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Implementation & Compliance

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Part 2 Individual Transition Plan (ITP) Training Series .pptx

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Includes Assessment Tools

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Part 1: Individual Transition Plan (ITP) Training Series.pptx

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Monitor progress for UCs and CSUs, find financial aid, launch applications in one place.

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America's Job Centers of California & CalJOBS

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Español

The Toolbox for Job Seekers provides tools and resources for California's job seekers to assist in their job search, career exploration, and training needs.

America's Job Centers of California (AJCCs) offer free services and resources for job seekers. Most AJCC centers provide:

Staff who can help you with skills assessments, job plans, and career planning.

Workshops on writing resumes, cover letters, job searching, and practicing interviews.

Information about local jobs and in-demand careers.

Access to training and work experience opportunities.

To find your nearest AJCC, visit CareerOneStop's American Job Center Finder .

is an online resource where you can find thousands of job listings and manage your career.

Benefits of CalJOBS include:

Find education and training programs.

Customize and perform job searches.

Create different resumes and cover letters for specific jobs or career paths.

Make certain resumes viewable to specific employers.

Research employers and learn about the job market.

Set up alerts for job openings. View The Virtual Recruiter for Individuals (Video) to learn more.

Apply for job openings.

Find information about Unemployment Insurance and other services.

Download the mobile app using Google Play or the App Store.

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Explore tools and resources for job seekers in California, including AJCC services, CalJOBS, career exploration, training programs, and job search support.

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Employment Services for People with Disabilities

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Employment Services for People with Disabilities

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Employment Services for People with Disabilities

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Find employment programs and services for people with disabilities.

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Streamlined career search and discovery for students and job seekers. Includes a built-in interest assessment and access to training, education, and job opportunities. Straightforward, easy-to-read one-page career reports help guide individuals' next move on their road to a satisfying career.

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Detailed descriptions of the world-of-work for use by job seekers, workforce development and HR professionals, students, developers, researchers, and more. Individuals can find, search, or browse across 900+ occupations based on their goals and needs. Comprehensive reports include occupation requirements, worker characteristics, and available training, education, and job opportunities.

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Free career and college readiness lesson plans from 5th - 12th grade.

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"Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills."

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Changes to Postsecondary Transition - Learning Session

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SB 114 - Screeners to be published in December 2024

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SB 114 - Screeners to be published in December 2024

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E-Learning

The series of e-learning modules listed below represents the collaborative work of UC and CSU general, special, and bilingual researchers and teacher educators. Module content supports the literacy development of a wide range of learners, including those with dyslexia, within the context of today's diverse communities, families, and student populations. Aligned with the California Dyslexia Guidelines, the modules are intended as a resource for use primarily, but not exclusively, in teacher preparation programs.

Modules can be viewed as a complete series or individually. They are developed with links among themselves and resources to highlight the interconnectedness of the topics covered. There are more modules in preparation that will be available soon, including ones addressing instruction and early childhood.

The Introduction to Dyslexia Module examines defining, identifying, and understanding dyslexia. It also presents ongoing questions, future directions, and strategies for consulting with families. The module includes case studies of students from diverse backgrounds and addresses the underrepresentation of dyslexia in children of color.

Authors

Rachel Friedman-Narr

Sue Sears

Maryanne Wolf

The Dyslexia and the Brain Module defines neurodiversity, provides an explanation of the evolution of the reading brain, identifies unique features of the dyslexic brain, and discusses the relationship between emotions and cognition. The module asserts that better learning and reading result when students are emotionally engaged through developmentally, culturally, and linguistically appropriate instruction that capitalizes on the assets that all pupils possess.

Authors

Rebecca Gotlieb

Sue Sears

Maryanne Wolf

The Screening and Assessment for Dyslexia Module begins with an overview of assessment and multi-tiered system of supports (MTSS). Next, the module includes a discussion on the importance of screening with examples of different screeners. The module also addresses the process of assessing for special education services for struggling readers, particularly with dyslexia. The module ends with resources for families of students who struggle to read, including information to help families navigate the sometimes convoluted road to accessing services for their child. Emphasized throughout are strategies for identifying and challenging educational systems that have maintained inequities.

Authors

Vanessa Goodwin, Ph.D.

Dominic Grasso

Laura Rhinehart

Sue Sears

Maryanne Wolf

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E-Learning Modules - UC/CSU California Collaborative for Neurodiversity and Learning

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E-Learning The series of e-learning modules listed below represents the collaborative work of UC and CSU general, special, and bilingual researchers and teacher educators. Module content supports the literacy development of a wide range of learners, including those with dyslexia, within the context of today's diverse communities, families, and student populations.

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Celebrate women in STEM by citing women in STEM

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What is retrieval practice? – Retrieval Practice

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Retrieval practice is a strategy in which bringing information to mind enhances and boosts learning. Deliberately recalling information forces us to pull our knowledge “out” and examine what we know.

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Updated: April 3, 2018

The International Dyslexia Association's Educator Training Initiatives (ETI) Committee has refined the Knowledge and Practice Standards (KPS) to bring greater specificity to how knowledge of the standards could be assessed in the context of coursework and how practice applications of Structured Literacy could be demonstrated in supervised practicum contexts.
Overview of the KPS
The KPS define the knowledge and skills that all teachers of reading should possess to teach all students to read proficiently. To view the Knowledge and Practice Standards, (Also available in Spanish: click here.)

In the summer of 2018, IDA will begin aligning educator preparation resources, including publications, webinars, and information briefs, with the KPS to support their use in pre-service and in-service educator preparation contexts.
KPS and Program Accreditation
IDA Accredits pre-service and in-service educator preparation programs on the basis of their ability to document alignment with the KPS, as articulated in the IDA Accreditation Handbook (under development). Programs interested in learning more about IDA Accreditation are encouraged to complete this inquiry form. A representative from the ETI Leadership Team will be in touch within one week of receipt. To reach a member of the ETI Leadership Team with specific questions related to the accreditation process, please click

For a list of Accredited Educator Preparation Programs: Higher Education, click HERE.

For a list of Accredited Educator Preparation Programs: Independent, click HERE.
KPS and Educator Certification
The Center for Effective Reading Instruction (CERI) requires candidates to present evidence of their having mastered the content of the KPS by earning a passing score on the Knowledge and Practice Examination of Effective Reading Instruction (K-PEERI) and for select certifications, passing scores or ratings on supervised practicum requirements. For more information about CERI certification, please click HERE.

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Knowledge and Practice Standards for Teachers of Reading - International Dyslexia Association

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Navigating Teenage OCD, Anxiety, Depression & Shame, Guidebook for Teens, Families, Schools

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The New Age of Artificial Intelligence in Psychological Practices

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Artificial Intelligence (AI) and ChatBots are increasingly integral to the realm of school psychology. These technological advancements, particularly tools such as ChatGPT, are reshaping the landscape of educational support services. This paper examines the integration of artificial intelligence (AI) within the field of school psychology, detailing both the enhancements it offers to practice efficiency and the ethical challenges it presents.

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AI tools, tutorials, an chatbots designed specifically for school psychs, helping streamline tasks and improve efficiency.

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Gold-E is an AI assistant designed to support special education professionals in creating complex, legally compliant documents such as IEP goals, behavior support plans, and academic interventions. Gold-E streamlines the documentation process and ensures high-quality, individualized results so that you can support the students that you serve.

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Gold-E AI assistant for special education professionals. Easily make content for special education student needs by using our AI assistant tool.

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Nonsuicidal self-injury (NSSI) is a phenomenon that impacts up to 12-25% of today's students, often beginning around the ages of 13 to 15, but sometimes starting as early as elementary school.* With numbers like these, it is likely that most educators will encounter a minimum of one case during their careers. This website has been developed as a resource for educators. It provides information in a brief format regarding how to recognize, understand, and respond to self-injury.

Educators requiring more extensive information are encouraged to use the links to books, websites, journal articles, and resources throughout the website.
*All of the information on this website is derived from a review of literature conducted by the author in 2010 and from the School Psychology Forum, Research in Practice: Nonsuicidal Self-Injury Volume 7, Issue 4 Winter 2013. All of the references for the information are listed within the books and journal articles tab.

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Self Harm in Schools: Resources and Protocols for Teachers

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A introduction resource for educators to recognize, understand, and respond to self-injury. Nonsuicidal self-injury (NSSI) is a phenomenon that impacts up to 12-25% of today's students, often beginning around the ages of 13 to 15, but sometimes starting as early as elementary school. Learn correct educator response.

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Policy Analysis for California Education

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PACE - Unpacking California’s Chronic Absence Crisis Through 2022–23

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Students are considered chronically absent when they miss 10 percent or more of school for any reason. Left unaddressed, chronic absence can translate into students having difficulty learning to read by Grade 3, reaching grade-level standards in middle school, and graduating from high school.1 Chronic absenteeism has soared in California and nationally in the wake of the COVID-19 pandemic, and addressing this extraordinary increase is crucial to helping students catch up academically.2 Using data available from the California Department of Education, this analysis examines trends in chronic absenteeism through school year 2022–23.3 Although rates of chronic absence have begun to decrease, they remain alarmingly high. Ensuring equitable opportunities to learn will require ongoing attention and action,4 including taking into account these seven key facts. 1 Rates of chronic absence in 2022–23, while down from the prior year, remain well above prepandemic levels Chronic absence rates increased from 12 percent (702,531 students) in 2018–19 to a high of 30 percent (1,799,734) in 2021–22 (Figure 1). In 2022–23, there was a decrease of 5 percentage points to a chronic absenteeism rate of 25 percent (1,486,302 students). Although this modest decrease is a hopeful sign, rates are still much higher than they were prior to the pandemic. This indicates the need for continued and intentional investment in reengaging students and families and helping them to overcome barriers to getting to school. Figure 1. Statewide Rates in Chronic Absence from 2017–18 to 2022–23 Note. The COVID-19 pandemic resulted in statewide physical school closures in February/March 2020 followed by the widespread implementation of distance learning during the 2020–21 academic year. The CDE has determined that absenteeism data are not valid and reliable for the 2019–20 academic year; therefore, the CDE has not processed these data and they are unavailable for public release. 2 The percentage of schools with high (20–29 percent of students) and extreme (30 percent or more of students) levels of chronic absence more than tripled during the pandemic When at least 20 percent or more of students in a school are chronically absent, the educational experience of all students, not just the chronically absent students, is affected. The constant churn of students in classrooms negatively affects both teaching and learning.5 The data show that the percentage of schools with high (20–29 percent) and extreme (30 percent or more) levels of chronic absence rose from 21 percent in 2018–19 to 75 percent in 2021–22, with a modest decrease to 68 percent in 2022–23 (Figure 2). While this decrease is promising, the percentage of schools with high and extreme levels of chronic absenteeism remains three times higher than before the pandemic. Figure 2. Percentage of Schools with Extreme and High Levels of Chronic Absence from 2017–18 to 2022–23 Note. Student attendance was not accurately captured in 2019–20 due to the onset of the pandemic in March 2020, or in 2020–21 due to distance learning; Figure 2 depicts years before and after the onset of the pandemic data from in-person school attendance. Extreme chronic absence is defined as 30 percent or more of students, and high chronic absence is defined as 20–29.9 percent of students. 3 Schools serving more socioeconomically disadvantaged (SED) students experience greater levels of chronic absenteeism As shown in Figure 3, as the proportion of SED students6 in a school increases, so do the rates of chronic absenteeism. In the most affluent schools (those serving 0–24 percent SED students), only 2 percent have an extreme level of chronic absence, compared to 60 percent of the schools in which 75 percent or more of the students are socioeconomically disadvantaged. SED students faced heightened challenges during the pandemic, and as a result these students are farther behind academically than their non-SED peers.7 The reasons for these students’ absences is complex, and therefore school and district actions to improve school attendance for students in this group must be multifaceted and include services that meet their basic needs, make school feel safe and welcoming, and ensure engaging and rigorous learning opportunities.8 Equally critical are partnerships with community organizations and public agencies for addressing barriers and challenges to school attendance that may fall beyond the capacity of educators alone to meet. Figure 3. Schools with High and Extreme Chronic Absence Levels in 2022–23, by Proportion of Socioeconomically Disadvantaged Students Note. Extreme chronic absence is defined as 30 percent or more of students, and high chronic absence is defined as 20–29.9 percent of students. 4 Since the onset of the pandemic, the number of elementary schools experiencing high and extreme levels of chronic absence has increased dramatically Between 2019 and 2023, many more elementary, middle, and high schools experienced high to extreme chronic absence (Figure 4). The numbers increased the most for elementary schools (3,983 in 2023 versus 662 in 2019), which are both smaller and more numerous in the first place. Other schools, primarily alternative education schools, did not see as much change because they already struggled with extreme chronic absence even before the pandemic. The large number of elementary schools with high and extreme levels of chronic absence is concerning given the potential long-term and costly consequences if young students fall behind academically and do not develop a habit of regular attendance early in their school careers. Figure 4. Schools with High and Extreme Chronic Absence Levels in California, by School Type and Year Note. Extreme chronic absence is defined as 30 percent or more of students, and high chronic absence is defined as 20–29.9 percent of students. 5 Especially high levels of chronic absence in kindergarten contribute to the large number of elementary schools facing extreme and high levels of chronic absence Prior to the pandemic, kindergarten chronic absence was 16 percent, just slightly lower than the chronic absenteeism rate for high school. Kindergarten chronic absence increased to 40 percent in 2021–22 and remained at 36 percent in 2022–23, approximately 10 percentage points higher than high school rates (Figure 5). A key to stemming our attendance crisis is reducing kindergarten chronic absenteeism.9 Figure 5. Chronic Absenteeism by Grade and Year Note. Kindergarten attendance data includes Transitional Kindergarten (TK) program data. 6 Chronic absence is especially high among particular student populations, although all have experienced modest decreases in the last year Students who are involved in the foster care system, are experiencing homelessness, and/or have been identified as having a disability have extraordinarily high levels of chronic absenteeism (Figure 6). In addition, Native American, Black, and Pacific Islander students have especially high rates of chronic absence. For these populations, chronic absenteeism both reflects and exacerbates inequities. These high rates can reflect challenges facing students and families in the community (e.g., lack of access to health care, unreliable transportation, housing and food insecurity, etc.) and within the school (e.g., bullying, unwelcoming school climate, biased disciplinary or attendance practices, or lack of a meaningful and culturally relevant curriculum). Such difficulties can affect students’ ability to learn as well as cause them to fall farther behind because they miss invaluable instruction. In addition to looking at who is most affected by chronic absence, it is also important to examine which racial/ethnic groups make up the largest number of chronically absent students. In California, Hispanic and Latino students are disproportionately represented among chronically absent students compared to other student populations; this group made up 65 percent (966,459) of the chronically absent students in 2022–23 and 56 percent of the student population overall. The next largest rates of chronic absence were among White (241,143) and Black students (110,537). Figure 6. Chronic Absenteeism Rates by Student Group and Year 7 While chronic absence is a major challenge across the state, bright spots can be found in every type of locale in California In every type of locale, the majority of schools has high and extreme levels of chronic absence, but there is a small percentage of schools with much better attendance in each locale type as well (Figure 7). These data show that all types of communities can and should care about reducing rates of chronic absence. Fortunately, data can be used to identify potential bright spots that can yield important insights about what works given their local conditions. Figure 7. School-Level Chronic Absence by Locale Type, 2022–23 Note. Extreme chronic absence is defined as 30 percent or more of students; high chronic absence as 20–29.9 percent; significant chronic absence as 10–19.9 percent; modest chronic absence as 5–9.9 percent; and low chronic absence as 0–4.9 percent. Locale data was obtained from the National Center for Education Statistics (NCES). Conclusion The alarmingly high levels of chronic absenteeism occurring nationwide require sustained attention and action. Although the California numbers are challenging, absenteeism can be addressed when districts, with state support, help schools take a comprehensive, data-informed approach to attendance that is grounded in an understanding of local assets and difficulties faced by students and families. This analysis of 2022–23 school-year data offers hopeful signs that attendance levels in California are moving in the right direction,10 but even greater efforts are needed in the schools and communities most affected by COVID-19 and education inequities. 1Balfanz, R., & Byrnes, V. (2012, May). The importance of being in school: A report on absenteeism in the nation’s public schools [Report]. Johns Hopkins University Center for Social Organization of Schools. new.every1graduates.org/wp-content/uploads/2012/05/FINALChronicAbsenteeismReport_May16.pdf; Chang, H., & Romero, M. (2008, September). Present, engaged, and accounted for: The critical importance of addressing chronic absence in the early grades [Report]. National Center for Children in Poverty. nccp.org/wp-content/uploads/2008/09/text_837.pdf; Ehrlich, S. B., et al. (2014, May). Preschool attendance in Chicago public schools: Relationships with learning outcomes and reasons for absences [Research report]. University of Chicago Consortium on Chicago School Research. files.eric.ed.gov/fulltext/ED553158.pdf; Utah Education Policy Center. (2012, July). Research brief: Chronic absenteeism. University of Utah. daqy2hvnfszx3.cloudfront.net/wp-content/uploads/sites/2/2017/05/23104652/ChronicAbsenteeismResearchBrief.pdf 2Hough, H. J., & Chavez, B. (2024, January). California test scores show little improvement after pandemic [Policy brief]. Policy Analysis for California Education. edpolicyinca.org/publications/california-test-scores-show-little-improvement-after-pandemic 3This analysis includes all publicly available absence data as documented by the California Department of Education. In the academic year 2022–23, there were a total of 9,984 public schools, with 859 categorized as Dashboard Alternative Status Schools (DASS) schools and 1,283 as charter schools. 4Jordan, P. W. (2023, May 8). Attendance playbook: Smart solutions for reducing student absenteeism post-pandemic [Report]. FutureEd. future-ed.org/attendance-playbook 5Gottfried, M. A. (2019). Chronic absenteeism in the classroom context: Effects on achievement. Urban Education, 54(1), 3–34. doi.org/10.1177/0042085915618709 6In California, students are considered socioeconomically disadvantaged if they meet any one of the following criteria during the reporting period: (a) neither of the student’s parents has received a high school diploma; (b) the student is eligible for or participating in the Free or Reduced-Price Meal program; (c) the student is eligible for or participating in the Title I, Part C Migrant Education Program; (d) the student was considered homeless; (e) the student was foster-program eligible; (f) the student was directly certified; (g) the student was enrolled in a Juvenile Court School; or (h) the student is eligible as tribal foster youth. 7Hough & Chavez, 2024. 8Attendance Works. (2023, November 17). All hands on deck: Today’s chronic absenteeism requires a comprehensive district response and strategy [Blog article]. attendanceworks.org/todays-chronic-absenteeism-requires-a-comprehensive-district-response-and-strategy; Myung, J., & Hough, H. J. (2023, November). Why aren’t students showing up for school? Understanding the complexity behind rising rates of chronic absenteeism [Commentary]. Policy Analysis for California Education. edpolicyinca.org/newsroom/why-arent-students-showing-school 9It is important to note, however, that high school rates of chronic absence are likely an underestimate. Because most districts in California are funded based on average daily attendance, students are typically counted as present as long as they show up for a single period. By contrast, at least 17 other states require students to be present for at least half a day to be counted as present. See Attendance Works. (2022, June). Monitoring who is missing too much school: A review of state policy and practice in school year 2021–22 [Brief]. attendanceworks.org/monitoring-who-is-missing-too-much-school-a-review-of-state-policy-and-practice-in-school-year-2021-22 10This analysis also shows the value of states using their own data to assess whether chronic absence rates are improving based on the most recent data available. To learn more about the national context and actions that states can take, read “Turning Back the Tide: The Critical Role of States in Reducing Chronic Absenteeism.”

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Nonsuicidal self-injury (NSSI) is a phenomenon that impacts up to 12-25% of today's students, often beginning around the ages of 13 to 15, but sometimes starting as early as elementary school.* With numbers like these, it is likely that most educators will encounter a minimum of one case during their careers. This website has been developed as a resource for educators. It provides information in a brief format regarding how to recognize, understand, and respond to self-injury.

Educators requiring more extensive information are encouraged to use the links to books, websites, journal articles, and resources throughout the website.
*All of the information on this website is derived from a review of literature conducted by the author in 2010 and from the School Psychology Forum, Research in Practice: Nonsuicidal Self-Injury Volume 7, Issue 4 Winter 2013. All of the references for the information are listed within the books and journal articles tab.

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Self Harm in Schools: Resources and Protocols for Teachers

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A introduction resource for educators to recognize, understand, and respond to self-injury. Nonsuicidal self-injury (NSSI) is a phenomenon that impacts up to 12-25% of today's students, often beginning around the ages of 13 to 15, but sometimes starting as early as elementary school. Learn correct educator response.

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Landing Page: Reclassification Process for Dually Identified Students With a Mild or Moderate Disability 

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Diagnostic Center - Assessing for Dyslexia Padlet

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Diagnostic Center - Assessing for Dyslexia Padlet

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Sample Interview Questions for ERMHS Assessment

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Sample Interview Questions for ERMHS Assessment

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Parenting an anxious child can often feel like walking on egg shells. Seeing your child so stressed, you don't know what will put him over the edge. Afraid of saying the wrong thing, parents often hold back or reassure, but then when things don't improve, frustration wins out and parents often respond with anger. Though parents wish they could take away the pain and struggle, they usually know in their heart that without addressing the problem, things will only get worse.

Parents are in the best position to teach their children about anxiety, because a parent's reaction in a situation is like a fork in the road, it can either help a child see that there is a way out, that things aren't as scary as their anxious thoughts are making them feel, on the other hand, responding with your own fears to your child's behavior can inadvertently reinforce fears by lending credibility to them. The more you learn about how anxiety works, you can integrate that information into what you already understand about your child and be effective in keeping the fine balance between helping your child feel secure and helping him or her overcome anxiety. Like most things in life... how to read, how to add and subtract, learning anxiety management skills will be most successful when you work at them step by step, practice frequently and celebrate successes. In addition to the parenting information here, please see Anxiety 101 for specific language for how to talk to your kids about anxiety.
Child Anxiety Tales - Online Parenting Program
Learn what you can do to help your child manage stress and anxiety. Developed by experts and evidence-based.

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Parenting an anxious child can often feel like walking on egg shells. Seeing your child so stressed, you don't know what will put him over the edge. Afraid of saying the wrong thing, parents often hold back or reassure, but then when things don't improve, frustration wins out and parents often respond with anger.

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Welcome! Use the buttons below to take you to the training modules. The Behavior Specialist Training includes all 7 modules and is for those who will be the leading behavior support efforts in the school. The School-wide Training consists of two modules for all staff in the school.

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Autism_ Medical Diagnosis versus Ed Code Eligibility (f)

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MAKE A COPY Template Preschool Sample Initial Intellectual Disability Report 

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Preschool: Aut & ID Assessment Presentation

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Preschool: Aut & ID Assessment Presentation

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CALECSE April 27 2023 Autism and ID Assessments

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The California Evidence-Based Clearinghouse for Child Welfare

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The mission of the California Evidence-Based Clearinghouse for Child Welfare (CEBC) is to advance the effective implementation of evidence-based practices for children and
families involved with the child welfare system.

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Blueprints for Healthy Youth Development – Committed to Healthy Youth, Families and Communities

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The Blueprints for Healthy Youth Development mission is to provide a comprehensive registry of scientifically proven and scalable interventions that prevent or reduce the likelihood of antisocial behavior and promote a healthy course of youth development and adult maturity. We also advocate for evid…

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The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students

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The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students [Minahan, Jessica, Rappaport MD, Nancy] on Amazon.com. *FREE* shipping on qualifying offers. The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students

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Center on the Developing Child at Harvard University

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View Handouts

From infancy on, play is an important part of a child's life. For babies and toddlers, simple, playful interactions with adults help develop sturdy brain architecture, the foundations of lifelong health, and the building blocks of resilience. Through games and playful activities, children can practice and strengthen important executive function skills that will help them throughout their lives, including learning to focus their attention, strengthening their working memory, and developing basic self-control. The following handout series, developed with support from the LEGO Foundation, provides suggestions for games and play-based activities based on a child's age. The activities for younger children are designed for adults to engage in with children. Activities for later ages allow the adults to step back, enabling children's independence to blossom as they transition to playing more often with peers.

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Subscribe to our newletter

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Brain-Building Through Play: Activities for Infants, Toddlers and Children - Center on the Developing Child at Harvard University

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View Handouts From infancy on, play is an important part of a child's life. For babies and toddlers, simple, playful interactions with adults help develop sturdy brain architecture, the foundations of lifelong health, and the building blocks of resilience. Through games and playful activities, children can practice and strengthen important executive function skills that [...]

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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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California Department of Education

Memorandum

Date: September 14, 2022

To: Special Education Local Plan Area Directors

From: Heather Calomese, Division Director, Opportunities for All Branch

Subject: Special Education Assessment of African American Students

Background

Recently questions have arisen about special education assessment of African American students for identification and placement and the Larry P. court decision, as detailed below. This memo is intended to provide guidance on that issue. This memo reflects the most current federal and state statutory, regulatory and case law, and supersedes any previous guidance on this issue.

Laws Relating to Assessment for Special Education

In the many years since the original Larry P. decision, a body of federal and state special education statutes and regulations have evolved that emphasize nondiscriminatory assessment that gathers a wide range of information about the student, using multiple measures, and without focusing on a single criterion such as an intelligence quotient (IQ) score. A summary of key legal requirements for assessment follows. The California Department of Education (CDE) considers these principles in its monitoring of local educational agencies (LEAs) in relation to special education assessment of African American students.

1. No single measure or assessment may be used as the sole criterion for determining whether the child has a disability or for determining an appropriate educational program for the child. (20 United States Code [U.S.C.] § 1414[b][2][B]; 34 Code of Federal Regulations [C.F.R.] part 300.304[b][2]; Education Code [EC] §§ 56001[j] and 56320[e]; California Code of Regulations [Cal. Code Regs.], Title 5, § 3030[j][4].)

2. Assessments and other evaluation materials must include those tailored to assess specific areas of educational need and not merely those that are designed to provide a single general intelligence quotient. (34 C.F.R. part 300.304[c][2]; EC § 56320[c].)

3. A variety of assessment tools and strategies must be used, in order to gather relevant functional, developmental and academic information about the child. (20 U.S.C. § 1414[b][2][A]; 34 C.F.R. part 300.304[b][1]; EC § 56320[b][1].)

4. Assessments and other evaluation materials must be valid and reliable for the purpose for which they are used. (20 U.S.C. § 1414[b][3][A][iii]; 34 C.F.R. part300.304[c][1][iii]; EC § 56320[b][2].)

5. Assessments and other evaluation materials must be selected and administered so as not to be discriminatory on a racial or cultural basis. (20 U.S.C. § 1414[b][3][A][i]; 34 C.F.R. part 300.304[c][1][i]; EC §§ 56001[j]; 56320[a].)

The Larry P. Case

In 1972 in the Larry P. case, the United States District Court for the Northern District of California found that African American students in the San Francisco Unified School District were being placed into classes for "Educably Mentally Retarded (EMR)" students in disproportionate numbers, based on criteria that relied primarily on the results of intelligence quotient (IQ) tests that were racially and/or culturally discriminatory and not validated for the purposes for which they were being used. In 1979, the court permanently enjoined LEAs throughout California from using standardized intelligence tests for (1) the identification of African American students as EMR or its substantial equivalent or (2) placement of African American students into EMR classes or classes serving substantially the same functions.

The court held that court approval would be required for the use of any standardized intelligence tests for African American students for the above purposes. The court laid out a state process for this.

The EMR category no longer exists. The court has never held hearings to determine the "substantial equivalent" of the EMR identification or placement, or whether IQ tests are appropriate for assessing African American students for identifications or placements other than the substantial equivalent of EMR. The state process to seek approval has not been invoked.

Although the law on assessment has evolved, as described above, the Larry P. injunction remains in place, and the court retains jurisdiction over its enforcement. The Larry P. injunction does not apply to tests that are not considered standardized intelligence tests.

Assessment for Learning Disabilities

So long as LEAs follow legal requirements, generally speaking they have discretion in selecting which particular assessments to use in determining eligibility for special education. When assessing for a learning disability, LEAs are not required to consider whether the student has a severe discrepancy between intellectual ability and achievement. Rather, they must permit a model based on a student's response to intervention, or RTI. (20 U.S.C. § 1414[b][6].) When assessing for a learning disability using a severe discrepancy model, LEAs are not required to use IQ tests to determine intellectual ability.

Footnotes

1 Larry P. v. Riles, 343 F. Supp. 1306, 1315 (N.D. Cal. 1972).

2 The court defined a standardized intelligence test as one that result in a score purporting to measure intelligence, often described as "general intellectual functioning." Larry P., 495 F. Supp. 926, 931 n. 1 (N.D. Cal. 1979), affirmed in part, reversed in part, 793 F.2d 969 (9th Cir. 1986).

3 Larry P., 495 F. Supp. at 989.

4 E.M. v. Pajaro Valley Unified School District, 652 F.3d 999, 1003 (9th Cir. 2011).

5 Michael P. v. Department of Education, 656 F.3d 1057, 1060-1061 (9th Cir. 2011).

6 Ford v. Long Beach Unified School District, 291 F.3d 1086, 1088-1089 (9th Cir. 2002).

Last Reviewed: Thursday, September 15, 2022

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Memorandum from the Director of Special Education

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Date: September 14, 2022 To: Special Education Local Plan Area Directors From: Heather Calomese, Division Director, Opportunities for All Branch Subject: Special Education Assessment of African American Students Recently questions have arisen about special education assessment of African American students for identification and placement and the Larry P.

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New guidance released today from the Department of Education's Office for Civil Rights (OCR) and Office of Special Education and Rehabilitative Services (OSERS) helps public elementary and secondary schools fulfill their responsibilities to meet the needs of students with disabilities and avoid the discriminatory use of student discipline.

These newly released resources are the most comprehensive guidance on the civil rights of students with disabilities concerning student discipline and build on the Department's continued efforts to support students and schools through pandemic recovery.

"All students deserve to have their rights protected, and schools deserve greater clarity on how they can avoid the discriminatory use of discipline, " said U.S. Secretary of Education Miguel Cardona. "Too often, students with disabilities face harsh and exclusionary disciplinary action at school. The guidance we're releasing today will help ensure that students with disabilities are treated fairly and have access to supports and services to meet their needs - including their disability-based behavior. We also expect that districts utilize the federal American Rescue Plan dollars to build capacity, provide professional learning opportunities for educators and school leaders, and hire additional staff. These resources will also help schools live up to their legal obligations, support an equitable recovery for all our students, and make sure that students with disabilities get the behavioral supports and special education services they need to thrive. "

The new resources reflect the concern, particularly in light of the prevalence of student mental health issues associated with the pandemic, that some students with disabilities are not receiving the supports and services necessary to address their educational needs, including their disability-based behavior.

The guidance makes clear that schools do not need to choose between complying with Section 504 of the Rehabilitation Act of 1973 (Section 504) and the Individuals with Disabilities Education Act and keeping their school community - including students and staff - safe.

The new resources include:

In developing today's guidance and resources, the Department drew from experience with enforcing and administering federal laws relating to students with disabilities, including Section 504 and the IDEA. The Department also considered information shared by members of the public in response to the June 2021 Request for Information Regarding the Nondiscriminatory Administration of School Discipline.

Section 504 prohibits recipients of federal financial assistance from discriminating based on disability, and the IDEA guarantees that children with disabilities have available to them a free appropriate public education (FAPE). FAPE emphasizes special education and related services designed to the needs of children with disabilities and prepare them for further education and employment services and independent living.

Supporting Students and Avoiding the Discriminatory Use of Discipline under Section 504

Supporting Students with Disabilities and Avoiding the Discriminatory Use of Student Discipline under Section 504 of the Rehabilitation Act of 1973 explains that Section 504 requires schools to provide behavioral supports and services to students with disabilities who need them in order to receive a FAPE.

"Today's crucial guidance outlines how schools can effectively support and respond to behavior that is based on a student's disability and could lead to student discipline, in addition to explaining schools' civil rights responsibilities related to disability when administering student discipline" said Assistant Secretary for Civil Rights Catherine E. Lhamon. "We will continue to vigorously enforce federal civil rights laws to ensure that all students have equal access to educational opportunities. "

The new guidance makes clear that providing the individualized services and supports required by Section 504 can help prevent or reduce disability-based behaviors that might otherwise lead to student discipline. Additionally, the guidance:

Outlines how Section 504's requirements to provide a FAPE apply to long-term disciplinary sanctions, such as out-of-school suspensions and expulsions.

Explains Section 504's general nondiscrimination requirements, in the context of discipline, which applies to school staff and to the conduct of everyone with whom the school has a contractual or other arrangement, such as security staff and school police.

Makes clear that Section 504 requires schools to provide reasonable modifications to policies, practices, and procedures when necessary to avoid discrimination.

Section 504 does not prohibit a school from responding to emergency circumstances, such as contacting law enforcement or crisis intervention specialists, or from taking appropriate, nondiscriminatory steps to maintain safety and support students in learning how to be accountable for the impact of their actions on others.

Supporting the Needs of Children with Disabilities and IDEA's Discipline Provisions

Questions and Answers Addressing the Needs of Children with Disabilities and the Individuals with Disabilities Education Act's (IDEA's) Discipline Provisions and Positive, Proactive Approaches to Supporting the Needs of Children with Disabilities: A Guide for Stakeholders expand upon the 2016 Dear Colleague Letter that included data demonstrating that many children with disabilities, particularly Black children with disabilities, were subjected to high rates of disciplinary removals (such as suspensions and expulsions).

Today's resources underscore that children can experience academic success with an appropriately developed and effectively implemented individualized education program (IEP). IDEA includes specific provisions to address situations in which the behavior of a child with a disability impedes the child's learning, the learning of others, or violates a school's code of student conduct. Importantly, as part of the obligation to provide FAPE, in the case of a child whose behavior impedes the child's learning or that of others, the IEP Team must consider - and include in the IEP - the use of positive behavioral interventions and supports, and other strategies, to address that behavior.

"These resources are intended to assist state educational agencies (SEAs) with supporting local educational agencies (LEAs) and schools in addressing the needs of children with disabilities and equitably and appropriately implementing IDEA, " said Deputy Assistant Secretary for the Office of Special Education and Rehabilitative Services Katy Neas. "These documents can assist students and families in understanding their rights under IDEA and provide SEAs, LEAs, and educators resources to fulfill their obligations to appropriately meet the needs of children with disabilities. Together, we can reduce the use of exclusionary discipline for children with disabilities and ensure every child has access to an educational environment that is nondiscriminatory, supportive, positive, and safe for all. "

Questions and Answers Addressing the Needs of Children with Disabilities and the Individuals with Disabilities Education Act's (IDEA's) Discipline Provisions discusses how certain school actions, such as informal removals and the use of threat assessments, may result in the denial of FAPE to children with disabilities.

Positive, Proactive Approaches to Supporting the Needs of Children with Disabilities: A Guide for Stakeholders offers evidence-based strategies that early childhood programs, schools, and local educational agencies (LEAs) can use in place of exclusionary discipline or other harmful practices such as restraint or seclusion.

More information about the Department's efforts to assist schools in fostering nondiscriminatory and safe learning environments is available here.

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New Guidance Helps Schools Support Students with Disabilities and Avoid Discriminatory Use of Discipline

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New guidance released today from the Department of Education's Office for Civil Rights (OCR) and Office of Special Education and Rehabilitative Services (OSERS) helps public elementary and secondary schools fulfill their responsibilities to meet the needs of students with disabilities and avoid the discriminatory use of student discipline.

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School Psychologists and Mental Health Services 2021_FINAL

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Interventions - Broken down by Tiers and Grade

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Interventions - Broken down by Tiers and Grade

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Attention/Academic Issues, Peer Relationship Problems, Externalizing/Internalizing Behaviors, Emotional Dysregulation, Schoo Disengagement, and Bullying.

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The EIS intervention hub connects to interventions across 7 risk areas known to be related to later mental health problems. Within each area, you will find prevention strategies and interventions for elementary, middle, and high schools across three tiers.

Tier 1 is universal, meaning that it benefits all students. Tier 2 (selective) offers interventions for a targeted group of students. Tier 3 (indicated) interventions are aimed to provide individualized support for students who have increased levels of risk. Click on an area below to learn more.

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Early Identification System (EIS) Intervention Hub | NCRSMH

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The EIS intervention hub connects to interventions across 7 risk areas known to be related to later mental health problems. Within each area, you will find prevention strategies and interventions for elementary, middle, and high schools across three tiers. Tier 1 is universal, meaning that it benefits all students.

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Effective use of Techonology for school psychs

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Copy of Assessment & Counseling Template - Listed on TpT - Do Not Delete

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Learn how to use google sheets to help organize your caseload for the year!  These how-to videos explain the templates below.

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school "school psychologist" "school psychology" "educational psychology" "google drive" sheets forms

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Share your videos with friends, family, and the world

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Please note: "My Overcoming Obstacles" is our new online platform that enables you to edit our curriculum materials. If you created an account before July 1, 2021, you will need to register again in order to use this new feature. If you want to download any of our K-12 curricula, please visit our free digital library.

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Dialectical Behavior Therapy Worksheets for Students

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Dialectical Behavior Therapy Worksheets for Students

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Mental Health Resources for Sonoma County Youth (2)

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SCSELPA - Evaluation of CLD Populations - Ortiz