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Implementing the Common Core State Standards for
Students with Learning Disabilities
Presented by Louisa Moats, Ed.D, Margaret McLaughlin, Ph.D., and George Batsche, Ed.D. on May 23, 2013
The Common Core State Standards (CCSS) initiative provides an opportunity to improve access to rigorous academic content for students with disabilities. However, the challenges lie in ensuring that students with disabilities will have the supports, services, accommodations, and modifications they need to realize the same educational benefit that all other students receive. In this webinar, Drs. Moats, McLaughlin, and Batsche explore the opportunities and challenges of implementing the CCSS with students with learning disabilities. They also present practical strategies for establishing systems to support the work of administrators and teachers for successful CCSS implementation.
Click here to access the archived webinar.
Webinar Handout (PDF)
Webinar Slides (PDF)
PLEASE NOTE: This Webinar is FREE
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George Batsche, Ed.D., is Professor and Co-Director of the Institute for School Reform in the School Psychology Program at the University of South Florida in Tampa, Florida. Dr. Batsche directs the Student Support Services Project and the Shared Services Network Project for the Florida Department of Education as well as the statewide pilot project on problem solving and RtI for the State of Florida. The Student Support Services Project is responsible for policy development, technical assistance and training, innovative project development and consultation in the areas of school psychology, school counseling, school social work and school nursing for the State of Florida through the Florida Department of Education. Dr. Batsche's experience includes work as a university professor and researcher, school psychologist, district-level administrator, building principal and consultant to school districts and state agencies regarding implementation of problem-solving/response to intervention. Dr. Batsche has been involved in the implementation of the problem-solving model at the state, district and building levels for the past 20 years.
Margaret J. McLaughlin, Ph.D., is Associate Dean for Research and Graduate Education, Professor in the Department of Special Education, and Associate Director of the Institute for the Study of Exceptional Children and Youth at the University of Maryland, College Park. Dr. McLaughlin has been involved in special education all of her professional career. She began as a teacher of students with serious emotional and behavior disorders and also taught students with learning disabilities. She earned her Ph.D. at the University of Virginia and has held positions at what was formerly the U.S. Office of Education and at the University of Washington. She has been involved with the study of special education policies since receiving her Ph.D. and has directed a number of projects in that area, including four national research centers. She has been studying the impact of educational reform on special education since the late 1980s and has watched the evolution of these policies in general education as well as special education. Dr. McLaughlin has consulted with numerous state departments of education and local education agencies on issues related to students with disabilities and the impact of standards-driven reform policies and has written extensively in this area.
Louisa Moats, Ed.D., has been a teacher, psychologist, researcher, graduate school faculty member, and author of many influential scientific journal articles, books, and policy papers on the topics of reading, spelling, language, and teacher preparation. After a first job as a neuropsychology technician, she became a teacher of students with learning and reading difficulties, earning her Master’s degree at Peabody College of Vanderbilt. Later, after realizing how little she understood about teaching, she earned a doctorate in Reading and Human Development from the Harvard Graduate School of Education. Dr. Moats spent the next fifteen years in private practice as a licensed psychologist in Vermont, specializing in evaluation and consultation with individuals of all ages and walks of life who experienced reading, writing, and language difficulties. At that time, she trained psychology interns in the Dartmouth Medical School Department of Psychiatry. Dr. Moats spent one year as resident expert for the California Reading Initiative; four years as site director of the NICHD Early Interventions Project in Washington, DC; and ten years as research advisor and consultant with Sopris Learning. Dr. Moats was recently a contributing writer of the Common Core State Standards.
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Access for All: Six principles for principals to consider in implementing CCSS for students with disabilities, by Margaret J. McLaughlin from Principal, Sept/Oct 2012, National Association of Elementary School Principals.
“Reconciling the Common Core State Standards with Reading Research,” by Louisa Moats (This article has been reprinted with permission from the International Dyslexia Association’s quarterly journal, Perspectives on Language and Literacy, vol. 38, No. 3, Fall 2012. Full copyright by The International Dyslexia Association. www.interdys.org)
CCSS: Role of Student Service Personnel Action Brief from the Florida Student Support Services Project
Lesson Study Guide: Integrating Instruction in a Multi-Tiered System of Supports
ASCD Common Core State Standards Resources
Common Core State Standards Initiative Website
The Council for Exceptional Children CCSS Resources
IDEA Partnership CCSS Resources
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