SPECIAL EDucator
Transcription
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