SPECIAL EDucator

+
CARS
The
SPECIAL
EDucator
SPRING 2008
VOLUME 28, NO. 2
In this issue…
Not Just Theory—
best practices from
schools who are
really doing it.
In the Summer Issue…
Getting Ready for
the New Year
In the Fall…
So THIS is My
Assignment…Now
what do I do?
An Open Letter to
You, Our Members
CARS+ is the only professional organization in the state
of California whose sole purpose is to represent the interests
of special educators throughout the state, and by very important extension, our students.
Your board needs to make you aware of a serious issue
facing CARS+ - declining membership. Aside from our students,
you are our most important asset. A decline in membership represents a threat to our ability to operate on your behalf.
We strive to stay on the bleeding—just beyond the cutting—edge of special education, to make our voices heard,
and to present only the most current, best practices available
each year.
We believe that you, our membership, are our best recruitment mechanism. That you believe in our organization is a fact
we do not take for granted. To that end, we are respectfully
requesting that you make it your personal mission to recruit at
least one member in the next month. The only incentive you
need is the knowledge that it is the right thing to do.
We will continue our recruitment efforts through local
universities and training programs, trainings, and chapter activities. However, a continued reduction in membership will
inhibit our ability to function on your behalf. We need your
help reversing this trend.
Please consider our request, as you move about your
day. Your work is vitally important. Our work on your behalf
is, as well. Our effectiveness goes hand in hand. We need
you, and we hope you continue to feel a need for CARS+.
We’re at the point where we need you to convince at least one
other person of this symbiotic relationship. It will pay huge
dividends for us all – a win/win/win. There is strength in num-
CARS+ State
Board of Directors
Board of Directors
Joni Clark, Region 3
37341 Trellis Terrace
Fremont, CA 94536
C- 510.386.6267 H- 510.745.9922
W- 510.656.1250 x42016
[email protected]
Ken Denman, Past President
21 Sunset Ridge Drive
Pomona, CA 91766-4941
Alt. Cell- 951.318.0648
H- 909.622.6814
W- 562.926.5566 x24627
Fax (H)- 909.622.3676
Fax (W)- 562.809.6895
[email protected]\
Laraine Kokin, Region 4
18291 Rain Circle
Huntington Beach, CA 92648
H- 714.848.2562 W- 714.663.6255
[email protected]
Linda Nimer, President
1973 Norwich Avenue
Clovis, CA 93611-5234
H- 559.862.4632
[email protected]
Naomi Blakely, President-Elect
P.O. Box 909
Santa Margarita, CA 93453-0909
H- 805.438.5956
Fax- 805.438.5956 (call first)
[email protected]
Kirsten Escobedo, Treasurer
2509A Bath Street
Santa Barbara, CA 93105
H- 805.898.0741
[email protected]
Sharen Bertrando,
Legislative Director
5602 W. St. Francis Circle
Loomis, CA 95650
H- 916.415.1772
Cell- 916.765.7862
[email protected]
Robert Hamilton,
Newsletter Director
2642 Argonaut Road
Lakeport, CA 95453-9736
H- 707.279.8512 W- 707.262.3010
[email protected]
[email protected]
REGION DIRECTORS
Sarah C. Drisko, Region 1
449 Essex Lane
Arcata, CA 95519-8919
H- 707.826.7317
[email protected]
Chris Walkowiak, Region 2
5918 W. Dartmouth Avenue
Visalia, CA 93277
H- 599.734.0683 W-559.730.7751
[email protected]
Brenda Bean, Region 5
1320 Drake Ridge Crest
Redlands, CA 92373
H- 909.793.4454 W- 951.657.0728
[email protected]
Diana Clark, Region 6
C– 858.733.0837
[email protected]
Dee Torrington, Region 7
2810 Augusta Way
Rocklin, CA 95765
H- 916.630.1460 W- 916.315.9009
C- 916.712.0159
[email protected]
Elyse Ungar, Region 8
1608 9th Street
Los Osos, CA 93402C805.235.5402
[email protected]
CONSULTANTS
Debbie Baehler
465-800 Noland Way
Janesville, CA 96114-9508
Janny Latno
2520 Indiana Street
Napa, CA 94558
CARS+ OFFICE
Bobrow & Associates
Assoc. and Meetings Management
6060 Sunrise Vista Drive, Suite 1300
Citrus Heights, CA 95610
P: 916.725.2277 (916.725.CARS)
Fax: 916.722.8149
Email: maryanne@
bobrowassociates.com
www.bobrowassociates.com
bers. Together, we WILL continue to make a difference.
CARS+ is the only organization whose sole purpose is to
With thanks,
Your CARS+ Board
represent the unique needs of special educators. CARS+
was founded in 1981 as a non-profit educational association
dedicated to the support of resource specialists.In February
of 1996, the organization voted to expand its active
membership to include all special education teachers.
CARS+ is organized into 8 regions with local active chapters
and over 2000 members. The organization is governed by a
sixteen-member volunteer Board. Thirteen Board members
are elected and three are appointed by the Board.
CARS + The SPECIAL EDucator
President’s Corner
Linda Nimer, CARS+ President
President’s Message
The theme for this year’s conven-
opportunities to help lead in the di-
tion was Riding the Wave of Change
– Charting a new Course.
As we
rection that things should go.
our caseloads.
I assure you that what we do on a
Change is an emotional process.
daily basis does make a difference and
know, change is all around us. There
We are all creatures of habit that
it does change the lives of our students
appears to be no way to escape. We
usually resist change, and wel-
and their families. During this time of
can choose to be capsized by the wave
come routine. Uncharted waters
changing job titles, caseloads, and
and flounder around for any safe har-
are scary. Let CARS+ be your life
job responsibilities remember that it is
bor that we can find or we can ride the
preserver.
our ability to accept and improve upon
wave and choose where we end up. It
•
Change can be a wonderful gift. It
change that will affect those with whom
is all up to us. Charles Darwin’s theory,
gives us the opportunity for growth
we work. Each one of us can look for
the survival of the fittest, says it is nei-
and a chance to experience new
ways to make small changes in the
ther the strongest nor the most intelli-
things that we might not otherwise
lives of those with whom we work. May
gent that survive, but the one that is the
know.
we look forward to the ride together
most responsive to change. In this day
•
A big part of change is to be able
this year as we embrace change and
and age, to survive all that is going on
to walk away from outdated beliefs
make the world a better place for stu-
around us, we must be willing to accept
and practices. We need to clean
dents with disabilities through our lov-
and embrace change.
out our brains to make room for
ing service.
•
In the book, Change is Good – You
new knowledge.
Just because
Go First: 21 Ways to Inspire Change,
something has “always been done
by Mac Anderson and Tom Feltenstein,
this way” doesn’t mean that there
some fundamental truths about change
isn’t a better way of doing it.
are shared.
•
Tuli Kupferburg said, “When pat-
•
Change is not easy, but it is simple.
terns are broken, new worlds
•
Things will always change.
emerge.”
We
This new world takes
For a lighter
moment
View Tom Chapin’s
don’t have a choice about that, but
planning, commitment, patience,
song “Not On the Test”
we do have a choice on how we
and courage. It will take all of us
react to change. The choice re-
at www.notonthetest.
working together to make this new
ally boils down to this . . . either we
world one where special educators
com. It’s worth a lis-
manage change or it will manage
can thrive.
ten. Would it make
us. We can either complain about
One of the things that makes each
the hand that we have been dealt
of us special is the heart we have for
a difference if we all
or we can get involved and be part
what we do. This is something that
emailed the link to our
of the discussion about where we
will not change. We all look for ways
are going at our school sites and
respective Congressper-
to give service to those with special
districts. Change provides us the
needs who are in our classes and on
sons and Senators?
CARS + The SPECIAL EDucator Elyse Ungar, CARS+ Region 8 Director
The Learning Center:
Silver Spur Elementary School
Cheryl Hanlon from Silver Spur El-
not motivated to learn and that going
sessions, and a pacing class to work
ementary School in Palos Verdes Pen-
to the learning center had a stigma at-
with those students who needed more
insula saw a need for more and better
tached to it. Often the special educa-
intense instruction. Students would work
intervention at her school, and she acted
tion paraprofessionals worked in the
rigorously on deficit areas but not on
on it. Her principal did not ask her to do
general education classrooms helping
general education worksheets. For most
this, nor was she pressured from her dis-
IEP students and ”at risk” students. It
students coming to the learning center,
trict administrators; Cheryl changed the
was also found that with the traditional
grades would be given by the general
learning center at Silver Spur because
learning center model, students were
education teacher. In the pacing class,
it was good for children. She had a vi-
not working their way out of special ed-
all instruction in one specified curriculum
sion of a new service delivery model that
ucation, in part due to time spent work-
area (language arts or mathematics)
would benefit both RSP and SDC stu-
ing on general education assignments
would be given by the special education
dents. Along the way, it became so much
that were too difficult for them. At the
teacher. Collaboration with the general
more. Cheryl created The New Learning
same time, the “at risk” students were
education teacher would take place to
Center: A Place Where Universal Design
not meeting with success in their model
identify grade level essential skills. How-
Facilitates Access and Growth for ALL
and they often ended up entering the
ever, grades would be received from the
Students. The motto is: “We commit that
special education system. There was
special education and general education
every child will be given the appropriate
little meaningful communication be-
teachers collaboratively.
educational opportunity to succeed to
tween the special education and gen-
Instruction in the learning center
their fullest potential.”
eral education teachers and parent
would be matched to student goals. It
concerns for student success were not
would be intensive, research based and
being well addressed.
individualized.
What is the “new” learning center
at Silver Spur Elementary School?
A students’ program
•
It is not a place.
the type of learning center that Cheryl
would focus on deficit areas as well as
•
It is people!
wanted to be a part of. She knew that
their goals, which would be measured
•
It is a philosophy!
there was a better way! The vision for
with on-going assessment. There would
•
It is a commitment!
the ‘Optimal Learning Environment’
be NO tutoring using classroom work-
was born.
sheets. Communication with teachers
To begin with, Cheryl looked
This was not
at how the ‘classic’ learning center
Cheryl’s vision contained three
and parents would be a constant. With
worked. She found that student sup-
components: intensive instruction for
this philosophy in mind, Cheryl began
port was driven by classroom assign-
students, support for teachers and guid-
to look at the identified roadblocks of
ments; when a student could not finish
ance for parents.
learning center stigma, gaining teacher
or did not understand an assignment,
center would blend two service models:
they worked on it in the learning center.
a learning center which would work on
She noticed that many students were
deficit skills in twenty to thirty minute
CARS + The SPECIAL EDucator
The new learning
and parent acceptance, and funding.
The first issue that was tackled was
the ‘Stigma’ problem.
A Game Day,
zation. Developing and preparing writ-
dents receive services for 30 minutes
ing aids for general education teachers
two to five days a week. A student with
also helped to bring acceptance of the
learning disabilities may be using the
learning center program.
Cheryl also
computer, working in small groups or
interacted and communicated with the
getting one on one instruction, depend-
parents of those students she was see-
ing on their unique needs. The students
ing to help alleviate problems.
check out with an adult when they are
Finally, in an effort to gain parent
done and are rewarded for the work they
acceptance, Cheryl initiated the ‘Before
have completed. The Special Day Class
School Bagels’ program, a time when
students attend the Pacing Class, locat-
parents could come into the learning
ed in a room connected to the learning
center and ask questions and talk about
center. These students spend an hour
their student. She also provided in-ser-
per curricular area daily, usually par-
vice nights to parents about issues of
ticipating in three or more activities per
created by earlier special educators,
concern and made sure she had fre-
day. They work on grade level curricu-
was expanded upon. During lunch re-
quent communication via letters, e-mail
lum, their goals and their deficit areas.
cess upper graders (4th and 5th) were
and phone contacts.
Students with greater needs are served
invited in to play a multitude of board
Funding was the last roadblock.
in the learning center through their one-
games. Parent donations were used to
To cover the diverse individual needs
on-one aide. They work on their assign-
purchase new games and others were
of the students, several research-
ments with the aide and spend one hour
donated. This made the learning cen-
based programs were needed. To do
per curricular block daily in the learning
ter a fun, cool place to be for everyone!
this Cheryl applied for grants, offered to
center. This aide meets with the spe-
Morning Check-In was the next creation.
pilot programs from publishers and re-
cial education teacher to collaborate on
Before school, the learning center was
quested donations from parents.
work completed and guidance for next
open for students to come in to get help
All students who come to the learn-
assignments. Grades are given to this
with their homework from the previous
ing center begin their stay the same
student through collaboration between
night, to review for a test they were to
way: they sign in, get their notebooks
the special education teacher and the
have that day or just to get organized
and check their schedule.
general education teacher. All students
before their school day started.
Most stu-
She
also involved more students by opening
the learning center to programs for enrichment, helping ‘at risk’ students for a
short period and assisting students who
missed school with make-up tests and
missed class work.
Last, a rewards
system was installed.
The students
liked coming to the learning center and
it no longer carried a stigma.
The next issue on the agenda was
gaining teacher acceptance. This was
accomplished by offering to help teachers with ‘at risk’ students, and sharing
new materials. The teachers also appreciated the test study guides that
were created, and charts of homework
and tests to assist students in organiCARS + The SPECIAL EDucator follow the same check-in and check-out
has met with many successes.
CST
instruction is given to every student.
and reward system.
scores have increased. Many students
Silver Spur Elementary School is fortu-
The learning center team works
no longer need the services, particularly
nate to have a teacher like Cheryl Han-
with IEP, ‘at risk’ and enrichment stu-
in the upper grades. Pupils are asking to
lon whose vision became an avenue of
dents. It opens its doors to many kinds
come to the learning center (and teach-
success for all students.
of learners. The same programs that
ers are seeking out the center’s support)
are helpful for students with IEPs also
on a regular basis. The learning center
benefit “at risk” students. Many of these
at Silver Spur Elementary School has
Tip
same programs could also be used as
become a district model and many other
Any email sent through
enrichment opportunities for younger
schools from both in and out of the dis-
students. In order to offer so much to
trict are visiting and asking questions.
a district or school
server is the property of
so many students, a variety of teach-
How do you start your own learn-
ing tools was needed. The learning
ing center? First and foremost, start
center today is able to offer numerous
small.
research-based instructional programs
Find ideas that work for you. The key
and is able to be sub-
designed for specific individual needs.
is to focus on the concept of Universal
poenaed. Be careful
what you send and say,
Target a grade level or two.
the district or school,
The learning center success is due
Design. Let the learning center be a
in part to its outstanding team. A sup-
place where the delivery of instruction
portive administration as well as com-
is able to respond to a variety of needs
even in the most ca-
mitted professionals makes this a place
from numerous students.
where students flourish. This program
place where meaningful, individualized
sual, personal emails.
Create a
Retired Teachers Sponsorship
You have completed a fulfilling and vital career which has touched thousands of children’s lives and futures in
ways you have never even imagined! And CARS+ has been there to support you. You’ve paid your dues, in more
ways than one. But now that you’re leaving, who will teach the children?
Tim will!
Tim is one of the many interns teaching in California. He’s smart. He’s motivated. He cares.
But times have changed. It’s not 1982 anymore. Teaching is harder. More
complex. 50% of new teachers leave the profession within 5 years.
You know that CARS+ helped you! Now YOU can help Tim! Sponsor Tim with
a CARS+ membership.
One year of CARS+ will cost you about 20ç a day. It will repay thousands of
future students many times over!
Twenty cents a day may help retain a badly-needed teacher! We’ll give Tim the
support he needs to thrive in the World of Special Education!
Contact your Region Director for more information!
CARS + The SPECIAL EDucator
Flowery
Elementary School
A six-step process is currently in place. Some or all of the
steps may be used for any one student:
Step 1 – Data Collection
The referring teacher is required to review the CUM file to
One School’s Journey
investigate student history and speak with previous teachers.
Joni Clark, CARS+ Region 3 Director
to establish a dialog of support. Data is collected through in-
The home-school connection begins by contacting the parents
At Flowery Elementary School in Sonoma, several strategies have been utilized throughout their journey to create a
school-wide intervention model and a successful student study
team process. Streamlined paperwork, clear expectations,
shared responsibility, administration support, and the creation of
an atmosphere of trust are all an integral part of the process.
Flowery was one of several schools featured during the
formal assessments to identify specific student strengths and
weaknesses. The collection of data results in designing and
implementing appropriate classroom modifications. Teachers at
Flowery Elementary School have been trained in differentiating
instruction, planning lessons using Guided Language Acquisition
Design (GLAD), and providing the needed support materials.
Step 2 – FST Referral
“Schools in Action” pre-convention session. A detailed de-
Referral paperwork is completed and copied, then sent
scription of the school’s journey was presented in a Saturday
to the Family Support Team (FST). The FST is comprised of
CARS+ convention workshop. Flowery has more than 370
the principal, the counselor, the Coordinator of Curriculum and
K-5 students. 73 percent are Hispanic and 75 percent of stu-
Intervention and the Resource Specialist. This group is the
dents receive Free and Reduced Lunch.
clearinghouse for all student concerns brought by teachers that
How did Flowery’s journey begin? As a Program Improvement (PI) School, the data reflected the need to support targeted
need more help after initiating classroom intervention and possibly including student in school-wide interventions as well.
students in meeting grade-level standards (Refer to Table 1).
The common response of “what are YOU going to be doing dif-
Step 3 – FST Meeting
ferently in the classroom?” or an automatic referral to special
A FST meeting is scheduled and held with the referring
education needed to change. “The school climate and attitudes,”
teacher and the FST members to discuss the student. A case
said Principal Joyce Schipper “had to shift from ‘not just my kids,
manager is assigned to the student based upon the specific
my classroom,’ but to ‘our students, our school.’” The embracing
needs. The meetings are generally held twice a month within
of this common language became their starting point.
the school day and are listed on the master schedule.
Table 1
Schoolwide
2005
2006
2007
API
608
660
664
AYP-LA
18.6%
25.9%
24.4%
AYP-MATH
28.6%
29.7%
36.8%
Step 4 – SST Meeting
The classroom teacher fills out the parent letter to request
the parent’s attendance and sets up the Student Study Team
(SST) meeting time. The case manager fills out the in-house
form to invite all necessary parties. At the meeting special at-
Over the past three years, layers of change have taken
tention is given to the “strategies” sections. Specific interven-
place in when and how students are referred to special edu-
tions targeting the student’s need are recommended. Copies
cation as well as the intervention support models and ser-
are distributed and filed by the case manger. By reducing the
vices. For instance, each fall at a staff meeting, the process
number of people at the SST meeting to the teacher, the case
of addressing the needs of at-risk students (what to do if your
manager, and parent, the meeting became less intimidating
student is struggling) are reviewed and any changes to the
and stressful for the parent.
process are explained. Staff are reminded where the needed
forms are located and to whom to turn them in as well as the
expectations of what they need to do first before referring a
student to the SST process. A system to keep student files
up-to-date and organized is reinforced.
Step 5 – Follow-up SST Meeting
Results of the interventions are shared and any future
plans of action are discussed. If the student is responding well
to the intervention the plan may be continued. If the student
CARS + The SPECIAL EDucator is not making progress towards the goals, then a new plan
of action or strategies is developed. In this case, a follow-up
date is determined.
Step 6 – Resource SST Meeting
After the initial SST and follow-up SST meetings are
completed, if the student is still struggling and the interventions have not been successful, consideration for special
education is deemed appropriate. A Resource SST would
then be held with the parent, teacher, Resource Specialist,
School Psychologist and Speech Pathologist in attendance.
If several SST meetings concerning the same student were
held the previous year, the teacher would directly contact
the Resource Specialist and skip steps 2, 3, and 4. Extreme
Besides the before and after-school intervention pro-
cases may also be considered for Resource SST meetings as
grams being delivered, eight during-school intervention
needed (i.e., parent request, new students functioning several
programs are implemented at Flowery through a pull-out or
grade levels below their class).
push-in model. Several interventions are for students who are
Before the change there was a high rate of special educa-
reading 1 to 2 years below grade level. Classroom aides,
tion referral, but a low rate of qualifying. This process reduced
the resource specialist, the intervention teacher and even
the number of special education referrals, and the false posi-
the librarian are trained to instruct students using Houghton
tives (those who appeared disabled but were not) decreased.
Mifflin’s intervention programs. The students are pulled out
(Refer to Table 2) Another important change was the trust and
for 45 minutes during their Language Arts time. One program
support the referring teachers began to feel. They were given
served twenty-three 4th and 5th grade students. The Califor-
a process that actually worked not only for the student but for
nia Standards Test (CST) results for these students indicated
the teacher as well.
23.5 overall increase, with a 32.8 increase for 4th grade and
14.3 point increase for 5th grade. Of these 23 students, 6
Table 2
students moved up at least one proficiency level.
Year
SST Meetings
Students Tested
Students Qualified
03-04
53
22
12
If teachers at Flowery want to observe effective strate-
04-05
73
13
8
gies or lessons lead by a peer, Principal Schipper will cover
05-06
51
9
6
the observing teacher’s classroom to make it happen.
06-07
34
14
8
What attitudes exist at Flowery Elementary to help atrisk students? “We’re in this together” states Schipper. “It’s
A tool used to plan and implement the Flowery Elementary School intervention model was an interactive
believing in the benefit of differentiated instruction.
CD guide, The Framework for Intervention, developed by
“With change comes challenges,” admits Schipper.
the Sonoma County Office of Education with support from
“Some of the challenges include staffing before- and after-
the California Technology Assistance Project (CTAP) and
school intervention classes, providing adequate training, find-
the Regional System of District and School Support (RS-
ing good materials that suit our school community, consistent
DSS). For more information go to: www.scoe.org/content.
student attendance, utilization of differentiating instruction,
php?PageId=555
and deciding student focus.” Schipper adds “Our next steps
The Intervention Model at Flowery is based on the needs
include refining our screening and monitoring process, “cel-
of the students and what program would serve them best.
ebrating our successes, analyzing our data, researching fur-
This is a mind-shift from “we have programs, let’s fill them
ther resources, and sharing, sharing, sharing.”
up with students.” Flexibility of the intervention schedule and
structure, data tracking, and attitudes are also keys to serving
the needs of the students.
a school-wide team effort, knowing the value of PLC’s, and
CARS + The SPECIAL EDucator
Kirsten Escobedo, CARS+ Treasure
Investigating What Works
CSI: SEU (Special Education Unit)
Although you won’t find Gary Si-
are Hispanic, 19% are white, and 8%
In attempts to address the addition-
nise, David Caruso or Marg Helgen-
Asian. SHS was named a California
al workload issues, for the 2004-2005
berger as part of this investigative team,
Distinguished School in 2005, a Cal-
school year the model was restructured
it’s easy to imagine an occasional witty
STAT Leadership Site in 2006, 2007
and eight RSP teachers were formed
one-liner being dropped by a member
and 2008, and received the Title I Aca-
into four teams of two. English and math
of this upbeat, relaxed, friendly group of
demic Achievement Award in 2006 and
became the primary focus, and each
presenters from Sanger High School.
2007. Additionally, articles have been
RSP pair was teamed with specific Eng-
“Using Data to Investigate and Create
written in CTA California Educator
lish and math teachers. Although the
Collaborative Solutions” was the title
magazine and Special Edge magazine
limited focus worked better for teach-
of the presentation given by one of the
highlighting their program.
ers and students, the challenge that
featured Schools in Action that is also
The process towards full inclusion
arose that year was that not every team
a CalSTAT model site. This workshop,
began in 2003, as the master schedule
worked well together. In 2005-2006,
which featured presenters Alisha Agu-
was redesigned and all students, in-
each RSP teacher worked individually
irre (Guidance Learning Specialist) and
cluding those with IEPs, were provided
with a team of English and math teach-
Carole Whitteberry (RSP teachers), Kris
instruction in the core areas within the
ers and case management improved.
Herstein (General Education Teacher),
general education setting. At the same
Currently, special education teachers
and JoDee Marcelin (SUSD Curriculum
time, SHS began to shift its school cul-
teach only Individual Instruction classes,
Coordinator 7-12), presented an oppor-
ture and rebuild using the Professional
which are designed to support study and
tunity for conference attendees to learn
Learning Community (PLC) model.
organizational skills, and all core instruc-
about Sanger’s Collaborative Model of
Within these PLCs, departments be-
tion is provided in a general education
Full Inclusion.
gan sharing data. One special educa-
setting, co-taught by general and special
To be highlighted as a CalSTAT
tion teacher was assigned to each of
education teacher.
model site, a school must demonstrate
the four core curriculum areas. Spe-
The SHS presenters highlighted
excellence in one area, while working
cial education and general education
the purposes and benefits of this in-
to show improvement in another area.
teachers worked together to design
clusion program that have emerged
Sanger High School (SHS) is a model
assessments based on standards, and
over the past several years. All stu-
site in the area of collaboration, and is
developed modifications and accom-
dents have access to the core through
working on improvement in the area
modations for all students, as appropri-
general education. Best instructional
of vocational education. A school of
ate. Although this created an additional
practices and standards-aligned cur-
approximately 2,650 students, SHS is
workload for teachers, and lessened
riculum are used. Students’ achieve-
17% English Learners, 6% students
the time for case management, general
ment, discipline and attendance have
with IEPs, and 72% Socioeconomically
educators learned how to modify and
improved. The team also reported
Disadvantaged. 71% of the students
improve their own curricula.
they have seen an increase in stu-
CARS +
The Special Educator
CARS + The SPECIAL EDucator dents’ positive social skills and par-
instead of enabling them?” Schedules
SHS’s “Investigative Team” con-
ticipation in co-curricular activities.
for students with IEPs are developed
cludes that their model is working. The
Through the PLCs, data analysis is
first and locked in, prior to scheduling
data shows that over time the school’s
used to drive instructional practices. Stu-
students without IEPs. Instructional
special education API has gone from
dents (those with and without IEPs) who
Assistants are utilized as liaisons be-
351 in 2003 to 524 in 2007. ELA CST
need additional time are provided supple-
tween general education and special
has gone from 398 in 2003 to 560 in
mental materials during tutorial, before or
education. Binders are developed for
2007, and the math CST from 265 in
after school, or at home. IEP goals are
each core class, and special educa-
2003 to 536 in 2007. CAHSEE passing
written using the results of data analy-
tion teachers use these as resources
rates have also improved.
sis on frequent ongoing assessments,
to support their daily students in the
The presenters also shared that the
as well as CST and CAHSEE scores.
Individual Instruction classes. Monitor
program is not without its challenges. Not
All students are given the opportunity to
sheets are used school wide to track
all teachers initially embraced the idea. It
review and reinforce materials in small
student progress, and students stay
is a great deal of work, especially initially
groups with either a general education or
with the same case manager all four
as the school worked to shift its culture
a special education teacher.
years of high school. SHS also includes
toward this new model. And, echoing the
a school-wide pyramid of intervention
common theme that emerged during the
to support all students.
presentations from the other Schools in
This presentation provided the opportunity for workshop attendees to ask
specific questions to SHS staff. Many
In 2006-2007, Sanger started its
Action sites that presented at conven-
elements emerged during this question
Vocational Education Program. The
tion, one of the key elements of the pro-
and answer time. When Sanger created
program is designed for low RSP and
gram’s success is site and district level
PLCs, this was part of a shift in school
high SDC students who are non-diplo-
administrative support.
culture. PLCs provided teachers the op-
ma track. It includes transition, work-
For more information about Sanger
portunity to collaborate with colleagues
ability, and Vocation Education Math
High School, please contact Jared Sav-
with the school date once a week. With-
and English classes. General educa-
age, Assistant Principal, jared_sav-
in these meetings, the teachers began
tion students work with special educa-
[email protected]
to answer the question, “How can we
tion students in these settings as men-
support our students to be successful,
tors and tutors.
TIP:
At the 2008 CARS+ Convention, CARS+ President Linda Nimer showed a short (three minute)
video about Johnny the Bagger. If you missed it
or would like to see it again, or perhaps share it
with a friend, click on the video “Simple Gift of
Service” on the website “Simple Truths,” available online at www.simpletruths.com/movies/
10
CARS + The SPECIAL EDucator
“Riding the Wave
of Change”
Keynote Address
Liaison
Committees
Robert Hamilton, CARS+ Editor
The 2008 CARS+ Convention’s planned Friday Keynote
Advisory Commission on Special Education (6x’s/year)
Speaker, Gregory Roberts, having become ill at the last min-
Provides the opportunity to hear issues that are occurring
ute and unable to fly to Long Beach, was replaced by Silvia
throughout the state, and presentations from various organi-
De Ruvo, former CARS+ President, who introduced his Pow-
zations, districts and SELPAs.
erPoint presentation entitled “Riding the Wave of Change.”
The following is from Dr. Roberts’ presentation:
We have consensus: All children want to learn. All parents want their children to learn. All teachers want their students to learn. All administrators want their teachers to successfully have their children learn. That’s the good news.
The “other news” is that over the past decades, there has
been a shift in our thinking as to how to best teach those children. The law supports the shift. No Child Left Behind and
IDEA ’04 both support the idea that we can teach ALL children.
Research supports the shift. If we remember to base our educational decisions on data and solid educational research, we
can teach ALL children. Instruction supports the shift. Using
prevention, early intervention, and Specific Learning Disabilities determinations, we can teach ALL children.
The results have been clear. In the best cases, we are
California Commission on Teacher Credentialing (multiple meetings through the year)
Ken Denman served full-time on the restructuring committee and Linda Nimer was on a subcommittee, at no cost to
CARS+. The committee continues to meet.
California Modified Assessment (meets multiple times/
year)
Debbie Baehler, Stacy Begin, and now Sharen Bertrando represent CARS+ on this writing group. There is no cost to CARS+.
Provides information on development and progress of the CMA.
Response to Intervention Technical Workgroup (several
meetings in 2007 more to come in 2008)
serving students better, working as educational teams with
Ken Denman, Stacy Begin, and Linda Nimer attend. No cost
general education teachers more effectively, and seeing in-
to CARS+. Document developed and awaiting the accep-
creased student success and motivation.
tance of General Educators.
But what do we need to accomplish this goal of teaching
ALL children? We need collaboration time intentionally built
Improving Special Education Services (meets 2x’s/year)
into the school day, and common planning times so that teams
Combined meetings of stakeholders working together to im-
of teachers can meet, plan, and discuss students at risk. We
prove services.
need adequate time for instruction, both of general education
and special education students. We need training for teach-
Community of Practice (multiple meetings)
ings, paraprofessionals, counselors, and administrators. And
Statewide meetings held sporadically through the year with
to do all this, we need funding for professional development,
SELPA directors and others. Kirsten Escobedo attends.
and more funding for materials and technology.
Can we teach ALL students? Of
course we can. And WHY should we
Every Child Holds Opportunity (multiple times/year)
Bonnie Stewart Bell attends northern meetings.
teach all students? Because it’s what
we do. We have consensus: All children want to learn.
California Teachers Association State Council meets
this year on April 4-6, June 6-8, and October 23-25.
CARS+ consultant Debbie Baehler re-
The CARS+ liaison, Ken Denman, attends. The Chair solicits re-
ceives her “Grammy”…the new CARS+
ports from liaisons, including Ken, who speaks to CARS+ issues.
CD Handbook of Goals
CARS + The SPECIAL EDucator 11
FROM A PRESENTER…
Thank you for your comments. Thank you also for your leadership in the organization. We very much appreciate your hospitality and your dedication to
children. We were very inspired by the conference. It was incredibly valuable
to analyze our own work in order to share it with others; we also learned a
great deal from our colleagues over the three days.
12
CARS + The SPECIAL EDucator
CARS + The SPECIAL EDucator 13
Stacy Begin, Advisory Commissioner
Advisory Commission on Special
Education at the CARS+ Convention
The role of the Advisory Commission on Special Education (ACSE) is
to provide recommendations and advice to the State Board of Education,
the Superintendent of Public Instruction, the Legislature, and the Governor in new or continuing areas of
research, program development, and
evaluation in California special education. The commission also works
with the State Board of Education and
Department of Education on the various special education issues. Information is shared by the Department
of Education on the progress, alignment, and data for the State Performance Plan and Annual Performance
Report. In addition, at each meeting
the commission listens to reports from
the State Board of Education representative, Yvonne Chan, as well as
information from other special education agencies including the Commission on Teacher Credentialing and
the Department of Education.
14
education. as well as use of People
“
First Language, Response to Intervention (RtI), and the recruitment,
in February the
credentialing, and retention of highly
Commission
qualified special education personnel.
journeyed to Long
junction with other special education
Beach to hold its
established a coalition with special
This is not done alone, but in conorganizations. The commission has
education organizations like CARS+,
meeting at the
CSHA, CASP, CTA, PTA, SEACO,
CARS+ convention.
and SELPA, which are invited to address the commission on issues of
This provided the
concern. This input has led to build-
commission with the
cial education policy and reform.
opportunity to hear
a year with additional subcommittees
ing a strong voice that will impact spe-
or task force meetings. The ACSE
testimonies from
special educators
The commission meets six times
meetings are usually held in Sacramento, but in February the Commis-
”
sion journeyed to Long Beach to hold
its meeting at the CARS+ convention.
This provided the commission with the
opportunity to hear testimonies from
As education moves forward and
Another function of the ACSE is to
special educators about the impact of
special education continues to be un-
review, research, and develop posi-
RtI in their districts.
der close scrutiny from all stakehold-
tion statements on current issues in
The goal of the commission has
ers, the role of this Advisory Commis-
Special Education. During this year,
been to explore effective RtI models,
sion becomes vital to ensure that the
the ACSE has focused on legislation,
gather information about research
needs of individuals with disabilities
funding, and assessments (CAHSEE,
implementation, and listen to the con-
are not overlooked by policy makers.
CAPA, CMA) which impact special
cerns presented by stakeholders in
CARS + The SPECIAL EDucator
the field. The Commission has developed an ad hoc committee to continue
the flow of information, representing
special education students, parents,
and educators at a statewide level.
In the summer of 2007, the members
of the RtI ad hoc committee will actively participate on a statewide RtI
technical workgroup to develop guidance for the field in the areas of data
management, progress monitoring,
implementation, eligibility determination, and compilation of a database of
research based practices. There are
three parts to this workgroup: determination/identification, organizational,
“the Commission
expressed con-
Senate Committee on Rules, Governor, and the State Board of Education.
The commissioners’ backgrounds are
diverse, consisting of students, parents, persons with disabilities, special
education administrators, teachers,
and legislative representation from the
cerns regarding
Assembly and Senate.
the overload
Begin, Patty Boyle, Susan Brooks,
Morena De Grimaldi, Diane Fazzi, Angela Hawkins, Judith Holsinger, Fern
on special
educators
and clarifying roles.
After hearing the testimonies of
teachers in the field in Long Beach,
The current
ACSE commissioners include Stacy
Laethem, Janet Mangini, Laurie Newton, Don Shalvey, Laureen Sills, Jim
Woodhead, and Kristin Wright. Each
”
commissioner serves a four-year term
with a maximum of 2 terms.
TIP:
the Commission expressed concerns
The commission met again in
regarding the overload on special ed-
March to draft an advisory regarding
ucators which might have a negative
guidance for general education. All of
For income tax purposes,
impact on teacher retention. Another
these meetings are open to the public,
concern about RtI is the impact on
90% of your CARS+
and at each meeting the commission
special education caseloads and how
listens to reports from the stakeholder
the current budget cuts will impact
organizations and special education
resources. Also at the Long Beach
agencies, including the Commission
ACSE meeting, the Commissioners
on Teacher Credentialing and the De-
reviewed the recommendations from
partment of Education.
the California Commission on Teacher
Currently, the Advisory Commis-
Credentialing (CCTC) for educational
sion consists of 14 appointed members
specialist credential changes.
from the Speaker of the Assembly,
dues are tax-deductible.
Ten percent are NOT
tax-deductible, as that
portion is used for legislative lobbying activities.
CARS + The SPECIAL EDucator 15
Sacramento
Beat
Sharen Bertrando, Legislative Director
AB 1659 (Leiber) Eligibility: Procedural Safeguards (due process hearings)
We will continue to follow this bill from the 2007 legislative session. It would require the department to enter into an
interagency agreement with another state agency, or contract
with a nonprofit organization or entity, to conduct mediation
conferences and to also enter into an interagency agreement
with another state agency, or contract with a nonprofit organization or entity, to conduct due process hearings.
The 2008 Legislative Committee has begun in “high tech”
fashion with the replacement of landline conference calls to
Internet directed “SKYPE” calls. Following my predecessor,
AB 1768 (Evans) Special Education
Due Process Hearings
Adam Liel, will be a difficult act to follow; however, in the spirit
The bill requires local educational agencies, during the
of The CARS+ Organization and the Legislative Committee,
pendency of a hearing involving an application of an individual
we will continue to track bills which have the capacity to directly
with exceptional needs for initial services under a preschool
impact us as educators of students with disabilities. These bills
program serving individuals with exceptional needs who is no
are continually changing so check our website, www.carsplus.
longer eligible for early intervention services because he or she
org, for updates.
has reached three years of age, to ensure continuation of the
“Great minds discuss ideas:
average minds discuss events;
small minds discuss people.”
Eleanor Roosevelt, U.S. Diplomat & reformer, 1884-1962
AB 1482 (Leno) Supplemental Instruction
This bill would require that supplemental instructional programs be offered to pupils enrolled in Grades 7th-12th who have
not demonstrated sufficient progress towards meeting the requirements for high school graduation. It provides that the first
priority for funds appropriated for purposes of that requirement
in the annual Budget Act or other statute would be assigned to
school district and charter school supplemental instruction programs that serve certain pupils.
AB 1503 (Huff) High School Exit Examination:
Pupils with Disabilities Waiver
This bill requires the high school principal to submit a waiver
of the requirement to pass the CAHSEE for a pupil with a disability who has taken the exam with modifications and received
the equivalent of a passing score to the district superintendent
and to do so without the waiver being requested by the pupil’s
parents or legal guardian. It requires the submission of a denied
request to the State Board of Education. It requires the board to
allow the waiver if the denial is improper.
same services that were provided under the Early Intervention
Services Act.
AB 1872 (Coto) Special Education: Autism
Spectrum Disorders: Clearinghouse
This bill establishes the California Autism Spectrum Disorder Clearinghouse within the State Department of Education
to provide evidence-based and recommended information and
practices regarding the education of pupils with autism spectrum disorders. It requires that access to the clearinghouse be
provided. It would use federal special education funding for the
development and maintenance of the clearinghouse.
AB 2040 (Nunez) High School Exit Examination
The bill would require the Superintendent of Public Instruction to convene a panel, composed as specified, to make recommendations regarding a standardize evidence-based assessment for eligible pupils with disabilities, as defined, and would
require the State Board of Education to adopt regulations based
on the panel’s recommendations by November 1, 2009.
AB 2302 (Bass) Teacher Credentialing: Specialist Credential: Pupils with Autism
This bill would authorize the holder of a level 1 education
specialist credential, who is authorized to provide instruction to
individuals with mild and moderate disabilities to provide instruction to pupils with autism, as defined by a specified provision
16
CARS + The SPECIAL EDucator
of the Code of Federal regulations, until the commission adopts
purposes of special education to ensure that transition services,
regulations to implement the recommended modifications re-
including the coordination of services with agencies involved in
garding specialist credentials.
supporting the transition of individuals with exceptional needs
into postsecondary activities, are developed and implemented.
SB 288 (Yee) Comprehensive
Learning Support System
The bill would provide that the postsecondary activities include
academic credited vocational special occupational programs.
We will continue to follow this bill from the 2007 legislative session. This bill would establish the Comprehensive Pupil
Learning Support System, a pilot program, to ensure that each
SB 1446 (Romero) High School Exit Examination: Pupils with Disabilities
pupil will be a productive and responsible learner and citizen.
This bill proposes to reenact the provision of former law
The bill would require the department administer to implement
which required a school district or state special school to grant a
the program through funds that are made available to the depart-
high school diploma to a pupil with a disability who was sched-
ment for purposes of the program. It would require the depart-
uled to graduate from high school, but did not pass the high
ment to adopt regulations to implement the program.
school exit examination, did not receive a high school examination waiver, and met other specified criteria.
SB 637 (Wyland) Pupil Assessment:
High School Exit Exam
SB 1475 (Torlakson) Autism Pilot Program
This bill would require the Superintendent, with the ap-
The bill would require the State Department of Develop-
proval of the State Board, to develop an additional section to
ment Services to establish a two-year pilot project to identify
be included in the high school exit examination that tests United
best practices in integrating the services and supports provided
States history and government in accordance with the statewide
to children with ASD through the regional centers and through
academically rigorous content standards for history/social sci-
the school districts and local educational agencies. In addition,
ence adopted by the State Board, as specified. The bill would
the bill would require the department to establish an Early Au-
require the Superintendent to subject the United States history
tism Intervention and Transition Advisory Counsel to assist the
and government section to specified field testing and review re-
department in administering the program.
quirements prior to adoption by the State Board. The bill would
require the State Board, by January 1, 2009, to adopt a United
SB 1532 (Steinberg) High School Graduation
States history and government section developed by the Super-
This bill establishes a statewide goal of increasing high
intendent for inclusion in the high school exit examination. The
school graduation rates to 90%, and provides that a school or
bill would require, commencing with the 2012-13 school year
school district may show adequate yearly progress (AYP) for
and each school year thereafter, each pupil completing grade
purposes of the federal No Child Left Behind Act by reducing
12, in addition to successfully passing the English language arts
the difference between its graduation rate and the 90% goal by
and mathematics sections of the high school exit examination,
at least 10% every two years. This bill also authorizes school
to successfully pass the United States history and government
districts to receive unlimited state allowances for supplemental
section adopted by the state board. The bill would require, com-
instruction delivered during the regular school day to pupils who
mencing with the 2010-11 school year, each pupil to take the
need to complete courses for high school graduation.
high school exit examination, including the United States history
and government section, in grade 10 and would allow each pupil
to take the examination during each subsequent administration,
until each section of the examination has been passed.
SB 1281 (Wyland) Special Education:
Transition Services: Vocational Programs
This bill would require the Superintendent to use funds
appropriated for purposes of transition services or for the general
CARS + The SPECIAL EDucator 17
Naomi Blakely, President-Elect
Transition – Insurance for
Quality and Compliance
Renee Dawson, Ph.D and Priscilla
Harvell, MA, CCC-SLP, two of the Diagnostic Center North professional team,
presented an all day pre-convention session on transition portfolios. The thrust
of their presentation was that the incorporation of transition portfolios into the curriculum, beginning as early as 6th grade,
is an easy, curriculum-based mechanism
for involving students in planning for their
future. It is true that IDEA ’04 does not
require transition goals until the student
reaches the age of 16, but it is also true
that the thought and planning for one’s future is a dynamic process, particularly for
young people. Transition planning from
a portfolio standpoint can help to deter-
“Every student of
useful include the COIN Series (www.
coinedu.com/products/search by grade.
cfm), Young Persons’ Occupational Out-
every capability is
entitled to transi-
look Handbook (http://impactpublicationscom), Career Kids (http://careerkids.
com). SCORE – Schools of California
Online Resources for Educators (www.
tion, and there is a
score.k12.ca.us), Developmental Guid-
plethora of materi-
org), Accommodations Self-Assessment
als designed that
accommodations they find most helpful
are just right for
5.htm), SCANS - The Secretary’s Com-
each student.
mine which subjects the student could be
taking in the years to come, as well as
ance Classroom Activities (www.wois.
(a document for students to identify which
at www.ldinfo.com/self-advocacy chapter
mission on Achieving Necessary Skills
”
published by the U.S. Department of
Labor, “When You Become 18” (www.
foundationstatebarcal.org), and these ad-
what goals could be developed to help
stat.org/publications. CARS+ members
ditional websites: “http://www.cacareer-
the student define their career path, and
also possess the goals written to comple-
zone.org” www.cacareerzone.org and
also provide early and ongoing assess-
ment this document.
www.ebuddies.org, a website affiliated
ment as required by IDEA ‘04.
18
gled out by the presenters as particularly
The portfolio is posed as the way to
with the Best Buddies organization. Ev-
Two sets of materials are available
navigate through the transition process
ery student of every capability is entitled
for downloading at the Diagnostic Center
in a way that artifacts are generated
to transition, and there is a plethora of
website: www.dcn-cde.ca.gov/portfolios.
and/or recorded. Evidence is clear: the
materials designed that are just right for
htm. Each set is comprised of a student
correspondence to the core curriculum
each student.
portfolio, along with a detailed teacher
through the transition process can be ac-
Suggestions for incorporating transi-
guide. This set of documents comple-
complished in academic areas, and also
tion into the classroom include the use of
ments the Transition Guide to Adult Liv-
by assignments which reflect the stu-
a checklist of transferable skills, followed
ing: An Information and Resource Guide,
dent’s participation and interaction in the
by two columns: one for situations when
published by Diana Blackmon, and avail-
community. A variety of transition curric-
used in school, and the other for situations
able for free through CalStat at www.cal-
ulums are available. Those that were sin-
Continued on page 18
CARS + The SPECIAL EDucator
Call for Presenters for
Convention ‘09
CARS+ encourages teachers to share their
Adam W. Liel, CARS+ Legislative Director
knowledge with colleagues by presenting
a session at our convention. Our special
educators are given a ‘free registration’
Renee Dawson, seen here without partner Patricia Harvell, is half
of the ever-popular team from the Diagnostic Center North
by presenting at our annual convention
when in a career. Another checklist analyzes descriptors of the
other special educators, share your best
student and behaviors (academic, social, behavioral) followed by
practices and learn how to improve your
three columns: school, community, and don’t know, so that the
as well. You are able to network with
student can determine if the descriptor is true in each situation. A
skills. If you are interested in presenting
learning styles inventory investigation is another set of checklists
please log on to www.carsplus.org and
and activities that are logically included in transition planning, for
school and post secondary life experiences.
In academic areas, a critical thinking chart that compares
elements of an assigned reading (who, what, exploration of challenges, details, implications) as it pertains to the character can
complete the “Call for Presenters” and
submit by our June 30th deadline. We
look forward to hearing from you.
be generated with the student providing a self-reflection/side-byside comparison. The student reads in the content area at the
same time they are engaging in transition planning activities.
An exploration into the economics of apartment living, combing through the want ads, can become the variety of sources the
standards require if the student also uses the web as he meets
CTA Generously
Supports CARS+
a real-life math activity.
Comparing the costs of different living situations is a practi-
The California Teachers’ Association (CTA) and
cal life-skills activity that has implications for the student as he
CARS+ have enjoyed a long collegial relationship, as our
determines what he plans to do after graduation.
memberships frequently overlap. One such overlap is
The role-playing of job interviews meets the listening and
Ellen Gervase, CARS+ member and, for some time now,
speaking standards. So does the running of the student’s IEP
a CTA liaison to CARS+ board meetings. Ellen regularly
meeting by the student! The presenters shared the pride the
brings us CTA news and legislative updates. In return,
students show as they come to their meetings dressed to lead,
she takes back to CTA our issues and concerns.
with their portfolio materials as their road-map to guide them
through the process.
At the January board meeting, Ellen had the pleasure
of presenting the CARS+ board, on behalf of CTA, with a
Meeting the challenge of providing transition planning that
$1000 check in support of our convention activities. Ken
is comprehensive and compliant is easier for some to manage
Denman and Linda Nimer, CARS+ president and presi-
when it is placed within the context of a portfolio. It’s visible,
dent-elect, had the pleasure of accepting it with thanks.
it’s comprehensive, it’s useful, it’s dynamic, and it works. Ei-
Ellen has now been joined in her liaison duties by
ther Priscilla Harvell or Renee Dawson at pharvell@dcn-cde.
Dianne Jones. May the connections between CARS+
ca.gov, or [email protected] for questions you might
and CTA be long and fruitful!
wish to ask.
CARS + The SPECIAL EDucator 19
Transition
Goals
Ben French, CARS+ Member
Winner of the Diana Blackmon Transition Grant
With the implementation of No Child Left Behind (NCLB)
and its resultant emphasis on accountability testing, many
Special Education students, unfortunately, have been vocationally left behind. Prior to NCLB, IDEA placed more emphasis on the development of vocational and transition skills
development than it did on accountability testing. Reauthorization of IDEA has placed more importance on accountability
The first-ever winner of the Diana Blackmon Transition Scholarship winner is Ben French, who teaches at Yosemite High School
in Merced. Part of his process with the students involved teaching
them how to self-advocate, and learn how each disability could be
accommodated as potential employees in various jobs. His efforts
resulted in students applying for and getting hired at various jobs.
testing in the hopes that Special Education students will be
time and has received great reviews from her employer. The
as proficient in academics as their non-disabled peers. While
owner of the pet store wants to know if we have any more
the shift to insure that all students are proficient academically
students like her.
is noble, it has led to the demise of many vocational programs
Despite education’s emphasis on all students being aca-
throughout the state of California. This has been detrimental
demically proficient as mandated by NCLB, tools like the CARS+
to all students and has led to new challenges for California’s
Secondary Transition Goals CD can help us develop relevant
Special Educators.
and realistic goals that prepare students for the world of work.
Fortunately, CARS+, the Organization for Special Educa-
As California Special Educators, we need to assure students
tors, has provided its members with the Secondary Transition
and parents that we will do everything we can to provide them
Goals CD. One of the goals that I’ve used was “Student will
with the vocational opportunities that will help them make the
learn about and be able to explain his/her disability and the
transition to life after high school a successful one.
accommodations he or she needs to be successful in school
2008 – Winner of the Janny Latno Grant for Quality Programs
is Jennifer Floyd, who teaches SH students at Lassen High School
in Lassen County. Funds will be used to purchase books for her
students to access in the site library, thereby enabling them to feel
more included in the students’ use of the library.
and ultimately in the workplace.”
We had a student at our school that we wanted to place
at a pet store in the community. I explained to the business
owner that we could provide him with a great student worker
and it wouldn’t cost him anything except for his willingness
to provide training to our student. The business owner was
elated, but then asked, “What’s the catch?” I let him know that
our student was in a program that provided disabled students
with job opportunities. The business owner was somewhat
reluctant to hire our student; I suggested that he meet the
student. Fortunately, he agreed to the meeting.
The student I had in mind really wanted a job, but she
was unsure she could ever get one. We worked on her skills
at school and on the goal of being an advocate for herself.
We informed the student that we had a position at a pet store
which fit her career pathway of being a veterinary technician.
She was so excited! We set up an interview, and she got the
job! She has now been working at the pet store for some
20
CARS + The SPECIAL EDucator
Debbie Baehler, right, and Jennifer Floyd, the winner of the Janny
Latno Grant for Quality Programs for our 2008. Jennifer will attend
next year’s CARS+ Convention in Reno to present her program
and the benefits of the CARS+ grant.
Region
Updates
’08 in February shared information from sessions they attended.
If you would like more chapter information, please contact Joyce
Buchheister at [email protected], or Karen Womack
at [email protected]
This is a very active, fun, and
informative chapter and they welcome all special educators!
A huge thank you to all of the Region 2 members who were
able to attend Convention ’08 in Long Beach. Along with wonderful presentations and knowledgeable presenters, members
found a chance to meet and discuss local concerns. I greatly
enjoyed the opportunity to meet so many wonderful educators!
A special thank you to those who attended our Region 2 get
together at Chili’s. What fun!! Please stay in touch, and don’t
hesitate to email me with questions, suggestions, or even just a
cheery ‘Hello!’ at [email protected].
Interested in being on a steering committee to determine
the best ways to meet our member’s needs? Want to discuss
RE GION 1
Region 1, Director Sarah Drisko
CARS+ of the Redwoods is held a Financial Literacy Seminar (Hands-on Banking) at 5:00 on April 22. Flyers are going out
to region members.
forming a local chapter, but don’t know where to begin? Feeling like you’re alone out there? Contact your Region 2 Director,
Chris Walkowiak [email protected]. Together we can
make a difference!.
Brand-new to the Region Director position, Chris is being
assisted by Tina Winrow, who, along with CARS+ President
On a personal note, I have been over-extending myself so
Linda Nimer, hosts an annual cruise ship workshop on behav-
far that I think I’m going to have to die about ten years after my
ior and classroom management. In fact, Tina says, “Traveling,
due date, just to catch up.
teaching and working with new teachers…continues to be an
Lake-CARS+ is still in the re-formation stages. If you are
interested in activities, contact Bob Hamilton at [email protected].
ongoing passion of mine.” Tina is a Special Day Class teacher
at Wawona Middle School in Fresno, and has been teaching for
nearly 30 years. That’s the same amount of time she has been
married to Roger, “a wonderful guy.” They have two sons who
are “a mother’s dream.”
RE GION 2
Region 2, Director Chris Walkowiak
Sequoia CARS+ (Tulare County area) held their annual In-
RE GION 3
structional Aides Appreciation Dinner on February 25 @ Amigos
Restaurant in Visalia, which was attended by approximately 40
instructors and aides. The evening provided teachers with an
opportunity to publicly thank their classroom and one-on-one
paraprofessionals for their contributions, tireless efforts, and
friendship. Games, good food, and door prizes added to the fun
of the evening!
Sequoia CARS+ held their chapter meeting at Ryan’s Restaurant in Visalia on March 25. Members who attended Convention
Region 3, Director Joni Clark
Region 3 Director Joni Clark has been an elementary resource specialist for the past five years and has also taught as
a special day class teacher in grades K-1 and 5-6.
Her inspiration to teach students with special needs came
shortly after taking a summer class taught at CSU Hayward by
Dr. Phyllis Kaplan.. “Dr. Kaplan’s lessons of the heart were so
CARS + The SPECIAL EDucator 21
powerful,” says Joni. “It was then I knew that teaching was not only
to be my profession but also my passion.”
Fifteen years later Joni’s experience as a special educator
has taught her that every student can learn, just not on the same
day or in the same way. “Keeping this in mind helps me not only
to be patient and understanding,” adds Joni, “but also to be creative and motivated in finding ways to reach the one student who
struggles to get it.”
Always looking for ways to better serve her students, Joni has
always sought other special educators to work with to bring about
positive change. “Joining CARS+ has been an ideal way to keep
in touch with fellow professionals,” she believes. “As individuals
we offer many different strengths. But together our power allows
us to provide the best support for all students with special needs.”
Joni has led the movement to a more web- and email-based
CARS+ organization.
REGION 5
cation in Illinois. I have a wonderful husband, Jerry, and we
have two grown sons, Eric and Scott, who is married to Sandra, and two granddaughters who delight us. I love travel,
planning a trip, sailing, bridge, and popcorn.
I presented at the CARS+ convention in February about
a Three-Tiered Collaborative Reading Intervention Program
that’s working. We are in our third year of implementation
and I’m in the process of seeking a grant for years four and
five. So If you know of any grant source that I could apply
for, e-mail me at [email protected].
Since I am new to the CARS+ Board, I really need your
help. Our goal is to start three new chapters in the Inland
Empire. If you are willing to be part of a steering committee,
RE GION 4
Region 4, Director Laraine Kokin
please e-mail or call me at 909-793-4454. I look forward
to meeting you and networking with you in Region 5, San
Bernardino and Riverside Counties.
Fifteen years ago, after being a Resource Specialist for
over five years, I began to search for more professional development and contacts in the world of Special Education.
CARS+ was the perfect link. Today I am a Resource Specialist in Santa Monica and continuing my CARS+ involvement.
In the fall of 2004, I became the Region 4 Director (Los
Angeles and Orange Counties). The challenges of Special
Education, and the special connection with my students, continues to stimulate and enrich me daily!
In my spare time, I enjoy my very special moments with
my wonderful family—husband, children and grandchildren!
Region 5, Director Brenda Bean
I’m Brenda Bean, resource teacher and intervention coordinator at Nan Sanders School in Perris, California, where
I’ve taught special education for 15 years. Before that, I
supervised student teachers part time for CSUSB and taught
health education for teachers for the University of Redlands.
I have taught both high school and elementary physical edu22
CARS + The SPECIAL EDucator
RE GION 6
Region 6, Director Diana Clark
We welcome new board member Diana Clark. More about
her later. In the meantime, check the CARS+ website www.
carsplus.org for region information.
Region 7, Director Dee Torrington
I have been a Resource Specialist in Rocklin for 13 years,
and am currently in a middle school. I have been a BTSA pro-
My goals for next year? To keep the lines of communication open with what is going on in special education, to support each and every one of you and our chapters, and to gain
membership in our region. If you know of any special educators who are not members of CARS+, please welcome them to
our fold by telling them to log onto www.carsplus.org and sign
up today. I look forward to serving as your Region 8 Director
for another year!
REGION 7
Coast *ARS
vider for eight years and currently serve on the PAR panel,
Located in the Northern Santa Barbara, San Luis Obispo
as well as being the union site rep at my school. I am really
County area of our region members, are just getting data to-
looking forward to working with, and expanding, membership
gether for their Spring Event to be held in early May, which will
in my region.
be a Para-Educator/Support Staff Appreciation Dinner. Check
out the chapter newsletter or the website for more up-to-date
information. They will be electing a new board at the May event
and have some openings for willing and able souls who would
like to chair our Newsletter, Programs or Membership! Contact
Karen O’Donnell, president, at [email protected] if you
are interested.
SUV
Southern Unified Ventura chapter is having a general meeting on April 10th in Camarillo. They loved the convention and
RE GION 8
felt it was a positive event for everyone who attended. They
especially loved having dinner with everyone as a region! To
Region 8, Director Elyse Ungar
Wow! What a great year this has been for Region 8! I
came on board as the Region 8 Director one year ago and I am
so pleased with all that we have accomplished as a region.
get more information about this chapter, contact Doreen Oswaks, president, at [email protected],
ES-CARS-Go
One of my goals was to stay in touch with our members
The Santa Barbara chapter, is looking to host a spring event
and get to know you via e-mail, and when possible, in person;
in late April or early May. They welcome new members. Please
I feel like that connection has been made. Region 8 members
contact Rita Newhouse, president, for more information about
are updated each quarter after our state board meeting is held,
this chapter at [email protected].
as well as when anything important in special education is going on in the state. I was also able to meet many of you in
person at Convention, at Chapter events and at our leadership
meeting in Santa Barbara last July. Your e-mails with questions, comments and concerns
have also kept me in touch with what you are doing and what
MBAARS
Our northernmost chapter, MBAARS, is planning a spring
event for instructional assistants and paraprofessionals. Contact John Farrington, president for more information, at [email protected],
it is like to be ‘in the trenches’ doing our job, as special educa-
All four of our chapters would love to have your
tion goes through what feels like major changes in our service
membership! For a very nominal fee, you will have the support
delivery models. and camaraderie of special educators in your area. You don’t
Not only that, a brand new Chapter was born this past
have to wait for Convention to gather together with other spe-
year, SUV (Southern Unified Ventura)! We now have chapter
cial education teachers or attend an informational meeting. Do
representation in almost all counties of our region. join your local chapter; you will be glad you did!
CARS + The SPECIAL EDucator 23
CAHSEE
Accommodations
Board Briefs
April 4-6, 2008
Best Western, Sacramento
Barbara McDonald, State Director
Standards and Assessment Division, CDE
Beginning with the March 2008 administration of the California High School Exit Exam (CAHSEE), any proposed accommodation or modification not listed in Title 5 California Code
of Regulations (CCR) sections 1215, 1215.5, or 1216 must be
approved 30 days in advance of the test by the California Department of Education (CDE). This is a change from the former
regulations, which allowed but did not require approval of such
test variations.
Title 5 CCR section 1218 has been amended to state that
the school district must file a request with the CDE for review
and approval of proposed examination variations that are not
specified in sections 1215, 1215.5,or 1216. Requests must be
received by the CDE at least 30 working days in advance of the
proposed administration of the examination.
CTA liaison Ellen Gervase oresents a $500 check to CARS+
Friday morning, CARS+ Board Goals were discussed,
reviewed, projected over the next two years, and prioritized.
These include Current Issues, Ongoing Professional Support,
Protecting the Interests of Special Educators, Increasing Public
Awareness, Expanding Membership, and Maintaining a Stable
Organization. MaryAnne Bobrow, the new CARS+ Membership Service, attended the meeting with several helpful and
exciting ideas for fulfilling our goals.
The Board aso discussed distribution of the new Handbook
Requests for approval of test variations must include a de-
CD, and how to best get it out to our members without delay.
scription of the variation(s), and, If applicable, a certification that
Members at the 2008 Convention, of course, have already re-
the pupil’s or adult student’s IEP or Section 504 plan specifies
ceived their CDs.
that the requested variation is appropriate and necessary to ac-
The Region Directors then met to discuss member concerns
cess the examination due to the pupil’s or adult student’s identi-
and questions, membership numbers and incentives, and region
fied disability(ies) and that such variation is currently listed in the
issues. This is a vital part of every Board meeting, and the time
pupil’s or adult student’s IEP or Section 504 plan.
when members’ concerns are addressed. If you have questions
After reviewing the request, the CDE’s panel of experts,
including mathematics and English-language arts consultants,
and a special education consultant from the CDE, will issue a
decision within 15 working days of receipt of the request for the
proposed variation.
Remember: This process is only for test variations not included in the Title 5 CCR sections 1215, 1215.5, and 1216. If
you have any questions, or if you are unsure as to whether you
or problems you would like addressed, contact your Region Director and they will bring it to the attention of the Board.
At the same time as the Region Directors’ meeting, other
Board members met to discuss the continued development of
the website, and to put together a list of changes and additions to
make. Watch the website as it grows.
The last major issue of the first day was the development of a
preliminary budget for the coming year.
Saturday began with a discussion of the issues that arose
need to submit the request form, contact the CAHSEE Office at
from the Region Directors’ meeting and the preliminary budget.
[email protected] or at 916-445-9449.
The Convention and Newsletter Committees met for critiquing and
planning. The Legislative Director introduced the current legislative session’s bills and the concerns of the Committee. New
Board members underwent a training session as the rest of the
Board met in Goal groups.
Sunday morning was taken up with reports from CARS+ liaisons, committees and workgroups. The agenda was discussed
for the June Board meeting.
24
CARS + The SPECIAL EDucator
Longevity Memberships
Recognized at ’08 Convention
We are proud to announce the current 10- and 20- year CARS+ memberships. The CARS+ Board is very appreciative of their
continued support of our organization.
10 Year
20 Year
Beth Anderson
Catherine Atwood
Karen Balske
Danielle Austin
Konrad Beck
Diana Berliner
Georgia Brown
Janice Cecola
Richard Bodie
Josette Claverie
Dianne Cowen
Dan Burritt
Imelda Cunniff
Maggie Devlin
Kristine Chinn
Antoinette Dickson
JoeAnne Doyle
Jani Eckstrand
Susan Dunaway
Michael Every
Judy Edwards
Helynn Filgas
Susanne Fletcher
Geri Gerrity
Sara Frampton, Ph.D.
Sandra Grathwol
Georgianne Hall
Juliann Grattan
Rose Grossi
Priscilla Lai
Laisne Hamilton
Heidi Hartman
Sharon Maggi
Joanne Harvin
Barbara Hennessy
Ginger Matich
Pat Hill
Doris Jackson
Jacqueline McLaughlin
Lisa Jensen
Sarah Jensen
Kathie Nesbitt
Chris Johnson
Karen Kerrigan
Kim Syre
Marlene Loew
Thomas Lohwasser
Beverly Yatabe
Joan Lord
Rosana Lucchesi
Christine Martinez
Linda Matlock
Judy McCollum
Lora McWhirter
Marci Meadows
Carol Merten
Roberta Mobley
Micaela Moreno
Jackie Morgan
Estelle Murawski
Craig Nelson
Mary Nickel
Favorite Tricks? Share them with
Alice Partridge
Monica Peters
us at [email protected]
Dana Powell
Norma Remke
Bette Reynolds
Carol Rodrigues
Bill Romley
Cheryl Roush
Melodie Santana
Denise Shepherd
Sue Shotwell
Judith Smyser
Katherine Spacone
Paul Steffens
Jaime Tambara
Mary Tavella
Leslie Thompson
Kim Tiberi
Sandra Van Allen
Deborah Vecchione
Christine Walkowiak
Marlene West-Singer
Dorothy Wheat
Chris Wienholz
Mike Wood
Beverly Yamagata
In the Summer Issue…
Getting Ready for the New Year
Do you have any Opening Day
Traditions, Special forms, or
In the Fall…
So THIS is My Assignment…
Now what do I do?
What DO you do when your class
and caseload size, and the diversity of your students, overwhelms
you?
No help from administra-
tion? How do you cope?
Any ideas? Share them with us at
[email protected]
CARS + The SPECIAL EDucator 25
Clearinghouse for
Specialized Media
& Translations
Barbara McDonald
The Clearinghouse for Specialized Media and Trans-
ground color, regulate speed and pitch, and each sentence
lations (CSMT) has announced a new product and a new
is highlighted and read aloud by a speech synthetic voice.
service: Digital Talking Books and Access to Curriculum
CSMT will also offer DTBs on a CD that includes playback
List Service.
software for your audio and text file. Production is scheduled
Digital Talking Books (DTB) provides greater access to
26
to begin this summer.
curriculum for students with disabilities, specifically those
The focus for Access to Curriculum List Service (ACLS)
with print disabilities. DTB provides an array of electronic for-
is to promote electronic versions of accessible materials. This
mats that are user-friendly. Educators will be able to down-
service will allow teachers and specialists to communicate by
load files from the Instructional Materials Ordering and Dis-
sharing good practices, asking for suggestions on specific
tribution System (IMODS) to a personal computer for eligible
needs, sharing materials and resources, or brainstorming
students with disabilities in California. The user, the student,
ideas. To find more information go to the CSMT’s web site at
controls the following: enlarge font size, change the back-
csmt.cde.ca.gov/index.aspx.
CARS + The SPECIAL EDucator
Why Reno?
Linda Nimer, CARS+ President
This question has been asked frequently among our membership ever since the location for the CARS+ 2009 Convention
was first announced. Let us try to respond to that question.
our members will be funding this themselves.
Things in education are continually changing in an effort to
try to make things better for our students. Some of the policies
The number one reason for taking our convention out-of-
that come down to us are wonderful and we embrace them with
state was an effort to try to make the convention more affordable
enthusiasm and move forward. Others seem a little “out there”
for members. Over the past several years, as school budgets
and we are hesitant to move in that direction, but are pleasantly
have continued to shrink, we have found that the majority of our
surprised when they turn out to be wonderful alternatives to the
members have to personally pay the expenses to attend the
way we are used to doing things in our classrooms. Then there
CARS+ convention.
are directives that we are given that, even with lots of dedicated
The Long Beach Hilton, the site of the 2008 convention, was
a wonderful facility but the sleeping rooms for double occupancy
effort and time, are not successful for our students and we discontinue them.
were $142. In contrast, the sleeping rooms at the Nugget in Reno
Things are constantly changing with CARS+ as well as we
are $92. Flights into Reno will be less expensive ($98 from LAX,
try to make things better for our members. We are hoping that our
$52 from Oakland). Food and beverage costs in the area are less
move to Nevada for Convention 2009 will be one of those things
expensive. Airport shuttle service is included in the price.
where we are pleasantly surprised at the results of our decision.
We were looking for locations that would be a draw to our
members with things for you to do after convention hours and
Remember the mantra “Change is good” and start making plans
to join us at the 2009 CARS+ Convention in Reno, Nevada.
before/after convention itself (the quoted room rate is good for
three days before and three days after convention). Some of the
best skiing is found in the Reno area, for instance.
SAVE THE DATE!
Many other state organizations in California hold their
conventions/conferences in Nevada including CADA (California Association of Directors of Activities), CSEA (California
Service Employees’ Association) and CTA (California Teachers’ Association).
There has also been some concern about the smoke-environment in Reno. The Nevada Clean Indoor Act restricts smoking in many public places in the state, including restaurants and
conference centers.
Convention 2009
February 19 (pre-convention day),
February 20, 21, 2009
Reno, Nevada
One of the points brought up at convention was that many
districts will not fund out-of-state travel for conferences. This
point did not come up during discussion at our board meetings.
This is a valid point, but we would hope that members who would
like to attend the 2009 Convention would begin now to convince
their district administration that there is real value in attending
the CARS+ Convention and that they would be saving money by
crossing the state line to Reno. As mentioned above, many of
CARS + The SPECIAL EDucator 27
Lost Your Way? Join CARS+
Become a member of the only organization in California dedicated to equipping Special
Educators! Encourage others with specialist teaching credentials to join CARS+ today!
State Membership Dues
❏ ACTIVE:$75.00/yr A certificated individual who is currently a Resource Specialist, Special Education Teacher, or other Specialist who works with teachers and special education students in an educational setting.Resource Specialists/Special Education Teachers on a one-year leave of absence, non-specialist assignment, administration or study, retain
their right to Active membership for one year. Resource Specialists and Special Education Teachers may retain Active membership status for five years after retirement.Active
Membership includes the updated 2008 Goals Handbook CD and Secondary Transition Gals CD.
❏ ASSOCIATE:$60.00/yrAdministrators, other professional educators (including educational therapists, psychologists and speech and language therapists), special
education credential candidates not in paid teaching assignments and parents, paraprofessionals as well as all others who support the goals and purposes of CARS+.
Chapter Membership Information
❏ I am officially a member of __________________________Chapter
❏ I am a(n) ❏ Resource Specialist ❏ SDC Teacher❏ Other
❏ I need information on local chapters where I ❏ work ❏ live
❏ I am interested in forming a chapter in my area
For additional chapter information, please contact your Region Director (see page 2)
Clip and Mail to:
CARS+ Member Services
6060 Sunset Vista Drive Ste. 1300
Citrus Heights, CA 95610
Name: _______________________________
Address: _____________________________
City: _ _______________________________
State: _ ____ Zip Code: __________________
CARS+ Region#: _ _____________________
School Site: _ _________________________
District/Agency: ________________________
❏ New ❏ Renewal ❏ Change of Address
E-mail Address: _ _____________________
Tel:(H)______________ (W)_ ______________
Your email address is needed for board updates and
legislative alerts. It is not shared with others.
Credit Card Orders Fax to:
916.722.8149
To Apply on-line, go to:
http://www.carsplus.org
Tell Us About Yourself
Payment Information
Number of years teaching_________________
County where you work___________________
_____________________________________
_____________________________________
Are you interested in being contacted
regularly by email?
❏ Yes ❏ No
❏ MasterCard ❏ Visa ❏ Check ❏ PO#__________
CC#: ____________________________________
Where did you learn about CARS+?
_____________________________________
_____________________________________
Expiration Date: ____ / ____
Signature:_ _______________________________
Payment Amount:$________
Billing Address if Different from Mailing Address:
________________________________________
________________________________________
PRSRT STD
U.S. Postage
PAID
The Organization for Special Educators
Permit #1248
Sacramento, CA
6060 Sunset Vista Drive Ste. 1300
Citrus Heights, CA 95610
ADDRESS SERVICE REQUESTED
CARS+ Regions