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View All FAQ's 01. What are some challenges faced by students considered to have significant cognitive disabilities? 02. What are state assessment requirements for students with significant cognitive disabilities? 03. What are the Louisiana Extended Standards? 04. What are the goals of the Extended Standards? 05. What are curriculum and assessment requirements for students with significant cognitive disabilities as defined by federal laws and regulation? 06. Does this mean that students with significant disabilities should not be taught functional skills? 07. Should students with significant disabilities have access to the GLEs as well as the Extended Standards? 08. Are students with significant disabilities expected to master all of the content in the general curriculum? 09. What are considerations in identifying priority GLEs for students with significant disabilities? 10. Do students with significant cognitive disabilities need to access GLEs/ Extended Standards specific to the grade in which they are enrolled, or can they access them through grade spans? 11. Is access to GLEs/Extended Standards based upon the educational placement of a student? 12. What are considerations in developing a standards-based IEP? 13. What is the tool GLEs and Extended Standards: Scope and Sequence Matrix, and how can this assist in developing an individual student’s instructional plan? 14. How can an understanding of my student’s present use of symbols assist in determining achievement targets and designing instruction? 15. Do I need to write GLEs or Extended Standards on a student’s IEP? 16. How do I make the academic standards accessible and meaningful for my students with significant cognitive disabilities? 17. What types of goals and objectives should be included on a student’s IEP? 18. What are the Foundation Skills, and how should they be incorporated into a student’s program? 19. What are key programming issues, or essential issues, in developing an instructional program for a student with a significant cognitive disability? 20. What are specific programming considerations at the middle and high school levels? 21. Why is literacy access important for students with significant disabilities? 22. What reading/literacy assessments should be used for students with significant disabilities? 23. How do I make a decision regarding the use of alternate reading/literacy assessment tools?
View All FAQ's
01. What are some challenges faced by students considered to have significant cognitive disabilities?
02. What are state assessment requirements for students with significant cognitive disabilities?
03. What are the Louisiana Extended Standards?
04. What are the goals of the Extended Standards?
05. What are curriculum and assessment requirements for students with significant cognitive disabilities as defined by federal laws and regulation?
06. Does this mean that students with significant disabilities should not be taught functional skills?
07. Should students with significant disabilities have access to the GLEs as well as the Extended Standards?
08. Are students with significant disabilities expected to master all of the content in the general curriculum?
09. What are considerations in identifying priority GLEs for students with significant disabilities?
10. Do students with significant cognitive disabilities need to access GLEs/ Extended Standards specific to the grade in which they are enrolled, or can they access them through grade spans?
11. Is access to GLEs/Extended Standards based upon the educational placement of a student?
12. What are considerations in developing a standards-based IEP?
13. What is the tool GLEs and Extended Standards: Scope and Sequence Matrix, and how can this assist in developing an individual student’s instructional plan?
14. How can an understanding of my student’s present use of symbols assist in determining achievement targets and designing instruction?
15. Do I need to write GLEs or Extended Standards on a student’s IEP?
16. How do I make the academic standards accessible and meaningful for my students with significant cognitive disabilities?
17. What types of goals and objectives should be included on a student’s IEP?
18. What are the Foundation Skills, and how should they be incorporated into a student’s program?
19. What are key programming issues, or essential issues, in developing an instructional program for a student with a significant cognitive disability?
20. What are specific programming considerations at the middle and high school levels?
21. Why is literacy access important for students with significant disabilities?
22. What reading/literacy assessments should be used for students with significant disabilities?
23. How do I make a decision regarding the use of alternate reading/literacy assessment tools?