THE EL DORADO CHARTER SELPAcharterselpa.org/wp-content/uploads/2018/04/Final-Steering... · }Educate about Paid Internship Program and CIE incentive payments } Work with service providers

THE EL DORADOCHARTER SELPA

April25

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Katherine Sanders, San Andreas Regional Center (SARC)

Rose Dowd, Regional Center of East Bay (RCEB)

Sean Galvin, Golden Gate Regional Center (GGRC)

April 25, 2018

} Educate about Paid Internship Program and CIE incentive payments

} Work with service providers on being vendored and creating more opportunities

} Resource for our vendors with PIP and CIE } Track and Report to DDS on Paid Internship and CIE Data } Be a resource of employment related questions} Creating LPA with DOR and CDE in our catchment area

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Provides $20 million dollars for the implementation of two programs designed to increase individuals’ opportunities in CIE:

} Paid Internship Program} CIE Incentive Payments

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} A paid internship program is available to job seekers who are 18+, served by a Regional Center, and who want to work.

} It helps build social and vocational skills through job exploration in an integrated and competitive environment that individuals may not have previously had access to, in order to prepare for and lead to permanent competitive employment.

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1. Total amount paid (wages and any additional costs to the employer) may not exceed $10,400 in a 12 month period

2. Competitive Wages- at least minimum wage and similar to what others earn doing the same job

3. Integrated setting- not any other special environment that is a direct hire

4. Internship should result in the intern getting hired or developing skills that will lead to future employment

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Examples of possible internships:

} Apartment Maintenance } Media Production} Glass Blowing and Artistry} Child Care} Bicycle Maintenance} Dental Assistant } Sales Associate

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} They are served by a Regional Center

} They want to work } Have an employment

goal and it is in the IPP } Are legally able to

work in California } Has any additional

support that is necessary

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Incentive Payments to service providers for placing an individual in CIE placements, with an emphasis on the individual retaining the job.

1st payment of $1,000 = 30 days on job2nd payment of $1,250 = 6 months on job3rd payment of $1,500 = 12 months on job

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} Employing Individuals with Intellectual Disabilities and Developmental Disabilities in California

“Real Work for Real Pay in the Real World”

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1. Improve collaboration between CDE/DOR/DDS for interest in CIE

2. Create options to prepare for and obtain CIE

3. Assist and support individuals to make their own informed choices

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} An LPA documents the ways local partners will work together to streamline service delivery, engage their communities, and increase CIE opportunities for individuals with ID/DD.

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} LPA’s – A conversation with DOR, CDE and the Regional Center.

} Expand the LPA, to include other local entities, such as: Workforce Development Board; Community Colleges; America’s Job Centers.

} The more involved local entities are to the process of communicating, cooperating and promoting CIE, the better the results will be.

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Core partners:} Local educational agencies} Department of Rehabilitation districts} Regional centersCommunity partners –} Public community services} Private non-profit services and

organizations} Community Colleges} Employment services} Business partners

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} Create frameworks to change the ways mutual customers of the core partners are served, to better utilize resources, and to produce improved employment outcomes.

} Create an opportunity for building trust, respect, and cooperation.

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Local Partnership Agreements may be developed at any time. CIE Blueprint commitments:} By June 30, 2018, the departments have a

goal to establish at least 13 new LPAs between LEAs, DOR districts, and regional centers.

} Over the next five years (2022) the goal is to have LPAs developed between DOR districts, regional centers, and 270 LEAs.

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} Contact your: ◦ local educational agency◦ local DOR office◦ local regional center

} Review the LPA Template} Identify how your participation supports the intentions of the

LPA} Identify resources you can contribute

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} To view the Local Partnership Agreement Template please visit the California Health and Human Services Agency website at www.chhs.ca.gov and select the tab on the top right titled “CIE”.

} Please send questions and comments to [email protected]

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} A three-pronged mission to provide services and advocacy that assist people with disabilities to live independently, become employed and have equality in the communities in which they live and work.

} DOR provides consultation, counseling and vocational rehabilitation, and works with community partners to assist the consumers we serve.

} They provide resources to help adults with disabilities overcome barriers to being competitively employed in an integrated setting in the community. ◦ Transportation funds, transportation training ◦ Job development, education resources, accommodations ◦ Funds for interview & work clothing and job coaching

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http://www.rehab.cahwnet.gov/index.asp

http://www.rehab.cahwnet.gov/index.asp

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} Katherine Sanders, San Andreas Regional Center (SARC)◦ [email protected]◦ 408-341-3827

} Rose Dowd, Regional Center of East Bay (RCEB)◦ [email protected]◦ (510) 678-1133

} Sean Galvin, Golden Gate Regional Center (GGRC)◦ [email protected]◦ 415-832-5740

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mailto:[email protected]



What is the California School

Dashboard?

§ An online tool that reports how districts and schools are

performing on the indicators

§ Is designed to support the local strategic planning process

and includes:

§ Six state indicators

§ Four local indicators

State Indicators in theFall 2017 Dashboard

Chronic Absenteeism (Link to DataQuest)

Suspension Rate

English Learner Progress

Graduation Rate

College/Career (Status Only)

Academic: English Language Arts and

Mathematics

Performance Levels

Performance Levels (Cont.)

§ At least two years of data are needed to determine the performance level (or color) for a state indicator:

Ø Current Year Data: To calculate StatusØ Prior Year Data: To calculate Change

System of Support Goal

To assist LEAs and their schools to

meet the needs of each student served, with a focus on building

capacity to sustain improvement and

effectively address inequities in

student opportunities and outcomes.

Levels of Support

California’s Statewide

System of Support includes

three levels of supports to

LEAs and schools to promote

continuous improvement.

SWD Student Group

§ 163 LEA of the 213 identified for Differential

Assistance were because of outcomes for the SWD

student group.

§ We do not think this is a Special Education

problem, this is a system problem.

§ We are aligning some of our practices to the

dashboard to make this more coherent for LEAs.

SED Alignment

Reorganization of our supports

§ Restructuring the Special Education Division

§ Revamping and expanding a number of its current

TA contracts to allow a larger number of LEAs,

COEs, and SELPAs to benefit from the expertise

cultivated through contracts within existing COEs.

Changes to the

Monitoring Calendar

What does this mean?

§ DINC schedule stays the same

§ Disproportionality and Significant

Disproportionality will occur together and earlier

(in the case of disproportionality)

§ PIR, CR, Annual Determinations will occur together

and will be later (in November) to align with the

Dashboard release.

Disproportionality

Significant Disproportionality

Update

§ The USDOE will be issuing a delay in the

implementation of the regulations

§ California will not be changing their course

§ The CDE will be looking at the calculations to

ensure that LEAs who were included because of

small cell size and not due to true

disproportionality are addressed.

One year Disproportionality

§ Notifications will occur in April

§ Working on the calculations now

§ There will be a SELPA preview

§ FMTA staff will be review files in the late Spring,

Summer and Fall

§ Completion of the file review will occur in

September

WHAT ABOUT THE FILES?

CDE will provide three options for file review

1. The LEA can provide READ-ONLY access to

their electronic IEP system

2. The LEAs can send an electronic copy to the

CDE via the secure portal. NO EMAIL!

3. The LEA can bring files to the CDE for review

Any student files sent to CDE electronically or left

with CDE will be kept and be made available to a

requestor under court order or a Public Records Act

request.

What about Prong II from

last fall?

§ For one year only, there will be an overlap of the

Prong II and the new Disproportionality

§ We will be using the records for Disproportionality

to also clear Prong II.

PIR Update

Align indicators to the

Dashboard

§Graduation

§Assessment

§Suspension

Annual DeterminationsWill be made and sent to LEAs in November

2018

Steering Meeting | April 25

FEDERAL & STATE NEWS

* Denotes a handout

List of NPA’s with Expired Certifications*


Section 504*FEDERAL & STATE NEWS

• Office of Civil Rights (OCR) making publicly available pending complaints

• Claims organized by disability discrimination as well as other discriminations

• Data updated monthly

• Equal access to programs-electronic and services

• Web content, PDF, audio and video

• Refreshed Rule-Effective March 21, 2017

• Access guidelines• Section508.gov

Section 508*

* Denotes a handout

Family Empowerment Centers*


•Non profit primarily staffed by parents to support families of children with disabilities•14 FECs throughout the state•Provides training and promotes resolution•Peer to peer support•Surrogate parent collaboration


* Denotes a handoutSteering Meeting | April 25

Smarter Balanced Test Results

Cross Tabulations for Statewide Smarter Balanced Results

Additional cross tabulations of results for the Smarter Balanced English language arts/literacy (ELA) and mathematics assessments are available on the California Department of Education (CDE) CAASPP Results Web site. These additional cross tabulations, for the state as a whole, by grade, are as follows:

Gender, by:

x Ethnicity x English language fluency x Economic status

x Migrant status x Disability status

Ethnicity, by:

x English language fluency x Economic status

x Migrant status x Disability status

SPOTLIGHT ON ACCESSIBILITY “If a student receives a universal tool, designated support, or accommodation, will the student’s scale score be negatively impacted?” This is a frequently asked question, and the answer is no, the student’s score will not be impacted. Any student who receives an allowed universal tool, designated support, or accommodation for any of the CAASPP assessments, as specified in “Matrix One: Universal Tools, Designated Supports, and Accommodations for the California Assessment of Student Performance and Progress for 2017–18,” will receive a valid score. The mere use of any of the allowed accessibility resources will not lower the student’s score, or have any other automatic effect on the student’s score.

Non-embedded, unlisted resources, on the other hand, follow different rules. If a student is given any preapproved unlisted resource, as specified on the last page of Matrix One, the student will receive an invalidated score. The student with an invalidated score will be counted as not having participated and will not be included in the calculation of “distance from met” for accountability purposes. Any other unlisted resources not already identified in the preapproved unlisted resources chart must be submitted to CDE for review through TOMS to determine whether the unlisted resource will change the construct being measured.

More information on the use of accessibility resources can be found on the CAASPP Portal in the Accessibility Guide for CAASPP Online Testing.

Calculator: The calculator is an embedded universal tool for mathematics testing in grades six through eight and grade eleven and for science testing in all tested grades. An embedded, on-screen digital calculator can be accessed for calculator-allowed mathematics items and for all science items.

The use of a non-embedded calculator for mathematics is an accommodation for students in grades six through eight and grade eleven who have this accommodation documented in an individualized

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FEDERAL & STATE NEWS Grasp on CAASPP*

* Denotes a handout

Chronic Absenteeism*


• Website: http://www.attendanceworks.org/resources/• Dashboard indicator of student success related to LCAP Priority #5:

Student Engagement• An interactive website offers free resources for monitoring,

understanding, and addressing chronic absence beginning in the early grades through secondary school.

• Resource topics include:– Positive Engagement with families and students,– Actionable Data to help you identify students with too many absences;– Capacity Building to help build a culture of attendance in your classroom, school

or district including toolkits.


http://www.attendanceworks.org/resources/

* Denotes a handout

California Quality Assurance Process (QAP)*


• State level accountability model designed to improve educational outcomes for students with disabilities while ensuring compliance with state and federal laws and regulations.

• The SELPA-created QAP Metrics provides “framing” information on the seventeen indicators and related state initiatives such as the CA Dashboard, Local Control and Accountability Plan (LCAP) Priorities, and compliance processes:• Data-Informed Noncompliance (DINC)• Performance Indicator Review (PIR)• Disproportionality (Dispro)• Comprehensive Review (CR)

• The QAP Metrics may be used to align LEA activities across multiple plans, forecast noncompliance based on indictor targets, and proactively engage in improvement cycles to scale up initiatives to include students with disabilities.



SELPA UPDATES

* Denotes a handout

• Parents who obtain a favorable ruling after a due process hearing are entitled to reasonable attorney’s fees.

• A pre-hearing settlement offer can limit liability for attorney’s fees incurred after the offer is made, if the offer is “more favorable” than the relief ultimately obtained by a parent.

• The recent decision in S.H. v. Mount Diablo Unified School District, (N.D. Cal. 2018) 118 LRP 3307, found that an LEA’s pre-hearing settlement offer did not protect it from post-offer attorney’s fees in part because the offer did not include a reasonable amount of attorney’s fees for three reasons:

1. It was less than half the attorney’s fees parent had allegedly incurred at the time the offer was made ($22,000);

2. The LEA made no effort to learn the amount of fees incurred as of when the offer was made; and

3. There was no evidence would recover if parent was ce to suggest that the LEA based the offer on its estimate of what parent successful.

Pre-hearing settlement offers can limit liability for a successful party’s attorney’s fees, but only if an offer includes reasonably calculated attorney’s fees

Legal Alert*


SELPA UPDATES

* Denotes a handout

IEP team obligated to address reported peer bullying of a student with disabilities

• In a recent special education due process hearing decision, the Office of Administrative Hearings (OAH) held that a school district denied a student a free appropriate public education (“FAPE”) by failing to address allegations of bullying in an IEP meeting. Colton Unified School District (OAH No. 2017060750).

• IEP teams need to know that bullying of a student with a disability on any basis can result in a denial of FAPE. When investigating whether a student with disabilities who was bullied was denied FAPE, the Office of Civil Rights considers several factors, including, but not limited to:

1. Did the school know or should it have known that the effects of the bullying may have affected the student’s receipt of IDEA or Section 504 services?

2. Did the school meet its ongoing obligation to ensure FAPE by promptly determining whether the student’s educational needs were still being met, and if not, make changes, as necessary, to his or her IEP or Section 504 plan?

Legal Alert*


SELPA UPDATES

* Denotes a handout

Endrew F. Toolkit for Parents or Teachers*

• Endrew F. v. Douglas County School District: School Districts must offer an IEP that’s “reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances”

• Endrew F. Talking Points to Advocate for your childØ Resource from UnderstoodØ Understood is an organization that provides resources for parents of students

with learning and/or attention disabilities.Ø 8 talking points

• “Reasonably calculated”, “appropriately ambitious”, “challenging objectives”. Schools should be able to “offer a cogent and responsive explanation for their decisions”.

• Educational Benefit!


• UC Davis is conducting a study for next school year called TEAMS where participating LEAs will be trained and coached to implement classroom PRT which is an Evidenced Based Practice for students with Autism.

• Looking for schools who have at least 5 teachers (and/or SLPs) serving at least 5 different students with ASD ages 3 - 10 years old.

• Staff will be provided FREE training and coaching by UC Davis staff and can earn an implementers certification for CPRT.

• Contact Daina Mahaffey if you are interested in learning more! [email protected]

CAPTAIN*SELPA UPDATES

* Denotes a handout



SELPA UPDATES

•CMHACY Conference*•Council for Exceptional Children*•PBIS*

Upcoming Opportunities

* Denotes a handout


SELPA UPDATES Low IncidenceFunding Reminder

• Low incidence funds are available for use on behalf of students having a primary or secondary low incidence disability and require materials/services for linked to the disability:•Hard of Hearing (HH)•Deafness (DEAF)•Visual Impairment (VI)•Orthopedic Impairment (OI)•Deaf-Blindness (DB)

• All requests for funding must be submitted by May 1st to be eligible for reimbursement.

• Submit your request through the Charter SELPA’s Fiscal Portal.

https://app.edcoecharterselpa.org/FiscalPortal

SELPA UPDATESLeadership Academy

Long Beach July 23–27, 2018

Register at: charterselpa.org/leadership-academy/


SELPA UPDATES 2018-19 Steering Meetings*

• As part of the June 2018 CASEMIS report, some LEAs are required to submit, to CDE, an additional report called “CASEMIS D – Post-Secondary Outcomes Data.”• This requirement complies with indicator # 14, which has a direct

affect on your LEA’s Quality Assurance Plan (QAP) and Performance Indicator Report (PIR).

• Indicator #14 focuses on post-school outcomes and is defined as; the percent of youth who had IEPs, are no longer in secondary school, and who have been competitively employed, enrolled in some type of post-secondary school, or both, within one year of leaving high school. (Example: The June 2018 CASEMIS report will survey students who exited Special Education in the 2016-17 school year).

SELPA UPDATES Post-Secondary Outcomes Reminder

• An e-mail was sent out to district level users on March 1, 2018 to LEAs who need to submit the Post-Secondary Outcomes for the June 2018 CASEMIS report. – Included in this e-mail was:

• Student List (Excel Document): which needed to be completed and sent back to your SELPA Program Technician no later than April 27, 2018.

• Suggested Scripts• Sample Letter• Strategies for Increasing Response Rates

If you have any questions regarding the Post-Secondary Outcomes for your LEA, please feel free to contact your SELPA-assigned Program Technician.


Student List Example

• Student information was pre-populated. The only fields that needed to be filled in were in red, which turn green once an appropriate response was chosen from the drop down list.

If you have any questions regarding the Post-Secondary Outcomes for your LEA, please feel free to contact your SELPA-assigned Program Technician.



SELPA UPDATES

SELPA UPDATES


2017-18

- Communications- Modifications to CALPADS System

(Security Model)- Modifications to CASEMIS File

Layouts

2018-19

- Implementation of new CASEMIS File Layouts

- Training for CASEMIS transition into CALPADS

2019-20

- Full implementation in CALPADS

The California Department of Education (CDE) is currently adding a SELPA role into CALPADS.

CASEMIS will no longer exist in 2019-20.

SELPA UPDATES


Future Local Flow of Special Education Data

How to Prepare

Obtaining SSIDs for Students with DisabilitiesA. When should LEAs obtain SSIDs for Students with Disabilities?

SELPA UPDATES

Obtaining SSIDs for Students with DisabilitiesB. Which students get an SSID?

SELPA UPDATES

Obtaining SSIDs for Students with Disabilities

C. What about Pre-K Pending Evaluations?

ü It is necessary to track students who are referred for services but have not been evaluated during the December 1st and June 30th CASEMIS reporting dates.

ü These students often fall through the cracks and never get evaluated because they never get reported. o SSIDS should be obtained o Enrollment Start Date should be the date parental consent for evaluation was signed o Once SSID is obtained, LEA may exit student as a “no-show” (N470) to essentially nullify the enrollment in

CALPADS§ This will prevent the LEA from having to submit additional data about the student

o If the students if found eligible for services after reporting dates, a subsequent enrollment should be submitted to CALPADS along with the Student Program information.

o Nothing additional should be done for students who are found to be ineligible.

SELPA UPDATES

D. Which enrollment status should be used?

SELPA UPDATESObtaining SSIDs for Students with Disabilities

Data MaintenanceSELPA UPDATES


SEIS Maintenance Web Module*SELPA UPDATESDescription:

Every day, case managers work in SEIS to ensure that the records of students with disabilities are accurate, up to date, and complete.

At least twice per year, the information stored in SEIS must be reported to CDE using CASEMIS software. During these reporting periods, LEAs often struggle to clear all CASEMIS errors/warnings.

Some of these struggles include, but definitely are not limited to; - CASEMIS software being released only one month before the report date.- Experiencing significant amounts of errors and/or warnings identified by the CASEMIS software.- And only having one month to hold multiple IEPs, Triennials, and/or Transition IEPs in order to

correct the errors identified by the CASEMIS software.


SEIS Maintenance Web Module*SELPA UPDATESThis 30 minute module is designed to teach case managers how to maintain SEIS on a regular basis in order to significantly decrease the amount of clean up needed during reporting periods.• Topics include:

• CASEMIS• What is CASEMIS?• What is the purpose of CASEMIS?• How does SEIS and CASEMIS interact?• What are the most common errors/warnings pertaining to CASEMIS?

• SEIS Maintenance• SEIS Homepage• Regular Searches• “Show CASEMIS Errors” Link


SEIS Maintenance Web Module*SELPA UPDATES• This module can be found on:– SEIS Homepage – Local News


SEIS Maintenance Web Module*SELPA UPDATES

• This module can also be found on:– SEIS Document Library


SEIS Maintenance Web Module*SELPA UPDATES

• The module can also be found on:– Online Learning Center: www.charterselpa.org/online-learning-center/

http://www.charterselpa.org/online-learning-center/

THE EL DORADOCHARTER SELPA

April25

Documents

THE EL DORADO CHARTER SELPAcharterselpa.org/wp-content/uploads/2018/04/Final-Steering... · }Educate about Paid Internship Program and CIE incentive payments } Work with service providers