California Department of Education Internal Ad Hoc Work Group Report on theStatewide Special Education Task Force Recommendations
June 1, 2016
Analyzing and Planning for Blueprint 2.0 Recommendation 3.1: Set the foundation for one coherent system of education in which students receive the supports they need to be successful in the most inclusive environment.[1]
Table of Contents
I.Summary and Recommended Next Steps (Table 1)...... 3
II.Statewide Special Education Task Force Recommendations: Internal Status and Recommended Follow-up (Table 2) 6
III.Appendices...... 39
A.Overview, Background, and Context (Table 3)...... 44
B.Work Group Participants...... 47
C.Agenda...... 48
D. Agenda with Afternoon Meeting Minutes...... 50
E. Summary of Closing Plenary and Work Group Discussions...... 53
F.Statewide Special Education Task Force Recommendations/Blueprint 2.0 Comparison (Table 4) 57
I.Summary and Recommended Next Steps
In 2015, the California Department of Education (CDE)’s Executive Teamcalled for the creation of aSpecial Ed Task Force Recommendations Internal Ad Hoc Work Group (Work Group) to:
- Analyze the current status of Statewide Special Education Task Force (Task Force) Report Recommendations relative to the work of the CDE;[2]
- Discuss how CDE, as a whole, could support implementation of the recommendations; and
- Better support a unified education system in which all children, including students with disabilities, are considered general education students first.
On March 11, 2016, the Work Group comprised of 16 division representatives met to continue building the basis for: “one” coherent system, “whole child” support systems, and CDE-wide integration of the “one system” concept.[3] Meeting objectives included:
- Build increased understanding of the one system concept;
- Discuss the Task Force Report Recommendations: what (under CDE purview) has been completed, what is currently being undertaken, and what are the highest priorities for future action;
- Generate the basis for a summary memo/update report to the State Board of Education (SBE), the Task Force, and the CDE; and
- Propose next steps.
This report documents the results of the March 11 Work Group meeting as well as the extensive preparation and follow-up work undertaken by participants. Table 1, below, frames the Work Group’s primary recommendations. Table 2 provides an overview of the current status of Task Force Recommendations relative to the work of the CDE (see page 6). Table 3 offers aLocal Control Funding Formula (LCFF)/Local Control Accountability Plan (LCAP) Priority and Special Education Indicator(s) Comparison (see page 44). Table 4compares Task Force and Blueprint 2.0 recommendations (see page 57).
Table 1 organizes the primary action areas (the “what”) and corresponding strategies (the “how”) around the four key strategic priorities that emerged from the Work Group’s reflection and analysis:
- Internal: Support Effective CDE Collaboration and Teamwork;
- External: Provide Effective Local Educational Agency (LEA) and School Support;
- Accountability-Continuous Improvement-Systems Change; and
- Communications/Professional Development.
Table 1: Recommended Work Group Next Steps
Action Areas (What?) / Strategies (How?) / Notes
Internal: Support Effective CDE Collaboration and Teamwork
Ongoing One System Collaboration /
- Establish One System Roundtable
- Create a One System team that “feeds” into the Local Control Accountability Plan (LCAP) Support Team
- Reframe duty statements for all One System Team professionals
- Build out One System and the LCAP Support Team Capacity
- The creation of this One System Team and roundtable will be based on a cross-branch/cross-division/multi-disciplinary approach. The purpose of this One System Team is to identify CDE-led initiatives, support internal CDE collaborationtowards aligning initiatives and resources, and to provide field support.
Integrate and align key One System strategies and initiatives (including but not limited to the State Systemic Improvement Plan (SSIP), Task Force Report and other State-led initiatives) with the Every Student Succeeds Act (ESSA) State Planning process /
- Identify team members for ESSA state plan work
External: Provide Effective LEA and School Support
Develop One System resources and guidance that are in alignment with the LCAP tools and processes /
- Create a One System team that “feeds” into the LCAP Support Team
- Utilize the One System Team and the LCAP Support Team to provide statewide support for integration/alignment of CDE and LEA-led initiatives work with LCAP development and implementation working in conjunction with theCalifornia Collaborative for Educational Excellence(CCEE) and county offices
Develop online Professional Learning Network /
- Utilize soon-to-be launched online Resource Exchange/Professional Learning Community Support System
- Reframe duty statements for all One System professionals to include support for online resource exchange/community building
Accountability-Continuous Improvement-Systems Change
Identify key systems change and legislative priorities /
- Further prioritize the recommendations in Table 2 categorized as:“High priority but requires political, organizational, and/or budget shifts” into short, medium, and long-term
Communications/Professional Development
Organize CDE’s internal and external information to reflect a more collaborative and coordinated knowledge base /
- De-silo CDE website
- Create CDE One System List serve
- Utilize existing communications and social media platforms (CDE weekly, CDE quarterly, intranet, etc.)
Key Next Steps:
Share the work group’s key findings and recommendations with the SPI, SBE, CDE Executive Team, Task Force Leadership, CDE Leadership, etc.
Post work group’s report on CDE Intranet
Page 1 of 64
II.Statewide Special Education Task Force Recommendations: Internal Status and Recommended Follow-up (Table 2)
At the March 11, 2016 Work Group Meeting, each of the division representatives were asked by co-facilitators, Co-Chief Deputy, Glen Price and Dr. Kristen Brown, SED consultant and liaison to the Advisory Commission on Special Education, to indicate where their division stood regarding completion of the recommendations according to the following classification system:
- Done successfully (list what was done successfully)
- Implementation underway (list what is being implemented)
- Implementation planned (list what is planned)
- High priority but requires political, organizational, and/or budget shifts
The ratings/classifications of recommendations noted below are based on the scope of related work defined by each division.The division representatives were then asked to attend an in-person meeting prepared to discuss a completed chart that outlined where their division’s work fell under the appropriate recommendations along with an outline of what work is being done/needs to be done using the classification system noted above. Once the meeting was concluded, the Table was then vetted with each respective CDE Director and Branch Deputy to ensure validity. Table 2 below is a culmination of those efforts and follows the sequence of the Task Force Recommendations.
Table 2: Statewide Special Education Task Force Recommendations: Internal Status and Recommended Follow-up
Table 2: EARLY CHILDHOODTask Force Report Recommendations / Status of Task Force Recommendations:
- Done successfully
- Implementation underway
- Implementation planned
- High priority but requires political, organizational, and/or budget shifts
- Improve access to and coordination of high-quality early care and preschool for all students, but particularly for children with disabilities, children who grow up in poverty, and children who are dual language learners; with the access not dependent upon geography or service provider
- Special education is integrated throughout the Early Learning Guidelines System (Foundations/standards, Frameworks, etc.)
- Inclusion Works! - This handbook for providers of child care programs gives guidance and resources on specific ways to include young children who have disabilities or special needs. Suggestions for ways to adapt the environment are provided, along with examples of inclusive strategies.
- California Inclusion and Behavior Consultation (CIBC) Network – free coaching and mentoring for teachers
- EESD receives Individual Education Plans (IEP)/Individualized Family Service Plan (IFSP) information from parents.
Special Education Division (SED) /Implementation Underway:
Implementation is underway to support LEAs in promoting inclusive preschool classrooms and collaborating with LEAs to expand inclusive in pre-school settings. A contract with Santa Clara County Office of Education who specializes in inclusive practices is in place along with grantees.
- Update funding formulas to provide equitable and increased financial support throughout California for high-quality early care and education
The following are the governing rates for the center-based direct service contracts:
The standard reimbursement rate (SRR) is $34.38 per child day of enrollment (cde) or $8,595 per annum based on 250 days of operation (Education Code Section 8265 (B) and State Budget Act of 2013, item 6110-194-0001, provision 6).
Children Meeting Specified Criteria / Adjustment Factor / Adjusted SRR as $34.38
Infants (birth up to 18 months) / 1.7 / $58.45 percde
Toddlers (18 months up to 36 months) / 1.4 / $48.13 per cde
Family Child Care Homes infants and toddlers (birth up to 36 months) / 1.4 / $48.13 per cde
Exceptional Needs / 1.2 / $41.26 per cde
Limited or Non-English Proficient / 1.1 / $37.82 per cde
Children At Risk of Abuse or Neglect / 1.1 / $37.82 per cde
Severely Handicapped / 1.5 / $51.57 per cde
Coordinated Student Support Division (CSSD)/Implementation Underway: The CSSD Homeless Education Program (HE) is represented on the Interagency Coordinating Council to support the work of developing protocols for IDEA Part C.
School Fiscal Services Division (SFSD)/Implementation Planned:
As it relates to the governor’s proposal to block grant the program withtransitional kindergarten, the SFSD is involved in reviewing the implications and discussing them with Department of Finance and the Legislature.
- Clearly articulate and create family-friendly protocols for transition between IDEA Part C and Part B services
- Adopt uniform program standards that all providers must use and that reflect evidence-based, developmentally appropriate practice
- Adopt common assessments that are based on common standards, inform instruction in real time, accurately monitor student/child growth, and are educator-friendly for uniform use across state funded programs
- Desired Results Developmental Profile (DRDP) 2015
- Formative assessment tool for typically and atypically developing children
- Developed in collaboration with Special Education Division
- Ensure clear, specific competencies are part of all early childhood educator preparation programs and that are part of required professional development training and technical assistance for educators already in the field
Special Education Division/Implementation Underway: In low incidence and dually served infant and toddler programs, teachers are credentialed or licensed in their scope of work and early childhood competencies are included in professional development as much as the special education early childhood teacher credential. Preschool settings and program regulations outside of the above descriptor vary widely.
Table 2: EVIDENCE-BASED PRACTICES:
Task Force Recommendations / Status of Task Force recommendations:
- Done successfully
- Implementation underway
- Implementation planned
- High priority but requires political, organizational, and/or budget shifts
- Ensure Universal Design for Learning (UDL) is understood, is established as a key area of professional learning for educator training, and is implemented in all schools
Curriculum Frameworks & Instructional Resources/Done Successfully:Frameworks – Both the 2013 Mathematics Framework (see Universal Access Chapter) and the 2014 English language arts (ELA)/English language development (ELD) Framework (see Access and Equity Chapter) contain guidance on UDL. There are parent/guardian brochures that are specific to CCSS.
Professional Learning Support Division/Done Successfully:
California CCSS Professional Learning Modules: Multi-tiered System of Supports (MTSS) which include UDL.
Professional Learning Support Division/Implementation Planned:Developing, Aligning, Improving Systems of Academic and Behavioral Supports grant.
Special Education Division/Implementation Underway: Resources in place including train the trainer symposium presentations, evidenced-based materials and technical assistance in UDL. There is more UDL training and materials planned to be developed in the future to support LEAs and local Students with Disabilities Improvement Plans.
- Ensure MTSS are developed throughout the state, incorporating robust and aligned systems at all organizational levels that support response to instruction and intervention (RtI2) approaches and systematic programs of behavioral, social, and emotional learning
- The CSSD Homeless Education Program (HE) is represented on the Interagency Coordinating Council to support the work of developing protocols for IDEA Part C
- The CSSD is working to extend knowledge gained from the multi- year Safe and Supportive Schools grant intended to support the integration of positive school climate practices, including PBIS, RTi2 and MTSS and to imbed a mechanism to measure program effectiveness through the California Health Kids Survey.
- The CSSD is promoting the integration of MTSS practices and other tiered structures of delivery into the set of best practices for Foster Youth Services Coordinating Programs under Assembly Bill (AB) 854.
- The CSSD is engaged in the work of the LCAP Support Team at the CDE to support the inclusion of support services as a priority in the LCAP revision.
Early Education and Support Division/Done Successfully: The California Inclusion and Behavior Consultation (CIBC) Network is a professional development project funded by EESD and is coordinated by the WestEd Center for Prevention and Early Intervention. The CIBC Network is designed to respond to requests for technical assistance from administrators and teachers in early care and education programs.
Professional Learning Support Division/Done Successfully: California Common Core State Standards Professional Learning Modules: MTSS
Professional Learning Support Division/Implementation Planned:Developing, Aligning, Improving Systems of Academic and Behavioral Supports grant.
Special Education Division/Done Successfully: Resources in place including train the trainer symposium presentations, evidenced-based materials and technical assistance in MTSS to support LEAs and local Students with Disabilities Improvement Plans.
- Ensure Social-emotional learning supports, which are provided through a system that is comprehensive and blended, are available in all schools and districts; these supports include lessons of self-management, social interaction, and social responsibility that are infused in daily curriculum; these supports increase collaboration with community mental health resources in a structured, data-driven, and evidence-based way
- The CSSD is engaged in the implementation of a new program for the provision of educational services for foster youth in California under AB 854, which requires increased collaboration and capacity building among counties and LEAs in order to increase resources for foster youth in schools and to assist school in providing better access to support services for foster youth in schools as required in LCFF.
- The CSSD provided technical assistance in ongoing school safety planning, and provides resources in bullying prevention school safety and reducing violence in schools.
- The CSSD in engaged in Project CalWell, intended to increase access to training in mental health awareness throughout the state. CSSD and project partner staff is currently in the process of providing training for 250 organizations in Youth Mental Health First Aid.
- CSSD staff, in partnership with the Center for Disease Prevention (CDC) is engaged in providing support for the Safe and Supportive Environments for all students and staff in selected LEAs with an emphasis on LGBT youth.
- CSSD staff is engaged in promoting work related to SAMHSA approved practices in schools known as Eliminating Barriers to Learning.
- The CSSD is engaged in a collaboration with the National Alliance for Mental Health ( NAMI) , to further school based practices known as NAMI High School
- The CSSD is engaged in the implementation and oversight for the School Attendance Review Board, as well the initiative to imbed chronic absence data into school accountability measures.
- The CSSD is engaged in work related to the establishment of anti-tobacco policies and practices in schools, including cessation services, alternative to suspensions for smoking as well as those services related to leadership development in schools.