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Work Group #1

Least Restrictive Environment (LRE)

Likelihood Impact Worksheet

 

 

SPP Indicator

Need Statement

Likelihood

Impact

A

 

 

Improve educational outcomes (academic and post-secondary) for all students through guidance and policy statements from CDE on the value of educating students with disabilities in the GE classroom to the greatest extent possible.

4

4

B

 

 

Utilize data to focus resources of evidence-based practices at all levels of the system to improve student-learning outcomes.

4

3

C

 

 

Increase participation of special education students in GE core curriculum and common core state standards

3

4

D

 

 

Disaggregate SED LRE data by disability and inclusion rates for all students to better inform practice and increase public reporting of the data.

4

4

E

 

 

Prepare administrators who are well prepared to provide leadership and accountability to teach all students in GE.

3

4

F

 

State (CTC) provides authorizations for both special ed and general ed teachers to be able to teach diverse student populations.

(Ex: Multiple subjects credential holders could add an authorization to teach Spec Ed students and Special Ed credential holders could add an authorization to teach GE students)

3

4

G

 

Develop tools at a statewide level to assist districts to increase parent participation and collaboration (through collaboration with IDEA funded parent centers)

3

3

H

 

Utilize early education systems, birth-5 to prepare families and their children to be ready to learn

3

4

I

 

Increase state and local leadership to implement RtI or MTSS as a framework to improve student outcomes in the context of LRE.

2

3

J

 

Replicate high performing LRE district practices statewide

3

3

 

 

Work Group #2

Transition

Likelihood Impact Worksheet

                                                           

 

SPP Indicator

Need Statement

Likelihood

Impact

A

 

Indicators 11,12,13

Guide/Template describing Best Practices/ Evidence based transition practices for each of the 8 elements

3

4

B

 

 

Identify who will provide transition services at the local level (team approach)

2

4

C

 

 

Clarify “T” vs “t” (Federal versus State versus Local)

3

4

D

 

 

Identify and implement age appropriate Transition assessment that is student centered (State Guide) (informal and formal)

4

4

E

 

 

Define the 8 elements and set State Policy

2

3

F

 

Provide TA Related to transition and the Common Core (i.e. PSG and annual goal)

4

4

G

 

Technical Assistance on what Transition services are and how they are integrated into the curriculum.

3

4

H

 

Focus on content and intent (integrated into training)

3

3

I

 

Technical Assistance on root cause analysis and it’s implementation

4

4

J

 

Technical Assistance on student-centered planning (student led, student rights, etc.) and independent living (self advocacy, self determination, etc.).

4

4

 

Work Group #3

Disproportionality

Likelihood Impact Worksheet

                                                           

 

SPP Indicator

Need Statement

Likelihood

Impact

A

 

Indicators 4, 9 and 10

Need to have accurate and consistent data reported to CASEMIS for Indicators 4, 9, 10

3

3

B

 

 

Need to have accurate and consistent information to district, schools, and staff on “why accurate reporting is critical”

4

3

C

 

 

Need to clarify and detail assessment and eligibility criteria for each disability

3

3

D

 

 

Need to lobby for more realistic requirements to be incorporated into the  IDEA re-authorization

2

4

E

 

 

Need to track students who are not eligible

1

2

F

 

Need evidence-base (proven) intervention technique resources available to all districts

3

4

G

 

Need to increase the knowledge and skills of district and school staff to analyze local data

3

4

H

 

Need funds for more in-depth ongoing data analysis at the state, district and school levels

1

4

I

 

Need the ability to demonstrate culture competence

2

4

J

 

Need to evaluate educators perceptions, beliefs and attitude (link to disability)

2

4

K

 

Need to empower parents in the assessment, IEP and Suspension and Expulsion Process

3

4

L

 

Need to consider and involve community and community resources

3

4

 

Work Group #4

Desired Results Accountability (DRA)

Likelihood Impact Worksheet

 

 

SPP Indicator

Need Statement

Likelihood

Impact

A

 

 

Be able to ensure that Students with Disabilities are receiving effective education services – using evidence based practices

3

4

B

 

 

To be able to effectively measure progress and outcomes of Students with Disabilities – beyond standardized testing

3

3

C

 

 

Remove barriers to implementing evidence based tiered systems of support for all students

2

4

D

 

 

Understand and plan for implementing the “Common Core” and the impact on Students with Disabilities

4

3

 

Likelihood Impact Analysis Form

For ISES Work Groups 1-4

 

 

 

4

 

 

 

 

1B

4D

3B

1A,1D

2D,2F, 2I, 2J

 

 

3

 

 

 

 

 

 

 

1G, 1J

4B

3A, 3C

1C, 1E, 1F, 1H

4A

2A, 2C,2G

3F, 3G, 3K, 3L

 

 

2

 

 

 

 

 

 

1I

2E

4C

2B

3D, 3I, 3J

 

 

1

 

 

 

 

 

 

3E

 

3H

 

1

2

3

4

WORK GROUP 1 – LEAST RESTRICTIVE  ENVIRONMENT (LRE)

WORK GROUP 2 – TRANSITION

WORK GROUP 3 – DISPROPORTIONALITY

WORK GROUP 4 – RESULTS DRIVEN ACCOUNTABILITY (RDA)

 


IDEAS that Work!

Project READ is a California Department of Education, Special Education Division project funded through a federal competitively-awarded State Personnel Development Grant to California (#H323A120019) provided from the U.S. Department of Education Part D of the Individuals with Disabilities Education act (IDEA), Office of Special Education Programs (OSEP). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.