The authors describe a process for critical examination of curricular implications of the Common Core State Standards (CCSS) for children and youth with disabilities from a Disability Studies (DS)/anti-ableism frame. While the CCSS have been adopted by 44 states as well as the District of Columbia, four territories, and the Department of Defense Education Activity, the authors fear that academic standards built around a set of core abilities creates a risk of marginalizing children and youth with disabilities who may access, process, express, and demonstrate their knowledge and skills in an academic setting in non-traditional ways. This DS/anti-ableist frame was developed for use with pre-service and in-service teachers and teacher-educators in order to provide an accessible, workable way of thinking about standards and curriculum and identifying and addressing potential barriers within the CCSS that may serve to exclude and otherwise negatively impact children and youth with disabilities. [ABSTRACT FROM AUTHOR]