Podcasts about selpa

Episode 186: Being Inspired with Jenny PonzuricAs we continue our theme of Inspiration this month, I am excited to bring back Jenny Ponzuric to the podcast where we discuss her perspective on inspiration and the importance of having it as a consistent practice. Jenny is also launching a podcast on 1/29/24 called “The Prepared School Psych” and it's going to be amazing. Tune in and hear all about it!Meet Jenny Ponzuric:Jenny Ponzuric is a Licensed Educational Psychologist with an extensive background in school psychology, university teaching, and training of special education team members.Combining her education, experience, and dedication to students struggling in school, Jenny consults, coaches, and trains educators who support them.Working in the field of school psychology for over 20 years, Jenny expanded her knowledge and expertise in assessment by obtaining her post-graduate certificate in School Neuropsychology.Building on individual school site trainings, Jenny also provides district-level and SELPA-level trainings on topics such as the Pattern of Strengths and Weaknesses Model for identification of Specific Learning Disabilities and training expanded as an administrator in a county-wide teacher support services program that assisted special education teachers in clearing their credentials and obtaining added authorizations. Working collaboratively with a team, Jenny wrote the curriculum and trained teachers in areas such as behavior, literacy strategies, and a wide range of IDEA areas of eligibility.Jenny has taught at numerous colleges and universities in Southern CA, including Pepperdine University, CSU Northridge, and Moorpark College; most recently, I was an adjunct professor in Phillip's Graduate University's School Psychology graduate program.Jenny began working full-time in her business in January 2016 to follow her passion for assisting struggling students and impacting the systems by providing professional development and consultation services to school districts and creating the Prepared School Psychologist and PSW Monthly membership communities. Highlights from this episode:(5:40) Inspiration and motivation in education(13:32) Your passions and getting inspired(19:23) Inspiration and personal growth(23:43) Being yourself and career growth(31:22) Podcasting, inspiration, and school psychologyReferenced on this Episode:Episode 32: Leading the Time of Your Life with Jenny PonzuricConnect with Jenny Ponzuric:Podcast Name: The Prepared School Psych Launch Date: 1-29-2024Contact email: support@jennyponzuric.com website: jennyponzuric.com Instagram: https://www.instagram.com/jennyponzuric/ Facebook: https://www.facebook.com/jennyponzuric/ YouTube: https://www.youtube.com/channel/UC-VCVTn3w69mmOkBzn-5QvA?view_as=subscriberLinkedIn: https://www.linkedin.com/in/jenny-ponzuric-1562a8119/ NEW Promos...

Ter a oportunidade de conhecer a atuação profissional em outros países é algo que eu particularmente adoro! Quando eu tenho o prazer de conversar com pessoas competentes e ainda seres humanos legais é um privilégio!!! Em mais uma edição do Conexão Brasil EUA, eu bato um papo de 2 horas com a Jéssica Lascano, que é Psicóloga, Analista do Comportamento (BCBA), e atua com indivíduos neurodiversos em especial na parte de avaliação diagnóstica. Além disso Jéssica tem um filho disléxico, então esta é uma causa que tem um espaço especial no seu coração. Além de falarmos sobre o processo de formação de um profissional nos Estados Unidos, conversamos sobre vários assuntos relevantes em especial para profissionais que atuam na área da neurodiversidade. Instagram da Jéssica: https://www.instagram.com/practicalschoolpsychology/ Alguns links foram falados no decorrer da nossa conversa, vou colocar aqui abaixo para vocês: https://www.thekidswelose.com https://santacruzcoe.org/wp-content/uploads/2021/07/SELPA_handbook_ch15_6.pdf https://www.chino.k12.ca.us/cms/lib/CA01902308/Centricity/Domain/730/TSNA.pdf https://www.p12.nysed.gov/specialed/publications/1-1aide-jan2012.htm 1:1 Salários para Professores: https://claremont-ca.schoolloop.com/file/1516177776190/1410070819471/7085420963458839193.pdf Salários para Professores: https://do.bonita.k12.ca.us/documents/Human%20Resources/BUTA-Teachers-Salary-Schedule-10.12.22.pdf Salários para Professores: https://achieve.lausd.net/cms/lib/CA01000043/Centricity/domain/280/salary%20tables/T_Table.pdf Contenção e Isolamento no Departamento de Educação Especial dos Estados Unidos: https://www2.ed.gov/policy/seclusion/restraints-and-seclusion-resources.pdf In English: Having the opportunity to learn about professional activities in other countries is something I particularly love! When I have the pleasure of talking to competent people and still nice human beings it is a privilege!!! In yet another edition of Conection Brazil USA, I chat for 2 hours with Jéssica Lascano, who is a Psychologist, Behavior Analyst (BCBA), and works with neurodiverse individuals, especially in the diagnostic evaluation part. Also Jessica has a dyslexic son, so this is a cause that has a special place in her heart. In addition to talking about the process of training a professional in the United States, we talked about several relevant issues, especially for professionals who work in the field of neurodiversity.

Join Kris Kington Barker as she speaks with guests from San Luis Obispo County Special Education Local Plan (SELPA), Amber Gallagher, SELPA Executive Director, and Tricia Lomino, SELPA Program Specialist. They will discuss the mission of SELPA to be capacity builders, facilitators, and connectors for students, families, and member districts to ensure all students are provided inclusive opportunities for continuous improvement, and opportunities for success.You are invited to listen, learn, and participate in the conversation today, Thursday, between 1-2 pm. Call in and be part of the discussion at (805) 549-8855 or email questions to voices@kcbx.org.Broadcast date: 3/23/23Central Coast Voices is sponsored by ACTION for Healthy Communities in collaboration with KCBX.

For Episode 7, Moises and Jeremiah sit down with Diana Pastora Carson, the keynote speaker for the upcoming El Dorado Charter SELPA "A Time to Thrive" Symposium in Sacramento on Friday, January 27th, 2023. Diana speaks on the topic of inclusion and provides practical tips on how listeners can serve as allies for individuals with disabilities in their fight for equal rights and access. Diana also shares important inclusion resources and provides tips on how listeners can shift from inspiration to action for individuals with disabilities in their fight for equal rights and access.To register for the SELPA's in-person A Time to Thrive Symposium in Sacramento on 1/27/22, visit the link below: https://edcoe.force.com/edcoeevents/s/lt-event?id=a4Q3l000000OCSiEAO  To learn more about Diana's work, please visit the following links: https://www.dianapastoracarson.com/ TED Talk Link:  https://www.youtube.com/watch?v=ruXB3lbiD3U (Podcast) Beyond Awareness: Disability Awareness that Mattershttps://podcasts.apple.com/us/podcast/beyond-awareness-disability-awareness-that-matters/id1599152885  Additional ResourcesAuthor Paula Kluth (many titles) Disability Visibility by Alice Wong Care Work by Leah Lakshmi Piepzna-SamarasinhaBlack Disabled Art History by Leroy Moore The Pretty One by Keah Brown Being Heumann by Judy Heumann Crip Camp: A Disability Revolution (documentary film) Phoenix Rising (documentary film series) Think Inclusive with Tim Villegas (podcast) 

School administrators around the world have been leading in the face of adversity throughout the COVID-19 pandemic. Our guest, Jennifer Gaviola, is the Deputy Superintendent of a diverse school district with substantial numbers of low-income students; she is uniquely qualified to describe the challenge of providing public education during school closures. Jennifer's strong background in literacy and language education is formidable. She got her start in working in education at Lindamood-Bell Learning Centers and School Services departments. She went on to work in public schools as an educator, and SELPA director before accepting her current position.

Episode Notes On this episode of the What to Be Show we hear from Jessica Little who is the Senior Director for North Santa Cruz County Special Education Plan Area(SELPA)for the last six months. She works on big picture policy and on an individual level helping connect people with the resources they need. Jessica originally thought she wanted to become a lawyer and earned degrees in Political Science and Philosophy. She then changed her mind and went back to school to earn her teaching credentials in both regular and special education, as well as a Master's degree in Organizational Leadership and Policy. Listen to find out more about Jessica's inspirational work!

This segment is entitled, “Making It Available:  The Role of SELPAs in Shared Service Models," and it features three amazing district leaders with vast experience in SELPA governance.Dr. Michele Bowers has been a school educator for 30 years and has proudly served as the Superintendent for Lancaster School District in Lancaster, California, for the last 10 years. Working on behalf of a very diverse population of more than 15,000 students in preschool through grade 8, Michele has championed equity for her students and her community through the expansion of new programs, counseling and mental health support, and establishing partnerships to provide resources to address housing, food, and clothing insecurities. Todd Brose is the proud Superintendent of Red Bluff Joint Union High School District and the Chair of the Tehama County SELPA Superintendents' Council.  Red Bluff Joint Union High School District places an emphasis on positive relationships, diversity, and inclusion.  Under Todd's leadership, the Red Bluff community is committed to recognizing diversity and to making a connection with every student, every day. He has been a longtime advocate for special education, for adequate funding for small and rural communities, and also served on the original One System Task Force.Linette Hodson is the Chief Business Officer for the Castaic Union School District in the Santa Clarita Valley SELPA.  Linette has over 31 years in education, 12 of those years in Keppel School District as Assistant Superintendent of Business Services and then Student Services.  She also served 14 years in the Palmdale School District as the Director of Special Education, Principal, Curriculum Resource Teacher, and as a third-grade teacher. Ms. Hodson is an effective communicator and very successful in making complex financial information understandable.Of possible interest: Antelope Valley SELPA Website Santa Clarita Valley SELPA Website Tehama County SELPA Website From the SELPA Administrators Website: The Continuum of Options The Formation of SELPAs The Governance of SELPAs The Local Plan Explained Making It Happen – The Podcast Series (all available episodes) Like us on Facebook at www.facebook.com/SELPAStrong  

This segment is entitled, “Making It Possible:  The Role of SELPA in Addressing Equity,” and it features three extremely talented equity experts.  Dr. Adam Clark, Superintendent of the Mt. Diablo Unified School District, a single district SELPA with over 26,000 students.  Dr. Clark has been championing the cause of equity for years, and he first came to present to SELPA Administrators of California a few years ago related to his work in Vallejo City USD where he was closely involved with the significant disproportionality process and the culture shifts that took place there.Dr. Mary Montle Bacon is an Equity leader and consultant.  She is the Founder of Images of a Culture, a highly sought-after presenter, and one of the Technical Assistance Facilitators in the area of Significant Disproportionality who consults regularly with multiple SELPAs on issues of equity and social justice.Dr. Debbie Montoya is the Senior Director of the Imperial County SELPA, a multi-district SELPA of 17 school districts located along the California Mexico border.  Dr. Montoya and her SELPA Team are SELPA Content Leads in work specifically related to providing appropriate services for English Learners with Disabilities.Of possible interest:·       State Performance Plan - Technical Assistance Project, SPP-TAP ·      Equity Disproportionality & Design (EDDS), South County SELPA ·       Equity Tools, Promising Practice, and Research, CDE·       Ways 2 Equity Playbook, Inclusion Collaborative at the Santa Clara COE·       Equity Resource Library, San Diego County Office of Education·       Microaggressions in the Classroom, University of North Texas·       Solving Disproportionality and Achieving Equity: A Leader′s Guide to Using Data to Change Hearts and Minds, Fergus, Edward A.Visit the SELPA Administrators of California at www.selpa.info and check out our finance pages.  Like us on Facebook at www.facebook.com/SELPAStrong  

This segment is entitled, “Making It Better:  The Role of SELPA in Dispute Resolution and Prevention,” and it features three very talented individuals each with a wealth of experience.  Katie Castruita - Katie is the proud parent of two teenage children, one of whom has an eligibility of autism and requires special education services.  She resides in Redlands within San Bernardino County.  She has been a member of the East Valley SELPA Community Advisory Committee for the past five years and is currently the Chair and has also worked as a special education paraprofessional.  Katie brings the parent perspective to our conversation through the lens of a parent who pursued due process and experienced the benefits of alternative dispute resolution. Cali Binks - Cali has been the superintendent of the Yucaipa-Calimesa Joint Unified School District since 2013.  Yucaipa-Calimesa JUSD is a mid-to-small sized school district on the east end of San Bernardino County.  Prior to leading Yucaipa-Calimesa, Cali served as the superintendent of a large, urban, diverse school district.  Cali began her career in education as a special education teacher.  She has experienced the positive outcomes that result from a district and SELPA embracing and using alternative dispute resolution (ADR) in working together with families of students with disabilities.Dr. Patty Metheny - Patty has served as the Chief Administrative Officer of the East Valley SELPA in San Bernardino County for the past 7 years.  Prior to leading East Valley SELPA, Patty served for as a district special education director and spent many years as a teacher and school psychologist.  Patty believes that ADR practices offer a respectful, trusting and meaningful way to resolve differences and engage others in challenging conversations.  She is a recognized leader in ADR, serving as the Chair of the State SELPA ADR Committee and the Chair-elect of the State SELPA Association. Of possible interest:· Center for Parent Information and ResourcesThis hub of information is funded by the Office for Special Education Programs.  · Family Resource Centers Network of CaliforniaSupports families of children with disabilities, special healthcare needs, and those at risk by ensuring the continuance, expansion, promotion, and quality of Family Resource Centers.  · CADRE WebsiteFunded by the Office of Special Education Programs at the US Department of Education to serve as the National Center on Dispute Resolution in Special Education. · ADRCal WebsiteA resource directory that provides information and resources for special educators, parents, Local Educational Agencies (LEAs), Special Education Local Plan Areas (SELPAs), and districts across California. · Better Than Court: Using Alternative Dispute Resolution Grants in Special EducationSharon Cavallaro, Ed.D of the Napa County Office of Education and Patty Metheny, Ed.D of the SELPA Administrators of California Alternative Dispute Resolution Committee, 2018.· Pepperdine Straus Institute – An internationally-recognized for law-school-based conflict resolution and for over a decade and ranked among the nation's best programs by U.S. News and World Report. Visit the SELPA Administrators of California at www.selpa.info and check out our ADR and Parent pages.  Like us on Facebook at www.facebook.com/SELPAStrong  

This segment is entitled, “Making An Impact:  The Role of SELPA in the Statewide System of Support,” and it features three extremely talented special education experts.  Heidi Hata, Director of System Improvement Leads – A lifelong educator, Heidi began her career as a preschool teacher, later becoming a school psychologist, special education director, and SELPA administrator.  Heidi now co-leads the work of the System Improvement Leads (SIL) project from the El Dorado COE SELPA.  The SIL project is a collaborative project between EDCOE SELPA, Riverside County SELPA, and West San Gabriel Valley SELPA that utilizes a continuous improvement approach to increase access and equity for students with disabilities.  Alex Gonzalez, Executive Director of Special Education for San Jacinto USD - Alex has over 20 years of experience in the field of education serving as a special education teacher, site administrator, and at various levels of special education administration. He believes that by engaging in a focus on equity and continuous improvement, our school systems will be able to ensure that all students have the capacity to achieve at high levels.  He and his team have been closely involved with SIL and Content Lead work.Melanie Hertig. Melanie has over 25 years of experience working in the education field.  She is currently the  Executive Director of the Irvine Unified School District SELPA which is a single district SELPA.  Irvine USD is one of the only growing districts in the state, currently serving over 36,000 students, and supporting a diverse student population.  Her special education department proudly supports a culture of continuous improvement as a district-wide priority. Of possible interest:System Improvement LeadsVisit the System Improvement Leads website to find resources, professional learning opportunities, online learning opportunities, and to explore the Data Quality Toolkit and the Improvement Data Center, at the System Improvement Leads website.  Content LeadsSELPA Content Leads will further develop the capacity of SELPAs to support the LEAs they serve in developing and implementing evidence-based practices for students with disabilities in particular areas of need. The SELPA Content Leads are:Marin County SELPA — California Autism Professional Training and Information Network (CAPTAIN) to scale up the use of Evidence-Based PracticesPlacer County SELPA — Open Access Project to focus on Universal Design for Learning, Assistive Technology, and Augmentative Alternative Communication strategiesSouth County SELPA — Equity, Disproportionality, and Design (EDDS) to facilitate professional learning and build resources to prevent disproportionate representationImperial County SELPA — Improving Outcomes for English Learners with Disabilities for best practices in assessment and development of culturally and linguistically appropriate programmingVisit the SELPA Administrators of California at www.selpa.info and check out our finance pages.   Like us on Facebook at www.facebook.com/SELPAStrong  

This segment is entitled, “Making It Count:  The Role of SELPA in Special Education Finance,” and it features three extremely talented special education finance experts.  Eddie Davidson, Director of Fiscal Student Services for the Fresno County SELPA.  Eddie has served for 25 years in Education Finance, 13 years in local school district finance and 12 years in the SELPA of Fresno County Superintendent of Schools.   Fresno County SELPA consists of 31 LEAs serving over 8,600 students with disabilities, and their Charter SELPA has 15 LEAs with nearly 900 additional students with disabilities.  Dr. Robert McEntire, Director of Management Consulting Services for School Services of California. Robert is sought after as a presenter for many organizations including CASBO, USC's School of Business, and CSBA. Prior to joining School Services, Robert served as an assistant superintendent and Chief Business Official in medium and large school districts in Southern California, and was a Chief Financial Officer in the corporate sector. He supports and advises school districts, county offices of education, and community colleges.Anjanette Pelletier, Associate Superintendent of Special Education and SELPA for San Mateo County.  Anjanette spent the first 10 of her 25 years in education as a school psychologist, later working in program specialist and director positions. She's been the leader of San Mateo's SELPA for ten years.  Anjanette provides exemplary leadership to our state association as the both the Chair of the Coalition for Adequate Funding for Special Education and the Co-Chair of the State SELPA Finance Committee. Of possible interest:·       Fresno County SELPA's Model SELPA Finance Website.  The site includes information about funding sources, allocations, uses of funds, reporting, and providing an FAQ sheet.  He has even built a library of instructional videos on SELPA finance for his SELPA's member LEA business officials and has made all available to the public.  We are so grateful for what he has put together and is willing to share.·       Overview of Special Education in California, produced by the California Legislative Analyst's Office in November 2019, provides comprehensive information about the state of special education finance in California. What is Special Education? Who Receives Special Education? How is Special Education Organized? How is Special Education Funded?·  California's Special Education Funding System Creates Challenges and Opportunities for District and Charter Schools, Bellwether Educational Partners, May 2019 Visit the SELPA Administrators of California at www.selpa.info and check out our finance pages.  Like us on Facebook at www.facebook.com/SELPAStrong   

Coping with the COVID-19 pandemic has been challenging for all families, but for families caring for children with disabilities, it can be especially challenging. According to the last US Census Report , one in every 26 American families reported raising children with a disability. How are they coping? What resources are there for them in the community? Join Kris Kington Barker as she speaks with Kaycie Roberts, executive director with the Central Coast Autism Spectrum Center , member of the San Luis Obispo County Special Education Local Plan Area (SELPA) Community Advisory Committee and parent of a child with autism; April Lewallen, board chair of the Central Coast Autism Spectrum Center and V.P. with PathPoint ' and Rebekah Koznek, parent and chair of the Community Advisory Committee (C.A.C.) with SELPA , as they discuss how they are coping during the pandemic.

Anna and Victoria talk with Regina Reed, a Director of SELPA at the Ventura County Office of Education.  Regina shares insight into some of the challenges Special Education teachers face during Distance Learning and provides tips on how to prepare for next year.  In addition, Regina shares some successes and wins of local Special Education teachers and Specialists during Distance Learning. For links to resources see https://www.vcoe.org/TFT

        Prior Written Notice (PWN) pursuant to 34 CFR Sec. 300.503 gets a fair amount of general discussion among special education stake-holders, but, in today's post/podcast, I want to look at it more in-depth. Today's discussion looks more closely at the regulatory requirements and the types of special education contexts in which PWN becomes necessary.   I pulled a couple of examples from old case files that I can use to illustrate a number of points. These are old, closed cases from school districts where I currently have no active casework that happened years ago, but one of them involves bad players that I know are still out there.   The first one involved a student of an independent study charter school that had contracted with a third-party provider to deliver its special education and related services. Charter schools are often the worst at special education compliance, and online and independent study charters are usually the worst of the worst; for more information about that, see our prior post, "California Charter Schools & Special Education." This case was no exception.   To put this example PWN into context, first I have to explain what was going on at the time. Our autistic student with high cognition also had debilitating anxiety that, combined with his autistic perseverative thoughts, could spiral his behaviors out of control, requiring intensive Board Certified Behavior Analyst (BCBA) services.   This student also needed interventions to address his anxiety, for which the parents, through me as their advocate from our agency, had requested a referral for a mental health evaluation as part of the IEP process. At the time, what we were requesting was provided by the local County Behavioral Health (CBH) agency under contract with the local Special Education Local Plan Area (SELPA), of which the chartering school district was a member.   So, while we were requesting a referral to the local CBH, it was under the auspices of an IEP-related assessment for the determination of IEP goals and services. In response, the third party special education contractor, using the local SELPA's PWN form, replied with the following:   Description of action proposed or refused by district: In a letter dated [DATE] and received by the charter on [DATE] the parents requested the school refer [STUDENT] to [CBH] Explanation of reason for proposal or refusal: Parents can make individual referrals themselves without the involvement of the school.   The PWN goes on to explain how parents can make their own community-based referral outside of the IEP process to the local CBH. In an effort to try and make it look like it was complying with the law by replying with official forms and filling in the blanks with words, what the charter's third-party contractor actually did was commit a substantive violation of a Free and Appropriate Public Education (FAPE).   First of all, the request was for an IEP-related mental health evaluation and possible IEP goals and services. Going through the community-based referral process does not tie any mental health services provided to IEP goals and the delivery of a FAPE. Regardless of what our student may have or have not received by way of community-based mental health supports, none of that alleviated the IEP team from the mandated responsibilities of assessing for and providing any needed special education-related mental health services.   Further, the charter's response on official SELPA forms was issued by its third-party contractor, which had no direct legal obligation to our student to offer and deliver a FAPE. The third-party contractor issued PWN on behalf of the charter, which was supposed to be acting on behalf of its chartering district, the latter of which being the entity that was actually legally responsible for FAPE but had no idea any of this was going on.   What this was really about was the charter's third-party contractor not wanting any other entities involved over which it couldn't exercise any kind of control. Because CBH would have been directly funded by SELPA and the State, the charter's third-party special education contractor couldn't lord payment over its head to control how it conducted itself like it did with its contracted teaching personnel and service providers.   If anything, it put the third-party contractor's questionable conduct in the path of scrutiny to have an outside agency like the local CBH get involved. The third-party contractor denied the referral and pushed it back onto the parents in order to prevent CBH from becoming part of this student's IEP and implementation teams. It was out of fear of accountability that the third-party contractor denied the referral and pushed it back onto the parents to pursue through community-based resources outside of the IEP process.   Measurable annual mental health IEP goals with the local CBH as the responsible provider would have likely meant CBH personnel in the home, where additional special education services of all kinds were needed but not being provided. Having CBH come on board to provide mental health services under this student's IEP would have created outside, impartial witnesses to all of the other special education violations going on with this student's case at the hands of the charter's third-party contractor.   Adding CBH to this student's IEP would have made the chartering district answerable for making sure the mental health goals were implemented as written, which would have required CBH to actually do its job, putting the third-party contractor's scam operation at risk of exposure. Needless to say, this case ultimately went to a lawyer who filed for due process, the matter settled, and I can't talk about what happened after that.   Prior to and at the time of settlement, this kid was in no way ready to enter the brick-and-mortar school setting, which is far less restrictive than being educated at home. This was one of those situations where the independent studies charter school kept insisting that the student's living room was the general education setting because that's how it was for all of their students, without regard for the fact that the only reason his living room was the Least Restrictive Environment (LRE) for him was because he couldn't handle a traditional classroom.   If this student had been enrolled in a traditional school district at the time, but still was receiving instruction at home, it would have been regarded as one of the most restrictive placement options possible. His in-home placement was light years from a general education classroom in a brick-and-mortar setting, which everybody knew he couldn't handle. It was a technicality that in-home instruction was the norm for independent studies charters, such as his. His situation wasn't about family educational choice; it was about individual educational need.   Educating him at home was an accommodation. His parents would have preferred to send him to school, in all honesty, but they made the choice to home-school because of his demanding special needs. He needed intensive autism and mental health services to get to the point where he was able to access the world outside his home with success.   The charter was effectively trying to turn him into a well-educated hermit, which often seems to be the case with students with these types of needs in independent study programs. Bringing the instruction to students who are challenged to function successfully outside of the home may seem to be prudent, but if it doesn't include related services meant to increase the student's independence and access to less restrictive learning environments, it's not a FAPE.   Preventing the provision of such services in order to avoid accountability is a despicable breach of ethics, as well as a monstrous denial of FAPE. First, in this case, the denial to refer for IEP-related mental health services as requested by the parents interfered with meaningful parent participation in the IEP process, in addition to violating procedure with respect to referrals for evaluations and reevaluations.   Secondly, it denied a FAPE because it meant the student's IEP was informed by insufficient assessment data. As a matter of FAPE, the student had a federally protected right to assessment in all areas of suspected disability and learning need. That right was denied when the charter's contractor chose to deny the mental health assessment referral and push the burden back onto the parents to pursue through community-based resources unrelated to the IEP process.   Further, the contractor's efforts to circumvent the IEP process not only undermined meaningful parent participation in the IEP process as promised by federal law, it also meant that the student's IEP was not reasonably calculated to render meaningful educational benefits in all areas of unique student need, which also denied a FAPE. As such, the student was being deprived of meaningful educational benefits in the areas of mental and emotional health, which was negatively impacting his behavior and, thus, access to education, which also denied a FAPE.   So, just on the basis of this misuse of an official PWN form, the charter's third-party contractor made the record of its efforts to circumvent the IEP process, indirectly on behalf of its charter school client's chartering district, thereby denying a FAPE in at least four different ways:   Denial of meaningful parent participation in the IEP process Failure to assess in all areas of suspected disability Failure to design IEPs that are reasonably calculated to render meaningful educational benefits in all areas of unique student need Failure to deliver meaningful educational benefits in all areas of unique student need   The point I want to get across is that, just because you get a PWN on official paperwork, it doesn't mean the education agency has actually followed the law. It's not just the matter of complying with procedure by sending something out titled "Prior Written Notice." What is written in the notice matters, and is regulated by federal law.   In my second example, also from years ago, and also ultimately settled after the family brought in an attorney, the situation was different. Our student had lived with his parents in the attendance area of a school district near the Southern border of California. Shortly before I became involved, this child's mother had passed away, leaving his father alone to provide all of the in-home support his autistic son with demanding needs required while holding down a job as a traveling engineer.   As difficult as it was, the most sensible thing to do under the circumstances was for the student to live most of the week with his grandmother in another community far to the north in the San Joaquin Valley. The student's grandmother, his late mother's mother, was available to be a full-time primary caregiver and his uncle, his late mother's brother, was available to help with any kind of important decision-making, such as with IEPs and regional center services. The student's father shared his educational decision-making authority with his mother-in-law and brother-in-law so that they could take on these serious responsibilities.   In anticipation of the student moving to his grandmother's and becoming a student of the local school district, his uncle went to enroll him and shared with the District the student's IEP. The IEP from his incoming school district included a significant amount of Non-Public Agency (NPA) services that were provided during and outside of the school day because of the intensity of the student's needs.   These services were not typical for most IEPs, but IEPs are supposed to be individualized. Based on the evidence it had at the time, the IEP team at his previous school district had determined that these services were necessary based on his unique circumstances to provide him with a FAPE.   The receiving school district nearly had a fit when it saw this student's incoming IEP. It utilized every procedural tactic at its disposal to argue that it didn't have to implement the incoming IEP as written. That's one of the issues that was addressed by the settlement, so I can't talk about it, here, which is a bummer because the legal arguments around this issue were total fireworks.   The bigger point that almost got lost over the arguments over procedure, which was likely the District's intent by arguing over procedure, was what the student substantively required as a matter of FAPE. The receiving school district simply had no intention of paying for NPA services and insisted on stripping out all of the individualized supports described by the student's IEP, which had him placed in a general education setting with age-typical language and behavior models, and placing him in a Special Day Class (SDC) for students with autism.   This student was mainstreamed with a 1:1 NPA behavior aide to keep him involved in the instruction and facilitate his language, social, and classroom behavior skills development. The receiving school district proposed to put him in a full-time classroom filled with other students with needs like his own and no models of age-typical language and behavior. He was being successful in his previous placement with the configuration of services described by his IEP.   The receiving school district had never met the student, much less assessed him, and therefore had no educational or legal basis to place him in a more restrictive setting. Regardless of whether procedure required the receiving school district to implement the incoming IEP as written or not, it was still obligated to offer and provide a substantively appropriate FAPE. It had no data to inform its offer of services and placement, and certainly nothing that suggested his needs had changed such that a more restrictive placement was educationally necessary.   After articulating the request for the receiving school district to implement the incoming IEP as written, this was the District's response, crafted with the assistance of its attorney, as I understand it:   Description of the Action Proposed or Refused by the District   The [District] and [County Office of Education (COE)] are refusing to provide BCBA supervision of the BIP dated [Date]. The District and [COE] are denying the request for 1:1 instructional aide support to be provided by a NPA. The District and [COE] are also denying in home support, parent training, and direct speech and language services provided in the home. The District and [COE] continue to offer a [COE] operated special day classroom located at [Campus] as an interim placement for 30 days ...   Explanation Why the District Proposes or Refuses to Take Action   ... you requested that [Student] be provided with a BCBA to oversee the BIP. The District and [COE] offered 60 minutes per month of consult behavior intervention services to address the implementation and training of the BIP ... to be provided by a [COE] program specialist with ... required training for Functional Behavioral Assessments (FBA) and BIP ... the District and [COE] feel that the program specialist would be able to implement the strategies and recommendations of the BIP.   ... you requested that a NPA provide the direct 1:1 instructional aide services. At the meetings, you indicated that the NPA instructional aide is essential to the successful implementation of the current IEP. The District and [COE] recommend intensive individualized services daily ... Intensive individualized services are provided by [COE] instructional aides ... The District and [COE] feel that [COE's] trainings, in addition to the support and oversight provided by the program specialist, provide enough knowledge for [COE] to successfully support [Student] and fully implement the current IEP.   The District and [COE] are refusing to provide these additional services and continue to recommend 360 minutes per month of direct speech and language services and 30 minutes per month of consult speech and language services. Given that the in home services that are being requested are now embedded in the categorical program in a way that his prior placement in a non-categorical program did not provide, in home services are not needed.   So, that's a lot, but here again is an example of a school district complying with procedure by sending a PWN, but, in doing so, making the record regarding its substantive denials of a FAPE. As stated previously, the receiving school district had conducted absolutely no assessments that indicated that this student needed to be placed in an SDC instead of supported in general education with push-in supports. This was an LRE case.   Basically, what the receiving school district was doing was making a placement decision on the basis of what it was willing to spend rather than what was necessary to educate the student in the LRE. The only guidance it had as to what the student required was the incoming IEP. It had no idea whether what it was offering as a 30-day interim placement would completely derail this kid or not (which it would have).   The language that jumped out at me that really chapped my hide were the statements about what "the District and [COE] feel" is best in the absence of any evidence. Basically, this was the District and COE admitting to basing their decisions on opinions rather than the facts that the regulations require.   It's a violation of both the IDEA and Section 504 of the Rehabilitation Act to to change the type of placement a student with disabilities receives without first assessing to determine that student's current placement needs. Placement decisions are based on what is the LRE in which the services can be rendered such that the goals are met. There was no data demonstrating that an SDC placement was suddenly the LRE for our student, after he had been successfully placed in general education with push-in supports under the IEP he already had.   Like I said, this case was ultimately settled and it happened several years ago. But, these kinds of things continue to go on all the time. I'm only citing old cases, here, because I don't want to talk about anything currently being litigated or potentially litigated. The regulations for PWN have been the same for a long, long time, so there's not some recent change in the law that would make older cases irrelevant.   As a parent, if you get a PWN in the mail denying a request you've made, don't assume that the explanation you're being given is a good one. Just because it's on official letterhead or official form doesn't automatically make it proper.   Really, it all boils down to 34 CFR Sec. 300.503(b)(2), which requires any PWN to include, "An explanation of why the agency proposes or refuses to take the action." The explanation as to why a parent request is being denied better be a good one, or all the District accomplishes is using a procedural requirement to document its substantive denials of a FAPE on the record. If that's the case, it's evidence that parents can use in due process to achieve appropriate educational outcomes for their children with special needs.

Rekaman kali ini, Nixon tidak bersama Nata. tapi bersama beberapa rekan stand-up comedy. ada Zunnun (yg lucu banget disini), Selpa, Topan, dan temannya Topan. membahas soal sebenernya, les itu penting atau dibutuhin gak, sih? kebetulan Zunnun sendiri masih status pelajar, dan pernah les. btw, kalo pengen ikutan jg di podcast ini, email aja ke emailnyanixnat@gmail.com ya! Selamat Menikmati, Semoga Menyenangkan! --- Send in a voice message: https://anchor.fm/nixsound/message

Do you know the difference between Public School and a Charter School? If you aren’t familiar with Charter schools, then this episode will help clear the air for you. On today’s episode, we will focus on Charter Schools and their role in the public school system. Charter Schools vary greatly and it can sometimes be confusing to understand the structure of the school and how these schools accomplish their stated goals. Listen in to learn if a Charter school may be a good option for your child. What We Discuss in this Episode: Update on the Teacher strike that happened The good, bad and ugly of Charter Schools The breakdown of a Charter School How money follows the student for public and Charter Schools In California they have "SELPA" stands for Special Education Local Plan Area Why charter schools can be so different The idea of Charter Schools being Innovative Renewing Charter School status every 5 years Breakdown of children being admitted/accepted into Charter Schools Do your research on each Charter School   Resources Mentioned in the Show: Section 504 Rehabilitation Act Click here for more information Thank you for listening! Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday. If you enjoyed this episode and believe in our message, then please help us get the word out about this podcast. Rate and Review this show in Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: Facebook Instagram Twitter IEP website This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.

In order to understand why our education systems and laws are the way they are, it's important to explore how they were formed and how they are currently enforced. In this episode, Vickie and I chat about the basics of our federal and state education laws and how the two work together to create your student's education system.  For full transcript of episode, visit our site here. What You'll Learn in this Episode: How the US is unique with its federal education system The interaction and connection between State laws and Federal laws The structure of enforcement of Federal laws in the various states How the federal education system protects the right to education for every student What agency is responsible for enforcing education laws in each state Discrimination against students living with disabilities is prohibited in public schools, but what about private schools? What is a SELPA and does your student's school district have one? How schools are funded, specifically for programs geared towards students with disabilities, and how the monies are spent Are funding laws outdated? The conflicts between State and Federal laws, specifically as they relate to state teacher tenure laws Resources Mentioned: US DOE https://www.ed.gov/ (website) – mission statement Office for Civil Rights website Department of Justice https://www.justice.gov/ (website) California Department of Education website https://www.cde.ca.gov/sp/se/as/caselpas.asp (Special Education Local Plan Areas) (SELPAs) Legislative Analyst's Office http://www.lao.ca.gov/ (website) https://www.cde.ca.gov/fg/aa/se/ab602apptdat.asp (AB 602) Voice of San Diego article – Maria Srikrishnan, “When it comes to special education in Ca schools, funding is very unequal” https://en.wikipedia.org/wiki/Brown_Act (California Brown Act) Thank you for listening! Don't forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player of choice. If you enjoyed this episode and believe in our message, then please help us get the word out about this podcast. Rate and Review this show in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website)

Tanya Fraizer Tanya Fraizer is a dynamic individual with a passion to help others find joy and peace in their personal and professional lives. Tanya is a graduate of Concordia College – Moorhead with a degree in Elementary Education. She has worked extensively with families, with experience in both in-home and agency-based parent education. Tanya is a Nurtured Heart Approach Advanced Trainer and the owner of Heart To Heart Consulting, through which she provides coaching, classes, trainings and speaking engagements on NHA.  Her prowess for leadership with clarity and compassion is a joy for all the NHA Trainers she is so personally dedicated to serve.  Tanya lives in Fargo, ND with her husband and daughter. Mark Pfaff Mark, Certified Advanced NHA trainer. In Public Education 10 years serving Special Education grades Preschool, K - 8, Adult Post-Secondary, Mild/ Moderate/ Severe students. Was a Middle school Assistant Principal and now serving as a county SELPA administrator and Program specialist. Co-parent of three children ages 15, 8, 5 in Chico, CA.  Nick Bartlett Nick Bartlett has been a School Psychologist since 2010. His experience is diverse, having served students from preschool to post-secondary, from all disability areas. He became a Nurtured Heart Approach © advanced trainer in 2016. Nick has trained hundreds of parents and educators in The Nurtured Heart Approach and utilizes the powerful methodology with students he counsels as well as his own children who are 7 and 4 years old. He is a firm believer in the transformative power of the approach and truly enjoys seeing children light up when children begin to become of aware of and own their greatness. 

When a parent like Katy Franklin, who has a child with autism, donates time to aid other parents, it is a gift. Time is at a premium in her life. She is helping other parents navigate the special needs program of the San Francisco Unified School District.  Katy is a member of the Community Advisory Committee on Special Needs of the San Francisco Unified School District School Board.  The Committee sends out a newsletter twice a year from the committee to the parents of extra needs children in the district, that is distributed by the San Francisco Special Education Local Plan Area (SELPA).One issue was sent out, and then the difficulties began. When given the second newsletter in July 2007, the SELPA manager David Wax assured the Committee that it would be translated into two languages.  This took until January 2008 but came back without any translation. A further delay was caused when the Committee was told there were “issues” with the ‘frequently asked questions’ section of the newsletter. Katy had included the questions the Committee members are continually asked by parents in an effort to increase the knowledge of the parents.  It became an issue for SELPA because these questions and answers educated the parents on their rights in getting an equitable education for their child. At that point, SELPA and David Wax sent a letter from a law office telling the committee that they were not allowing pages two and three to be sent out (including the question/answer section). This is a case of a government agency censoring, without authority over the Committee, but it gets worse.  Under the guise of investigating a complaint of Katy’s, SELPA sent a lawyer to Katy’s son’s school to investigate his homework and all communication between Katy and her child’s teacher. It gives you goose bumps. You can download the newsletter and the letter from the law office and see for yourself what SELPA doesn’t want parents to know.  After you listen to the interview that Senior Dad Stan Goldberg has with Katy Franklin please listen to the closing segment as Katy perhaps provided us with the clue for us to tease out an answer as to why some autism numbers in the SFUSD appear so out of proportion.