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Community Advisory Committee (CAC) - 11/24

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Community Advisory Committee (CAC) - 11/24

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This Ultimate List of PBIS Incentives contains over 350 items to inspire your PBIS rewards program. Sort by tangible, recognition, or privilege.

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Connections California: Transition to Adulthood can make it a little easier! You'll find important information in Connections California #cca. We want to help YOU create the smoothest transition to adulthood possible alongside your loved one!

Connections California: Transition to Adulthood is a FREE and COMPREHENSIVE program from Parents Helping Parents - San Jose. Get 24/7 access to relevant info about the transition to adulthood for you and your loved one with a disability. #cca includes LIVE webinars, 100+ e-learning videos, and more!

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Get information, find resources, and build parent support for children and adults with disabilities in San Jose & Silicon Valley.

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Official Login page for Canvas student login, School Search Canvas, Canvas Network, Canvas Community, and Canvas Free For Teacher accounts.

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Not your computer? Use Private Browsing windows to sign in. Learn more about using Guest mode

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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California Association of Health and Education Linked Professions (CAHELP)

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California Association of Health and Education Linked Professions (CAHELP)

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Who We Are

We are a public education consortium of school districts and charter schools (also known as local education agencies). Our mission is the Relentless Pursuit of Whatever Works in the Life of a Child and we achieve this mission through the programs and supports we provide to educators, children, students, families, and communities. We serve children annually through innovative behavioral health programs and we provide school districts and charter schools with consultation, special education supports, prevention and intervention supports, and professional development. Our office consists of three primary branches of services, each providing unique services to member school districts: Desert Mountain Special Education Local Plan Area (DMSELPA), Desert Mountain Charter Special Education Local Plan Area (DMCS), and Desert Mountain Children's Center (DMCC).

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We are a public education consortium of school districts and charter schools (also known as local education agencies). Our mission is the Relentless Pursuit of Whatever Works in the Life of a Child and we achieve this mission through the programs and supports we provide to educators, children, students, families, and communities.

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How can we help?

I want help with behaviors , learning , and everyday skills

We are Understood.
We are the lifelong guide for those who learn and think differently. In the past year, we've helped more than 20 million people discover their potentials, take control of their lives, and stay on positive paths.

We support the 1 in 5 Americans who learn and think differently.

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We believe difference is our greatest strength.

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When we shape the world for difference, we all thrive.

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Discover what's possible when you're understood.

We'll email you our most helpful stories and resources.

We just launched our "Be the Reason" stigma campaign. Learn more here.

Helpful guidance from Understood

Essential resource spotlight

Are you wondering why your child is struggling?

We're here to help if you're feeling overwhelmed. Take N.O.T.E. (Notice. Observe. Talk. Engage.) is a simple step-by-step tool that can help you figure out if the struggles you're seeing might be signs of a learning and thinking difference.

"I have a hard time focusing, mostly in school. When I do my homework, I kind of feel stressed out because it feels like so much even though it's not too much."

Emperor Kaioyus, Grade 4

Copyright © Understood for All, Inc.

Understood is a tax-exempt 501(c)(3) charitable organization (tax identification number 83-2365235). Donations are tax-deductible as allowed by law. Understood does not provide medical or other professional advice. The health and medical related resources on this website are provided solely for informational and educational purposes and are not a substitute for a professional diagnosis or for medical or professional advice.

Use of this website is subject to our Terms of Use and Privacy Policy.

Copyright © 2014-2023 Understood For All Inc.

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Understood - For Learning and Thinking Differences

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Understood.org is the resource that helps the 70 million people with learning and thinking differences anticipate the challenges, barriers, or opportunities in life and confidently reach their potential.

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In 1977, all school districts and county offices of education were mandated to form consortiums in geographical regions of sufficient size and scope to provide special education services for children with disabilities residing within the region boundaries. These regions are called Special Education Local Plan Areas (SELPAs).

The SELPA is responsible for assuring program availability for all students with disabilities. To achieve this task, the SELPA assists districts with program development and coordinates regional programs within the SELPA. The SELPA provides technical assistance and administrative support to the districts within the SELPA to ensure compliance with state and federal requirements. Additionally, the SELPA provides staff development and training for educators and the community.

There are two SELPAs within the boundaries of Santa Clara County. The Responsible Lead Agency for the South East SELPA is the Mount Pleasant Elementary School District.

The SELPA Director for all other districts in Santa Clara County outside of the South East SELPA is Leo Mapagu. Click HERE to contact Mr. Mapagu and for information about the other SELPAs in Santa Clara.

Learn more about SELPAS HERE and also on the California Department of Education's website.

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In 1977, all school districts and county offices of education were mandated to form consortiums in geographical regions of sufficient size and scope to provide special education services for children with disabilities residing within the region boundaries. These regions are called Special Education Local Plan Areas (SELPAs).

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https://highqualityieps.net/

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The High Quality IEPs Project (HQ IEPs) is excited to serve families and Local Education Agencies (LEAs) across California by providing training and resources to support meaningful engagement in the Individualized Education Program (IEP) process.

HQ IEPs envisions a future in which all LEAs, in partnership with families, have the capacity to develop high-quality IEPs, utilizing best practices, which results in meaningful participation and educational benefit for students. This vision is rooted in equitable practices, which will intentionally remove barriers for both students and families, resulting in positive academic and social-emotional outcomes.

The IEP process is a journey, from activities before the meeting, during the meeting, and afterward. Whether your role in the IEP process is a family member, student, or LEA staff, click below to start your journey.

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High Quality IEPs | Supporting High Quality IEPs

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Using SEIS to Write High Quality IEPs by South East SELPA

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Using SEIS to Write High Quality IEPs by South East SELPA

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Noise Management, Breathing Exercises, Brain Breaks, etc.

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Screen Readers, double click dictionary, etc.

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Microsoft Math Solver - Math Problem Solver & Calculator

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Online math solver with free step by step solutions to algebra, calculus, and other math problems. Get help on the web or with our math app.

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Word Prediction, Speech-to-Text

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District AT Tools Training IS (Snap & Read / Co-Writer)

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Partnering For Success: Supporting SPED Students Through Collaboration

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Partnering For Success: Supporting SPED Students Through Collaboration

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We’re currently checking your connection. This shouldn’t take long.If you keep getting this page, check if there’s a problem with Canva.

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Family Transition Network Virtual Learning Series (11).pdf

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Silicon Valley Career Technical Education - Home

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Matrix of EBPs, Outcomes, and Age-Categories

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Matrix of EBPs, Outcomes, and Age-Categories

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Upcoming Events
11/9/21 from 4-7pm - Cash 4 College Workshop (Virtual) - Must Register | More Info
11/10/21 from 2:15-4:15pm - Open College Application Workshop (C-Commons)
11/18/21 from 6-7:30pm - Financial Aid Workshop hosted by 10,000 Degrees (Virtual) - Must Register | More Info

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UDL Resources to give you practical guidelines on Universal Design for Learning and to help you implement UDL in your school and/or classroom.

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A brief summary of Procedural Safeguards for students with disabilities receiving special education services.

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Parents of children with disabilities from ages three through twenty-one have specific educational rights under the Individuals with Disabilities Education Act (IDEA). These rights are called procedural safeguards. Individuals serving as surrogate parents and students aged eighteen receiving special education services, are also entitled to these rights.

A number of staff in the child's district and special education local plan area (SELPA) may answer questions about the child's education and the parents' rights and responsibilities. When the parent has a concern, it is important that they contact their child's teachers or administrators to talk about their child and any problems they see. This conversation often solves the problem and helps maintain open communication.

Parents must be given opportunities to participate in any decision-making meeting regarding their child's special education program. Parents have the right to participate in individualized education program (IEP) meetings about the special education eligibility, assessment, educational placement of their child and other matters relating to their child's free appropriate public education (FAPE).

When a parent cannot be identified or located, a district may appoint a surrogate parent to represent a child with a disability.

What Are Parents' Rights in California Special Education?

Parents and students over age eighteen have the right

Parents have the right to refer their child for special education services, to participate in the development of the IEP and to be informed of all program options and alternatives, both public and nonpublic.

Parents have a right to receive prior written notice, in their native language, when the school district initiates or refuses their request to initiate a change in their child's identification, assessment, or educational placement in special education.

Parents must provide informed, written consent before their child is assessed or provided with any special education services. Parental consent must also be provided before any change in special education services may occur. The district must ensure that parents understand proceedings of the IEP team meeting including arranging for an interpreter for parents with deafness or those whose native language is other than English.

Parents may refuse to consent to an assessment or the placement of their child in special education.

Children must be assessed for special education through the use of methods that are not culturally biased or discriminatory.

If parents disagree with the results of the assessment conducted by the school district, they have the right to ask for and obtain an independent educational evaluation (IEE) at public expense.

The parent is entitled to only one IEE at public expense each time the public agency conducts an evaluation with which the parent disagrees.

When a parent requests an IEE at public expense, the school district must, without unnecessary delay, either ensure that an IEE is provided at public expense, or request a due process hearing if the district believes their assessment was appropriate and disagrees that an IEE is necessary. The school district also has the right to establish the standards or criteria (including cost and location) for IEEs at public expense.

Parents have a right to inspect, review, and obtain copies of their child's educational records.

If parents disagree with the district regarding their child's special education placement or a proposed change in placement, the law requires the student to "stay put" in the current program until the dispute is resolved.

Parents have the right to present a complaint relating to the provision of a FAPE for their child; to have an attorney, an advocate, and the student, if appropriate, present at the due process hearing; and to make the hearing public. Under certain conditions, the hearing officer may award, reduce, or deny the reimbursement of attorneys' fees and fees paid to nonpublic institutions by parents in the settlement of a case. To request a due process hearing or to receive a complete notice of procedural safeguards related to a due process hearing, contact the Office of Administrative Hearings (see contact information below).

Parents are encouraged to consider settling disagreements regarding their child's special education program through voluntary mediation, a process through which parties seek mutually agreeable solutions to disputes with the help of an impartial mediator. Mediation is available for:

1. Mediation of State Complaint - the California Department of Education is required to offer mediation to the parent or the local educational agency (LEA) but both must agree, and participation is voluntary.

2. Office of Administrative Hearings (OAH) Mediation Only - Parent or LEA may file for OAH mediation only. Participation is voluntary.

Parents may seek mediation alone or separate from due process, or they may participate in mediation pending a due process hearing. Mediation cannot be used to delay parents right to a due process hearing.

If parents believe their child's school district has violated the law, they may file a complaint with the California Department of Education. The Department must investigate complaints alleging violations of noncompliance with IDEA, state special education laws, or regulations, and issue a written report of findings within 60 days of receiving the complaint.

There are specific rules regarding the suspension and expulsion of students with IEPs. Generally, a student with a disability may be suspended or placed in an alternative educational setting to the same extent that these options apply to students without disabilities.

If the student with a disability is in such a placement for more than ten days, an IEP meeting must be held to consider the appropriateness of the child's current placement and the extent to which the disability is the cause of the misconduct. Regardless of the child's placement, the district must provide FAPE

School districts are responsible for identifying, locating and assessing students with disabilities enrolled in private schools by their parents. However, school districts are not required to provide special education or related services to these students. There is no entitlement for services, though some private schools and students attending private schools may receive some services from the school district.

Additional Resources

This notice is an abbreviated summary of procedural safeguards under federal and state laws (20 United States Code Section 1412[d]; 34 Code of Federal Regulations 300.504; California Education Code sections 56301[d][2], 56321, and 56341.1[g][1]). Special Education Rights of Parents and Children, a more extensive description of these rights, is available from the California Department of Education, Special Education Division.

To obtain more information about parental rights or dispute resolution, including how to file a complaint, contact the California Department of Education, Special Education Division, Complaint Support Unit, by telephoning 800-926-0648 or writing to:

Email: speceducation@cde.ca.gov
Fax: 916-327-3704

California Department of Education
Special Education Division
Complaint Support Unit
1430 N Street, Suite 2401
Sacramento, CA 95814

To file for mediation or a due process hearing, contact:

Office of Administrative Hearings
Special Education Division
2349 Gateway Oaks, Suite 200
Sacramento, CA 95833-4231
Telephone: 916-263-0880
Fax: 916-376-4207
Secure Electronic Filing

Hearings and Mediations Accessibility and Accommodation Program Guidelines (Posted 17-Oct-2018)
This web page states a California Department of Education contractor conducting special education hearings and mediations must have and follow policies and procedures for equitable services to all participants.

Last Reviewed: Thursday, August 31, 2023

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A brief summary of Procedural Safeguards for students with disabilities receiving special education services.

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IDEA Disability Categories

To be eligible for special education and related services, a child must be in the age range of birth to 22 years of age and meet the criteria in two areas outlined in federal law: (1) the child must be identified as a child with a disability in one or more of the 13 categories defined below; and (2) the child's disability must adversely affect his or her educational performance. Children ages 0-3 are found eligible under Part C eligibility criteria of the Individuals with Disabilities Education Act (IDEA) and children ages 3-21 are determined to be eligible under Part B eligibility criteria of IDEA. To determine whether a child is eligible for services, he or she must receive a full and individual initial evaluation.

For children and youth ages 3-21, special education and related services are provided through the public school system. One way to find out about these services is to call your local school district. The school district can provide you with information about special education policies in your area or refer you to a district or county office for this information.

The following are definitions of the 13 disability categories provided under IDEA.

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dmselpa 13 federal disability categories

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To be eligible for special education and related services, a child must be in the age range of birth to 22 years of age and meet the criteria in two areas outlined in federal law: (1) the child must be identified as a child with a disability in one or more of the 13 categories defined below; and (2) the child's disability must adversely affect his or her educational performance.