting they should immediately go to a four-year college upon graduation from high school -- or they'll be sentenced to a life of unskilled labor.
As AP and IB courses proliferate, some schools are taking the next step: bringing in instructors to teach actual university classes.
Students are having early experiences of college life, taking full-on college courses as high school seniors in Montgomery County (MD) to get a glimpse of what lies ahead: fewer scheduled hours of class, more independent work and less hand-holding from instructors.
They reflect a growing interest in many areas of the country to go beyond work that is college-level and try college itself.
State officials are beginning to phase in changes to Tennessee’s public education curriculum to include more analytical thinking and, officials hope, less teaching to the test.
The state is training 12,000 classroom instructors this summer how to teach math principles under the new “common core” curriculum in grades three through eight, a system Education Commissioner Kevin Huffman says will better ready Tennessee’s youth for college and the work force.
Page 6 of the report provides some interesting High School data about these students. Here is some "access" data from the report:
"Only 30-35% of students nationally will have taken three years of science through Physics and three or four years of mathematics through Pre-Calculus - which describe and provide many of the high school Common Core "Plus" (+) standards."
Thomas W. Gunlock is a member of the Ohio State Board of Education
"Working in the world of state-level education policy, frustration and disappointment are part of the job. I admit to giving in to frustration and even a little anger over the past year at the all-too-frequent hypocrisy."
"Everyone always says, “It’s about the kids,” but in reality, policy too often has little to do with children or their well-being. The focus always seems to come down to adults and institutions doing what they do best — protecting their status quo."
By Eric Hargis, Executive Director of the National PTA
Benefits of The Common Core Standards:
"One thing that must be the same regardless of which state you live in is a quality education for our children. With the CCSS, I am ssured quality and consistency in my children's education regardless of where we live.
The standards offer parents "a clear understanding of what my children are expected to learn and each grade level."
The Standards provide incredible value to parents wanting to be fully engaged in their children's education.
Regardless of their zip code, parents are assured that their children graduate fully prepared for college and careers.
Government Takeover Myth Debunked
"This isn't even a Pinocchio stretch of the truth, but an out and out lie."
Truth #1 - States are driving this process and have been involved at every level — from the drafting and development stages through revisions and the final product.
Truth #2 - States voluntarily adopted the Standards.
Truth #3 - States and school districts still have autonomy in decisions made on how to teach the Standards in the classroom.
After having been asleep at the switch for two years, states should be busy looking to finish the job they started when they adopted the standards—to add the 15 percent atop the Core where they can provide the guidance teachers need to drive...
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