Special Education Orientation August 24, 2006. Introductions/Activity Stand up and share: – Moved and/or bought a new house – Got married – Had a child.

Special Education Orientation

August 24, 2006

Introductions/Activity• Stand up and share:

– Moved and/or bought a new house– Got married– Had a child or grandchild or is going to have one– Completed a credential or degree program– Went on a fun summer vacation– Sent your kids on a fun summer vacation– Accomplished house hold project– Proud of accomplishment of child (off to college, service in

armed forces, etc.)– Bought a new car– Made a life changing decision– Recovered from surgery– Etc.

Message from our leaders

John Anderson, SuperintendentDavid Schoneman, Assistant

Superintendent

Celebrations• Rosie Chew honored as Teacher of the Year by ACSA• John Caltagirone honored as Administrator of the Year by

ACSA.• Lisa Soto was named outstanding graduate student by

SDSU.• Teachers completed credentialing program: Matilde

Gonzalez, Lisa Soto, Melinda Mone-Lydick, & Alex Garcia. • Rick and Elia Wolery honored as Parent volunteers of the

year.• Two students from D/HH program accepted into GATE

program.• Evelyn Vazquez, student in D/HH program was selected to

merit based science program - weekend at Palomar College.• Several students won gold medal in SO basketball

competition.

Celebrations continued• Teachers updating CASEMIS data in web-based IEP system

and affirming/attesting IEP’s.• Closed the budget in the black• 91% of parents indicated satisfaction • Continued implementation of online District Satisfaction

Survey• Staff successfully complete certifications – Matilde Gonzalez,

Alex Garcia, Melinda Mone-Lydick successfully completed CLAD certification.

• 36% of teachers NCLB compliant• Liz Willingham’s class had the best staff attendance record

with Brian Stokley’s class coming in second.• Kurt, John, Isabel Garcia, Ester Gonzalez, and Josefina

Gonzalez had perfect attendance - leading by example!

Celebrations continued• Staff with less than 5 absences: Lucy Alcantar,

Araceli Alvarez, Rosa Alvarado, Sandra Aburto, Elsa Camacho, Angelica Casarez, Carmen Chavarria, Rosie Chew, Martha Flores, Betty Gales, Luz Guerrero, Elizabeth Garcia, Marisela Garcia, Rose Garcia, Araceli Garcia, Antonia Lara, Pablo Lynn, Margarita Martinez, Gina Martinez, Antonia Nichols, Francisco Nunez, Janet Otter, Teresita Padilla, Josephine Richmond, Evelia Sanchez, Brian Stokely, Elizabeth Willingham, and Dinah Yeager

• Our own presenting staff development activities – Sheri Huerta, Pam Mills-Morita, Patty McDonald, Laura Perez, Jessica Sullivan, and Paul Romayor

• Patty McDonald conducted Writing without Tears training for district students.

• Had first successfully completed TTP job training and placement.• Transferred Transition Partnership Program (TTP) to SELPA.• Adult Life Skills Program at IVC completed first year successfully.• Four interpreters continuing PiNES Program (Francisco Bravo,

Lucia Rascon, Reggie Vaughn, and Santana Henderson)

Celebrations continued• IVCEC fundraisers raised more than $8,500 up $3,500

from last year (IVCEC BBQ, Donation from Rick & Elia Wolery, Leonard LaCaze, and Rotary Club)

• Authorized as a production district for CSIS.• Staff volunteering time for SO.• Southwest Interact Club completed a IVCEC

beautification project - planted 20 trees.• Calexico High School ASB sponsored the annual special

prom.• Teacher notebook now on ICOE web page• SEACO Curriculum guide goals in SEIS goal bank.• Received Families First Commission grant for Preschool

program to serve students exiting Infant program still at risk of disabilities not eligible for other preschool services.

Current Trends/Major Impacts

• Legislative Reform (accountability, student results, teacher quality, and reading/math)– No Child Left Behind– Reauthorization of IDEA (Regulations released

July)• Student Assessment

– CELDT/ALPI– Physical Fitness– STAR (SAT 9 now CAT 6, Content Standards

Tests, CAPA)– CAHSEE

• Self - Review Year

ICOE MISSION STATEMENT

The Imperial County Office of Education is committed to

improve the quality of life in Imperial County by providing

excellent educational service and leadership to children, school

districts, and our community.

GUIDING PRINCIPLES• Integrity:

– We believe in open, honest, and trustworthy conduct that values diversity and is demonstrated through effective communication, a commitment to quality outcomes, and a strong work ethic.

• Life-Long learning:– We recognize that continuous improvement requires flexibility and

responsive leadership, which supports risk-taking and celebrates personal, social, and academic growth.

• Shared leadership through teamwork:– We practice collaboration in order to accomplish individual and

organizational goals.

• Respect for individual differences:– We believe in the individual as we accept and build upon diversity.

• Commitment to excellence:– We believe that the highest standards can be achieved through our

collective skills.

Core Values• Integrity is vital. It will be evidenced at ICOE by accuracy,

clarity, and transparency of information. In response to unanswered questions, we use all appropriate sources to research and provide responsive answers.

• We strive to be forthcoming through effective oral and written communications, which are well organized, concise, and professionally presented. We take pride in our communications, recognize their potential for impact, and present a united message to the public.

• We are dedicated to life-long learning to support continuous improvement. We enjoy and are passionate about our work. We value and show appreciation for what we learn from others.

Core Values continued• Through active listening, we support risk taking and

innovative thinking. We are not afraid to enter into difficult discussions, which include diverse perspectives, but do so in a respectful, caring and open manner always searching for “win-win” outcomes.

• Through shared leadership and teamwork we address current and future needs. Utilizing a supportive and collaborative environment, we learn through our successes and challenges. Focusing on the job to be performed, we accept varying roles as required with a positive outlook ensuring follow through that delivers on promises.

• We accept individual responsibility for the work of the group by sharing our individual talents and expertise.

Core Values continued• We are loyal to the organization and committed to each other’s

success. We make informed decisions based upon accurate data with the goal of improving our products and services.

• We acknowledge we are stewards of the resources entrusted to us. We have an obligation to use them wisely and to their fullest potential.

• We perform valuable services for our clients and the community that are consistent with our mission and respectful of the services other entities are better equipped to provide.

• Excellence is the result of good planning and skillful implementation. Our successes are built on a series of smaller steps. No task is considered too inconsequential to be performed with excellence.

A Quality and Effective School District has…..

• A belief that they can teach all students and all students can learn

• High expectations• A Vision• Leadership must focus the organization on

the Vision• An aligned strategic planning process• Professional Learning Communities that

utilize a (Plan-Do-Check-Act) instructional process

Building our Focus• Four Agreements

– Be impeccable with your world– Don’t take anything personally– Don’t make assumptions– Always do your best

• Emphasis on Literacy/Math and Instructional Leadership

• Professional Learning Communities -Teacher Instructional Planning Strategies (TIPS) implementation – (Plan-Do-Check-Act)

Continuing our improvement

The 8th HabitStephen R. Covey

Find Your Voice and Inspire Others to Find Theirs

Find Your Voice and Inspire Others to Find Theirs

Review of The 7 Habitsof Highly Effective People

• Be Proactive--be responsible for your own choices

• Begin with the end in mind--have a mental vision

• Put first things first --organize around your most important priorities

• Think win-win-- the importance of mutual benefit

7 Habits Review

• Seek first to understand, then to be understood-- be a good listener

• Synergize-- finding a third and better way to solve a problem

• Sharpen the Saw-- renew ourselves in the four basic areas of life: physical, heart, mental and spiritual

The 8th Habit

• Find you voice-- your unique personal significance-- and inspire others to find theirs

• A third dimension to the 7 Habits-- it meets the central challenge of the new Knowledge Worker Age

• It’s a choice we make, not a position• Moving from “Effective” to “Great”• Leave a legacy

• Show Leave a Legacy video

Our Complex Worlda state of permanent

whitewater

• Hunter/Gatherer• Agricultural• Industrial• Information/Knowledge Worker

• Show Whitewater video

Find Your Voice

• Three most important gifts– Freedom and Power to Choose– Principles (Natural Laws)

• Universal• Timeless• Self-Evident

– The 4 Intelligences/Capacities• Mind• Body• Heart• Spirit

Inspire Others to Find Their Voice

• Modeling– Trim Tab (What is the best I can do under the

circumstances)– Voice of Trustworthiness (modeling character

and competence– Build trust (seek first to understand, make and

keep promises, honesty/integrity, kindness/courtesies

• Path Finding– Blending voices (Searching for the Third

Alternative - beyond Win/Win– One Voice (Shared mission, vision, values, goals)

A Need for Common Goals

• Principled Centered Leadership• Making Individual Choices to

Accomplish a Common Goal

• Show The Nature of Leadership Video

What Did You Learn?

• Discussion - How can you apply what you have learned to your work environment.

Through PLC’s

Review of Goals for the 2005/2006 School Year

Student Achievement

• What: Develop program quality standards and a review system

• How: Form a committee representative of programs to develop standards and provide recommendations for implementation

• Process measure: Development of standards and review system

Outcome: Standards and review system will be ready for implementation for the 2006/2007 school year

Results: Standards are ready for implementation and will be one of the measures used in PLC discussions.

Student Achievement

• What: Improve student and staff attendance• How: Implement employee absentee policy and

track student attendance monthly • Process measure: Administrative oversight will

provide ongoing feedback to staff. • Outcome: Reduce chronic and pattern number of

absences• Results: Student attendance rates 88% for

05/06 down from 89% from prior year. Staff attendance - HR estimates they entered 10,000 to 15,000 absence reports for our department and 150 dock notices.

Student Achievement

• What: Continue improvement in STAR testing results

• How: Develop recommendations for instruction in subject matter and time requirements.

• Process measure: Teacher lesson plans will reflect subject and time recommendations

• Outcome: Steady increase in test results• Results: Increases in upper grades but declines

in lower grades

CAPA Scores2004-2006 ICOE Special Education

CAPA Average Test Scores - Level 1

40.9

31.1 32.8

42.4

31.4

42.8

0

10

20

30

40

50

E/LA Math

Subject

Av

era

ge

Te

st

Sc

ore

s

2004

2005

2006

CAPA Scores2003-2005 ICOE Special Education CAPA Scores

Percentage of Students Proficient & Above - Level 1

69%

26%

74%

33%

70%

47%

0%

20%

40%

60%

80%

E/LA Math

Subject

Per

cen

tag

e

2003

2004

2005



31.934.234.6

31.8 33.4

36.7

0

10

20

30

40

50

E/LA Math

Subject

Av

era

ge

Te

st

Sc

ore

s

2004

2005

2006

CAPA Scores2004-2006 ICOE Special Education CAPA Scores Percentage of Students Proficient

& Above - Level 2

64% 59%

44%

29%

53%

31%

0%

20%

40%

60%

80%

E/LA Math

Subject

Per

cen

tag

e

2004

2005

2006



38.340.7 40.3

32.936 36.4

0

10

20

30

40

50

E/LA Math

Subject

Av

era

ge

Te

st

Sc

ore

s

2004

2005

2006


& Above - Level 3

58%74%

82%

36%

64% 50%

0%

20%

40%

60%

80%

100%

E/LA Math

Subject

Per

cen

tag

e

2004

2005

2006

CAPA Scores2004-2006 ICOE Special Education CAPA

Average Test Scores - Level 4

31.4 29.5 33.235.5 36.738.3

0

10

20

30

40

50

E/LA Math

Subject

Ave

rag

e T

est

Sco

res

2004

2005

2006


CAPA Scores Percentage of Students Proficient & Above - Level 4

22%

6%

66%

32%

56% 56%

0%

20%

40%

60%

80%

E/LA Math

Subject

Pe

rce

nta

ge

2004

2005

2006



34.3 33.234.332.3

34.7

38

0

10

20

30

40

E/LA Math

Subject

Av

era

ge

Te

st

Sc

ore

s

2004

2005

2006


& Above - Level 5

38% 42% 37%

59%52% 59%

0%

20%

40%

60%

80%

E/LA Math

Subject

Per

cen

tag

e

2004

2005

2006

IEP Achievement Data Results

Skill/Functional Area

# Goals AchievedAt Level 3 or 4*

# GoalsWritten

% Goals AchievedAt Level 3 or 4*

Communication 290 387 74.9%

Self Care 118 147 80.2%

FunctionalAcademics

457 531 86.1%

Vocational 71 77 92.2%

Mobility& Motor

77 97 79.3%

Social &Emotional

48 65 73.8%

Recreational& Leisure

10 11 90.9%

Other 12 15 80.0%

TOTAL 1,083 1,330 81.4% (82.6% PY)

Communications• What: Improve collaboration with district and

other service providers regarding scheduling of student IEPs & IEP notices will be sent to all team members 10 days prior to meeting

• How: IEP’s will be scheduled around the District Sp. Ed Directors schedules when it is necessary for them to be there and IEP notice requirement will be part of quality standards

• Process measure: District survey with targeted question

• Outcome: Survey results• Results: Very favorable survey results

Service Evaluation Survey

• Sent surveys to District Superintendents, Special Education Directors, and site Principals for the past five years

• Number of surveys returned - 23• Used solely for overall program

evaluation and development of goals not individual evaluations

• Rated on a 5 point scale with 1 being low and 5 being high

Please Mark Your Role:

Teacher0

0%

District Sp Ed Director

417%

Other (please specify)

29%

Superintendent6

26%

Site Principal11

48%

SuperintendentSite PrincipalDistrict Sp Ed DirectorTeacherOther (please specify)

10

2 3

10

7

11

0

5

10

15

Count

Program

Question 1: Please select all services provided to your school/district from the ICOE Special

Education Department.

Count

Count 10 2 3 10 7 11

DHH Inf/Tod OT SH Speech VI

Count Percent

Strongly Agree 7 30.4%

Agree 13 56.5%

Neither Agree or Disagree

2 8.7%

Somewhat Disagree

1 4.4%

Strongly Disagree

0 0.0%

Not Applicable or Don’t

Know0 0.0%

Total 23 100%

Somew hat Disagree

1


2

Strongly Disagree0

Not Applicable or Don't Know

0

Strongly Agree7

Agree13

Question 2: ICOE Special Education Programs are responsive to the needs of the community and are fulfilling their mission statement.

Count Percent

Strongly Agree

8 34.8%

Agree 11 47.8%


1 4.3%

Somewhat Disagree

1 4.3%

Strongly Disagree

0 0.0%


Know

2 8.7%

Total 23 100%

Question 3


1

Somew hat Disagree

1

Strongly Disagree0


2

Strongly Agree8

Agree11

Strongly Agree

Agree

Neither Agree orDisagree

Somewhat Disagree

Strongly Disagree

Not Applicable or Don'tKnow

Question 3: The ICOE Special Education Program services were implemented in a dependable and well-planned manner.

Count Percent

Strongly Agree

4 17.4%

Agree 13 56.5%


4 17.4%

Somewhat Disagree

1 4.3%

Strongly Disagree

0 0.0%


Know

1 4.3%

Total 23 100%

Question 4: On a regular basis, there is collaboration, interaction and planning among program staff and regular school/district staff?

Question 4


4

Somewhat Disagree

1

Strongly Disagree

0


1Strongly Agree

4

Agree13

Strongly Agree

Agree


Somewhat Disagree

Strongly Disagree


Count Percent

Strongly Agree

4 17.4%

Agree 8 34.8%


4 17.4%

Somewhat Disagree

2 8.7%

Strongly Disagree

0 0.0%


Know

5 21.7%

Total 23 100%

Question 5: The services provided by ICOE Special Education Programs reinforce classroom lessons.

Question 5

Agree8


4

Somewhat Disagree

2

Strongly Disagree

0


5

Strongly Agree4

Strongly Agree

Agree


Somewhat Disagree

Strongly Disagree


Count Percent

Strongly Agree

5 21.7%

Agree 8 34.8%

Neither Agree or

Disagree4 17.4%

Somewhat Disagree

1 4.3%

Strongly Disagree

0 0.0%

Not Applicable or Don’t Know

5 21.7%

Total 23 100%

Question 6: Effective parental contact was generated through IEP meetings, home calls, and formal and informal conferences.

Question 6


4

Somew hat Disagree

1

Strongly Disagree0


5Strongly Agree

5

Agree8

Strongly Agree

Agree


Somewhat Disagree

Strongly Disagree


Count Percent

Strongly Agree

9 40.9%

Agree 11 50.0%

Neither Agree or

Disagree0 0.0%

Somewhat Disagree

0 0.0%

Strongly Disagree

0 0.0%


2 9.1%

Total 22 100%

Question 7: The ICOE Special Education Program staff was professional (punctual, respectful, well groomed, etc.) and provided a positive role model for students.

Question 7


0

Somewhat Disagree

0

Strongly Disagree

0


2

Strongly Agree

9

Agree11

Strongly Agree

Agree


Somewhat Disagree

Strongly Disagree


Count Percent

Strongly Agree

5 21.7%

Agree 8 34.8%

Neither Agree or

Disagree2 8.7%

Somewhat Disagree

3 13.0%

Strongly Disagree

1 4.3%


4 17.4%

Total 23 100%

Question 8: District administrators and staff were kept informed of program concerns, caseloads, mainstreaming progress, and pertinent parent contacts/information.

Question 8

Strongly Disagree

1


4

Somewhat Disagree

3Neither

Agree or Disagree

2

Agree8

Strongly Agree

5

Strongly Agree

Agree


Somewhat Disagree

Strongly Disagree


Count Percent

Strongly Agree

5 21.7%

Agree 11 47.8%

Neither Agree or

Disagree5 21.7%

Somewhat Disagree

0 0.0%

Strongly Disagree

0 0.0%


2 8.7%

Total 23 100%

Question 9: The ICOE Special Education Programs made a difference in the academic achievement of students.

Question 9Somewhat Disagree

0

Strongly Disagree

0


5


2Strongly Agree

5

Agree11

Strongly Agree

Agree


Somewhat Disagree

Strongly Disagree


Question 11: Positive comments related to services you’ve received:

Teachers are friendly and willing to do whatever necessary for success of their students.I appreciate the administrative support that is provided by ICOE Administration. I think their strong commitment has strengthened the overall program delivery.It is a pleasure to work with Dr. John Caltagirone, Principal of IVCEC and his wife Renee. They are professional and very kind people who really care about children, parents, and staff.Michael Bliss seems an excellent addition as O/M.Staff is professionalThe services provided to the students are extremely beneficial.Staff is highly competent.

Question 10: Areas where you feel improvement is needed:

Following proceduresTraining on Open Court Reading Notification of IEP’s within timely mannerParking lot at IVCEC (increased number of buses blocking entrance)Improvement of IEP’s for Junior High and High School studentsSpeech therapist staffing in community-based sitesVisibility of Sr. Staff

Question 12: If there are certain services/departments that did not meet your expectations please indicate below:

Overflow class of SDC young students had “numerous” calls to their classroom on a daily basis. Lines were tied up a lot… they may need their own phone line.

Question 13: Any other comments/suggestions?

Have traditional classroom teachers who deal with mainstreamed students trained on PART training (we will be glad to send our teachers if we are told when it will be held).Hire summer school sign-language interpreters dependent on attendance in the same way that districts hire summer school employees so that if hearing impaired students register but don’t attend or start but don’t finish summer school, ICOE can terminate their summer employment.

Parent Survey Results

Survey Area Survey StatementsNot

Applicable Strongly

AgreeAgree

Uncertain

DisagreeStrongly Disagree

Educational Program

Question 2: The educational program/instruction is focused on my child’s individual needs. 0 88 45 3 0 0

Student Learning Environment

Question 8: My child receives appropriate opportunities to interact with non-disabled peers.

6 63 46 13 1 0

I.E.P. ProcessQuestion 11: The meeting was scheduled at a mutually convenient time. 2 84 47 0 0 1

Assessment & Feedback

Question 20: The teacher shares information with me about my child’s performance on a regular basis.

0 90 40 0 2 1

Parent Education & Support

Question 23: I receive help from the school principal and/or county administration when I ask for it. 13 71 47 4 0 0

CurriculumQuestion 27: The staff in my child’s class addresses student behavioral needs. 0 85 44 4 0 1

Number of Surveys: 138 Overall Percentage: 90.5%

Communications

• What: Create document for teachers of what they need to know about CSEA contract

• How: Kurt will develop this for dissemination and review

• Process measure: Document will be ready by March

• Outcome: More informed teachers• Results: Document is ready for distribution for

2006/2007 School Year

Manage Growth

• What: Complete Mains and Kennedy and make progress on Cesar Chavez projects

• How: Work with Facilities department and teachers

• Process measure: Completed projects• Results: Mains and Kennedy being held up

in DSA and Cesar Chavez moving forward anticipate ready for 2007/2008 School Year.

Quality Data Indicators• 35% Teachers/Specialist not fully credentialed – 2005/2006 – 10%

decrease from prior year• 81.4 of student goals achieved at a level 3 or 4 in 2004/2005 – 1.2%

decrease from prior year + 1.4% decrease from prior year(Aim is 85%)

• Spent an average of $1,176 per student in 2005/2006 – decrease of $46 per student from prior year – due to increase in CBEDS count

• Average class size 11.25 – 2005/2006 – Down by .75 from prior year• 2005/2006 End of Year Pupil Count

– 1 Warnings – Up one from last year– 0 Overdue Triennial – Same as prior year– 0 Overdue IEP’s – Same as prior year– 0 Overdue IFSP – Same as prior year

Areas that need continued work

• Improvement in student learning• Implementation of a measurable quality review process • IEP/Triennial compliance and timeline issues

– Scheduling IEP/Triennial meetings at district convenience and sending notices at least 10 days prior to meeting to all meeting participants

– Continue to monitor CCR systemic non-compliance items• Staff issues: retention and morale/team building• Staff and student attendance and timely reporting• Development of intervention protocols• Shared vision, mission, values, goals• Employee dress code• Continue to refine internal controls: Procedural

safeguards to prevent mismanagement (Phones, food services, vans)

Areas that need continued work

• Further development of Professional Learning Communities

• Standardized training for volunteers, Work Study students especially around positive behavior supports.

• Continued staff training on ALPI, triennial review process, EL Plan, IEP process, SH curriculum, positive behavior support, legal requirements, etc.

• SARB Process needs to be fully implemented• NCLB requirements for paraprofessionals and teachers

• Show It’s Not Just Important, It’s Wildly Important

Impacting Learning for AllWhat can you do to impact our focus and

improve student learning?

1. Looking at the areas where continued work is needed:

What is wildly important for your team to focus on?

What can you do as an individual to help your team with it’s WIG?

Budget Presentation

Espy Verdugo

ICOE Special EducationBudget

• Currently employ:• 175 Permanent employees• 30+ Substitute employees

• 83% of SpEd Budget covers Employee Salary & Benefits

• Classrooms on 16 school sites in Brawley, Calexico, El Centro, and Imperial.

Budget - Income CalculationRevenue Summary by Resource Number

Trust FundDirect Service MAAUnrestricted LotteryTitle I - Part A (Basic Grant) Low IncomeSpecial Ed IDEA, Part B (Formerly PL94-142)Special Ed IDEA, Low Incidence, Part BSpecial Ed IDEA Early Intervention, Part CTitle II- Part A Teacher QualityTitle II- Part D Enhancing Education thru TechnologyTitle III - LEP Student ProgramTitle V- Part A Innovative Educational StrategiesChild Nutrition State ProgramsDirect Service Medi-Cal Fee for ServiceTeacher Recruitment & Student Support ProgramEngish Language Acquisition Program (ELAP) (Student assistance)K-12 California School Library Lottery - Restricted to Instructional MaterialsCarl Washington School Safety & Violence PreventionSpecial Education ApportionmentLow Incidence Equipment Special Ed - Early Ed Individuals with exceptional needs (Infants)Instructional Materials Realignment (IMFRP-AB1781)Instructional Materials -Braille & Large PrintLow Vision Reimbursement ProgramTransportation - Special Education (SH/OH)Calif Peer Assistance & ReviewRoutine Restricted Maintenance AccountDeferred MaintenanceSpecial Ed - Early Intervention VendorizationSpecial Ed - Misc IncomeSpeech Language Contracts with DistrictsProfessional Development Block GrantSCDD / IVC Grant

32+ Funding Resources

Totaling Approx. $10.2 Million

Semiannual Time Reporting Certification

Fiscal Year:

For the Period Beginning: Ending:

Employee Name: Department:

Cost Objective

1.2.3.

I hereby certify that this report is an after-the-fact determination of actual effort expendedfor the period indicated, and that funding is solely (100 percent) from a single costobjective, or federal / state categorical program, or from a local program used in meetingcost sharing or matching requirements.

Employee Signature Date

Supervisor Signature Date

6/30/2007

Special Education

100.00%Special Education

100.00%

2006-07

1/1/2007

Percent of Effort

Classroom Budgets

Instructional Account$200

Lottery Funds (3yr Average)

$650+ $850+

In addition, Lottery Committee reviews proposals 3-4 times per year

Important PO/Reimbursment Procedures

PO Requests must indicate:Vendor, Item #, Item Description, Price, Shipping, Tax, Person Requesting PO and Purpose of Purchase.

Make sure all reimbursement requests are legible, accurate and submitted ASAP.

Account Clerk – Leslie Conard 312-6489

Budget/Personnel Questions

Espy Verdugo, Fiscal MgrPhone 312-6421 [email protected]

Rosa Romayor, Office Clerk Phone 312-6494 [email protected]

Teacher Notebook

Web Version

I will do my best to meet students’ needs within the boundaries of my capacity and control. I will work hard, but I will

not drive myself crazy, nor will I neglect myself and my family in the process. I will make appropriate changes that I

can make in my professional situation. On a larger scale, I will advocate for productive education reform. I will

enjoy my life – personal and professional. I will not merely survive; I

will thrive!

Creed of the Conscientious Professional

Special Education Orientation August 24, 2006. Introductions/Activity Stand up and share: – Moved and/or bought a new house – Got married – Had a child.

Documents

dhh program

credentialing program

gate program

alex garcia

araceli garcia

marisela garcia

rose garcia

isabel garcia