Improving Special Education Services Work Group Recommendations November 2010
Work Group: Least Restrictive Environment (LRE)
Indicator # 5 and 6
- Develop clear consistent definition of
- LRE and indicators
- Prolonged approach
- Legal definition
- Measurable indicators
- Real world application in definition
- Develop a dissemination plan for Number 1
- Develop a work group to work on Number 1 & 2
Work Group: Due Process
Indicator # 17, 18, and 19
- Explore the possibility of having Office of Administrative Hearings (OAH) copy SELPA’s on due process filings for their respective districts.
- Explore the possibility of using electronic reporting forms for districts to report resolution session information.
- Support the development and implementation of a training for parents and districts on resolution sessions, including providing more information on the CDE Web site (IE a link to the OAH Parent Guide regarding resolution sessions).
- Examine language for current improvement activities for each indicator to ensure the language is specific to the indicator, including adding that OAH will consult with their advisory committee RE: resolution session reporting.
- Research current dispute resolution training activities within the department and clarify language in the improvement activity listed (Indicator 19).
- Explore the possibility of having OAH collect resolution session information at the Pre-Hearing Conference or during mediation via the ALJ. (Administrative Law Judge)
Work Group: Assessment
- Special education department participate in the creation, development, and implementation of assessments, standards, and curriculum work for the Common Core Standards.
- Analyze STAR participation rates to determine how to increase for each of the three exams at identified grade level clusters, within eligibility groups, and/or other demographic data as indicated.
- Continue to align and articulate assessments throughout a child's educational career to better inform ongoing instruction at each transition.
- Investigate feasibility of developing extended use of the DRDP for infant/toddler and at K/1 to provide continuity of assessment results for student growth.
California Department of Education, Special Education Division’s special project, California Services for Technical Assistance and Training (CalSTAT) is funded through a contract with the Napa County Office of Education. CalSTAT is partially funded from federal funds, State Grants #H027A080116A. Additional federal funds are provided from a federal competitively awarded State Personnel Development Grant to California (#H323A070011) provided from the U.S. Department of Education Part D of the Individuals with Disabilities Education act (IDEA). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U. S. Department of Education.