Schools Matter: Letter from NY Administrator, Carol Burris

Schools Matter: Letter from NY Administrator, Carol Burris:

Letter from NY Administrator, Carol Burris

by Jim Horn

Dear friends,

Exciting things are beginning to happen. Parents realize that their children's test scores should not be used for reasons other than guiding  learning.  They also realize that because of other purposes, like APPR, their sons and daughters are sitting for more tests which are becoming longer and longer.  The costs are enormous at a time of shrinking budgets, and student data is being collected at very detailed levels. Tax dollars and learning time are being wasted.  I wrote about what is going on here:

http://www.washingtonpost.com/blogs/answer-sheet/post/three-ed-reforms-parents-should-worry-about-most/2012/08/23/88895c7c-ec95-11e1-aca7-272630dfd152_blog.html#pagebreak

Would you take the time to forward the link to the above article to friends?  Ask them to hit 'favorite'  at the end

A Note from the Principal's Office at AERA: Make Your Service "Academic"

from Schools Matter by Jim Horn

Our language has a common phrase to measure irrelevancy, and when a situation gets really irrelevant, we may hear that "it's academic."   The phrase is derived, perhaps, from the cloistering of knowledge and expertise within a discipline so much so that it has no bearing on worldly events or no potential for human understanding outside the guild that created it.  

Much of the scholarship produced within the disciplines, and particularly in subjects wishing to be disciplines, e. g., education, meets the criteria for irrelevancy, that is, it is "academic."  And much of it never gets beyond its 

California High School Puts End to "Hurtful and Demeaning" Event - Hispanically Speaking News

California High School Puts End to "Hurtful and Demeaning" Event - Hispanically Speaking News:

High School Puts an End to Tradition, Calling it “Hurtful and Demeaning” to Latinos

A tradition at an Anaheim high school has been nixed after officials deemed in offensive to the Latino community, calling it “hurtful and demeaning”.
For years, Canyon High School senior activity week has included a dress-up day in which seniors (those in their fourth year of high school, not the elderly) dress up as “Seniores” and “Senioritas” for school-held events.
In a letter summarizing her investigation into the complaints filed regarding the event, Aileen M. Sterling, executive director of secondary education for the Orange Unified School District, wrote:

I conclude there was a lack of oversight/supervision and that the school administration should not have allowed this activity.
Even if strict guidelines were provided, he result would still lead to hurtful and demeaning messages about the Mexican culture and to the students of the Mexican, Hispanic and Latino descent.

The event had students dress up in stereotypical Latino garb, with many choosing the “cholo” or gang member 

The Week’s Second Staged Study to Support a Bush Initiative – This Time With an Even More Outrageous Conclusion | Scathing Purple Musings

The Week’s Second Staged Study to Support a Bush Initiative – This Time With an Even More Outrageous Conclusion | Scathing Purple Musings:

The Week’s Second Staged Study to Support a Bush Initiative – This Time With an Even More Outrageous Conclusion

by Bob Sikes

The Tampa Bay Times Cara Fitzpatrick reports on the second conveniently released study to support one of Jeb Bush’s pet projects. Last week, a study from a researcher who works for a center chaired by Jeb Bush  released a report favorable to the state’s 3rd grade FCAT-based retention policy. This time it’s vouchers – and from a familiar source.
Northwestern University professor David Figlio – whose brother interestingly works in Governor Rick Scott’s administration – published a report in September 2011 which purported to demonstrate the success of Florida’s Tax Credit (FTC) scholarship as a “money saver” His tortured data massage was called an  ”apples-to-oranges-

English Learner Parental Waiver Notification Lette - Resources (CA Dept of Education)

English Learner Parental Waiver Notification Lette - Resources (CA Dept of Education):

Querido Condado y los Superintendentes de Distrito:

EXENCIONES DE LOS PADRES DE ESTUDIANTES DE INGLÉS

El propósito de esta carta es para recordarle de las leyes y reglamentos que rigen la exención de los padres en lo que respecta a la instrucción para estudiantes de inglés (EL).

Código de Educación de California (EC) Sección 305 requiere que, salvo por renuncia de los padres, todos los niños se colocan en las clases de lengua inglesa. ELs deben ser educados a través de la inmersión Inglés protegido durante un período de transición temporal que normalmente no superior a un año. Una vez ELs han adquirido un buen conocimiento de Inglés, que serán transferidos al inglés las clases de lengua corriente.

Por EC Sección 310, la obligación de realizar en un aula EL idioma Inglés se puede renunciar con el previo consentimiento informado por escrito, que será asumida por año, de los padres del niño o el tutor legal. En virtud de las exenciones aprobadas padres, los niños pueden ser transferidos a clases donde se les enseña inglés y otras materias a través de técnicas de educación bilingüe u otras metodologías educativas generalmente reconocidas permitidas por la ley.

En cualquier momento, incluso durante el año escolar, un padre o tutor puede tener su hijo se mudaron a un aula de idiomas Inglés mainstream. Esto no implica pasar por el proceso de exención. El padre o tutor sólo necesitan solicitar este puesto (Código de Regulaciones de California, Título 5 [5 CCR] Sección 11301 [b]).

Notificación a los Padres de oportunidades Renuncia

Por 5 CCR Sección 11309 (a), todos los padres y tutores deben ser informados de la colocación de sus hijos en un programa de inmersión en Inglés estructurado y debe ser notificado de la posibilidad de solicitar una exención. La notificación deberá incluir una descripción de los procedimientos adoptados a nivel local para solicitar una exención parental, y las directrices adoptadas localmente para la evaluación de una solicitud de autorización de los padres.

Circunstancias en las que puede ser una autorización de los padres Otorgados

Con arreglo al artículo 311 CE, la renuncia puede ser permitido sobre la base de cualquiera de las tres condiciones siguientes:

(1) Los niños que ya saben Inglés: El niño ya posee buenas habilidades del idioma inglés, según lo medido por pruebas estandarizadas de comprensión de vocabulario de Inglés, lectura y escritura, en el que las puntuaciones de los niños en o por encima del promedio estatal para su nivel de grado o en o por encima del promedio de quinto grado, el que sea menor. Por 5 CCR Sección 11.309 (e), si los datos estandarizados de evaluación no está disponible para el estudiante, los distritos escolares pueden utilizar medidas equivalentes según lo determinado por la junta de gobierno local.

(2) Niños mayores: El niño tiene la edad de 10 años o más, y es la creencia informada del director de la escuela y del personal educativo que un curso alternativo de estudio educativo sería más adecuado para la rápida adquisición del niño de las habilidades básicas del idioma inglés.

(3) Los niños con necesidades especiales: El niño ya ha sido colocado por un período de no menos de 30 días naturales durante el año escolar en un aula de idioma Inglés, y es, posteriormente, la opinión informada del personal de la oficina principal y educativo que el niño tiene necesidades físicas, emocionales, psicológicas o educativas que un curso alternativo de estudio educativo sería más adecuado para el desarrollo educativo del niño. Una descripción escrita de estas necesidades especiales deben ser proporcionados y cualquier decisión de este tipo debe ser sometida al examen y la aprobación del superintendente de la escuela local, de acuerdo con las directrices establecidas por y sujeto a la revisión de la junta local de educación y, finalmente, el Consejo Estatal de Educación. La existencia de estas necesidades especiales no obligará la emisión de una renuncia, y los padres deben ser informados plenamente de su derecho a negarse a aceptar una renuncia.

Los procedimientos para la concesión de exenciones para padres de excepción

• Los distritos escolares deberán establecer procedimientos para la concesión de exenciones de los padres de excepción (5 CCR 11309 [b]). 
• Los padres o tutores personalmente debe visitar la escuela para solicitar una exención (CE 310). 
• Solicitudes de renuncia debe ser presentada anualmente (EC 310). 
• En la escuela, los padres y tutores que soliciten una renuncia, que deberá contar con una descripción completa por escrito y, previa solicitud de un padre o tutor legal, una descripción hablada del programa de inmersión en Inglés estructurada y cualquier otro curso de estudio y todas las oportunidades educativas que ofrece el distrito escolar y la disposición del alumno. Una descripción completa de los materiales educativos que se utilizarán en las diferentes opciones también se proporciona (EC 310, 5 CCR 11309 [b] [1]). 
• Para obtener una exención basada en las necesidades especiales, los padres y tutores deben ser informados de que el alumno debe ser colocado por lo menos 30 días naturales en una clase de lengua Inglés, y que el superintendente del distrito escolar debe aprobar la exención de conformidad con las directrices establecidas por el gobierno local, pensión (5 CCR 11309 [b] [2]). 
• Exenciones de los padres de excepción se concederá a menos que el director de la escuela y del personal educativo han determinado que un programa alternativo ofrecido en la escuela no sería más adecuado para el desarrollo educativo general del alumno (5 CCR 11309 [b] [4]). 
• Cada escuela en el que 20 alumnos o más de un nivel de grado reciben una exención estará obligada a ofrecer tal clase, de lo contrario, deben permitir a los alumnos a trasladarse a una escuela pública en la que se ofrece una clase (EC 310).

Recomendación a las exenciones

El director de la escuela y el personal docente puede recomendar una renuncia por motivos de edad o con necesidades especiales a un padre o tutor. Los padres y tutores deben ser informados por escrito de cualquiera de dichas recomendaciones para un programa alternativo y se debe dar aviso de su derecho a negarse a aceptar una renuncia. La notificación deberá incluir una descripción completa del programa alternativa recomendada y los materiales educativos que se utilizarán para el programa alternativo, así como una descripción de todos los programas disponibles para el alumno. Si el padre o tutor opta por solicitar el programa alternativo recomendado, él o ella debe cumplir con todos los procedimientos aplicables a una exención parental (EC 311 (b) y (c); 5 CCR 11309 [b] [3]).

La denegación de exenciones

En los casos en que se deniegue una exención basada en la edad o las necesidades especiales del niño, los padres o tutores deben ser informados por escrito de las razones de la denegación e informó que éstos pueden apelar la decisión de la junta local de educación, si dicha apelación está autorizado por la junta local de educación, o al tribunal (5 CCR11309 [d]).

Plazos para actuar sobre una solicitud de exención

• Todas las solicitudes de exención serán tramitadas por la escuela dentro de 20 días de su presentación al director de la escuela (5 CCR 11309 [c]).

• Sin embargo, las solicitudes de exención de los padres basados ​​en las necesidades especiales no deberán ponerse en práctica durante la colocación de 30 días en un aula de idioma Inglés. Estas exenciones se ha de actuar, ya sea a más tardar 10 días naturales después de la expiración de la colocación de 30 días, o dentro de los 20 días de la presentación de la renuncia al director de la escuela, lo que ocurra más tarde (5 CCR 11309 [c]).

Definiciones

EC Sección 306 establece las siguientes definiciones:

• "Aprendices de Inglés" es un niño que no habla Inglés o cuya lengua materna no es el Inglés y que no está actualmente en condiciones de realizar trabajo en el aula ordinaria en Inglés, también conocido como un dominio limitado del Inglés o niño LEP.

• "Aula de Inglés" significa una clase en la que la lengua de enseñanza utilizada por el personal docente es abrumadoramente el idioma Inglés, y en el que dicho personal posea un buen conocimiento del idioma Inglés.

• "Idioma Inglés aula ordinaria" significa una clase en la que los alumnos o bien son hablantes nativos del idioma inglés o que ya han adquirido una fluidez razonable en Inglés.

• "Inmersión Inglés" o "inmersión estructurada Inglés" significa un proceso de adquisición del idioma Inglés para los niños pequeños en el que casi toda la instrucción es en Inglés, pero con el currículo y presentación diseñada para niños que están aprendiendo el idioma.

• "Instrucción bilingüe de enseñanza de idiomas / nativo" significa un proceso de adquisición del lenguaje de los alumnos en la que gran parte o toda la instrucción, libros de texto y materiales de enseñanza son en el idioma nativo del niño.

Si usted tiene alguna pregunta con respecto a este tema, por favor póngase en contacto con Karen Cadiero-Kaplan, Director de la División de Apoyo a Estudiantes de Inglés, por teléfono al 916-319-0938 o por correo electrónico aKCadieroKaplan@cde.ca.gov .

Atentamente,

Lupita Cortez-Alcalá, Superintendente Adjunto
Instrucción y Apoyo de Aprendizaje

LCA: kck

 August 20, 2012

Dear County and District Superintendents:

PARENTAL WAIVERS FOR ENGLISH LEARNERS

The purpose of this letter is to remind you about the laws and regulations governing parental waivers as they relate to instruction for English learners (ELs).

California Education Code (EC) Section 305 requires that, except by parental waiver, all children be placed in English language classrooms. ELs are to be educated through sheltered English immersion during a temporary transition period not normally intended to exceed one year. Once ELs have acquired a good working knowledge of English, they shall be transferred to English language mainstream classrooms.

Per EC Section 310, the requirement to place an EL in an English language classroom may be waived with prior written informed consent, to be provided annually, of the child’s parent or legal guardian. Under approved parental waivers, children may be transferred to classes where they are taught English and other subjects through bilingual education techniques or other generally recognized educational methodologies permitted by law.

At any time, including during the school year, a parent or guardian may have his or her child moved into an English language mainstream classroom. This does not entail going through the waiver process. The parent or guardian need only request this placement (California Code of Regulations, Title 5 [5 CCR] Section 11301[b]).

Parental Notification of Waiver Opportunity

Per 5 CCR Section 11309(a), all parents and guardians must be informed of the placement of their children in a structured English immersion program and must be notified of an opportunity to apply for a parental exception waiver. The notice shall include a description of the locally-adopted procedures for requesting a parental exception waiver, and any locally-adopted guidelines for evaluating a parental waiver request.

Circumstances in Which a Parental Waiver May Be Granted

Under EC Section 311, a waiver may be allowed based on any one of the following three conditions:

(1) Children who already know English: The child already possesses good English language skills, as measured by standardized tests of English vocabulary comprehension, reading, and writing, in which the child scores at or above the state average for his or her grade level or at or above the fifth grade average, whichever is lower. Per 5 CCR Section 11309(e), if standardized assessment data is not available for the student, school districts may use equivalent measures as determined by the local governing board.

(2) Older children: The child is age 10 years or older, and it is the informed belief of the school principal and educational staff that an alternate course of educational study would be better suited to the child’s rapid acquisition of basic English language skills.

(3) Children with special needs: The child already has been placed for a period of not less than 30 calendar days during that school year in an English language classroom, and it is subsequently the informed belief of the school principal and educational staff that the child has such special physical, emotional, psychological, or educational needs that an alternate course of educational study would be better suited to the child’s overall educational development. A written description of these special needs must be provided and any such decision is to be made subject to the examination and approval of the local school superintendent, under guidelines established by and subject to the review of the local board of education and ultimately the State Board of Education. The existence of such special needs shall not compel issuance of a waiver, and the parents shall be fully informed of their right to refuse to agree to a waiver.

Procedures for Granting Parental Exception Waivers

• School districts shall establish procedures for granting parental exception waivers (5 CCR 11309[b]). 
   
• Parents or guardians must personally visit the school to apply for a waiver (EC 310).
   
• Waiver requests must be submitted annually (EC 310).
   
• At the school, parents and guardians applying for a waiver must be provided with a full written description and on request from a parent or guardian, a spoken description of the structured English immersion program and any alternative courses of study and all educational opportunities offered by the school district and available to the pupil. A full description of the educational materials to be used in the different options shall also be provided (EC 310; 5CCR 11309[b][1]).
   
• For a waiver based on special needs, parents and guardians must be informed that the pupil must be placed for at least 30 calendar days in an English language classroom, and that the school district superintendent must approve the waiver pursuant to guidelines established by the local governing board (5 CCR 11309[b][2]).
   
• Parental exception waivers shall be granted unless the school principal and educational staff have determined that an alternative program offered at the school would not be better suited for the overall educational development of the pupil (5 CCR 11309[b][4]).
   
• Individual schools in which 20 pupils or more of a given grade level receive a waiver shall be required to offer such a class; otherwise, they must allow the pupils to transfer to a public school in which such a class is offered (EC310).

Recommendation of Waivers

The school principal and educational staff may recommend a waiver based on age or special needs to a parent or guardian. Parents and guardians must be informed in writing of any such recommendation for an alternative program and must be given notice of their right to refuse to agree to a waiver. The notice shall include a full description of the recommended alternative program and the educational materials to be used for the alternative program as well as a description of all other programs available to the pupil. If the parent or guardian elects to request the recommended alternative program, he or she must comply with all procedures applicable to a parental exception waiver (EC 311(b) and (c); 5 CCR 11309[b][3]).

Denial of Waivers

In cases where a waiver based on the age or special needs of the child is denied, the parents or guardians must be informed in writing of the reasons for denial and advised that they may appeal the decision to the local board of education if such an appeal is authorized by the local board of education, or to the court (5 CCR 11309[d]).

Deadlines for Acting on a Waiver Request

• All parental exception waivers shall be acted upon by the school within 20 instructional days of submission to the school principal (5 CCR 11309[c]).

• However, parental waiver requests based on special needs shall not be acted upon during the 30-day placement in an English language classroom. These waivers must be acted upon either no later than 10 calendar days after the expiration of the 30-day placement, or within 20 instructional days of submission of the waiver to the school principal, whichever is later (5 CCR 11309[c]).

Definitions

EC Section 306 provides the following definitions:

• “English learner” means a child who does not speak English or whose native language is not English and who is not currently able to perform ordinary classroom work in English, also known as a Limited English Proficiency or LEP child.

• “English language classroom” means a classroom in which the language of instruction used by the teaching personnel is overwhelmingly the English language, and in which such teaching personnel possess a good knowledge of the English language.

• “English language mainstream classroom” means a classroom in which the pupils either are native English language speakers or already have acquired reasonable fluency in English.

• “Sheltered English immersion” or “structured English immersion” means an English language acquisition process for young children in which nearly all classroom instruction is in English but with the curriculum and presentation designed for children who are learning the language.

• “Bilingual education/native language instruction” means a language acquisition process for pupils in which much or all instruction, textbooks, and teaching materials are in the child’s native language.

If you have any questions regarding this subject, please contact Karen Cadiero-Kaplan, Director, English Learner Support Division, by phone at 916-319-0938 or by e-mail at KCadieroKaplan@cde.ca.gov.

Sincerely,

Lupita Cortez-Alcalá, Deputy Superintendent
Instruction and Learning Support Branch

LCA:kck

DIARY OF A PUBLIC SCHOOL TEACHER!: Discovering "Discovery Education! It's Not Just Videos Anymore!"

DIARY OF A PUBLIC SCHOOL TEACHER!: Discovering "Discovery Education! It's Not Just Videos Anymore!":

Discovering "Discovery Education! It's Not Just Videos Anymore!"

by Lisa M

I remember when I began using Discovery Education. It was years ago, and I was excited because they had great videos per United Streaming,  that I could show my students!
Well, Discovery Ed has come a long way baby, and it's not just about videos anymore!
As a matter of fact, there is so much more to Discovery,that I couldn't possibly cover it in this post!
Yeah, they still do videos, tons and tons of video,on every subject. You can sort the videos by grade,subject,media type, and even curriculum standards. They have full videos, segments, that can be watched right away or downloaded.Many of the videos come with a Blackline Master guide and/or a Teacher's Guide. Why reinvent the wheel? And once you've found the resource you need, you can save it in your own personal folder.
And they are not just about videos, You can also download images,songs, articles, and writing prompts.. If you 

Thanks to Student Activism, Los Angeles Schools Have Banned Styrofoam - Education - GOOD

Thanks to Student Activism, Los Angeles Schools Have Banned Styrofoam - Education - GOOD:

Thanks to Student Activism, Los Angeles Schools Have Banned Styrofoam

from GOOD by Liz Dwyer

Thanks to some vigorous student activism, the era of ubiquitous Styrofoam in the Los Angeles Unified School District is over. The decision makes LAUSD the first school district in the nation to issue such a ban.
Two and a half years ago students in the Environmental Studies Magnet program at Thomas Starr King Middle School in the Silver Lake section of Los Angeles were assigned a project which required them to carry around their own trash for a week. Students saw first-hand how the majority of their trash was single-use disposable 

Daily Kos: A response to Mitt Romney

Daily Kos: A response to Mitt Romney:

A response to Mitt Romney

by rss@dailykos.com (teacherken)

who today in Michigan said "No one has ever asked to see my birth certificate."
Besides the fact that is beyond despicable as a political tactic, it does require a response.
Yes, Mitt, we know you are the son of a honorable man, who when he was running released 13 years of tax returns.
Who when questions by a reporter why he had not availed himself of every possible deduction was straight forward in saying he did not think it was proper -  which of course disqualifies him by your judgment, since you think anyone who does not take every tax break is not qualified to be President.
We knew your father.  He was an honorable man.  It is hard to see how you are his son.
That said, we don't need to see your birth certificate.
We do ask, nay DEMAND, to see your financial records, your tax returns and all appropriate schedules for at 

Mike Klonsky's SmallTalk Blog: Rahm no "honest broker"

Mike Klonsky's SmallTalk Blog: Rahm no "honest broker":

Rahm no "honest broker"

by Mike Klonsky

Rahm claims he's the guy who can step in at the last minute with his tough guy approach and prevent a strike.

The Sun-Times' Fran Spielman is painting Rahm as the broker, the one guy who can step in at the last moment, resolve the contentious contract negotiations in a closed door meeting, and by sheer will, prevent a teachers strike. At the same time, Spielman is portraying the mayor as the tough guy (unlike Mayor Daley) who can keep the union in its place.

Early next week, sources said the mayor plans to step it up a notch by having a “second level of 

What’s happening in Santa Fe schools? « Parents Across America

What’s happening in Santa Fe schools? « Parents Across America:

What’s happening in Santa Fe schools?

by leoniehaimson

Cate Moses, a Santa Fe parent, just sent in this comment, after reading the influential post by Sue Peters called “How to tell if your district is infected by the Broad virus.”  See also our Parent Guide to the Broad Foundation’s Training Programs.  You can also check out the new memo, recently disclosed, revealing plans by the Broadies to further expand their influence across the country.  Cate alerts us to a similar program, called the Harvard Urban Superintendents Program. Anyone interested in contacting Cate, especially Santa Fe parents,  can email her at catemoses@gmail.com

Thank you Sue!  I’m in Santa Fe, New Mexico, where our new superintendent Joel Boyd has just arrived from Philadelphia, with a posse of Broad Foundation cronies.  His “degree” is from the Harvard Urban Superintendents Program–which has the same agenda and 

NYC Public School Parents: Why did the DOE cancel the Healthy Lunch school program?

NYC Public School Parents: Why did the DOE cancel the Healthy Lunch school program?:

Why did the DOE cancel the Healthy Lunch school program?

by Leonie Haimson

For several years, the non-profit organization Wellness in the Schools [WITS] program has been bringing professional chefs into schools to teach kids and the DOE’s school cooks how to prepare healthy meals; last year they also provided lunch in thirty public schools. 

Without warning last week, the NYC Department of Education suddenly announced it wouldcancel the WITS healthy school lunch program, claiming that its meals may violate new federal guidelines – without providing any evidence that this is the case.  According to the NYTimes, “Sharon Richter, a licensed nutritionist who has worked with WITS for several years, countered that the group has always 

What You Need to Know about Chester Upland « Diane Ravitch's blog

What You Need to Know about Chester Upland « Diane Ravitch's blog:

What You Need to Know about Chester Upland

by dianerav

A reader comments on previous posts (see here and here) about Governor Corbett’s appointment of a voucher advocate to be the “chief recovery officer” for financially stressed Chester Upland, Pennsylvania. This is a district that allocates 1/3 of its scarce budget to a for-profit charter school that pays its owner a management fee of $16 million. Oh, and one other thing: First Lady Michelle Obama invited a teacher from Chester Upland to sit with her during the State of the Union Address earlier this year, presumably to acknowledge the staff’s decision to work

Judge Invalidates Florida Evaluations

by dianerav

This just in.
The Florida Education Association and two named teacher-plaintiffs sued to block VAM because the process is confusing and the state has provided inadequate guidance.
A judge agreed with the plaintiffs. The state education department will either appeal or have to redo the rules and clarify the way VAM is supposed to work.
This teacher-evaluation stuff is complex, poorly thought out, and endlessly divisive.
It is being foisted on states across the nation–thank you, Race to the Top–without any clear evidence that it 

Agenda September 4 and 5, 2012 - Administration & Support (CA Dept of Education)

Agenda September 4 and 5, 2012 - Administration & Support (CA Dept of Education):

Agenda September 4 and 5, 2012

Advisory Commission on Special Education (ACSE) meeting agenda.

---

Advisory Commission on Special Education Members

Kristin Wright, Chair
Diane Fazzi, Vice Chair

Feda Almaliti
Janice Brown
Maureen Burness
Kenneth Denman
Morena de Grimaldi
Betty Karnette
Susan Martinez
Laurie Newton
Tomislav Peraic
Naomi Rainey
Barbara Schulman
Laureen Sills
Jaclyn Vincent

Student Members

Matthew Stacy
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 & 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 Meeting	Location
Tuesday, September 4, 2012 9:00 a.m. - 4:00 p.m. Pacific Time ±	California Department of Education 1430 N Street, Room 1101 Sacramento, California 916-445-4602
Wednesday, September 5, 2012 9:00 a.m. - 4:00 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, Tuesday, September 4, 2012, 9:00 a.m. Pacific Time
California Department of Education
1430 N Street, Room 1101
Sacramento, California

NOTE: Items not heard or completed on September 4, 2012, may be carried over to September 5, 2012.

9:00 - 9:30 a.m.

Call to Order - Roll Call
Salute to the Flag
Communications & Announcements
Introductions and Welcome New Members
Review of Agenda

9:30 - 9:45 a.m.

Item 1A: Legislative Liaison Report
Assembly Member Joan Buchanan, Chair, Assembly Education Committee and Assembly Liaison
Senator Carol Liu, Senate Liason

Type of Action: Information, Action

9:45 a.m. - Noon

Item 1B: Provide the Special Education Division with advice and assistance regarding the Part B, Annual State Funding Application, Section IV, specific to laws and regulations identified as “state-imposed” and “not required” by the Individuals with Disabilities Education Act, 2004.

ACSE members.

Type of Action: Information, Action

12:00 - 1:15 p.m. Lunch

1:15 - 1:45 p.m.

Item 2: Report of Preliminary Response to Instruction and Intervention Survey findings jointly conducted by the Professional Learning & Support Division, California Department of Education and the Division of Professional Services, Commission on Teacher Credentialing in collaboration with the California Comprehensive Center located at WestEd.

Virginia Reynolds, Director, Center for Prevention & Early Intervention and Dona Mienders , Project Director, California Comprehensive Assistance Center at WestEd.

Type of Action: Information, Action

1:45 - 2:15 p.m.

Item 3: Presentation and discussion regarding the charge of the Instructional Quality Commission (IQC) and how the ACSE can weigh in to decision-making on adoption of curriculum instruction and framework relative to students with disabilities.

Bill Honig, Chair - Instructional Quality Commission (IQC). The IQC, formerly called the Curriculum Development and Supplemental Materials Commission, is an advisory body to the California State Board of Education (SBE) on matters related to curriculum, instructional materials, and content standards in accordance with Education Code sections 33530-33540.

Type of Action: Information, Action

2:15 - 2:30 p.m. Break

2:30 - 2:45 p.m.

Item 4: State Board of Education (SBE) update to ACSE.

Carl Cohn, SBE Liaison and/or delegated representative.

Type of Action: Information, Action

2:45 - 3:00 p.m.

Item 5: Public Comment 
Public comment is invited on any matter not included on the printed agenda. The Commission is precluded from discussing matters not included on the meeting agenda; however, questions may be asked for clarification. Issues raised by the public may be referred to a future meeting agenda for Commission discussion. A five minute time limit is allocated for each individual or organizational representative.

Type of Action: Information

3:00 - 3:45 p.m.

Item 6: California Department of Education (CDE) response to US Department of Education determination regarding State Performance Plan Indicator 13 - Transition.

Fred Balcom, Director, Special Education Division, CDE, will provide the ACSE with information regarding California’s determination status by the U.S. Department of Education, Office of Special Education Programs. Jill Larson, Education Programs Consultant, Special Education Division, will follow-up with a discussion on the topic of transition and a Community of Practice as it relates to the State Performance Plan - Indicator 13.

Attachments Specific to Item 6:

2012 SPP/APR and State Determination Letter (Grant Year 2010-2011 - Issued June 28, 2012)  (DOC)

The document titled How the Department Made Determinations under Section 616(d) of the Individuals with Disabilities Education Act in 2012: Part B can be accessed in the above document.)

California Part B FFY 2010 SPP/APR Response Table  (DOC)

Type of Action: Information, Action

3:45 - 4:00 p.m.

Item 7: Revisit ACSE unfinished business of the day.

ACSE members.

Type of Action: Information, Action

Adjournment of day's session.

---

Advisory Commission on Special Education
Agenda, Wednesday, September 5, 2012, 9:00 a.m. Pacific Time
California Department of Education
1430 N Street, Room 1101
Sacramento, California

9:00 - 9:10 a.m.

Call to Order - Roll Call
Salute to the Flag
Communications & Announcements
Review of Agenda

9:10 - 9:15 a.m.

Item 8: Approval of meeting minutes.

Type of Action: Information, Action

9:15 - 10:15 a.m.

Item 9: Update on draft report “Special Education Expenditures, Revenues and Provision in California” submitted August 20, 2012, by the American Institutes for Research as a Partner in the California Comprehensive Center at WestEd.

Jannelle Kubinec, Director of National, State, and Special Projects for the Comprehensive School Assistance Program at WestEd.

Type of Action: Information, Action

10:15 - 10:30 a.m. Break

10:30 - 10:50 a.m.

Item 10: Report on Multi-Tiered Systems of Support and Common Core Standards - Prospectus. ACSE Summer Workgroup Update and presentation of prospectus for work plan and time line moving forward.

Jannelle Kubinec, Director of National, State, and Special Projects for the Comprehensive School Assistance Program at WestEd.

Type of Action: Information, Action

10:50 -11:10 a.m.

Item 11: Report on 2012 Legislative Session.

Monique Ramos, Legislative Representative, Governmental Affairs Division, Department of Education.

Type of Action: Information, Action

11:10 - 11:30 a.m.

Item 12: Update on activities and outcomes of the Statewide Assessment Reauthorization Work Group (formerly known as the AB 250 Panel).

Deborah Sigman, Deputy Superintendent - District, School & Innovation Branch, CDE.

Type of Action: Information, Action

11:30 a.m. - Noon

Item 13: Organizational Input: 
Representatives, including yet not limited to the following organizations, are invited to address the ACSE on issues of interest: California Association of Resource Specialist Plus, California Teachers Association, California State Employees Association, Parent-Teachers Associations, Special Education Administrators of County Offices, Special Education Local Plan Areas, Family Empowerment Centers, Parent Training and Information Centers, California Charter Schools Association, California Speech-Language-Hearing Association, and all other interested entities.

Type of Action: Information

12:00 - 1:00 p.m. Lunch

1:00 - 1:30 p.m.

Item 14: Report on matters pertaining to State Special Schools.

Scott Kerby, Director, State Special Schools & Services Division Department of Education

Type of Action: Information, Action

1:30 - 2:00 p.m.

Item 15: Public Comment:
Public comment is invited on any matter not included on the printed agenda. The Commission is precluded from discussing matters not included on the meeting agenda; however, questions may be asked for clarification. Issues raised by the public may be referred to a future meeting agenda for Commission discussion. A five minute time limit is allocated for each individual.

Type of Action: Information

2:00 - 2:45 p.m.

Item 16: Commissioner Update: Commissioners will report (limited to three minutes each) on matters of interest pertaining to the memberships' appointing bodies and stakeholders.

Type of Action: Information, Action

2:45 - 3:00 p.m. Break

3:00 - 3:45 p.m.

Item 17: Report on matters pertaining to the Special Education Division.

Fred Balcom, Director, Special Education Division, CDE

Type of Action: Information, Action

3:45 - 4:00 p.m.

Item 18: Unfinished business from prior day's agenda, meeting wrap up and October meeting agenda preview.

ACSE members.

Type of Action: Information, Action

Adjournment of day's session.
Adjournment of meeting.