*Denotes a handout included in the packet During and after the Steering meeting, participants will have time to connect with colleagues and program specialists. SPEAKER Welcome & Introductions Group Federal and State News Fiscal Update* David Toston RSP Ratio Guidelines* Ginese Quann SB 1375* Ginese Quann SpecialEDGE Article Ginese Quann AB 1369 Dyslexia Guidelines Alison Rose SELPA Updates Fiscal Update: CEO Council Meeting Preview Robert Steponovich & David Toston CAPTAIN Update & Training for 17-18* Daina Mahaffey Professional Learning Offerings for 17-18* Kevin Schaefer Teacher Academy* Kevin Schaefer June CASEMIS Prep* Sharon Smit Discipline Data Report* Sharon Smit Disproportionality Sharon Smit & Ginese Quann Lunch “Hot Legal Topics 2017” Heather Edwards, Attorney at Law Wednesday, May 24, 2017 10:00 am – 2:30 pm DoubleTree by Hilton 7450 Hazard Center Drive San Diego, CA 92108 STEERING COMMITTEE AGENDA
45
Embed
STEERING COMMITTEE€¦ · Kevin Schaefer Teacher Academy* June CASEMIS Prep* Sharon Smit Discipline Data Report* Sharon Smit Disproportionality Sharon Smit & Ginese Quann Lunch “Hot
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
*Denotes a handout included in the packet During and after the Steering meeting, participants will have time to connect with colleagues and program specialists.
SPEAKER
Welcome & Introductions
Group
Federal and State News
Fiscal Update* David Toston
RSP Ratio Guidelines* Ginese Quann
SB 1375* Ginese Quann
SpecialEDGE Article Ginese Quann
AB 1369 Dyslexia Guidelines Alison Rose
SELPA Updates
Fiscal Update: CEO Council Meeting Preview Robert Steponovich & David Toston
CAPTAIN Update & Training for 17-18* Daina Mahaffey
Professional Learning Offerings for 17-18* Kevin Schaefer
Teacher Academy* Kevin Schaefer
June CASEMIS Prep* Sharon Smit
Discipline Data Report* Sharon Smit
Disproportionality Sharon Smit & Ginese Quann
Lunch
“Hot Legal Topics 2017” Heather Edwards, Attorney at Law
Wednesday, May 24, 2017
10:00 am – 2:30 pm
DoubleTree by Hilton
7450 Hazard Center Drive
San Diego, CA 92108
STEERING COMMITTEE
AGENDA
1. State News
We are awaiting the Governor’s May Revise. It is due to be released on May 12th.
As of February, state revenues were $239 million below projections. However, March revenues far exceeded the forecast by $1.4 billion. Therefore, revenues are now $1.1 billion ahead of the Governor’s January Budget forecast. This was a result of:
Personal income taxes that were $874 million ahead of projections
Corporation taxes exceeded projections by $338 million
Sales tax was the only tax below expectation by $66 million
There is now optimism that April revenues will also be strong. This could certainly mean the May Revise won’t be as conservative as first expected.
AB 312 (O’Donnell) Special Education Funding passed unanimously out of the Assembly
Education Committee on April 26th. Thanks to everyone who wrote letters, passed
resolutions and came to Sacramento to the hearing! We will be sending out an e-mail
with information regarding sending letters and resolutions to the Appropriations
Committee. Please help us keep this Bill moving.
AB 1449 (Muratsuchi) was pulled by the author prior to the hearing. The author plans to
make it a two-year bill. We will continue to work with the author.
2. Federal News
The Feds had a Continuing Resolution (CR) through April 28th. They were unable to come to an agreement, and have passed a stopgap bill for one week in order to try to reach an agreement. It appears that an agreement on an omnibus spending bill is close and will add money to defense and border security (not the wall). It will fund the Federal Government thru the end of September.
There are some very slight increases to a few educational programs. IDEA is projected to get 90 million nationwide. This would mean 9 million to California. That amount is so small that we are reporting the Federal funds will be flat funded.
There is huge concern about the Federal Health Care Bill, which was just narrowly passed by the House. The Bill contains huge cuts to Medicaid. LEA Medi-Cal funds are federal funds. If this Bill goes forward to the Senate and is passed, we could see large cuts to the LEA Medi-Cal program. These cuts would prove to be very difficult for districts.
SELPA ADMINISTRATORS OF CALIFORNIA
FINANCE COMMITTEE
May 2017
1
2
RSP Caseload Waivers
Local educational agencies (“LEAs”) throughout the state utilize resource specialist programs as one of the continuum of program options available to meet the needs of students with disabilities for special education and related services required by the Individuals with Disabilities Education Act and federal regulations relating thereto. This document will alert you of the required elements of the caseload waiver process for resource specialists.
What Are the Duties of the Resource Specialist/Specialist?
The resource specialist program is required to provide, but not limited to, all of the following:
Provide instruction and services for those pupils whose needs have been identified in an IEP and who are assigned to regular classroom teachers for a majority of a school day.
Provide information to students with IEPs and their parents.
Provide consultation, resource information, and material regarding students with IEPs to their parents and to regular staff members.
Coordinate special education services with the regular school programs for each student with an IEP enrolled in the resource specialist program.
Monitor pupil progress on a regular basis, participate in the review and revision of IEPs, as appropriate, and refer pupils who do not demonstrate appropriate progress to the IEP team.
Emphasize at the secondary school level on academic achievement, career and vocational development, and preparation for adult life.
(Ed. Code § 56362(a))
What is the Definition of “Caseload?”
“Caseload” is defined as all pupils for whom the resource specialist performs any of the duties listed above. (Ed. Code § 56362.1)
What is the Caseload Limit?
Local policies are required to state caseloads for resource specialists. No resource specialist shall have a caseload which exceeds 28 pupils. (Ed. Code § 56362(c))
Who May Request a Caseload Waiver?
A school district, county office of education, SELPA, a nonprofit public charter school that is not otherwise
included as a local educational agency and is not a school within a local educational agency, or any other public
agencies under the auspices of the state or any political subdivisions of the state providing special education or
related services to students with IEPs, may request the State Board of Education to grant a waiver of the
3
maximum resource specialist caseload (28 pupils under certain circumstances . (Ed. Code §§ 56101(a) and
56028.5, 5 C.C.R. § 3100(a))
Under What Circumstances Will the State Board of Education Grant a Caseload Waiver? The State Board of Education is required to approve waivers for resource specialists providing special education
services to allow them to exceed the maximum caseload of 28 students by no more than four students (i.e.,
maximum of 32 students) if the following requirements are met:
1. The requesting agency demonstrates to the satisfaction of the SBE that (a) the excess resource specialist
caseload results from extraordinary fiscal and/or programmatic conditions; and (b) the extraordinary
conditions have been resolved or will be resolved by the time the waiver expires.
2. The waiver stipulates that an affected resource specialist will have the assistance of an instructional aide
at least five hours daily whenever that resource specialist's caseload exceeds the statutory maximum
during the waiver's effective period.
3. The waiver confirms that the students served by an affected resource specialist will receive all of the
services called for in their IEPs.
4. The waiver was agreed to by any affected resource specialist1, and the bargaining unit, if any, to which
the resource specialist belongs, participated in the waiver's development.
5. The waiver demonstrates to the satisfaction of the SBE that the excess caseload can be reasonably
managed by an affected resource specialist in particular relation to: (A) the resource specialist's pupil
contact time and other assigned duties; and (B) the programmatic conditions faced by the resource
specialist, including, but not limited to, student age level, age span, and the behavioral characteristics;
number of curriculum levels taught at any one time or any given session; and intensity of student
instructional needs.
(5 C.C.R. § 3100)
According to the California Department of Education’s website, the SBE receives several waivers of this type
each year, and approximately 90 percent are approved. Due to the nature of this type of waiver, they are almost
always retroactive.
Resources
California Department of Education’s website for the Waiver Process: http://www.cde.ca.gov/re/lr/wr/
1 An attachment to the Specific Waiver Request must be completed and signed by the resource specialist that indicates that teacher’s confirmation of facts stated in the waiver request and his/her position regarding the waiver request.
SB 1375: Requirement that a School District, Charter School, or Private School Publicize Their Responsibilities and Students' Rights under Title IX May 15, 2017
0
Author: Colby Mills, Attorney at Law
Passed in September 2016, SB 1375 requires any public or private school, charter school, school district, or
county office of education that is subject to federal Title IX requirements to publicly post to the school’s
website by July 1, 2017:
1. The school’s responsibilities under Title IX,
2. Students’ rights under Title IX,
3. Contact information for the entity’s Title IX Coordinator, and
4. A description of how to file a complaint under Title IX.
Background
Title IX of the Education Amendments Act of 1972 is a federal law that states:
“No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the
benefits of, or be subjected to discrimination under any education program or activity receiving Federal
financial assistance.”
Title IX applies all educational institutions that receive federal funds. Although Title IX is often thought of in
terms of athletic opportunities, Title IX also impacts recruitment, admissions, and counseling; financial
assistance; sex-based harassment; treatment of pregnant and parenting students; and discipline.
Each school (or school district) must designate at least one employee to coordinate their efforts to comply with
and carry out their responsibilities under Title IX. This designated employee is referred to as the “Title IX
Coordinator” and is responsible for coordinating the school’s or district’s responses to all complaints involving
possible sex discrimination. This responsibility includes monitoring outcomes, identifying and addressing any
patterns, and assessing effects on the campus climate.
In passing SB 1375, the State found that school districts were often unaware of their responsibilities and
requirements under Title IX. As such, the law requires schools to publicly and prominently post their Title IX
obligations to the school’s website by July 1, 2017.
Flexible, Aligned and Focused on SustainabilityKevin Schaefer
Director of Program Support
The LCAP documents the LEA’s three-year plan for achieving desired academic goals aligned with eight state board priorities. To support LEAs in meeting these priorities, the SELPA has identified how each training aligns with the LCAP priority areas.
Local Control Accountability Plan (LCAP)
Our Guiding Principles
9
1. Basic Access2. State Standards and Common Core3. Parent Involvement4. Student Achievement5. Student Engagement6. School Climate7. Course Access8. Other Student Outcomes
Local Control Accountability Plan (LCAP)
8 Priority Areas
Our Guiding Principles
The QPLS present the elements of a quality professional learning system that, if well implemented, will benefit educators focused on increasing their professional capacity and performance.
California Quality Professional
Learning Standards
(QPLS)
Our Guiding Principles
10
1. Rooted in student and educator needs2. Focused on content and pedagogy3. Designed to ensure equitable outcomes4. Ongoing, intensive, and embedded in practice5. Collaborative, with an emphasis on shared
responsibility6. Supported by adequate resources7. Coherent and aligned with other standards,
policies and programs
Seven QPLS Standards
Our Guiding Principles
Regional Professional Learning
Regional Workshops are offered as in-person trainings and provided at
locations within each of our four charter regions. These workshops are typically offered as either 1⁄2 day or full day trainings and the
participants represent a variety of LEAs/Districts across the region.
Site-Based Professional Learning
Any of our Regional Workshops can be offered on your school site. Your school staff will coordinate with their SELPA Program Specialist to tailor
the workshop to your school’s unique needs. Site-based workshops offer
more hands-on and coaching opportunities.
Professional Learning Options
11
WebinarsWebinars offer the ability to
attend trainings virtually. Each webinar provides a live
presentation, interactive activities, and live Q & A opportunities. Participants are required to
register in advance in order to receive an invitation to the
webinar.
WebmodulesWebmodules are pre-recorded training opportunities. They can be accessed via our website’s Online Learning Center and can be accessed at any time,
reviewed as often as you wish, and allow for ongoing support.
Professional Learning Options
Professional Learning “Packages”Overarching professional learning “themes”
consisting of related regional workshops, site-based offerings, webinars and webmodules. Package
contents may be combined to fit time constraints, specific LEA needs, and ongoing, aligned
professional learning and implementation support over time.
Professional Learning Options
12
1. Leadership and Systems Alignment2. Inclusive Environments3. Special Education Foundations4. Positive School Culture and Climate5. Disability-Focus6. Behavior7. Mental Health8. Post-Secondary Transition9. Autism10. Paraeducators11. Statewide Assessments12. Psychologist Webmodules
Twelve Site-Based
Professional Learning “Topics””
Professional Learning Plan Topics
Leadership and Systems Alignment
Regional Full Day (6 Hours)Leadership: Systems Alignment to Promote Inclusivity
Site-Based (3 Hours)From Research to Practice: How to Sustain the Use of Evidence-Based Practices in Improving Outcomes and
Establishing Lasting and Meaningful Change
Site-Based (2 Hours)MTSS Foundations: Identifying Systems of Support
Site-Based (2 Hours)Integrating Data: Initiatives and Improvement Cycles
Site-Based (2 Hours)Integrating and Implementing Practices: Drivers and
Stages
Site-Based (2 Hours)Integrated Teaming: Team Identification, Collaboration,
Inter- and Intra-Communication
Site-Based (2 Hours)Integrating Entire Systems
Webinar (2 Hours)Introduction to Building A Comprehensive, Inclusive
Program
Webinar (2 Hours)Leadership: Systems Alignment to Promote Inclusivity
13
Inclusive Environments
Regional (6 Hours)Creating Inclusive Environments
Regional (6 Hours)How to Effectively Support Students with IEPSs in
General Education Settings
Site-Based (3 Hours)Universal Design For Learning: Foundations
Regional (3 Hours)Co-Teaching 101
Site-Based (3 Hours)Universal Design for Learning: Lesson Planning
Site-Based (2 Hours)Accommodations vs. Modifications: Application
Statewide AssessmentsAccessibility Supports and the ISAAP Tool
Statewide AssessmentsCAASPP Updates
Webmodules
PsychologistsReport Writing
PsychologistsEducationally-Related Mental Health Services
PsychologistsEnglish Language (EL) Learners
PsychologistsAutism
PsychologistsFunctional Behavior Assessment (FBA)
PsychologistsBehavior Intervention Plan (BIP)
PsychologistsDyslexia
PsychologistsPatterns of Strengths and Weaknesses (PSW)
26
However beautiful the strategy, you should occasionally look at the results.”
– Sir Winston Churchill
El Dorado Charter SELPA
27
28
2017 TEACHER ACADEMY
A TRAINING FOR SPECIAL EDUCATION TEACHERS
Register Now At: goo.gl/SrzZ45Hold a Spot: goo.gl/uJU6P9
THE
EL DORADO CHARTER SELPA
This two-day institute is designed for both new and experienced special education teachers and will incorporate research-based content and activities that will deepen participant knowledge and enhance their educational practices leading to improveoutcomes for students with disabilities.
Participant Outcomes:• Ensure educational benefit for students with disabilities through
the development of a reasonably calculated, compliant IEP when determining FAPE in the LRE.
• Design and deliver specialized academic instruction, including classroom adaptations, based on assessment information.
• Identify and implement positive, preventative behavior management techniques.
• Practice and improve communication and facilitation skills.• Understand qualifying disability categories and implications for
individualized program design.• Identify the continuum of placement/support options and
review a variety of inclusive practices including co-teaching, Universal Design for Learning (UDL), differentiated instruction, site/classroom climate (including students with moderate/severe disabilities).
• Explore general education initiatives and structures that directly impact special education such as Response to Instruction and Intervention (RTI2), Positive Behavioral Interventions (PBIS), Student Study Team (SST) meetings, 504 Plan development.
Costs for materials is $50. Lunch will be provided.
The El Dorado Charter SELPA | 6767 Green Valley Road, Placerville, CA | (530) 295-2462
DATE TIME LOCATIONAugust 16 – 17, 2017 9:00 a.m. – 3:30 p.m. San Diego Global Vision Academy
3430 School Street, San Diego, CA 92116
August 22 – 23, 2017 9:00 a.m. – 3:30 p.m. Oakland Center – Trans Pacific Center1000 Broadway, Suite 100, Oakland, CA 94607
29
30
How to Prepare for the June 30, 2017 CASEMIS Report
Please find tasks that can be performed now to get prepare your LEA for CASEMIS
1. Manage the “Meeting Alerts” on your SEIS homepage.
If any student record in these alerts are marked in red, then they are considered OVERDUE.
a. 30 Day Alert for Next Annual Meeting: This section highlights all annual IEPs that are either due within
the next 30 days or are overdue.
b. 75 Day Alert for Next Triennial Meeting: This section highlights all triennials that are either due within the
next 75 days or are overdue.
c. Upcoming Initial Evaluations: This section highlights all initial evaluations that are approaching their 60
day timeline or are overdue.
If there is a student record marked red and you know the IEP and/or Triennial has been held, then there is a clerical error. This will affect CASEMIS. Please contact your SELPA Program Technician for assistance.
2. Manage the “Shared Searches” in SEIS.
From the Black Navigation bar Searches Shared Searches
a. CASEMIS Prep Duplicate Services: This search will show all CASEMIS duplicate services. During the month prior to CASEMIS, these student records will generate an error code (E211).
i. A service code may only be used once per student. All duplicated must either be removed or marked DNR.
b. CASEMIS Prep Services ended in the Previous School Year: This search will show all service codes that ended in the previous year.
i. These services should be verified and deleted before the December report date.
c. CASEMIS Prep No Services Listed: This search will show all students that are being reported to CASEMIS as “eligible” but have no services on their record.
i. There are 2 options: 1. Student has not been determined eligible yet and is not receiving services so the student
record should be marked as “Pending.” Please use Plan Type 30.
31
2. Student had been determined eligible and is receiving services so the service page needs to be verified that services are listed and the start date is before 12/02/2015.
d. CASEMIS Prep Service Marked DNR: All services that are marked Do Not Report. i. Since the December CASEMIS is the reporting time that helps determine your budget, it is
important to make sure you are reporting all services that should be reported.
e. CASEMIS Prep Blank SSIDs: Students with no SSID number on their student record, this will cause an error code (E522).
i. If there are any student records in this search you will need to find the students SSID and enter it on the CASEMIS A page in SEIS. Only District Level Users and SELPA Level Users can enter SSIDs.
f. CASEMIS Prep Trans Regs: This search will list all students ages 15 or over. This is a DINC issue. i. Ensure that the Trans Regs (1 through 7) are marked “Yes”. Trans Reg 8 can either be marked
“Yes” or “NA”.
g. CASEMIS Prep Projected Exit Dates: A search that lists all students with a future exit date. i. Please remove the future exit date.
Please remember that any LEA with 12th
grade graduates during the 2015/2016 school year, will need to
complete the Table D Post-Secondary Data. If your LEA is unsure if they need to complete this or has questions
please contact your SELPA Program Technician.
32
May 17, 2017
Dear County and District Superintendents and Charter School Administrators:
REVIEW AND CERTIFICATION OF SPECIAL EDUCATION DISCIPLINE DATA IN THE CALIFORNIA LONGITUDINAL PUPIL ACHIEVEMENT DATA SYSTEM
In the spring of 2015, the California Department of Education (CDE) began a process to align data collection processes for students with disabilities in California. This process ensures student data are accurate for the purposes of both monitoring and accountability, as outlined in the Individuals with Disabilities Education Act (IDEA) and the Every Student Succeeds Act (ESSA). In 2015–16, the collection of discipline (suspension and expulsion) data for students with disabilities was transitioned from Table C of the California Special Education Management Information System (CASEMIS) into the California Longitudinal Pupil Achievement Data System (CALPADS) End-of-Year (EOY) 3 data submission (see the CALPADS Calendar at http://www.cde.ca.gov/ds/sp/cl/rptcalendar.asp for more information about the EOY 3 submission). The process for submitting data for the CALPADS EOY 3 submission requires certification by a superintendent-level staff person (or designee) for each local educational agency (LEA) or independently reporting charter (IRC) school. Under state law (California Education Code [EC] 56601) all data for students with disabilities are reported by the Special Education Local Plan Area (SELPA). To meet this requirement, the discipline data for students with disabilities, once submitted in CASEMIS, now submitted in CALPADS, must be reviewed and certified by the SELPA. Because the CALPADS reports do not currently aggregate data by SELPA, SELPAs must work with LEAs to validate data in CALPADS are accurate. In order to ensure discipline data for students with disabilities undergo a comprehensive review by SELPA staff prior to certification, it is necessary for LEAs, IRCs, and their associated SELPAs to develop a local discipline data review process to review and certify the following reports in CALPADS for the EOY 3 data submission:
7.1 - Discipline Incidents – Count by Most Severe Offense
*7.7 - Discipline Removals for Students with Disabilities – Count
*7.8 - Unilateral Removals for Students with Disabilities – Count
*7.9 - Discipline Removals for Students with Disabilities – Student List
*These reports only contain discipline data for students with disabilities. All other reports contain discipline data for all students (including students with disabilities).
The Special Education and Educational Data Management Divisions strongly encourage Superintendents and Charter School Administrators to authorize their CALPADS LEA Administrators to provide access to these certification reports (and associated supporting reports) to the SELPA-level staff for review through one of the following methods (in order by best practices):
1. Provide SELPA-level staff with a CALPADS LEA-level account. When creating the
account, the account should be assigned the following role through the User Security
screen:
o Reports>Discipline
2. Provide electronic copies of certification reports through a secure file transfer protocol
(SFTP). Email is not recommended unless the LEA has a data encryption process; or
3. Provide paper copies of certification reports (only to the individuals specifically
authorized to review and certify them). This is the least preferred method.
Once access has been provided, LEAs and SELPAs should develop a data review process including roles and responsibilities for special education, CALPADS, and administrators, as well as, a timeline including critical deadlines. LEAs can start reviewing these reports beginning May 15, 2017; with the initial deadline to certify reports in CALPADS July 31, 2017. There is a brief window to amend data before the final certification date of August 11, 2017. We recognize many of your staff will be on summer break so it is critical LEAs and SELPAs begin developing this process now. For additional questions or comments, please contact Shiyloh Duncan-Becerril, Education Administrator I, Special Education Division, by email at [email protected] or Karen Almquist, Education Administrator I, CALPADS/CBEDS/CDS Operations Office, by email at [email protected]. Sincerely, Kristin Wright, Director Jerry Winkler, Director Special Education Division Educational Data Management Division KW:sdb JW:bj
1. Determine who inputs student information into CALPADS for your LEA. a. This could be someone onsite or offsite. It may be your school’s registrar or your LEA’s authorizer. b. SELPA does not know who your CALPADS designated person is. If you are not sure who your CALPADS designated person is, please
contact your LEAs Special Education Director or Coordinator for more information.
35
2. Contact your CALPADS designated person and request the following reports (examples in back of packet): a. 7.3 Discipline Actions – Count b. 7.9 Discipline Removals for Students with Disabilities – Student List
c. 7.4 Discipline Actions – Count of Offense
d. 7.8 Unilateral Removals for Students with Disabilities – Count
3. Ensure that the reports have the following search filters:
a. Special Education is marked “Y”
b. Disciplinary Removal Duration is marked “>=.5 Day”
c. Federal Offense Category is marked “All”
4. Have designated LEA representative sign the certification page (located in the back of this packet).
5. Assemble a packet consisting of: a. Certification Page b. 4 Discipline Reports:
i. 7.3 Discipline Actions – Count ii. 7.4 Discipline Actions – Count of Offense
iii. 7.9 Discipline Removals for Students with Disabilities – Student List
iv. 7.8 Unilateral Removals for Students with Disabilities – Count
6. Scan packet and email to your designated SELPA Program Technician:
Make sure Federal Offense Category is marked as “All”, Special Education is marked as “Yes”, and Disciplinary Removal Duration is marked as “>=.5 Day”
37
Make sure Disciplinary Removal Duration is marked as “>=.5 Day.” Make sure “Removed to an Interim Alternative Setting” is accurate, and determine if the students listed on these reports were identified as Special Education on the day of the incident.
38
Make sure Disciplinary Removal Duration is marked as “>=.5 Day” and Special Education is marked as “Yes”.
39
Make sure Disciplinary Removal Duration is marked as “>=.5 Day”.
40
LEA Certification Page
Certification of CALPADS Special Education Discipline File by Authorized Official:
Reporting Cycle: 2016-2017 CALPADS End of Year Submission Print Date:
A. LEA Identification:
Name of LEA:
B. Certification of Files by Authorized Official:
I certify that the data submitted in the 2016-2017 CALPADS End of Year Submission for Special Education Student Discipline are complete and accurate for the my LEA. The data has been reviewed and follows all applicable laws and regulations and instructions provided by the California Department of Education (CDE).
1. Authorized Signature:
2. Title or Position:
3. Contact Person:
4. Phone Number:
41
42
INTERIM ALTERNATIVE EDUCATION SETTING When special education students are removed to an Interim Alternative Education Setting, it implies that these students were removed from their classroom, placed in an alternative educational environment, and continued to participate in and access the general education curriculum. It is exceptionally rare for students to be placed in an Interim Alternative Setting. Please preview your data in Section 7.8 and 7.9 to ensure that this setting is accurate for each discipline situation. If students were sent home due to suspension, this would not be an accurate option.
For your convenience, we have provided a link to the CDE/Special Education FAQ section: http://www.cde.ca.gov/ds/sp/cl/calpadsfaqs.asp#eoyd12. Additionally, below please find an explanation of when this section would apply to special education students: What constitutes a “Removal to an Interim Alternative Setting”?
A removal to an interim alternative setting is an instance in which school personnel or a hearing officer
(not the Individualized Education Program [IEP] team) order the removal of a child with disabilities from his
or her current educational placement for drug or weapon offenses, or serious bodily injury, to an appropriate
interim alternative education setting for not more than 45 school days.
An interim alternative education setting is an appropriate setting that enables the child to continue to
receive educational services and participate in the general education curriculum (although in another setting)
and to progress toward meeting the goals set out in the Individualized Education Program (IEP). As
appropriate, the setting includes a functional behavioral assessment and behavioral intervention services and
modifications to address the behavior violation so that it does not recur. The IEP team is responsible for
determining the interim alternative education setting.
Examples of a unilateral interim removal to an alternative setting:
A student brings a pocket knife to school and is given in-school suspension for more than 10 consecutive
days. The student is placed in a different classroom on the same school site with a certificated staff member
and continues to receive instruction during the in-school suspension.
A student has a physical altercation with another student. The student is suspended from the school and is
sent to a county office of education school for a period of 30 days but will return to the home school after
the period of suspension. The student continues to receive instruction by a certificated staff member at the
county office of education school.
Examples of removals that are NOT removals to an interim alternative setting:
A student brings a gun to school and is expelled. The student is placed in an alternative school after the
expulsion. Because the student was permanently expelled, this does not constitute an interim removal.
A student brings cigarettes to school and is suspended and sent home for one day, then returns the following
day. Because the student was not sent to an “appropriate alternative setting” as determined by the IEP team,
this would not constitute an interim removal.
As this is the second year the CDE has required LEAs to submit their discipline data via CALPADS, the SELPA wanted to ensure that you are well-informed and equipped to review your data, make the appropriate corrections, and certify prior to the July 31, 2017 data submission deadline. We appreciate your attention to this important deadline.