Recommendations:
E-survey for assessing "Teaching and Learning Conditions"
Plus
Develop Working Conditions Standards
Recommendations:
For All:
1.
2. Recommend BTSA (Beginning Teacher Support and Assessment) $ includes SE info and practitioners
3. SE should not be responsible for SST (Student Study Team) and is not end result of SST
For State:
1. Reconcile County Office of Education impact on CASEMIS (California Special Education Management Information System) data
2. How do we label students as disabled?
3. Consider a second look at identified districts to explain disproportionality
4. Dialogue with CTC (Commission on Teacher Credentialing) at Administrator Credentialing and teacher credentialing criteria
For District:
1. Ensure all sources of valid information are considered - and taken into consideration;
2. Dialogues with CTA (California Teachers Association)
3. Policy decision-making
For SELPA:
1. Training
2. Early Intervention
3. Paradigm shift
For State/Others/Feds:
1. Strategy for development for teachers/service providers for EL students
2. Make training available on website
3. Reduce/Eliminate disproportionality through ensuring LRE by making disproportionality data a significant factor to GE administration and SE gatekeepers
ADD instructional and behavioral to workgroup
Recommendations:
Define a statewide policy to improve outcomes for all students within LRE.
Policy:
1. Statewide policy in alignment of accountability with decision-making - i.e. achievement disproportionality
2. Administrator - competencies in credentials and professional development
Pre-Service:
1. Develop collaborative teacher credential program standards.
In-Service:
1. Theory models (on going, long-term, outcome based)
2. Coaching - TA for best practices
3. NASDE (National Association of State Directors of Special Education) - deaf or hard of hearing standards
Other Recommendations:
1. Link LRE to student improvement indicators - look at it as a systemic indicator
2. Use term “deaf or hard of hearing” instead of “hearing impaired”
3. GE teacher prep not aligned to intent to facilitate implementation
4. Change NCATE (National Council for Accreditation of Teacher Education) - standards
5. Job analysis - expectations of teachers GE-SE
Recommendations:
*Over Arching Concern
Preschool LRE will fall off the radar screen because it looks like we are exceeding the targets.
Recommendations for Improvement Activities
1. Filter data with new questions to get more informative information
2. What interventions support conditions for improving LRE? How is this measured to document?
Old Recommendation:
1. Key word “integration: of PS indicators into - Program Standards for AARP
For Preschool (and all)
LRE is more than the presence of children with disabilities in early childhood programs. It is the full, active participation in the curriculum and activities with appropriate supports, accommodations, and modifications as needed.
Recommendations:
#1 (Transition)
Accept RSA (Rehabilitation Services Administration)/OSEP (Office of Special Education Programs) definition of competitive employment by adding fields to CASEMIS. (California Special Education Management Information System)
#2 (Transition)
Additional fields should be added to CASEMIS, to include:
1. Number of hours/week
Part time: 0-10 hrs, a-b
10-20 hrs, c-d
Full time: 21-30 hrs, e-f
31-40 hrs, g-h
2. Wage
Below minimum: a-b
c-d
Minimum & above
e-f
g-h
3. Time period/frame
Example:
Worked in the last week
Worked in the last month
Worked in the last 6 months
Worked in the last year
#3 (Transition)
Do data collection based on definition and data points and evaluate data to refine definition.
Consider:
Recommendations: