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What parents of students with disabilities need to know about the Common Core Standards

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What parents of students with disabilities need to know about the Common Core Standards

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10 things parents of students with disabilities need to know about the California Common Core Standards.

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The Common Core: 10 Things Parents Need to Know to Support Their Children with Disabilities

The following content originally appeared in The Special EDge newsletter, Volume 27, Number 2; Winter - Spring 2014

What the Standards Are

The Common Core State Standards (CCSS) describe what all students are expected to learn in each grade (kindergarten through grade twelve). Forty-five states have adopted these standards. This creates consistency in instruction, which makes it easier for students to move to different states and still do well in school. Academic standards are not new in California. The CCSS simply improve the previous standards. They focus on the skills students need to succeed as life-long learners in the twenty-first century workplace.

The Goal of the CCSS

The goal of the CCSS is to make sure that all students are prepared for college, technical education, or the workplace as well as for independent living and a quality life after high school.

Where to Find the Standards

All of the CCSS are at Common Core State Standards Initiative . Here you'll also find helpful resources.

The Role of the Standards in an IEP Team Meeting

Academic goals in an Individualized Education Program (IEP) must be aligned to grade-level standards. This ensures that students with disabilities receive grade-level curriculum and instruction. When you know about the standards, you can better advocate for your child. You are in a better position to know whether teachers are holding your child to the same high level of expectations that they maintain for general education students. Knowing about the standards also makes it easier for you to ask questions about where your child's learning will occur-his or her "placement."

Which IEP Goals Will Be Aligned to CCSS

Functional goals do not have to be aligned to a CCSS. These goals focus on behavior, social-emotional challenges, and functional skills. They are still an important part of an IEP, and they support academic access and achievement. But only academic goals must be aligned to the CCSS.

Questions to Ask an IEP Team

What academic goal does each standard address?

What are my child's behavioral goals that support his or her academic achievement?

What does my child have in place to access the standards that are being taught?
Will there be accommodations, modifications, or assistive technology?

If the IEP calls for "Specially Designed Instruction," what is special about it?

How the Standards Affect a Child Who Is Below Grade Level in a Subject

Even if your child is performing below or even far below grade level, he or she should still be learning grade-level content. Your child should receive instruction that includes accommodations, modifications, assistive technology, and supports that allow him or her to participate with peers and make it possible to close the learning gap.

How the Assessments Align with the CCSS

There will be new assessments for the new standards. An IEP must include all appropriate accommodations for both classroom learning and for these assessments. This way, a child will use the accommodations in his or her daily academic program and be prepared to use the accommodations in testing. The CDE Web site offers a list of approved accommodations. While these lists include the most common accommodations, they do not include all of the possible accommodations that a student may need. Any accommodation that a student legitimately needs must be included in his or her IEP.

What Happens When a Student Is Not Familiar with Technology

All students must be given a chance to practice and get used to the technology they will be using when they are tested. If your child needs practice, you can address this need in an IEP meeting. Skill in using technology is an important part of your child's academic program, and developing that skill can be an important goal.

What the Standards Mean for Students with Significant Cognitive Disabilities

Each student with significant cognitive disabilities should be taught and tested in ways that align to CCSS grade-level standards, even if the student does not receive instruction in a general education classroom. The curriculum for these students may be significantly modified, but it still must be aligned to grade-level standards.

Parents will find additional resources and supports at Common Core Resources for Special Education under the "Parents and Students" tab.

Last Reviewed: Tuesday, February 4, 2020

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The following content originally appeared in The Special EDge newsletter, Volume 27, Number 2; Winter - Spring 2014 The Common Core State Standards (CCSS) describe what all students are expected to learn in each grade (kindergarten through grade twelve). Forty-five states have adopted these standards.

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List of resources to get food in Orange County, CA
Available in many languages
Disponible en Espanol

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Food Assistance | Regional Center of Orange County

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Food Resources and pantries throughout Orange County Orange County's 2-1-1 for food assistance. Need Help Paying Bills maintains a listing of Orange County food pantries. Waste Not OC Coalition is focused upon ending hunger in Orange County; a list of food banks is provided. During summer months ...

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Supports families in Los Angeles and Orange County with parent trainings and social activities.

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Chinese Parents Association for the Disabled

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A group of special needs kids had a blast at the recent CPAD's social recreational program event. This weekly event, funded by East Los Angles Regional Center, was held at a local senior community center, featured a variety of activities, including art, music, and exercise. The kids were able to express themselves creatively through art...

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Home, Chinese Parents Association for the Disabled

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Capistrano Valley Unified School District has developed a Parent Handbook to help parents and guardians learn more about how special education relates to your child.

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Special Education Procedural Handbook - Parent Edition

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- Parent and Training Information Center for Southern California

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What We Do: TASK helps families navigate special education, disability services and assistive technology. We provide families with emotional support, information, and direction. When needed, we refer them to other agencies for additional services. Our goal is to promote cooperation between families and schools to help kids succeed.

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TASK - Southern California's Parent Training and Information Center

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What We Do: TASK helps families navigate special education, disability services and assistive technology. We provide families with emotional support, information, and direction. When needed, we refer them to other agencies for additional services. Our goal is to promote cooperation between families and schools to help kids succeed.

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Student Behavior Resources from Parents Helping Parents

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Student Behavior Resources from Parents Helping Parents

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Great resource for understanding and assisting student behaviors associated with various disabilities.

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College and Career planning assistance for students in Capistrano Unified School District.

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Our program is tailored to each grade level and milestones in planning. While a student's grade level determines the specific nature of our work together, review the sequence of staple events for your grade so you know what is available and when to take advantage of these opportunities. Appointments & Events Page Grade Level Scope of Services Always check our for the most up to date schedules.

Need a speaker or presenter for an upcoming event? Please feel free to complete our Event Request Form and our team will respond within 48 hours.

Have you heard? We're on Canvas!

Appointments are not available during JUNE, JULY or AUG.

555 The Shops at Mission Viejo

(2nd Floor Food Court between Charley's & Rubios, double doors in the hallway)

Meet Our Team

College and Career Counselor

Jennifer Manzanares - Bio

College and Career Counselor

College and Career Counselor

Monica Cabrera Lucero - Bio

College and Career Counselor

To schedule a one-on-one appointment or sign up for an event, visit our Appointments & Events page .
For more details about our services and appointments, visit our FAQs page.

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Our program is tailored to each grade level and milestones in planning. While a student's grade level determines the specific nature of our work together, review the sequence of staple events for your grade so you know what is available and when to take advantage of these opportunities.

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Capistrano Unified School District CAC. A place to find for parent resources and meeting information.

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CAC: Community Advisory Committee

It is a collaborative partnership of parents, educators, and community members.

The purpose of the CAC is:

To review the local plan, this describes the local policies, procedures and programs that are consistent with state laws, regulations, and policies for Special Education. Across California, every Special Education Local Plan Area (SELPA) is required to establish a CAC.

Provide parent education opportunities, give families an opportunity to communicate with district administrators, connect with other parents, and share resources and support.

Support activities on behalf of individuals with exceptional needs.

This group is also connected with PTA. Each school has a special education parent representative for their site. That representative attends meetings, reports back to the site's PTA, helps connect parents of other students with special needs and helps to bridge the gap between the general education, and special education community.

Our CAC monthly meetings are open to the public.

Hear updates directly from Special Education Administration:

Dr. Greg Merwin, Chief Academic Officer, Education & Support Services

Don Mahoney, Assistant Superintendent, Special Education Services

Heidi Harvey, Executive Director, Special Education Programs and Instruction

Danielle Clark, Director of Related Services

2020-21 CAC Meeting Agendas:

↑ Up One Level

2020-21 CAC Meeting Minutes:

↑ Up One Level

Virtual Grade Level Transitions Event

A 1.5 hour virtual event with parent and education partners from February 10, 2021.

Information presented to help guide parents through their child's transition from one grade level to the next.

Breakout sessions are grade level specific.

Recordings available to watch back at your convenience.

Student Honors and Awards

National PTA Reflections Art Contest
The Capistrano Unified Council PTSA presents the 2020-2021 National Champion Dance Choreography Special Artist Mark Wagner. Mark is a student and choreographer at Dana Hills High School. We are all inspired by Mark's talent and dedication in his moving performance of "I speak with my dancing."
Exceptional Student Award
Each year The Special Education Community Advisory Committee recognizes exceptional high school students for their outstanding contributions in creating inclusive school communities. We honor their dedication to authentically advocate for peers with disabilities. We celebrate their ability to break down barriers and lead with courage. We commend them for the dynamic and diverse foundation they are building for a more compassionate world. We encourage all to embrace the possibilities of their potential and continue to soar with brilliance.
The San Juan Hills High School 2020-2021 Honorees are:

Eva Benzan

Ryan Ellis

Savanna Goodpaster

Zoe Hotmer

Sydnee Howes

Sabrina Javorsky

Logan Krall

Kylie LeBlanc

Rebecca Li

Jacob Rodriguez

Grade Level Transitions Event: Information presented to help guide parents through their child's transition from one grade level to the next. View 2021 Event Details

Sunshine Awards: A special educator recognition event, parents are invited to nominate staff members who have had a positive impact on their child with special needs.

Ability Awareness: Every year, schools around CUSD host Ability Awareness Events. CAC is here to help school sites and their PTA special ed parent rep in putting together one of these events. Contact your PTA special ed rep or capocac@gmail.com to get involved!

Down Syndrome Awareness Video

Down Syndrome Awareness Video, courtesy of Chaparral Elementary. Video for CUSD Educational purposes only - sale and distribution are prohibited. Many thanks to Special Education representatives - Katie Gresko and Cara Giovani.

Many thanks to our Ability Awareness Chairperson, Nicole Lindstrom and SJHHS student, Julia Kowalski for their dedication to educating us all!

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CAC: Community Advisory Committee It is a collaborative partnership of parents, educators, and community members. The purpose of the CAC is: To review the local plan, this describes the local policies, procedures and programs that are consistent with state laws, regulations, and policies for Special Education.

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Research based reading strategies.

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Explore reading basics as well as the key role of background knowledge and motivation in becoming a lifelong reader and learner. Watch our PBS Launching Young Readers series and try our self-paced Reading 101 course to deepen your understanding.

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Free Math Lessons for every grade level.

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A required part of this site couldn’t load. This may be due to a browser extension, network issues, or browser settings. Please check your connection, disable any ad blockers, or try using a different browser.

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Khan Academy Information for Parents in Spanish

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Para padres y mentores | Recursos | Khan para Maestros | Khan Academy

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¡Ayuda a tu hijo a aprender con Khan Academy!

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ldonline.org website page that focuses on how to help students with learning disabilities succeed in math.

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Expert answers

1) What strategies can be used to overcome math difficulties?

Although a good deal is known about reading-related learning disabilities (dyslexia), much less is known about math-related learning disabilities (dyscalculia). Research has revealed some interesting things about dyscalculia. Often, people with dyscalculia are highly intelligent and able to succeed very well academically.

LD OnLine's section on math skills has a number of relevant articles including:

Other articles about strategies that work well with students who have learning disabilities and are struggling with mathematics include:

2) What part of the brain works when you are doing math? How can this concept be explained to my child and to my child's teachers?

Often referred to as dyscalculia, math-related learning disabilities are complex and require intervention by skillful teachers to help students achieve success. LD OnLine's section on math skills has a number of helpful articles.

Mathematics is cognitive process-thinking that requires the dual coding of imagery and language. A child who is a strong reader may be able to read and understand the article listed below, or an adult can read it and translate it into clear concepts that are easier to understand.

3) I am looking for written resources or computer programs to use in my classroom to help teach my students with math disabilities. Do you have any recommendations?

There are many technology tools to choose from today, and more are constantly being developed. We have provided a few suggestions below for websites that identify programs and help teachers obtain access to current information. Test out a variety of products to find a good match. Many companies offer free demos or 30-day-trials; if you ask, they can even cover shipping and handling costs. Take advantage of these options as much as possible and you'll have a better sense of what works for you and your students.

Proceeds from the sale of books purchased from our recommended books section can help support LD OnLine.

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LD OnLine is the leading website on learning disabilities, learning disorders and differences. Parents and teachers of learning disabled children will find authoritative guidance on attention deficit disorder, ADD, ADHD, dyslexia, dysgraphia, dyscalculia, dysnomia, reading difficulties, speech and related disorders.

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Online Math platform that is aligned to the Common Core Standards. Students can use the website at a limited capacity for free.

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Download fun learning tools, like customizable certificates and a scavenger hunt, that will help your family get the most out of IXL.

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Page with many research based articles with information for parents of students with disabilities.

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Copyright © 2014-2021 Understood For All Inc. All rights reserved. "Understood" and related logos are trademarks of Understood For All Inc. and are used with permission. This website provides information of a general nature and is designed for information and educational purposes only and does not constitute medical or legal advice. Understood is a nonprofit initiative. Understood does not and will not take money from pharmaceutical companies. We do not market to or offer services to individuals in the European Union. For more information, please review the Terms and Conditions.

"Understood" as used above includes Understood For All Inc., and their officers, affiliates, parents, and related entities, and their respective employees, contractors, or other personnel.

Understood For All Inc.
145 Hudson Street, Suite 5B
New York, NY 10013-2150
Media inquiries: media@understood.org (preferred) or(516) 654-7584

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Copyright © 2014-2021 Understood For All Inc. All rights reserved. "Understood" and related logos are trademarks of Understood For All Inc. and are used with permission. This website provides information of a general nature and is designed for information and educational purposes only and does not constitute medical or legal advice.

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Ways to help your student with Speech and Language.

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Learn more about a Universal Playground in San Clemente

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Welcome To Courtney's Sandcastle Charitable Foundation

The mission of the Courtney's SandCastle Charitable Foundation is to ensure that the Courtney's SandCastle Universal Playground provide every child in our community fun and interactive play opportunities regardless of their abilities, while improving the quality of life; and foster diversity awareness, compassion and acceptance.
Get Involved or Donate Below!

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Welcome to Courtney's Sandcastle Charitable Foundation - A Universally Accessible Playground

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The mission of the Courtney's SandCastle Charitable Foundation is to ensure that the Courtney's SandCastle Universal Playground provide every child in our community fun and interactive play opportunities regardless of their abilities, while improving the quality of life; and foster diversity awareness, compassion and acceptance. Get Involved or Donate Below!

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This article from Ed Source help families with students with disabilities learn how to cope.

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With no routine and limited access to services, students and their families feel stressed and overwhelmed.

Photo courtesy Ann Hoeffer

Photo courtesy Ann Hoeffer

Seeing his behavioral therapist used to be the best part of the day for Jesse, a 5-year-old in Lake County with moderate autism. Now it's his worst.

For thousands of students like Jesse enrolled in special education in California, the school closures in response to the coronavirus pandemic have been especially burdensome. Accustomed to routines and close relationships with their teachers and therapists, students - and their families - are now trying to cope with a confusing, frustrating new reality - with no end in sight.

"He sees his therapist on Zoom and gets so mad he won't talk to her," said Jesse's grandmother, Ann Hoeffer, who helps look after Jesse. "He has meltdowns. He gets very physical, because he's frustrated. He scratches, he kicks, he screams. He just doesn't understand, and you can't explain it to him."

For some students, the challenge is trying to follow online video classes. For others, it's not seeing their speech or occupational therapists, their teachers or friends. For many students, the disruption in routine has been deeply upsetting and has led to behavior problems or a backslide in skills. The issues are compounded for students whose families don't speak English or who lack the technology to go online.

Many schools are providing one-on-one video meetings with students enrolled in special education as well as their families, and taking other steps to try to compensate for the individualized services students received in school. But no matter what schools offer virtually, it will never replace the personal relationships students have with their teachers, therapists and aides, parents said.

"Parents being with their children 24-7 is stressful for anyone, but if your child needs care 24-7, it can be overwhelming," said Juno Duenas, executive director of Support for Families of Children with Disabilities, a nonprofit that serves families in Northern California. "Parents and caregivers not only have to assume the role of teacher, they're having to act as (aides), case managers, therapists and early interventionists."

Duenas' organization, as well as other groups aimed at parents of special education students, are offering hotlines, advice, online support groups, conference calls and individual check-ins to ensure families have what they need.

The No. 1 tip: Parents need to prioritize their own mental and physical health, Duenas said.

"We tell parents, it's OK if you can't do it all. Take care of yourself," she said. "If you're having trouble, call us. We can identify strategies to help. It may take time, but we will keep trying and we will do our best to find a way to make it work."

Since California campuses closed in mid-March, parents of nearly 800,000 students in special education have been scrambling to adopt new routines and connect with teachers and therapists. Some school districts launched services immediately, while others are still working to roll out online learning systems.

For Hoeffer, the days have been frustrating and long. The retired cashier in rural Lakeport helps her daughter with Jesse and his brother Gabriel, who is 4, as well as four other siblings. Jesse and Gabriel are both non-verbal and have moderate autism. Gabriel also has epilepsy, severe attention deficit hyperactivity disorder and an eating disorder called pica, which is characterized by trying to eat non-food items, such as dirt.

Before the coronavirus pandemic, Jesse and Gabriel attended a Head Start program every day, where they received speech and occupational therapy. After school they met with a behavioral therapist who helped them develop social skills.

The boys loved school and were progressing well, Hoeffer said. They were learning to use forks and spoons, express their emotions appropriately and use the toilet on their own. Their teacher was working with them on identifying colors, numbers and letters of the alphabet. They even had a few friends, Hoeffer said.

But since their school closed, "most of that is out the window," Hoeffer said.

"School was where they felt welcome and comfortable, where people helped them focus and learn. They had a structure," she said. "Now we're stuck at home. No park, no school, no social interactions. They don't understand, and they're mad. There's a lot of meltdowns."

Gabriel has started leaving the house on his own. Called elopement, the tendency is common among children with autism. Hoeffer said she's found him in her car so often she now leaves the windows rolled down.

Jesse, meanwhile, has become defiant and anti-social, Hoeffer said.

"He just wants his mom's phone so he can watch videos all day," she said. "He's always mad."

Hoeffer and her daughter bought markers, blocks and other items the boys were using at school, and are trying to maintain a routine. But it's not easy, she said.

"Even with three adults in the house, it's hard to keep them focused and entertained all day, because they know something's not right," she said. "To be honest, every night I cry and I cry and I cry. Because even though we're doing our best, it's not enough. And I worry about them."

But there are occasional moments of joy. Every day Hoeffer takes her grandchildren for a walk on Lake County's back roads, where they enjoy the spring wildflowers and wildlife. The boys like spotting rabbits, turkeys, goats, horses and ducks, feeling the soft green grass, picking up acorns and throwing rocks into Clear Lake. The hours fly by, she said.

"It's the one thing they can enjoy. I don't have to worry about them," Hoeffer said. "They're calm. They're happy."

In Sacramento, Wendy Quinn is looking after her daughter, Katherine, who has cerebral palsy and is enrolled in a post-high-school program in San Juan Unified. Unable to talk, walk or use her hands, Katherine relies on technological devices to help her communicate and do school work. The shift to online learning has left her somewhat adrift, Quinn said, because it's difficult communicating with her teachers virtually.

It's also been stressful for Quinn, who's her daughter's full-time caregiver, because now she gets very few breaks. Katherine requires help with nearly every function throughout the day. And she greatly misses her teachers and friends, some of whom she's been close with since elementary school, Quinn said.

"We have good days and bad days," Quinn said. "But we've reached a point where we have to accept it. At least we have a roof over our heads and food on the table. I feel blessed, really."

In the Harbor City neighborhood in Los Angeles, Mayra Zamora has found that the only way to comfort her two middle-school-aged sons, both of whom have autism, is to drive them to the shuttered school campus just to look at it.

She reminds them of the fun they used to have, and shows them videos of their Little League games and music performances. Video calls with her extended family in Los Angeles and Mexico also help, but on the whole, it's been tough going, said Zamora, who's her children's full-time caregiver.

Before the school closed, Jonathan, an 8th-grader, was in mainstream classrooms all day with an aide who helped him focus and manage his behavior, and was thriving. He was on the honor roll, played sports, performed with the school drum line and had plenty of friends. He was even elected student body president.

But now he's struggling, Zamora said. He got his first D on a test, and fits of screaming, crying and kicking are increasingly common.

"We were already dealing with meltdowns, but then it exploded," she said. "Every little thing set him off."

His brother, Christopher, isn't faring much better. The sixth-grader is falling behind in school because he gets flustered trying to follow online classes, especially when people talk fast or over each other.

"He finds the video classes overwhelming and he has meltdowns. Crying, screaming," Zamora said. "The boys are used to having one-on-one aides. Now I'm the one-on-one aide for both of them. It's OK but I'm not the best at it. They're missing school. They talk about it all the time."

Once upbeat about school, both boys now seem depressed, she said. "There's a lot of sadness and despairing," she said. "They ask, when will this be over? I have to say I don't know. It's very hard for them, because they don't understand."

A bright spot is the array of resources provided by Los Angeles Unified, she said. The lessons on KLCS, the local Public Broadcasting Service station, have been especially helpful, she said, and she and her older son enjoyed watching Ken Burns' documentary, "The Civil War," for his U.S. history class.

"I feel I've gotten to know my children more," she said. "And I'm fine. I talk to my family a lot. I try to stay positive. It's been extremely hard on the kids but I tell them this won't last forever. We'll be OK."

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California parents of special education students find ways to cope with unique challenges during school closures

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Photo courtesy Ann Hoeffer Photo courtesy Ann Hoeffer Seeing his behavioral therapist used to be the best part of the day for Jesse, a 5-year-old in Lake County with moderate autism. Now it's his worst. For thousands of students like Jesse enrolled in special education in California, the school closures in response to the coronavirus pandemic have been especially burdensome.