Tuesday, December 24, 2013

Advisory Commission on Special Education Agenda January 8 and 9, 2014 - (CA Dept of Education)

Agenda January 8 and 9, 2014 - Administration & Support (CA Dept of Education):

Agenda January 8 and 9, 2014

Advisory Commission on Special Education (ACSE) meeting agenda.


Advisory Commission on Special Education Members
  • Diane Fazzi, Chair
    Gina Plate, Vice Chair
    Feda Almaliti
    Morena de Grimaldi 
    Kristi Hagans
    Somer Harding
    Sara Jocham
    Betty Karnette
    Nancy Portillo
    Naomi Rainey
    Terrylene Sacchetti
    Mariano Sanz
    Barbara Schulman
Student Members
  • Hyla Rachwal
  • Timothy Higgins
Legislative Members
  • Carol Liu, Senate
  • Joan Buchanan, Assembly
State Board of Education
  • Carl Cohn, Liaison
State Special Schools
  • Scott Kerby, Director, State Special Schools and Services Division
    California Department of Education
Executive Secretary
  • Fred Balcom, Director, Special Education Division
    California Department of Education
Agenda Times Are Approximate and Are Provided for Convenience Only
All items may be re-ordered to be heard on any day of the noticed meeting. The order of business may be changed without notice.
Advisory Commission on Special Education
Schedule of MeetingLocation
Wednesday, January 8, 2014
10:00 a.m. - 5:00 p.m. Pacific Time ±
California Department of Education
1430 N Street, Room 1101
Sacramento, California
916-445-4602
Thursday, January 9, 2014
8:30 a.m. - 1:30 p.m. Pacific Time ±
California Department of Education
1430 N Street, Room 1101
Sacramento, California
916-445-4602
Please see the detailed agenda for more information about the items to be considered and acted upon. The public is welcome.
Guidelines for Public Input Sessions
The Commission welcomes public involvement. Opportunities for public comment are provided at every Commission meeting.
Reasonable Accommodation for Any Individual With a Disability
Pursuant to the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, any individual with a disability who requires reasonable accommodation to attend or participate in a meeting or function of the Advisory Commission on Special Education (ACSE), may request assistance by contacting the Special Education Division, 1430 N Street, Suite 2401, Sacramento, CA, 95814; telephone, 916-445-4602; fax, 916-327-3706.

Advisory Commission on Special Education
Agenda, Wednesday, January 8, 2014, 10:00 a.m. Pacific Time
California Department of Education
1430 N Street, Room 1101
Sacramento, California
NOTE: Items not heard or completed on January 8, 2014, may be carried over to January 9, 2014.
10:00 – 10:15 a.m.
  • Call to Order - Roll Call
  • Salute to the Flag
  • Communications and Announcements
  • Review of Agenda
  • Operations and Planning: (1) Bylaws Review; (2) Legislative Report Update
10:15 – 11:00 a.m.
Item 1–Statewide Special Education Task Force External link opens in new window or tab.: Presentation and review of task force goals from Carl Cohn, Special Education Task Force Co-chair and ACSE Liaison to the State Board of Education (SBE). Implications of task force work and ACSE involvement discussion lead by Commissioners participating on the Task Force: Gina Plate, Barbara Schulman, and Sara Jocham.
Type of Action: Action, Information
11:00 a.m. – Noon
Item 2–Strategic Plan: ACSE has drafted a strategic action plan. The content in this plan will represent the central work of the ACSE and will be carried out via three content committees: (1) Common Core State Standards; (2) Quality Services and Support; and (3) Secondary Transition. Initially, these committees will meet to further develop key outcomes, strategies, timelines, and specific achievement objectives and tasks related to the plan. The ACSE Commissioners will also determine how to implement its additional, ongoing responsibilities in relation to this plan and work structure.
The ACSE will continue strategic planning activities in the following areas:
  1. Review ACSE statutory charge and discuss expectations for specific liaison roles
  2. Review the agenda topic template linked to the charge
ACSE Commissioners will break into committee work groups and respond to the following planning questions:
  1. What are one to two concrete achievements related to Committee outcomes that you will be able to accomplish in one year?
  2. What work has been accomplished since the last meeting related to the group’s priority area and what actions should committee members take next?
  3. How will committees coordinate priority areas of work with the efforts of other organizations such as the California Department of Education (CDE), Special Education Local Planning Areas (SELPAs), and others to reduce duplication of efforts and leverage partnership opportunities? Discuss work that other stakeholders are doing that is related to the priority area.
Noon – 1:15 p.m. LUNCH
1:15 – 2:45 p.m.
Continue Item 1
Type of Action: Action, Information
2:45 – 3:00 p.m.
Item 3–Commissioner Liaison Reports: Commissioner reports on activities, liaison work, and representation of ACSE outside of ACSE meetings.
Type of Action: Action, Information
3:00 – 3:15 p.m.
Item 4–Public Comment: Input is invited from the public and organizational representatives.
3:15 –3:30 p.m. BREAK
3:30 – 5:00 p.m.
Item 5–Continue Strategic Action Plan Activities in Content Committees:
  1. Check for alignment to the charge. More specifically, how will work in this area address the ACSE charge?
  2. List options for communicating information and recommendations developed by content committees.
Content committee reports.
5:00 p.m. ADJOURNMENT
Adjournment of day's session.

Advisory Commission on Special Education
Agenda, Thursday, January 9, 2014, 8:30 a.m. Pacific Time
California Department of Education
1430 N Street, Room 1101
Sacramento, California
8:30 – 8:40 a.m.
  • Call to Order - Roll Call
  • Salute to the Flag
  • Communications and Announcements
  • Review of Agenda
8:40 – 9:00 a.m.
Item 6–ACSE Unfinished Business: Address any unfinished business from the previous day, if needed.
Type of Action: Action, Information
9:00 – 9:45 a.m.
Item 7–Repeal of the Hughes Bill Regulations: Report on Assembly Bill 86, which mandated the repeal of the regulations pertaining to behavior and added two new subsections to California Education Code. Presented by Allison Smith, Education Programs Consultant, Special Education Division, CDE.
Type of Action: Action, Information
9:45 – 10:30 a.m.
Item 8–Legislative Members and Liaison Reports: Reports from Joan Buchanan, Assembly Member and Chair, Committee on Education; Carol Liu, Senate Member and Chair, Committee on Education; and Carl Cohn, Member, SBE and SBE liaison to the ACSE.
Type of Action: Action, Information
10:30 – 10:45 a.m.
Item 9–Public Comment: Input is invited from the public and organizational representatives.
*Time will be allocated to distance participant Parent Training Institutes to present issues of importance to parents.
Type of Action: Action, Information
10:45 – 11:30 a.m.
Item 10–Common Core State Standards and Assessment Update for Students with Disabilities: Kristen Brown, Ph.D., Education Programs Consultant, Policy and Program Services Unit, Special Education Division, CDE; and Lily Roberts, Ph.D., Education Research and Evaluation Administrator, English Language Proficiency and Alternate Assessments Office, CDE.
Type of Action: Action, Information
11:30 a.m. – Noon
Item 11–Status Report Regarding the Local Control and Accountability Plan (LCAP): Presentation by Christine Swenson, Director, Local Agency Systems Support, CDE. Under the Local Control Funding Formula, LEAs are required to prepare an LCAP which describes the process to meet annual goals for all pupils, with specific activities to address state and local priorities identified pursuant to California Education Code Section 52060(d).
Type of Action: Action, Information
Noon – 12:30 p.m.
Item 12–State Special Schools Director Report: Presented by Scott Kerby, Director, State Special Schools and Services Division, CDE.
Type of Action: Action, Information
12:30 – 1:00 p.m.
Item 13–Special Education Director Report: Presented by Fred Balcom, Director, Special Education Division, CDE.
Type of Action: Action, Information
1:00 – 1:15 p.m.
Item 14–Future Agenda Building: Commissioners are invited to submit recommendations for future meeting agenda items directly to the Vice Chair on or before February 1, 2014.
1:30 p.m. ADJOURNMENT
Adjournment of day's session.
Adjournment of meeting.
Related Content
  • ACSE Meeting Webcast - Live and recent Webcasts of the California Advisory Commission for Special Education (ACSE) Meeting.

12-24-13 Fred Klonsky | Daily posts from a retired public school teacher who is just looking at the data.

Fred Klonsky | Daily posts from a retired public school teacher who is just looking at the data.:






Happy holidays.







12-23-13 Fred Klonsky | Daily posts from a retired public school teacher who is just looking at the data.
Fred Klonsky | Daily posts from a retired public school teacher who is just looking at the data.: The Illinois Charter Commission. The incestuous Michael Madigan.  Here’s how the Illinois Charter Commission works: If a private group gets turned down by a local school board in an attempt to establish a charter school, they can appeal to the Commission. If the Commission gives a thumb’s up, that dec

The Gift of Teaching:The Joy of Doing What I Do! | Diary of a Public School Teacher!

The Gift of Teaching:The Joy of Doing What I Do! | Diary of a Public School Teacher!:

The Gift of Teaching:The Joy of Doing What I Do!

Today, I am going to put on my blinders.
I am going to, for the moment, forget all that plagues public education.
Teaching is a gift.
Not a gift, as in, this is my calling (although I do believe it is), but a gift as in a present to and for me.:) It is indeed a gift to do what I do. …READ MORE

DailyCensored.com – Apollo Group founder John Sperling says that University of Phoenix exists because public education is not providing

DailyCensored.com – Breaking Censored News, World, Independent, Liberal NewsApollo Group founder John Sperling says that University of Phoenix exists because public education is not providing enough help the working class:

Apollo Group founder John Sperling says that University of Phoenix exists because public education is not providing enough help the working class

 

“We have no compassion and we ask no compassion from you.  When your turn comes, we shall not make excuses for terror.  But the royal terrorists, the terrorists by the grace of God and the law, are in practice brutal, disdainful, and mean, in theory cowardly, secretive and deceitful, and in both respects disreputable.”
Karl Marx, final editorial in the Neue Rheinische Zietung
sperling1
John Sperling, founder of the criminal racket known as the University of Phoenix, has come out with some of the most pernicious and mendacious statements regarding the UoP racket.  According to the aging Sperling (whose family has taken millions in taxpayer monies (http://www.dailycensored.com/the-apollo-group-and-its-for-profit-university-of-phoenix-is-bilking-teacher-pension-funds-taxpayers-and-students-for-hundreds-of-millions-of-dollars/),  the University of Phoenix is doing a ‘service’ by providing students, mainly the poor, minority and disenfranchised with an opportunity to buy a diploma.

This is what the Mafia used to say when they shylocked loans to the poor and disenfranchised and then ‘broke their legs’ if they did not pay the debt and ‘vig’.  The same sub-prime argument is used by pawn shops, banks, mortgage hucksters, loan rackets, car title companies and the rest of the sub-prime economy.  No surprise that sub-prime colleges and their millionaire CEO’s say the same thing. 

Sperling says he is doing the nation and students a big favor.  Fraud and crime is now clothed in 

"kindergarten connect" conspiracy theories - my sidewalk chalk blog - nyc school help

"kindergarten connect" conspiracy theories - my sidewalk chalk blog - nyc school help:

"kindergarten connect" conspiracy theories

It is beginning.
I am starting to hear the inevitable creative, crazy, uninformed ways to strategise the Kindergarten Connect process to totally mess up the ranking of your potential kindergarten options. Can we all stop and take a breath? If the city wanted to create an elaborate, passive-aggressive algorithm that was designed to screw you, why would they go to all this trouble? Couldn't they just do that on their own? Frankly, if they were that diabolically dedicated to ruining your life, the whole city would run way better. See this for what it is - a very blunt instrument that assigns seats with certain priorities by random. Do you feel lucky? The vast majority of zoned kids will have a seat in their zoned schools if they want them. Most of you looking for out of zone seats will be lucky if you just keep your heads and stay in the game until the last wait list placements are made.
I have seen this same algorithm in its many forms (prek, middle school, high school) and it is very consistent. What I am giving you is not my opinion - it is what I know to be true after years of study. Rank schools that may have a seat for you* in the order that you like them. You will be placed in the school that you have ranked the highest that has room when you are plucked from the random pile. If your list contains a large number of schools 

12-24-13 4LAKids - some of the news that doesn't fit: A tale of broken romance - L.A. TEACHERS & ED ®EFORM

4LAKids - some of the news that doesn't fit: A tale of broken romance - L.A. TEACHERS & ED ®EFORM COALITION: IRRECONCILABLE DIFFERENCES? + smf’s 2¢:



Students Only Know A Fraction Of Math Teacher’S Good Deeds
Jim O'Connor is a strict disciplinarian at St. Francis High, so it wasn't until students volunteered to help with a blood drive that they discovered he had a gentler side. By Nita Lelyveld | LA Times City Beat | http://lat.ms/1d72t2r Jim O'Connor carries month-old patient Mace De Luna at Children's Hospital. O'Connor is known for his no-nonsense demeanor in the classroom, but he is a

®Eform Groups Push Back On California’S Testing Plan
A Who’s Who of Gates/Broad/Walton Ed ®eform: ABC, Deasy’s own CORE CA, Ed Trust/West, Ed Voice, Parent Revolution, Michelle Rhee’s Students First & Teach Plus Hammer on California's Plan By Alyson Klein - Politics K-12 - Education Week http://bit.ly/18JZYnnon December 24, 2013 2:00 PM  ::  So remember how California is planning to suspend most of its accountability testing for a year in


A tale of broken romance - L.A. TEACHERS & ED ®EFORM COALITION: IRRECONCILABLE DIFFERENCES? + smf’s 2¢
by Lisa Alva Wood From InterACT/The Accomplished California Teachers blog |http://bit.ly/JobOrb this post has been reblogged by The Washington Post Answer Sheet December 6, 2013 I QUIT.  I had to. Hopefully, you’ve never picked up the telephone and felt the hair stand up on the back of your neck as you realized who was on the phone and what they were talking about, felt your heart empty out
12-23-13 4LAKids - some of the news that doesn't fit
4LAKids - some of the news that doesn't fit: ARNE DUNCAN PRAISES LAUSD GAINS IN READING & MATH + smf’s 2¢U.S. Secretary of Education praises L.A. Unified for school-improvement efforts reflected in 2013 national test scores. By Howard Blume- latimes.com http://lat.ms/19aHWc3 L.A. Unified Supt. John Deasy at a school board meeting. (Luis Sinco / Los Angeles Times / October 29, 2013) December 22

12-24-13 Seattle Schools Community Forum

Seattle Schools Community Forum:





U.S. Government Reports on Santa Claus
For all American kids:NORAD, the Northern American Aerospace Defense Command, has this Santa tracker.  Santa IS on his way (apparently over Mount Everest at this time - thank goodness he dresses for the weather).From Wiki: NORAD Tracks Santa is an annual Christmas-themed entertainment program, which has existed since 1955,[1] produced under the auspices of the North American Aerospace Defense Comm
  
12-23-13 Seattle Schools Community Forum
Seattle Schools Community Forum: Seattle Schools Community ForumI'm From the West; How about You?Fun quiz that you and your family might enjoy (especially if you and your partner are from different places in the country) - from the NY Times, a dialect finder. What I found interesting is that I hesitated in a couple of places because words/phrases I used in my childhood, I don't always use now beca

DIARY OF A PUBLIC SCHOOL TEACHER!: The Gift of Teaching:The Joy of Doing What I Do!

DIARY OF A PUBLIC SCHOOL TEACHER!: The Gift of Teaching:The Joy of Doing What I Do!:

The Gift of Teaching:The Joy of Doing What I Do!


Today, I am going to put on my blinders.

I am going to, for the moment, forget all that plagues public education.


Teaching is a gift.

Not a gift, as in, this is my calling (although I do believe it is), but a gift as in a present to and for me.:) It is indeed a gift to do what I do.

Where else can I shake my booty to "OMG, It's the weekend", as we all dance to the Morning Meeting circle?

Crack up at corny jokes?

Come up with different ways to snap for correct answers?

Get, and give, hugs ?

Laugh, smile, play, run, and jump?

Watch a child's eyes light up because they "got it"?

Turn a frown upside down with a hug or few words?

Use the "thumbs up" sign and not feel like a dork?

View the world from a child's viewpoint?

Feel excitement as students are

12-24-13 THE WHOLE CHILD BLOG 2013 Best of the Blog — Whole Child Education

2013 Best of the Blog: 20–16 — Whole Child Education:




ASCD Whole Child Bloggers

2013 Best of the Blog: 20–16

In the past year, experts and practitioners in the field, whole child partners, and ASCD staff have shared their stories, ideas, and resources to help you ensure that each child, in each school, in each community is healthy, safe, engaged, supported, and challenged and prepared for success in higher education, employment, and civic life.
Giving Our Kids an Early Start to Success by John Farden
While America’s dropout crisis is sad and shameful, it is hardly unpredictable. Too many children enter school already behind, struggle, fall further behind, struggle some more, get frustrated, and ultimately quit. John Farden discusses how reading to young children can reduce barriers and expand opportunities for children in school and for life.
Why Resilience Is Critical in a Learning Environment by Tammy Russell
When a student spends time in the classroom without resilience—without that grit to pick himself up and try again—critical learning and self-development time is lost.
Early Childhood Education Programs: Play
by ASCD Whole Child Bloggers

According to Thomas Armstrong, despite accountability debates, budget cuts, and new education trends, one thing remains true: kids need time to play.
Reducing the Effects of Child Poverty by Klea Scharberg
Children represent 24 percent of the population, but they comprise 34 percent of all people in poverty. How can we reduce the effects of poverty on our students?
Lots of Second Chances by Walter McKenzie
People deserve lots of second chances. ASCD's Walter McKenzie believes that, as educators, we should all be the champions of second chances for young people everywhere.
Happy holidays and a healthy, safe, engaging, supportive, and challenging 2014!

12-23-13 THE WHOLE CHILD BLOG 2013 Best of the Blog: 25-21
2013 Best of the Blog: 25–21 — Whole Child Education: THE WHOLE CHILD BLOG2013 Best of the Blog: 25–21December 23, 2013 by ASCD Whole Child BloggersIn the past year, experts and practitioners in the field, whole child partners, and ASCD staff have shared their stories, ideas, and resources to help you ensure that each child, in each school, in each community is healthy, safe, engaged, su

12-24-13 Ed Notes Online

Ed Notes Online:




Cato Holds Conference to PROVE Early Education Makes No Difference
Why hold a conference when you already know the answers? What next, finding research showing that pre-natal care has no impact? Actually, why have health care at all? Ask anyone involved in this sham if they send their own kids to preschool programs. Will they mention the multi-million word gap between wealthy and poor kids entering school? Cato claims benefits of pre-school don't last. Of course


True Confessions: I Used to Give Kids Finish-like Breaks
An American teacher now working in an elementary school in Finland, via the Diane Ravitch blog, writes about the differences. Finnish schools often schedule lessons into hour-long blocks: 45 minutes of instruction, 15 minutes of break. Students rarely have back-to-back lessons without breaks—and at the elementary level, it's expected that children will spend their breaks playing outside, rain or

12-23-13 Ed Notes Online
Ed Notes Online: Randi, Cami and Newark: Anyone for a Quisling Reference?These two have a long history together. The dynamic works like this: Randi gives Cami whatever she wants, then complains about Cami exercising the freedoms that Randi has given her. It's sort of like the dynamic Randi is alleged to have with everyone else, except the 'gives', and later the 'complaints', are more pronounced an

12/24/2014 – What Education Numbers Miss

12/24/2014 – What Education Numbers Miss:

Education Opportunity Network -



12/24/2014 – What Education Numbers Miss

THIS WEEK: Teachers Starved Of Resources … Today’s Jammed Schools … Lack Of Resources For Common Core … ‘Failing Schools’ Suddenly Not Failing … More Post-Secondary Students Needed

TOP STORY

The Education Story The Numbers Don’t Tell

By Jeff Bryant

“As 2013 closed out, the education world was roiled by yet another controversy over the calculation and interpretation of statistical data used to govern teachers and school services … The whole idea that teaching and learning is a pursuit that can be expressed and judged by numbers and rankings … is increasingly an unsettled matter to most Americans. What they see instead more and more looks like a nation turning its back on the well being of students – especially those who are most in need.”
Read more …

NEWS AND VIEWS

Needing Pencils, iPads Or Piccolos, Teachers Turn To Crowdsourcing

The Hechinger Report

“According to a 2013 study … teachers spent $1.6 billion of their own money on school and instructional supplies in the 2012-2013 school year. Some districts offer teachers limited reimbursements but even those have been shrinking under budget pressures. That money crunch has led more and more teachers to turn to crowdsourcing websites … Teachers need money for books, musical instruments, art supplies and just about everything else in the classroom … [These] sites do not give cash donations to teachers, but direct them to a network of affiliated vendors from which to purchase the needed materials … Teachers can’t count on money from these sites and that can be a problem.”
Read more …

Subtract Teachers, Add Pupils: Math Of Today’s Jammed Schools

The New York Times

“Despite the recovery, many schools face unwieldy class sizes and a lack of specialists to help those students who struggle academically, are learning English as a second language or need extra emotional support … Across the country, public schools employ about 250,000 fewer people than before the recession … Enrollment in public schools, meanwhile, has increased by more than 800,000 students. To maintain prerecession staffing ratios, public school employment should have actually grown by about 132,000 jobs in the past four years, in addition to replacing those that were lost … Districts are making these difficult trade-offs at a time when schools are raising academic standards and business leaders are pushing schools to prepare a work force with better skills … The cutbacks have been particularly pronounced in less affluent school districts.”
Read more …

Survey: Principals Prioritize Common Core, But Report Lack of Readiness

Education Week

“America’s school principals overwhelmingly have put the rollout of the Common Core State Standards at the top of their agenda, but the vast majority also say they are not adequately prepared to manage both the budgeting and the overall shift in instruction that is demanded by the new learning goals … More than 80% said the common-core standards have the potential to provide students with deeper learning and more meaningful assessments … Most principals said they had not yet been able to upgrade curriculum materials or technology to support the new standards … More than 70% also reported that they had not yet taken action to integrate the standards into existing services for English-language learners and students with disabilities.”
Read more …

Most of NCLB’s ‘Failing’ Schools Were Not Targeted the Following Year

U.S. News And World Report

“Most of the schools that were deemed as failing under the sweeping education law known as No Child Left Behind were no longer identified as such one year later, once several states received waivers that increased their flexibility in developing school accountability systems … On average, two-thirds of the schools identified for improvement under NCLB for the 2011-12 school year were not identified once waivers allowed states to develop accountability systems that ranked schools on a relative basis of school performance, rather than an absolute basis … But because school accountability systems vary so widely from state to state, it’s hard to determine if the ‘right’ schools are making the cut … A large percentage of the schools in the most dire category of NCLB improvement, called ‘restructuring,’ were not identified as schools for improvement the next year.”
Read more …

An Upside Down Economy-Education Cycle

Forbes

“Historical trends suggest that when the economy takes a dive, more people seek improvement in their education as a means to provide them with a competitive edge when the economy returns. As the economy improves, enrollments decline under the theory that plenty of jobs will be available and a higher education may not be as important in a job search … What is noticeably different this time around than during previous recoveries is that the number of jobs requiring a postsecondary credential is higher now than ever before and will continue to be the case … The historical, counter-cyclical relationship between an economic upturn and college enrollments is now upside down … The decline in college enrollments, especially for the over 25 adult learner, is counter-productive for them and the nation.’”
Read more …

Happy Holidays from the Big Education Ape



Happy Holidays from the Big Education Ape

From My Family to Yours

Peace and joy for all