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Improving Special Education Services (ISES)

June 7, 2012

Discussion Group Descriptions


Purpose of the Discussion Groups

  1. Begin implementing a revised improvement planning process for special education.
  2. Increase knowledge of trends in data related to the State Performance Plan (SPP) indicator.
  3. Discuss improvement strategies.
  4. Review and analyze data to identify needs and priorities.

Questions to Consider During the Discussion

  1. Compliance Issues

Alison Greenwood, Focused Monitoring and Technical Assistance Unit IV, Jill Larson and Shiyloh Becerril, Consultants

This group will discuss compliance issues identified through the California Special Education Management Information System (CASEMIS). Specifically, the group will examine data related to timeliness of annual and triennial IEP review and State Performance Plan Indicators 11, 12, and 13 in order to develop improvement activities.

  1. Performance Data – State Performance Plan (SPP) Indicators

Kathleen Halvorson, Consultant, Bruce Little, Consultant and WestED staff for the Least Restrictive Environment Contract

CDE and WestEd staff will present information about the LRE (Least Restrictive Environment) Resources Project activities over the past year. The Project’s current activities will be described including:

Participants in the Indicators work group will have an opportunity to give their input to CDE and WestEd on the most effective ways to disseminate the gathered LRE data and information to interested stakeholders using a variety of media. Research findings from two LRE studies: one by the American Institutes of Research (AIR) and another by the University of Massachusetts will also be presented.

  1. Consumer Feedback

Jane Canty, Administrator, Procedural Safeguards and Referral Service, and Meredith Cathcart, Consultant

The SPP has only one indicator focusing on family involvement. Families are asked to provide input to local education agencies (LEAs) as part of their reviews. Families have been asked by Parent Training and Information Centers (PTIs) to identify their needs and concerns. Families frequently contact the Procedural Safeguards Referral Service (PSRS) to get further information, express concern, and initiate complaints. This group will focus on analyzing input from families to identify needs and priorities for improvement.


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.