THE EL DORADO CHARTER SELPA - Amazon Web Services · educational services to pupils with dyslexia. The guidelines must be completed in time for use no later than the beginning of

THE EL DORADOCHARTER SELPA

MAY24

Appropriations bill funds gov’t until end of FY 17 (9/30/17)

$90M for IDEA ~$9M for CABasically flat funding

Federal News*

* Denotes a handout

Governor’s revised budget released May 12th

Strong revenues drove less conservatism than expectedProjected 17-18 COLA of 1.48% finalized at 1.56%Special Education Funding

State News

“Given the scope of the feedback and the complexity of this program area, the Administration will spend additional time in the coming months examining these issues to chart a path forward that will maximize resources to serve students while increasing transparency and accountability.”

AB 312Equalize SELPA Rates @ 90th percentile~$50 more/ADA to El Dorado Charter SELPATriggered once LCFF fully fundedEd Committee passed unanimously – 2 year bill

AB 1449 would have…LCFF add-On for SpEd based on percentage of identified students

State News

Steering Meeting | May 24

RSP Ratio Guidelines*Waiver Requirements: Extraordinary fiscal/program

conditions Assistance of IA for at least 5

hours daily Students will receive all services Waiver agreed to by the teacher Demonstrates that caseload can

be reasonably managed

* Denotes a handout

Special EDGE Articlehttp://www.calstat.org/specialEdge.html

SB 1375* Posting of Title IX to schools

website by July 1, 2017 Designate a Coordinator Discrimination under any

education program or activity on the basis of sex

State News

http://www.calstat.org/specialEdge.html

Dyslexia Guidelines

Program guidelines for dyslexia are to be used to assist regular and special education teachers and parents to identify and assess pupils with dyslexia and to plan, provide, evaluate, and improve educational services to pupils with dyslexia.

The guidelines must be completed in time for use no later than the beginning of the 2017-18 academic year.

*To be published on CDE website August 2017.

AB 1369; EC 56335(a)

Dyslexia Guidelines• Keep in mind that these are

guidelines not laws. There is no requirement that LEAs use them. However, they are also…

Best Practice!!!

Helpful!!!

Evidence Based!!!

Dyslexia Guidelines Chapters1. A Twenty-First Century Definition

of Dyslexia2. The Neuroscience of Dyslexia3. Dyslexia as a Language-Learning

Disability4. Characteristics of Dyslexia by Age

Group: Strengths and Weaknesses5. Socio-Emotional Factors of

Dyslexia6. When the Concern May Not Be

Dyslexia7. Dyslexia in English Learners

8. Pre-Service and In-Service Preparation for Educators

9. Screening and Assessing for Dyslexia

10. Special Education and 504 Plans11. Effective Approaches for Teaching

Students with Dyslexia12. Assistive Technology13. Information for Parents and

Guardians14. Frequently Asked Questions

Chapter 11: Effective Approaches for Teaching Students with Dyslexia

Educational services for students with dyslexia are defined as:• Evidence-based• Multisensory • Direct• Explicit • Structured • Sequential

Suggested approached will include instruction in:• Phonological awareness• Phonics• Fluency• Vocabulary• Comprehension

CA Ed. Code Sec. 56335(a)

UniversalSchool-wide (all students)

TargetedFocused on a group

(3-5 students)

Intensive Focused on individuals

(1:1)

Dyslexia Guidelines: MTSS in Mind

Universal Screening Progress Monitoring Intensified Progress Monitoring

What you should have in mind…

Which Universal Screening will my

staff use?

What interventions will my staff

use?

How will instruction be adjusted based

on results from progress

monitoring?

What type of progress

monitoring will my staff use? What

assessment tools will my staff use

to determine eligibility?

And most importantly…

Who will I send to the SELPA’s training

on the Dyslexia Guidelines next

year?

CEO Council Preview

State

$503 2016-17 Estimate

$507 Feb 2017 Confirmed

$514 2017-18 Estimate

Federal

$125 2016-17 Estimate

$127 Feb 2017 Confirmed

$125 2017-18 Estimate

Fiscal Update

Level 2 Level 3Site-Based

Level 3NPS

Level 3NPS-Residential

IEP Based ERMHSServices

Structured Therapeutic

ERMHS ProgramERMHS in NPS Room and Board for

ERMHS Services

80% 90% of the lesser of:

$ 3,300 per service$ 250 per ADA

Budget Request

80% 90%of ERMHS

Allowed Cost

90% of ERMHS Allowed Cost

100% of Room & Board Costs

CEO Council Preview

CEO Council Preview

Low Incidence$433 to ~$1,500/student

Legal Risk PoolReimbursement from 50% to 60%Max claim from $20K to $30KFor this year and forward

CEO Council Preview

Unspent Funds Policy25%+ triggers reimbursement-based fundingApply to charters deemed “at risk”

CDE Data Monitoring/DisproportionalityAnnual Budget & Service PlanLocal Plan Revision

CEO Council Preview

CEO Council Preview17-18 Status Update Email

* Denotes a handout

SELPA Updates

Steering Meeting | May 24

CAPTAIN Update & Training for 17-18*

Teacher Academy*

2017-2018Professional Learning Plan

Flexible, Aligned and Focused on Sustainability

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)

Guiding Principles

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

Guiding Principles

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)

Guiding Principles

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

Guiding Principles

Regional Professional Learning

• In-person trainings provided at locations within regions.

• These workshops are typically offered as either 1⁄2 day or full day trainings

Site-Based Professional Learning

• Regional Workshops can be offered on your school site.

• Coordinate with the 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

Webinars• Webinars 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.

Webmodules• Webmodules are pre-

recorded training opportunities.

• 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.

• Packaged contents may be combined to fit time constraints, specific LEA needs, and ongoing, aligned professional learning and implementation support over time.


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

Inclusive EnvironmentsRegional (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)


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


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


Disabilities (Part 1)

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


Disabilities (Part 2)

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


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

(ERMHS): An Overview of Assessment, Goals and 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


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

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

(ERMHS): An Overview of Assessment, Goals and 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

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)

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

– Sir Winston Churchill

June CASEMIS Highlights• Manage “Meeting Alerts” on SEIS Homepage. • Overdue Annuals/Tris/Initial Evals can lead to DINC.

– If any student record is marked red, they are considered OVERDUE.– If your team has convened an IEP and the student is still marked red, contact

your Program Technician.• Your DLU should be running searches in the “Shared Searches” in SEIS to

prepare for the June CASEMIS pull.– Duplicate Services search– No Services Listed search– Services Marked DNR search– Blank SSIDs search– TransReg search

CALPADS Suspension & Expulsion Discipline Reporting

• CDE joint letter to District Superintendents and Charter School Administrators (in your packet):– Discipline Data will be submitted in CALPADS, must be reviewed and

certified by the SELPA.– CALPADS does not currently aggregate data by SELPA, so SELPAs must

create systems to work with LEAs to validate the discipline data submitted in CALPADS is accurate.

• Due to time constraints and the need to secure over 300 individual usernames and passwords for SELPA staff to access CALPADS, the SELPA will continue with last year’s practice – paper copies of certification reports.

CALPADS Suspension & Expulsion Discipline Reporting

• CALPADS Discipline Suspension & Expulsion Reporting Official Submission is between May 15-July 31, 2017.

• Submit to SELPA for Certification no later than July 31, 2017.• Contact your CALPADS designated person and request the following reports

(examples in your packet):• 7.3 Discipline Actions – Count• 7.9 Discipline Removals for Students with Disabilities – Student List • 7.4 Discipline Actions – Count of Offense• 7.8 Unilateral Removals for Students with Disabilities – Count

• Have designated LEA representative sign the certification page (located in packet and will be emailed out).

• Scan reports and certification page and email to your designated SELPA Program Technician.

Interim Alternative Education Setting (IAES)• IAESs are rare – it implies that students were removed from their classroom

setting, placed in an IEAS, and continued to participate in and access the general education curriculum.– Removal is by school personnel or hearing officer due to drugs or weapon offenses or

serious bodily harm.– No more than 45 school day placement– Not an IEP decision

• Preview CALPADS reports 7.8 and 7.9 to ensure that setting is accurate for each discipline situation.

• 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.

The annual review of LEA disproportionality refers to the “overrepresentation” of a particular racial or ethnic group in one of four areas:special education in general;special education within a specific disability category;disciplinary action; andmore restrictive educational environments.

CDE annually identifies LEAs as having disproportionate representation based on a calculation methodology. In order to better align the disproportionality process with the Significant

Disproportionality guidelines issued by OSEP, the CDE has changed the calculation methodology. Any LEA with noncompliant policies, procedures, or practices as a result of

inappropriate identification is identified and required to do a follow-up and corrective action.

• In regular class <40%• In regular class <79% and >40%• In a Separate School

Placement settings (6

through 21)

• Out of School Suspensions and expulsions 10 days or fewer• Out of School Suspensions and expulsions more than 10 days• In School Suspensions and expulsions 10 days or fewer• In School Suspensions and expulsions more than 10 days• Disciplinary removals in total

Discipline (3 through 21)

• State Determines• 20 in the denominator • 10 in the numerator

Minimum N-size

• May only use the Alternate Risk RatioCalculations:

• Allows up to three consecutive prior years (at State’s discretion)Identified as

Disproportionate Over Time:

State determines that the LEA is making reasonable progress

Expands use of CEIS funds to be used for students with and without disabilities, ages 3 through grade 12.

A-43 Disability

A-7 District of Residence

Suspension

A- Race 2

A- Race 3

A- Ethnicity

A- Race 1Race/Ethnicity

Race/Ethnicity for all Students

CASEMIS

CALPADS

LEA Risk Ratio is a comparison of the LEA Risk for one race/ethnicity group with the LEA Risk for the other students who are not in that particular race/ethnicity group. It is calculated as LEA Risk divided by LEA Risk for Other Students.

# of students with disabilities in a specific race/ethnicity category

----------------------------------------------------------------------------------

# of all students in a specific race/ethnicity category

Alternate Risk Ratio

In cases where either the numerator or denominator of the particular race/ethnicity group fails to meet the minimum N size, the Alternate Risk Ratio is used. The Risk of the particular race/ethnicity is still calculated, but it is divided by the Risk of other students in the entire state.

State Risk = (Number of SWD statewide NOT in the race /ethnic category / Number of students enrolled statewide in general education NOT in the race /ethnic category) X 100

Data Sources - Data for Indicators 9, 10 and LRE is taken from the December 2016 CASEMIS submission. Enrollment data for Indicator 4 is taken from the June 2016 CASEMIS submission.

For 2017-18 one year disproportionality:

Numerator minimum N size will be 10

______________________________________________

Denominator minimum N size will be 20

The source for all identifying and demographic data will come from CALPADS which means the information in CALPADS and CASEMIS must be identical.

Examples:

First name

Last name

Birthdate

Race/Ethnicity

Gender

*Disproportionality Determination may be directly correlated to your data integrity.

CALPADS will report students as Multi-Ethnic in the following situations:

Ethnicity = Hispanic, Race 1 = Intentionally Left Blank

Ethnicity = Intentionally Left Blank, Race 1 = Any Option

Ethnicity = Non-Hispanic, More than 1 Race is filled in

Decline to State or Unknown

Disproportionate Determination Data Discrepancy worksheet is due to the SELPA by May 30, 2017. *Steering representatives have been notified.

Significant Disproportionality determinations will be communicated by the CDE in August: 1) SELPA preview first; 2) LEA Notification thereafter.

CDE has yet to make a determination of the data calculation. There is conversation that the CDE will apply the new DisPro calculation to the 3 previous years. If so, this will dramatically impact LEAs in Significant Disproportionality for 16-17.

Significant Disproportionality – Disproportionate for 2 out of the last three years. Disproportionate for the current year: Disproportionate in 16-17 & 14-15 & 13-14

LEAs can do the following to minimize disproportionate representation: Implement and monitor systems for correct

data entry and regular examination of data to ensure data integrity between student information systems (CASEMIS and CALPADS).

Implement and monitor processes and procedures for systemic behavior interventions, i.e. PBIS.

Implement and monitor disciplinary policies, processes, and procedures that minimize suspensions and expulsions.

Explore programs and practices that support alternatives to suspension and expulsion, i.e. Restorative Practices.

Move towards inclusive practices to maximize opportunities for special education students in general education settings.

THE EL DORADOCHARTER SELPA

MAY24

Documents

THE EL DORADO CHARTER SELPA - Amazon Web Services · educational services to pupils with dyslexia. The guidelines must be completed in time for use no later than the beginning of