STATEWIDE SPECIAL EDUCATION TASK FORCE TRANSFORMING SPECIAL EDUCATION Maureen O’Leary Burness Dr. Vicki L. Barber

2 PURPOSE OF THE TASK FORCE Statewide Task Force charged with developing a policy and implementation plan to guide California’s transformation of programs and outcomes for students with disabilities

3 TASK FORCE FORMATION Initiated 2013 Over 200 Applicants Selected 34 Members

4 LEADERSHIP TEAM SBE Dr. Michael Kirst CTCDr. Linda Darling-Hammond CDERich Zeiger Chair Dr. Carl Cohn Executive Directors Maureen O’Leary Burness Dr. Vicki L. Barber

5 EX-OFFICIO MEMBERS SBEKaren Stapf Walters Brooks Allen Beth Rice CTCMary Sandy Teri Clark CDEDr. Fred Balcom

6 STAKEHOLDER GROUPS REPRESENTED Parents Teachers (General Education and Special Education) Principals Superintendents Special Education Administrators SELPA Administrators Higher Education Private Providers Charter Schools

7 TASK FORCE REPRESENTATION Geographical Age/Grade Spans Disabilities Governance Structures Reflective of California’s Diversity

8 FUNDING FOR THE TASK FORCE Foundation Support: Schwab Foundation Stuart Foundation Packard Foundation Kabcenell Foundation Fiscal Agent: San Mateo County Office of Education

9 Task Force Input

10 PUBLIC HEARINGS Hearings Held in February and March, 2014 Los Angeles – Southwest SELPA San Mateo County Riverside State School for the Deaf San Diego County Sacramento Approximately 200 People Attended Each TF meeting also had public comment

11 Opportunities for Input Web Site San Mateo County Office of Education Written Information Submitted Survey Monkey Methods List Serve Personal Contact Attending Meetings Reaching Out s Task Force Meetings

12 TASK FORCE MEETINGS December, 2013 – San Mateo County March, 2014 – Riverside State School for the Deaf May, 2014 – Sacramento September, 2014 – Sacramento December, Sacramento

13 SUB-COMMITTEES  Educator Preparation and Drs. Ann Halvorsen and Professional DevelopmentVicki Graf  Evidence Based Practices Matt Navo  Assessment and AccountabilityDr. David W. Gordon  Early Learning Sam Neustadt and Patty Schetter  FinanceMary Samples

14 ADDITIONAL RESOURCES Appreciation to: Stanford University - Daniela Sahar Berman - TF Research Support WestEd CDE – Additional Resources Provided Business and Administration Steering Committee (BASC) Dr. Thomas Hehir, Professor of Practice in Learning Differences, Harvard Graduate School of Education - Review of Materials

15 Written Report

16 WRITERS Cross & Joftus ∙Dr. Alice Parker, former CA Director of Special Education, CDE ∙Richard Colvin, 35 years of education journalism, including former LA Times education journalist

17 OVERARCHING THEME Unified education system, grounded in expertise, responsive to students' needs, and focused on student results.

FIVE MAJOR POLICY AREAS 18

EDUCATOR PREPARATION Examples of Policy Questions Raised by the Task Force: 1.Educator Preparation and Professional Development How can we best prepare general and special educators to successfully address the needs of all students in California’s diverse classrooms, across all instructional settings? 19

EDUCATOR PREPARATION Are there changes that need to be made to Teacher Preparation Programs? Are there changes that should be made to Administrator Training Programs? What about School Psychologist, Speech and Language, etc.? Do we need to consider an infusion of professional development for all groups? 20

EVIDENCE BASED PRACTICES 2.Evidence Based Practices What are the best practices being implemented in some countries, states, and specific regions of California that include systems of prevention, early identification and service delivery in early childhood and elementary education, transition services and supporting students to be college and career ready? 21

EVIDENCE BASED PRACTICES How do we encourage districts, counties, and charters to implement “gold standard” best practices? How do we address disproportionality issues? What can we do to support the use of technology as a teaching and learning tool? How do we focus on college and career readiness outcomes? Are there evidence based best practices that should be supported for low incidence populations, English Language Learners, students requiring mental health, etc.? How do we support improved parent communication and engagement? 22

ASSESSMENT AND ACCOUNTABILITY 3. Assessment and Accountability How do we measure that success, specifically with the range of disabilities served within special education programs and services? 23

ASSESSMENT AND ACCOUNTABILITY How will new adaptive assessments work for SWD? What are the implications of moving away from California Alternate Performance Assessment (CAPA) and California Modified Assessment (CMA)? How do we ensure that appropriate adaptations and modifications are available for SWDs? 24

EARLY LEARNING 4. Early Learning How can California build capacity to increase the availability of high quality and inclusive early education opportunities/LRE for young children with disabilities? 25

EARLY LEARNING How do we ensure access to all SWD to infant and preschool services? Do we need to address better articulation between Part B and Part C for preschool programs for SWDs? What qualifications and teacher preparation do we want for our early learning staff? How do we address the mental health needs and family interventions for this age population? 26

FINANCE 5.Finance Are there policies and funding mechanisms that would strengthen programs and services that are more supportive for students with disabilities to be successful? 27

FINANCE Are there funding recommendations that are needed to support the policy areas noted earlier? Are there recommendations regarding federal funding issues? Are there equity issues in funding for special education? 28

29 TIMELINE Task Force Meeting – December 2, 2014 Report End of Year, 2014 or Early January, 2015 Next Steps Policy Implications Legislative Agenda Role of ACSE

30 QUESTIONS OR THOUGHTS?

31 Thank you !