*Denotes a handout included in the packet

May 23, 2019 TOPIC SPEAKER

Welcome & Introductions

Federal and State News

• Fiscal Update* Robert Steponovich

• Legislative Sharing Day Priorities for 2019* Kirstin Comstock & Jen Parker

• Commission on Teacher Credentialing (CTC) Priorities for2019*

Ginese Quann

• Teacher Performance Expectations Comparison Charts

• Teaching Performance Assessment for Special Education*

• NPS/NPA Committee Newsletter*• AB 1808 – Guidance Document*• Individuals with Disabilities Education Act (IDEA)

Implementation Study 2019*• Statewide Assessment Update* Moises Buhain • Disproportionality Overview & Update Jen Parker • Transition Update*

o Indicatorso Department of Rehabilitation (DOR)o Exiting Students

Alison Rose

SELPA Updates

• SELPA Resource Documentso Certificate of Completion Guidelines

Moises Buhain

• 19-20 Professional Learning*• California Collaborative for Educational Excellence (CCEE)

Web Modules Ginese Quann

• Revised SELPA Policies• Crisis Prevention Intervention (CPI) Training Update Jen Parker • Data Team Introduction Adam Campbell • Casemis to CALPADS (C2C)* Jeffrey Illingworth • Upcoming Data Housekeeping Kevin Miller • 19-20 Steering Meetings* Ginese Quann

San Diego Hilton Garden Inn

2137 Pacific Hwy A

San Diego, CA 92101

1:00 pm – 3:30 pm

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Copyright © 2019 School Services of California, Inc.

Volume 39 For Publication Date: May 17, 2019 No. 10

Ask SSC . . . Are There Any Changes to the Special Education Proposal?

Q. Were there any significant changes to the Special Education proposal?

A. Yes and no. First, the program was rebranded from the “Special Education Concentration

Grant” to the “Special Education School Readiness” program. Also, the proposal received a

significant ongoing funding increase, from $390 million ongoing (plus $186 million

onetime) in January to $696.2 million, all in ongoing Proposition 98 funds in the May

Revision. The annual per eligible pupil amount increases in a corresponding manner, to

approximately $14,500 per pupil.

Regarding programmatic details, there were no changes to which local educational agencies

(LEAs) qualify for the funds or how they can be used. By our and the Legislative Analyst’s

Office estimates, about 420 LEAs (districts, charters, and county offices of education) would

qualify for at least one grant, leaving the other three-fourths of LEAs ineligible for the new

funding.

In order to be eligible for these grants, an LEA must have both a concentration factor of

unduplicated pupils and be above the statewide average for identified students with

disabilities, which is estimated at 10.93%. The calculation is annual, so LEAs that are near

the eligibility thresholds would need to be prepared if their concentration factor or percentage

of students with disabilities fall below eligibility and therefore are disqualified from the

funding in the next year.

LEAs that do qualify for the funds will be able to use them for any purpose, though the

Administration’s intent is for the funds to be used for:

Early intervention services

One-time programs or resources for students with exceptional needs that are not

medically or educationally necessary as to be outlined in an individualized education

program

Strategies to improve student outcomes identified through the state system of support and

other activities to build upon or expand local multi-tiered systems of support

Wraparound services for students with exceptional needs not required by federal or state

law

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Professional development activities and the coordination of services with other

educational agencies, programs, resources, and professional development providers

No further restrictions were placed on the use of funds in the May Revision.

Next Steps

The Legislature and most statewide education associations have not been supportive of the

Governor’s funding methodology, and both the Assembly and the Senate have alternative

proposals for funding students with disabilities. This is likely to be one of the hottest topics

between now and the 2019-20 State Budget adoption next month.

—Michelle McKay Underwood

posted 05/14/2019

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2019 LEGISLATIVE SHARING DAY SELPA Administrators Association of California

California must ensure students with disabilities have meaningful access to a quality education to acquire the skills needed to go on to higher learning, secure stable employment, and live independently as adults. SELPA administrators believe our legislators need to know that the serious gap in special education funding is hampering our mission. SELPA Administrators are pleased to share our top state legislative priorities as the following:

• Provide dedicated special education preschool funding • Provide funding equalization for students with disabilities • Provide a better funding mechanism for students with high cost needs • Address the special education teacher/provider shortage crisis.

Special Education Finance: Preschool, Equalization, and High Cost Disabilities: Background: There is no dispute that special education is insufficiently and inequitably funded. Since 2013, the Legislative Analyst’s Office (LAO) has recommended special education (AB 602) base rates be funded at the 90th percentile. Currently, Special Education Local Plan Area (SELPA) base rates vary from $480.62 to $928.06, without logical justification. The 2017-2018 Local Educational Agency (LEA) expenditure data revealed special education costs grew to $14.9 billion while state and federal revenues decreased overall. In 2017-2018, special education programs were primarily funded via Local General Fund contribution, on average 65.88% of total expenditures. State resources decreased to 25.71% of special education costs, and Federal funds accounted for 8.40% of expenditures. Clearly, costs for special education services require increased resources, putting undue pressure on LEAs and general education programs. Early intervention and preschool programs, especially for children with disabilities, provide significant educational and social benefits, and result in substantial future cost savings to the state and LEAs during the students’ remaining educational career. Under the Individuals with Disabilities Education Act (IDEA), LEAs must provide preschool services for students with disabilities beginning at age three. In California, the only funding designated specifically for preschool-age children with disabilities are small federal grants, which amounted to $133M in 2017-2018. During this same period LEAs reported expenditures in excess of $693M to pay for services provided to preschool-age children with disabilities, an increase of about $300M since 2013-2014. Additionally, students ages birth to 5 are the fastest growing population of students with disabilities (SWDs) in California schools. Data shows that between 2016-17 and 2017-18, SWDs ages birth to five grew by 4.25% and ages three to five year grew by 2.91%. As California provides no direct funding for services for preschoolers with disabilities, LEAs have paid these program costs with general funds allocated for K-12 programs, which has additional impact on local budgets. Governor Newsom has reinforced through his proposed budget the need for cradle to career alignment in funding, services, data collection and accountability among all of our systems serving students with disabilities. We know early intervention creates longitudinal cost savings for all systems. SELPA Administrators are committed to this same message and preschool/early intervention services and funding for our preschool students with disabilities are an integral part to our legislative platform.

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Ask: Support AB 428 (Medina) Special education funding. AB 428 would implement key fiscal recommendations, including addressing special education funding equity by:

• Establishing funding within AB 602 for programs serving preschoolers with disabilities

• Providing additional funding for students with significant high-cost disabilities.

• Leveling up base AB 602 funding rates to the 95th percentile, equalizing funding for all students with disabilities

• Amending AB 602 to allow use of either current school year ADA or prior school year ADA, whichever is greater, in the aggregation of total SELPA ADA for multiple district SELPAs.

Teacher Shortage Background: In California we are experiencing a teacher shortage crisis in the area of special education. 9 out of 10 LEAs currently report a shortage in special education teachers. LEAs further report that 64% of all special education teachers were working on an emergency credential, doubling in number since 2013. This indicates that many of our most vulnerable children in California have the least experienced teachers or substitutes when no teacher is available. Additionally, due to systemic barriers in the California credentialing system, qualified out of state educators often face costly and time intensive hurdles to obtaining their clearance to teach in our local classrooms. California needs to do all it can to clear the path of experienced and qualified educators to provide quality services to our students with disabilities. Ask: Support AB 988 (Berman) Teacher credentialing: out-of-state prepared teachers: education specialist credential. California has the opportunity to remove an existing barrier in order to respond to the teacher shortage that specifically impacts low-income, minority special education students. AB 988 would:

• Allow out-of-state special education teachers who choose to teach in California to use two years teaching in California, while the teacher holds a Preliminary credential, to demonstrate the teaching experience requirement needed to obtain a “Clear” credential.

Focus on Teacher Shortage: Many SELPAs provide targeted professional development and special education teacher training to their member LEAs, in addition to supporting and monitoring the compliance activities assigned by California Department of Education. The recent analysis from the Assembly Committee on Education Bill relayed the following: According to the Learning Policy Institute (LPI), “Over 1,700 underprepared special education teachers in 2015–16 were hired on emergency-style permits, which are issued to teachers with little to no preparation to teach. Substandard credentials and permits are growing in every special education subspecialty, with the greatest increases since 2012 in the areas of moderate/severe disabilities, where they have more than doubled, and mild/moderate disabilities, where they increased by more than 60%. These types of special education authorizations are needed to teach students with complex learning needs, including students diagnosed with autism, intellectual disabilities, and serious emotional disturbance. Shortages in special education are most likely to disproportionately affect English Learners, who are overrepresented in special education by nearly 30%, and Black students, who are overrepresented in special education by nearly 50%.” When there are not enough appropriately credentialed teachers to provide the services mandated by IDEA, teachers, parents and service providers are stressed Eliminating barriers to the teacher shortage would positively impact students with disabilities and LEAs. SELPA Administrators fully support these efforts.

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Other Positions of Support from SELPA Administrators of California

Accountability and Transparency Background: Family Empowerment Centers (FECs) help families navigate the special education system, assist parents in understanding their children’s disabilities, and facilitate the formation of peer-support communities. FECs are a partner and link between families, Community Advisory Committees (CAC), and SELPAs. Enhanced FEC networks would complement the efforts of SELPAs seeking to build partnerships and collaborative relationships that support accountability and transparency.

Ask: Support AB 236 (Garcia) Special education programs: Family Empowerment Centers on Disability. AB 236 would provide the following:

• Revise the base grant for FECs from $150,000 to $237,000 • Prioritize creation of new FECs in areas of high need • Improve coordination between California Department of Education and FECs by developing a uniform

and rigorous data collection, monitoring and reporting system. Focus on Accountability and Transparency As California embraces major education reforms in funding and accountability, focus remains on students with disabilities. SELPAs are critical partners in the work utilizing the California Dashboard, differentiated assistance and the continuous improvement model for LEAs in need of improvement. Current efforts for transparency and accountability include:

• Partnerships with parents and CACs remain an ongoing priority in SELPAs.

• Preserving relationships with parents through the use of Alternative Dispute Resolution models to prevent and resolve special education disputes.

• SELPA Administrators and the California Department of Education (CDE) worked together to develop a graphical Annual Budget Plan for communication with parents, the community, and LEA members, which will increase transparency of LEA expenditures for students with disabilities.

• SELPAs training in the continuous improvement model and partnering with County Offices of Education to offer technical assistance related to improvement needs for students with disabilities. SELPAs are committed to continuing this training on an ongoing basis and be the leaders in supporting member LEAs.

• Partnerships with the CDE focused on aligning accountability and monitoring requirements in one system of support for all students.

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Other Positions of Support from SELPA Administrators of California

AB 598 (Bloom): Hearing aids: minors: This bill would require a health care service plan contract or a health insurance policy issued, amended, or renewed on or after January 1, 2020, to include coverage for hearing aids, as defined, for an enrollee or insured under 18 years of age, as specified.

AB 1546 (Kiley): Pupil health: mental health. This bill would authorize a county mental health plan to contract with a local educational agency (LEA) to provide Early and Periodic Screening Diagnosis, and Treatment (EPSDT) services, including mental health assessments, and mental health, social work, and counseling services, to Medi-Cal eligible pupils. The bill would require the department to permit an LEA to make claims for federal financial participation directly to the department for EPSDT services, to examine methodologies for increasing LEA participation in the Medi-Cal program, and to seek federal approval to implement these provisions. AB 1322 (Berman): School-based health programs: This bill would require the State Department of Education to, no later than July 1, 2020, establish an Office of School-Based Health Programs for the purpose of, among other things, administering health-related programs under the purview of the State Department of Education and advising on issues related to the delivery of school-based Medi-Cal services in the state. The bill would require the office to be supported through an interagency agreement with the State Department of Health Care Services and by federal matching funds available through the Administrative Claiming process for eligible staff time, and would authorize the office to receive additional funds from grants and other sources. The bill would increase the annual funding limit for the activities of the State Department of Health Care Services that support the LEA Medi-Cal billing option to $2,000,000, and would require that $500,000 of that amount be available for transfer to the State Department of Education to support the office pursuant to that interagency agreement.

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Strategic Plan Goal II. Program Quality and Accountability

a) Develop and maintain rigorous, meaningful, and relevant standards that drive program quality and effectiveness for the preparation of the education workforce and are responsive to the needs of California’s diverse student population.

April 2019

4C Action

Educator Preparation Committee

Proposed Authorization Statements for the New Education Specialist Credentials Executive Summary: This agenda item presents draft authorization statements for the new Education Specialist credentials.

Recommended Action: That the Commission adopt authorization statements for the new Education Specialist credentials as presented in this agenda item.

Presenters: William Hatrick and Sarah Solari Colombini, Consultants, Professional Services Division

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EPC 4C-1 April 2019

Proposed Authorization Statements for the New Education Specialist Credentials

Introduction At its February 2018 meeting the Commission adopted a revised credential structure for Education Specialist teaching credentials that incorporated five specific teaching credentials:

Mild to Moderate Support Needs

Extensive Support Needs

Early Childhood Special Education

Deaf and Hard of Hearing

Visual Impairments

This agenda item presents draft updated authorization statements for three of the five new Education Specialist credentials (Mild to Moderate Support Needs, Extensive Support Needs, and Early Childhood Special Education) as well as for the Early Childhood Special Education Added Authorization for the Commission’s review and potential adoption. The authorization statements for the Deaf and Hard of Hearing and the Visual Impairments credentials do not need to be modified at this time. Those teachers will remain authorized to teach the populations of students in the settings that they are currently authorized to teach. Background During its June 2018 meeting, the Commission reviewed proposed program standards and performance expectations as well as proposed subject matter requirements for the credential and authorization statements. At the June 2018 Commission meeting, the Commission took action to do the following:

1. Affirm that the current subject matter requirements for this credential will continue (i.e., passage of an examination or completion of a Commission-approved subject matter program in the following areas: Multiple Subject, Single Subject in English, mathematics, social science, science, art, music, or world languages).

2. Adopt Teaching Performance Expectations (TPEs) for the Education Specialist: Early Childhood Special Education, Deaf and Hard of Hearing, and Visual Impairments teaching credentials.

3. Affirm that the Early Childhood Special Education teaching credential will authorize teaching and services for birth through kindergarten once the regulatory process has been completed.

At the August 2018 Commission meeting, the Commission adopted program standards and TPEs for the Education Specialist Mild to Moderate and Extensive Support Needs credentials. As part of the implementation of the new credential structure, this agenda item furthers this work

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EPC 4C-2 April 2019

by presenting updated draft authorization statements needed for three of the new Education Specialist credentials. Discussion of Authorization Statements for Education Specialist Credentials All credentials issued by the Commission have accompanying authorization statements that specify what the holder of the credential is authorized to do. Authorizations are included in Title 5 regulations and are used by the Commission and employing agencies to determine an appropriate assignment. Authorization statements are prepared for all specialty areas that may be listed on an Education Specialist credential. Each authorization statement identifies the types of services a teacher is authorized to provide based upon that teacher’s preparation. California Department of Education staff worked collaboratively with Commission staff and various stakeholders to create a working definition of Mild to Moderate Support Needs and Extensive Support Needs that will help guide the field. These proposed definitions are included in Appendix A of this item. Updating the Existing Authorization Statements The next step in the process is the Commission’s review and potential adoption of the authorization statements for the new Mild to Moderate Support Needs and Extensive Support Needs credentials to reflect these changes. In addition, the Early Childhood Special Education added authorization and credential authorization statements have been modified to include orthopedic impairment. The new Early Childhood Special Education credential authorization also includes providing services for students from birth through kindergarten. The Early Childhood Special Education added authorization can remain birth through pre-kindergarten, since an Education Specialist obtaining this would already be authorized to teach transitional and regular kindergarten from the initial credential held. The four standards for the Early Childhood Special Education added authorization also need to be modified to match the new Early Childhood Special Education credential standards and proposed authorization statement. Staff is currently working with the Early Childhood Special Education expert group on aligning the language of these standards and will bring these changes to the Commission at a future meeting. Provided below are the current and proposed updated authorization statements for the four credential areas identified above. Staff notes that in order to sunset the programs offering the Language and Academic Development and the Physical and Health Impairments credentials whose content has now been included in the new credential structure, the Commission will need to direct staff to promulgate regulations to discontinue initial issuance of these two credentials. Mild to Moderate Support Needs Credential a. Current Authorization Statement (Mild/Moderate Disabilities) This authorizes the holder to conduct Educational Assessments related to students’ access to the academic core curriculum and progress toward meeting instructional academic goals, provide instruction, and Special Education Support to individuals with a primary disability of

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EPC 4C-3 April 2019

specific learning disabilities, mild/moderate intellectual disabilities, other health impairment, and emotional disturbance, in kindergarten, grades 1-12 through age 22, and classes organized primarily for adults in services across the continuum of program options available. b. Proposed Authorization Statement The Education Specialist: Mild to Moderate Support Needs credential authorizes the holder to conduct Educational Assessments related to students’ access to the academic curriculum and progress towards meeting instructional goals, provide instruction, and Special Education Support to students with mild to moderate support needs related to one or more of the following disabilities: autism, emotional disturbance, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, and traumatic brain injury; in kindergarten, grades 1-12 through age 22, and classes organized primarily for adults in services across the continuum of program options available. Extensive Support Needs Credential a. Current Authorization Statement (Moderate/Severe Disabilities) This authorizes the holder to conduct Educational Assessments related to students’ access to the academic core curriculum and progress toward meeting instructional academic goals, provide instruction, and Special Education Support to individuals with a primary disability to individuals with a primary disability of autism, moderate/severe intellectual disabilities, deaf-blind, emotional disturbance and multiple disabilities, in kindergarten, grades 1-12 through age 22, and classes organized primarily for adults in services across the continuum of program options available. b. Proposed Authorization Statement The Education Specialist: Extensive Support Needs credential authorizes the holder to conduct Educational Assessments related to students’ access to the academic curriculum and progress towards meeting instructional goals, provide instruction, and Special Education Support to students with extensive support needs related to one or more of the following disabilities: autism, deafblind, emotional disturbance, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, and traumatic brain injury; in kindergarten, grades 1-12 through age 22, and classes organized primarily for adults in services across the continuum of program options available. Early Childhood Special Education Credential a. Current Authorization Statement This authorizes the holder to conduct Educational Assessments related to student’s access to the academic core curriculum and progress towards meeting instructional academic goals, and provide instructional and Special Education Support to students from birth through pre-kindergarten who are eligible for early intervention special education and related services, to individuals with a primary disability in specific learning disabilities, mild/moderate intellectual disabilities, traumatic brain injury, other health impairment, autism, moderate/severe intellectual disabilities, emotional disturbance, and multiple disabilities including

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EPC 4C-4 April 2019

developmental delay and a disabling medical condition in services across the continuum of program options available. b. Proposed Authorization Statement The Education Specialist: Early Childhood Special Education credential authorizes the holder to conduct Educational Assessments related to students’ access to the academic curriculum and progress towards meeting instructional academic goals; and provide instruction and Special Education Support to students from birth through kindergarten who are eligible for early intervention special education and related services related to one or more of the following disabilities: autism, emotional disturbance, intellectual disability, orthopedic impairment, other health impairment, specific learning disability, traumatic brain injury, and multiple disabilities including developmental delay and a disabling medical condition in services across the continuum of program options available. Early Childhood Special Education Added Authorization The modification to the following authorization is provided to align the Early Childhood Special Education Added Authorization with the Preliminary Education Specialist Early Childhood Authorization. a. Current Authorization Statement The Early Childhood Special Education Added Authorization authorizes the holder to conduct Educational Assessments related to student’s access to the academic core curriculum and progress towards meeting instructional academic goals and provide instructional and Special Education Support to students from birth through pre-kindergarten who are eligible for early intervention special education and support with a primary disability in specific learning disabilities, mild/moderate intellectual disabilities, traumatic brain injury, other health impairment, autism, moderate/severe intellectual disabilities, emotional disturbance, and multiple disabilities including developmental delay and a disabling medical condition, in services across the continuum of program options available.

b. Proposed Authorization Statement The Early Childhood Special Education Added Authorization authorizes the holder to conduct Educational Assessments related to students’ access to the academic curriculum and progress towards meeting instructional academic goals; and provide instruction and Special Education Support to students from birth through pre-kindergarten who are eligible for early intervention special education and related services related to one or more of the following disabilities: autism, emotional disturbance, intellectual disability, orthopedic impairment, other health impairment, specific learning disability, traumatic brain injury, and multiple disabilities including developmental delay and a disabling medical condition in services across the continuum of program options available. As the Commission moves forward with these changes, holders of current valid Education Specialist credentials will continue to be authorized to serve the populations of students they are currently serving, without interruption or a requirement that they must earn the new

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EPC 4C-5 April 2019

credential. Holders of these existing credentials who would like to earn equivalency to the new Education Specialist credentials will have the opportunity to do so through the development of bridge authorizations that are still to be developed. Education Specialist candidates who enter preparation programs beginning in 2021 for the 2021-22 year will be required to meet the requirements for the new credentials. Staff Recommendations for Potential Action by the Commission Staff is bringing forward for Commission consideration and potential action the following recommendations:

1. That the Commission adopt the proposed authorization statements for the Mild to Moderate Support Needs, the Extensive Support Needs, the Early Childhood Special Education Credential, and the Early Childhood Special Education Added Authorization.

2. That the Commission direct staff to begin the regulatory process to remove the Preliminary Language Academic and Development credential and the Preliminary Physical and Health Impairments credential once these programs have sunset in accordance with the newly adopted credential structure.

3. That the Commission direct staff to begin the regulatory process to add the adopted authorization statements to the Title 5 regulations and remove the prior authorization statements.

Next Steps If the Commission takes action to adopt the proposal authorization statements for the four credentials listed above and to direct staff to begin the regulatory process. Staff will begin the regulatory process to implement the revised authorizations for teachers who will be prepared for these credentials and added authorization in the future. As part of the regulatory process, specific dates will be identified when candidates completing an Education Specialist teacher preparation program will earn the revised Education Specialist credential and authorization, consistent with the program transition and implementation timeline presented below. Transition of Currently Approved Programs As part of the next steps process, staff will also develop and distribute an implementation timeline for the teacher preparation programs. Historically, programs have been given two years to review and update their current programs when the Commission adopts new program standards. Staff suggests that if the Commission adopts the proposed authorization statements at its April 2019 meeting, Education Specialist preparation programs be given until July 1, 2021 to modify their programs. A transition plan will be required from each approved teacher preparation program in 2020 to ensure that all programs are in the process of carefully considering any modifications and to provide the Commission with information about where to best focus technical assistance for the field during the transition process. It is expected that all currently-approved Education Specialist credential programs will begin full implementation of the new standards and TPEs beginning in summer/fall 2021.

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EPC 4C-6 April 2019

New Education Specialist Preparation Programs When an approved program sponsor would like to begin offering a new educator preparation program, that sponsor must develop an initial program proposal showing how the proposed program will meet the adopted standards. For the academic year 2018-19, the current Education Specialist standards are being used for initial program review purposes. Beginning in fall 2019, staff will work with each program sponsor wanting to offer a new Education Specialist credential program to determine which standards the program should respond to for purposes of program approval. If the sponsor wants to start offering the new program during the 2020-21 academic year, it would be appropriate for the sponsor to respond to the new program standards to avoid having to transition from the prior standards to the new standards as soon as the program begins. If, however, the program sponsor would like to begin the program sooner, then writing to the current standards may be the better option.

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EPC 4C-7 April 2019

Appendix A Definitions to Accompany the Authorization Statements

Definition of Mild to Moderate Support Needs for use in Authorization Statements: Mild to Moderate Support Needs includes providing specially designed instruction to access grade level California Content Standards in the Least Restrictive Environment. The education specialist provides instruction and supports in one or more of the following domains: academics, communication, gross/fine motor, social-emotional, behavioral, vocational, and learning environment access skills. The supports may also include health, movement and sensory support. Mild to Moderate Support Needs practices may include lower student to educator ratio. Definition of Extensive Support Needs for use in the Authorization Statements:

Extensive Support Needs include providing specially designed instruction to access grade level California Content Standards in the Least Restrictive Environment. The education specialist provides intensive instruction and supports in two or more of the following domains: academics, communication, gross/fine motor, social-emotional, behavioral, vocational and adaptive/daily living skills. The supports also often include health, movement and sensory support. Extensive Support Needs practices include lower student to educator ratio.

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Mild to Moderate Support Needs Teaching Performance Expectations Comparison Chart

This table shows the Universal (General Education) TPEs next to the Mild to Moderate Support Needs (Education Specialist) TPEs. Highlighted text is for TPEs that are unique for a Special Education teacher. The italicized numbers located at the end of the Education Specialist TPEs indicate which corresponding Universal TPE is associated with the additional knowledge, skills, and abilities required for a Special Education teacher. Teacher candidates obtaining the MMSN credential will be responsible for both the Universal and MMSN TPEs.

Universal TPEs (common trunk) Mild to Moderate Support Needs (MMSN) TPEs TPE 1: Engaging and Supporting and Students in Learning Elements 1. Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning. 2. Maintain ongoing communication with students and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress. 3. Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation, and allow students to extend their learning. 4. Use a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment.

TPE 1: Engaging and Supporting and Students in Learning Elements 1. Demonstrate the ability to collaboratively develop and implement Individualized Education Programs (IEP), including instructional goals that ensure access to the Common Core State Standards and California Preschool Learning Foundations, as appropriate, that lead to effective inclusion of students with disabilities in the general education core curriculum. 2. Demonstrate understanding of students with complex communication needs (e.g., students with limited verbal ability,) in order to foster access and build comprehension, and develop appropriate language development goals within the IEPs for those students. [1.6] 3. Demonstrate knowledge of students’ language development across disabilities and the life span, including typical and atypical language development, communication skills, social pragmatics, the hierarchy of brain based learning skills (e.g. executive functioning) and vocabulary/semantic development as they relate to the acquisition of academic knowledge and skills. [1.6]

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Universal TPEs (common trunk) Mild to Moderate Support Needs (MMSN) TPEs 5. Promote students' critical and creative thinking and analysis through activities that provide opportunities for inquiry, problem solving, responding to and framing meaningful questions, and reflection. 6. Provide a supportive learning environment for students' first and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English (SDAIE), scaffolding across content areas, and structured English immersion, and demonstrate an understanding of the difference among students whose only instructional need is to acquire Standard English proficiency, students who may have an identified disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard English proficiency and an identified disability. 7. Provide students with opportunities to access the curriculum by incorporating the visual and performing arts, as appropriate to the content and context of learning. 8. Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning.

4. Monitor student progress toward learning goals as identified in the academic content standards and the IEP/Individual Transition plan (ITP). [1.4] 5. Demonstrate the ability to develop IEPs/ITPs with students and their families, including goals for independent living, post-secondary education, and careers, with appropriate connections between the school curriculum and life beyond high school. [1.3] 6. Facilitate and support students in assuming increasing responsibility for learning and self-advocacy based on individual needs, with appropriate transitions between academic levels in programs and developing skills related to career, college, independent living and community participation. [1.3] 7. Use strategies to support positive psychosocial development and self-determined behavior of students with disabilities. [1.1]

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Universal TPEs (common trunk) Mild to Moderate Support Needs (MMSN) TPEs TPE 2: Creating and Maintaining Effective Environments for Student Learning Elements 1. Promote students' social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers. 2. Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive. 3. Establish, maintain, and monitor inclusive learning environments that are physically, mentally, intellectually, and emotionally healthy and safe to enable all students to learn, and recognize and appropriately address instances of intolerance and harassment among students, such as bullying, racism, and sexism. 4. Know how to access resources to support students, including those who have experienced trauma, homelessness, foster care, incarceration, and/or are medically fragile. 5. Maintain high expectations for learning with appropriate support for the full range of students in the classroom.

TPE 2: Creating and Maintaining Effective Environments for Student Learning Elements 1. Develop accommodations and modifications specific to students with disabilities to allow access to learning environments, including incorporating instructional and assistive technology, and alternative and augmentative procedures to optimize the learning opportunities and outcomes for all students, and to move them toward effective inclusion in general education settings. [2.2] 2. Demonstrate the ability to support the movement, mobility, sensory and specialized health care needs required for students to participate fully in classrooms, schools and the community. Organize a safe environment for all students that include barrier free space for independent mobility, adequate storage and operation of medical equipment (as appropriate) and other mobility and sensory accommodations. [2.3] 3. Demonstrate the ability to address functional limitations of movement and/or sensation for students with orthopedic impairments who may have a co-existing health impairment and/or intellectual disability but have difficulty accessing their education due to physical limitations. 4. Collaborate with families and appropriate related services personnel to support access to, and optimal learning experiences for, students with mild to moderate support needs in a wide variety of general education and specialized academic

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Universal TPEs (common trunk) Mild to Moderate Support Needs (MMSN) TPEs 6. Establish and maintain clear expectations for positive classroom behavior and for student-to-student and student-to-teacher interactions by communicating classroom routines, procedures, and norms to students and families.

instructional settings, included but not limited to the home, natural environments, educational settings in hospitals and treatment centers, and classroom or itinerant instructional delivery and/or consultation in public/nonpublic school programs. 5. Demonstrate knowledge of the communicative intent of students’ behavior as well as the ability to help students develop positive communication skills and systems to replace negative behavior. [2.1/2.6] 6. Demonstrate the ability to identify if a student’s behavior is a manifestation of his or her disability and to develop positive behavior intervention plans inclusive of the types of interventions and multi-tiered systems of supports that may be needed to address these behavior issues. [2.6] 7. Understand and access in a collaborative manner with other agency professionals the variety of interventions, related services and additional supports, including site-based and community resources and agencies, to provide integrated support for students with behavior, social, emotional, trauma, and/or mental health needs. [2.4] 8. Apply and collaboratively implement supports needed to establish and maintain student success in the least restrictive environment, according to students’ unique needs. 9. Demonstrate the skills required to ensure that interventions and/or instructional environments are appropriate to the

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Universal TPEs (common trunk) Mild to Moderate Support Needs (MMSN) TPEs student’s chronological age, developmental levels, and disability-specific needs, including community-based instructional environments. [2.5] 10. Implement systems to assess, plan, and provide academic and social skills instruction to support positive behavior in all students, including students who present complex social communication, behavioral and emotional needs. [2.6] 11. Demonstrate the knowledge, skills and abilities to understand and address the needs of the peers and family members of students who have sustained a traumatic brain injury as they transition to school and present with a change in function.

TPE 3: Understanding and Organizing Subject Matter for Student Learning Elements 1. Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks. 2. Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter, and make accommodations and/or modifications as needed to promote student access to the curriculum. 3. Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy in the content area(s) of instruction, and design and implement disciplinary and

TPE 3: Understanding and Organizing Subject Matter for Student Learning Elements 1. Adapt, modify, accommodate and differentiate the instruction of students with identified disabilities in order to develop appropriate goals and accommodations and facilitate access to the Least Restrictive Environment (LRE). [3.5] 2. Demonstrate knowledge of disabilities and their effects on learning, skills development, social-emotional development, mental health, and behavior, and of how to access and use related services and additional supports to organize and support effective instruction. [3.2]

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Universal TPEs (common trunk) Mild to Moderate Support Needs (MMSN) TPEs cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline. 4. Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge. 5. Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment. 6. Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students' equitable access to the curriculum. 7. Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet security.

3. Demonstrate comprehensive knowledge of atypical development associated with various disabilities and risk conditions (e.g. orthopedic impairment, autism spectrum disorders, cerebral palsy), as well as resilience and protective factors (e.g. attachment, temperament), and their implications for learning.

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Universal TPEs (common trunk) Mild to Moderate Support Needs (MMSN) TPEs 8. Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized educational technology standards. TPE 4: Planning Instruction and Designing Learning Experiences for All Students Elements 1. Locate and apply information about students' current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes. 2. Understand and apply knowledge of the range and characteristics of typical and atypical child development from birth through adolescence to help inform instructional planning and learning experiences for all students. 3. Design and implement instruction and assessment that reflects the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applicable to the subject area of instruction. 4. Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include: • appropriate use of instructional technology, including assistive technology;

TPE 4: Planning Instruction and Designing Learning Experiences for All Students Elements 1. Demonstrate the ability to use assistive technology, augmentative and alternative communication (AAC) including low- and high-tech equipment and materials to facilitate communication, curriculum access, and skills development of students with disabilities. [4.4] 2. Demonstrate the ability to use evidenced-based high leverage practices with a range of student needs, and evaluate a variety of pedagogical approaches to instruction, including instructional sequences, unit and lesson plans, in order to provide students with disabilities equitable access to the content and experiences aligned with the state-adopted core curriculum. [4.3] 3. Demonstrate the ability to identify and use behaviorally based teaching strategies with the understanding that behaviors are communicative and serve a function. 4. Demonstrate the ability to create short and long-term goals that are responsive to the unique needs of the student and meet the grade level requirements of the core curriculum, and which are systematically adjusted as needed to promote maximum learning and academic achievement within inclusive environments. [4.1]

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Universal TPEs (common trunk) Mild to Moderate Support Needs (MMSN) TPEs • applying principles of UDL and MTSS; • use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources for all students, including the full range of English learners; • appropriate modifications for students with disabilities in the general education classroom; • opportunities for students to support each other in learning; and • use of community resources and services as applicable. 5. Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs and assist students with specific learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.) 6. Access resources for planning and instruction, including the expertise of community and school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or networking. 7. Plan instruction that promotes a range of communication strategies and activity modes between teacher and student and among students that encourage student participation in learning. 8. Use digital tools and learning technologies across learning environments as appropriate to create new content and provide personalized and integrated technology-rich lessons

5. Demonstrate knowledge of core challenges associated with the neurology of open or closed head injuries resulting in impairments and adjust teaching strategies based upon the unique profile of students who present with physical/medical access issues or who retain a general fund of knowledge, but demonstrate difficulty acquiring and retaining new information due to poor memory processing, as well as neuro behavioral issues. 6. Coordinate, collaborate, co-teach and communicate effectively with other service providers, including paraprofessionals, general education teachers, parents, students, and community agencies for instructional planning and planning for successful student transitions. [4.6] 7. Use person-centered/family centered planning processes, and strengths-based, functional/ecological assessments across classroom and non-classroom contexts that lead to students’ meaningful participation in core, standards-based curriculum, life skills curriculum, and/or wellness curriculum, and that support progress toward IEP goals and objectives. [4.5]

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Universal TPEs (common trunk) Mild to Moderate Support Needs (MMSN) TPEs engage students in learning, promote digital literacy, and offer students multiple means to demonstrate their learning. TPE 5: Assessing Student Learning Elements 1. Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design and administer classroom assessments, including use of scoring rubrics. 2. Collect and analyze assessment data from multiple measures and sources to plan and modify instruction and document students' learning over time. 3. Involve all students in self-assessment and reflection on their learning goals and progress and provide students with opportunities to revise or reframe their work based on assessment feedback. 4. Use technology as appropriate to support assessment administration, conduct data analysis, and communicate learning outcomes to students and families. 5. Use assessment information in a timely manner to assist students and families in understanding student progress in meeting learning goals. 6. Work with specialists to interpret assessment results from formative and summative assessments to distinguish between

TPE 5: Assessing Student Learning Element 1. Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments used to determine special education eligibility, progress monitoring, and decision making regarding eligibility, placement in LRE, and services. Candidates also apply knowledge of when and how to use assessment sources that integrate alternative statewide assessments, formative assessments, and formal/informal assessment results as appropriate, based on students’ needs. [5.1/5.2] 2. Each candidate utilizes assessment data to: 1) identify effective intervention and support techniques, 2) develop needed augmentative and alternative systems, 3) implement instruction of communication and social skills, 4) create and facilitate opportunities for interaction; 5) develop communication methods to demonstrate student academic knowledge; and 6) address the unique learning, sensory and access needs of students with physical/orthopedic disabilities, other health impairments, and multiple disabilities. 3. Demonstrate knowledge of special education law, including the administration and documentation of assessments and how to hold IEP meetings according to the guidelines established by law.

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Universal TPEs (common trunk) Mild to Moderate Support Needs (MMSN) TPEs students whose first language is English, English learners, Standard English learners, and students with language or other disabilities. 7. Interpret English learners' assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction. 8. Use assessment data, including information from students' IEP, IFSP, ITP, and 504 plans, to establish learning goals and to plan, differentiate, make accommodations and/or modify instruction.

4. Demonstrate knowledge of requirements for appropriate assessment and identification of students whose cultural, ethnic, gender, or linguistic differences may be misunderstood or misidentified as manifestations of a disability. [5.6] 5. Demonstrate knowledge of second language development and the distinction between language disorders, disabilities, and language differences. 6. Know how to appropriately administer assessments according to the established protocols for each assessment. Candidates also understand how to implement appropriate accommodations on assessments for students with disabilities that do not fundamentally alter the nature and/or content of what is being tested, and how to use AAC appropriately for facilitating the participation in the assessment of students with complex communications needs. [5.2/5.4]

TPE 6: Developing as a Professional Educator Elements 1. Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning. 2. Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of students. They exhibit positive dispositions of caring,

TPE 6: Developing as a Professional Educator Elements Exceptional Support Needs Candidates will: 1. Demonstrate the ability to coordinate and collaborate effectively with paraprofessionals and other adults in the classroom. [6.4] 2. Identify and understand conflict resolution techniques that use communication, collaboration, and mediation approaches to address conflicts and disagreements that may arise during the facilitation of an IEP meeting or collaboration with other professionals.

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Universal TPEs (common trunk) Mild to Moderate Support Needs (MMSN) TPEs support, acceptance, and fairness toward all students and families, as well as toward their colleagues. 3. Establish professional learning goals and make progress to improve their practice by routinely engaging in communication and inquiry with colleagues. 4. Demonstrate how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning. 5. Demonstrate professional responsibility for all aspects of student learning and classroom management, including responsibility for the learning outcomes of all students, along with appropriate concerns and policies regarding the privacy, health, and safety of students and families. Beginning teachers conduct themselves with integrity and model ethical conduct for themselves and others. 6. Understand and enact professional roles and responsibilities as mandated reporters and comply with all laws concerning professional responsibilities, professional conduct, and moral fitness, including the responsible use of social media and other digital platforms and tools. 7. Critically analyze how the context, structure, and history of public education in California affects and influences state, district, and school governance as well as state and local education finance.

3. Demonstrate knowledge of historical interactions and contemporary legal, medical, pedagogical, and philosophical models of social responsibility, treatment and education in the lives of individuals with disabilities. [6.7] 4. Demonstrate knowledge of federal, state, and local policies related to specialized health care in educational settings. 5. Demonstrates knowledge of the unique experiences of families of students who are chronically ill, are hospitalized and/or in transition from hospitalization, and/or who have degenerative conditions. 6. Possess the knowledge that the diminishment or loss of previous abilities (learning, social, physical) may have significant, long-term effects on the self-concept and emotional well-being of the student who acquires a traumatic brain injury as well as on their family members, requiring the provision of appropriate supports and services to address these issues.

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Extensive Support Needs Teaching Performance Expectations Comparison Chart This table shows the Universal (General Education) TPEs next to the Extensive Support Needs (Education Specialist) TPEs. Highlighted text is for TPEs that are unique for a Special Education teacher. The italicized numbers located at the end of the Education Specialist TPEs indicate which corresponding Universal TPE is associated with the additional knowledge, skills, and abilities required for a Special Education teacher. Teacher candidates obtaining the ESN credential will be responsible for both the Universal and ESN TPEs. Underneath the dotted line in each domain of the Extensive Support Needs TPEs are the Mild to Moderate Support Needs TPEs, for which Extensive Support Needs candidates are also responsible.

Universal TPEs (common trunk) Extensive Support Needs (ESN) TPEs TPE 1: Engaging and Supporting and Students in Learning Elements 1. Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning. 2. Maintain ongoing communication with students and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress. 3. Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation, and allow students to extend their learning. 4. Use a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design of Learning (UDL) and

TPE 1: Engaging and Supporting and Students in Learning Elements 1. Identify factors associated with successful planning and implementation of appropriate transition options, programs, and life experiences, and demonstrate advocacy skills related to the various transitions experienced by students with extensive support needs, as they move from kindergarten to post-secondary. 2. Demonstrate understanding of mandated considerations for augmentative and alternative communication technology for students with extensive support needs. 3. Identify the unique features of deafblindness and the impact of combined hearing and vision impairments on communications, learning, and accessing environments. This includes the unique learning profiles and individualized instruction appropriate for student who are deafblind.

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Universal TPEs (common trunk) Extensive Support Needs (ESN) TPEs Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment. 5. Promote students' critical and creative thinking and analysis through activities that provide opportunities for inquiry, problem solving, responding to and framing meaningful questions, and reflection. 6. Provide a supportive learning environment for students' first and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English (SDAIE), scaffolding across content areas, and structured English immersion, and demonstrate an understanding of the difference among students whose only instructional need is to acquire Standard English proficiency, students who may have an identified disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard English proficiency and an identified disability. 7. Provide students with opportunities to access the curriculum by incorporating the visual and performing arts, as appropriate to the content and context of learning. 8. Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning.

4. Use strategies to support positive psychosocial development and self-determined behavior of students with extensive support needs. [1.1] 5. In collaboration with families and appropriate related services personnel, use students’ present levels of academic achievement and functional performance from a variety of sources to plan, develop, and adapt/adjust IEPs and ITPs that address the unique learning, sensory and access needs of students with extensive support needs. ------------------------------------------------------------------------------------ 6. Demonstrate the ability to collaboratively develop and implement Individualized Education Programs (IEP), including instructional goals that ensure access to the Common Core State Standards and California Preschool Learning Foundations, as appropriate, that lead to effective inclusion of students with disabilities in the general education core curriculum. 7. Demonstrate understanding of students with complex communication needs (e.g., students with limited verbal ability,) in order to foster access and build comprehension, and develop appropriate language development goals within the IEPs for those students. [1.6] 8. Demonstrate knowledge of students’ language development across disabilities and the life span, including typical and atypical language development, communication skills, social pragmatics, the hierarchy of brain based learning skills (e.g. executive functioning) and vocabulary/semantic development

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Universal TPEs (common trunk) Extensive Support Needs (ESN) TPEs as they relate to the acquisition of academic knowledge and skills. [1.6] 9. Monitor student progress toward learning goals as identified in the academic content standards and the IEP/Individual Transition plan (ITP). [1.4] 10. Demonstrate the ability to develop IEPs/ITPs with students and their families, including goals for independent living, post-secondary education, and careers, with appropriate connections between the school curriculum and life beyond high school. [1.3] 11. Facilitate and support students in assuming increasing responsibility for learning and self-advocacy based on individual needs, with appropriate transitions between academic levels in programs and developing skills related to career, college, independent living and community participation. [1.3]

TPE 2: Creating and Maintaining Effective Environments for Student Learning Elements 1. Promote students' social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers. 2. Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage

TPE 2: Creating and Maintaining Effective Environments for Student Learning Elements 1. Use appropriate and safe techniques, procedures, materials, educational technology, assistive technology, and other adaptive equipment for students with extensive support needs. Facilitate student health and mobility by practicing appropriate and safe techniques for lifting and positioning and instruct/supervise other personnel in such procedures. 2. Utilize information from collaboratively developed individualized health care plans to support a safe environment

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Universal TPEs (common trunk) Extensive Support Needs (ESN) TPEs positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive. 3. Establish, maintain, and monitor inclusive learning environments that are physically, mentally, intellectually, and emotionally healthy and safe to enable all students to learn, and recognize and appropriately address instances of intolerance and harassment among students, such as bullying, racism, and sexism. 4. Know how to access resources to support students, including those who have experienced trauma, homelessness, foster care, incarceration, and/or are medically fragile. 5. Maintain high expectations for learning with appropriate support for the full range of students in the classroom. 6. Establish and maintain clear expectations for positive classroom behavior and for student-to-student and student-to-teacher interactions by communicating classroom routines, procedures, and norms to students and families.

and implement specialized health care regulations and technological procedures required by students with extensive support needs who require medical services not requiring a physician. 3. Demonstrate the skills necessary to develop communication-rich environments that support communication and social engagement within the context of age-appropriate, functional and meaningful activities as related to students with extensive support needs including those who are deafblind. 4. Collaborate with families and appropriate related services personnel to support access to, and optimal learning experiences for, students with extensive support needs in a wide variety of general education and specialized academic instructional settings, included but not limited to the home, natural environments, educational settings in hospitals and treatment centers, and classroom or itinerant instructional delivery and/or consultation in public/nonpublic school programs. ------------------------------------------------------------------------------------- 5. Develop accommodations and modifications specific to students with disabilities to allow access to learning environments, including incorporating instructional and assistive technology, and alternative and augmentative procedures to optimize the learning opportunities and outcomes for all students, and to move them toward effective inclusion in general education settings. [2.2]

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Universal TPEs (common trunk) Extensive Support Needs (ESN) TPEs 6. Demonstrate the ability to support the movement, mobility, sensory and specialized health care needs required for students to participate fully in classrooms, schools and the community. Organize a safe environment for all students that include barrier free space for independent mobility, adequate storage and operation of medical equipment (as appropriate) and other mobility and sensory accommodations. [2.3] 7. Demonstrate the ability to address functional limitations of movement and/or sensation for students with orthopedic impairments who may have a co-existing health impairment and/or intellectual disability but have difficulty accessing their education due to physical limitations. 8. Demonstrate knowledge of the communicative intent of students’ behavior as well as the ability to help students develop positive communication skills and systems to replace negative behavior. [2.1/2.6] 9. Demonstrate the ability to identify if a student’s behavior is a manifestation of his or her disability and to develop positive behavior intervention plans inclusive of the types of interventions and multi-tiered systems of supports that may be needed to address these behavior issues. [2.6] 10. Understand and access in a collaborative manner with other agency professionals the variety of interventions, related services and additional supports, including site-based and community resources and agencies, to provide integrated

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Universal TPEs (common trunk) Extensive Support Needs (ESN) TPEs support for students with behavior, social, emotional, trauma, and/or mental health needs. [2.4] 11. Apply and collaboratively implement supports needed to establish and maintain student success in the least restrictive environment, according to students’ unique needs. 12. Demonstrate the skills required to ensure that interventions and/or instructional environments are appropriate to the student’s chronological age, developmental levels, and disability-specific needs, including community-based instructional environments. [2.5] 13. Implement systems to assess, plan, and provide academic and social skills instruction to support positive behavior in all students, including students who present complex social communication, behavioral and emotional needs. [2.6] 14. Demonstrate the knowledge, skills and abilities to understand and address the needs of the peers and family members of students who have sustained a traumatic brain injury as they transition to school and present with a change in function.

TPE 3: Understanding and Organizing Subject Matter for Student Learning Elements 1. Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks.

TPE 3: Understanding and Organizing Subject Matter for Student Learning Elements 1. Demonstrate a depth of knowledge and skills, including the use of assistive technology, in the teaching of strategies for early literacy skills, reading, writing, math, and science, that

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Universal TPEs (common trunk) Extensive Support Needs (ESN) TPEs 2. Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter, and make accommodations and/or modifications as needed to promote student access to the curriculum. 3. Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline. 4. Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge. 5. Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment. 6. Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students' equitable access to the curriculum.

ultimately enable students with extensive support needs to access the academic core curriculum. [1.6] 2. Identify and utilize curricula and evidence-based instructional strategies that meet the diverse learning characteristics of students with extensive support needs across an array of environments and activities. ------------------------------------------------------------------------------------- 3. Adapt, modify, accommodate and differentiate the instruction of students with identified disabilities in order to develop appropriate goals and accommodations and facilitate access to the Least Restrictive Environment (LRE). [3.5] 4. Demonstrate knowledge of disabilities and their effects on learning, skills development, social-emotional development, mental health, and behavior, and of how to access and use related services and additional supports to organize and support effective instruction. [3.2] 5. Demonstrate comprehensive knowledge of atypical development associated with various disabilities and risk conditions (e.g. orthopedic impairment, autism spectrum disorders, cerebral palsy), as well as resilience and protective factors (e.g. attachment, temperament), and their implications for learning.

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Universal TPEs (common trunk) Extensive Support Needs (ESN) TPEs 7. Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet security. 8. Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized educational technology standards. TPE 4: Planning Instruction and Designing Learning Experiences for All Students Elements 1. Locate and apply information about students' current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes. 2. Understand and apply knowledge of the range and characteristics of typical and atypical child development from birth through adolescence to help inform instructional planning and learning experiences for all students. 3. Design and implement instruction and assessment that reflects the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applicable to the subject area of instruction.

TPE 4: Planning Instruction and Designing Learning Experiences for All Students Elements 1. Identify and utilize behaviorally based teaching strategies in the design and implementation of instruction to effectively serve students with extensive support needs with the understanding that behaviors are communicative and serve a function. 2. Demonstrate understanding of the structure and function of the auditory and visual sensory systems and skills to interpret and contribute to functional hearing and vision assessment findings to guide program development. ------------------------------------------------------------------------------------- 3. Demonstrate the ability to use assistive technology, augmentative and alternative communication (AAC) including low- and high-tech equipment and materials to facilitate communication, curriculum access, and skills development of students with disabilities. [4.4]

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Universal TPEs (common trunk) Extensive Support Needs (ESN) TPEs 4. Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include: • appropriate use of instructional technology, including assistive technology; • applying principles of UDL and MTSS; • use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources for all students, including the full range of English learners; • appropriate modifications for students with disabilities in the general education classroom; • opportunities for students to support each other in learning; and • use of community resources and services as applicable. 5. Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs and assist students with specific learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.) 6. Access resources for planning and instruction, including the expertise of community and school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or networking.

4. Demonstrate the ability to use evidenced-based high leverage practices with a range of student needs, and evaluate a variety of pedagogical approaches to instruction, including instructional sequences, unit and lesson plans, in order to provide students with disabilities equitable access to the content and experiences aligned with the state-adopted core curriculum. [4.3] 5. Demonstrate the ability to create short and long-term goals that are responsive to the unique needs of the student and meet the grade level requirements of the core curriculum, and which are systematically adjusted as needed to promote maximum learning and academic achievement within inclusive environments. [4.1] 6. Demonstrate knowledge of core challenges associated with the neurology of open or closed head injuries resulting in impairments and adjust teaching strategies based upon the unique profile of students who present with physical/medical access issues or who retain a general fund of knowledge, but demonstrate difficulty acquiring and retaining new information due to poor memory processing, as well as neuro behavioral issues. 7. Coordinate, collaborate, co-teach and communicate effectively with other service providers, including paraprofessionals, general education teachers, parents, students, and community agencies for instructional planning and planning for successful student transitions. [4.6]

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Universal TPEs (common trunk) Extensive Support Needs (ESN) TPEs 7. Plan instruction that promotes a range of communication strategies and activity modes between teacher and student and among students that encourage student participation in learning. 8. Use digital tools and learning technologies across learning environments as appropriate to create new content and provide personalized and integrated technology-rich lessons engage students in learning, promote digital literacy, and offer students multiple means to demonstrate their learning.

8. Use person-centered/family centered planning processes, and strengths-based, functional/ecological assessments across classroom and non-classroom contexts that lead to students’ meaningful participation in core, standards-based curriculum, life skills curriculum, and/or wellness curriculum, and that support progress toward IEP goals and objectives. [4.5]

TPE 5: Assessing Student Learning Elements 1. Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design and administer classroom assessments, including use of scoring rubrics. 2. Collect and analyze assessment data from multiple measures and sources to plan and modify instruction and document students' learning over time. 3. Involve all students in self-assessment and reflection on their learning goals and progress and provide students with opportunities to revise or reframe their work based on assessment feedback. 4. Use technology as appropriate to support assessment administration, conduct data analysis, and communicate learning outcomes to students and families.

TPE 5: Assessing Student Learning Element 1. Utilize person-centered/family centered planning processes, self-determination, strengths-based, functional/ecological, and observational assessment data from multiple sources to develop effective evidence-based instructional supports and strategies for students with extensive support needs. ------------------------------------------------------------------------------------- 2. Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments used to determine special education eligibility, progress monitoring, and decision making regarding eligibility, placement in LRE, and services. Candidates also apply knowledge of when and how to use assessment sources that integrate alternative statewide assessments, formative assessments, and formal/informal assessment results as appropriate, based on students’ needs. [5.1/5.2] 3. Each candidate utilizes assessment data to: 1) identify effective intervention and support techniques, 2) develop

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Universal TPEs (common trunk) Extensive Support Needs (ESN) TPEs 5. Use assessment information in a timely manner to assist students and families in understanding student progress in meeting learning goals. 6. Work with specialists to interpret assessment results from formative and summative assessments to distinguish between students whose first language is English, English learners, Standard English learners, and students with language or other disabilities. 7. Interpret English learners' assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction. 8. Use assessment data, including information from students' IEP, IFSP, ITP, and 504 plans, to establish learning goals and to plan, differentiate, make accommodations and/or modify instruction.

needed augmentative and alternative systems, 3) implement instruction of communication and social skills, 4) create and facilitate opportunities for interaction; 5) develop communication methods to demonstrate student academic knowledge; and 6) address the unique learning, sensory and access needs of students with physical/orthopedic disabilities, other health impairments, and multiple disabilities. 4. Demonstrate knowledge of special education law, including the administration and documentation of assessments and how to hold IEP meetings according to the guidelines established by law. 5. Demonstrate knowledge of requirements for appropriate assessment and identification of students whose cultural, ethnic, gender, or linguistic differences may be misunderstood or misidentified as manifestations of a disability. [5.6] 6. Demonstrate knowledge of second language development and the distinction between language disorders, disabilities, and language differences. 7. Know how to appropriately administer assessments according to the established protocols for each assessment. Candidates also understand how to implement appropriate accommodations on assessments for students with disabilities that do not fundamentally alter the nature and/or content of what is being tested, and how to use AAC appropriately for facilitating the participation in the assessment of students with complex communications needs. [5.2/5.4]

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Universal TPEs (common trunk) Extensive Support Needs (ESN) TPEs

TPE 6: Developing as a Professional Educator Elements 1. Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning. 2. Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of students. They exhibit positive dispositions of caring, support, acceptance, and fairness toward all students and families, as well as toward their colleagues. 3. Establish professional learning goals and make progress to improve their practice by routinely engaging in communication and inquiry with colleagues. 4. Demonstrate how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning. 5. Demonstrate professional responsibility for all aspects of student learning and classroom management, including responsibility for the learning outcomes of all students, along

TPE 6: Developing as a Professional Educator Elements 1. Create supportive partnerships with parents, families, teachers and employers to provide instructional, behavioral, social, communication, sensory, and pragmatically appropriate supports to students with extensive support needs. ------------------------------------------------------------------------------------- 2. Demonstrate the ability to coordinate and collaborate effectively with paraprofessionals and other adults in the classroom. [6.4] 3. Identify and understand conflict resolution techniques that use communication, collaboration, and mediation approaches to address conflicts and disagreements that may arise during the facilitation of an IEP meeting or collaboration with other professionals. 4. Demonstrate knowledge of historical interactions and contemporary legal, medical, pedagogical, and philosophical models of social responsibility, treatment and education in the lives of individuals with disabilities. [6.7] 5. Demonstrate knowledge of federal, state, and local policies related to specialized health care in educational settings.

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Universal TPEs (common trunk) Extensive Support Needs (ESN) TPEs with appropriate concerns and policies regarding the privacy, health, and safety of students and families. Beginning teachers conduct themselves with integrity and model ethical conduct for themselves and others. 6. Understand and enact professional roles and responsibilities as mandated reporters and comply with all laws concerning professional responsibilities, professional conduct, and moral fitness, including the responsible use of social media and other digital platforms and tools. 7. Critically analyze how the context, structure, and history of public education in California affects and influences state, district, and school governance as well as state and local education finance.

6. Demonstrates knowledge of the unique experiences of families of students who are chronically ill, are hospitalized and/or in transition from hospitalization, and/or who have degenerative conditions. 7. Possess the knowledge that the diminishment or loss of previous abilities (learning, social, physical) may have significant, long-term effects on the self-concept and emotional well-being of the student who acquires a traumatic brain injury as well as on their family members, requiring the provision of appropriate supports and services to address these issues.

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Assembly Budget Subcommittee No. 2 On Education Finance

Hon. Kevin McCarty, Chair

P R E S E N T E D T O :

L E G I S L A T I V E A N A L Y S T ’ S O F F I C E

Proposal for Special Education Teaching Performance Assessment

M A Y 7 , 2 0 1 9

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L E G I S L AT I V E A N A LY S T ’ S O F F I C E 1

Background on Teaching Performance Assessment (TPA)

State Law Requires General Education Teachers to Pass a TPA Before Receiving Their Teaching Credential

� The TPA is a portfolio-based assessment that requires prospective teachers to complete tasks to demonstrate the knowledge and skills expected of beginning teachers. Tasks include preparing lesson plans, assessing student learning, and reflecting on past instruction. Prospective teachers submit their portfolio of written and video-recorded work to an independent assessor for scoring.

� The Legislature’s intent was to improve teacher preparation by establishing consistency in teaching assessments across preparation programs.

� The Commission on Teacher Credentialing (CTC) oversees the scoring and administration of the TPA for general education teachers.

Special Education Teachers Are Not Statutorily Required to Pass a TPA

� Statute gives CTC broad discretion to determine the assessment requirements for special education teachers.

� The CTC does not currently require a TPA for special education teachers but has indicated an interest in implementing such a requirement.

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L E G I S L AT I V E A N A LY S T ’ S O F F I C E 2

Governor’s Proposal

Governor’s Budget Provides $1.2 Million to Develop a TPA for Special Education

� Funding is one time from the Test Development and Administration Account (TDAA)—a special fund that collects revenues from teacher assessment fees.

� The CTC estimates a total cost of $2 million and intends to request the remaining $800,000 over the following two years.

CTC Plans to Fully Implement the Special Education TPA in Four Years

� In 2019-20, CTC would contract with a test developer to begin developing the assessment.

� In 2020-21 and 2021-22, CTC would conduct field tests.

� Beginning in 2022-23, new special education teachers would be required to pass the TPA to obtain their teaching credential.

Test Taker Fees Would Cover Ongoing Cost of Administering TPA

� The CTC intends for the special education TPA fee to be comparable to the existing TPA fee, which is currently $300 per test taker.

Budget Also Provides One New Position to Support Special Education TPA

� The Governor proposes to provide $136,000 ongoing (TDAA) for one new full-time position to support the development of the special education TPA.

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Assessment—Strengths of Proposal

Proposal Could Help Better Prepare New Teachers to Enter the Classroom

� A special education TPA would assess the knowledge and skills that special education teachers should have to provide instruction to students with special needs, such as managing cases, preparing individualized education programs, and preparing to work with different student needs.

� We found three academic studies generally concluding that teacher performance on the TPA was associated with improvements in student academic outcomes.

Proposal Could Improve Quality of Teacher Preparation Programs

� The CTC intends to incorporate results from the special education TPA when deciding whether to approve teacher preparation programs. This information will also help CTC identify the relative strengths and weaknesses of each program.

� Program administrators we interviewed thought the TPA could improve the rigor of special education teacher preparation.

Project Cost and Fund Source Seem Reasonable

� The CTC’s estimated development cost of $2 million assumes some savings from repurposing some components of the TPA for general education teachers.

� The proposed special education TPA draws from funds specifically intended for test development (the TDAA). The balance in the TDAA has been growing in recent years and is likely able to support the initial development cost and the ongoing cost for the one new position.

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Assessment—Potential Downsides

The TPA Is Time Intensive

� Some general education teachers we spoke to were concerned that the time spent completing the assessment seemed high relative to its value as a preparation tool.

Potential Impact of Special Education TPA on Teacher Supply Is Unclear

� School districts face persistent challenges finding special education teachers. (Approximately one-third of the new special education teaching licenses issued each year consist of temporary licenses issued to individuals who do not meet all credential requirements.)

� A new TPA requirement would add work and cost to the special education teacher preparation process. We are uncertain whether the new requirement would have a notable effect on the number of teachers interested in becoming special education teachers.

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Recommendations

Adopt the Governor’s Proposals to Fund Development of Special Education TPA and Add One CTC Position

� The proposals could help improve teacher preparation and would bring special education requirements in line with those for general education.

Require CTC to Assess How Proposal Affects Teacher Supply

� Require CTC to collect additional data during the pilot phase of the assessment, including (1) how the TPA is affecting interest in special education teacher preparation programs, (2) how much time prospective teachers take to complete the TPA tasks and how it affects their overall program workload, and (3) what prospective teachers consider the added value of the TPA to their teaching preparation.

� Require CTC to report this information to the Legislature by January 2022 (before the new TPA requirement would be in effect).

� Use the information to evaluate how the new TPA requirement may affect interest, workload, and completion rates in special education teacher preparation programs.

If Interested in Learning More About Impact of the TPA on Student Outcomes, Consider Funding an Independent Evaluation

� Given the limited existing research, the Legislature could consider funding a study examining whether the TPA achieves the goal of improving teacher preparation and student outcomes.

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NPS/A Committee News May 2019

State SELPA Association

LEA Responsibility

Behavior Intervention Practices

Concerns have been raised that the Local Education Agency does not exhibit the level of ownership and responsibility required after placing a student in a Non-Public School (NPS). The NPS/A Committee recommends that you encourage your districts to develop a monitoring plan that includes visits, separate and apart from the IEP, to observe instruction, curriculum, and behavioral intervention practices.

Ultimately, the LEA is responsible for instruction, oversight of program, compliance, and progress of each student placed at a NPS.

It may also benefit the LEA if the SELPA and/or LEA send representation to the NPS during the CDE Onsite Reviews. During this review, a tour of the facility and observation of instruction occurs. Additionally, IEPs, Master Contracts, and ISAs are reviewed. Your presence and input is very

beneficial and may reduce the number of required corrective actions as you can provide further clarification during the process.

The NPS/A Committee will be working toward providing examples of monitoring tools to assist you in this process.

You may wish to collaborate with neighboring Districts and/or SELPAs to assist with a monitoring schedule.

There is heightened focus on behavior intervention practices at the NPS. When monitoring a NPS, look for signs of behavior intervention implementation. This includes time out rooms, mental health staff and/or behavioral staff working with students, posted models or programs of behavior intervention, individual student behavior intervention plans, point sheets, and data.

Ask the NPS how many Behavior Emergency Reports (BER) are filled out and submitted each year, month, or week. Review BERs that apply to your students. Obtain documentation of staff certification in crisis intervention training.

When concerns arise, review this with the NPS and if needed, the CDE.

Currently, there is some confusion on when a BER should be completed. The

NPS/A Committee is collaborating with others to obtain clarification.

Current News:

Currently, Non-Public Schools and Agencies are a hot topic across the State. Each day, something new pops up. In order to support an organized and systematic way of communication, we created this newsletter. We are considering delivery approximately twice per year, should the need continue. We would appreciate your feedback.

Your NPS/A Committee: Andrew Ownby aownby@solanocoe.net Dina Parker dinaparker@ccusd.org Rae Lynn Nelson Raelynn.nelson@svusd.org Liz Smith lsmith@sloselpa.org

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Residential Treatment Centers

Several things have come to light after recent onsite reviews. Please share the following information with your LEA in order to increase compliance.

Reporting of Out-of-State Nonpublic, Nonsectarian School and Agency Placement (CDE 15 Day Notification Form)

This form is required to be submitted within 15 days of the placement decision to place a student at an out-of-state RTC. The NPS/A Committee recommend that staff follow up with the CDE to confirm their receipt of this form. This form is to be submitted for each placement, even if for the same student.

In box #4, you must list a date of anticipated return to a CA placement, even if the date may not come to fruition. At a minimum, use the due date of the next IEP.

In box #7, you must list the efforts made to obtain an in-state placement. If appropriate, list the facilities who denied placement. Other example statements are listed below.

“The LEA searched for a CA placement for this student prior to placement out-of-state and was denied enrollment.”

“Current CA placement options have been reviewed and the student’s needs can only be met at an out-of-state NPS.”

It is also recommended that the LEA and NPS/RTC have a copy of this form.

The Educational Settings Page of the IEP or Other Applicable Location

Each IEP has a location for “Activities to Support Transition”. If the IEP team is considering a return to a lesser restrictive environment, this section should be completed. Student visits home, pre-planning meetings, counseling sessions to specifically address transition, parent and/or student visits to proposed placements, are all examples of activities that may be applicable.

It is our understanding that if the IEP team is not contemplating a return to a lesser restrictive environment prior to the next scheduled IEP, this section is not a required component of the IEP.

Course of Study

Several LEAs have received corrective actions related to the course of study included on the transition pages of the IEP. The IEP notes: “A multi-year description of student’s coursework from current year to anticipated exit year, in order to enable the student to meet their post secondary goal.” IEP teams should specifically document which courses the student is required to take from the date of the IEP until graduation, how many credits are still required, and if there are any specific plans/strategies needed in order to meet this course of study. Including a transcript or just listing the credits needed is not sufficient.

Individual Services Agreement (ISA)

The ISA is a required component when contracting with any NPS. Generally speaking, RTC’s charge a 3-part rate to include Basic Education, Mental Health, and Room and Board. This becomes an issue when completing the ISA as the counseling services on the IEP are specific. Services on the ISA must match services listed on the student’s IEP; however, an LEA may note INC. (included) or something similar to note the rate. In other words, the services need to be specific but the rate can still be listed as “daily” or “monthly” etc.

Documenting LRE in the IEP

It is highly recommended that the IEP team document its efforts to return the student to a lesser restrictive environment which could be included in the Notes Page of the IEP. Sample language is provided below:

“The IEP team has exhausted in-state options for placement. The IEP team continues to discuss the student’s return to a lesser restrictive environment. The current anticipated date of return is [insert date].”

The LEA must document

LRE on both the CDE 15

Day Notification Form and

the IEP.

Remember, an RTC is an

NPS. All information

reviewed for an NPS

applies to an RTC.

Examples of monitoring

tools for NPS, including

RTC, are coming soon!

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AB 1808 Guidance Background Assembly Bill 1808, signed June 27, 2018, amended education code 52062(a)(5) to include:

consultation with special education local plan area (SELPA) administrator or administrators prior to consideration of the LCAP by the local board effective for the 2019 LCAP submission to determine that actions for students with special needs are included in the LCAP and are consistent with the annual assurances for support plan.

The bill also requires the SELPA planning process to align with the LCAP process for LEAs, which includes:

• An Annual Assurances Support Plan be added to all Local Plans and written in language understandable to the public. The Annual Assurances Support Plan shall include: 1. A description of how the governing board of the special education local plan area has

determined that the special education local plan area will support participating agencies in achieving the goals, actions, and services identified in their LCAPs.

2. A description of how the governing board of the special education local plan area has determined that the special education local plan area will connect its participating agencies in need of technical assistance to the statewide system of support.

3. A brief description of the services, technical assistance, and support the governing board of the special education local plan area has determined that it will provide in meeting the requirements under paragraphs (1) to (21), inclusive, of subdivision (a) of Section 56205.

• The CDE adopt an Annual Assurances Support Plan template by 3/1/2019. • A template for SELPA local plans be developed and review the local plan every three years.

Issue

• The California Department of Education has not provided any formal guidance on how SELPAs and LEAs should implement the above provisions of California Education Code.

• CDE has not yet adopted an Annual Assurances Support Plan template. Recommendation

• To meet the requirements of CEC 52062(a)(5), the SELPA recommends that LEAs include language around participation in SELPA collaboration and learning activities that may include, but are not limited to:

• Performance Indicator Review (PIR) Process • Disproportionality technical assistance • Program/technical support by the program specialist and other SELPA team members • Participation in SELPA Professional learning offerings

(See SELPA PL Catalog https://charterselpa.org/professional-learning-catalog/) Without a CDE-approved Annual Assurances Support Plan template, the SELPA is unable to meet the additional requirements of CEC 52062(a)(5) but will make additional recommendations on how to fully implement once a template has been adopted.

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From: bounce-1613813-6135320@mlist.cde.ca.gov <bounce-1613813-6135320@mlist.cde.ca.gov> On Behalf Of SPECEDINFOSHARE Sent: Monday, May 6, 2019 1:48 PM Subject: Individuals with Disabilities Education Act Implementation Study 2019

Date: May 6, 2019

Subject: Information Sharing from the State Director of Special Education

The United States Department of Education (USDOE) plans to conduct several surveys this fall to gain a better understanding of how the Individuals with Disabilities Education Act (IDEA) is being implemented across the country. The data collection for the IDEA State and Local Implementation Study 2019 will examine how states, districts, and schools are identifying and supporting students with disabilities. The study is one component of a Congressionally-mandated National Assessment of IDEA. Currently, interested parties are invited to comment on the proposed information collection on or before June 14, 2019. The notice published in the federal register by the USDOE and instructions for submitting comments is available for review on the Federal Register website at https://www.federalregister.gov/documents/2019/04/15/2019-07424/agency-information-collection-activities-comment-request-individuals-with-disabilities-education-act.

For specific questions related to collection activities, please contact Erica Johnson, 202-245-7676.

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www.CharterSELPA.org 6767 Green Valley Road, Placerville, CA 95667 | (530) 295-2462

Statewide Assessments Updates It is important to ensure that the Special Education Program records (Education Program 144) are updated in CALPADS prior to beginning any testing for the Smarter Balanced assessments. Once a student begins testing, even if an LEA goes into CALPADS and submits a special education program record for a student, the student will not be identified as special education in the Test Operations Management System (TOMS) because this status is "frozen" once testing has started. A best practice is to make sure that all of these program records are submitted prior to the start of the testing window.

Schools and local educational agencies (LEAs) must meet the 95 percent participation rate for both English language arts/literacy (ELA) and mathematics. For students to be considered as participating, they must, at a minimum, log on to both the computer adaptive test and the performance task in the same content area. All students enrolled on the first day of testing, or any student transferring into a school after the first day of testing but before the end of the testing window, will be included in the participation rate denominator. CAASPP LEA coordinators or CAASPP test site coordinators have the option of setting one of two condition codes in the Test Operations Management System (TOMS):

• NTE (Not Tested Medical Emergency)—The student’s nonparticipation will not impact the participation rate. For accountability purposes, the student will be removed from the participation rate denominator.

• PGE (Parent Guardian Exemption)—The student’s nonparticipation will impact the participation rate. For accountability purpose, the student will not be removed from the participation rate denominator.

For more information on the Test Operations Management System (TOMS) and condition codes use this link:

http://www.caaspp.org/rsc/pdfs/CAASPP.TOMS-pre-admin-guide.2018-19.Chapter-7.pdf

CAASPP Condition Codes and Participation Rates

Special Education Program records CALPADS

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English Language Proficiency Assessment of California (ELPAC)

The new video “ELPAC Accessibility Resources” demonstrates how the CDE supports accessibility resources (i.e., universal tools, designated supports, and accommodations) for the ELPAC. A useful resource for anyone interested in learning about how to match student needs to the appropriate resources, this video is especially helpful for teachers and parents/guardians.

Please be sure to view this video, approximately 19 minutes in length, to learn more about the process for identifying the appropriate resources to assist students in fully accessing the ELPAC.

Videolink: https://www.cde.ca.gov/ta/tg/ep/elpacaccessibility.asp

ELPAC Accessibility Resources Video

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1430 N Street, Sacramento, CA 95814

916-445-4602 Voice

721 Capitol Mall, Sacramento, CA 95814 800-952-5544 Voice | 916-558-5806 Fax | 916-558-5807 TTY

April 24, 2019

The California Department of Education (CDE) and Department of Rehabilitation (DOR) are reaching out to share resources to support the development of strong local collaborations between local educational agencies (LEAs) and DOR districts.

We last wrote to you in September 2018 to encourage local discussions and local coordination of DOR Student Services and transition services. Since that time, the CDE/DOR Interagency Agreement was signed, including Appendix A, which reiterates topics in the Interagency Agreement to be explored locally. Several LEAs and DOR districts have also chosen to initiate a local Memorandum of Understanding (MOU), and through this process, we have identified a need to clarify the types of questions that may facilitate meaningful discussions and optional MOU development.

We are pleased to share the attached DOR/CDE Interagency Agreement and Appendix A, as well as three newly developed resources: the Collaboration Worksheet, DOR School Contact List, and a DOR Student Services flyer. In particular, our departments created the Collaboration Worksheet to complement Appendix A from the Interagency Agreement. It aims to support the development of strategies that will work best in your LEA/DOR district. Topics include but are not limited to referral to DOR Student Services, student access, and other key processes - understanding that different areas will have different resources and needs.

Our Departments recognize and honor the work that is already being done on the local level to ensure that students with disabilities have access to and benefit from coordinated transition services, including DOR Student Services. By working together, LEAs and DOR districts can maximize the impact of their respective resources and better support the students we mutually serve as they transition into successful, independent adults.

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Kristin Wright Joe Xavier April 24, 2019 Page 2

Making a Difference Together,

Kristin Wright, Director Joe Xavier, Director Special Education Division Department of Rehabilitation California Department of Education

Attachments:

• 2018 State Interagency Agreement between California Department of Education and California Department of Rehabilitation (also available on the DOR website at www.dor.ca.gov/home/studentservices)

• Appendix A, Local Interagency Agreement: Transition Planning and Student Services for Secondary Students with Disabilities

• Collaboration Worksheet

• DOR School Contact List

• DOR Student Services Flyer

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1

Appendix A - Template

[Insert DOR District Office] and

[Insert Local Educational Agency] Local Interagency Agreement

Transition Planning and Student Services for Secondary

Students with Disabilities

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2

Table of Contents INTRODUCTION ............................................................................................................. 3 PURPOSE ....................................................................................................................... 3 DEFINITIONS ................................................................................................................. 3 CONSULTATION AND TECHNICAL ASSISTANCE ....................................................... 3 TRANSITION AND DOR STUDENT SERVICES PLANNING ......................................... 4 OUTREACH .................................................................................................................... 4 COORDINATION AND REFERRALS ............................................................................. 5

A. Coordination of DOR Student Services ................................................................. 6 1. Accessing Students on Campus ........................................................................ 7

B. Coordination of Vocational Rehabilitation Services ............................................... 7 C. Coordination of Section 511 Documentation Requirements - Students with Disabilities Seeking Subminimum Wage Employment ................................................. 9

FINANCIAL RESPONSIBILITIES .................................................................................. 10 Criteria for Determining Lead Agency for Financial Responsibilities: ......................... 11

STUDENTS WITH DISABILITIES WHO ARE NOT SERVED BY SPECIAL EDUCATION ...................................................................................................................................... 12

A. Determination of Eligibility for DOR Vocational Rehabilitation Services .............. 12 B. Joint Sharing and Use of Evaluations and Assessments..................................... 12 C. Collaborative Transition Planning of Individualized Programs ............................. 12

CONFIDENTIALITY ...................................................................................................... 13 DUE PROCESS REQUIREMENTS .............................................................................. 13 CONTACTS .................................................................................................................. 13

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INTRODUCTION The Individuals with Disabilities Education Act (IDEA) and the Rehabilitation Act of 1973, as amended by the Workforce Innovation and Opportunity Act (WIOA), require the California Department of Education (CDE) and the California Department of Rehabilitation (DOR) to plan and coordinate transition services and DOR Student Services for students with disabilities through a formal interagency agreement (IA). This local template is an appendix of the state-level formal IA and is established to define the policies and/or procedures local educational agencies (LEAs) and DOR districts will use to create a coordinated system of educational and VR services at the local level for students with disabilities to facilitate a smooth transition from secondary education to post-secondary employment-related activities and competitive integrated employment. PURPOSE LEAs and DOR districts share responsibility to prepare students with disabilities for successful competitive integrated employment. LEAs and DOR districts will utilize this IA local template to help facilitate the integration and coordination of transition services and DOR Student Services for students with disabilities who are enrolled in secondary education and are eligible, or potentially eligible, to receive vocational rehabilitation (VR) services. Specifically, the intent of this agreement is to:

• Define the responsibilities of LEAs and DOR districts. • Provide for efficient and effective utilization of resources. • Minimize duplication. • Provide a foundation for continuous, effective working relationships between

LEAs and DOR districts. DEFINITIONS Refer to the CDE and DOR State IA for definitions. CONSULTATION AND TECHNICAL ASSISTANCE The DOR will provide consultation and technical assistance to LEA staff in planning for the transition of students with disabilities from school to post-school activities, including VR services. Consultation and technical assistance will be provided by DOR district staff and will occur formally and informally throughout the school year. Areas of consultation and technical assistance may include information related to:

• Processes for outreach. • VR eligibility. • Scope of VR services, including Individualized Plan for Employment (IPE)

services, such as individualized transition services. • DOR Student Services. • Referrals.

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TRANSITION AND DOR STUDENT SERVICES PLANNING The LEA and DOR will use a collaborative team process to develop the transition services section of the Individualized Education Program (IEP) and the IPE for the transitioning student. This will assist in the coordination of goals, objectives, services and timeframes. This process should include the involvement of the student/consumer, family, and representatives of education, DOR, and other service providers, as appropriate. LEAs are encouraged to invite DOR staff to IEP meetings and other team meetings so the DOR can provide information, technical assistance, and information/referral as needed for eligible or potentially eligible students with disabilities. DOR staff will attend IEP meetings, when invited as resources allow, to actively participate in the planning and development of DOR Student Services and transition services for the individual student. The development of the transition services section of the IEP and the IPE will include the provision to share documents, provided appropriate signature authorizations have been given for the release of information. This will provide and ensure current information is available and included in the decision-making process for each agency whenever the IEP or the IPE is changed and/or when a collaborative process cannot be used. Both the IEP and the IPE shall include, if appropriate, a statement of interagency responsibilities detailing how services shall be provided, including transitions services and DOR Student Services (20 USC Section 1414(d)(1)(A)(i)(VII)); The Rehabilitation Act, Section 113, 101(a)(11)(D)). The IPE for a student with a disability must be coordinated with the IEP or 504 services, as applicable, for that individual in terms of the goals, objectives, and services identified in the education program (34 CFR 361.46(d)). OUTREACH To enhance outreach and identification of students with disabilities that need DOR Student Services and transition services by education and VR and in recognition that each DOR district and LEAs may have unique operational and staffing characteristics, local agencies will work together to develop policies and/or procedures to ensure access to these services. The DOR District Administrators and local education administrators will strategize outreach procedures to:

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• Secondary students receiving special education services in state special schools, county offices of education, SELPAs, and LEAs.

• Secondary students with disabilities who are not receiving special education services (e.g., students served under Section 504).

• Secondary students with disabilities enrolled in court or community schools. • Secondary students receiving special education services that are enrolled in

certified, nonpublic schools. • Secondary students served under a third party agreement (e.g., Transition

Partnership Program, WorkAbility II). • Adult, incarcerated, secondary students receiving special education services.

Outreach procedures to students will include sharing information on the VR program, eligibility requirements, application procedures, and the scope of services that may be provided to eligible individuals. COORDINATION AND REFERRALS Each local administrator, or designee, will be responsible for the coordination of transition-related activities both within his or her own agency and with other agencies. LEAs and DOR districts may utilize the following resources to assist in the identification of local coordination activities:

a. School Contact List The DOR may use the school contact list to build local and state level interagency relationships with personnel who serve secondary students with disabilities for the provision of DOR services, including DOR Student Services to eligible and potentially eligible students. Annually, each DOR school liaison will be responsible for reviewing this interagency agreement with designated LEA staff (i.e., SELPA Director, Superintendent, Special Education Director, and Transition Specialist). b. Memorandums of Understanding (MOUs) The DOR and LEAs may develop MOUs to facilitate and coordinate DOR Student Services and transition services for secondary students with disabilities.

c. Local Partnership Agreements The DOR and LEAs may use Local Partnership Agreements to coordinate DOR Student Services and transition services for secondary students with intellectual disabilities and developmental disabilities.

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A. Coordination of DOR Student Services In collaboration with LEAs, the DOR districts will provide or arrange for the provision of any or all of the following five DOR Student Services required activities to students with documented disabilities (ages 16 through 21) as defined under §361.5(c)(51), based on individual need. DOR Student Services required activities:

1. Instruction in self-advocacy and peer mentoring. 2. Work based learning experiences. 3. Counseling on opportunities for enrollment in comprehensive transition or

postsecondary educational programs at institutions of higher education. 4. Workplace readiness training. 5. Job exploration counseling

DOR Student Services can be delivered in a variety of ways to best meet the needs of the individual. Any service DOR provides will be to students identified by the school of record or to an individual known as a person with a disability to the VR counselor. These may include but are not limited to:

• DOR counselors providing said services either individually or in groups at no cost

to the CDE or LEA. • DOR will work with approved vendors to deliver DOR Student Services

individually or in groups. • DOR may utilize web-based delivery systems to provide the DOR Student

Services, as they become available. • DOR may utilize teleconferencing for meetings with students, teachers, parents

or LEA personnel for discussion about possible DOR Student Services for the student as they become available.

• DOR will work closely with each LEA to ensure provision of DOR Student Services, delivered either directly by DOR, through a provider, or the LEA.

Individual teachers/LEA staff are encouraged to coordinate referrals to DOR after obtaining parental consent, when applicable, utilizing accepted forms to request DOR Student Services for identified students. The LEA will provide DOR the required documentation for each student prior to DOR providing any DOR Student Service, either through a provider or through DOR staff. When possible, LEAs may provide physical space on the high school campus to conduct the DOR Student Services activities. To avoid duplication in services; DOR staff will be familiar with IDEA mandated transition services comparable to DOR Student Services offered by the LEAs in their area.

When a student served by special education is referred to the DOR for DOR Student Services, the DOR counselor will request the information listed below from the appropriate education personnel. If available in the student’s education record and with

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the appropriate documentation for the release of student information, the LEA agrees to release the following student information:

• Unique identifier. • Date of birth. • Race. • Ethnicity. • Disability description and documentation. • Written consent for the student to participate in DOR Student Services activities.

1. Accessing Students on Campus

On-campus coordination of DOR Student Services at the local level will require coordination between DOR districts and LEAs to determine how and when staff may access students to provide DOR Student Services. If such services are provided on campus, DOR districts will work with LEAs to access students with disabilities in need of such services and will follow LEA guidelines appropriately, including guidelines related to fingerprints and background checks consistent with LEA policy. While such services are not intended to take away from required academic coursework, LEAs may determine that DOR Student Services may be provided by VR staff as a designated class for credit, during elective periods, during summer, or through other arrangements.

B. Coordination of Vocational Rehabilitation Services

Local agencies will work together to develop the following policies and/or procedures to ensure a seamless referral process for students who may need DOR services.

• The DOR District Administrators and LEA administrators are encouraged to

identify procedures for student referrals to DOR which address the following: o Secondary students receiving special education services in state special

schools, county offices of education, SELPAs, and LEAs. o Secondary students with disabilities who are not receiving special

education services (e.g., students served under Section 504). o Secondary students with disabilities enrolled in court or community

schools. o Secondary students receiving special education services that are enrolled

in certified, nonpublic schools. o Secondary students served under a third party agreement (e.g. Transition

Partnership Program, WorkAbility II). o Secondary students receiving special education services while

incarcerated in adult county jails.

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• Identify procedures for the release of student information and designate the specific individual(s) including position, school/district, address, and telephone number who will be responsible to respond to requests for student information from DOR.

• Establish operational procedures to manage student referrals under the following conditions:

o When DOR is implementing an Order of Selection, including a process for joint referral to other employment and training providers.

o When DOR is not implementing an Order of Selection. • Establish guidelines related to written consent. • The written consent of a student’s family, legal guardian or conservator, or that of

the student if he/she is of age of majority, or an emancipated minor, must be given before an education official can make a referral and share student records with another agency.

• When a student is referred to VR by sources other than the school, the VR counselor will notify the appropriate education personnel of the referral, contingent upon the appropriate authorization for the release of information.

• In all cases, referral by school personnel or another source does not preclude self-referral by the student or referral by family, guardians, or other interested parties.

• Determination of eligibility for DOR services and joint sharing and use of evaluation and assessments (The Rehabilitation Act, Section 102(a)(4)).

When a student served by special education is referred to the DOR for VR services, the DOR counselor will receive the information listed below from the appropriate education personnel. If available in the student’s file and with the appropriate documentation for the release of student information, the LEA agrees to release the following student information:

• Current IEP. • Results of individual assessments, including other assessments, such as the

most current medical, social psychological, speech and language assessments, psychological or psychiatric.

• Career aptitude and interest assessments, if available. • Language proficiency assessment. • Student health screening records. • Most recent evaluations.

To the maximum extent appropriate, additional information from other sources, including the consumer and their family, shall be used by DOR to determine the vocational goal and develop the IPE (The Rehabilitation Act, Section 102(a)(4)(A)). The DOR shall

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authorize additional assessments to be performed only after existing information has been reviewed and deemed insufficient by the DOR counselor (The Rehabilitation Act, Section 7(2)(B)).

After the appropriate release by the transitioning student or family, as required, DOR will transmit the following information to the LEA transition staff contact:

• Determination of eligibility. • Priority category information (level of severity of disability, significance scale

score, and application date). • As appropriate, a copy of the IPE.

C. Coordination of Section 511 Documentation Requirements – Students with Disabilities Seeking Subminimum Wage Employment

Under the section 511 of the Rehabilitation Act, as described in Section 14(c) of the Fair Labor Standards Act of 1938, businesses referred to as “employers” are prohibited from employing any individual with disabilities who is 24 years of age or younger at subminimum wage, unless the individual has received documentation from DOR upon completion of all the following activities:

• DOR Student Services or transition services under the IDEA, and • Applied for VR services, and • The individual was determined ineligible for VR services, or • The individual was determined eligible for VR services, had an approved IPE,

and the individual was unable to achieve an employment outcome in CIE after a reasonable period of time, and his/her case was closed, and career counseling and information and referral services to federal and state programs to help the individual discover, experience and attain CIE was provided and the counseling and information was not for employment at subminimum wage.

To document the completion of the activities described above, the following documentation is required (34 CFR 397.10(a)(1)):

• Youth’s name. • Determination made, including a summary of reason for the determination or a

description of the activity or service completed. • Name of individual making the determination or the provider of the

service/activity. • Date determination was made or the required service or activity completed. • Applicable signatures and dates by the DOR or LEA making determination or

completion of the required services or activity.

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• Signature of the DOR personnel transmitting documentation to the youth with a disability.

• Date and method (e.g., hand-delivered, faxed, mailed, emailed, etc.) by which the document was transmitted to the youth.

When a youth with a disability is known to be seeking subminimum wage, the LEA personnel must provide the DOR with documentation that the youth has received transition services under the IDEA (20 U.S.C. 1400 et seq.), such as transition services available to the individual under section 614(d) of that Act (20 U.S.C. 1414(d)). The documentation must be provided to the DOR in a manner that complies with confidentiality requirements of the Family Education Rights and Privacy Act (20 U.S.C. 1232g(b) and 34 CFR 99.30 and 99.31) and IDEA U.S.C. 1417(c) and 34 CFR 300.622).

The LEA personnel must transmit the required documentation to the DOR as soon as possible upon the completion of each of the required actions, but no later than 30 calendar days after the completion of the required activity or service; or 60 calendar days, if additional time is necessary due to extenuating circumstances. (34 CFR 397.30(c)) The DOR must provide the documentation to the youth within 45 days after completion of the required activity or service, or 90 calendar days, if additional time is necessary due to extenuating circumstances. If a youth with a disability or, as applicable, the youth’s parent or guardian, refuses, through informed choice, to participate in the activities required by section 511 or the implementing regulations in 34 CFR 397, documentation is required. The required documentation must, at a minimum, contain:

• Youth's name. • Description of the refusal and the reason for such refusal. • Signature of the youth or, as applicable, the youth's parent or guardian. • Signature of the designated State unit or educational personnel documenting the

youth's refusal. • Date of signatures. • Date and method (e.g., hand-delivered, faxed, mailed, emailed, etc.) by which

documentation was transmitted to the youth. • Be provided by the DOR to the youth within 10 calendar days of the youth’s

refusal to participate.

FINANCIAL RESPONSIBILITIES A. LEA Financial Responsibilities

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The LEA is responsible for providing and paying for the transition services agreed upon in the IEP required to be provided to students with disabilities who are eligible for services under the IDEA. B. DOR Financial Responsibilities

DOR is responsible for providing and paying for or arranging for the provision of DOR Student Services identified and agreed upon by the student with a disability, and VR, DOR Student Services, and transition services agreed upon in the IPE for the period that the individual is participating in the VR program as reflected in the individual's IPE. C. Determination of Lead Agencies and Financial Responsibilities

When a service, including a DOR Student Service or transition service, could be provided by either the LEA or DOR, the LEA and DOR will use the criteria below to determine and assign the financial roles and responsibilities of each agency for the provision of the service. Criteria for Determining Lead Agency for Financial Responsibilities:

• Determine the purpose of the service. o Is it related more to an employment outcome or education? That is, is the

service usually considered a special education or related service, such as transition planning necessary for the provision of a free appropriate public education?

• Determine if the service is customary. o Is the service one that the LEA customarily provides under part B of the

IDEA? For example, if the LEA ordinarily provides job exploration counseling or work experiences to its eligible students with disabilities, the mere fact that those services are now authorized under the Act as DOR Student Services does not mean the LEA should cease providing them and refer those students to the DOR. However, if summer work experiences are not customarily provided by the LEA, the DOR and LEA may collaborate to coordinate and provide summer work-based learning experiences.

• Determine the student’s eligibility for the service. o Is the student with a disability eligible for transition services under the

IDEA? The definition of a “student with a disability” under the Act and these final regulations is broader than under the IDEA because the definition in the Act includes those students who are individuals with

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disabilities under section 504 of the Act. It is possible that students receiving services under section 504 do not have IEPs under the IDEA because they are not eligible to receive special education and related services under the IDEA. As a result, DOR is authorized to provide transition services under the VR program to a broader population under WIOA than the LEA is authorized to provide under the IDEA. 81 Federal Register 55687 (August 19, 2016).

STUDENTS WITH DISABILITIES WHO ARE NOT SERVED BY SPECIAL EDUCATION A. Determination of Eligibility for DOR Vocational Rehabilitation Services Transitioning students with disabilities who are not receiving special education services may have health impairments, physical disabilities, psychological problems, or a history of substance abuse which may meet the definition of an individual with a disability under Section 504 and/or ADA. Documentation from the school or an appropriate outside agency to verify the presence of a disability for these students will be accepted as long as the assessment is conducted by qualified professionals (The Rehabilitation Act, Section 102(a)(4)). B. Joint Sharing and Use of Evaluations and Assessments If a student with a disability who is not served by special education applies to receive VR services and signs an authorization for release of information to the LEA in which she/he is enrolled, the LEA, upon availability, will provide available assessment information. If the student is under the age of 18 and is not an emancipated minor, the parent must sign the authorization. This information will be used to the greatest degree possible by the DOR to determine eligibility and for comprehensive assessment related to the development of the IPE. C. Collaborative Transition Planning of Individualized Programs For students with disabilities not served by special education, the DOR and LEAs will coordinate transition planning of individualized programs to maximize the availability of DOR Student Services and transition services.

Role of Educational Personnel in DOR Student Services and Transition Planning

For a student with a disability served by general education pursuant to Section 504, educational personnel will identify and provide a plan for accommodations, if needed, for each student with a disability. As appropriate, DOR will be contacted to address and plan for DOR Student Services and transition services on an individual student basis.

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Role of DOR Staff in DOR Student Services and Transition Planning

The DOR staff will process referrals of students served under Section 504 and those who meet the definition of a student with a disability under Section 504 but are not receiving services under that section, in the same manner as those made for students served by special education. Refer to Appendix A Sections Coordination of Referrals for DOR Student Services and Coordination of Referrals for VR Services.

CONFIDENTIALITY Refer to the CDE and DOR State IA for confidentiality requirements.

DUE PROCESS REQUIREMENTS Refer to the CDE and DOR State IA for due process requirements. CONTACTS [Insert name of Program Head] [Insert name of School] [Insert address] [Insert phone number] [Insert name of Team Manager], Team Manager, California Department of Rehabilitation [Insert name of Branch Office] [Insert address of DOR Branch Office] [Insert DOR Branch Office phone number]

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Collaboration Worksheet Transition Planning and Student Services for

Secondary Students with Disabilities

DOR District Office:

Local Educational Agency:

INTRODUCTION: HOW TO USE THIS WORKSHEET The Collaboration Worksheet is designed to complement Appendix A from the California Department of Education / Department of Rehabilitation (CDE/DOR) Interagency Agreement. It provides a series of discussion questions, organized by topic, and includes references to the corresponding sections in Appendix A. Each question expands upon a key idea in the appendix and focuses on the specific way that a local educational agency (LEA) and DOR district will work together, recognizing that each local area has unique resources, staffing, and business processes.

This worksheet can also enrich the development of a Memorandum of Understanding (MOU). All LEAs and DOR districts that choose to establish an MOU are invited to document their local processes and agreements and include these sections in their MOU. In either case, the goal is to facilitate meaningful conversations for coordination between LEAs and DOR districts, resulting in strong, effective, local collaborations that support the successful transition of secondary students with disabilities.

Contents I. Outreach .............................................................................................................. 2

II. Referrals .............................................................................................................. 2

III. Accessing Students on Campus ....................................................................... 3

IV. Coordination of Services ................................................................................... 4

V. Financial Responsibilities.................................................................................. 6

VI. Coordination of Section 511 Documentation Requirements .......................... 7

VII. Contacts and Communication ........................................................................... 7

Schools ........................................................................................................... 7

Interagency Agreement Contacts .................................................................... 8

Key Contacts ................................................................................................... 9

Communication ............................................................................................. 10

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I. OUTREACH

Appendix A References Refer to the Outreach section on pages 4-5 of Appendix A when discussing the questions below. These pages include examples of different populations who may benefit from outreach, such as secondary students receiving special education services and students with disabilities who are not receiving special education services (e.g., students served under Section 504), among others.

Discussion Questions 1. How will the LEA support DOR efforts to identify and outreach to secondary students

with disabilities that need DOR Student Services and transition services by education and VR?

2. Consider the methods that may be used for outreach for different populations and different schools or educational groups, if applicable. Consider options for outreach to students, parents/families, and school personnel.

II. REFERRALS

Appendix A References Refer to the Coordination and Referrals section on pages 6-7 of Appendix A when discussing the questions below. It summarizes different populations who may be referred to different DOR services, including DOR Student Services, the Transition Partnership Program (TPP), and Vocational Rehabilitation (VR) Services.

The Coordination and Referrals section on page 8 notes the need to develop procedures for making joint referrals to other providers, and guidelines for written consent for referrals and the release of student information.

Discussion Questions 3. How will the LEA refer students with disabilities to DOR Student Services?

Address any unique referral procedures for students served through special education, under Section 504, in alternate education programs, and any other specific population.

4. For schools with a Transition Partnership Program (TPP) or We Can Work contract, describe how referrals to TPP or We Can Work will differ from referrals to services by DOR Student Services staff.

5. How and when will the LEA provide referrals to the VR program? Describe when a referral to the VR program, rather than DOR Student Services, would be appropriate, or if all referrals from the school will be to DOR Student Services.

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6. How will the LEA and DOR manage joint referrals to other employment and training providers, such as the local America’s Job Center of California or other programs?

7. What are the referral guidelines related to written consent of the student and, when appropriate, the student’s family, legal guardian, or conservator?

III. ACCESSING STUDENTS ON CAMPUS

Student Protections

Appendix A References Refer to the Coordination and Referrals section on page 7 of the Appendix when discussing the questions below. The “Accessing Students on Campus” section notes that DOR districts will follow LEA guidelines for accessing students and obtaining background checks.

Discussion Questions

8. What are the LEA policies and procedures related to fingerprinting and background checks? What are the processes for DOR staff fingerprinting, and how will the DOR arrange payment or reimbursement of associated costs? Also outline procedures for notifying the DOR District Administrator if a DOR staff member may not work on school grounds.

9. What are the LEA policies and procedures related to other student protections, such as TB testing or school check-in procedures?

Working with Students on Campus

Appendix A References

Refer to the Coordination and Referrals section on pages 6-7 of the Appendix when discussing the questions below. Page 6 notes that LEAs may provide physical space on school grounds for DOR Student Services. Page 7 includes examples of when services may be provided, based on local agreements.

Discussion Questions

10. How and when may DOR staff access students on campus to provide DOR Student Services? Indicate the differences, if any, in options for accessing students who are working toward a diploma and those who are working toward a certificate of completion. Consider whether any of the following methods are appropriate ways for DOR staff to provide DOR Student Services to students on campus:

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• As a designated class for credit • During elective periods • During summer • After school • Through other arrangements

11. Which physical space(s) on campus, if any, may DOR staff use for meeting with

students? Describe whether these areas will provide space for either individual or group meetings, and when they are available. Include any requirements for accessing, opening, or locking the space.

12. What campus resources are available to DOR staff for the purpose of providing DOR Student Services? Examples may include internet service, access to computer or television monitors, or student access to computers.

IV. COORDINATION OF SERVICES

Coordinating Transition Services and DOR Student Services

Appendix A References Appendix A describes ways to support the coordination of services through DOR and the LEA. Refer to the Transition and DOR Student Services Planning section on page 4 when discussing the questions below. It notes that the Individualized Education Program (IEP) and the Individualized Plan for Employment (IPE) shall include, as appropriate, a statement of interagency responsibilities.

Additionally, the Coordination of DOR Student Services section on page 6 notes that DOR staff will be familiar with LEA services comparable to DOR Student Services, to avoid duplication in services.

Discussion Questions 13. How will LEA and DOR district staff work together to identify transition services

offered by the LEA that are comparable to the DOR Student Services? How can each agency’s services supplement the other’s?

14. How will the LEA and DOR coordinate the provision of transition services, including DOR Student Services?

15. How will the LEA and DOR establish linkages to Child Welfare or Juvenile Justice services to coordinate transition services, including DOR Student Services, for foster or adjudicated youth?

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Collaboration Worksheet 5

Students Served by Special Education: IEP Meetings

Appendix A References Refer to the section Transition and DOR Student Services Planning on page 4 to review statewide agreements related to IEP meetings. Consider the questions below when discussing local methods that will work best.

Discussion Questions 16. How and when will LEAs invite DOR to IEP meetings? Who are the appropriate

contacts at the LEA and DOR? How will the IEP and IPE include detail on each agency’s responsibilities for services?

Students with Disabilities who are Not Served by Special Education

Appendix A References Refer to the section Students with Disabilities who are Not Served by Special Education on pages 12-13 of the Appendix when discussing the question below. Consider that local procedures for coordination may align with procedures for referrals for these students.

Discussion Questions 17. How will the LEA and DOR coordinate services for students with disabilities who

are referred to DOR and are not served by special education?

Information Sharing with Written Consent

Appendix A References Appendix A includes multiple references to information sharing. Refer to the Coordination and Referrals section on pages 6-7 of the Appendix when discussing the questions below. It addresses students referred to DOR Student Services; pages 8-9 address students referred to VR Services.

Discussion Questions 18. How will the LEA and DOR share existing and updated student information? Who

will share what information in which circumstances? Consider when the following documents would be appropriate to share (with appropriate written consent):

• School Information: o Student’s unique identifier. o Current IEP. o Current 504 documentation.

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o Results of individual assessments, including other assessments, such as the most current medical, social psychological, speech and language assessments, psychological or psychiatric.

o Career aptitude and interest assessments, if available. o Language proficiency assessment. o Student health screening records. o Most recent evaluations.

• DOR Information: o Expected DOR Student Services. o Determination of eligibility. o Priority category information (level of severity of disability,

significance scale score, and application date). o Current IPE.

V. FINANCIAL RESPONSIBILITIES

Appendix A References Refer to the Financial Responsibilities section on pages 10-12 of Appendix A when discussing the questions below. It outlines the statewide framework for determining which entity will pay for what services, including the following:

• The LEA is responsible for providing and paying for the transition services agreed upon in the IEP required to be provided to students with disabilities who are eligible for services under the IDEA.

• The DOR is responsible for providing and paying for or arranging for the provision of DOR Student Services identified and agreed upon by the student with a disability, and VR, DOR Student Services, and transition services agreed upon in the IPE for the period that the individual is participating in the VR program as reflected in the individual's IPE.

In cases when a service, including a DOR Student Service or transition service, could be provided by either the LEA or DOR, it may warrant discussion and mutual agreement.

Discussion Questions 19. How will LEA and DOR staff work together to coordinate financial responsibilities

for DOR Student Services and transition services in cases when a service could be provided by either the LEA or DOR? Consider the criteria below to determine financial responsibility when a service could be provided by either the LEA or the DOR.

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1) Determine the purpose of the service. Is the service more related to employment outcome or education?

2) Determine if the service is customary. Is the service one that the LEA customarily provides under part B of the IDEA?

3) Determine the student’s eligibility for the service. Is the student with a disability eligible for transition services under IDEA?

VI. COORDINATION OF SECTION 511 DOCUMENTATION REQUIREMENTS –

STUDENTS WITH DISABILITIES SEEKING SUBMINIMUM WAGE EMPLOYMENT

Appendix A References Refer to pages 9-10 of Appendix A for a summary of the required coordination for students with disabilities seeking subminimum wage employment.

Discussion Questions 20. When a student with a disability is known to be seeking subminimum wage, how

will transition activities under IDEA support the exploration of competitive integrated employment options?

21. How will the LEA and DOR district work together to coordinate the documentation required by Section 511 for students with disabilities seeking subminimum wage employment?

VII. CONTACTS AND COMMUNICATION

Appendix A References

Refer to the Contacts section on page 13 of Appendix A. It provides a placeholder for one school contact and one DOR contact. When discussing this section, LEAs and DOR districts may want to consider whether it would be helpful to add additional contacts, as described in the questions below, particularly for agreements that include multiple schools.

Discussion Questions

SCHOOLS 22. List the school(s) and/or educational setting(s) included in this Agreement.

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INTERAGENCY AGREEMENT CONTACTS Identify the individuals responsible for signing the LEA-DOR Interagency Agreement. Also list the name, phone number, and email address of the Superintendent and Special Education Local Plan Area (SELPA) Director, if not the signatory of the Agreement.

LEA

Education Official: School or District: Address: Address Line 2: Phone Number (main): Phone Number (Education Official): Email (Education Official):

Superintendent: Superintendent Phone Number: Superintendent Email:

SELPA Director: SELPA Director Phone Number: SELPA Director Email:

DOR

District Administrator (DA): DOR District: District Office Address: Address Line 2:

Phone Number (District Office): Phone Number (DA): Email (DA):

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KEY CONTACTS

23. Identify the key LEA contacts for this LEA-DOR Agreement, including name, position, phone number, email address, and school. Also indicate each contact’s responsibility area. Consider that each LEA may have multiple key contacts, such as the following:

• Primary contact for each school (if more than one)

• Contacts for specific coordination responsibilities, such as: o Outreach. o Referrals of students receiving special education services. o Referrals for students with disabilities not served under special

education. o Referrals to the Transition Partnership Program (TPP) o IEP meeting invitations. o Coordination of services for students not served under special

education. o Student information sharing – with appropriate written consent,

send and receive student information with DOR (i.e., responding to requests for student information from DOR).

24. Identify the key DOR contacts for this LEA-DOR Agreement, including name, position, phone number, email address, and DOR district. Also indicate each contact’s responsibility area. Consider that each DOR District may have one or more key contacts, such as the following:

• School Liaison (primary)

• School Liaison (secondary)

• Team Manager(s) of School Liaisons

• TPP Counselor (for schools with a TPP contract)

• Contract Administrator (for schools with any third-party agreement or other contract with DOR)

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COMMUNICATION

Appendix A References The essence of Appendix A is acknowledgment that each local area will have different coordination procedures due to unique operational and staffing characteristics. Similarly, these local procedures may need to change over time.

Refer to page 5 of the Coordination and Referrals section. It notes that DOR will review the Interagency Agreement with designated LEA staff on an annual basis. Consider whether a communication plan would be helpful for sharing, reviewing, and, if appropriate, revising local agreements.

As illustrated in the discussion questions below, a communication plan typically provides a description of the following key elements: a) the method of communicating, b) the audience, c) the purpose of the communication, c) the frequency, and d) the person responsible for the communication.

Discussion Questions

25. How will the LEA and DOR district maintain regular communication? Will information about the agreements be shared in a joint meeting with DOR and LEA staff? Would a quarterly, semi-annual, or annual meeting be helpful, or would informal and as-needed communication work best? Which contact will be responsible for initiating what communications?

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CALL: Find your local DOR office at

www.dor.ca.gov/home/ FindAnOffice EMAIL: YouthServices@dor.ca.gov VISIT: www.dor.ca.gov/home/ StudentServices

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Department of Rehabilitation (DOR) School LiaisonsCounty School District School District

PhoneDOR District DOR District

Administrator (DA)DOR School Liaison

NameDOR School Liaison

PhoneDOR School Liaison

EmailDOR School Liaison

Secondary Contact (if applicable)Los Angeles ABC Unified School District (562) 926-5566 Greater LA(440) Maria TurrubiartesContra Costa Acalanes Union High (925) 280-3900 Greater East Bay(210) Carol Asch Frank Mofidi (925) 602-3971 Farzan.Mofidi@dor.ca.gov Faye Villanueva

(925) 602-3985NinfaFaye.Villanueva@dor.ca.gov

Los Angeles Acton-Agua Dulce Unified (661) 269-0750 Van Nuys Foothill(410) Wan-Chun Chang Vivian Kimoto (661) 799-1021 Vivian.Kimoto@dor.ca.gov Rafael Artiga(661) 799-1014Rafael.Artiga@dor.ca.gov

Alameda Alameda Unified (510) 337-7000 Greater East Bay(210) Carol Asch Michael Matthews (510) 883-6006 Michael.Matthews@dor.ca.govAlameda Albany City Unified (510) 558-3750 Greater East Bay(210) Carol Asch Michael Matthews (510) 883-6006 Michael.Matthews@dor.ca.govLos Angeles Alhambra Unified (626) 943-3000 Van Nuys Foothill(410) Wan-Chun Chang Adrienne Fawcett (626) 304-8339 Adrienne.Fawcett@dor.ca.gov Melissa Herrera

(626) 304-8300Melissa.Herrera@dor.ca.gov

Tulare Alpaugh Unified (559) 949-8413 San Joaquin(150) Araceli Holland Bob Kleyn (559) 735-3853 Robert.Kleyn@dor.ca.govSan Diego Alpine School District (801) 610-8400 San Diego(350) Carmencita Trapse Heidi Hodges/ (619) 667-3227 Heidi.Hodges@dor.ca.govRiverside Alvord Unified (951) 509-5000 Inland Empire(340) Robert Loeun Mario Linares (951) 782-6648 Mario.Linares@dor.ca.govAmador Amador County Unified (209) 223-1750 San Joaquin(150) Araceli Holland Ardria Weston (209) 954-4164 Ardria.Weston@dor.ca.govOrange County Anaheim Union High (714) 999-3511 Orange/San Gabriel(550) Trung Le Terrie Sanders (714) 991-0818 Terrie.Sanders@dor.ca.govShasta Anderson Union High (530) 378-0568 Redwood Empire(110) David Wayte Irma Leal-Cervantes (530) 224-4720 Irma.Leal-Cervantes@dor.ca.gov Ben Galvan

(530) 224-3210Beneralda.Galvan@dor.ca.gov

Mendocino Anderson Valley Unified (707) 895-3774 Redwood Empire(110) David Wayte James Eubanks 707-463-4962 james.eubanks@dor.ca.govLos Angeles Antelope Valley Union High (661) 948-7655 Van Nuys Foothill(410) Wan-Chun Chang Jackie Dearmon (661) 726-4488 Jacquelyn.Dearmon@dor.ca.govContra Costa Antioch Unified (925) 779-7500 Greater East Bay(210) Carol Asch Sidney Wong (925) 756-1736 Sidney.Wong@dor.ca.govSan Bernardino Apple Valley Unified (760) 247-8001 Inland Empire(340) Robert Loeun Susan Wright (760) 245-4539 susan.wright@dor.ca.govLos Angeles Arcadia Unified (626) 821-8300 Van Nuys Foothill(410) Wan-Chun Chang Angelina Walker (818) 552-2153 Angelina.Walker@dor.ca.gov Anna Aylozyan

(818) 543-4743Anna.Aylozyan@dor.ca.gov

San Benito Aromas/San Juan Unified (831) 623-4500 San Jose(250) Donna Hezel Duane Bradford (408) 846-8576 Duane.Bradford@dor.ca.govSan Luis Obispo Atascadero Unified (805) 462-4200 Santa Barbara(320) Sarah Asbury Tammey Woodard-Welch (805) 594-6100 Tammey.Woodard-Welch@dor.ca.govLos Angeles Azusa Unified (626) 967-6211 Orange/San Gabriel(550) Trung Le Stacy Do (626) 939-0611 Stacy.Do@dor.ca.govSan Bernardino Baker Valley Unified (760) 733-4567 Inland Empire(340) Robert Loeun Susan Wright (760) 245-4539Los Angeles Baldwin Park Unified (626) 962-3311 Orange/San Gabriel(550) Trung Le Donna Ramos-Sanchez (626) 939-0631 Donna.Ramos-Sanchez@dor.ca.govRiverside Banning Unified (951) 922-0200 Inland Empire(340) Robert Loeun Chris Fernandez (951) 782-6668 Christopher.Hernandez@dor.ca.govSan Bernardino Barstow Unified (760) 255-6000 Inland Empire(340) Robert Loeun Susan Wright (760) 245-4539 susan.wright@dor.ca.govLos Angeles Bassett Unified (626) 931-3000 Orange/San Gabriel(550) Trung Le Stacy Do (626) 939-0611 Stacy.Do@dor.ca.govSan Bernardino Bear Valley Unified (909) 866-4631 Inland Empire(340) Robert Loeun Susan Wright (760) 245-4539 susan.wright@dor.ca.govRiverside Beaumont Unified (951) 845-1631 Inland Empire(340) Robert Loeun Mario Linares (951) 782-6648 Mario.Linares@dor.ca.govLos Angeles Bellflower Unified (562) 866-9011 Greater LA(440) Maria Turrubiartes Maria Sanchez (562) 864-8528 Maria.Sanchez@dor.ca.govSolano Benicia Unified (707) 747-8300 Greater East Bay(210) Carol Asch Javier Pulido (707) 428-2080 Javier.Pulido@dor.ca.govAlameda Berkeley Unified (510) 644-4500 Greater East Bay(210) Carol Asch Maureen Fitzgerald (510) 883-6011 Maureen.Fitzgerald@dor.ca.govLos Angeles Beverly Hills Unified (310) 551-5100 Greater LA(440) Maria Turrubiartes Ashley Burrell (310) 558-5580 Ashley.Burrell@dor.ca.govTuolumne Big Oak Flat-Groveland Unified (209) 962-5765 San Joaquin(150) Araceli Holland Mahalia Gotico (209) 576-6220 Mahalia.Gotico@dor.ca.govInyo Big Pine Unified (760) 938-2222 San Joaquin(150) Araceli Holland Maria Curiel (661) 395-2531 Maria.Curiel@dor.ca.govMonterey Big Sur Unified (805) 927-4507 San Jose(250) Donna Hezel Mimi Laurent (831) 769-8064 Mimi.Laurent@dor.ca.govLassen Big Valley Joint Unified (530) 294.5231 Northern Sierra(130) Jay Onasch Shannon Hogan (530) 257-4217 Shannon.Hogan@dor.ca.govButte Biggs Unified (530) 868-1281 Northern Sierra(130) Jay Onasch Andy Kiser (530) 895-4207 Andy.Kiser@dor.ca.govInyo Bishop Unified (760) 872-3680 San Joaquin(150) Araceli Holland Maria Curiel (661) 395-2531 Maria.Curiel@dor.ca.govEl Dorado Black Oak Mine Unified (530) 333-8300 Northern Sierra(130) Jay Onasch Candace Niel (530) 642-5591 Candace.Niel@dor.ca.govLos Angeles Bonita Unified (909) 971-8200 Orange/San Gabriel(550) Trung Le Rocio Chavez (626) 856-8742 Rocio.Chavez@dor.ca.govSan Diego Bonsall Unified School District (760) 631-5200 San Diego(350) Carmencita Trapse Larry Joe Flores (760) 510-2795 Larry.Flores@dor.ca.govSan Diego Borrego Springs Unified (760) 767-5357 San Diego(350) Carmencita Trapse Marita Beiner 760) 510-4718 Marita.Beiner@dor.ca.gov Dee Dee Moser

(760) 510-5893DeeAnn.Moser@dor.ca.gov

Imperial Brawley Union High School District (760) 312-5819 Inland Empire(340) Robert Loeun Nicolas Jiminez (760) 482-2952 Nicolas.Jimenez@dor.ca.govOrange County Brea-Olinda Unified (714) 990-7800 Orange/San Gabriel(550) Trung Le Ann-Kim Nguyen (714) 991-0800 Ann-Kim.Nguyen@dor.ca.govCalaveras Bret Harte Union High (209) 736-8340 San Joaquin(150) Araceli Holland Ardria Weston (209) 954-4164 Ardria.Weston@dor.ca.govLos Angeles Burbank Unified (818) 729-4400 Van Nuys Foothill(410) Wan-Chun Chang Angelina Walker (818) 552-2153 Angelina.Walker@dor.ca.gov Anna Aylozyan

(818) 543-4743Anna.Aylozyan@dor.ca.gov

Siskiyou Butte Valley Unified (530) 397-4000 Redwood Empire(110) David Wayte Irma Leal-Cervantes (530) 224-4720 Irma.Leal-Cervantes@dor.ca.gov Beni Galvan(530) 224-3210Beneralda.Galvan@dor.ca.gov

San Mateo Cabrillo Unified (650) 712-7100 San Francisco(230) Theresa Woo Diana Valenzuela (650) 358-4152 Diana.Valenzuela@dor.ca.govCalaveras Calaveras Unified (209) 754-2300 San Joaquin(150) Araceli Holland Ardria Weston (209) 954-4164 Ardria.Weston@dor.ca.govImperial Calexico Unified (760) 768-3895 Inland Empire(340) Robert Loeun Nicolas Jiminez (760) 482-2952 Nicolas.Jimenez@dor.ca.gov

83

Department of Rehabilitation (DOR) School LiaisonsCounty School District School District

PhoneDOR District DOR District

Administrator (DA)DOR School Liaison

NameDOR School Liaison

PhoneDOR School Liaison

EmailDOR School Liaison

Secondary Contact (if applicable)Sacramento California Education Authority (CEA)

Headquarters(916) 683-7754 Northern Sierra(130) Jay Onasch Monica MacNicholl (916) 691-1792 Monica.MacNicoll@dor.ca.gov

Alameda California School for the Blind-Fremont (510) 794-3800 Blind Field Services Peter Dawson Mario Gomez (510) 622-8319 Mario.Gomez@dor.ca.gov

Alameda California School for the Blind-Fremont (510) 794-3800 Greater East Bay(210) Carol Asch Mario Gomez (510) 622-8319 Mario.Gomez@dor.ca.gov

Alameda California School for the Deaf-Fremont (State Special School)

(510) 794-3666 Greater East Bay(210) Carol Asch Marnee Wafer-Hoecker (510) 488-4227 Marnee.Wafer-Hoecker@dor.ca.gov

Riverside California School for the Deaf-Riverside (State Special School)

(951) 248-7700 Inland Empire(340) Robert Loeun Craig Rubenstein (951) 782-6658 Craig.Rubenstein@dor.ca.gov

Imperial Calipatria Unified (760) 348-2892 Inland Empire(340) Robert Loeun Nicolas Jiminez (760) 482-2952 Nicolas.Jimenez@dor.ca.govNapa Calistoga Joint Unified (707) 942-4703 Redwood Empire(110) David Wayte Cliff Atkins 707-253-4924 Clifford.Atkins@dor.ca.gov Katie Barrientos

707-253-4936Katie.Barrientos@dor.ca.gov

Santa Clara Campbell Union High (408) 371-0960 San Jose(250) Donna Hezel Linda Labit (408) 277-1364 Linda.Labit@dor.ca.govSan Diego Capistrano Unified (949) 234-9200 San Diego(350) Carmencita Trapse Barbara Madson (949) 598-7937 Barbara.Madson@dor.ca.govSan Diego Carlsbad Unified (760) 331-5000 San Diego(350) Carmencita Trapse Militza Jimenez (760) 510-4705 Militza.Jimenez@dor.ca.govMonterey Carmel Unified (831) 624-1546 San Jose(250) Donna Hezel Mimi Laurent (831) 769-8064 Mimi.Laurent@dor.ca.govSanta Barbara Carpinteria Unified (805) 684-0218 Santa Barbara(320) Sarah Asbury Julia Dominquez (805) 560-8148 Julia.Dominguez@dor.ca.govFresno Caruthers Unified (559) 495-6400 San Joaquin(150) Araceli Holland Ken Elvington (559) 445-6067 Ken.Elvington@dor.ca.govFresno Caruthers Union High (559) 864-6500 San Joaquin(150) Araceli Holland Ken Elvington (559) 445-6067 Ken.Elvington@dor.ca.govAlameda Castro Valley Unified (510) 537-3000 Greater East Bay(210) Carol Asch Andy Malarski (510) 265-8264 Andrew.Malarski@dor.ca.govSacramento Center Joint Unified (916) 338-6400 Northern Sierra(130) Jay Onasch Abida Perveen (916) 774-4407 Abida.Perveen@dor.ca.govLos Angeles Centinela Valley Union High (310) 263-3200 LA South Bay(530) Daphne Leake; Sorath Hangse Lucia Chapa (424) 488-6624 Lucia.Chapa@dor.ca.govFresno Central Unified (559) 274 4700 San Joaquin(150) Araceli Holland Ken Elvington (559) 445-6067 Ken.Elvington@dor.ca.govFresno Central Union High (760) 336-4500 San Joaquin(150) Araceli Holland Ken Elvington (559) 445-6067 Ken.Elvington@dor.ca.govStanislaus Ceres Unified (209) 556-1500 San Joaquin(150) Araceli Holland Mahalia Gotico (209) 576-6220 Mahalia.Gotico@dor.ca.govSan Bernardino Chaffey Joint Union High (909) 988-8511 Inland Empire(340) Robert Loeun Pauline Pina (909) 948-6066 Pauline.Pina@dor.ca.govLos Angeles Charter Oak Unified (626) 966-8331 Orange/San Gabriel(550) Trung Le Laura Garcia-Nguyen (626) 856-3542 Laura.Garcia-Nguyen@dor.ca.govMadera Chawanakee Unified (559) 877-6209 San Joaquin(150) Araceli Holland Terry Nichols (209) 726-6527 Terry.NicholsM.S@dor.ca.govButte Chico Unified (530) 891-3000 Northern Sierra(130) Jay Onasch Andy Kiser (530) 895-4207 Andy.Kiser@dor.ca.govSan Bernardino Chino Valley Unified (909) 628-1201 Inland Empire(340) Robert Loeun Pauline Pina (909) 948-6066 Pauline.Pina@dor.ca.govMadera Chowchilla Union High (559) 665-1331 San Joaquin(150) Araceli Holland Terry Nichols (209) 726-6527 Terry.NicholsM.S@dor.ca.govLos Angeles Claremont Unified (909) 398-0609 Orange/San Gabriel(550) Trung Le Laura Garcia-Nguyen (626) 856-3542 Laura.Garcia-Nguyen@dor.ca.govSonoma Cloverdale Unified (707) 894-1920 Redwood Empire(110) David Wayte Melissa Sanders (707) 576-2270 Melissa.Sanders@dor.ca.gov Margaret O/Brien

707-576-2265Margaret.O;Brien@dor.ca.gov

Fresno Clovis Unified (559) 327-9000 San Joaquin(150) Araceli Holland Ken Elvington (559) 445-6067 Ken.Elvington@dor.ca.govRiverside Coachella Valley Unified (760) 399-5137 Inland Empire(340) Robert Loeun Janie Delgadillo (760) 674-0294 Janie.Delgadillo@dor.ca.govFresno Coalinga-Huron Unified (559) 935-7500 San Joaquin(150) Araceli Holland Ken Elvington (559) 445-6067 Ken.Elvington@dor.ca.govSan Luis Obispo Coast Unified (805) 927-3880 Santa Barbara(320) Sarah Asbury Tammey Woodard-Welch (805) 594-6100 Tammey.Woodard-Welch@dor.ca.govSan Bernardino Colton Joint Unified (909) 580-5000 Inland Empire(340) Robert Loeun Thomas Darby (909) 383-4856 Thomas.Darby@dor.ca.govColusa Colusa Unified (530) 458-7791 Northern Sierra(130) Jay Onasch Candido Servera (530) 668-3463 Candido.Servera@dor.ca.gov Jose Garcia

(530) 668-6828Jose.Garcia@dor.ca.gov

Los Angeles Compton Unified (310) 639-4321 LA South Bay(530) Daphne Leake; Sorath Hangse Matilde Mata (310) 223-1476 Matilde.Mata@dor.ca.govSan Luis Obispo Conejo Valley Unified (805) 497-9511 Santa Barbara(320) Sarah Asbury Aceile Shaban-Riley (805) 371-6294 Aceile.Shaban-Riley@dor.ca.gov Camile Terrzian

(805) 371-6286Camile.Terrzian@dor.ca.gov

Kings Corcoran Joint Unified (559) 992-8888 San Joaquin(150) Araceli Holland Bob Kleyn (559) 735-3853 Robert.Kleyn@dor.ca.govTehama Corning Union High (530) 824-8000 Redwood Empire(110) David Wayte Irma Leal-Cervantes 530-224-4720 Irma.Leal-Cervantes@dor.ca.gov Beni Galvan

530-224-3210Beneralda.Galvan@dor.ca.gov

San Diego Coronado Unified (619) 522-8900 San Diego(350) Carmencita Trapse Westly VanderSchaaf (619) 426-3675 Westly.VanderSchaaf@dor.ca.govRiverside Corona-Norco Unified (951) 736-5000 Inland Empire(340) Robert Loeun Chris Fernandez (951) 782-6668 Christopher.Hernandez@dor.ca.govSonoma Cotati-Rohnert Park Unified (707) 792-4700 Redwood Empire(110) David Wayte Melissa Sanders (707) 576-2270 Melissa.Sanders@dor.ca.gov Margaret O/Brien

707-576-2265Margaret.O;Brien@dor.ca.gov

Los Angeles Covina-Valley Unified (626) 974-7000 Orange/San Gabriel(550) Trung Le Laura Garcia-Nguyen (626) 856-3542 Laura.Garcia-Nguyen@dor.ca.govLos Angeles Culver City Unified (310) 842-4220 Greater LA(440) Maria Turrubiartes Ashley Burrell (310) 558-5580 Ashley.Burrell@dor.ca.govTulare Cutler-Orosi Joint Unified (559) 528-4763 San Joaquin(150) Araceli Holland Bob Kleyn (559) 735-3853 Robert.Kleyn@dor.ca.govSanta Barbara Cuyama Joint Unified (661) 766-2482 Santa Barbara(320) Sarah Asbury Sandra Espino (805) 938-1499 Sandra.Espino@dor.ca.gov

84

Department of Rehabilitation (DOR) School LiaisonsCounty School District School District

PhoneDOR District DOR District

Administrator (DA)DOR School Liaison

NameDOR School Liaison

PhoneDOR School Liaison

EmailDOR School Liaison

Secondary Contact (if applicable)Yolo Davis Joint Unified (530) 757-5300 Northern Sierra(130) Jay Onasch Candido Servera (530) 668-3463 Candido.Servera@dor.ca.gov Jose Garcia

(530) 668-6828Jose.Garcia@dor.ca.gov

Inyo Death Valley Unified (760) 852-4303 San Joaquin(150) Araceli Holland Maria Curiel (661) 395-2531 Maria.Curiel@dor.ca.govKern Delano Joint Union High (661) 725-4000 San Joaquin(150) Araceli Holland Diane McClanahan (661) 395-2534 Diane.McClanahan@dor.ca.govMerced Delhi Unified (209) 656-2000 San Joaquin(150) Araceli Holland Terry Nichols (209) 726-6527 Terry.NicholsM.S@dor.ca.govStanislaus Denair Unified (209) 632-7514 San Joaquin(150) Araceli Holland Mahalia Gotico (209) 576-6220 Mahalia.Gotico@dor.ca.govRiverside Desert Center Unified (760) 413-2646 Inland Empire(340) Robert Loeun Janie Delgadillo (760) 674-0294 Janie.Delgadillo@dor.ca.govRiverside Desert Sands Unified (760) 777-4200 Inland Empire(340) Robert Loeun Janie Delgadillo (760) 674-0294 Janie.Delgadillo@dor.ca.govTulare Dinuba Joint Union High (559) 595-7220 San Joaquin(150) Araceli Holland Bob Kleyn (559) 735-3853 Robert.Kleyn@dor.ca.govTulare Dinuba Unified (559) 595-7200 San Joaquin(150) Araceli Holland Bob Kleyn (559) 735-3853 Robert.Kleyn@dor.ca.govSolano Dixon Unified (707) 693-6300 Greater East Bay(210) Carol Asch Javier Pulido (707) 428-2080 Javier.Pulido@dor.ca.govMerced Dos Palos Oro Loma Joint Unified (209) 392-0200 San Joaquin(150) Araceli Holland Terry Nichols (209) 726-6527 Terry.NicholsM.S@dor.ca.govLos Angeles Downey Unified (562) 496-5600 Greater LA(440) Maria Turrubiartes Majid Noroozi (562) 465-0554 Majid.Noroozi@dor.ca.gov Maria Sanchez

(562) 864-8528Maria.Sanchez@dor.ca.gov

Los Angeles Duarte Unified School District (626) 599-5000 Orange/San Gabriel(550) Trung LeAlameda Dublin Unified (925) 828-2551 Greater East Bay(210) Carol Asch Gerri Williams (510) 794-2465 Gerri.williams@dor.ca.govSiskiyou Dunsmuir Joint Union High (530) 235-4835 Redwood Empire(110) David Wayte Irma Leal-Cervantes (530) 224-4720 Irma.Leal-Cervantes@dor.ca.gov Beni Galvan

(530) 224-3210Beneralda.Galvan@dor.ca.gov

Butte Durham Unified (530) 895-4675 Northern Sierra(130) Jay Onasch Andy Kiser (530) 895-4207 Andy.Kiser@dor.ca.govSutter East Nicolaus Joint Union High (530) 656-2255 Northern Sierra(130) Jay Onasch Gracie Olivera (530) 822-4569 Graciela.Olivera@dor.ca.govSanta Clara East Side Union High (408) 347-5000 San Jose(250) Donna Hezel Karen Crowe (669) 207-0562 Karen.Crowe@dor.ca.govMono Eastern Sierra Unified (760) 932-7443 San Joaquin(150) Araceli Holland Maria Curiel (661) 395-2531 Maria.Curiel@dor.ca.govEl Dorado El Dorado Union High (530) 622-5081 Northern Sierra(130) Jay Onasch Candace Neil (530) 642-5591 Candace.Niel@dor.ca.govLos Angeles El Monte City (626) 453-3700 Orange/San Gabriel(550) Trung Le Marissa Ayala 625.572.2419 marissa.Ayala@dor.ca.gov Diane Yamamoto

626.572.2400diane.yamamoto@dor.ca.gov

Los Angeles El Monte Union High (626) 444-9005 Orange/San Gabriel(550) Trung Le Marissa Ayala (625) 572-2419 Marissa.Ayala@dor.ca.govLos Angeles El Segundo Unified (310) 615-2650 Greater LA(440) Maria Turrubiartes Robert West (323) 298-2514 Robert.West@dor.ca.govKern El Tejon Unified (661) 248-6247 San Joaquin(150) Araceli Holland Diane McClanahan (661) 395-2534 Diane.McClanahan@dor.ca.govSacramento Elk Grove Unified (916) 686-5085 Northern Sierra(130) Jay Onasch Billy Burke (916) 691-1604 Billy.Burke@dor.ca.govRiverside Elsinore Union High (951) 253-7200 Inland Empire(340) Robert Loeun Joyce Holzer (951) 693-4451 Joyce.Holzer@dor.ca.govAlameda Emery Unified (510) 601-4906 Greater East Bay(210) Carol Asch Maureen Fitzgerald (510) 883-6011 Maureen.Fitzgerald@dor.ca.govSan Joaquin Escalon Unified (209) 838-3591 San Joaquin(150) Araceli Holland Ardria Weston (209) 954-4164 Ardria.Weston@dor.ca.govSan Diego Escondido Union High (760) 291-3200 San Diego(350) Carmencita Trapse Marita Beiner (760) 510-4718 Marita.Beiner@dor.ca.gov Rosa Padilla

(760) 510-5860Rosa.Padilla@dor.ca.gov

Yolo Esparto Unified (530) 787-3446 Northern Sierra(130) Jay Onasch Jose Garcia (530) 668-6828 Jose.Garcia@dor.ca.gov Candido Servera(530) 668-3463 Candido.Servera@dor.ca.gov

Humboldt Eureka City Schools (707) 441-2400 Redwood Empire(110) David Wayte Dynel Williams 707-445-6659 Dynel.Williams@dor.ca.gov Cassandra Kemic707-445-7827Cassandra.Kemic@dor.ca.gov

Tehama Evergreen Union (530) 347-3411 Redwood Empire(110) David Wayte Irma Leal-Cervantes 530-224-4720 Irma.Leal-Cervantes@dor.ca.gov Beni Galvan530-224-3210Beneralda.Galvan@dor.ca.gov

Tulare Exeter Unified (559) 592-9421 San Joaquin(150) Araceli Holland Bob Kleyn (559) 735-3853 Robert.Kleyn@dor.ca.govSolano Fairfield-Suisun Unified (707) 399-5000 Greater East Bay(210) Carol Asch Javier Pulido (707) 428-2080 Javier.Pulido@dor.ca.govShasta Fall River Joint Unified (530) 335-4538 Redwood Empire(110) David Wayte Irma Leal-Cervantes 530-224-4720 Irma.Leal-Cervantes@dor.ca.gov Beni Galvan

530-224-3210Beneralda.Galvan@dor.ca.gov

San Diego Fallbrook Union High (760) 723-6332 San Diego(350) Carmencita Trapse Larry Joe Flores (760) 510-2795 Larry.Flores@dor.ca.govTulare Farmersville Unified (559) 592-2010 San Joaquin(150) Araceli Holland Bob Kleyn (559) 735-3853 Robert.Kleyn@dor.ca.govHumboldt Ferndale Unified (707) 786-5900 Redwood Empire(110) David Wayte Dynel Williams 707-445-6659 Dynel.Williams@dor.ca.gov Cassandra Kemic

707-445-7827Cassandra.Kemic@dor.ca.gov

Santa Barbara Fillmore Unified (805) 524-6000 Santa Barbara(320) Sarah Asbury Jonathan DeJesus (805) 385-2415 Jonathan.DeJesus@dor.ca.govFresno Firebaugh-Las Deltas Unified (559) 659-1476 San Joaquin(150) Araceli Holland Ken Elvington (559) 445-6067 Ken.Elvington@dor.ca.govSacramento Folsom-Cordova Unified (916) 294-9025 Northern Sierra(130) Jay Onasch Kim Geddes (916) 537-2651 Kimberly.Geddes@dor.ca.govSan Bernardino Fontana Unified (909) 357-5000 Inland Empire(340) Robert Loeun Pauline Pina (909) 948-6066 Pauline.Pina@dor.ca.govMendocino Fort Bragg Unified (707) 961-2850 Redwood Empire(110) David Wayte Christine Anderson 707-463-6804 Christine.Anderson@dor.ca.govLassen Fort Sage Unified (530) 827-2129 Northern Sierra(130) Jay Onasch Shannon Hogan (530) 257-4217 Shannon.Hogan@dor.ca.gov

85

Department of Rehabilitation (DOR) School LiaisonsCounty School District School District

PhoneDOR District DOR District

Administrator (DA)DOR School Liaison

NameDOR School Liaison

PhoneDOR School Liaison

EmailDOR School Liaison

Secondary Contact (if applicable)Humboldt Fortuna Union High (707) 725-4461 Redwood Empire(110) David Wayte Dynel Williams 707-445-6659 Dynel.Williams@dor.ca.gov Cassandra Kemic

707-445-7827Cassandra.Kemic@dor.ca.gov

Fresno Fowler Unified (559) 834.6080 San Joaquin(150) Araceli Holland Ken Elvington (559) 445-6067 Ken.Elvington@dor.ca.govAlameda Fremont Unified (510) 657-2350 Greater East Bay(210) Carol Asch Tingting Zhou (510) 794-2472 Tingting.Zhou@dor.ca.govSanta Clara Fremont Union (Sunnyvale) (408) 522-2200 San Jose(250) Donna Hezel Linda Labit (408) 277-1364 Linda.Labit@dor.ca.govAlameda Fremont Union High (408) 522-2200 Greater East Bay(210) Carol Asch Tingting Zhou (510) 794-2472 Tingting.Zhou@dor.ca.govFresno Fresno Unified (559) 457-3000 San Joaquin(150) Araceli Holland Ken Elvington (559) 445-6067 Ken.Elvington@dor.ca.govOrange County Fullerton Joint Union High (714) 870-2800 Orange/San Gabriel(550) Trung Le Ann-Kim Nguyen (714) 991-0800 Ann-Kim.Nguyen@dor.ca.govSacramento Galt Joint Union High (209) 745-3061 Northern Sierra(130) Jay Onasch Billy Burke (916) 691-1604 Billy.Burke@dor.ca.govOrange County Garden Grove Unified (714) 663-6000 Orange/San Gabriel(550) Trung Le Kirsten Duarte (714) 991-0851 Kirsten.Duarte@dor.ca.govShasta Gateway Unified (530) 245-7900 Redwood Empire(110) David Wayte Irma Leal-Cervantes 530-224-4720 Irma.Leal-Cervantes@dor.ca.gov Beni Galvan

530-224-3210Beneralda.Galvan@dor.ca.gov

Sonoma Geyserville Unified (707) 857-3592 Redwood Empire(110) David Wayte Melissa Sanders 707-576-2270 Melissa.Sanders@dor.ca.gov Margaret O/Brien707-576-2265Margaret.O;Brien@dor.ca.gov

Santa Clara Gilroy Unified (669) 205-4000 San Jose(250) Donna Hezel Duane Bradford (408) 846-8576 Duane.Bradford@dor.ca.govLos Angeles Glendale Unified (818) 241-3111 Van Nuys Foothill(410) Wan-Chun Chang Angelina Walker (818) 552-2153 Angelina.Walker@dor.ca.gov Anna Aylozyan

(818) 543-4743Anna.Aylozyan@dor.ca.gov

Los Angeles Glendora Unified (626) 963-1611 Orange/San Gabriel(550) Trung Le Laura Garcia-Nguyen (626) 856-3542 Laura.Garcia-Nguyen@dor.ca.govFresno Golden Plains Unified (559) 693-1115 San Joaquin(150) Araceli Holland Ken Elvington (559) 445-6067 Ken.Elvington@dor.ca.govMadera Golden Valley Unified (559) 645-3570 San Joaquin(150) Araceli Holland Terry Nichols (209) 726-6527 Terry.NicholsM.S@dor.ca.govMonterey Gonzales Unified (831) 675-0100 San Jose(250) Donna Hezel Mimi Laurent (831) 769-8064 Mimi.Laurent@dor.ca.govButte Gridley Unified (530) 846-4721 Northern Sierra(130) Jay Onasch Andy Kiser (530) 895-4207 Andy.Kiser@dor.ca.govSan Diego Grossmont Union High (619) 644-8000 San Diego(350) Carmencita Trapse Heidi Hodges (619) 667-3227 Heidi.Hogdes@dor.ca.gov Debbie George

(619) 667-3225Deborah.George@dor.ca.gov

Merced Gustine Unified (209) 854-3784 San Joaquin(150) Araceli Holland Terry Nichols (209) 726-6527 Terry.NicholsM.S@dor.ca.govLos Angeles Hacienda la Puente Unified (626) 933-1000 Orange/San Gabriel(550) Trung Le Stacey Tran (626) 939-9011 Stacey.Tran@dor.ca.govGlenn Hamilton Unified (530) 826-3261 Northern Sierra(130) Jay Onasch Johnna Witte (530) 895-5003 Johnna.Witte@dor.ca.govKings Hanford Joint Union High (559) 583-5901 San Joaquin(150) Araceli Holland Bob Kleyn (559) 735-3853 Robert.Kleyn@dor.ca.govAlameda Hayward Unified (510) 784-2600 Greater East Bay(210) Carol Asch Andy Malarski (510) 265-8264 Andrew.Malarski@dor.ca.govSonoma Healdsburg Unified (707) 431-3488 Redwood Empire(110) David Wayte Melissa Sanders 707-576-2270 Melissa.Sanders@dor.ca.gov Margaret O/Brien

707-576-2265Margaret.O;Brien@dor.ca.gov

Riverside Hemet Unified (951) 765-5100 Inland Empire(340) Robert Loeun Joyce Holzer (951) 693-4451 Joyce.Holzer@dor.ca.govSan Bernardino Hesperia Unified (760) 244-4411 Inland Empire(340) Robert Loeun Susan Wright (760) 245-4539 susan.wright@dor.ca.govMerced Hilmar Unified (209) 667-5701 San Joaquin(150) Araceli Holland Terry Nichols (209) 726-6527 Terry.NicholsM.S@dor.ca.govImperial Holtville Unified (760) 356-2974 Inland Empire(340) Robert Loeun Nicolas Jiminez (760) 482-2952 Nicolas.Jimenez@dor.ca.govStanislaus Hughson Unified (209) 883-4428 San Joaquin(150) Araceli Holland Mahalia Gotico (209) 576-6220 Mahalia.Gotico@dor.ca.govStanislaus Hughson Union High (209) 883-0469 San Joaquin(150) Araceli Holland Mahalia Gotico (209) 576-6220 Mahalia.Gotico@dor.ca.govOrange County Huntington Beach Union High (714) 903-7000 Orange/San Gabriel(550) Trung Le Terrie Sanders (714) 991-0818 Terrie.Sanders@dor.ca.govImperial Imperial Unified (760) 355-3200 Inland Empire(340) Robert Loeun Nicolas Jiminez (760) 482-2952 Nicolas.Jimenez@dor.ca.govLos Angeles Inglewood Unified (310) 419-2700 LA South Bay(530) Daphne Leake; Sorath Hangse Kareene Alprecht (323) 565-1878 Kareen.Alprecht@dor.ca.govSan Diego Irvine Unified (949) 936-5000 San Diego(350) Carmencita Trapse Pam Miranda (949) 598-7935 Pamela.Miranda@dor.ca.govSan Mateo Jefferson Union High (650) 550-7900 San Francisco(230) Theresa Woo Brian Shapiro (650) 737-2628 Brian.Shapiro@dor.ca.govContra Costa John Swett Unified (510) 245-4300 Greater East Bay(210) Carol Asch Patrick Duffey (510) 231-8713 Patrick.Duffey@dor.ca.govSan Diego Julian Union High (760) 765-0606 San Diego(350) Carmencita Trapse Heidi Hodges (619) 667-3227 Heidi.Hodges@dor.ca.govRiverside Jurupa Unified (951) 360-4100 Inland Empire(340) Robert Loeun Mario Linares (951) 782-6648 Mario.Linares@dor.ca.govLake Kelseyville Unified (707) 279-1511 Redwood Empire(110) David Wayte Rui Thomas 707-463-6805 Rui.Thomas@dor.ca.govFresno Kerman Unified (559) 843-9000 San Joaquin(150) Araceli Holland Ken Elvington (559) 445-6067 Ken.Elvington@dor.ca.govKern Kern Union High (661) 827-3100 San Joaquin(150) Araceli Holland Diane McClanahan (661) 395-2534 Diane.McClanahan@dor.ca.govFresno Kings Canyon Joint Unified (559) 305-7010 San Joaquin(150) Araceli Holland Ken Elvington (559) 445-6067 Ken.Elvington@dor.ca.govFresno Kingsburg Joint Union High (559) 897-7721 San Joaquin(150) Araceli Holland Brian Chambers (559) 445-6038 Brian.Chambers@dor.ca.govHumboldt Klamath-Trinity Joint Unified (530) 625-5600 Redwood Empire(110) David Wayte Dynel Williams 707-445-6659 Dynel.Williams@dor.ca.gov Cassandra Kemic

707-445-7827Cassandra.Kemic@dor.ca.gov

Lake Konocti Unified (707) 994-6475 Redwood Empire(110) David Wayte Rui Thomas 707-463-6805 Rui.Thomas@dor.ca.govLos Angeles La Canada Unified (818) 952-8300 Van Nuys Foothill(410) Wan-Chun Chang Angelina Walker (818) 552-2153 Angelina.Walker@dor.ca.gov Anna Aylozyan

(818) 543-4743Anna.Aylozyan@dor.ca.gov

San Mateo La Honda-Pescadero Unified (650) 879-0286 San Francisco(230) Theresa Woo Diana Valenzuela (650) 358-4152 Diana.Valenzuela@dor.ca.govOrange County Laguna Beach Unified (949) 497-7700 San Diego(350) Carmencita Trapse Stephanie List (949) 588-2683 stephanie.list@dor.ca.gov

86

Department of Rehabilitation (DOR) School LiaisonsCounty School District School District

PhoneDOR District DOR District

Administrator (DA)DOR School Liaison

NameDOR School Liaison

PhoneDOR School Liaison

EmailDOR School Liaison

Secondary Contact (if applicable)Riverside Lake Elsinore Unified (951) 253-7000 Inland Empire(340) Robert Loeun Joyce Holzer (951) 693-4451 Joyce.Holzer@dor.ca.govEl Dorado Lake Tahoe Unified (530) 541-2850 Northern Sierra(130) Jay Onasch Teresa Viramontes (916) 537-2652 Teresa.Viramontes@dor.ca.govLake Lakeport Unified (707) 262-3000 Redwood Empire(110) David Wayte Rui Thomas 707-463-6805 Rui.Thomas@dor.ca.govSan Joaquin Lammersville Joint Unified (209) 836-7400 San Joaquin(150) Araceli Holland Ardria Weston (209) 954-4164 Ardria.Weston@dor.ca.govLos Angeles Las Virgenes Unified (818) 800-4000 Van Nuys Foothill(410) Wan-Chun Chang Laura Reyes (818) 702-7080 Laura.Reyes@dor.ca.gov Lorenzo Powe

(818) 702-2895Lorenzo.Powe@dor.ca.gov

Lassen Lassen Union High (530) 257-5134 Northern Sierra(130) Jay Onasch Shannon Hogan (530) 257-4217 Shannon.Hogan@dor.ca.govFresno Laton Joint Unified (559) 922-4015 San Joaquin(150) Araceli Holland Brian Chambers (559) 445-6038 Brian.Chambers@dor.ca.govMendocino Laytonville Unified (707) 984-6414 Redwood Empire(110) David Wayte Teresa Wilson 707-263-3593 Theresa.Wilson@dor.ca.govMerced Le Grand Union High (209) 389-9403 San Joaquin(150) Araceli Holland Terry Nichols (209) 726-6527 Terry.NicholsM.S@dor.ca.govMendocino Leggett Vallley Unified 707-925-6285 Redwood Empire(110) David Wayte Teresa Wilson 707-263-3593 Theresa.Wilson@dor.ca.govKings Lemoore Union High (559) 924-6610 San Joaquin(150) Araceli Holland Bob Kleyn (559) 735-3853 Robert.Kleyn@dor.ca.govLos Angeles Lennox (310) 695-4000 LA South Bay(530) Daphne Leake; Sorath Hangse Lucia Chapa (424) 488-6624 Lucia.Chapa@dor.ca.govContra Costa Liberty Union High (925) 634-2166 Greater East Bay(210) Carol Asch Sidney Wong (925) 756-1736 Sidney.Wong@dor.ca.govSan Joaquin Lincoln Unified (209) 953-8700 San Joaquin(150) Araceli Holland Ardria Weston (209) 954-4164 Ardria.Weston@dor.ca.govSan Joaquin Linden Unified (209) 887-3894 San Joaquin(150) Araceli Holland Ardria Weston (209) 954-4164 Ardria.Weston@dor.ca.govTulare Lindsay Unified (559) 562-5111 San Joaquin(150) Araceli Holland Bob Kleyn (559) 735-3853 Robert.Kleyn@dor.ca.govSutter Live Oak Unified (530) 695-5400 Northern Sierra(130) Jay Onasch Gracie Olivera (530) 822-4569 Graciela.Olivera@dor.ca.govAlameda Livermore Valley Joint Unified (925) 606-3200 Greater East Bay(210) Carol Asch Gerri Williams (510) 794-2465 Gerri.williams@dor.ca.govSan Joaquin Lodi Unified (209) 331-7000 San Joaquin(150) Araceli Holland Ardria Weston (209) 954-4164 Ardria.Weston@dor.ca.govVentura Lompoc Unified 805-742-3300 Santa Barbara(320) Sarah Asbury Jose Limon (805) 938-1150 Jose.Limon@dor.ca.gov Janeth Vega Loaiza

(661) 395-2863Janeth.VegaLoaiza@dor.ca.gov

Inyo Lone Pine Unified (760) 876-5579 San Joaquin(150) Araceli Holland Maria Curiel (661) 395-2531 Maria.Curiel@dor.ca.govLos Angeles Long Beach Unified (562) 997-8000 LA South Bay(530) Daphne Leake; Sorath Hangse Marwa Shadia (562) 984-2305 Marwa.Shadia@dor.ca.gov Janice Lee

(562) 984-2313Janice.Lee@dor.ca.gov

Orange County Los Alamitos Unified (562) 799-4700 Orange/San Gabriel(550) Trung Le Terrie Sanders (714) 991-0818 Terrie.Sanders@dor.ca.govLos Angeles Los Angeles County Special Ed (562) 922-6111 Greater LA(440) Maria Turrubiartes Robert West (323) 298-2514 Robert.West@dor.ca.govLos Angeles Los Angeles Unified (213) 241-1000 Van Nuys Foothill(410) Wan-Chun Chang Angelina Walker (818) 552-2153 Angelina.Walker@dor.ca.gov Anna Aylozyan

(818) 543-4743Anna.Aylozyan@dor.ca.gov

Los Angeles Los Angeles USD (213) 241-1000 Greater LA(440) Maria Turrubiartes Shant Gurjian (213) 736-3981 Shant.Gurjian@dor.ca.govMerced Los Banos Unified (209) 826-3801 San Joaquin(150) Araceli Holland Terry Nichols (209) 726-6527 Terry.NicholsM.S@dor.ca.govSanta Clara Los Gatos-Saratoga Joint Union High (408) 354-2520 San Jose(250) Donna Hezel Linda Labit (408) 277-1364 Linda.Labit@dor.ca.gov

Tehama Los Molinos Unified (530) 384-7826 Redwood Empire(110) David Wayte Irma Leal-Cervantes 530-224-4720 Irma.Leal-Cervantes@dor.ca.gov Beni Galvan530-224-3210Beneralda.Galvan@dor.ca.gov

San Bernardino Lucerne Valley Unified (760) 248-6108 Inland Empire(340) Robert Loeun Susan Wright (760) 245-4539 susan.wright@dor.ca.govSanta Barbara Lucia Mar Unified (805) 474-3000 Santa Barbara(320) Sarah Asbury Bridgit Coombs (805) 594-6105 Bridget.Coombs@dor.ca.govLos Angeles Lynwood Unified (310) 886-1600 LA South Bay(530) Daphne Leake; Sorath Hangse Matilde Mata (310) 223-1476 Matilde.Mata@dor.ca.govMadera Madera Unified (559) 675-4500 San Joaquin(150) Araceli Holland Terry Nichols (209) 726-6527 Terry.NicholsM.S@dor.ca.govMono Mammoth Unified School District (760) 934-6802 San Joaquin(150) Araceli Holland Cristina Moreno (661) 395-2525 Cristina.Moreno@dor.ca.govLos Angeles Manhattan Beach Unified (310) 318-7345 LA South Bay(530) Daphne Leake; Sorath Hangse Loudine Weber (424) 488-6623 Loudine.Weber@dor.ca.govSan Joaquin Manteca Unified (209) 825-3200 San Joaquin(150) Araceli Holland Ardria Weston (209) 954-4164 Ardria.Weston@dor.ca.govKern Maricopa Unified (661) 769-8231 San Joaquin(150) Araceli Holland Diane McClanahan (661) 395-2534 Diane.McClanahan@dor.ca.govContra Costa Martinez Unified (925) 335-5800 Greater East Bay(210) Carol Asch Frank Mofidi (925) 602-3971 Farzan.Mofidi@dor.ca.gov Faye Villanueva

(925) 602-3985NinfaFaye.Villanueva@dor.ca.gov

Yuba Marysville Joint Unified (530) 741-6000 Northern Sierra(130) Jay Onasch Candido Servera (530) 668-3463 Candido.Servera@dor.ca.gov Jose Garcia(530) 668-6828Jose.Garcia@dor.ca.gov

Humboldt Mattole Unified (707) 629-3311 Redwood Empire(110) David Wayte Dynel Williams 707-445-6659 Dynel.Williams@dor.ca.gov Cassandra Kemic707-445-7827Cassandra.Kemic@dor.ca.gov

Colusa Maxwell Unified (530) 438-2052 Northern Sierra(130) Jay Onasch Candido Servera (530) 668-3463 Candido.Servera@dor.ca.gov Jose Garcia(530) 668-6828Jose.Garcia@dor.ca.gov

Kern McFarland Unified (661) 792-3081 San Joaquin(150) Araceli Holland Diane McClanahan (661) 395-2534 Diane.McClanahan@dor.ca.govMendocino Mendocino Unified (707) 937-5868 Redwood Empire(110) David Wayte Christine Anderson 707-463-6804 Christine.Anderson@dor.ca.govFresno Mendota Unified (559) 655-4942 San Joaquin(150) Araceli Holland Brian Chambers (559) 445-6038 Brian.Chambers@dor.ca.govMerced Merced Union High (209) 325-2000 San Joaquin(150) Araceli Holland Terry Nichols (209) 726-6527 Terry.NicholsM.S@dor.ca.govSanta Clara Metro Education (408) 723-6400 San Jose(250) Donna Hezel Pamela Moore (669) 207-0018 Pamela.Moore@dor.ca.gov

87

Department of Rehabilitation (DOR) School LiaisonsCounty School District School District

PhoneDOR District DOR District

Administrator (DA)DOR School Liaison

NameDOR School Liaison

PhoneDOR School Liaison

EmailDOR School Liaison

Secondary Contact (if applicable)Lake Middletown Unified (707) 987-4100 Redwood Empire(110) David Wayte Rui Thomas 707-463-6805 Rui.Thomas@dor.ca.govSanta Clara Milpitas Unified (408) 635-2600 San Jose(250) Donna Hezel Karen Crowe (669) 207-0562 Karen.Crowe@dor.ca.govStanislaus Modesto City High (209) 574-1616 San Joaquin(150) Araceli Holland Mahalia Gotico (209) 576-6220 Mahalia.Gotico@dor.ca.govModoc Modoc Joint Unified (530) 233-7201 Northern Sierra(130) Jay Onasch Christien Kensley (530) 260-1749 Christien.Kensley@dor.ca.govKern Mojave Unified (661) 824-4001 San Joaquin(150) Araceli Holland Diane McClanahan (661) 395-2534 Diane.McClanahan@dor.ca.govLos Angeles Monrovia Unified (626) 471-2000 Van Nuys Foothill(410) Wan-Chun Chang Adrienne Fawcett (626) 304-8339 Adrienne.Fawcett@dor.ca.gov Melissa Herrera

(626) 304-8300Melissa.Herrera@dor.ca.gov

Los Angeles Montebello Unified (323) 887-7900 Greater LA(440) Maria Turrubiartes Robert West (323) 298-2514 Robert.West@dor.ca.govMonterey Monterey Peninsula Unified (831) 645-1200 San Jose(250) Donna Hezel Mimi Laurent (831) 769-8064 Mimi.Laurent@dor.ca.govSan Luis Obispo Moorpark Unified (805) 378-6300 Santa Barbara(320) Sarah Asbury Aceile Shaban-Riley (805) 371-6294 Aceile.Shaban-Riley@dor.ca.govRiverside Moreno Valley Unified (951) 571-7500 Inland Empire(340) Robert Loeun Chris Fernandez (951) 782-6668 Christopher.Hernandez@dor.ca.govSanta Clara Morgan Hill Unified (408) 201-6000 San Jose(250) Donna Hezel Duane Bradford (408) 846-8576 Duane.Bradford@dor.ca.govSan Bernardino Morongo Unified (760) 367-9191 Inland Empire(340) Robert Loeun Janie Delgadillo (760) 674-0294 Janie.Delgadillo@dor.ca.govSan Diego Mountain Empire Unified (619) 473-9022 San Diego(350) Carmencita Trapse Heidi Hodges (619) 667-3227 Heidi.Hodges@dor.ca.govTrinity Mountain Valley Unified (530) 628-5265 Redwood Empire(110) David Wayte Dynel Williams 707-445-6659 Dynel.Williams@dor.ca.gov Cassandra Kemic

707-445-7827Cassandra.Kemic@dor.ca.gov

Santa Clara Mountain View-Los Altos Union High (650) 940-4650 San Jose(250) Donna Hezel Linda Labit (408) 277-1364 Linda.Labit@dor.ca.gov

Contra Costa Mt. Diablo Unified (925) 682-8000 Greater East Bay(210) Carol Asch Frank Mofidi (925) 602-3971 Farzan.Mofidi@dor.ca.gov Faye Villanueva(925) 602-3985NinfaFaye.Villanueva@dor.ca.gov

Kern Muroc Joint Unified (760) 769-4821 San Joaquin(150) Araceli Holland Diane McClanahan (661) 395-2534 Diane.McClanahan@dor.ca.govRiverside Murrieta Valley Unified (951) 696-1600 Inland Empire(340) Robert Loeun Joyce Holzer (951) 693-4451 Joyce.Holzer@dor.ca.govNapa Napa Valley Unified (707) 253-3715 Redwood Empire(110) David Wayte John Adams 707-253-4931 John.Adams@dor.ca.govSacramento Natomas Unified (916) 567-5400 Northern Sierra(130) Jay Onasch Teresa Viramontes (916) 537-2652 Teresa.Viramontes@dor.ca.govSan Bernardino Needles Unified (760) 326-3891 Inland Empire(340) Robert Loeun Susan Wright (760) 245-4539 susan.wright@dor.ca.govNevada Nevada Joint Union High (530) 273-3351 Northern Sierra(130) Jay Onasch Thuy Luu (530) 477-2483 Thuy.Luu@dor.ca.govAlameda New Haven Unified (510) 471-1100 Greater East Bay(210) Carol Asch Tingting Zhou (510) 794-2472 Tingting.Zhou@dor.ca.govAlameda Newark Unified (510) 818-4103 Greater East Bay(210) Carol Asch Tingting Zhou (510) 794-2472 Tingting.Zhou@dor.ca.govStanislaus Newman-Crows Landing Unified (209) 862-2933 San Joaquin(150) Araceli Holland Mahalia Gotico (209) 576-6220 Mahalia.Gotico@dor.ca.govOrange County Newport-Mesa Unified (714) 424-5000 San Diego(350) Carmencita Trapse Melanie Juliano (949) 588-3811 Melanie.Juliano@dor.ca.govMonterey North Monterey County Unified (831) 633-3343 San Jose(250) Donna Hezel Mimi Laurent (831) 769-8064 Mimi.Laurent@dor.ca.govHumboldt Northern Humboldt Union High (707) 839-6481 Redwood Empire(110) David Wayte Dynel Williams 707-445-6659 Dynel.Williams@dor.ca.gov Cassandra Kemic

707-445-7827Cassandra.Kemic@dor.ca.gov

Los Angeles Norwalk-La Mirada Unified (562) 210-2000 Greater LA(440) Maria Turrubiartes Chaz Vesga (562) 465-0539 Chaz.Vesga@dor.ca.govMarin Novato Unified (415) 897-4201 San Francisco(230) Theresa Woo Jonathan Deguzman (760) 510-5856 Jonathan.Deguzman@dor.ca.govRiverside Nuview Union (951) 928-0066 Inland Empire(340) Robert Loeun Joyce Holzer (951) 693-4451 Joyce.Holzer@dor.ca.govVentura Oak Park Unified (818) 735-3200 Santa Barbara(320) Sarah Asbury Camile Terrzian (805) 371-6286 Camile.Terrzian@dor.ca.govStanislaus Oakdale Joint Unified (209) 848-4884 San Joaquin(150) Araceli Holland Mahalia Gotico (209) 576-6220 Mahalia.Gotico@dor.ca.govAlameda Oakland Unified (510) 879-8200 Greater East Bay(210) Carol Asch Frank Wang (510) 622-2775 Frank.Wang@dor.ca.gov Dana Mitchell

(510) 622-2787Dana.Mitchell@dor.ca.gov

San Diego Oceanside Unified (760) 966-4000 San Diego(350) Carmencita Trapse Militza Jimenez (760) 510-4705 Militza.Jimenez@dor.ca.govVentura Ojai Unified (805) 640-4300 Santa Barbara(320) Sarah Asbury Robin Riendeau (805) 487-9406 Robin.Riendeau@dor.ca.govOrange County Orange Unified (714) 628-4000 Orange/San Gabriel(550) Trung Le Ann-Kim Nguyen (714) 991-0800 Ann-Kim.Nguyen@dor.ca.govGlenn Orland Joint Unified (530) 865-1200 Northern Sierra(130) Jay Onasch Johnna Witte (530) 895-5003 Johnna.Witte@dor.ca.govButte Oroville Union High (530) 538-2300 Northern Sierra(130) Jay Onasch Andy Kiser (530) 895-4207 Andy.Kiser@dor.ca.govInyo Owens Valley Unified (760) 878-2405 San Joaquin(150) Araceli Holland Maria Curiel (661) 395-2531 Maria.Curiel@dor.ca.govVentura Oxnard Union High (805) 385-2500 Santa Barbara(320) Sarah Asbury Gabrielle David (805) 385-2416 Gabrielle.David@dor.ca.gov Leslie Webster

(805) 385-2420Leslie.Webster@dor.ca.gov

Monterey Pacific Grove Unified (831) 646-6510 San Jose(250) Donna Hezel Mimi Laurent (831) 769-8064 Mimi.Laurent@dor.ca.govSanta Cruz Pajaro Valley Unified (831) 786-2100 San Jose(250) Donna Hezel Diane Berry-Wahrer (831) 465-7110 Diane.Berry-Wahrer@dor.ca.govRiverside Palm Springs Unified (760) 883-2700 Inland Empire(340) Robert Loeun Janie Delgadillo (760) 674-0294 Janie.Delgadillo@dor.ca.govSanta Clara Palo Alto Unified (650) 329-3700 San Jose(250) Donna Hezel Karen Crowe (669) 207-0562 Karen.Crowe@dor.ca.govRiverside Palo Verde Unified (760) 922-4164 Inland Empire(340) Robert Loeun Nicolas Jiminez (760) 482-2952 Nicolas.Jimenez@dor.ca.govLos Angeles Palos Verdes Peninsula Unified (310) 378-9966 LA South Bay(530) Daphne Leake; Sorath Hangse Lucia Chapa (424) 488-6624 Lucia.Chapa@dor.ca.govButte Paradise Unified (530) 872-6400 Northern Sierra(130) Jay Onasch Dawn Leverett (530) 895-6065 Dawn.Leverett@dor.ca.govLos Angeles Paramount Unified (562) 602-6000 Greater LA(440) Maria Turrubiartes Maria Sanchez (562) 864-8528 Maria.Sanchez@dor.ca.govFresno Parlier Unified (559) 646-2731 San Joaquin(150) Araceli Holland Brian Chambers (559) 445-6038 Brian.Chambers@dor.ca.gov

88

Department of Rehabilitation (DOR) School LiaisonsCounty School District School District

PhoneDOR District DOR District

Administrator (DA)DOR School Liaison

NameDOR School Liaison

PhoneDOR School Liaison

EmailDOR School Liaison

Secondary Contact (if applicable)Los Angeles Pasadena Unified (626) 396-3600 Van Nuys Foothill(410) Wan-Chun Chang Adrienne Fawcett (626) 304-8339 Adrienne.Fawcett@dor.ca.gov Melissa Herrera

(626) 304-8300Melissa.Herrera@dor.ca.gov

Ventura Paso Robles Joint Unified (805) 769-1000 Santa Barbara(320) Sarah Asbury Maria Flores-Jimenez (805) 549-3368 Maria.Flores-Jimenez@dor.ca.govStanislaus Patterson Joint Unified (209) 895-7700 San Joaquin(150) Araceli Holland Mahalia Gotico (209) 576-6220 Mahalia.Gotico@dor.ca.govRiverside Perris Union High (951) 943-6369 Inland Empire(340) Robert Loeun Chris Fernandez (951) 782-6668 Christopher.Hernandez@dor.ca.govSonoma Petaluma Joint Union High (707) 778-4604 Redwood Empire(110) David Wayte Melissa Sanders 707-576-2270 Melissa.Sanders@dor.ca.gov Margaret O/Brien

707-576-2265Margaret.O;Brien@dor.ca.gov

Alameda Piedmont City Unified (510) 594-2600 Greater East Bay(210) Carol Asch Iris Wiangchanok (510) 622-2791 Iris.Wiangchanok@dor.ca.govColusa Pierce Joint Unified (530) 476-2892 Northern Sierra(130) Jay Onasch Candido Servera (530) 668-3463 Candido.Servera@dor.ca.gov Jose Garcia

(530) 668-6828Jose.Garcia@dor.ca.gov

Contra Costa Pittsburg Unified (925) 473-2300 Greater East Bay(210) Carol Asch Sidney Wong (925) 756-1736 Sidney.Wong@dor.ca.govOrange County Placentia-Yorba Linda Unified (714) 986-7000 Orange/San Gabriel(550) Trung Le Kirsten Duarte (714) 991-0851 Kirsten.Duarte@dor.ca.govPlacer Placer Union High (530) 886-4400 Northern Sierra(130) Jay Onasch Arleta Ham (530) 823-4052 Arleta.Ham@dor.ca.gov Tara Calderon

(916) 774-4404Tara.Calderon@dor.ca.gov

Ventura Pleasant Valley School District (805) 482-2763 Santa Barbara(320) Sarah Asbury Crystal Gonzalez (805) 385-2417 Crystal.Gonzalez@dor.ca.govAlameda Pleasanton Unified (925) 462-5500 Greater East Bay(210) Carol Asch Gerri Williams (510) 794-2465 Gerri.williams@dor.ca.govPlumas Plumas Unified (530) 283-6500 Northern Sierra(130) Jay Onasch Andy Kiser (530) 895-4207 Andy.Kiser@dor.ca.govMendocino Point Arena Joint Union High (707) 882-2803 Redwood Empire(110) David Wayte Christine Anderson 707-463-6804 Christine.Anderson@dor.ca.govLos Angeles Pomona Unified (909) 397-4800 Orange/San Gabriel(550) Trung Le Stacey Tran (626) 939-9011 Stacey.Tran@dor.ca.govTulare Porterville Unified (559) 793-2400 San Joaquin(150) Araceli Holland Bob Kleyn (559) 735-3853 Robert.Kleyn@dor.ca.govTulare Porterville Union High (559) 782-7210 San Joaquin(150) Araceli Holland Bob Kleyn (559) 735-3853 Robert.Kleyn@dor.ca.govMendocino Potter Valley Community Unified (707) 743-2101 Redwood Empire(110) David Wayte Teresa Wilson 707-263-3593 Theresa.Wilson@dor.ca.govSan Diego Poway Unified (858) 521-2800 San Diego(350) Carmencita Trapse Marita Beiner (760) 510-4718 Marita.Beiner@dor.ca.gov Lynette Button

(760) 510-5884Lynette.Button@dor.ca.gov

Glenn Princeton Joint Unified (530) 439-2261 Northern Sierra(130) Jay Onasch Johnna Witte (530) 895-5003 Johnna.Witte@dor.ca.govSan Diego Ramona City Unified (760) 787-2000 San Diego(350) Carmencita Trapse Marita Beiner (760) 510-4718 Marita.Beiner@dor.ca.gov Rosa Padilla

(760) 510-5860Rosa.Padilla@dor.ca.gov

Tehama Red Bluff Joint Union High (530) 529-8700 Redwood Empire(110) David Wayte Irma Leal-Cervantes 530-224-4720 Irma.Leal-Cervantes@dor.ca.gov Beni Galvan530-224-3210Beneralda.Galvan@dor.ca.gov

San Bernardino Redlands Unified (909) 307-5300 Inland Empire(340) Robert Loeun Thomas Darby (909) 383-4856 Thomas.Darby@dor.ca.govLos Angeles Redondo Beach Unified (310) 379-5449 LA South Bay(530) Daphne Leake; Sorath Hangse Loudine Weber (424) 488-6623 Loudine.Weber@dor.ca.govKings Reef-Sunset Unified (559) 386-9083 San Joaquin(150) Araceli Holland Bob Kleyn (559) 735-3853 Robert.Kleyn@dor.ca.govSan Bernardino Rialto Unified (909) 820-7700 Inland Empire(340) Robert Loeun Thomas Darby (909) 383-4856 Thomas.Darby@dor.ca.govSan Bernardino Rim of the World Unified (909) 336-4100 Inland Empire(340) Robert Loeun Thomas Darby (909) 383-4856 Thomas.Darby@dor.ca.govSan Joaquin Ripon Unified (209) 599-2131 San Joaquin(150) Araceli Holland Ardria Weston (209) 954-4164 Ardria.Weston@dor.ca.govSacramento River Delta Joint Unified (707) 374-1700 Northern Sierra(130) Jay Onasch Pheng Vang (916) 558-5334 Pheng.Vang@dor.ca.govStanislaus Riverbank Unified (209) 869-2538 San Joaquin(150) Araceli Holland Mahalia Gotico (209) 576-6220 Mahalia.Gotico@dor.ca.govFresno Riverdale Joint Unified (559) 867-8200 San Joaquin(150) Araceli Holland Brian Chambers (559) 445-6038 Brian.Chambers@dor.ca.govRiverside Riverside Unified (951) 788-7135 Inland Empire(340) Robert Loeun Joyce Holzer (951) 693-4451 Joyce.Holzer@dor.ca.govPlacer Rocklin Unified (916) 624-2428 Northern Sierra(130) Jay Onasch Sharlene Tran (916) 774-4095 Sharlene.Tran@dor.ca.govSonoma Roseland (707) 545-0102 Redwood Empire(110) David Wayte Melissa Sanders 707-576-2270 Melissa.Sanders@dor.ca.gov Margaret O/Brien

707-576-2265Margaret.O;Brien@dor.ca.gov

Placer Roseville Joint Union High (916) 786-2051 Northern Sierra(130) Jay Onasch Tara Calderon (916) 774-4404 Tara.Calderon@dor.ca.gov Sharlene Tran(916) 774-4095Sharlene.Tran@dor.ca.gov

Mendocino Round Valley Unified (707) 983-6171 Redwood Empire(110) David Wayte Teresa Wilson 707-263-3593 Theresa.Wilson@dor.ca.govLos Angeles Rowland Unified (626) 965-2541 Orange/San Gabriel(550) Trung Le Rocio Chavez (626) 856-8742 Rocio.Chavez@dor.ca.govSacramento Sacramento City Unified (916) 643-9000 Northern Sierra(130) Jay Onasch Pheng Vang (916) 558-5334 Pheng.Vang@dor.ca.gov Dave Sheldon

(916) 558-5335David.Sheldon@dor.ca.gov

San Diego Saddleback Valley Unified (949) 586-1234 San Diego(350) Carmencita Trapse Michele Kaplan (949) 598-7951 Michele.Kaplan@dor.ca.govNapa Saint Helena Unified (707) 967-2708 Redwood Empire(110) David Wayte Cliff Atkins 707-253-4924 Clifford.Atkins@dor.ca.gov Katie Barrientos

707-253-4936Katie.Barrientos@dor.ca.gov

Monterey Salinas Union High (831) 796-7000 San Jose(250) Donna Hezel Mimi Laurent (831) 769-8064 Mimi.Laurent@dor.ca.govSan Benito San Benito High (831) 637-5831 San Jose(250) Donna Hezel Duane Bradford (408) 846-8576 Duane.Bradford@dor.ca.govSan Bernardino San Bernardino City Unified (909) 381-1100 Inland Empire(340) Robert Loeun Thomas Darby (909) 383-4856 Thomas.Darby@dor.ca.gov

89

Department of Rehabilitation (DOR) School LiaisonsCounty School District School District

PhoneDOR District DOR District

Administrator (DA)DOR School Liaison

NameDOR School Liaison

PhoneDOR School Liaison

EmailDOR School Liaison

Secondary Contact (if applicable)San Diego San Diego Unified (619) 725-8000 San Diego(350) Carmencita Trapse Luis Martinez (619) 682-7228 Luis.Martinez@dor.ca.gov Leah Schicker

(619) 767-2264Leah.Schicker@dor.ca.gov

San Diego San Dieguito Union High (760) 753-6491 San Diego(350) Carmencita Trapse Militza Jimenez (760) 510-4705 Militza.Jimenez@dor.ca.govSan Francisco San Francisco Unified (415) 241-6000 San Francisco(230) Theresa Woo Annabel Sarabia (650) 737-2621 Annabel.Sarabia@dor.ca.govLos Angeles San Gabriel Unified (626) 451-5400 Orange/San Gabriel(550) Trung Le Marissa Ayala (625) 572-2419 Marissa.Ayala@dor.ca.govRiverside San Jacinto Unified (951) 929-7700 Inland Empire(340) Robert Loeun Joyce Holzer (951) 693-4451 Joyce.Holzer@dor.ca.govSanta Clara San Jose Unified (408) 535-6000 San Jose(250) Donna Hezel Linda Labit (408) 277-1364 Linda.Labit@dor.ca.govPlacer San Juan Unified (916) 971-7700 Northern Sierra(130) Jay Onasch Kim Geddes (916) 537-2651 Kimberly.Geddes@dor.ca.govAlameda San Leandro Unified (510) 667-3500 Greater East Bay(210) Carol Asch Andy Malarski (510) 265-8264 Andrew.Malarski@dor.ca.govAlameda San Lorenzo Unified (510) 317-4600 Greater East Bay(210) Carol Asch Andy Malarski (510) 265-8264 Andrew.Malarski@dor.ca.govSanta Cruz San Lorenzo Valley Unified (831) 336-5194 San Jose(250) Donna Hezel Diane Berry-Wahrer (831) 465-7110 Diane.Berry-Wahrer@dor.ca.govSan Luis Obispo San Luis Coastal Unified (805) 549-1200 Santa Barbara(320) Sarah Asbury Maria Flores-Jimenez (805) 549-3368 Maria.Flores-Jimenez@dor.ca.gov Tammey Woodard-Welch

(805) 594-6100Tammey.Woodard-welch@dor.ca.gov

San Diego San Marcos Unified (760) 752-1299 San Diego(350) Carmencita Trapse Marita Beiner (760) 510-4718 Marita.Beiner@dor.ca.gov Marcy Martin(760) 510-5864Marcy.Martin@dor.ca.gov

Los Angeles San Marino Unified (626) 299-7000 Van Nuys Foothill(410) Wan-Chun Chang Adrienne Fawcett (626) 304-8339 Adrienne.Fawcett@dor.ca.gov Melissa Herrera(626) 304-8300Melissa.Herrera@dor.ca.gov

San Mateo San Mateo Union High (650) 558-2299 San Francisco(230) Theresa Woo Paul Cardenas (650) 737-2617 Paul.Cardenas@dor.ca.govImperial San Pasqual Valley Unified (760) 572-0222 Inland Empire(340) Robert Loeun Nicolas Jiminez (760) 482-2952 Nicolas.Jimenez@dor.ca.govMarin San Rafael City High (415) 492-3200 San Francisco(230) Theresa Woo Jonathan Deguzman (760) 510-5856 Jonathan.Deguzman@dor.ca.govContra Costa San Ramon Valley Unified (925) 552-5500 Greater East Bay(210) Carol Asch Frank Mofidi (925) 602-3971 Farzan.Mofidi@dor.ca.gov Faye Villanueva

(925) 602-3985NinfaFaye.Villanueva@dor.ca.gov

Fresno Sanger Unified (559) 524-6521 San Joaquin(150) Araceli Holland Brian Chambers (559) 445-6038 Brian.Chambers@dor.ca.govOrange County Santa Ana Unified (714) 558-5501 Orange/San Gabriel(550) Trung Le Rudy Villalobos (714) 662-6056 Rodolfo.Villalobos@dor.ca.govSanta Barbara Santa Barbara Unified (805) 963-4338 Santa Barbara(320) Sarah Asbury Kate Ingalls (805) 560-8152 Kathleen.Ingalls@dor.ca.govSanta Clara Santa Clara Unified (408) 423-2000 San Jose(250) Donna Hezel Linda Labit (408) 277-1364 Linda.Labit@dor.ca.govSanta Cruz Santa Cruz City High (831) 429-3410 San Jose(250) Donna Hezel Diane Berry-Wahrer (831) 465-7110 Diane.Berry-Wahrer@dor.ca.govSanta Barbara Santa Maria Joint Union High (805) 922-4573 Santa Barbara(320) Sarah Asbury Ruth Jackson (805) 928-1893 Ruth.Jackson@dor.ca.govLos Angeles Santa Monica-Malibu Unified (310) 450-8338 Greater LA(440) Maria Turrubiartes Robert West (323) 298-2514 Robert.West@dor.ca.govSanta Barbara Santa Paula Unified (805) 933-8800 Santa Barbara(320) Sarah Asbury Jonathan DeJesus (805) 385-2415 Jonathan.DeJesus@dor.ca.govSonoma Santa Rosa High (707) 528-5181 Redwood Empire(110) David Wayte Melissa Sanders 707-576-2270 Melissa.Sanders@dor.ca.gov Margaret O/Brien

707-576-2265Margaret.O;Brien@dor.ca.gov

Santa Barbara Santa Ynez Valley Union High (805) 688-6487 Santa Barbara(320) Sarah Asbury Sandra Espino (805) 938-1499 Sandra.Espino@dor.ca.govSan Diego SBC - High Tech High (619) 243-5000 San Diego(350) Carmencita Trapse Westly VanderSchaaf (619) 426-3675 westly.vanderschaaf@dor.ca.gov Marita Beiner

(760) 510-4718Marita.Beiner@dor.ca.gov

Los Angeles SBE - Academia Avance Charter (323) 230-7270 Van Nuys Foothill(410) Wan-Chun Chang Angelina Walker (818) 552-2153 Angelina.Walker@dor.ca.gov Anna Aylozyan(818) 543-4743Anna.Aylozyan@dor.ca.gov

Los Angeles SBE - Anahuacalmecac International University Preparatory of North America

(323) 352-3148 Van Nuys Foothill(410) Wan-Chun Chang Adrienne Fawcett (626) 304-8339 Adrienne.Fawcett@dor.ca.gov Melissa Herrera(626) 304-8300Melissa.Herrera@dor.ca.gov

Stanislaus SBE - Aspire Vanguard College Preparatory Academy

(209) 521-3010 San Joaquin(150) Araceli Holland Mahalia Gotico (209) 576-6220 Mahalia.Gotico@dor.ca.gov

San Diego SBE - Audeo Charter II (858) 678-2050 San Diego(350) Carmencita Trapse Alejandro Fernandez (619) 767-2127 Alejandro.Fernandez@dor.ca.govLos Angeles SBE - Barack Obama Charter (323) 566-1965 LA South Bay(530) Daphne Leake; Sorath Hangse Susan Johnson (323) 771-0816 Susan.johnson@dor.ca.govSan Diego SBE - Baypoint Preparatory Academy (951) 658-1700 San Diego(350) Carmencita Trapse Marita Beiner (760) 510-4718 Marita.Beiner@dor.ca.gov

San Mateo SBE - Everest Public High (650) 366-1050 San Francisco(230) Theresa Woo Estrellita Castro (650) 688-6305 Estrellita.Castro@dor.ca.govLos Angeles SBE - Lifeline Education Charter (310) 605-2510 LA South Bay(530) Daphne Leake; Sorath Hangse Matilde Mata (310) 223-1476 Matilde.Mata@dor.ca.govLos Angeles SBE - New West Charter (310) 943-5444 Greater LA(440) Maria Turrubiartes Robert West (323) 298-2514 Robert.West@dor.ca.govSan Luis Obispo SBE - Olive Grove Charter (805) 623-1111 Santa Barbara(320) Sarah Asbury Tammey Woodard-Welch (805) 594-6100 Tammey.Woodard-Welch@dor.ca.govLos Angeles SBE - Prepa Tec Los Angeles High (323) 800-2739 LA South Bay(530) Daphne Leake; Sorath Hangse Cheryl Kidd (310) 223-1469 Cheryl.Kidd@dor.ca.gov

Kern SBE - Ridgecrest Charter (760) 375-1010 San Joaquin(150) Araceli Holland Diane McClanahan (661) 395-2534 Diane.McClanahan@dor.ca.govSan Diego SBE - Thrive Public (619) 839-9543 San Diego(350) Carmencita Trapse Esther Bazalaki (619) 767-2150 Esther.Bazalaki@dor.ca.govSiskiyou Scott Valley Unified (530) 468-2727 Redwood Empire(110) David Wayte Irma Leal-Cervantes 530-224-4720 Irma.Leal-Cervantes@dor.ca.gov Beni Galvan

530-224-3210Beneralda.Galvan@dor.ca.gov

90

Department of Rehabilitation (DOR) School LiaisonsCounty School District School District

PhoneDOR District DOR District

Administrator (DA)DOR School Liaison

NameDOR School Liaison

PhoneDOR School Liaison

EmailDOR School Liaison

Secondary Contact (if applicable)Santa Cruz Scotts Valley Unified (831) 438-1820 San Jose(250) Donna Hezel Diane Berry-Wahrer (831) 465-7110 Diane.Berry-Wahrer@dor.ca.govFresno Selma Unified (559) 898-6500 San Joaquin(150) Araceli Holland Brian Chambers (559) 445-6038 Brian.Chambers@dor.ca.govSan Mateo Sequoia Union High (650) 369-1411 San Francisco(230) Theresa Woo Estrellita Castro (650) 688-6305 Estrellita.Castro@dor.ca.govSanta Barbara Shandon Joint Unified (805) 238-0286 Santa Barbara(320) Sarah Asbury Scott Black (805) 549-3742 Scott.Black@dor.ca.govShasta Shasta Union High (530) 241-3261 Redwood Empire(110) David Wayte Irma Leal-Cervantes 530-224-4720 Irma.Leal-Cervantes@dor.ca.gov Beni Galvan

530-224-3210Beneralda.Galvan@dor.ca.gov

Marin Shoreline Unified (707) 878-2266 San Francisco(230) Theresa Woo Maryann "Danyele" Perrine (415) 893-7708 Maryann.Perrine@dor.ca.govKern Sierra Sands Unified (760) 499-1600 San Joaquin(150) Araceli Holland Diane McClanahan (661) 395-2534 Diane.McClanahan@dor.ca.govFresno Sierra Unified (559) 855-3662 San Joaquin(150) Araceli Holland Brian Chambers (559) 445-6038 Brian.Chambers@dor.ca.govSierra Sierra-Plumas Joint Unified (530) 993-1660 Northern Sierra(130) Jay Onasch Thuy Luu (530) 477-2483 Thuy.Luu@dor.ca.govSan Bernardino Silver Valley Unified (760) 254-2916 Inland Empire(340) Robert Loeun Susan Wright (760) 245-4539 susan.wright@dor.ca.govSan Luis Obispo Simi Valley Unified (805) 306-4500 Santa Barbara(320) Sarah Asbury Reed Walsh (805) 371-6289 Reed.Walsh@dor.ca.gov Aceilie Shaban-Riley

(805) 371-6294Aceile.Shaban-Riley@dor.ca.gov

Siskiyou Siskiyou Union High (530) 926-3006 Redwood Empire(110) David Wayte Irma Leal-Cervantes 530-224-4720 Irma.Leal-Cervantes@dor.ca.gov Beni Galvan530-224-3210Beneralda.Galvan@dor.ca.gov

San Bernardino Snowline Joint Unified (760) 868-5817 Inland Empire(340) Robert Loeun Susan Wright (760) 245-4539 susan.wright@dor.ca.govMonterey Soledad Unified (831) 678-3950 San Jose(250) Donna Hezel Mimi Laurent (831) 769-8064 Mimi.Laurent@dor.ca.govSonoma Sonoma Valley Unified (707) 935-6000 Redwood Empire(110) David Wayte Melissa Sanders 707-576-2270 Melissa.Sanders@dor.ca.gov Margaret O/Brien

707-576-2265Margaret.O;Brien@dor.ca.gov

Tuolumne Sonora Union High (209) 533-8510 San Joaquin(150) Araceli Holland Mahalia Gotico (209) 576-6220 Mahalia.Gotico@dor.ca.govLos Angeles South Bay Union High (707) 476-8549 LA South Bay(530) Daphne Leake; Sorath Hangse Lucia Chapa (424) 488-6624 Lucia.Chapa@dor.ca.govMonterey South Monterey County Joint Union

High(831) 385-0606 San Jose(250) Donna Hezel Mimi Laurent (831) 769-8064 Mimi.Laurent@dor.ca.gov

Los Angeles South Pasadena Unified (626) 441-5810 Van Nuys Foothill(410) Wan-Chun Chang Adrienne Fawcett (626) 304-8339 Adrienne.Fawcett@dor.ca.gov Melissa Herrera(626) 304-8300Melissa.Herrera@dor.ca.gov

San Mateo South San Francisco Unified (650) 877-8700 San Francisco(230) Theresa Woo Brian Shapiro (650) 737-2628 Brian.Shapiro@dor.ca.govHumboldt Southern Humboldt Joint Unified (707) 943-1789 Redwood Empire(110) David Wayte Dynel Williams 707-445-6659 Dynel.Williams@dor.ca.gov Cassandra Kemic

707-445-7827Cassandra.Kemic@dor.ca.gov

Kern Southern Kern Unified (661) 256-5000 San Joaquin(150) Araceli Holland Diane McClanahan (661) 395-2534 Diane.McClanahan@dor.ca.govTrinity Southern Trinity Joint Unified (707) 574-6237 Redwood Empire(110) David Wayte Dynel Williams 707-445-6659 Dynel.Williams@dor.ca.gov Cassandra Kemic

707-445-7827Cassandra.Kemic@dor.ca.gov

San Joaquin Stockton Unified (209) 933-7000 San Joaquin(150) Araceli Holland Ardria Weston (209) 954-4164 Ardria.Weston@dor.ca.govGlenn Stony Creek Joint Unified (530) 968-5361 Northern Sierra(130) Jay Onasch Johnna Witte (530) 895-5003 Johnna.Witte@dor.ca.govTuolumne Summerville Union High (209) 928-3498 San Joaquin(150) Araceli Holland Mahalia Gotico (209) 576-6220 Mahalia.Gotico@dor.ca.govAlameda Sunol Glen Unified (925) 862-2026 Greater East Bay(210) Carol Asch Gerri Williams (510) 794-2465 Gerri.williams@dor.ca.govModoc Surprise Valley Joint Unified (530) 279-6141 Northern Sierra(130) Jay Onasch Christien Kensley (530) 260-1749 Christien.Kensley@dor.ca.govSutter Sutter Union High (530) 822-5161 Northern Sierra(130) Jay Onasch Gracie Olivera (530) 822-4569 Graciela.Olivera@dor.ca.govSan Diego Sweetwater Union High (619) 691-5500 San Diego(350) Carmencita Trapse Joe Puente (619) 426-3688 Joe.Puente@dor.ca.govKern Taft Union High (661) 763-2300 San Joaquin(150) Araceli Holland Diane McClanahan (661) 395-2534 Diane.McClanahan@dor.ca.govPlacer Tahoe-Truckee Unified (530) 582-2500 Northern Sierra(130) Jay Onasch John Pillsbury (530) 541-3281 John.Pillsbury@dor.ca.govMarin Tamalpais Union High (415) 945-1000 San Francisco(230) Theresa Woo Jonathan Deguzman (760) 510-5856 Jonathan.Deguzman@dor.ca.govKern Tehachapi Unified (661) 822-2100 San Joaquin(150) Araceli Holland Diane McClanahan (661) 395-2534 Diane.McClanahan@dor.ca.govRiverside Temecula Valley Unified (951) 676-2661 Inland Empire(340) Robert Loeun Joyce Holzer (951) 693-4451 Joyce.Holzer@dor.ca.govLos Angeles Temple City Unified (626) 548-5000 Van Nuys Foothill(410) Wan-Chun Chang Adrienne Fawcett (626) 304-8339 Adrienne.Fawcett@dor.ca.gov Melissa Herrera

(626) 304-8300Melissa.Herrera@dor.ca.gov

Ventura Templeton Unified (805) 434-5800 Santa Barbara(320) Sarah Asbury Tammey Woodard-Welch (805) 594-6100 Tammey.Woodard-Welch@dor.ca.govLos Angeles Torrance Unified (310) 972-6500 LA South Bay(530) Daphne Leake; Sorath Hangse Hale Galbreth/Lucia Chapa (424) 488-6605 Hale.Galbreth@dor.ca.gov Lucia Chapa

(424) 488-6624Lucia.Chapa@dor.ca.gov

San Joaquin Tracy Joint Unified (209) 830-3200 San Joaquin(150) Araceli Holland Ardria Weston (209) 954-4164 Ardria.Weston@dor.ca.govSolano Travis Unified (707) 437-4604 Greater East Bay(210) Carol Asch Javier Pulido (707) 428-2080 Javier.Pulido@dor.ca.govTrinity Trinity Alps Unified (530) 623-6104 Redwood Empire(110) David Wayte Irma Leal-Cervantes 530-224-4720 Irma.Leal-Cervantes@dor.ca.gov Beni Galvan

530-224-3210Beneralda.Galvan@dor.ca.gov

San Bernardino Trona Joint Unified (760) 372-2861 Inland Empire(340) Robert Loeun Pauline Pina (909) 948-6066 Pauline.Pina@dor.ca.govTulare Tulare Joint Union High (559) 688-2021 San Joaquin(150) Araceli Holland Bob Kleyn (559) 735-3853 Robert.Kleyn@dor.ca.govModoc Tulelake Basin Joint Unified (530) 667-2295 Northern Sierra(130) Jay Onasch Christien Kensley (530) 260-1749 Christien.Kensley@dor.ca.gov

91

Department of Rehabilitation (DOR) School LiaisonsCounty School District School District

PhoneDOR District DOR District

Administrator (DA)DOR School Liaison

NameDOR School Liaison

PhoneDOR School Liaison

EmailDOR School Liaison

Secondary Contact (if applicable)Stanislaus Turlock Unified (209) 667-0632 San Joaquin(150) Araceli Holland Mahalia Gotico (209) 576-6220 Mahalia.Gotico@dor.ca.govOrange County Tustin Unified (714) 730-7301 Orange/San Gabriel(550) Trung Le Rudy Villalobos (714) 662-6056 Rodolfo.Villalobos@dor.ca.govSacramento Twin Rivers Unified (916) 566-1600 Northern Sierra(130) Jay Onasch Teresa Viramontes (916) 537-2652 Teresa.Viramontes@dor.ca.govMendocino Ukiah Unified (707) 472-5002 Redwood Empire(110) David Wayte James Eubanks 707-463-4962 James.Eubanks@dor.ca.gov Margaret Rodier

707-463-6806Margaret.Rodier@dor.ca.gov

San Bernardino Upland Unified (909) 985-1864 Inland Empire(340) Robert Loeun Pauline Pina (909) 948-6066 Pauline.Pina@dor.ca.govLake Upper Lake Union High (707) 275-2655 Redwood Empire(110) David Wayte Ryan Estevo 707-463-4725 Ryan.Estevo@dor.ca.gov Rui Thomas

707-463-6805Rui.Thomas@dor.ca.gov

Solano Vacaville Unified (707) 453-6117 Greater East Bay(210) Carol Asch Javier Pulido (707) 428-2080 Javier.Pulido@dor.ca.govRiverside Val Verde Unified (951) 940-6100 Inland Empire(340) Robert Loeun Chris Fernandez (951) 782-6668 Christopher.Hernandez@dor.ca.govSolano Vallejo City Unified (707) 556-8921 Greater East Bay(210) Carol Asch Piedad Arias (707) 428-2157 Piedad.Arias@dor.ca.govSan Diego Valley Center-Pauma Unified (760) 749-0464 San Diego(350) Carmencita Trapse Marita Beiner (760) 510-4718 Marita.Beiner@dor.ca.gov Dee Dee Moser

(760) 510-5893DeeAnn.Moser@dor.ca.gov

Ventura Ventura Unified (805) 641-5000 Santa Barbara(320) Sarah Asbury Robin Riendeau (805) 487-9406 Robin.Riendeau@dor.ca.govSan Bernardino Victor Valley Union High (760) 955-3201 Inland Empire(340) Robert Loeun Susan Wright (760) 245-4539 susan.wright@dor.ca.govTulare Visalia Unified (559) 730-7300 San Joaquin(150) Araceli Holland Bob Kleyn (559) 735-3853 Robert.Kleyn@dor.ca.govSan Diego Vista Unified (760) 726-2170 San Diego(350) Carmencita Trapse Larry Joe Flores (760) 510-2795 Larry.Flores@dor.ca.govLos Angeles Walnut Valley Unified (909) 595-1261 Orange/San Gabriel(550) Trung Le Robert Deboisblanc (626) 939-9111 Robert.DeBoisblanc@dor.ca.govSan Diego Warner Unified (760) 782-3517 San Diego(350) Carmencita Trapse Marita Beiner (760) 510-4718 Marita.Beiner@dor.ca.gov Dee Dee Moser

(760) 510-5893DeeAnn.Moser@dor.ca.gov

Kern Wasco Union High (661) 758-8447 San Joaquin(150) Araceli Holland Diane McClanahan (661) 395-2534 Diane.McClanahan@dor.ca.govFresno Washington Unified (559) 495-5600 San Joaquin(150) Araceli Holland Brian Chambers (559) 445-6038 Brian.Chambers@dor.ca.govStanislaus Waterford Unified (209) 874-1809 San Joaquin(150) Araceli Holland Mahalia Gotico (209) 576-6220 Mahalia.Gotico@dor.ca.govContra Costa West Contra Costa Unified (510) 231-1195 Greater East Bay(210) Carol Asch Helen Elmer (510) 231-8714 Helen.Elmer@dor.ca.govLos Angeles West Covina Unified (626) 939-4600 Orange/San Gabriel(550) Trung Le Lousie Trobel (626) 939-3371 Louise.Trobel@dor.ca.govSonoma West Sonoma County Union High (707) 824-6403 Redwood Empire(110) David Wayte Jill Cohen-Sandler 707-576-2260 Jill.Cohen-Sandler@dor.ca.govPlacer Western Placer Unified (916) 645-6350 Northern Sierra(130) Jay Onasch Zang Her (916) 774-4405 Zang.Her@dor.ca.govLassen Westwood Unified (530) 256-2311 Northern Sierra(130) Jay Onasch Shannon Hogan (530) 257-4217 Shannon.Hogan@dor.ca.govYuba Wheatland Union High (530) 633-3100 Northern Sierra(130) Jay Onasch Candido Servera (530) 668-3463 Candido.Servera@dor.ca.gov Jose Garcia

(530) 668-6828Jose.Garcia@dor.ca.gov

Los Angeles Whittier Union High (562) 698-8121 Orange/San Gabriel(550) Trung Le Sergio Villa (626) 572-2336 Sergio.Villa@dor.ca.govLos Angeles William S. Hart Union High (661) 259-0033 Van Nuys Foothill(410) Wan-Chun Chang Vivian Kimoto (661) 799-1021 Vivian.Kimoto@dor.ca.gov Rafael Artiga

(661) 799-1014Rafael.Artiga@dor.ca.gov

Colusa Williams Unified (530) 473-2550 Northern Sierra(130) Jay Onasch Candido Servera (530) 668-3463 Candido.Servera@dor.ca.gov Jose Garcia(530) 668-6828Jose.Garcia@dor.ca.gov

Mendocino Willits Unified (707) 459-5314 Redwood Empire(110) David Wayte Margaret Rodier 707-463-6806 Margaret.Rodier@dor.ca.govGlenn Willows Unified (530) 934-6600 Northern Sierra(130) Jay Onasch Johnna Witte (530) 895-5003 Johnna.Witte@dor.ca.govSonoma Windsor Unified (707) 837-7701 Redwood Empire(110) David Wayte Melissa Sanders 707-576-2270 Melissa.Sanders@dor.ca.gov Margaret O/Brien

707-576-2265Margaret.O;Brien@dor.ca.gov

Yolo Winters Joint Unified (530) 795-6100 Northern Sierra(130) Jay Onasch Candido Servera (530) 668-3463 Candido.Servera@dor.ca.gov Jose Garcia(530) 668-6828Jose.Garcia@dor.ca.gov

Los Angeles Wiseburn Unified (310) 725-2101 LA South Bay(530) Daphne Leake; Sorath Hangse Carolyn Thierry (424) 488-6595 Carolyn.Thierry@dor.ca.govTulare Woodlake Unified (559) 564-8081 San Joaquin(150) Araceli Holland Bob Kleyn (559) 735-3853 Robert.Kleyn@dor.ca.govYolo Woodland Joint Unified (530) 662-0201 Northern Sierra(130) Jay Onasch Candido Servera (530) 668-3463 Candido.Servera@dor.ca.gov Jose Garcia

(530) 668-6828Jose.Garcia@dor.ca.gov

Madera Yosemite Unified (559) 683-8801 San Joaquin(150) Araceli Holland Terry Nichols (209) 726-6527 Terry.NicholsM.S@dor.ca.govSiskiyou Yreka Union High (530) 842-2521 Redwood Empire(110) David Wayte Irma Leal-Cervantes 530-224-4720 Irma.Leal-Cervantes@dor.ca.gov Beni Galvan

530-224-3210Beneralda.Galvan@dor.ca.gov

Yuba Yuba City Unified (530) 822-5200 Northern Sierra(130) Jay Onasch Candido Servera (530) 668-3463 Candido.Servera@dor.ca.gov Jose Garcia(530) 668-6828Jose.Garcia@dor.ca.gov

San Bernardino Yucaipa-Calimesa Joint Unified (909) 797-0174 Inland Empire(340) Robert Loeun Susan Wright (760) 245-4539 susan.wright@dor.ca.gov

92

Department of Rehabilitation (DOR) School LiaisonsCounty School District School District

PhoneDOR District DOR District

Administrator (DA)DOR School Liaison

NameDOR School Liaison

PhoneDOR School Liaison

EmailDOR School Liaison

Secondary Contact (if applicable)

Alameda Alameda County Office of Education (510) 887-0152 Greater East Bay(210) Carol Asch Denise Barriteau (510) 622-2788 Denise.Barriteau@dor.ca.govContra Costa Contra Costa County Office of Education (925) 942-3388 Greater East Bay(210) Carol Asch Frank Mofidi (925) 602-3971 Farzan.Mofidi@dor.ca.gov Faye Villanueva

(925) 602-3985NinfaFaye.Villanueva@dor.ca.gov

Solano Solano County Office of Education 707-399-4400 Greater East Bay(210) Carol Asch Piedad Arias (707) 428-2157 Piedad.Arias@dor.ca.govLos Angeles Los Angeles County Office of Education (562) 922-6111 Greater LA(440) Vacant Robert West (323) 298-2514 Robert.West@dor.ca.govImperial Imperial County Office of Education (760) 312-6464 Inland Empire(340) Robert Loeun Nicolas Jimenez (760) 482-2952 Nicolas.Jimenez@dor.ca.govRiverside Riverside County Office of Education (951) 826-6530 Inland Empire(340) Robert Loeun Chris Fernandez (951) 782-6668 Christopher.Fernandez@dor.ca.govSan Bernardino San Bernardino County Office of Education (909) 888-3228 Inland Empire(340) Robert Loeun Thomas Darby (909) 383-4856 Thomas.Darby@dor.ca.govAlpine Alpine County Office of Education (530) 694-2230 Northern Sierra(130) Jay Onasch Pam Buck (530) 823-4020 Pamela.Buck@dor.ca.govAmador Amador County Office of Education (209) 223-1750 Northern Sierra(130) Jay Onasch Teresa Viramontes (916) 537-2652 Teresa.Viramontes@dor.ca.govButte Butte Count Office of Education (530) 532-5650 Northern Sierra(130) Jay Onasch Andy Kiser (530) 895-4207 Andy.Kiser@dor.ca.govColusa Colusa County Office of Education (530) 458-0350 Northern Sierra(130) Jay Onasch Candido Servera (530) 668-3463 Candido.Servera@dor.ca.gov Jose Garcia

(530) 668-6828Jose.Garcia@dor.ca.gov

El Dorado El Dorado County Office of Education (530) 622-7130 Northern Sierra(130) Jay Onasch Candace Neil (530) 642-5591 Candace.Niel@dor.ca.govGlenn Glenn County Office of Education 530.934.6575 Northern Sierra(130) Jay Onasch Johnna Witte (530) 895-5003 Johnna.Witte@dor.ca.govLassen Lassen County Office of Education 530.257.2196 Northern Sierra(130) Jay Onasch Shannon Hogan (530) 257-4217 Shannon.Hogan@dor.ca.govModoc Modoc County Office of Education 530.233.7101 Northern Sierra(130) Jay Onasch Christien Kensley (530) 260-1749 Christien.Kensley@dor.ca.govNevada Nevada County Office of Eduation (530) 478-6400 Northern Sierra(130) Jay Onasch Thuy Luu (530) 477-2483 Thuy.Luu@dor.ca.govPlacer Placer County Office of Education (530) 889-8020 Northern Sierra(130) Jay Onasch Arletta Ham (530) 823-4052 Arleta.Ham@dor.ca.gov Tara Calderon

(916) 774-4404Tara.Calderon@dor.ca.gov

Plumas Plumas County Office of Education (530) 283-6500 Northern Sierra(130) Jay Onasch Andy Kiser (530) 895-4207 Andy.Kiser@dor.ca.govSacramento Sacramento County Office of Education (916) 228-2500 Northern Sierra(130) Jay Onasch Cindy Escott (916) 537-2649 Cindy.Escott@dor.ca.gov Sharon Osullivan

916-537-2648Sharon.OSullivan@dor.ca.gov

Sutter Sutter County Office of Education (530) 822-2900 Northern Sierra(130) Jay Onasch Gracie Olivera (530) 822-4569 Graciela.Olivera@dor.ca.govYolo Yolo County Office of Education (530) 668-6700 Northern Sierra(130) Jay Onasch Candido Servera (530) 668-3463 Candido.Servera@dor.ca.gov Jose Garcia

(530) 668-6828Jose.Garcia@dor.ca.gov

Yuba Yuba County Office of Education (530) 749-4900 Northern Sierra(130) Jay Onasch Candido Servera (530) 668-3463 Candido.Servera@dor.ca.gov Jose Garcia(530) 668-6828Jose.Garcia@dor.ca.gov

Orange County Orange County Department of Education (714) 966-4000 Orange/San Gabriel(550) Trung Le Ellen Schenk (714) 991-0823 Ellen.Schenk@dor.ca.gov Jim Finken(714) 991-0854James.Finken@dor.ca.gov

Del Norte Del Norte County Office of Education (707) 464-0200 Redwood Empire(110) David Wayte Dynel Williams 707-445-6659 Dynel.Williams@dor.ca.gov Cassandra Kemic707-445-7827Cassandra.Kemic@dor.ca.gov

Humboldt Humbolt County Office of Education 707-445-7000 Redwood Empire(110) David Wayte Dynel Williams 707-445-6659 Dynel.Williams@dor.ca.gov Cassandra Kemic707-445-7827Cassandra.Kemic@dor.ca.gov

Lake Lake County Office of Education (707) 262-4100 Redwood Empire(110) David Wayte Rui Thomas 707-463-6805 Rui.Thomas@dor.ca.govMendocino Mendocino County Office of Education 707-467-5000 Redwood Empire(110) David Wayte James Eubanks 707-463-4962 James.Eubanks@dor.ca.govNapa Napa County Office of Education (707) 253-6810 Redwood Empire(110) David Wayte Cliff Atkins 707-253-4924 Clifford.Atkins@dor.ca.gov Katie Barrientos

707-253-4936Katie.Barrientos@dor.ca.gov

93

Department of Rehabilitation (DOR) School LiaisonsCounty School District School District

PhoneDOR District DOR District

Administrator (DA)DOR School Liaison

NameDOR School Liaison

PhoneDOR School Liaison

EmailDOR School Liaison

Secondary Contact (if applicable)

Shasta Shasta County Office of Education Redwood Empire(110) David Wayte Irma Leal-Cervantes 530-224-4720 Cervantes@dor.ca.gov Beni Galvan530-224-3210Beneralda.Galvan@dor.ca.gov

Siskiyou Siskiyou County Office of Education Redwood Empire(110) David Wayte Irma Leal-Cervantes 530-224-4720 Cervantes@dor.ca.gov Beni Galvan530-224-3210Beneralda.Galvan@dor.ca.gov

Sonoma Sonoma County Office of Education Redwood Empire(110) David Wayte Jeff Churma 707-576-2241 Jeff.Churma@dor.ca.govTehama Tehama County Department of Education Redwood Empire(110) David Wayte Irma Leal-Cervantes 530-224-4720 Cervantes@dor.ca.gov Beni Galvan

530-224-3210Beneralda.Galvan@dor.ca.gov

Trinity Trinity County Office of Education Redwood Empire(110) David Wayte Irma Leal-Cervantes 530-224-4720 Cervantes@dor.ca.gov Beni Galvan530-224-3210Beneralda.Galvan@dor.ca.gov

San Diego San Diego County Office of Education (858) 292-3500 San Diego(350) Carmencita Trapse Paul Wesner (619) 767-2133 Paul.Wesner@dor.ca.govMarin Marin County Office of Education (415) 472-4110 San Francisco(230) Theresa Woo Jonathan Deguzman (760) 510-5856 Jonathan.Deguzman@dor.ca.govSan Francisco San Francisco (415) 241-6000 San Francisco(230) Theresa Woo Annabel Sarabia (650) 737-2621 Annabel.Sarabia@dor.ca.govSan Mateo San Mateo County Office of Education (650) 802-5300 San Francisco(230) Theresa Woo Paul Cardenas (650) 737-2617 Paul.Cardenas@dor.ca.govCalaveras Calaveras County Office of Education (209) 736-4662 San Joaquin(150) Araceli Holland Ardria Weston (209) 954-4164 Ardria.Weston@dor.ca.govFresno Fresno County Office of Education (559) 265-3000 San Joaquin(150) Araceli Holland Ken Elvington (559) 445-6067 Ken.Elvington@dor.ca.govFresno Kings County Office of Education (559) 584-1441 San Joaquin(150) Araceli Holland Ken Elvington (559) 445-6067 Ken.Elvington@dor.ca.govFresno Sierra County Office of Education (530) 993-1660 San Joaquin(150) Araceli Holland Brian Chambers (559) 445-6038 Brian.Chambers@dor.ca.govInyo Inyo County Office of Education (760) 873-3262 San Joaquin(150) Araceli Holland Maria Curiel (661) 395-2531 Maria.Curiel@dor.ca.govKern Kern County Office of Education (661) 636-4000 San Joaquin(150) Araceli Holland Diane McClanahan (661) 395-2534 Diane.McClanahan@dor.ca.govMadera Madera County Office of Education (559) 673-6051 San Joaquin(150) Araceli Holland Terry Nichols (209) 726-6527 Terry.NicholsM.S@dor.ca.govMariposa Mariposa County Office of Education (209) 742-0250 San Joaquin(150) Araceli Holland Terry Nichols (209) 726-6527 Terry.NicholsM.S@dor.ca.govMerced Merced County Office of Education (209) 381-6600 San Joaquin(150) Araceli Holland Terry Nichols (209) 726-6527 Terry.NicholsM.S@dor.ca.govMono Mono County Office of Education (760) 934-0031 San Joaquin(150) Araceli Holland Maria Curiel (661) 395-2531 Maria.Curiel@dor.ca.govSan Joaquin San Joaquin County Office of Education (209) 468-4800 San Joaquin(150) Araceli Holland Ardria Weston (209) 954-4164 Ardria.Weston@dor.ca.govStanislaus Stanislaus County Office of Education (209) 238-1711 San Joaquin(150) Araceli Holland Mahalia Gotico (209) 576-6220 Mahalia.Gotico@dor.ca.govTulare Tulare County Office of Education (559) 733-6300 San Joaquin(150) Araceli Holland Bob Kleyn (559) 735-3853 Robert.Kleyn@dor.ca.govTuolumne Tuolumne County Superintendent of Schools (209) 536-2000 San Joaquin(150) Araceli Holland Mahalia Gotico (209) 576-6220 Mahalia.Gotico@dor.ca.govMonterey Monterey County Office of Education (831) 755-0300 San Jose(250) Donna Hezel Mimi Laurent (831) 769-8064 Mimi.Laurent@dor.ca.govSan Benito San Benito County Office of Education (831) 637-5393 San Jose(250) Donna Hezel Duane Bradford (408) 846-8576 Duane.Bradford@dor.ca.govSanta Clara Santa Clara County Office of Education (408) 453-6500 San Jose(250) Donna Hezel Linda Labit (408) 277-1364 Linda.Labit@dor.ca.govSanta Cruz Santa Cruz County Office of Education (831) 466-5600 San Jose(250) Donna Hezel Diane Berry-Wahrer (831) 465-7110 Diane.Berry-Wahrer@dor.ca.govSan Luis Obispo San Luis Obispo County Office of Education (805) 543-7732 Santa Barbara(320) Sarah Asbury Scott Black (805) 549-3742 Scott.Black@dor.ca.gov Justin McIntire

(805) 594-6110Justin.McIntire@dor.ca.gov

Santa Barbara Santa Barbara County Office of Education (805) 964-4711 Santa Barbara(320) Sarah Asbury Julie Holmes (805) 560-8140 Julie.Holmes@dor.ca.govVentura Ventura County Office of Education (805) 383-1900 Santa Barbara(320) Sarah Asbury Robin Riendeau (805) 487-9406 Robin.Riendeau@dor.ca.gov

94

Case Manager schedules and holds Annual/Transition or

Amendment/Transition 8-10 weeks prior to last day of school

During the IEP meeting:

• Graduation option clearly

documented as part of transition

plan

• Update Present Levels of

Performance

• Complete Post Secondary Exit

page 1&2. Notify student the LEA

will conduct a Post Secondary

Survey the following year

• Ensure “Age of Majority”

information has been discussed

with student and documented on

SEIS Individual Transition Plan

page 2

During the IEP meeting:

• Graduation option clearly

documented as part of transition

plan

• Update Present Levels of

Performance

• Complete Post Secondary Exit

page 1&2. Notify student the LEA

will conduct a Post Secondary

Survey the following year

• Ensure “Age of Majority”

information has been discussed

with student and documented on

SEIS Individual Transition Plan

page 2

Provide parent/guardian/student with a copy of the last signed IEP/Amendment and the last evaluation report.

SEIS Diploma Graduation Process

Annual/Transition:

Send home Invitation/Notice

Meeting B: Meeting Purpose:

Annual and Transition Planning

Annual/Transition or

Amendment/Transition

Upload signed Meeting Notice to

Future IEP attachments

Amendment/Transition:

Send home Invitation/Notice

Meeting B: Meeting Purpose

Transition Planning

Upload signed Meeting Notice to

the Amendment attachments

During the IEP Meeting:

• Graduation option clearly

documented as part of

transition plan

• Update Present Levels of

Performance

• Complete Post Secondary Exit

page 1&2. Notify student that

the LEA will conduct a Post

Secondary Survey the following

year

• Ensure “Age of Majority”

information has been discussed

with student and documented

on SEIS Individual Transition

Plan page 2

During the IEP Meeting:

• Graduation option clearly

documented as part of

transition plan

• Update Present Levels of

Performance

• Complete Post Secondary Exit

page 1&2. Notify student that

the LEA will conduct a Post

Secondary Survey the following

year

• Ensure “Age of Majority”

information has been discussed

with student and documented

on SEIS Individual Transition

Plan page 2

Affirm/attest the IEP once the meeting has been held. When affirming/attesting the Amendment form, include ALL required IEP pages.

Diploma

On the CALPADS -Student page of the Student Record enter Special Education Program Exit Date (field 14.47) and Special Education Program Exit Reason Code (field 14.48)

Code 71 = Graduated from high school with regular diploma

Click Save Click the Error Check button, to fix any

CALPADS errors.

From the Pages dropdown, select CALPADS

(Services) to verify that services have an end

date and have been discontinued (current year

services should not be deleted).

Verify the information on the confirmation

boxes. Enter any comments, if needed. These

comments will be saved on the History page of

the Student Record.

Click the Exit Student button

The student has been exited from Special

Education.

Send Parent/Guardian Prior Written Notice (PWN) confirming that the student has met the requirement to graduate with a high school diploma. Notice shall also specify federal law, Individual

with Disabilities Education Act (IDEA), states that students who receive a high school diploma are no longer eligible to rece ive a Free Appropriate Public Education (FAPE) and upon the students

graduation from high school is considered to be a change in placement and no longer eligible for special education services. The notice shall include contact information for the LEA, should the

parent disagree with the determination. Please note: A sample of a PWN is located in the SEIS document library.

Created 05/2019

95

96

Simplified map of the new CALPADS process 

Simplified map of the CASEMIS reconciliation process

97

98

99

100

101

102

Preparing the Organization • Establish a data governance structure to facilitate overall management of data availability, usability, integrity, 

quality and security: • Leadership vision • Roles and responsibilities • Policies and process 

• Establish a Data Team • Build processes to support a positive data culture • Communicate regularly for high accountability across organization 

 

Preparing for System Integration 1. Form a team representing both the special education and student information systems that meets on a 

regular basis 

2. Ensure that the data in each system are well defined and understood so that you ensure you’re exchanging LIKE data 

a) E.g., Initial Entry Date (SEDS) = Program Start Date (SIS)  

3. Decide which data needs to be exchanged between the two systems for local use and state and federal reporting 

4. Define source system for different data that need to be exchanged between the SIS and the SEDS 

a) E.g., which should be the system of record for Student First and Last Name? For Special Education Initial Entry Date? 

5. Document the CURRENT processes that each system uses to update any shared data. 

6. Analyze and refine current processes and identify any redundant processes, or processes that should change to improve or make the process more efficient. 

7. Develop a new, collaborative process for maintaining data for students with disabilities 

8. Ensure all staff understand their roles and responsibilities in the new process and are properly trained. 

Choosing a Type of System Integration • Automatic Integration – SIS and SEDS exchange information automatically. 

• One‐way integration – only one of the systems shares information 

• Two‐way integration – both systems exchange information 

• Manual system integration – relies solely on people and defined processes 

• Automatic integration with manual verification – SIS and SEDS exchange information automatically but there are additional people and processes that verify that the data being exchanged are accurate and reliable. 

• Cost and functionality of auto‐integration varies by vendor 

 

103

104

1. Roles and Responsibilities In general, the data coordinators and data stewards manage the data. Roles and responsibilities for these and other staff members are detailed in Tables 1, 2 and 3. 

Table 1: RACI definitions ‐ Responsible, Accountable, Consulted and Informed 

Role  Role Code  Definition 

Responsible  R  This role completes the actual work and owns the problem; this role is the “Doer.” There can be multiple R’s. 

Accountable  A  This role approves the completed work and is held accountable for it. “The bucks stop here.” There should only be one A. 

Consulted  C  This role has information and/or capability to complete the work. This role is “in the loop” as two‐way communication occurs, usually between the “C” and the “R”. There can be multiple C’s. 

Informed  I  This role is to be informed of progress and results. This role receives one‐way communication, usually from the R. This role is “kept in the picture” but is not involved in creating it. There can be multiple I’s. 

 Table 2 – Definitions of Roles for Training 

Roles  Definition Superintendent 

 

These individuals are responsible for 1) communicating the importance of making local data governance a priority and 2) providing final approval of any policies and procedures related to student-level data for student with disabilities. 

Administrators 

 

These individuals are responsible for 1) communicating the importance of making local data governance a priority and 2) providing final approval of any policies and procedures related to student-level data for student with disabilities. 

Legal Staff 

 

These individuals are responsible for providing legal advice regarding areas such as student data 

105

Roles  Definition Information Technology Specialist 

 

These individuals provide technical expertise on the SIS and or the SEDS (e.g., Aeries, SEIS) 

Student Information Data Stewards 

 

These individuals are the staff most familiar with student enrollment and demographic information in the SIS. 

Special Education Data Stewards 

 

These individuals provide technical expertise on the SIS and or the SEDS (e.g., Aeries, SEIS) 

Special Education Program staff 

These individuals provide technical expertise on the SIS and or the SEDS (e.g., Aeries, SEIS) 

 

 

Table 3 CASEMIS RACI Matrix 

Roles/Steps Involved in Training SOP 

Supe

rintend

ent 

Administrators 

Legal Staff 

Inform

ation 

Specialist 

Stud

ent Information 

Data Stew

ards 

Special Edu

catio

n Data Stew

ards 

Special Edu

catio

n Prog

ram Staff 

Stud

ent Information 

Prog

ram Staff 

1.0   

1.1 Develop a high level governance plan  A  C  R  C  R  R  I  C 

1.2 Communicate this as a priority  A  C  R/C  C  R  R  I  I 

1.3 Approve policies and procedures to be implemented by the LEA 

A  C  R/C  C  R  R  I  C 

106

Roles/Steps Involved in Training SOP 

Supe

rintend

ent 

Administrators 

Legal Staff 

Inform

ation 

Specialist 

Stud

ent Information 

Data Stew

ards 

Special Edu

catio

n Data Stew

ards 

Special Edu

catio

n Prog

ram Staff 

Stud

ent Information 

Prog

ram Staff 

1.4  Provide administrative support (designated staff and financial resources) to implement, enforce and maintain these policies and procedures 

A  C  R/C  C  R  R  I  I 

1.5 Review LEA data privacy and security policies to ensure compliance with state and federal privacy laws 

A  C  R/C  C  R  R  I  C 

1.6 Provide technical support to implement an effective security plan 

A  C  C  C  R  R  I  C 

1.7 Ensure protocols are in place for data security and privacy 

C  A  I  R  I  I  I  C 

1.8 Provide expertise on specific data that should be exchanged to and from the special education data system. 

A  C  I  I  R  R  I  C 

1.9 Provide information on the existing process for student data maintenance 

A  C  I  I  R  R  I  C 

1.10 Be involved in the development of a collaborative process for student data maintenance. 

A  C  R  I  R  R  I   

1.11 Training all staff who interact with the student information system. 

A  I  I  I  R  R  I  R 

107

Roles/Steps Involved in Training SOP 

Supe

rintend

ent 

Administrators 

Legal Staff 

Inform

ation 

Specialist 

Stud

ent Information 

Data Stew

ards 

Special Edu

catio

n Data Stew

ards 

Special Edu

catio

n Prog

ram Staff 

Stud

ent Information 

Prog

ram Staff 

1.12 Provide expertise on specific data that should be exchanged to and from the special education data system. 

C  A  I  R  I  I  I  C 

1.13 Provide information on the existing process for student data maintenance 

A  I  R  I  R  R  I   

2.0 Special Education Steward 

2.1 Be involved in the development of a collaborative process for student data maintenance. 

A/C  C  R/C  C  C  R  C  I 

2.2 Provide expertise on special education business rules (laws, regulations, or local policies) that may affect the population of student data for students with disabilities. 

A  I  C  I  C  R  I  I 

2.3 Schedule Training Sessions in Outlook and set up Skype Meeting 

A  I  R/C  I  R  R  I   

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1 | P a g e

CASEMIS TO CALPADS TRANSITION PREPARATION CHECKLIST

 

CASEMIS Transition Preparation Checklist  This is intended to get you started. You should revise it to align with your local environment. 

Build a structure to facilitate overall management of data availability, usability, integrity, quality and security. 

Complete  Due Date  Step  Description  Notes       People and Organization Bodies  People and Organizational Leadership: Embody 

values aligned with student‐centered data.       Establish policies, board resolutions, guidance on 

Data privacy and FERPA compliance  Data Management Team: cross‐department group overseeing the 

collection, quality and use of data 

 

       LEA leadership has articulated to all staff that gathering, maintaining, reporting, and using high‐quality data are important activities. 

 

      The LEA has Board‐adopted policies in place that comply with Federal Family Educational Rights and Privacy Act (FERPA) requirements for protecting and releasing student information. 

 

      Establish a data governance board to provide oversight to the program, issue polices and resolve issues. 

 

      Create a Data Management Committee to coordinate activities among data stewards, IT staff and other stakeholders 

 

      Include a cross‐department group that includes all programs to review and determine any needs to the data system exists. 

  

                         Rules of Engagement (behavior)         Identify roles and responsibilities for your data team 

CALPADS LEA Admin (lead): coordinates the activities of the data team; ensure system security and privacy 

Data Stewards: program‐level data experts in local systems  Site Administrators: overall responsibility for school level data and 

reports, including verifying and signing off on CALPADS reports  Provide training to staff; assess accuracy/skills and repeat. 

Determine Communication Strategy 

      Staff are trained in the use of information systems, what data are needed and how data are used 

 

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CASEMIS TO CALPADS TRANSITION PREPARATION CHECKLIST

Complete  Due Date  Step  Description  Notes       Staff have a clear understanding of responsibilities for data, including data  

security and confidentially  

      Sufficient resources are allocated for daily operational needs and for preparing data during the submission windows 

 

      The local educational agency (LEA) has established standard definition and codes for data entry 

 

      All sites use the same definitions and codes when entering data into the student information system (SIS). 

 

      All sites receive training on consistent use of definition and codes         All schools in the LEA including charter schools reporting with their LEA, use 

the same SIS and electronic IEP system  

      The role of central office staff in collecting enrollment data for incoming students is clearly defined. 

 

      The site administrator has the overall responsibility for accuracy of school level data and reports.  Site administrators are accountable for verifying data and signing off on CALPADS reports 

 

      Identify a Data Steward for each relevant data that has overall responsibility to verify information prior to reporting. 

 

      Data standards and policies have been established and are enforced         Data entry practices are consistent across the organization         Data is entered in and retrieved from a primary system for each data 

category (System of Record) to avoid redundant data entry and storage  

      The LEA has trained staff regarding data confidentiality.         New staff attend vendor training on the student information systems         All staff involved in data entry are trained on changes to the SIS in a timely 

way  

      Staff have timely ready access to the data needed for daily operations including instruction, reporting, analysis 

 

     Processes (documented and communicated action and procedures)  

 People work in ways that support a positive data culture: increasing quality through use and inspection. 

      Build a calendar of data activities and a plan for the year  Include goals for quality and use; proactively review data trends 

and anomalies  Meet and communicate regularly for high accountability across the 

data team 

Establish local reporting calendar: http://www.cde.ca.gov/ds/sp/cl/rptcalendar.asp 

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Complete  Due Date  Step  Description  Notes  Establish consistency standards for data entry: local data dictionary 

      The administrators of the SIS and the Electronic IEP system have met to discuss the upcoming changes to the submission 

 

      The SELPA director has met with the SIS administrator and the Electronic IEP administrator to preview the upcoming changes 

 

      There exists a plan in place to ensure that the data in both the SIS and the Electronic IEP system are consistent 

 

      There exists a software integration between the SIS and the Electronic IEP System 

 

      There is a training plan for the CALPADS coordinator and the Electronic IEP system coordinator to receive consistent messages 

 

      Processes are in place to keep the all LEA information systems (such as student information, human resources, and assessment systems) up‐to‐date 

 

      The LEA has a process to monitor compliance with procedures to safeguard privacy and confidentiality of data. 

 

      When requirements change, resources are allocated to document that change in forms and procedures 

 

      Data can be easily integrated as needed         Local systems use validation rules to improve data quality         Data are readily available in formats that are actionable and contextual  Local queries established       The organization uses data to establish and monitor progress toward goals         A calendar has been established that includes items such as due dates for 

internal data audits, attendance, grade reporting, and state reporting.  

      The data management team is responsible for establishing and maintaining the calendar 

 

                         Systems: CALPADS Activities         The LEA has trained staff regarding data confidentiality.         New staff attend vendor training on the student information systems          Set up new accounts and roles                                                                                       Name of Certifier:                                                                   Enroll (SENR) all 2019‐20 students          Upload and post student demographics (SINF) as needed 

SINF is only required for new students and demographic/address changes  Run audits of data to check for all required elements 

      Run API to upload and post SPED records (from IEP system)  After SENR and SINF posted 

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Complete  Due Date  Step  Description  Notes        Upload and post Student English Language Acquisition Status (SELA) for new 

students, and students redesignated English fluent  

       Update program information Coordinate with NSLP, Migrant Ed, SNOR (Title III), Special Ed, Homeless, and GATE programs to ensure all program data is up‐to‐date 

Run audits of data to check for all required elements Use Direct certification results and add corresponding program records for siblings and other household members 

       Upload and post student program records (SPRG)          Review Warnings and Fatal errors (for uploaded data and snapshot data)          Distribute Aggregate Reports for review and verification 

Review of all Fall 1 aggregate reports by data stewards  Plan for report review early‐November to address any potential 

problems  

Request data stewards sign off on reports 

       Certify Fall 1 WELL BEFORE the Dec 2019 deadline    

 

       Archive reports for local records    

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Aggregate Reports Fall Mapping Guides can be found at: https://csis.fcmat.org//Pages/Fall‐1.aspx 

FALL 1 Aggregate Reports  Reviewer(s)  Availability 1.1   Enrollment ‐ Primary Status by Subgroups     1.6   Graduates and Dropouts by Subgroup     1.9   Completers and Dropouts ‐ Count     1.17 FRPM/EL/Foster Youth ‐ Count     2.1   Title III Eligible Immigrants ‐ Count     2.8   English Language Acquisition Status ‐ Count by Primary Language (Fall)     2.9   English Language Acquisition Status ‐ Census Comparison     2.12 English Language Acquisition Status ‐ ELs Reclassified RFEP     

  

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2019-20 CHARTER SELPA STEERING MEETINGSParticipants: A Steering representative has direct oversight over the day-to-day special education operations of the charter school. The representative is designated by the CEO for each charter LEA member. Organizational partners, who operate more than one charter school, may have a single representative for all schools. Participation by charter LEAs at steering meetings is strongly encouraged.

Meeting Information: In an effort to support local professional learning networks and needs, we have regionalized Steering meetings. Steering meetings are now being offered in the Sacramento, Bay Area, Los Angeles, and San Diego. The SELPA encourages physical attendance at these meetings. There will also be online steering meetings throughout the year. Below is the schedule for the 2019-20 year: September, 2019Online via Zoom | 9/11, 10 am to 12:30 pm

October, 2019Los Angeles | 10/9, 10 am to 2:30 pm

Courtyard by Marriott Los Angeles Burbank Airport2100 Empire Avenue, Burbank, CA 91504

San Diego | 10/10, 10 am to 2:30 pmHilton Garden Inn San Diego Downtown/Bayside 2137 Pacific Highway, San Diego, CA 92101

Sacramento | 10/16, 1 pm to 3:30 pmFor Sacramento region in conjunction with CEO Council meeting.Bay Area | 10/17, 10 am to 2:30 pm

November, 2019Online via Zoom | 11/13, 10 am to 12:30 pm

December, 2019Los Angeles | 12/4, 10 am to 2:30 pm

Anaheim Marriott 700 West Convention Way, Anaheim, CA 92802

San Diego | 12/10, 10 am to 2:30 pmSacramento | 12/11, 10 am to 2:30 pmBay Area | 12/12, 10 am to 2:30 pm

Oakland Marriott City Center 1001 Broadway, Oakland, CA 94607

January, 2020Online via Zoom | 1/15, 10 am to 12:30 pm

April, 2020Los Angeles | 4/15, 10 am to 2:30 pm

Long Beach Marriott 4700 Airport Plaza Drive, Long Beach, CA 90815

San Diego | 4/16, 10 am to 2:30 pmHilton Garden Inn San Diego Downtown/Bayside 2137 Pacific Highway, San Diego, CA 92101

Sacramento | 4/22, 10 am to 2:30 pmBay Area | 4/23, 10 am to 2:30 pm

Oakland Marriott City Center 1001 Broadway, Oakland, CA 94607

May, 2020 (In person & online)San Diego | 5/21, 1 pm to 3:30 pmFor all regions in conjunction with CEO Council meeting.

You will receive an email invitation prior to the meeting with further details.Lunch is provided for in-person meetings. Find out more information at charterselpa.org/partner-services/steering

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