Cognitive Disability (CD) services are for students who exhibit significant delays in measured intelligence, adaptive functioning, and academic functioning.
The current eligibility criteria for cognitive disabilities under state law is found at PI 11.36 (1), Wis. Admin. Code. Requirements related to the need for special education are at PI 11.35, Wis. Admin. Code.
- CD Criteria Evaluation Guide (08/02)
- eligibility criteria checklist - Word Fillable - Espanol-Fillable
- CD Powerpoint Presentation
- Comparison Chart for Wisconsin Eligibility Criteria for CD
- Resource List (Adaptive Behavior Evaluation Tools)
- Need for Special Education - Sample Form
Students with CD are educated using a variety of educational program options according to the individual needs of each student. These may include self-contained programming, individual and small group programming in regular/special education classrooms and through cooperative/collaborative teaching arrangements between regular and special education teachers.
The statewide child count data as of October 2011, indicated that there were approximately 9,109 students with CD as their primary disability.
Alternate Achievement Standards: The Common Core Essential Elements
In June 2010, Wisconsin adopted the Common Core State Standards in English Language Arts and Mathematics, including literacy for History, Social Studies, Science and the Technical subjects, for all students. These standards define K-12 academic standards which are aligned with college and work expectations, include rigorous content and application, and are internationally benchmarked. Additionally, the Common Core State Standards emphasize literacy in all of the disciplines. For all students to be career and college ready, including students with significant cognitive disabilities, educators should include both the content and the reading and writing skills that students need 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. Wisconsin educators collaborated with educators from 12 other states to create alternate achievement standards 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.These new standards will replace the current Extended Grade Band Standards and will be used as the basis for a new alternate assessment, which will replace the current Wisconsin Alternate Assessment for Students with Disabilities (WAA-SwD) in 2014-15.
For more information, please visit: http://sped.dpi.wi.gov/sped_assmt-ccee
2013 Statewide CD Conference
AUGUST 13-14, 2013
Meeting the Academic Needs of Students with Cognitive Disabilities-
This conference is for K-12 teachers of students with cognitive disabilities; paraprofessionals; directors of special education; parents, and other interested educators. Barb Novak and Ken Davis from DPI’s Common Core Implementation Team will present a condensed training of the Common Core State Standards (CCSS) for English Language Arts and Mathematics. These academic standards are for all students, including students with disabilities, and will impact special education instructional practices, IEP development, and assessment.
Contact: Erin Faasuamalie
Phone: (608) 266-1785
706 John Nolen Dr.
Madison, WI 53713
SAVE THE DATE
- COLLABORATIVE PST MEETING
OCTOBER 1-3, 2013, Wilderness Resort, Wisconsin Dells
- Tuesday, October 1: Common Core State Standards (For those who haven't had prior training in CCSS)
- Wednesday, October 2: Standards-based IEPs (Prerequisite: Prior training in Common Core State Standards)
- Thursday, October 3: Using Data to Guide Instructional Decisions, led by Margaret McInteer, Marzano Research
- Margaret McInteer has worked as a speech pathologist and director of special services in the Falls City, Nebraska, public school system. As a professional development provider, Margaret has created and delivered training to more than 5,000 educators over a span of 18 years. She has consulted with and provided technical assistance to districts on continuous school improvement, curriculum and assessment development, instructional strategies, classroom management, data retreats, and team building.
STATEWIDE CD-PST AND LEADERSHIP MEETING
Wednesday, April 24, 2013
Principles of Effective Instruction in English Language Arts (ELA) and Standards of Mathematical Practice - Erin Faasuamalie and Sandy Berndt
The 2012 Cognitive Disabilities Conference titled, “Teaching and Instruction - Meeting the Academic Needs of Students with Cognitive Disabilities” was held August, 14-15, 2012 at the Madison Marriott West in Middleton, WI. Key note speakers included Dr. Penelope Hatch from the Center for Literacy and Disability Studies and the University of North Carolina, Chapel Hill (Literacy) and Dr. Chris Cain, Associate Professor, Mars Hill College, North Carolina (Mathematics). Alan Sheinker, Ed. D., Associate Project Director of the Dynamic Learning Maps Consortium also shared information from the Dynamic Learning Maps Consortium regarding alternate achievement standards and formative and summative alternate assessments being developed. - Meeting Agenda - Cognitive Disabilities presentation
Dr. Penelope Hatch
The Common Core: Multiple and Flexible Pathways for Comprehensive Literacy Instruction for ALL Students
Functional Literacy Article
The Center for Literacy and Disability Studies website hosts two of the case-studies and some of the work samples, shared by Dr. Hatch, during her presentation. These materials provide examples of what can happen over time with good instruction, appropriate materials, and opportunity to engage in literacy activities. For more information visit: http://www.med.unc.edu/ahs/clds/projects/north-carolina-deaf-blind-project/db-case-studies
Dr. Alan Sheinker
Dynamic Learning Maps Alternate Assessment Consortium