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Improving Special Education Services (ISES) Stakeholder Meeting

June 3, 2008
8:30 a.m. to 3:00 p.m.
Health Services Building
1500 Capitol Mall Sacramento, CA

WELCOME ALL

Framing of the Day- Georgianne Knight

Meeting Purpose:

 

Outcomes:

 

TODAY: 4th mtg. as ISES (January 2006, June 2007, December 2007 and today).

 

Overall Purpose

SIG provided

CDE provided

Individuals with Disabilities Education Act (IDEA) 2004 required…

STAKEHOLDERS (Unified-many voices)

 

OPPORTUNITIES

1.  Continue important conversations based on data and provide your ideas/recommendations on how we can improve with targeted and focused activities for our students in California.

Agenda today provides an opportunity to learn more about 3 indicators and activities around those indicators ( 2 round table discussions and 1 Indicator workgroup in the PM).  Where possible, we have worked diligently together to continually “shape” your ideas/recommendations into improvement activities where feasible and possible.  Many of you will hear/see that some of these activities have been completed, continued, or added to the APR.

Indicator clusters short overview

2.  Receive important information on compliance determinations and have some time to discuss with others.

3.  As in the previous mtgs., work in smaller workgroups, revisit the indicator, measurement, data and explanation, improvement activities, and recommendations- report back to the larger group.

Again, welcome, and thank you for your consistent and thoughtful participation in this important work to improve our programs and services for students with disabilities in California.

 


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.