steering committee€¦ · kevin schaefer teacher academy* june casemis prep* sharon smit...

*Denotes a handout included in the packet During and after the Steering meeting, participants will have time to connect with colleagues and program specialists.

SPEAKER

Welcome & Introductions

Group

Federal and State News

Fiscal Update* David Toston

RSP Ratio Guidelines* Ginese Quann

SB 1375* Ginese Quann

SpecialEDGE Article Ginese Quann

AB 1369 Dyslexia Guidelines Alison Rose

SELPA Updates

Fiscal Update: CEO Council Meeting Preview Robert Steponovich & David Toston

CAPTAIN Update & Training for 17-18* Daina Mahaffey

Professional Learning Offerings for 17-18* Kevin Schaefer

Teacher Academy* Kevin Schaefer

June CASEMIS Prep* Sharon Smit

Discipline Data Report* Sharon Smit

Disproportionality Sharon Smit & Ginese Quann

Lunch

“Hot Legal Topics 2017” Heather Edwards, Attorney at Law

Wednesday, May 24, 2017

10:00 am – 2:30 pm

DoubleTree by Hilton

7450 Hazard Center Drive

San Diego, CA 92108

STEERING COMMITTEE

AGENDA

1. State News

We are awaiting the Governor’s May Revise. It is due to be released on May 12th.

As of February, state revenues were $239 million below projections. However, March revenues far exceeded the forecast by $1.4 billion. Therefore, revenues are now $1.1 billion ahead of the Governor’s January Budget forecast. This was a result of:

Personal income taxes that were $874 million ahead of projections

Corporation taxes exceeded projections by $338 million

Sales tax was the only tax below expectation by $66 million

There is now optimism that April revenues will also be strong. This could certainly mean the May Revise won’t be as conservative as first expected.

AB 312 (O’Donnell) Special Education Funding passed unanimously out of the Assembly

Education Committee on April 26th. Thanks to everyone who wrote letters, passed

resolutions and came to Sacramento to the hearing! We will be sending out an e-mail

with information regarding sending letters and resolutions to the Appropriations

Committee. Please help us keep this Bill moving.

AB 1449 (Muratsuchi) was pulled by the author prior to the hearing. The author plans to

make it a two-year bill. We will continue to work with the author.

2. Federal News

The Feds had a Continuing Resolution (CR) through April 28th. They were unable to come to an agreement, and have passed a stopgap bill for one week in order to try to reach an agreement. It appears that an agreement on an omnibus spending bill is close and will add money to defense and border security (not the wall). It will fund the Federal Government thru the end of September.

There are some very slight increases to a few educational programs. IDEA is projected to get 90 million nationwide. This would mean 9 million to California. That amount is so small that we are reporting the Federal funds will be flat funded.

There is huge concern about the Federal Health Care Bill, which was just narrowly passed by the House. The Bill contains huge cuts to Medicaid. LEA Medi-Cal funds are federal funds. If this Bill goes forward to the Senate and is passed, we could see large cuts to the LEA Medi-Cal program. These cuts would prove to be very difficult for districts.

SELPA ADMINISTRATORS OF CALIFORNIA

FINANCE COMMITTEE

May 2017

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RSP Caseload Waivers

Local educational agencies (“LEAs”) throughout the state utilize resource specialist programs as one of the continuum of program options available to meet the needs of students with disabilities for special education and related services required by the Individuals with Disabilities Education Act and federal regulations relating thereto. This document will alert you of the required elements of the caseload waiver process for resource specialists.

What Are the Duties of the Resource Specialist/Specialist?

The resource specialist program is required to provide, but not limited to, all of the following:

Provide instruction and services for those pupils whose needs have been identified in an IEP and who are assigned to regular classroom teachers for a majority of a school day.

Provide information to students with IEPs and their parents.

Provide consultation, resource information, and material regarding students with IEPs to their parents and to regular staff members.

Coordinate special education services with the regular school programs for each student with an IEP enrolled in the resource specialist program.

Monitor pupil progress on a regular basis, participate in the review and revision of IEPs, as appropriate, and refer pupils who do not demonstrate appropriate progress to the IEP team.

Emphasize at the secondary school level on academic achievement, career and vocational development, and preparation for adult life.

(Ed. Code § 56362(a))

What is the Definition of “Caseload?”

“Caseload” is defined as all pupils for whom the resource specialist performs any of the duties listed above. (Ed. Code § 56362.1)

What is the Caseload Limit?

Local policies are required to state caseloads for resource specialists. No resource specialist shall have a caseload which exceeds 28 pupils. (Ed. Code § 56362(c))

Who May Request a Caseload Waiver?

A school district, county office of education, SELPA, a nonprofit public charter school that is not otherwise

included as a local educational agency and is not a school within a local educational agency, or any other public

agencies under the auspices of the state or any political subdivisions of the state providing special education or

related services to students with IEPs, may request the State Board of Education to grant a waiver of the

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maximum resource specialist caseload (28 pupils under certain circumstances . (Ed. Code §§ 56101(a) and

56028.5, 5 C.C.R. § 3100(a))

Under What Circumstances Will the State Board of Education Grant a Caseload Waiver? The State Board of Education is required to approve waivers for resource specialists providing special education

services to allow them to exceed the maximum caseload of 28 students by no more than four students (i.e.,

maximum of 32 students) if the following requirements are met:

1. The requesting agency demonstrates to the satisfaction of the SBE that (a) the excess resource specialist

caseload results from extraordinary fiscal and/or programmatic conditions; and (b) the extraordinary

conditions have been resolved or will be resolved by the time the waiver expires.

2. The waiver stipulates that an affected resource specialist will have the assistance of an instructional aide

at least five hours daily whenever that resource specialist's caseload exceeds the statutory maximum

during the waiver's effective period.

3. The waiver confirms that the students served by an affected resource specialist will receive all of the

services called for in their IEPs.

4. The waiver was agreed to by any affected resource specialist1, and the bargaining unit, if any, to which

the resource specialist belongs, participated in the waiver's development.

5. The waiver demonstrates to the satisfaction of the SBE that the excess caseload can be reasonably

managed by an affected resource specialist in particular relation to: (A) the resource specialist's pupil

contact time and other assigned duties; and (B) the programmatic conditions faced by the resource

specialist, including, but not limited to, student age level, age span, and the behavioral characteristics;

number of curriculum levels taught at any one time or any given session; and intensity of student

instructional needs.

(5 C.C.R. § 3100)

According to the California Department of Education’s website, the SBE receives several waivers of this type

each year, and approximately 90 percent are approved. Due to the nature of this type of waiver, they are almost

always retroactive.

Resources

California Department of Education’s website for the Waiver Process: http://www.cde.ca.gov/re/lr/wr/

1 An attachment to the Specific Waiver Request must be completed and signed by the resource specialist that indicates that teacher’s confirmation of facts stated in the waiver request and his/her position regarding the waiver request.

4

http://www.cde.ca.gov/re/lr/wr/

SB 1375: Requirement that a School District, Charter School, or Private School Publicize Their Responsibilities and Students' Rights under Title IX May 15, 2017

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Author: Colby Mills, Attorney at Law

Passed in September 2016, SB 1375 requires any public or private school, charter school, school district, or

county office of education that is subject to federal Title IX requirements to publicly post to the school’s

website by July 1, 2017:

1. The school’s responsibilities under Title IX,

2. Students’ rights under Title IX,

3. Contact information for the entity’s Title IX Coordinator, and

4. A description of how to file a complaint under Title IX.

Background

Title IX of the Education Amendments Act of 1972 is a federal law that states:

“No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the

benefits of, or be subjected to discrimination under any education program or activity receiving Federal

financial assistance.”

Title IX applies all educational institutions that receive federal funds. Although Title IX is often thought of in

terms of athletic opportunities, Title IX also impacts recruitment, admissions, and counseling; financial

assistance; sex-based harassment; treatment of pregnant and parenting students; and discipline.

Each school (or school district) must designate at least one employee to coordinate their efforts to comply with

and carry out their responsibilities under Title IX. This designated employee is referred to as the “Title IX

Coordinator” and is responsible for coordinating the school’s or district’s responses to all complaints involving

possible sex discrimination. This responsibility includes monitoring outcomes, identifying and addressing any

patterns, and assessing effects on the campus climate.

In passing SB 1375, the State found that school districts were often unaware of their responsibilities and

requirements under Title IX. As such, the law requires schools to publicly and prominently post their Title IX

obligations to the school’s website by July 1, 2017.

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http://girardedwards.com/2017/05/15/

mailto:[email protected]

nterpening

Cross-Out

nterpening

Cross-Out

SB 1375 Requirements:

As of July 1 2017, a school must post:

1. The name and contact information (including phone and email address) of their Title IX Coordinator;

2. Students’ rights and the School’s responsibilities under Title IX, including links to:

The rights listed by Education Code § 221.8;

The California Dept. of Ed’s Office for Equal Opportunity; and

The U.S. Dept. of Ed’s Office of Civil Rights.

3. A description of how to file a complaint under Title IX, including:

An explanation of the statute of limitations within which a complaint must be filed after an alleged incident of discrimination

(ordinarily, within 180 days);

An explanation of how a complaint will be investigated by the school/school district/county office of education, and how the

individual may further pursue a complaint if unsatisfied with the outcome, including a link to The U.S. Dept. of Ed. Office of

Civil Rights’ webpage on how to file a complaint; and

Contact information to the U.S. Dept. of Ed Office of Civil Rights (phone and email address), and a link to OCR’s complaints

form.

If a school does not maintain a website, it may comply with SB 1375 by posting the above information on the

website of its school district or county office of education.

If you would like further assistance with complying with SB 1375, understanding your school’s obligations

under Title IX, or creating the policies and procedures under which your Title IX Coordinator will operate,

please contact us here at Girard, Edwards, Stevens & Tucker LLP.

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http://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC&sectionNum=221.8.

http://www.cde.ca.gov/re/di/eo/genequitytitleix.asp

https://www2.ed.gov/about/offices/list/ocr/docs/tix_dis.html

https://www2.ed.gov/about/offices/list/ocr/docs/howto.html

https://www2.ed.gov/about/offices/list/ocr/complaintform.pdf

https://www2.ed.gov/about/offices/list/ocr/complaintform.pdf

CAPTAIN is a multiagency network developed to support the

understanding and use of Evidence Based Practices for individuals

affected by Autism Spectrum Disorder across the state.

CAPTAIN Partners

Diagnostic Centers, CDE

Family Resource Centers Network of California

Center for Excellence for Developmental Disabilities at UC Davis MIND Institute

USC University Center for Excellence in Developmental Disabilities (USC UCEDD)

California Department of Developmental Services

CAPTAIN Resources

EBP Chart with Definitions

What are EBPs for ASD - CAPTAIN RESOURCE 2016-2017

Classroom Observation Form

Autism Program Environment Rating Scale Self-Assessment Companion Tool

Tips for Early Care and Education Providers of Children with ASD

Autism Fact Sheets

Next year we will be offering several Autism trainings focused on

assisting students with Autism in general education classes and in

special education programs. Trainings will focus on:

What is Autism

Supporting students with Autism within general education settings

Specific Evidence Based Practices that can be implemented to

support students with Autism

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http://www.dc-cde.ca.gov/

http://www.frcnca.org/about-us/

http://www.ucdmc.ucdavis.edu/ddcenter/

http://uscucedd.org/

https://dds.ca.gov/DDSHomePage.cfm

http://www.captain.ca.gov/documents/EBP-chart-with-defs.pdf

http://www.captain.ca.gov/documents/WHAT%20ARE%20EBPs%20for%20ASD%20CAPTAIN%202016%202017.pdf

http://www.captain.ca.gov/documents/classroom-observation-form.pdf

http://www.captain.ca.gov/documents/APERS-PE%20Self%20Assessment%20Revised%202011%20Fillable.pdf

http://www.captain.ca.gov/documents/tips-for-early-care-and-education-providers-of-children-with-ASD.pdf

http://www.captain.ca.gov/documents/tips-for-early-care-and-education-providers-of-children-with-ASD.pdf

https://www.cdc.gov/ncbddd/autism/facts.html

2017-2018Professional Learning Plan

Flexible, Aligned and Focused on SustainabilityKevin Schaefer

Director of Program Support

The LCAP documents the LEA’s three-year plan for achieving desired academic goals aligned with eight state board priorities. To support LEAs in meeting these priorities, the SELPA has identified how each training aligns with the LCAP priority areas.

Local Control Accountability Plan (LCAP)

Our Guiding Principles

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1. Basic Access2. State Standards and Common Core3. Parent Involvement4. Student Achievement5. Student Engagement6. School Climate7. Course Access8. Other Student Outcomes

Local Control Accountability Plan (LCAP)

8 Priority Areas


The QPLS present the elements of a quality professional learning system that, if well implemented, will benefit educators focused on increasing their professional capacity and performance.

California Quality Professional

Learning Standards

(QPLS)


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1. Rooted in student and educator needs2. Focused on content and pedagogy3. Designed to ensure equitable outcomes4. Ongoing, intensive, and embedded in practice5. Collaborative, with an emphasis on shared

responsibility6. Supported by adequate resources7. Coherent and aligned with other standards,

policies and programs

Seven QPLS Standards


Regional Professional Learning

Regional Workshops are offered as in-person trainings and provided at

locations within each of our four charter regions. These workshops are typically offered as either 1⁄2 day or full day trainings and the

participants represent a variety of LEAs/Districts across the region.

Site-Based Professional Learning

Any of our Regional Workshops can be offered on your school site. Your school staff will coordinate with their SELPA Program Specialist to tailor

the workshop to your school’s unique needs. Site-based workshops offer

more hands-on and coaching opportunities.

Professional Learning Options

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WebinarsWebinars offer the ability to

attend trainings virtually. Each webinar provides a live

presentation, interactive activities, and live Q & A opportunities. Participants are required to

register in advance in order to receive an invitation to the

webinar.

WebmodulesWebmodules are pre-recorded training opportunities. They can be accessed via our website’s Online Learning Center and can be accessed at any time,

reviewed as often as you wish, and allow for ongoing support.


Professional Learning “Packages”Overarching professional learning “themes”

consisting of related regional workshops, site-based offerings, webinars and webmodules. Package

contents may be combined to fit time constraints, specific LEA needs, and ongoing, aligned

professional learning and implementation support over time.


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1. Leadership and Systems Alignment2. Inclusive Environments3. Special Education Foundations4. Positive School Culture and Climate5. Disability-Focus6. Behavior7. Mental Health8. Post-Secondary Transition9. Autism10. Paraeducators11. Statewide Assessments12. Psychologist Webmodules

Twelve Site-Based

Professional Learning “Topics””

Professional Learning Plan Topics

Leadership and Systems Alignment

Regional Full Day (6 Hours)Leadership: Systems Alignment to Promote Inclusivity

Site-Based (3 Hours)From Research to Practice: How to Sustain the Use of Evidence-Based Practices in Improving Outcomes and

Establishing Lasting and Meaningful Change

Site-Based (2 Hours)MTSS Foundations: Identifying Systems of Support

Site-Based (2 Hours)Integrating Data: Initiatives and Improvement Cycles

Site-Based (2 Hours)Integrating and Implementing Practices: Drivers and

Stages

Site-Based (2 Hours)Integrated Teaming: Team Identification, Collaboration,

Inter- and Intra-Communication

Site-Based (2 Hours)Integrating Entire Systems

Webinar (2 Hours)Introduction to Building A Comprehensive, Inclusive

Program

Webinar (2 Hours)Leadership: Systems Alignment to Promote Inclusivity

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Inclusive Environments

Regional (6 Hours)Creating Inclusive Environments

Regional (6 Hours)How to Effectively Support Students with IEPSs in

General Education Settings

Site-Based (3 Hours)Universal Design For Learning: Foundations

Regional (3 Hours)Co-Teaching 101

Site-Based (3 Hours)Universal Design for Learning: Lesson Planning

Site-Based (2 Hours)Accommodations vs. Modifications: Application

Site-Based (2 Hours)Evidence-Based Teaching Strategies: Implementation

Site-Based (2 Hours)The Role of the General Education Teacher in the IEP

Process

Webinar (2 Hours)Serving Students with Disabilities in Independent Study

Programs

Regional (6 Hours)Universal Design for Learning: A Framework

Regional (3 Hours)Co-Teaching 201

Special Education Foundations

Regional (6 Hours)Writing Grade Level Standards-Aligned Compliant IEP

Goals Focused on Outcomes

Site-Based (3 Hours)Understanding Educational Benefit 101

Site-Based (2 Hours)Designing, Implementing and Sustaining Inclusive

Practices

Site-Based (2 Hours)Effective IEP Case Management, Communication and

Facilitation

Site-Based (2 Hours)Developing Service Schedules Within a Variety of

Service Models

Webinar (2 Hours)Understanding and Improving Executive Functioning

Skills

Site-Based (3 Hours)Understanding Educational Benefit 201

Site-Based (2 Hours)Creating a School-wide System of Support

Webinar (2 Hours)Special Education Information System (SEIS)

Regional (6 Hours)Special Education Information System (SEIS)

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Special Education Foundations

WebmoduleWriting Compliant IEPs

WebmoduleHomework Strategies for Parents

WebmoduleInterim IEP Process

WebmoduleExtended School Year (ESY)

Positive School Culture and Climate

Site-Based (6 Hours)Restorative Practices

Site-Based (3 Hours)Classroom-Based Supports:

Set Your Students Up For Success

Site-Based (2 Hours)School-Wide Rules and Behavioral Expectations for

Students and Adults

Site-Based (2 Hours)PBIS Overview

Site-Based (3 Hours)School Climate and Culture

Site-Based (3 Hours)Creating Effective Tier 2 and Tier 3 Supports

Site-Based (6 Hours)Positive Behavioral Interventions and Support (PBIS)

Site-Based (3 Hours)Effective and Sustainable Implementation of a School

Culture Initiative

Site-Based (2 Hours)Data Collection/Making Data-Informed Decisions

WebmoduleIntroduction to Restorative Practices

WebmoduleIntroduction to PBIS

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Disability-Focus

Regional (6 Hours)Demystifying Dyslexia: Interventions to Support

Struggling Readers

Regional (6 Hours)Developing Meaningful IEPs and Grade–Level

Instructional Programs for Students with Moderate/Severe Disabilities

Site-Based (3 Hours)Interventions for English Language (EL) Learners with

Disabilities (Part 1)

Site-Based (3 Hours)Interventions for Dyslexia (Part 1)

Site-Based (3 Hours)Interventions for English Language (EL) Learners with


Regional (6 Hours)Interventions for English Language (EL) Learners with

Disabilities

Site-Based (3 Hours)Interventions for Dyslexia (Part 2)

Behavior

Regional (6 Hours)Behavior Planning for Academic Success Through the

Development of Functional Behavior Assessments (FBA) and Behavior Intervention Plans

Site-Based (4 Hours)Understanding and Managing Challenging Behaviors


101

Regional (6 Hours)Use Your Words: Verbal De-Escalation


201

Site-Based (2 Hours)Build a Behavior Action Plan: Understanding and

Applying Positive Behavior Strategies

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Behavior

WebmoduleStrategic Behavioral Intervention Series:

Reward Systems


Behavior Contracts


Check-In Check-Out (CICO)


Peer Mentoring


Structured Breaks and Class Pass


Self-Monitoring


Individual Visual Schedules

WebmoduleFunctional Behavior Assessment (FBA)

WebmoduleBehavior Intervention Plan (BIP)

Mental Health

Regional (6 Hours)Responding to Threats of Suicide and Harm

Site-Based (3 Hours)Providing Mental Health Supports to ALL Students

Site-Based (1.5 Hours)Universal Supports for Social-Emotional Learning

Regional (6 Hours)Trauma Informed Practices in Schools

Site-Based (3 Hours)Educationally-Related Mental Health Services

(ERMHS): An Overview of Assessment, Goals and Services

Site-Based (1.5 Hours)Targeted Social-Emotional Supports & Mental Health at

Tier 2 and Tier 3

Site-Based (1.5 Hours)Building a Site-Based Structured Therapeutic

Educational Program for Students with Intensive Social-Emotional Needs

Webinar (3 Hours)Educationally-Related Mental Health Services (ERMHS):

An Overview of Assessment, Goals and Services

17

Post-Secondary Transition

Regional (6 Hours)Transition: A Person-Centered Approach to the Transition IEP, College, Career and Civic Life

Site-Based (3 Hours)Designing an Outcomes-Focused Transition Program

Site-Based (2 Hours)Family Involvement and Supports

Site-Based (3 Hours)School-Based Preparatory Experiences

Site-Based (2 Hours)Career Preparatory and Work-Based Learning

Experiences

Site-Based (2 Hours)Youth Development and Leadership

Site-Based (2 Hours)Connecting Activities

Site-Based (2 Hours)Creating a Person-Centered Transition Plan and SEIS

Documentation

Autism

Regional (6 Hours)Understanding Autism Spectrum Disorder (ASD) in

Order to Support Students in School Setting

Site-Based (2 Hours)Introduction to Autism Spectrum Disorder

Site-Based (2 Hours)Supporting Students with Autism in the School Setting

Site-Based (2 Hours)Understanding Evidence-Based Practices (EBPs) and

Accessing Resources for Students with Autism

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Autism

Site-Based (2 Hour)Evidence-Based Practice Spotlight:

Visual Supports


Reinforcement


Scripting and Social Narratives


Prompting


Task Analysis


Technology Aided Instruction and Intervention

Paraeducators

Site-Based/Webmodule (2 Hours)Areas of Eligibility

Regional (6 Hours)Effective Special Education Teams; Utilizing

Paraeducators in a Meaningful Way

Site-Based/Webmodule (2 Hours)Executive Functioning

Site-Based/Webmodule (2 Hours)Adaptations: Accommodations, Modifications, and

Environmental Supports

Site-Based/Webmodule (2 Hours)Paraeducators as Effective Team Members

Site-Based/Webmodule (2 Hours)Behavior Basics

Site-Based/Webmodule (2 Hours)Supporting Students with Autism

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Statewide Assessments

WebmoduleCalifornia Science Test (CAST)

WebmoduleCalifornia Alternate Assessment (CAA)

WebmoduleAccessibility Supports and the ISAAP Tool

WebmoduleCAASPP Updates

Upcoming Webinar (Summer 2017)Interpreting Score Reports

Upcoming Webinar (Fall 2017)Using Accessibility Supports Embedded in Curriculum

Psychologist Webmodules

WebmoduleReport Writing

WebmoduleEducationally-Related Mental Health Services

WebmoduleEnglish Language (EL) Learners

WebmoduleAutism

WebmoduleFunctional Behavior Assessment (FBA)

WebmoduleBehavior Intervention Plan (BIP)

WebmoduleDyslexia

WebmodulePatterns of Strengths and Weaknesses (PSW)

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Leadership and Systems Alignment (6 Hours)Leadership: Systems Alignment to Promote Inclusivity

Inclusive Environments (6 Hours)Creating Inclusive Environments

Inclusive Environments (6 Hours)How to Effectively Support Students with IEPSs in

General Education Settings

Inclusive Environments (3 Hours)Co-Teaching 101

Inclusive Environments (6 Hours)Universal Design for Learning: A Framework

Inclusive Environments (3 Hours)Co-Teaching 201

Special Education Foundations (6 Hours)Writing Grade Level Standards-Aligned Compliant IEP

Goals Focused on Outcomes

Disability-Focus (6 Hours)Demystifying Dyslexia: Interventions to Support

Struggling Readers

Disability-Focus (6 Hours)Developing Meaningful IEPs and Grade–Level

Instructional Programs for Students with Moderate/Severe Disabilities

Disability-Focus (6 Hours)Interventions for English Language (EL) Learners with

Disabilities

Special Education Foundations (6 Hours)Special Education Information System (SEIS)


Behavior (6 Hours)Behavior Planning for Academic Success Through the

Development of Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP)

Behavior (6 Hours)Use Your Words: Verbal De-Escalation

Mental Health (6 Hours)Responding to Threats of Suicide and Harm

Mental Health (6 Hours)Trauma Informed Practices in Schools

Post-Secondary Transition (6 Hours)Transition: A Person-Centered Approach to the Transition IEP, College, Career and Civic Life

Autism (6 Hours)Understanding Autism Spectrum Disorder (ASD) in

Order to Support Students in School Setting

Paraeducators (6 Hours)Effective Special Education Teams; Utilizing

Paraeducators in a Meaningful Way

21


Leadership and Systems Alignment (3 Hours)From Research to Practice: How to Sustain the Use of Evidence-Based Practices in Improving Outcomes and

Establishing Lasting and Meaningful Change

Leadership and Systems Alignment (2 Hours)MTSS Foundations: Identifying Systems of Support

Leadership and Systems Alignment (2 Hours)Integrating Data: Initiatives and Improvement Cycles

Leadership and Systems Alignment (2 Hours)Integrating and Implementing Practices: Drivers and

Stages

Leadership and Systems Alignment (2 Hours)Integrated Teaming: Team Identification, Collaboration,

Inter- and Intra-Communication

Leadership and Systems Alignment (2 Hours)Integrating Entire Systems

Inclusive Environments (3 Hours)Universal Design For Learning: Foundations

Inclusive Environments (3 Hours)Universal Design for Learning: Lesson Planning

Inclusive Environments (2 Hours)Accommodations vs. Modifications: Application

Inclusive Environments (2 Hours)Evidence-Based Teaching Strategies: Implementation


Special Education Foundations (3 Hours)Understanding Educational Benefit 101

Special Education Foundations (2 Hours)Designing, Implementing and Sustaining Inclusive

Practices

Special Education Foundations (2 Hours)Effective IEP Case Management, Communication and

Facilitation

Special Education Foundations (2 Hours)Developing Service Schedules Within a Variety of

Service ModelsSpecial Education Foundations (3 Hours)

Understanding Educational Benefit 201

Special Education Foundations (2 Hours)Creating a School-wide System of Support



Disability-Focus (3 Hours)Interventions for Dyslexia (Part 1)



Disability-Focus (3 Hours)Interventions for Dyslexia (Part 2)

22


Positive School Culture and Climate (6 Hours)Restorative Practices

Positive School Culture and Climate (3 Hours)Classroom-Based Supports:

Set Your Students Up For Success

Positive School Culture and Climate (2 Hours)School-Wide Rules and Behavioral Expectations for

Students and Adults

Positive School Culture and Climate (2 Hours)PBIS Overview

Positive School Culture and Climate (3 Hours)School Climate and Culture

Positive School Culture and Climate (3 Hours)Creating Effective Tier 2 and Tier 3 Supports

Positive School Culture and Climate (6 Hours)Positive Behavioral Interventions and Support (PBIS)

Positive School Culture and Climate (3 Hours)Effective and Sustainable Implementation of a School

Culture Initiative

Positive School Culture and Climate (2 Hours)Data Collection/Making Data-Informed Decisions

Behavior (4 Hours)Understanding and Managing Challenging Behaviors


101


201


Mental Health (3 Hours)Providing Mental Health Supports to ALL Students

Mental Health (1.5 Hours)Universal Supports for Social-Emotional Learning

Mental Health (3 Hours)Educationally-Related Mental Health Services


Mental Health (1.5 Hours)Targeted Social-Emotional Supports & Mental Health at

Tier 2 and Tier 3

Mental Health (1.5 Hours)Building a Site-Based Structured Therapeutic

Educational Program for Students with Intensive Social-Emotional Needs

Paraeducators (2 Hours)Paraeducators: How to Make Accommodations and

Build a Team

Paraeducators (2 Hours)Paraeducators: Roles in General Education and

Strategies For Supporting Students with Behavioral Needs

Paraeducators (2 Hours)Paraeducators: Understanding Environmental Supports

and How to Support Students with Autism

Paraeducators (2 Hours)Paraeducators: Understanding Disabilities and How to Assist Students with Executive Functioning Disorder

23


Post-Secondary Transition (3 Hours)Designing an Outcomes-Focused Transition Program

Post-Secondary Transition (2 Hours)Youth Development and Leadership

Post-Secondary Transition (3 Hours)School-Based Preparatory Experiences

Post-Secondary Transition (2 Hours)Career Preparatory and Work-Based Learning

Experiences

Post-Secondary Transition (2 Hours)Connecting Activities

Post-Secondary Transition (2 Hours)Family Involvement and Supports

Post-Secondary Transition (2 Hours)Creating a Person-Centered Transition Plan and SEIS

Documentation


Autism (2 Hours)Introduction to Autism Spectrum Disorder

Autism (2 Hours)Supporting Students with Autism in the School Setting

Autism (2 Hour)Evidence-Based Practice Spotlight:

Visual Supports

Autism (2 Hours)Understanding Evidence-Based Practices (EBPs) and

Accessing Resources for Students with Autism


Reinforcement


Scripting and Social Narratives


Prompting


Task Analysis


Technology Aided Instruction and Intervention

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Webinars

Leadership and Systems Alignments (2 Hours)Introduction to Building A Comprehensive, Inclusive

Program

Leadership and Systems Alignment (2 Hours)Leadership: Systems Alignment to Promote Inclusivity

Inclusive Environments (2 Hours)Serving Students with Disabilities in Independent Study

Programs

Special Education Foundations (2 Hours)Understanding and Improving Executive Functioning

Skills

Special Education Foundations (2 Hours)Special Education Information System (SEIS)

Mental Health (2 hours)Educationally-Related Mental Health Services


Statewide Assessments (Summer 2017)Interpreting Score Reports

Statewide Assessments (Fall 2017)Using Accessibility Supports Embedded in Curriculum

Webmodules

Special Education FoundationsWriting Compliant IEPs

Special Education FoundationsHomework Strategies for Parents

Special Education FoundationsInterim IEP Process

Special Education FoundationsExtended School Year (ESY)

Positive School Culture and ClimateIntroduction to Restorative Practices

Positive School Culture and ClimateIntroduction to PBIS

ParaeducatorsParaeducators: How to Make Accommodations and

Build a Team

ParaeducatorsParaeducators: Roles in General Education and

Strategies For Supporting Students with Behavioral Needs

ParaeducatorsParaeducators: Understanding Environmental Supports

and How to Support Students with Autism

ParaeducatorsParaeducators: Understanding Disabilities and How to Assist Students with Executive Functioning Disorder

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Webmodules

BehaviorStrategic Behavioral Intervention Series:

Reward Systems


Behavior Contracts


Check-In Check-Out (CICO)


Peer Mentoring


Structured Breaks and Class Pass


Self-Monitoring


Individual Visual Schedules

Statewide AssessmentsCalifornia Science Test (CAST)

Statewide AssessmentsCalifornia Alternate Assessment (CAA)

Statewide AssessmentsAccessibility Supports and the ISAAP Tool

Statewide AssessmentsCAASPP Updates

Webmodules

PsychologistsReport Writing

PsychologistsEducationally-Related Mental Health Services

PsychologistsEnglish Language (EL) Learners

PsychologistsAutism

PsychologistsFunctional Behavior Assessment (FBA)

PsychologistsBehavior Intervention Plan (BIP)

PsychologistsDyslexia

PsychologistsPatterns of Strengths and Weaknesses (PSW)

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However beautiful the strategy, you should occasionally look at the results.”

– Sir Winston Churchill

El Dorado Charter SELPA

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2017 TEACHER ACADEMY

A TRAINING FOR SPECIAL EDUCATION TEACHERS

Register Now At: goo.gl/SrzZ45Hold a Spot: goo.gl/uJU6P9

THE

EL DORADO CHARTER SELPA

This two-day institute is designed for both new and experienced special education teachers and will incorporate research-based content and activities that will deepen participant knowledge and enhance their educational practices leading to improveoutcomes for students with disabilities.

Participant Outcomes:• Ensure educational benefit for students with disabilities through

the development of a reasonably calculated, compliant IEP when determining FAPE in the LRE.

• Design and deliver specialized academic instruction, including classroom adaptations, based on assessment information.

• Identify and implement positive, preventative behavior management techniques.

• Practice and improve communication and facilitation skills.• Understand qualifying disability categories and implications for

individualized program design.• Identify the continuum of placement/support options and

review a variety of inclusive practices including co-teaching, Universal Design for Learning (UDL), differentiated instruction, site/classroom climate (including students with moderate/severe disabilities).

• Explore general education initiatives and structures that directly impact special education such as Response to Instruction and Intervention (RTI2), Positive Behavioral Interventions (PBIS), Student Study Team (SST) meetings, 504 Plan development.

Costs for materials is $50. Lunch will be provided.

For more information, email [email protected]

The El Dorado Charter SELPA | 6767 Green Valley Road, Placerville, CA | (530) 295-2462

DATE TIME LOCATIONAugust 16 – 17, 2017 9:00 a.m. – 3:30 p.m. San Diego Global Vision Academy

3430 School Street, San Diego, CA 92116

August 22 – 23, 2017 9:00 a.m. – 3:30 p.m. Oakland Center – Trans Pacific Center1000 Broadway, Suite 100, Oakland, CA 94607

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How to Prepare for the June 30, 2017 CASEMIS Report

Please find tasks that can be performed now to get prepare your LEA for CASEMIS

1. Manage the “Meeting Alerts” on your SEIS homepage.

If any student record in these alerts are marked in red, then they are considered OVERDUE.

a. 30 Day Alert for Next Annual Meeting: This section highlights all annual IEPs that are either due within

the next 30 days or are overdue.

b. 75 Day Alert for Next Triennial Meeting: This section highlights all triennials that are either due within the

next 75 days or are overdue.

c. Upcoming Initial Evaluations: This section highlights all initial evaluations that are approaching their 60

day timeline or are overdue.

If there is a student record marked red and you know the IEP and/or Triennial has been held, then there is a clerical error. This will affect CASEMIS. Please contact your SELPA Program Technician for assistance.

2. Manage the “Shared Searches” in SEIS.

From the Black Navigation bar Searches Shared Searches

a. CASEMIS Prep Duplicate Services: This search will show all CASEMIS duplicate services. During the month prior to CASEMIS, these student records will generate an error code (E211).

i. A service code may only be used once per student. All duplicated must either be removed or marked DNR.

b. CASEMIS Prep Services ended in the Previous School Year: This search will show all service codes that ended in the previous year.

i. These services should be verified and deleted before the December report date.

c. CASEMIS Prep No Services Listed: This search will show all students that are being reported to CASEMIS as “eligible” but have no services on their record.

i. There are 2 options: 1. Student has not been determined eligible yet and is not receiving services so the student

record should be marked as “Pending.” Please use Plan Type 30.

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2. Student had been determined eligible and is receiving services so the service page needs to be verified that services are listed and the start date is before 12/02/2015.

d. CASEMIS Prep Service Marked DNR: All services that are marked Do Not Report. i. Since the December CASEMIS is the reporting time that helps determine your budget, it is

important to make sure you are reporting all services that should be reported.

e. CASEMIS Prep Blank SSIDs: Students with no SSID number on their student record, this will cause an error code (E522).

i. If there are any student records in this search you will need to find the students SSID and enter it on the CASEMIS A page in SEIS. Only District Level Users and SELPA Level Users can enter SSIDs.

f. CASEMIS Prep Trans Regs: This search will list all students ages 15 or over. This is a DINC issue. i. Ensure that the Trans Regs (1 through 7) are marked “Yes”. Trans Reg 8 can either be marked

“Yes” or “NA”.

g. CASEMIS Prep Projected Exit Dates: A search that lists all students with a future exit date. i. Please remove the future exit date.

Please remember that any LEA with 12th

grade graduates during the 2015/2016 school year, will need to

complete the Table D Post-Secondary Data. If your LEA is unsure if they need to complete this or has questions

please contact your SELPA Program Technician.

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May 17, 2017

Dear County and District Superintendents and Charter School Administrators:

REVIEW AND CERTIFICATION OF SPECIAL EDUCATION DISCIPLINE DATA IN THE CALIFORNIA LONGITUDINAL PUPIL ACHIEVEMENT DATA SYSTEM

In the spring of 2015, the California Department of Education (CDE) began a process to align data collection processes for students with disabilities in California. This process ensures student data are accurate for the purposes of both monitoring and accountability, as outlined in the Individuals with Disabilities Education Act (IDEA) and the Every Student Succeeds Act (ESSA). In 2015–16, the collection of discipline (suspension and expulsion) data for students with disabilities was transitioned from Table C of the California Special Education Management Information System (CASEMIS) into the California Longitudinal Pupil Achievement Data System (CALPADS) End-of-Year (EOY) 3 data submission (see the CALPADS Calendar at http://www.cde.ca.gov/ds/sp/cl/rptcalendar.asp for more information about the EOY 3 submission). The process for submitting data for the CALPADS EOY 3 submission requires certification by a superintendent-level staff person (or designee) for each local educational agency (LEA) or independently reporting charter (IRC) school. Under state law (California Education Code [EC] 56601) all data for students with disabilities are reported by the Special Education Local Plan Area (SELPA). To meet this requirement, the discipline data for students with disabilities, once submitted in CASEMIS, now submitted in CALPADS, must be reviewed and certified by the SELPA. Because the CALPADS reports do not currently aggregate data by SELPA, SELPAs must work with LEAs to validate data in CALPADS are accurate. In order to ensure discipline data for students with disabilities undergo a comprehensive review by SELPA staff prior to certification, it is necessary for LEAs, IRCs, and their associated SELPAs to develop a local discipline data review process to review and certify the following reports in CALPADS for the EOY 3 data submission:

7.1 - Discipline Incidents – Count by Most Severe Offense

7.3 - Discipline Actions – Count

7.4 - Discipline Actions – Count by Offense

7.6 - Discipline Actions – Persistently Dangerous Offense Expulsions

*7.7 - Discipline Removals for Students with Disabilities – Count

*7.8 - Unilateral Removals for Students with Disabilities – Count

*7.9 - Discipline Removals for Students with Disabilities – Student List

*These reports only contain discipline data for students with disabilities. All other reports contain discipline data for all students (including students with disabilities).

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http://www.cde.ca.gov/ds/sp/cl/rptcalendar.asp

May 15, 2017 Page 2

The Special Education and Educational Data Management Divisions strongly encourage Superintendents and Charter School Administrators to authorize their CALPADS LEA Administrators to provide access to these certification reports (and associated supporting reports) to the SELPA-level staff for review through one of the following methods (in order by best practices):

1. Provide SELPA-level staff with a CALPADS LEA-level account. When creating the

account, the account should be assigned the following role through the User Security

screen:

o Reports>Discipline

2. Provide electronic copies of certification reports through a secure file transfer protocol

(SFTP). Email is not recommended unless the LEA has a data encryption process; or

3. Provide paper copies of certification reports (only to the individuals specifically

authorized to review and certify them). This is the least preferred method.

Once access has been provided, LEAs and SELPAs should develop a data review process including roles and responsibilities for special education, CALPADS, and administrators, as well as, a timeline including critical deadlines. LEAs can start reviewing these reports beginning May 15, 2017; with the initial deadline to certify reports in CALPADS July 31, 2017. There is a brief window to amend data before the final certification date of August 11, 2017. We recognize many of your staff will be on summer break so it is critical LEAs and SELPAs begin developing this process now. For additional questions or comments, please contact Shiyloh Duncan-Becerril, Education Administrator I, Special Education Division, by email at [email protected] or Karen Almquist, Education Administrator I, CALPADS/CBEDS/CDS Operations Office, by email at [email protected]. Sincerely, Kristin Wright, Director Jerry Winkler, Director Special Education Division Educational Data Management Division KW:sdb JW:bj

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2016-17

CALPADS Suspension & Expulsion Reporting

CDE Established Timeline:

Official Submission

May 15 - July 31, 2017

Certification

Deadline

July 31, 2017

Amendment

Window

July 16- July 31, 2017

Submit to SELPA

for Certification

July 31, 2017

Next Steps:

1. Determine who inputs student information into CALPADS for your LEA. a. This could be someone onsite or offsite. It may be your school’s registrar or your LEA’s authorizer. b. SELPA does not know who your CALPADS designated person is. If you are not sure who your CALPADS designated person is, please

contact your LEAs Special Education Director or Coordinator for more information.

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2. Contact your CALPADS designated person and request the following reports (examples in back of packet): a. 7.3 Discipline Actions – Count b. 7.9 Discipline Removals for Students with Disabilities – Student List

c. 7.4 Discipline Actions – Count of Offense

d. 7.8 Unilateral Removals for Students with Disabilities – Count

3. Ensure that the reports have the following search filters:

a. Special Education is marked “Y”

b. Disciplinary Removal Duration is marked “>=.5 Day”

c. Federal Offense Category is marked “All”

4. Have designated LEA representative sign the certification page (located in the back of this packet).

5. Assemble a packet consisting of: a. Certification Page b. 4 Discipline Reports:

i. 7.3 Discipline Actions – Count ii. 7.4 Discipline Actions – Count of Offense

iii. 7.9 Discipline Removals for Students with Disabilities – Student List

iv. 7.8 Unilateral Removals for Students with Disabilities – Count

6. Scan packet and email to your designated SELPA Program Technician:

Name E-mail

Amanda Ramirez [email protected]

Kate Hewett [email protected]

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4 Reports needed from CALPADS -

Make sure Federal Offense Category is marked as “All”, Special Education is marked as “Yes”, and Disciplinary Removal Duration is marked as “>=.5 Day”

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Make sure Disciplinary Removal Duration is marked as “>=.5 Day.” Make sure “Removed to an Interim Alternative Setting” is accurate, and determine if the students listed on these reports were identified as Special Education on the day of the incident.

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Make sure Disciplinary Removal Duration is marked as “>=.5 Day” and Special Education is marked as “Yes”.

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Make sure Disciplinary Removal Duration is marked as “>=.5 Day”.

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LEA Certification Page

Certification of CALPADS Special Education Discipline File by Authorized Official:

Reporting Cycle: 2016-2017 CALPADS End of Year Submission Print Date:

A. LEA Identification:

Name of LEA:

B. Certification of Files by Authorized Official:

I certify that the data submitted in the 2016-2017 CALPADS End of Year Submission for Special Education Student Discipline are complete and accurate for the my LEA. The data has been reviewed and follows all applicable laws and regulations and instructions provided by the California Department of Education (CDE).

1. Authorized Signature:

2. Title or Position:

3. Contact Person:

4. Phone Number:

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INTERIM ALTERNATIVE EDUCATION SETTING When special education students are removed to an Interim Alternative Education Setting, it implies that these students were removed from their classroom, placed in an alternative educational environment, and continued to participate in and access the general education curriculum. It is exceptionally rare for students to be placed in an Interim Alternative Setting. Please preview your data in Section 7.8 and 7.9 to ensure that this setting is accurate for each discipline situation. If students were sent home due to suspension, this would not be an accurate option.

For your convenience, we have provided a link to the CDE/Special Education FAQ section: http://www.cde.ca.gov/ds/sp/cl/calpadsfaqs.asp#eoyd12. Additionally, below please find an explanation of when this section would apply to special education students: What constitutes a “Removal to an Interim Alternative Setting”?

A removal to an interim alternative setting is an instance in which school personnel or a hearing officer

(not the Individualized Education Program [IEP] team) order the removal of a child with disabilities from his

or her current educational placement for drug or weapon offenses, or serious bodily injury, to an appropriate

interim alternative education setting for not more than 45 school days.

An interim alternative education setting is an appropriate setting that enables the child to continue to

receive educational services and participate in the general education curriculum (although in another setting)

and to progress toward meeting the goals set out in the Individualized Education Program (IEP). As

appropriate, the setting includes a functional behavioral assessment and behavioral intervention services and

modifications to address the behavior violation so that it does not recur. The IEP team is responsible for

determining the interim alternative education setting.

Examples of a unilateral interim removal to an alternative setting:

A student brings a pocket knife to school and is given in-school suspension for more than 10 consecutive

days. The student is placed in a different classroom on the same school site with a certificated staff member

and continues to receive instruction during the in-school suspension.

A student has a physical altercation with another student. The student is suspended from the school and is

sent to a county office of education school for a period of 30 days but will return to the home school after

the period of suspension. The student continues to receive instruction by a certificated staff member at the

county office of education school.

Examples of removals that are NOT removals to an interim alternative setting:

A student brings a gun to school and is expelled. The student is placed in an alternative school after the

expulsion. Because the student was permanently expelled, this does not constitute an interim removal.

A student brings cigarettes to school and is suspended and sent home for one day, then returns the following

day. Because the student was not sent to an “appropriate alternative setting” as determined by the IEP team,

this would not constitute an interim removal.

As this is the second year the CDE has required LEAs to submit their discipline data via CALPADS, the SELPA wanted to ensure that you are well-informed and equipped to review your data, make the appropriate corrections, and certify prior to the July 31, 2017 data submission deadline. We appreciate your attention to this important deadline.

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http://www.cde.ca.gov/ds/sp/cl/calpadsfaqs.asp#eoyd12

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