In this webinar, Kevin Schaefer, Assistant Director of Special Programs at WestEd's Center for Prevention and Early Intervention, addresses the following topics: - What is Common Core and why was it adopted? - How does it relate to Special Education? - How does it affect my child's IEP? - What kinds of accommodations can be written into the IEP in order to help my child succeed with Common Core?

1. Welcome to the USC UCEDD
Parent/Consumer Webinar Series
funded by grant #90DD0695 from
the Administration on Intellectual and Developmental Disabilities (AIDD)
Administration on Community Living
April 14, 2015

2. Your Moderator
Susan Kanegawa
USC UCEDD Family Support Coordinator
skanegawa@chla.usc.edu
www.uscucedd.org
The USC University Center of Excellence in Developmental Disabilities at Children’s Hospital Los
Angeles (USC UCEDD) is one of 68 UCEDDs funded to promote systemic change, advocacy, and
capacity building in states on behalf of individuals with, or at risk for, developmental, behavioral
and/or special health care needs and their families.
The USC UCEDD Webinar series is designed to educate the community about current policy issues
which impact the lives of people we serve and their families. Our primary audience is individuals
with special needs and their families. However, service providers, program managers, students in
training and others are welcome as space allows. At this time, our webinars are in English only. We
are exploring methods to make this series available in other languages in the future.

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5. Common Core and Special Education:
What Families Need to Know
By Kevin Schaefer, Assistant Director of Special Programs with
WestEd’s Center for Prevention and Early Intervention (CPEI)
April 14, 2015

6. About Kevin Schaefer
Assistant Director of Special Programs
with WestEd’s Center for Prevention and
Early Intervention (CPEI)
kschaef@wested.org
http://www.wested.org/
WestEd is a nonprofit research and development agency working at the national,
state, and local levels, improving education and other important outcomes for
children, youth and adults. The depth, diversity, and history of their work,
coupled with experience and research-based knowledge, give WestEd staff
expertise in helping all learners succeed in school and career.
Across the nation, WestEd staff meet the needs of clients and customers through
consulting & technical assistance, evaluation, policy analysis, professional
development, and research.

7. An Overview of Today’s Webinar
Today we will cover:
• What is Common Core, and why was it
adopted?
• How do the new standards differ from the
former ones?
• How does it fit in with special education?
• How will this affect my child’s IEP?
• Are there accommodations to help my child
succeed with Common Core?

8. • The Common Core State Standards (CCSS) address content
areas of English Language Arts (ELA) and Mathematics
• Literacy standards for history/social studies, science, and
technical subjects.
• Provides K-12 progression of knowledge and skills to prepare
students to graduate from high school and be ready for
college and careers.
• It was adopted to create one standard for all schools, not
only in California, but nationwide.
• Common Core standards are designed to be relevant to the
real world.
What is Common Core?

9. Standards for English Language Arts
Assist Students in Becoming College,
Career and Civic-Life Ready
• Demonstrate Independence
• Build Strong Content Knowledge
• Respond to the Varying Demands of Audience, Task, Purpose
and Discipline
• Comprehend as well as Critique
• Value Evidence
• Use Technology and Digital Media Strategically and Capably
• Come to Understand Other Perspectives and Cultures

10. Shifts in English Language Arts
for Students, Parents, and Educators
1. Regular practice with complex texts and use
of academic vocabulary
2. Reading, writing and speaking grounded in
evidence from text
3. Build knowledge through content-rich
nonfiction

11. ELA Shift #1:
Regular Practice with Complex Texts
and Use of Academic Vocabulary
Students must… Parents can…
Read material at comfort level, but
also work with more challenging
text
Know your child’s independent and
instructional reading levels based on your
observations, teacher reports and IEP team
information
Handle frustration and keep
pushing (persevere)
Be familiar with your child’s triggers,
interventions to use. High interest text and
chunking reading time
Learn the words that they will need
to use in college, careers and
independent life
Read often and constantly with your child
Let your child see you reading
Use academic language that is
content and topic specific (for
Science, Social Studies, Math…)
Provide print material that is of high interest
and topic-specific. Expect your child to
communicate using vocabulary specific to
content

12. ELA Shift #2:
Reading, Writing and Speaking Grounded in
Evidence from Text
Students must… Parents can…
Find evidence to support arguments Ask your child why they believe as they do and
what is that belief based on (seen, read, heard,
etc.)
Form judgments and become
scholars
Demand evidence in every day
discussions/disagreements
Discuss what the author, writer,
speaker is “up to”
Ask probing questions such as, “What does that
mean to you?” “Why do you think that?” “How
did you come to that understanding” “What
proof do you have?”
Compare multiple texts in writing Write ‘books’ together and use evidence/details

13. ELA Shift #3:
Build knowledge through
content-rich nonfiction
Students must… Parents can…
Read more non-fiction and read like
an investigator.
Ensure non-fiction text/examples are available.
Instructions, directions, icons (that illustrate
expectations, instructions, directions,
explanations, etc.) as well as text are examples
Enjoy and discuss the details of
non-fiction
Have fun with non-fiction with and around your
child. Use high interest texts that explain.
Demonstrate a love for reading (excited,
animated, etc.)

14. Standards for Mathematical Practices Assist
Students in Becoming College, Career
and Civic-Life Ready
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments & critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning

15. 1. Greater focus on fewer concepts
2. Coherence: Linking topics and thinking across
grade levels
1. Rigor: Pursue conceptual understanding,
procedural skills and fluency, and application
with equal intensity
Shifts in Mathematics
for Students, Parents, and Educators

16. Mathematics Shift #1:
Greater focus on fewer topics
Students must… Parents can…
Spend more time on fewer
concepts (persevere)
Know what the priority work is for the grade
level http://www.cgcs.org/Page/244
Apply strategies, not just get
answers
Focus on how the child is tackling the problem
over what the answer is. “How did you figure
that out?”
Spend more time solving a single
problem in a deep way
Expect fewer problems but more writing and
explaining in homework
See mistakes as learning
opportunities
Help their children use their mistakes as
windows into their thinking

17. Mathematics Shift #2:
Coherence: Linking topics and thinking
across grade levels
Students must… Parents can…
Apply math in real world
situations
Ask children to do the math that comes up in
daily life and across a variety of situations
Show children the math they work with either
in your career or at home
Give context to the mathematical situation
Know which math to use for
which situation
Ask the child which operation is needed —
addition, subtraction, multiplication, division –
and how he/she knows
Recognize situations that
use the same math skills
Explicitly note when math skills are being
used, “Remember yesterday when counted
pennies in our bank? Now we’re counting
strawberries in our shopping cart.”

18. Students must… Parents can…
Understand why the math
works—explain and justify
Ask questions to find out whether the child
really knows why the answer is correct
Talk about why the math works—
explain and justify
Ask children to explain how they solved the
problem and why they chose the strategies
they used
Prove that they know why and
how the math works—explain
and justify
Ask children to show how they know they have
the correct solution
Talk about alternative strategies
Use academic vocabulary to
explain their reasoning and
critique that of others
Expect children to use the language of math
Talk about math
Mathematics Shift #3:
Rigor: Pursue conceptual understanding,
procedural skills and fluency, and application with
equal intensity

19. Educational Benefit and the IEP
Assessment
RESULTS USED TO
DETERMINE
PRESENT LEVELS,
IDENTIFY NEEDS,
AND DEVELOP
GOALS:
-All assessments are
complete (each area
of suspected
disability)
-- Student educational
needs are identified
-- Can baseline data
be established?
PURPOSE: To
determine whether a
child is a child with a
disability and to
identify the
educational needs of
the child
Is the assessment
complete and identify
the students’ needs?
Present Levels
PLOP/PLAAFP
ADDRESSES EACH
AREA ASSESSED
AND IDENTIFIES
NEEDS:
-A descriptive
narrative summary
(the most relevant
information)
- Areas not assessed
or not a concern
documented as such
- Educational
concerns of parent
documented
- Academic,
Communication,
Gross/Fine Motor,
Social/Emotional/Beh
avioral, Health,
Vocational, Self-Help
- Does the present
levels include all of
the needs identified in
the assessment?
Identify Needs
SPECIAL FACTORS
IDENTIFIES ALL
NEEDS FROM
ASSESSMENT DATA
AND PLOP/PLAAFP:
- Examples: Academic
(Reading, Written
Lang., Math), Social,
Behavioral,
Independence,
Vocational, etc.
- Identified needs may
also include areas
such as low
incidence,
blind/visually
impaired, deaf/hard of
hearing, assistive
technology, EL related
to IEP planning
- A goal/objectives
must be written for
every identified need
Goals
GOALS/OBJECTIVES
DEVELOPED IN
EACH AREA OF
IDENTIFIED NEED:
- Baseline:
quantifiable
description of
classroom
performance in the
specified area
- Progress reported
an documented at
noted intervals to
parents
- Goals/objectives are
“linguistically
appropriate”.
Goals/obj. contain:
- DOES WHAT:
- BY WHEN:
- GIVEN WHAT:
- HOW MUCH:
- MEASURED BY:
Are all areas of
student needs
addressed?
Services
SERVICES AND
SUPPORTS THAT
WOULD PROVIDE
PROGRESS TOWARD
GOALS & ED.
BENEFIT:
- Services determined
after goals/obj. have
been finalized
- Decisions must be
made in conformity of
LRE
- Allows student to the
maximum extent
appropriate, to be
educated with typically
developing peers and
access to core
curriculum
Do the services
support the goals and
objectives?
Progress
- Need to measure
progress (at each
progress reporting
period) and adjust
when necessary
- Determine if you
need an IEP meeting
to adjust
- Measurements will
vary depending on
goals
- May include
informal and formal
assessments
results, classroom
progress in
academics,
behavior, social/
emotional, grades,
progress on goals/
obj.
- Did the student
make yearly
progress? If not, was
the IEP altered to
assist the student in
making progress?

20. Additional Common Core/IEP
Considerations
In addition to academics…
• Communicative Competence
• Executive Functioning
• Social/Emotional Learning
• Appropriate Behaviors
• Self-Determination
• Self-Advocacy
…must also be considered.

21. Additional Common Core/IEP
Considerations
Parent suggestions:
• Ask clarifying questions
• Ensure the IEP doesn’t solely focus on your
child’s area(s) of deficits
• Prepare for the IEP and provide input throughout
the process
• Keep a long range perspective (Does this IEP lead
to college, career and civic life readiness?)

22. Resources
• Common Core Home Page
http://www.corestandards.org/
• CDE Common Core Resources for Parents and Guardians
http://www.cde.ca.gov/re/cc/ccssresourcesparents.asp
• CDE Common Core Resources for Special Education
http://www.cde.ca.gov/sp/se/cc/
• Understood (subscribe)
https://www.understood.org/en
• Engage NY
https://www.engageny.org/

23. Poll:
Do you now have a better
understanding of Common Core as it
relates to special education?

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