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APPENDIX C: SPECIAL POPULATIONS
ITEM NUMBER
ITEM NAME PAGE NUMBER
1 English Language Learner Plan C1 2 ELL Power Strategies: Part of PD C7 3 Differentiation Checklist for Teachers: Part of PD C9 4 Accommodations Assessment Example; Part of PD C11 5 Differentiation Professional Development Sample: Part of PD C12 6 Accommodations Resources – RSP PD C33 7 Section 504 Board Policy C43 8 El Dorado Charter SELPA roster C45 9 El Dorado Charter PD Schedule 2011-12 C46
Plan for English Language Learners
L e a d e r s h i p P u b l i c S c h o o l s
P l a n f o r E n g l i s h L a n u g a g e L e a r n e r s
INTRODUCTION
Leadership Public School (LPS) is committed to ensuring that all English Language Learners
acquire the skills and knowledge necessary to make them productive, responsible citizens and
life-long learners. Emphasis will be placed on providing students with the greatest possible
access to core curriculum and afford students access to appropriate English language instruction
that will ensure progress from limited English proficiency to fluent English proficiency.
To that end, this Master Plan for English Language was developed to implement programs that
will assist English Learners in becoming proficient in English in a timely manner. Leadership
Public School establishes the following goals of its programs for English Learners:
All English Learners will master the English language as efficiently and effectively as
possible.
LPS will ensure that all English Language Learners have full access to a college preparatory
curriculum that will allow them to succeed in high school and college.
LPS will strive to engage parents of English Learners in their child’s learning.
It is also the goal of all school personnel, including regular classroom teachers, special education
teachers, counselors, and administrators, to help each student make yearly progress on
standardized evaluations and reach the highest possible levels of English language and academic
proficiency in the shortest time possible.
LPS ENGLISH LANGUAGE LEARNER PROGRAM OVERVIEW
The LPS EL program supports students on three levels: access to and support for the core,
strategic support, and intensive intervention.
An important component of our mission is to create access to core content for all students. To
that end, we have developed our own curricular resources in close collaboration with the CK-12
Foundation, which offers SBE-approved, open-source textbooks in Math and Science. Our
materials are called “College Access Readers.” The Readers are differentiated, modifiable,
flexible, provided in English and in Spanish, and compatible with the text-to-speech software we
implemented for further support. We have completed Readers in Algebra 1, Geometry, and
Biology; Readers in Algebra 2 and Environmental Science are in the first year of use; and,
Chemistry, Physics, U.S. History, and Government (built off of the University of California’s
open-sourec “Hippocampus” curricula) are in development.
These curricular resources have been developed through a process of intense and sustained
collaboration among teachers from all school sites. Training teachers how to use these resources
Plan for English Language Learners
has served as embedded professional development, complementing the ongoing literacy and
language-focused professional development teachers receive at both the site and network levels.
Beyond support and access to the core, LPS San Jose also provides strategic support through an
extensive Enrichment / Tutoring program after school, as well as the incorporation of targeted
language development work using the online DynEd program in Academic Leadership classes
and after school.
Our intensive intervention focuses on reading intervention and English language support. The
Read180 California program (including the language-centered “L Book” and System 44) and the
first level of DynEd (“First English”) form the comprehensive curriculum of our Reading course
for English Learners.
CORE ACCESS and SUPPORT
Content Access
- CK-12 College Access Readers (CAR)
- CAR text-to-speech
- CAR Spanish
- Ongoing literacy-focused professional development
- SIOP instructional strategies
Embedded ELD
- CAR vocabulary
- Daily language objectives
- ELD instructional strategies
STRATEGIC SUPPORT
- Accelerated Reader
- DynEd courses (“English for Success” and “New Dynamic
English”)
- Tutoring (as needed)
INTENSIVE
INTERVENTION
- Read180 with LBook and
System44
- DynEd courses (“First
English,”)
Plan for English Language Learners
While the three-tiered model described above represents the overall model of LPS support for
English Learners, LPS recognizes that such support differs by English proficiency as well as in
different content areas. The chart below details both the ELD and Content Access support
provided by CELDT level.
CELDT Level
ELD
(in
E/LA
courses)
1
2 3 4 5
DynEd
System 44,
LBook, R180
in Reading
ELD
instructional
strategies
Daily language
objective
DynEd
System 44,
LBook, R180
in Reading
ELD in
structional
strategies
Daily language
objective
DynEd in
Academic
Leadership
LBook in
Reading
(Read180)
ELD
instructional
strategies
Daily language
objective
DynEd in
Academic
Leadership
ELD
instructional
strategies
Daily language
objective
DynEd in
Academic
Leadership
ELD
instructional
strategies
Daily language
objective
ASSESSMENT: MAP Reading test, MAP Language test, E/LA benchmark exams,
and E/LA writing assessments
Content
Access
(in all
courses)
SIOP/content
literacy
CK12 Spanish
resources
Text-to-speech
technology
SIOP/content
literacy
CK12 Spanish
resources
Text-to-speech
technology
SIOP/content
literacy
CK12 Spanish
resources
CK12 Level 2
materials
SIOP/content
literacy
CK12 Spanish
resources
CK12 Level 2
materials
ASSESSMENT: Content area benchmark exams and MAP Language test.
Plan for English Language Learners
INSTRUCTIONAL STRATEGIES
Within these larger program elements, LPS employs a variety of instructional strategies
including:
Ongoing Assessment: To establish current or actual level of acquisition and thus establish
student’s zone of proximal development. This information provides data necessary for lesson
planning
Scaffolding: Promotes learning when concepts and skills are being first introduced to
students. These supports may include resources, a compelling task, templates and/or guides
Think-Pair-Share: After a concept is presented, or at specific time intervals, the teacher stops
class and allows students to collect their thoughts (think). Then students discuss their idea for
3-5 minutes with the person next to them
Graphic Organizers: To help students visualize relationships between concepts and take apart
complex text
Annotation: To help students understand and process complex text
Word Walls
Direct vocabulary instruction
Oral language sentence frames: To promote the use of oral academic English
INDENTIFYING ENGLISH LEARNERS
Upon enrollment, and as part of the registration process, parents and/or students must complete a
Home Language Survey. If the answers to any of the questions on the survey indicate that the
student comes from an environment where a language other than English may have had an
impact on the individual’s level of English language proficiency, the student is referred to the
principal for the appropriate identification of services. LPS then administers the California
English Language Development Test (CELDT). Any student who is identified as an English
Language Learner is referred the Principal or designee to determine appropriate instructional and
program placement.
PARENTAL NOTIFICATION
Parents of students identified by means of the Home Language Survey are notified of the results
of the language proficiency assessment(s). Program details are provided to parents (orally and/or
in writing) in a language that they can understand. At a minimum these details include:
The reasons for the identification of the student as limited-English proficient and in need of
placement in an ELL program.
The student's level of English proficiency, how such level was assessed, and the status of the
student's academic achievement, to the extent known.
How the program will meet the educational strengths and needs of the student.
Specific exit requirements for the program.
Plan for English Language Learners
The right of the parents to have their child immediately removed from the English language
instruction education program.
In addition to notifying parents about the English Language Learner services their child may be
receiving, LPS places a high priority on having administrators, staff and teachers with Spanish
language skills to provide parents who do not speak English with meaningful opportunities to
participate in the education of their child. Translators may be called upon to help with
enrollment, orientation, parent/teacher conferences, eligibility meetings, IEP meetings, etc.
Translation is also provided for key documents regarding parent programs, meetings, and other
activities. If a student or parent speaks a language other than English or Spanish, efforts will be
made to find an interpreter to facilitate communication.
TRANSITION/EXITING PROCEDURES
Any teacher or parent may recommend that a student exit the ELL Program when they have
achieved the following objective exit criteria (as appropriate for placement and grade level):
Achieve proficiency in English-language skills in listening, speaking, reading, and writing
(as measured by the CELDT for English learners).
Achieve proficiency on state assessment.
Demonstrate proficiency by means of academic success in the classroom as measured by
grades, anecdotal records, and teacher(s) recommendation.
The exit recommendation will be reviewed and decided by the Principal or Principal Designee. If
the recommendation is for exiting, the student’s parents will be asked to grant permission to
proceed. When a student exits the ELL program, the School will monitor his/her progress for
two years to insure his/her continued academic success. At the end of two school years, a student
who is achieving at grade level will officially exit the program.
There is no limit for participation in the ELL Program. Need is the determining factor and a
student may participate as long as the parents and school determine such support is beneficial.
ACADEMIC PROFICIENCY AND ACHIEVEMENT
Leadership Public Schools monitors the success of the English Learner program on the basis of
two criteria:
Progress in achieving English proficiency: All ELL students will show progress on the
CELDT by increasing scores by one level per year.
Progress in academic achievement: All ELL students will show progress in English and
Math by progressing at least one CST or MAP (Measures of Academic Progress) per year
until grade level proficiency is achieved.
Plan for English Language Learners
Individual students and their parents monitor their achievement in both areas through the
ongoing progress reports.
EVALUATION
In order to make suitable changes that address deficits in the ELL Plan in a timely manner, the
LPS Network Education Team will meet at least once a year to evaluate the effectiveness of the
program and make recommendations to the site for needed changes. The evaluation process will
focus on the progress of ELL students in acquiring English and achieving academic standards.
Accommodations Resources Resource Specialist Staff PD
Accommodations for Reading The ability to read is one of the keys to academic success. Many students with a disability do not have sufficient skills to read on grade level. They may still be learning basic phonics and word-identification skills. They may be learning how to use strategies to help them understand written words, phrases, and sentences. Some textbooks and worksheets present additional challenges to students because they are not clear or well organized.
Learning Problem Students have difficulty finding the main ideas or knowing what is important to remember in the book they are reading. Students can understand information when they listen to it, but cannot read materials required for class assignments. Students who are blind or visually impaired may require specially prepared materials or equipment to obtain information for class.
Accommodation • Highlight important ideas and tell
students to read them first.
• Give students a study guide to follow when they must read by themselves.
• Let students use a book that is written
on a lower grade level. This may help students pay more attention to the main ideas.
• Provide a tape-recorded version of
thematerial. • Use a videotape or movie that present
the same information. • Use assistive technology to
transferprinted words to speech. • Have a learning buddy read aloud
textbooks or other printed material. • Provide books-on-tape or large-print
versions of texts. • Provide books and other instructional
materials in Braille or embossed format.
• Provide special equipment such as an
optical enhancer or magnifier.
Accommodations for Lectures and Discussions Some students with a disability have difficulty maintaining attention, following ideas, and interpreting information that is presented orally. They may need accommodations for instruction that involves lectures and discussions.
Learning Problem Students have difficulty figuring out what they are supposed to learn from a lecture or discussion. Students have trouble following the ideas during the lecture or discussion. Students have difficulty taking notes and remembering the ideas. Students who are deaf or hard-of-hearing may need assistance.
Accommodation • Use visual aids, such as chalkboard,
overhead, or charts. • Provide an overview of the content at the
beginning of the lesson. Introduce new vocabulary before the lesson.
• Give students a summary of important
information from the lecture with a list of questions to be answered.
• Keep students involved by encouraging
them to ask questions or by breaking up the lecture with small group activities or discussion.
• Identify the main steps or key components
of the information. • Write important ideas on the board. Use
colored chalk or markers for emphasis. • Give students copies of lecture notes. • Let students use a tape recorder to record
lectures and class discussions. • Repeat, use other words, and summarize
all-important points. This is particularly important at the end of the lecture or discussion.
• Provide help for notetaking, such as giving
students a copy of overheads, an outline of the lecture, or a diagram.
• Use pictures, written words, charts, or
diagrams to reinforce what is presented orally. Repeat as often as necessary.
• Provide a sign language interpreter or
notetaker.
Accommodations for Mathematics Students with a disability may have problems learning mathematical concepts and processes. Some have poor arithmetic skills and continue to rely on childish techniques, like counting on their fingers. Some students have a great deal of difficulty remembering basic facts.
Learning Problem Students have difficulty understanding math concepts and solving problems.
Accommodation • Let students use concrete materials
and objects to learn about mathematical concepts.
• Color-code or highlight key words in
math word problems. • Let students use a chart to plan ways
to solve math problems. • Let students use a calculator or chart
of basic facts for computation. Assignments and Assessments Frequently, students with a disability need accommodations for specific kinds of classroom assignments and assessment. Generally, students need the same kind of accommodation for both assignments and assessments. If the student needs to use a word processor to complete a written assignment, he or she will also need it for a written test.
Accommodations for Writing Problems with written assignments and assessments may be related to difficulties with handwriting. They may also be the result of expressive language disabilities such as difficulties with finding words, forming sentences, organizing thoughts, and using standard forms of grammar and spelling. Learning Problem Students have trouble with fine motor control and handwriting.
Accommodation • Let students write directly in the
workbook or on a copy of the workbook page.
• Let students use a word processor or
typewriter. • Let students dictate their work to a
teaching assistant or classmate who will write it down.
Learning Problem Students have difficulty expressing their ideas.
Accommodation • Let students use adaptive devices:
pencil grips or special pen or pencil holders, erasable pens, or special paper with raised or color-coded lines.
• Let students use a thesaurus to find
words to write or say. • Let students use special word
processing software that anticipates what students are trying to write.
• Let students use a spelling dictionary
or electronic spelling aid. • Grade content and mechanics
separately in written assignments. Give students a chance to correct spelling and grammar errors.
Accommodations for Following Instructions Teachers generally give directions by telling, writing, or showing students what they are supposed to do. Students with a disability may have difficulty following directions because they have trouble paying attention or remembering. They may also have trouble understanding what the directions are asking them to do.
Learning Problem Students have trouble remembering what to do. Students have trouble understanding the directions.
Accommodation • Have students say the directions in
their own words or show the teacher what they are to do.
• Teach students how to use an
assignment notebook or personal planner to keep track of their assignments and tests.
• Give step-by-step instructions. Outline
the steps in writing or use pictures. • Complete sample problems or tasks to
show students what they are to do. • Combine spoken directions with
pictures, words, or diagrams.
Accommodations for Organization Students who have trouble attending to more than one thing at a time often have problems with complex assignments. Students who are easily distracted may forget the instructions or get things confused. Some instructional materials are not clear. Materials with too many details can be very confusing to students. Keeping track of classroom materials also presents problems to many students. They don’t know how to store materials so they can easily find them. Lockers or desks are often cluttered with things that are not really needed at school.
Learning Problem Students are confused by complex instructions and materials. Students have difficulty keeping their materials and belongings organized.
Accommodation • Use color-coding to help students
identify different kinds of tasks or materials.
• Use uncluttered tests and worksheets. • Arrange problems or work so that it is
easy to know where to start and how to proceed.
• Let students use a special folder or
binder to keep materials organized. Use dividers or folders to keep subjects organized and use a different color for each unit or subject.
• Give students a checklist of materials
needed for each class. The checklist can be kept in their locker or binder.
Accommodations for Taking Tests In general, students with a disability will need the same types of accommodations for both classroom tests and standardized tests, if they are allowed. Accommodations that are used with standardized tests such as the STAR and the CAHSEE. The five major categories of accommodations allowed for the CAHSEE and standardized test are presentation, responding, scheduling, setting, and assistive technology. Here are some examples for each category. Presentation Most assessments are presented in the form of paper and pencil tasks. The questions or problems are presented in writing or with graphics. The reading level and complexity of the content reflects what has been taught. Other types of assessments involve the observation of students performing a particular task or skill.
Learning Problem Students can’t read well enough or need a different form of the test. Students need assistance in focusing on the test. Students need help with directions.
Accommodation • Read the test items aloud to students,
unless it is a test of reading skills. • Use text-to-speech technology to
communicate directions or test items for items other than reading tests.
• Let the student read the test items to
him- or herself while working on the assessment.
• Provide copies of tests in Braille or in
large print formats. • Let the student use assistive
technology for magnification or amplification.
• Let the student use a pointer,
template, blank card, or positioning tool to enhance visual attention on the test materials.
• Use blank colored transparencies or
overlays to enhance visual perception. • Provide white noise (sound machines)
and headphones to reduce auditory distractions.
• Use symbols on the test or answer
form that help the student follow directions, such as an arrow or stop sign.
• Provide a sign language interpreter for
oral directions. • Read the test directions and writing
prompt aloud. • Reread or explain the directions of the
test if the student needs it. • Underline or highlight important
words in the directions or test items.
Learning Problem Students are unsure about what to do. Students have difficulty shifting from one type of task to another.
Accommodation • Give verbal encouragement ("keep
working, answer every question") without giving clues to correct or incorrect answers.
• Give extra examples for practice to
make sure the student knows what to do.
• Group questions so that similar kinds
of items are together. Put the easiest questions first.
• Block matching questions into small
groups of four or five items. • Provide a list of words to use for fill-
in- the blank or essay questions. • Let the student take an open book test,
unless memorization is required. • Eliminate one of the choices in
multiple- choice items. • Require fewer questions, but select
ones that measure all required content.
Response Students respond to test questions in different way including writing an answer, selecting one of the responses to multiple-choice questions, or solving a problem and explaining the solution. Answer sheets may require students to bubble in the correct circle for each question. Accommodations allowed on the STAR and CAHSEE may include:
Learning Problem Students have difficulty answering the test questions with their own handwriting.
Accommodation • Let the student use increased space for
answering test questions. • Let the student respond orally, dictate
answers to an aide or test proctor, or tape record answers.
• Let the student sign responses to an
interpreter.
Learning Problem Students have difficulty using handwriting to answer the questions. Students have difficulty maintaining effort and attention on tests. Students have difficulty performing on tests.
Accommodation Let the student use a typewriter or word processor to write answers to test items. Remember that students can't use the spell check or grammar check when they are taking the FCAT. Let the student write on the test booklet instead of writing on an answer sheet. Let the student Braille responses on a separate paper. Let the student use speech-to-text technology to record responses. Let the student use diagrams or charts and outlines to plan for open-ended or essay questions. Monitor the student's answer sheet to determine if the student is recording their responses in the correct space. Give partial credit for answers to extended response questions that are partially correct. The FCAT rubrics for extended response questions give some credit for partially correct answers. • Provide pre-designed webs, diagrams
or charts and outlines for students to use to plan for open-ended or essay questions.
• Let the student provide alternate
demonstrations of knowledge and skills using demonstrations, role playing, or interviewing.
• Let the student use references such as
a dictionary, thesaurus, or almanac. • Let the student use manipulatives to
check or complete computations. • Let the student retake the test and give
credit for improvement.
Schedule Some students may need to have extra time to complete the test. Students who use certain kinds of assistive technology or who work very slowly may need to have the schedule changed for the test.
Learning Problem Students work very slowly or can’t work for long periods of time.
Accommodation • Let students have additional time to
complete tests. • Break tests into small sections and let
students take them over a period of days, if needed.
• Let the student take short breaks
during the test period. • Let the student take the test at a
certain time of day. Some students take medications or have physical conditions that may affect their attention and alertness.
Test Setting Some students may need a special setting to take the test. Students who are easily distracted may do better when taking the test alone or in a small group. Other students need special accommodations because of their sensory or physical impairments.
Learning Problem Students can’t take tests in a large group because they are easily distracted. Students have special needs based on sensory or physical impairments. Students have special needs based on sensory or physical impairments.
Accommodation • Give the test to the student alone or in
a small group. • Let the student use a study enclosure
to take the test. • Let the student take the test in another
room where there are no distractions. • Let the student use needed adaptive
furniture or equipment.
344 Thomas L. Berkley Way Suite 340 Oakland, CA 94612
Tel: 510.830.3780 Fax: 510.225.2575 HR Fax: 510.225.2550 Email: [email protected] Web: www.leadps.org
IDENTIFICATION, EVALUATION AND EDUCATION UNDER SECTION 504
The Board of Trustees of the Leadership Public Schools recognizes the need to identify and
evaluate students with disabilities in order to provide them with a free, appropriate public
education and its legal responsibility to ensure that “no qualified person with a disability shall,
solely by reason of her or his disability, be excluded from the participation in, be denied the
benefits of, or be subjected to discrimination under any program or activity receiving Federal
financial assistance.” This policy and the related administrative regulation has been developed to
ensure the implementation of Section 504 of the Rehabilitation Act of 1973 (“Section 504”), and
its implementing regulations as amended, which pertains to public schools. The intent is to
ensure that all students with disabilities, who are eligible under Section 504, are identified and
evaluated and have access to a free, appropriate public education (“FAPE”).
Under Section 504, individuals with physical or mental impairments that substantially limit one
or more major life activities, including learning, are entitled to receive regular or special
education and/or related aids and services designed to meet their individual needs as adequately
as the needs of nondisabled students are met. Major Life Activities include functions such as
caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing,
learning and working. Students may be disabled and entitled to services under Section 504 even
though they are not eligible for services pursuant to the Individuals with Disabilities in Education
Act Improvement Act of 2004 (“IDEA”). The identification, evaluation and education of
students eligible for services under the IDEA are addressed under the policies and procedures of
the El Dorado Charter SELPA.
The Principal shall ensure that this policy and set of procedures is implemented and followed.
Whenever there is reason to believe that, because of a disability, a student needs regular or
special education and/or related aids and services (and the student has not been found eligible
under IDEA) that student will be evaluated under this policy’s administrative regulation.
A Section 504 Team will be convened to determine the student’s need for regular or special
education and/or related aids and services. The 504 Team will include persons knowledgeable
about the Section 504 standards, the student’s individual needs and school history, the meaning
of evaluation data, and placement options. The student’s parent/guardian shall be invited to
participate in this 504 Team and shall receive notice of procedural safeguards guaranteed by law.
Text in header
Page 2
If Leadership Public Schools does not assess a student after a parent has requested an
assessment, Leadership Public Schools shall provide notice of the parent’s/guardian’s procedural
safeguards.
If the student, due to disability, is found to require regular or special education and/or related
aids and services under Section 504, the Section 504 Team shall develop a 504 plan for the
provision of such services to the student. The student shall be educated with nondisabled
students to the maximum extent appropriate to the student’s individual needs. The student’s
parent/guardian shall be provided a copy of the 504 Plan and shall receive notice of procedural
safeguards guaranteed by law. Leadership Public Schools shall periodically review the student’s
progress and placement.
Leadership Public Schools will implement this policy through its corresponding Procedure.
(11/11rev)
El Dorado County CHARTER SELPA Staff Information:
Name & Position
Email Office Day
Phone Toll Free 800-524-8100 +extension
(last 4 digits of numbers below is the extension)
Topics
Tammy Watson
SELPA Director [email protected] Monday/Tuesday 530-295-2228
Legal Issues, Program questions, IEP concerns
Amy Andersen
Assistant SELPA Director [email protected] Friday 530-295-2453
Legal Issues, Program questions, IEP concerns, SEIS, ADR, Mental Health,
Referrals, Behavior Referrals
Dubravka Tomazin, Program Specialist [email protected] Wednesday 530-295-2463 Parent concerns, IEP questions, SEIS, CAC,
Teacher questions, RtI, Early Start, CPI
Tamara Clay, Program Specialist [email protected] Thursday 530-295-2464 Parent concerns, IEP questions, Teacher
questions, SEIS, Behavior, BICM, CPI
Steve Pedego, Program Specialist [email protected] Monday 530-295-2289 Parent concerns, IEP questions, Teacher
questions, Behavior, BICM, CPI
Kathleen Hall, Program Support [email protected] Monday-Friday 530-295-2236 MOUs, Steering Committee, CEO Council,
Exec Committee
Deanna Santana, Program Support [email protected] Monday-Friday 530-295-2478 Provider Directory/Resources, Staff
Development, Low Incidence , Charter Applications
Pam Garcia, Program Support [email protected] Monday-Friday 530-295-2461 SEIS, CASEMIS
Angela Chance, Program Support [email protected] Monday-Friday 530-295-2232 SEIS, Websites, CASEMIS
Patti Mercer, Program Support [email protected] Monday-Friday 530-295-2462 General Information
Dani Aposhian, Program Support [email protected] Monday-Friday 530-295-2452 General Information, Participation
Agreements
El Dorado Charter 2011 - 2012
Bay Area Regionalized Trainings
Administrator Training: Participants will receive a brief history on special education, and learn about the SST process, the IEP process (referral, assessment, documentation, and implementation), and disciplinary procedures for students with a 504 or IEP, transition/graduation, accommodations/modifications, state testing, behavioral supports, LRE and FAPE. Suggested audience is general education Principals, Vice-Principals and Directors, coordinators new to Special Education in California.
ElDoradoCountyOfficeofEducation(Placerville) Tuesday, July13,2011 9:00 am to 2:00pm To register for this training email Debbie Razavi at [email protected] To receive a link to a video of this training contact Deanna Santana at [email protected]
Module I: Participants will gain a basic understanding of special education requirements, historical perspectives, program descriptions, referral process, NCLB requirements, service delivery models, accommodations and modifications, budget and contracting for services. The suggested audience is all.
Oakland- ASPIRE Home Office September 1, 2011 9:00 am to 4:00 pm To register for this training email Debbie Razavi at [email protected] To receive a link to a video of this training contact Deanna Santana at [email protected]
Module II: Participants will learn about the IEP/LRE (including the SELPA IEP forms), Educational Benefit, Standards Based Goals and Objectives, Discipline and the Manifestation Determination, and accountability. The suggested audience is principals, VPs, psychologists, certificated staff, and counselors.
Livermore Valley Charter High School August 11, 2011 9:00 am to 4:00 pm To register for this training email Debbie Razavi at [email protected]
Module IV: Participants will learn about ADR, Due Process, complaint procedures, and legal updates. The suggested audience is administrators, including CEOs, principals, VPs, and counselors.
TBD: PRIVATE CONTRACTOR: Spring, 2012 Module VI: Participants will learn about the Charter SELPA allocation plan, Maintenance of Effort (MOU), report timelines, financial accountability issues, and legal requirements. The suggested audience is CBOs and Finance departments.
Oakland- ASPIRE Home Office June 24, 2011 10:00 am to 2:00 pm To register for this training email Debbie Razavi at [email protected]
Module VII: Participants will gain a working knowledge of SEIS – a web based IEP program implemented within the SELPA, and CASEMIS. The suggested audience is principals, VPs, counselors, and certificated staff.
Livermore Valley Charter High School August 12, 2010 9:00 am to 4:00 pm To register for this training email Debbie Razavi at [email protected]
Module VIII: Participants will be trained in the Nonviolent Crisis Intervention Program (CPI) – a nonviolent behavior management system designed for use with disruptive, assaultive, and out-of-control students. The suggested audience is all and is for full certification.
Oakland- ASPIRE Home Office September 30, 2011 8:00 am to 5:00 pm To register for this training email Debbie Razavi at [email protected]
Module IX: Participants will learn about the transition process and address the state follow-up requirements. Materialpresented by SW SELPA/ Green Dot.The suggested audience is staff dealing with transition.
Oakland- ASPIRE Home Office October 1, 2011 9:00 am to Noon To register for this training email Debbie Razavi at [email protected]
SPECIAL EDUCATON REVIEW: Participants will receive a SEIS refresher course and a review of Educational Benefit, special education procedures, discipline and the manifestation determination process. The suggested is all certificated staff wanting review.
Oakland- ASPIRE Home Office October 1, 2011 1:00 pm to 4:00 pm To register for this training email Debbie Razavi at [email protected]
CPI Refresher (1/2 Day) This course is mandated for all staff who received the full CPI training in the previous year. Staff must be recertified yearly. SELPA PRESENTATION: Minimum enrollment 10; maximum enrollment 30.
Oakland- ASPIRE Home Office October 26, 2011 8:00 am to Noon To register for this training email Debbie Razavi at [email protected]
Behavior Support Plans: Participants will learn skills to deal with and handle behavior that impedes the learning of self or others. Focus will be on how to complete compliant BSP’s, how to implement and make changes if necessary. Determining the function of behavior and the functionally equivalent replacement behaviors. Audience will generate BSP’s in this class and will be provided forms to use once they leave the class. The suggested audience is special education teachers, psychologists, and administrators
Oakland- ASPIRE Home Office October 26, 2011 1:00 pm to 4:00 pm To register for this training email Debbie Razavi at [email protected]
Other presentations available upon request: • Autism: Overview, classroom strategies and techniques • Records and Confidentiality • Grading Students with IEPs or 504s • Minimum enrollment 10; time allotment can be customized.
