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.
(Revised January 2007)
Document available at www.calstat.org/institutions.html
A decade ago in 1997, the first Statewide Teacher Recruitment Plan for California (Pipeline to the Future, April 1997) was created. It was based on the notion that California’s educational landscape was a “patchwork” of services and programs that held great promise to address the predicted critical teacher shortage, if a statewide collaborative effort could be implemented. As a result of this original plan, California’s infrastructure was developed to address the pending critical teacher shortage. This infrastructure included: the formation of a Web-based “one-stop” teacher recruitment information and resource center; the creation of an electronic referral database system for posting job openings and linking to prospective candidates; the establishment of six regional teacher recruitment centers; and the increased support for California’s Beginning Teacher Support and Assessment System (BTSA), and Internship Programs, California’s model for Alternative Certification.
Hindsight is a great teacher, revealing that these early efforts lacked some important considerations. First of all, the critical shortage of Special Education Personnel was not addressed in this first statewide plan, although state organizations brought attention to this dire need (Center For Teacher and Learning Report, December 2001). Secondly, the responsibility for implementing and monitoring the first Statewide Recruitment Plan was never clearly defined. And lastly, a major financial set back in the California budget resulted in the closure of the recruitment centers, which were completely state supported, and CalTeach, the website designed to act as an electronic clearinghouse and “one-stop” resource for teacher recruitment. As a result, five years later, in academic year 2002–2003, a second collaborative statewide effort developed the California Strategic Action Plan for the Recruitment, Preparation, and Retention of Special Education Personnel. This strategic plan was facilitated by the California Department of Education’s Special Education Division and the Partnership Committee on Special Education (PCSE), and financially supported by the State Improvement Grant (SIG) under the federal Office of Special Education Programs (OSEP). A detailed history of this work and the research that supported its implementation is provided in the background section at the end of this document. The California Strategic Action Plan (Revised January 2007) that follows has been updated to include the California educational landscape or context, the partners and participants, and products that have contributed to shaping its implementation from 2002 to 2007.
Presently, California’s educational landscape is being influenced by research to support effective practice, political agendas, and legislative actions. A stakeholder group will reconvene this year to update the California Strategic Action Plan for the Recruitment, Preparation, and Retention of Special Education Personnel. Impacting the next steps of the implementation of the California Strategic Action Plan are the following state reports, research studies, and state level actions:
Governor’s Commission on Science and Math Teachers May 2005,
Governor Arnold Schwarzenegger joins the University of California, California State University, and business leaders to announce a bold new effort to enhance the supply and preparation of science and mathematics teachers for California's public schools: http://gov.ca.gov/index.php?/press-release/1899/.
Superintendent of Public Instruction Jack O´Connell´s CDE White Paper
Superintendent of Public Instruction, Jack O’Connell, addresses the critical shortage of special educators in California and the need to support
and train special education teachers, administrators, and paraprofessionals: www.cde.ca.gov/eo/in/se/index.asp.
Center for the Future of Teaching Reports 2006 and 2005
California´s Teaching Force 2006: Key Issues and Trends: www.cftl.org/featuredproduct.php
The Status of the Teaching Profession 2005: www.cftl.org/publications_latest.php
Both reports highlight the need for recruiting special education, science, and math teachers. The 2006 report encapsulates tenets for recruiting
and retaining special education personnel and calls for incentives for innovative programming in the areas of special education, science, and math. The report underscores that recruitment and retention efforts must be promoted together in order to deal with the looming shortage of special education, math, and science personnel. The report suggests that special education, math, and science need a consistent strategy to influence policy and legislation to reduce the state´s teacher personnel shortage.
CSU, Study on California Teacher Retention by Dr. Ken Futernick, Scheduled for Release in 2007
A Possible Dream: Retaining California Teachers So that All Students Learn
The findings from this comprehensive, data–driven study emphasize school climate, administrative training, and working conditions as related factors that impact the retention of California’s special education teachers. This study concludes that recruitment efforts without attention to retention efforts will not yield desired results to reduce the critical personnel shortage in California. A recommendation for legislative action regarding teacher working conditions is also included in the findings. (Website address to be posted when available.)
The Scott Bill, SB1209 Signed Into Law in 2006
This major teacher education reform bill directly impacts and unites teacher recruitment, preparation, and retention to address issues regarding California’s teacher workforce and the academic performance of California´s students. As a direct result of this legislation, the California Education Specialist credential structure and content are currently under review. The California Commission on Teacher Credentialing (CCTC) correspondence (available in PDF) regarding the Scott Bill may be viewed at: http://www.ctc.ca.gov/educator-prep/SB1209/default.html.
Recruitment
Recruitment |
Strategic Activity |
CA Context |
Partners/ |
Products |
Indicator(s) of Accomplishment |
Activity Completed |
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1 = |
1. Continue the development of a public relations campaign to raise the profile on the need for special educators, by: a. Customizing and distributing brochures targeting special education teachers (http://www. b. Customizing and distributing Personnel Center’s Public Service Announcements (PSAs), and Recruitment Video & CD c. Distributing the above items in the form of a recruitment toolkit, targeting special education teacher recruits, to four-year IHEs and community colleges, |
RECRUITMENT Activity 1a: Activity 1b: Activity 1c: –Targeted Diversity Recruitment Campaign in 3 CA Communities: San Diego, Stockton, & San Francisco by the Watkins PR Group |
2002–2005: 2003–2005: 2003: 2003–2005: 2004-2006: |
RECRUITMENT California Department of Education (CDE), Special Education Division (SED) California Commission on Teacher Credentialing (CCTC) teachcalifornia.org: |
RECRUIT-MENT Newly Revised CA – 3 in 1 Brochure that |
RECRUITMENT Watkins Group Quarterly Progress Reports on Diversity Recruitment Campaign in 3 Targeted Communities Over 63,600 Recruitment Materials Downloaded and Shipped in 2004 and 2005 The amount of recruitment materials downloaded and shipped was 5 times higher in 2005 than in 2004. 2004 = 10,593 2005 = 53,007 |
RECRUIT-MENT |
Recruitment
Recruitment |
Strategic Activity |
CA Context |
Partners/ |
Products |
Indicator(s) of Accomplishment |
Activity Completed |
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1 =1/1 |
school districts, alternative certification programs, troops to teachers, libraries, community– based organizations, special education parent groups, and recruitment centers (customizing toolkits using insert and ensuring photos and text depict a wide diversity in California—both d. Increasing in–state and out–of–state recruitment efforts (For example: Investigate ways to over come barriers to in- and out–of–state retirees and career changers with the State Teachers Retirement System [STRS] and CCTC) |
Activity 1d: Activity 1e: |
20050–2006: |
combined content from 3 original brochures into one CA Brochure: www.teach california. org/ ctsearch/ ind_ material_ req.cfm |
Specific details available at www.calstat.org/pdf/ TEACHCalifornia_ Eval2005.pdf |
Recruitment
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Recruitment |
Strategic Activity |
CA Context |
Partners/ |
Products |
Indicator(s) of Accomplishment |
Activity Completed |
2 = |
2. Infuse special education career awareness and special education service learning (SL) in early outreach/recruitment projects. |
RECRUITMENT Activity 2b: Activity 2c: |
2003-2004: 2004-2005: 2005-2006:
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RECRUITMENT |
RECRUIT-MENT
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RECRUITMENT Watkins Group Quarterly Progress Reports on Diversity Recruitment Campaign in 3 Targeted Communities
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RECRUIT-MENT Activity 2a:
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Recruitment
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Recruitment |
Strategic Activity |
CA Context |
Partners/ |
Products |
Indicator(s) of Accomplishment |
Activity Completed |
3 = |
3. Increase the number of individuals entering special education teaching profession (especially in the area of low-incidence disabilities) by increasing availability of incentives to enter the field through: |
RECRUITMENT Activity 3a: |
2004–2006: 2004–2006: # of Ed.
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Low-Incidence Faculty Workgroup: |
RECRUIT-MENT Matrix of IHE Courses to meet Core Low-Incidence Credential Requirements to Increase Accessibility to Required Coursework Activity 3b: |
RECRUITMENT Increased number of individuals entering special education teaching profession Production of IHE Course Matrix CA Financial Aid Resource Chart posted on Teach California website as a download |
RECRUIT-MENT Increase in Geographical Accessibility of SE Teacher Increase in # of Low–Incidence Teacher Candidates: YES PREPARA–TION RECRUIT–MENT |
Recruitment
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Recruitment |
Strategic Activity |
CA Context |
Partners/ |
Products |
Indicator(s) of Accomplishment |
Activity Completed |
3 = |
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2002–2003 = 1,121 (15.5%) # of Low Incidence Credentials Recommended from |
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Recruitment
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Recruitment |
Strategic Activity |
CA Context |
Partners/ Participants |
Products |
Indicator(s) of Accomplishment |
Activity Completed |
4= |
4. Districts identify those teachers who are not fully credentialed and paraeducators who do not meet the requirements of NCLB and collaborate with IHEs to move them into credential pathways by: – Addressing length of preparation programs – Developing “user friendly” state testing procedures for para–educators as one avenue for making para–educators “fully qualified” and include portfolio option and performance assessment of para–educators’ proficiency. |
RECRUITMENT Activity 4: |
2006: 2006: The CA 2006: |
Research and website road–map: |
RECRUIT–MENT |
RECRUITMENT |
RECRUIT-MENT |
Recruitment
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RecruitmentStrategy Action Statement |
Strategic Activity |
CA Context |
Partners/ |
Products |
Indicator(s) of Accomplishment |
Activity Completed |
5 |
5. Disseminate the “positive findings” of the Project Pipeline Study
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RECRUITMENT Activity 5: |
SIG Funds support Project Pipeline’s SOS Study: www. |
Partners: |
RECRUIT–MENT |
Press releases and articles disseminating data and results from Project Pipeline Study |
RECRUIT–MENT |
Preparation
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Preparation |
Strategic Activity |
CA Context |
Partners/ |
Products |
Indicator(s) of Accomplishment |
Activity Completed |
1 = |
1. Develop undergraduate – Facilitating development of blended programs for Special Education –Establishing advisories (e.g., CCTC) on minimum and maximum units for subject matter and credential programs –Maximizing the overlap between general education and liberal studies courses to meet subject matter competence –Exploring options for facilitating inter-university transfer of students |
PREPARATION Activity 1a: Activity 1b: Participation at Annual State Paraprofessionals Conference Enhance Paraprofessional Activity 1c: |
January 2007: 2006 and 2005: 2005:
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UC Riverside and Diablo Valley Community College State Paraprofessional Organization – California State Education Association (CSEA)
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PREPARATION PREPARATION Posted info and links for PREPARATION |
PREPARATION PREPARATION PREPARATION
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PREPARATION PREPARATION |
Preparation
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Preparation |
Strategic Activity |
CA Context |
Partners/ |
Products |
Indicator(s) of Accomplishment |
Activity Completed |
1 = |
– Increasing community college and IHE links to prepare paraeducators to meet NCLB with direct pathways to professional preparation |
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2006: 2006: |
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2 = |
2. Develop an ongoing database to inform statewide supply, demand, and attrition in order to encourage the development of credential programs for areas of need |
PREPP PREPARATION Activity 2: Database– this activity is revised due to development of Database by CSU, Chancellor’s Office. And |
Personnel Center at NASDSE Grant supports Dr. Bill Lange in his work with 3– targeted communities to develop a supply and demand prediction model for Special Educators. |
CDE CDE/SED National
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PREPARATION |
PREPARATION |
PREPARATION |
Preparation
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Preparation |
Strategic Activity |
CA Context |
Partners/ |
Products |
2 = |
– Use data gathered to plan and implement strategies that remove barriers to entry into Special Education preparation programs, such as: |
RETENTION Activity 5: |
CALTIDES: CA Teacher tracking system with EDD interface (projected completion in 2009) CALPADS: |
University of CCTC Claremont Graduate School CSU’s Chancellor’s Office |
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Preparation
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Preparation |
Strategic Activity |
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Indicator(s) of Accomplishment |
Activity Completed |
2 = |
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CALTIDES is a less complex system since its primary function is to integrate existing data, not create a new data system. A Budget Change Proposal (state budget request to fund project) now indicates that the system integrator contract is expected to be awarded in December 2008. |
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3 = |
3. Expand accessibility for state certification in the field of special education, by: –Providing financial support for Education Specialist Level II programs –Reviewing and aligning English Learners (EL) requirements for Special Ed. Teachers with SB2042 credentials |
PREPARATION Activity 3a: Activity 3b:
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2004-2006: Low–Incidence Distance Learning Programs Increase: |
California Commission on Teacher Credentialing (CCTC) |
PREPARATION Activity 3: |
PREPARATION Activity 3:
Financial Support for Education Specialist Level II Programs Alignment of EL |
PREPARA– TION Activity 3a: PREPARA-TION Activity 3b: |
Preparation
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Preparation |
Strategic Activity |
CA Context |
Partners/ |
Products |
Indicator(s) of Accomplishment |
Activity Completed |
3 = |
–Expanding the availability of internship programs leading to Education Specialist certification –Aligning current Education Specialist teaching and services credentials, with IDEA/NCLB, including guidelines for recommending correct subject matter preparation – Increase access to distance learning across all special education areas, especially in areas of low– incidence disabilities – Offering university programs leading to a credential at local school sites for Levels I and II |
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2006 and 2005: 2006: 2006: |
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Alignment of Ed. |
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Preparation
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PreparationStrategy Action Statement |
Strategic Activities |
CA Context |
Partners/ |
Products |
Indicator of Accomplishment |
Activity Completed |
4= |
4. Expand accessibility to special education doctoral preparation in CA to address roles as university faculty and leadership in conducting special ed. research, by: –Expanding joint doctorates in special education – Facilitating the development of CSU’s stand-alone doctoral program when appropriate UC partners are not available |
PREPARATION Activity 4: |
2005: New CA University of San Office of Special |
San Diego State University University of San Francisco Claremont Graduate University |
PREPARATION Activity 4: Research Article on CA Special |
PREPARATION Activity 4: |
PREPARATION Activity 4: |
Retention
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Retention |
Strategic Activity |
CA Context “Landscape” |
Partners/ |
Products |
Indicator(s) of Accomplishment |
Activity Completed |
1 = |
1. Establish policy and/or legislation to define caseload and class size limits to include: – Number of students and percentage of time the student receives special education services – Type and amount of additional services provided (for example: specialized health care services, behavioral supports, designated instructional services, and consultation related services) |
RETENTION
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2005–2007: |
San Diego State CSU Chancellor’s California Association of Resource Specialists and Special Education Teachers (CARS+) Special Education Administrators of County Offices (SEACO) Special Education Local Planning Area (SELPA) |
RETENTION |
RETENTION |
RETENTION |
2 = |
2. Improve teacher working conditions by providing equitable and adequate classroom facilities, appropriate materials (books, |
RETENTION
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2004:
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San Diego State CSU, Northridge CSU Chancellor’s |
RETENTION Project Pipeline |
RETENTION |
RETENTION |
Retention
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Preparation |
Strategic Activity |
CA Context |
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Products |
Indicator(s) of Accomplishment |
Activity Completed |
2 = |
supplies, equipment, multi– media equipment, etc). for differentiated instruction, including low– incidence funds to meet Individual Service Plan needs – Monitor and evaluate these conditions as part of the state compliance and review process – Implement a data collection and analysis process to study these conditions
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A summary report of the data produced by Dr. Pat Cegelka that shows teacher satisfaction |
2004: 2005–2007: CSU, Study |
Project Pipeline |
CSU Teacher |
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Retention
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Preparation |
Strategic Activity |
CA Context |
Partners/ |
Products |
Indicator(s) of Accomplishment |
Activity Completed |
3 = 1/2 |
3. Work to ensure district and school site administrators are prepared with needed attitudes, skills, and knowledge through pre– service and in– service instruction to: –Implement special education laws and regulations –Provide support to special education students, parents, teachers, and staff –Guide teachers in using strategies and resources to implement quality programs –Provide designated time for collaboration |
RETENTION |
2006: CA is part of an inter– state effort to create products for administrators to improve working conditions for special education teachers and to increase retention rates. |
National Personnel Center San Diego State University IHE Faculty from Kentucky
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RETENTION |
RETENTION |
RETENTION |
Retention
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Retention |
Strategic Activity |
CA Context |
Partners/ |
Products |
Indicator(s) of Accomplishment |
Activity Completed |
4= |
4. Provide meaningful professional development for special education teachers that is relevant, high quality, job–embedded, on– going, effective, data–informed, research–based, and student–outcome focused. –Identify ways to improve special education teacher induction, i.e., additional training time with the beginning special education teacher and the support provider (especially for beginning teachers of students with moderate/severe and low–incidence disabilities). |
RETENTION |
2007 and 2005: 2005:
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California Department of Education/Special Education Division (CDE/SED) CalSTAT, SIG Evaluation CA RTI Workgroup IRIS Center West, Claremont Graduate University |
RETENTION Products Posted: |
RETENTION Improved teacher Completion of professional Level II credential Iris II funded by federal OSEP grant: CA is selected as a pilot Iris II Site to promote use of Web modules by professionals and districts. |
RETENTION |
Retention
Retention |
Strategic Activity |
CA Context |
Partners/ |
Products |
Indicator(s) of Accomplishment |
Activity Completed |
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4= 1/3 |
TED uses FileMaker Pro 7, and can be accessed on either Windows or Mac computers. It can be used as either a single– or multiple– user program to fit the dynamics of any office. www.calstat.org/ted.html 2006: 2006: |
Training on Writing IEP Based on State Standards (revised 22-Aug-2006) Writing measurable annual goals and objectives in the IEP related to California Content Standards at: www.cde.ca.gov/sp/se/sr/ieptraining.asp IEP Template Forms (outside source) developed by and made available with the permission of the California Special Education Local Plan Area (SELPA) organization at |
Retention
Retention |
Strategic Activity |
CA Context |
Partners/ |
Products |
Indicator(s) of Accomplishment |
Activity Completed |
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4= 1/3 |
IEP Template Forms (outside source) developed by and made available with the permission of the California Special Education Local Plan Area (SELPA) organization at: Resources on IEPs for Children with Disabilities (Revised 07–Jul–2006)
Resources to improve instruction, assessment, and accountability for students with disabilities at: 2007: |
www.sccoe.k12.ca.us/ Resources on IEPs for Children with Disabilities (Revised 07–Jul–2006)
Resources to improve instruction, assessment, and accountability for students with disabilities at: Online IRIS Modules for Teacher Preparation and project faculty at Claremont Graduate School, CA |
Retention
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Retention |
Strategic Activity |
CA Context |
Partners/ |
Products |
Indicator(s) of Accomplishment |
Activity Completed |
4= |
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2006: |
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Toll free number: |
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Retention
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Retention |
Strategic Activity |
CA Context |
Partners/ |
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Indicator(s) of Accomplishment |
Activity Completed |
5= |
5. Collect data to inform statewide supply, demand, and attrition issues. -Create study to track Education Specialist Level I graduates. |
RETENTION |
2006: 2006: 2006: 2006: |
National Center for Special Education Personnel and Related Services at NASDSE: CDE/SED CCTC Claremont Graduate University CSU Chico CSU Chancellor’s Office |
RETENTION |
RETENTION |
RETENTION |
Note: Rankings = first number is impact; second number is feasibility
Background Statement
The California Task Force for Recruitment, Preparation, and Retention of Special Education Teachers met four times during 2002–2003. Dr. Phoebe Gillespie, Project Director from the National Center Special Education Personnel and Related Service Providers at NASDSE, facilitated the Task Force. The Task Force comprised of representatives from 40 organizations and agencies developed a California Strategic Action Plan for the Recruitment, Preparation, and Retention of Special Education Personnel. From 2003–2006, a leadership team of university faculty members from public and private Institutions of Higher Education (IHEs) was responsible for implementing and monitoring the CA Strategic Action Plan. Each year, this IHE Leadership Team reported back to the statewide CA Partnership Committee on Special Education (PCSE). At this annual meeting, implementation of the strategic activities was shared with statewide representatives from the special education community, and future directions, recommendations, and priorities were developed. The attached Revised Strategic Plan (12/1/06) includes the original recommendations or Strategy Action Statements developed by CA Task Force in 2003, a summary of the Strategic Activity that was designed to implement the Strategy Statement, a description of the CA context or “landscape” that contributed to the leveraging of these activities, a list of the partners and participants directly responsible for the implementation of the activities, details of the products and processes resulting from the statewide implementation, and a statement of indicators of accomplishment, as well as a determination if this activity has been met or not met to date.
The primary and foundational starting points for this work were three statewide documents:
The Council for Exceptional Children´s "Bright Futures For Exceptional Learners" (April, 1998) was reviewed for recruitment, preparation, and retention strategies along with additional national publications from other states and consortiums.
National and State Research that has impacted the implementation of the CA Strategic Action Plan from 2003–2007 include:
The implementation principles that guided this work are:
Only together can we build a brighter future to improve special education personnel quality and supply. Next steps include the further development of the CA Strategic Action Plan focusing on the improvement of school climate, administrative training, and technological tools to address the recruitment, preparation, and retention of special education personnel and to align with the Individuals with Disabilities Education Act (IDEA) as amended in 2004, and the requirements of No Child Left Behind (NCLB).
Funds for this project come in part from federal funds awarded as a State Program Improvement Grant to California (CFDA 84.323A) allowed in Part D of Public Law 108–447, the Individuals with Disabilities Education Act (IDEA), as amended in 2004. These dollars are considered local assistance funds and will assist individuals serving children birth to 22 years of age and their families.
Updated January 30, 2007