Archived Webinars
Secondary Transition Regional Host Sites 2013-04-23
Secondary Transition! Evidenced Based Best Practices! Predictors of Outcomes! Indicator 13! Write the IEP to meet the mandate! Indicator 14: Post School Success! Build a local Community of Practice! Three Secondary Transition Leadership Institutes developed in unique and diverse regions throughout the state met the challenge of helping over 400 educators and transition partners understand these terms and learned how to meet the mandate through research based best practices. Richard Rosenberg hosted the 4th Annual CALSTAT Transition Institute in the urban area of southern California. Liz Zastrow hosted the Central CALSTAT Transition Institute in the urban/suburban area of central California and Vicki Shadd and Sue Sawyer hosted the North state Secondary Transition Leadership Institute in the rural, sparsely populated geographically challenged north state. This leadership team has the advantage of also being members of the California Secondary Transition Community of Practice (COP). The COP afforded us the opportunity to collaborate and plan our Institutes so that we could meet our unique local demands and issues, and integrate a common message that was a thread throughout all of the Institutes. Join us as we share strategies, resources and lessons learned as we successfully facilitated three unique Institutes.
Elizabeth Pinkerton Middle School 2013-02-21
with Rachelle Fochetti
Gain an overview of how to create or adopt a collaborative special education model in which students with disabilities are educated in the general education classroom. See how students with disabilities can receive grade-level instruction co-taught by general and special education teachers. Participants will receive an overview of the model, including steps and strategies for successful implementation.
Mike Schmoker - FOCUS: First Things First for the 21st Century 2012-11-13
In these sessions, participants will learn precisely where to focus their precious time, efforts and resources to ensure that all students are prepared for the 21st century demands of college, careers and citizenship. They will learn about the three most essential elements of good schooling, and how to implement them immediately, successfully and on a very clear, straightforward model. The three elements are:
- Coherent curriculum
- Authentic literacy
- Soundly-structured lessons
Despite their unrivalled power for improving performance in any and every school, these elements continue to be misunderstood--and grossly under-implemented. For this reason, these simple, familiar elements should be our first and highest priority.
Participants will leave these sessions knowing both what to do and how to do it, in ways that will yield immediate and significant results.
A Year-long Journey to PBIS Implementation 2012-10-18
hosted by Paradise High School and Gail Cafferata
Paradise High School changed the climate of their campus in one school year. How did they manage to move from a high school with inconsistent discipline practices and a high number of suspensions to a campus with consistent discipline practices, an emphasis on what students are doing right, and a reduction in rule violations in the first month of the current school year?
Staff at Paradise High School knew what they wanted, the administration was committed to make it happen, and a leadership team was formed. The 2011-12 school year was spent learning about PBIS and developing a comprehensive plan specific to Paradise High School.
Our roundtable will outline the entire process that led to this remarkable change.
Atascadero Webinar - It Takes a Village 2012-05-15
Atascadero High School along with the entire Atascadero Unified School District has spent the last eight years developing new service models for addressing the needs of students. This webinar will be an overview of the communication efforts of the District to ensure a smooth transition as well as fostering the school-family-community partnership. The webinar will include samples of the brochures that the District has to provide on-going communication and information.
Welcome Packet 
(4.5mb)
Shana Ritter - Working Toward Equity: 2012-04-24
Applying a Cultural Lens will describe the tenets of the Local Equity Action Development (LEAD) framework used by The Equity Project in a wide array of school districts. The webinar offers approaches
Shana Ritter works in the area of cultural competence, school improvement and educational equity in a wide variety of settings. Her experience includes all levels of classroom teaching, curriculum development, teacher education, and family involvement. Currently, much of her time is spent working directly with schools and district teams to address issues of equity through data based decision making, culturally responsive practice, and dialogues on race, ethnicity and social justice. She has developed and taught courses and workshops on multicultural education, diversity in a pluralistic society, and moving toward equity.
http://www.indiana.edu/~equity/about.php
Riverside Webinar 2012-04-17
Our Journey through Implementation of PBIS:
This webinar will provide participants with a macro- and micro- level view of implementation of positive behavior interventions and supports (PBIS). Riverside County SELPA will share their journey and use of Cal STAT Regional Institutes to support and influence the implementation of PBIS at a macro-level. One of the school teams that participated in the first Cal STAT Regional Institute, Hans Christensen Middle School (Menifee SD), will share their story and artifacts from implementing PBIS.
Problem Solving Teams Follow Up Webinar - hosted by CalSTAT 2012-02-21
This webinar is a follow-up to the presentation by Rob Horner in January. Two guest sites will share their work and to join the conversation. This webinar is largely focused on the work that the participants are doing, what they learned about problem solving teams and how to make them effective.
During the Rob Horner¹s January 12th Keynote Webinar, Effective Team Problem Solving in Schools, he focused on Team Initiated Problem Solving (TIPS) to support Positive Behavior initiatives, but team based problem solving is a critical component of initiatives across all our core message areas. Dr. Horner provided useful tools and processes for teams and asked that participants work with these resources. Attached are two of the tools: Meeting Minutes Form and TIPS Fidelity Checklist. During the Follow Up Webinar sites will be asked to share their Problem Solving Teams experiences.
South East SELPA - Best Behavior 2012-02-07
The South East SELPA’s Regional Institute, “BEST Behavior”, Team promoted the availability of three strong tiers of behavior support at. The webinar focuses specifically on Tier 1 BEST training and implementation efforts. BEST is a highly evidenced-based School-wide positive behavioral supports practice that supports all students’ success. An overview on how their project came to be and a description of the training and support systems are shared.
Rincon Middle School - Special Education Student Success in Middle School 2012-01-24
Rincon Middle School shares their Success Story on how to make inclusion work at the Middle School Level. Learn why students with disabilities are no longer marginalized in separate classrooms with separate teachers, materials, curriculum, and most importantly, separate - and often lower-expectations.
Rob Horner - Effective Team Problem Solving in Schools 2012-01-12
Effective team problem solving in schools is a webinar sponsored by CalSTAT to guide school teams toward more efficient and effective meetings.
The purpose of this webinar is to provide an overview of an approach to team meetings, and team problem solving that is currently being used successfully in Oregon, North Carolina, Illinois and Southern California. Basic team procedures are reviewed, and information focuses on how to build, display and use meeting minutes. Specific focus is given to defining student academic and social problems with a precision that allows effective problem solving. The data needed for effective problem solving is reviewed, and use of data to define effective and efficient solutions is examined.
The webinar offers an introduction to content typically provided in a full day workshop that teams receive to build effective problem solving systems. Teams that receive the training have been found in formal research studies to (a) improve the quality of their problem solving, (b) improve the implementation of solutions that benefit students. The webinar is intended for school building teams, and will end with clearly defined, “next steps” for those teams wishing to move forward with the approach.
- Meeting Minutes Form
- Tips Fidelity Checklist
- Horner TIPS Case Study
- Horner Effects of Team-Initiated Problem Solving
Desert Mountain SELPA | THREE KEYS FORUM: 2011-11-15
Integrating School-wide Positive Behavior Interventions and Supports, Parent and Family Support, and Mental Health Services to Unlock the Potential of Every Child
The Desert Mountain SELPA is a consortium of 15 school districts and 11 independent LEA charter schools. Serving a large and diverse area in San Bernardino County, as well as LEA charter schools in San Diego County, the Desert Mountain SELPA has worked diligently to provide quality behavioral support services for constituent LEAs. The SELPA has provided training in School-wide Positive Behavior Interventions and Supports for close to ten years and has provided mental health counseling for over 18 years. In the past three years the emphasis in training and support has been on working with LEAs in a multi-year process to change school culture in order to support positive student behavior. With recent changes in the responsibility for provision of mental health services to students with disabilities, we now have the opportunity to develop an integrated model of student support that incorporates mental health services and school and family support in a school-wide model. The Desert Mountain SELPA is committed to building the capacity of schools, families, and communities to encourage the academic and social success of every student.
The SELPA is committed to support LEAs in developing positive social cultures focused upon:
- School-wide systems of positive behavior support that are prevention-based
- The use of data for decision-making in both academics and behavior
- Support for parents and families, and ultimately communities
- Mental health support for students with more complex behavioral and social needs, delivered as part of a school-wide positive behavior intervention and support system.
The Desert Mountain SELPA Regional Institute will focus on the integration and implementation of these supports and will offer nationally renowned keynote speakers, roundtables featuring area model sites, and opportunities for collaboration in order for participants to learn from colleagues who currently implement school-wide systems.
CalSTAT Community Network Launch Call 2011-10-25
CalSTAT hosted an interactive webinar to help sites get to know other community member sites, take a tour of the Virtual Network, and get involved in a site to site learning activity. At the same time, sites practiced using interactive webinar tools that will be used throughout the year.
Doug Fisher - Better Learning Through Structured Teaching 2011-05-12
How teachers respond to an incorrect answer significantly influences students' eventual understanding. Resolving errors requires an interaction between students and teachers, with the goal of ensuring that students experience success. As part of a gradual release of responsibility framework, there are times when the students and teacher jointly construct meaning and includes: Questions to check for understanding, prompts for cognitive and metacognitive processes, cues to shift attention, and direct explanations and modeling.
Douglas Fisher, Ph.D., is Professor of Language and Literacy Education in the Department of Teacher Education at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is the recipient of an International Reading Association Celebrate Literacy Award, the Farmer award for excellence in writing from the National Council of Teachers of English, as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, such as Checking for Understanding: Formative Assessments for Your Classroom, Better Learning Through Structured Teaching, and Enhancing RTI: How to Ensure Success with Effective Classroom Instruction and Intervention.
Academy Model Schedule - McKinnleyville Middle School 2011-05-03
Collaboration between Special Education and General Education teachers in an Academy Model Schedule (block schedule)
Behavior Supports - You Can Make a Difference! - San Joaquin SELPA 2011-04-12
San Joaquin County coordinated a two day Region 6 Regional Host Institute which focused on School Wide Positive Behavior Supports (SWPBS) in January 2012 . Through this project we are currently supporting teams that are at various stages in implementation of SWPBS. In this webinar two of the facilitators from this Institute will discuss School Wide Positive Behavior Supports that work. We also will address data that needs to be analyzed, and how to work with teams. A variety of resources and research was utilized in working with teams. We will focus on main components of SWPBS and how to implement SWPBS with fidelity. Dr. Michael Elium, Professor University of Pacific will present along with Joan Justice-Brown from San Joaquin County Office of Education
This session presents an organizational model that matches student needs (universal, target and intensive) to multiple levels of behavior support. Particular emphasis will be placed on Tier 2. This will include processes for identifying students in need of Tier 2 support, processes for problem analysis and intervention design, and types of interventions that have an “evidence-based” of success.
After a brief review and checklist of Tier 1 behavioral processes, information will be provided on using existing record-keeping processes to identify students who could, potentially benefit from Tier 2 behavioral interventions. These sources include absenteeism, disciplinary referral, detention records, academic failure, and others. Using these data sources, processes should be established to link these “red flags” to systems resources such as problem-solving teams, nurse, school counselor, social worker, psychologist, and so on who will identify if the Tier 2 support is needed, and if so, to guide problem analysis, intervention design, intervention implementation, monitoring intervention fidelity, and subsequent decisions to modify, maintain or fade intervention. Participants will have an opportunity to assess current service delivery and develop a plan for filling in gaps. In addition, a 25-minute problem-analysis and intervention design process will be introduced. This process can be used as an agenda for problem-solving teams when addressing behavioral/motivational issues. This agenda reduces the chances that teams get stuck on problem analysis and never get to intervention design. A menu of proactive interventions will also be included.
Seemless Tranisition into Adult Life - TRACE 2011-03-08
This presentation will highlight students who will share their personal stories regarding transition. It will also include information regarding Transition Resource for Adult Community Education (TRACE) and how transition needs for all students with an IEP in San Diego Unified including Intellectual Disabilities, Specific Learning Disability, kids who were incarcerated, deaf and hard of hearing etc. are met. Every student regardless of his/her disability is capable of living, working and contributing to the community and becoming a life-long learner. TRACE supports all young adults in their effort to determine and achieve their identified goals in life. Students are encouraged to be as independent as possible in the community through the development of the Individualized Education Plan (IEP) including the Transition Plan (TP). Supports are identified to facilitate life goals. Person Centered Planning (PCP) is used to assist the student in creating a vision for the future and to assist the student in the planning process of IEP/TP. Through this process, the student is able to realize their goals and make them a reality. The following services are provided based on what the student wants to achieve:
- Vocational: Job placement, training programs, on the job support.
- Recreation/Leisure activities: Interest based activities encouraging healthy lifestyle.
- Self-Advocacy: Speaking up and asking questions, knowing their rights, and understanding their responsibilities.
- Adult education: Classes that are offered through community colleges, Adult High School Diploma Program, and training programs that encourage life-long learning.
- Community: Accessing the student's local community (shopping, banking, etc.) Mobility training in order to access the various community opportunities.
- Independent Living skills which encourages students to be as self-sufficient as possible.
- Linkage with integrated community agencies including County Mental Health, Regional Center, and Dept. Of Rehabilitation
The budget implication on how to provide these services will also be discussed.
Person Centered Planning, and its Role in Transition - Whittier UHSD 2011-02-14
The presentation will highlight the impact youth, families, and systems have had by utilizing the Person Centered Planning process. The presentation will focus on the utilization of MAPs, PATH, Essential Life Planning and how they link with schools and regional center adult support agencies as one moves from School to Adult Life.
Person Centered Planning is an ongoing problem-solving, idea generating process used to assist individuals to plan for their future where a group of people, significant in the individual's life, focus on an individual and that person's vision of their future. This 'person-centered' team meets to identify opportunities for the student to develop personal relationships, participate in their community, increase control over their own lives, advocate for themselves and develop the skills and abilities needed to achieve these goals. Person Centered Planning is driven by the commitment of a team of individuals who care about the individual.
Achievement at a Comprehensive Middle School
Union Middle School 2011-01-11
Don't miss out on the opportunity to hear about a school where special education, ELL, general education, and GATE students are receiving the necessary support based not on a label but on need indicated by data. Free usable tools will also be available upon request. Learn more aboutÖ
- RtI2 Program Implementation & Training
- Universal Guaranteed Viable Curriculum
- Flexible Master Scheduling Models
- Levels of Intervention
- Collaborative Teaching
- Para-Professional Support
- Professional Learning Communities
- Collaborative Communication Tools
- Universal Screening & Progress Monitoring
- Positive Behavioral Systems
- Asset Development
- AND MORE!
Disproportionality - Stephanie Wood-Garnett 2010-12-07
On December 7, 2010 CalSTAT hosted a webinar focusing on Disproportionality facilitated by Dr. Stephanie Wood Garnett, former Director, Center for Comprehensive School Reform and Improvement.
Disproportionality is the inappropriate overrepresentation and over-identification of ethnic minority children in special education. The disproportionality is in the relationship or association between a child's race or ethnicity and the type of special education classification and placement (Technical Assistance Center on Disproportionality, 2010)
Please review the following articles before the webinar:
Distinguishing difference from disability: The common causes of racial/ethnic disproportionality in special education. Edward Fergus,†The Equity Alliance at ASU,†Region IX Equity Assistance Center Arizona State University http://www.niusileadscape.org/lc/Record/1305
Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems Citation: Klingner, J. K., Artiles, A. J., Kozleski, E., Harry, B., Zion, S., Tate, W., Dur·n, G. Z., & Riley, D. http://epaa.asu.edu/ojs/article/view/143
Collaboration - Sutter Middle School - Presenter Keri Philips 2010-11-18
One size doesn't fit all! So how do we deliver 'Learning for all - whatever it takes'? We collaborate, and you should too. Collaboration between special education and general education is not a trend, it is a solution. It can address student needs and open opportunities for both special education and general education students. Please join us in this presentation that explores master schedule options and RtI classrooms created to serve students.
Student-Run Business - San Juan Unified School District WorkAbility 2010-10-19
San Juan Unified School District's WorkAbility program was identified as a CalSTAT Leadership Site in 2010. San Juan USD has sponsored a formal 'Mini-Grant' process to encourage the use of student-run businesses as a means of teaching employment skills. As a result, hundreds of students with disabilities have participated in a wide variety of businesses. This teleclass will provide participants with all of the information they need to launch student-run business programs in their own school districts.
Response To Intervention (RTI) Are You Ready, Willing & Able? 2010-01-26
On January 26, 2009 CalSTAT hosted Jim Anderson to present RTI: Are You Ready, Willing & Able?
On May 19, 2009 CalSTAT hosted Jim Anderson to present RtI2: Response to Instruction and Intervention (RtI2): Questions, Answers and a Couple of Best Practices. This presentation includes guest speakers Sam Nuestadt, Solano SELPA and Maureen Burness, Folsom Cordova USD.
Last updated: 11/04/2011