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Common Core and Special Education: What Families Need to Know
The USC UCEDD webinar series, focused on educating families of individuals with special needs about policy issues, covers the impact of Common Core standards on special education and IEPs. It includes practical strategies for parents to support their children in meeting these standards in English Language Arts and Mathematics. Additionally, the webinar emphasizes the importance of addressing various student needs and progress monitoring within the framework of IEP planning.
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Common Core and Special Education: What Families Need to Know
- 1. Welcome to theUSC 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 USCUCEDD 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.
- 3. Structure and Logistics Takenotes Type your questions Download slides Watch and Share Take Survey During the Webinar After the Webinar Give your opinion
- 4. Poll: Can you hearSusan and Kevin? Let us know in the chat box if we need to speak louder.
- 5. Common Core andSpecial 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 AssistantDirector 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 ofToday’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 CommonCore 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 EnglishLanguage 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 EnglishLanguage 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: RegularPractice 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: Buildknowledge 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 MathematicalPractices 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 focuson 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: Greaterfocus 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… Parentscan… 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 andthe 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 Inaddition 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 Parentsuggestions: • 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 CoreHome 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 nowhave a better understanding of Common Core as it relates to special education?
- 24. Ask Me aQuestion Please type your questions (Top-left corner of your MeetingBurner screen)
- 25. Thank you forattending and interacting!! www.slideshare.net www.youtube.com Webinar Evaluation Survey You have access to webinar slides, handouts and video recording. Don’t leave yet!! Please take 3 minutes to answer a survey about your experience with this webinar