Improving Special Education Services Work Group Recommendations November 2010

Work Group: Least Restrictive Environment (LRE)

Indicator # 5 and 6

1. Develop clear consistent definition of

• LRE and indicators
• Prolonged approach
• Legal definition
• Measurable indicators
• Real world application in definition

2. Develop a dissemination plan for Number 1

3. Develop a work group to work on Number 1 & 2

Work Group: Due Process

Indicator # 17, 18, and 19

1. Explore the possibility of having Office of Administrative Hearings (OAH) copy SELPA’s on due process filings for their respective districts.
2. Explore the possibility of using electronic reporting forms for districts to report resolution session information.
3. Support the development and implementation of a training for parents and districts on resolution sessions, including providing more information on the CDE Web site (IE a link to the OAH Parent Guide regarding resolution sessions).
4. Examine language for current improvement activities for each indicator to ensure the language is specific to the indicator, including adding that OAH will consult with their advisory committee RE: resolution session reporting.
5. Research current dispute resolution training activities within the department and clarify language in the improvement activity listed (Indicator 19).
6. Explore the possibility of having OAH collect resolution session information at the Pre-Hearing Conference or during mediation via the ALJ. (Administrative Law Judge)

Work Group: Assessment

1. Special education department participate in the creation, development, and implementation of assessments, standards, and curriculum work for the Common Core Standards.
2. Analyze STAR participation rates to determine how to increase for each of the three exams at identified grade level clusters, within eligibility groups, and/or other demographic data as indicated.
3. Continue to align and articulate assessments throughout a child's educational career to better inform ongoing instruction at each transition.
4. Investigate feasibility of developing extended use of the DRDP for infant/toddler and at K/1 to provide continuity of assessment results for student growth.

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.