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Improving Special Education Services (ISES) Stakeholders Meeting Workgroup Recommendations

June 2, 2009

Workgroup #1 Disproportionality

Indicator # 4a, 4b, 9 & 10 by ethnicity and overall disproportionality indicators

Stages of Disproportionality:


OVER Representation:

  1. Look at history for Significant disproportionality
  2. LEA has standard errors of 10 = Disproportional Representation, if a LEA has standard errors of 15 = Significantly Disproportionant
  3. District at risk for Disproportionality will not have sanctions, only districts with Significant Disproportionality will have sanctions

UNDER Representation:

  1. 12 standard error or over = Disproportionant Representation


Workgroup #2 American Recovery and Reinvestment Act of 2009 (ARRA)

 “The funds must be used to improve student achievement through school improvement and reform.” – Mary Hudler


  1. Trainings
  1. Ways to Use Funds
  1. Align Spending to goals & ongoing practices, not fads.
  2. Review Areas of Weakness
  1. Money Should be used with LONGEVITY in mind


Workgroup #3 Parent Involvement

Indicator #8


  1. Meet in July to do a research plan about the NCSEAM parent surveys. The survey is available for anyone to try, go to website:


Workgroup #4 Strategic Leadership Plan


The following recommendations focus on the implementation of the Ca Strategic Plan for the Recruitment, Preparation, and Retention of Special Education Personnel.  Specifically, the recommendations address the collaborative work with the California Department of Education’s Closing the Achievement Gap (CTAG) and West Ed to enhance the California Healthy Kids Survey (CHKS) and the CA School Climate Survey (CSCS) with a Special Education Supports Module (SESM). The outcome of this collaborative effort is to improve school climate and increase special education personnel retention.  

  1. As West Ed develops a parent survey to be added to the CA School Climate Survey (CSCS), the Strategic Leadership Workgroup was asked to provide input.  The following recommendations regarding the parent survey resulted from the workgroup discussion.  Survey questions need to:
  1. Workgroup discussion on how to improve the “marketing” of the SESM (Special Education Support Module) resulted in the following recommendations:


  1. Workgroup discussion included recommendations for “Moving to Outcome.” 

Question:  Do you know who is the CHKS coordinator and what do they do?
Answer:  The CHKS (California Healthy Kids Survey) Coordinator is the person responsible for coordinating the Ca Healthy Kids Survey and the CA School Climate Survey at the district level.  The coordinator provides information regarding the administration of the surveys as well as the posting of the survey results.  In order to promote participation in the Special Education Supports Module, special education staff need to know who the local CHKS coordinator is at their site. 

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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.