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King's Office Responds

King's Office Responds

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Published by MJ Gavin
After posing questions live to King at the Albany CC forum 10/24, sending FOUR follow up emails with no response, I made a public video ( http://youtu.be/WsvJydvx120 ) and sent this message, December 12, 2013. I finally received a response December 13, 2013.
After posing questions live to King at the Albany CC forum 10/24, sending FOUR follow up emails with no response, I made a public video ( http://youtu.be/WsvJydvx120 ) and sent this message, December 12, 2013. I finally received a response December 13, 2013.

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Categories:Types, School Work
Published by: MJ Gavin on Dec 14, 2013
Copyright:Attribution Non-commercial

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12/15/2013

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After posing questions live to King at the Albany CC forum 10/24, sending FOUR follow up emails with no response, I made a public video ( http://youtu.be/WsvJydvx120 ) and sent
 
this message, December 12, 2013. I finally received a response December 13, 2013. From: Meredith Gavin <meredithjogavin@gmail.com>
 
Date: December 12, 2013, 6:40:13 PM EST To:commissioner@mail.nysed.gov, RegentTisch@mail.nysed.gov,
 
RegentBottar@mail.nysed.gov, RegentBennett@mail.nysed.gov,
 
RegentYoung@mail.nysed.gov, RegentNorwood@mail.nysed.gov,
 
Regentcottrell@mail.nysed.gov, RegentDawson@mail.nysed.gov,
 
RegentChapey@mail.nysed.gov, RegentPhillips@mail.nysed.gov,
 
Regenttallon@mail.nysed.gov, RegentTilles@mail.nysed.gov,
 
RegentBendit@mail.nysed.gov, RegentRosa@mail.nysed.gov, RegentCea@mail.nysed.gov,
 
RegentJackson@mail.nysed.gov, RegentCashin@mail.nysed.gov,
 
RegentBrown@mail.nysed.gov, info@ldaamerica.org, speced@mail.nysed.gov 
 
Subject: Re: Special Education with Common Core Hello All~ Because only ONE of you has actually responded to me, I have created a public video. http://youtu.be/WsvJydvx120 ~ "A Message to NYS Commissioner King from a Parent of a
 
Special Needs Child" Ignoring the special ed community is not helping your cause. The grade level test should be optional NOT required, and the local district and parents should decide what is best for the child. I am so tired of this! Always ~ after the fact. By the way stop using the terms "challenging" and "to be clear" and "I want to be clear" ~ nothing is clear about any of this because there is no faith left in you or the majority of the BoR. Regards~ Meredith Gavin North Greenbush, NY ~~~~ From: "Suzanne Bolling" <SBOLLING@MAIL.NYSED.GOV> Date: December 13, 2013, 5:33:06 PM EST To: <meredithjogavin@gmail.com>
 
Subject: Questions regarding Students with Disabilities Dear Ms. Gavin, My name is Suzanne Bolling and I work for the Commissioner's Office as the Executive Coordinator of Special Education. I want to apologize for not responding to your request sooner, I have complied the information and hope it answers your questions. 1. What Special Education Professional with ample experience had any part of the Math or ELA CCLS documentation? The development of the Common Core State Standards included the participation of two main groups that were established by the Council of Chief State School Officers to write
 
and review the standards for English Language Arts and Mathematics. These groups were a K-12 Workgroup and a Validation Committee. The K-12 Committee was comprised of individuals representing multiple stakeholders and a range of expertise and experience in assessment, curriculum design, cognitive development, early childhood, early numeracy, child development, English-language acquisition and elementary, middle, and postsecondary education (Dr. Gina Biancarosa, is a special education professor from the University of Oregon served on the K-12 Committee). The Validation Committee members were selected because they had experience in the development or implementation of national or international standards in education or have a demonstrated record of exceptional or unique expertise in English language arts, mathematics, or a related field, such as special education, English language learners, assessments, or curriculum development. This information was obtained from the Common Core State Standards webpage at http://www.corestandards.org/resources/process 
 
As part of the public forums across the state, we have heard from parents of children with special needs and other parents that Common Core's emphasize critical thinking, reading challenging texts, opportunities for students to write with evidence drawn from texts, and math questions that require students to demonstrate their mathematical reasoning through real world application may be particularly challenging for students with disabilities. The Department believes that children with disabilities must have access to the same learning opportunities as their peers. In order to help students achieve their full potential, students with disabilities require the proper learning supports, accommodations and specially designed instruction to access, participate, and progress in the general curriculum. The curriculum must be delivered using an instructional method designed to meet the needs of the student so that the challenging content is delivered in such a way as to build their knowledge, skills, and confidence. We do acknowledge and agree that more instructional resources specifically for students with disabilities, including video examples of instruction, and more resources and information for parents of students with disabilities need to be made available and we are moving forward to do so. 2. Why are children who are delayed in reading, a year or two behind their peers and have IEPs, REQUIRED to take the same level test and are not offered a different assessment (NOT the alternative portfolio assessment)? The federal Elementary and Secondary Education Act requires all students requires states to test all students annually in grades 3 through 8 and once in high school in the areas of reading, mathematics, and science. The Individuals with Disabilities Education Act (IDEA) requires states to use assessments to identify students with disabilities and track their progress according to individualized learning goals. The Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA) allow states to administer an alternate assessment to students with severe cognitive disabilities. The Board of Regents has directed the Department staff to put together a waiver request

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