EDUCATION B PRACTICES Tlibrary.ccsa.org/Best Practices Toolkit - SPED Report.pdf · 2019. 2....

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SPECIALEDUCATIONBESTPRACTICESTOOLKIT

ForSchoolLeadersandPractitioners

Duringthe2015-16academicyear,theCaliforniaCharterSchoolsAssociation(CCSA)conductedastatewidequalitativestudyofinnovativeandexceptionalspecialeducationprogramsandpracticesacrosstheCaliforniacharterschoolmovement.InOctoberof2016,wepublishedareportdetailingourfindingswithexamplesofsuccessfulpracticesgroundedincurrentresearchandaccompaniedbyseveralcasestudiesofmodelprograms.Whilethereportprovidesanoverviewofthesesuccessfulelements,itofferslimiteddetailedpracticalguidancethatschoolleadersandteacherscoulduse.

Thepurposeofthistoolkitistoexpanduponourresearchfindingsbyincludingspecificexamplesandpracticalimplementationtipsfromtheprograms.Likethereport,thetoolkitisorganizedintothefollowing9keyelements:

1. Philosophyofinclusion.Studentswithdisabilitiesintheseschoolswereeducatedpredominantlyincontent-rich,generaleducationsettings.

2. Individualizationandtailoringprogramstostudentneeds.Schoolswerehighlyadaptableandbuiltindividualizedsupportsaroundstudentneedsratherthanplacingstudentsintopredeterminedsettings.

3. Supportiveschoolcommunity.Schoolsdeliberatelyworkedoncreatingandmaintainingapositiveschoolcommunitywheredifferencesarecelebratedandwherestaffandstudentssupportoneanother.

4. Multi-tieredsupportsystems.Schoolsimplementedclearly-defined,team-based,data-drivensystemsthatcombinedgeneralandspecialeducationsupportswithinaframeworkfocusedonpreventionandintervention,regardlessofdisability.

5. Familyandcommunitypartnerships.Schoolsbuiltstrongpartnershipswithfamiliesandcommunityorganizationstodevelopsupportnetworksaroundtheirstudents.

6. Cutting-edgetechnologiesandpractices.Schoolsembracedinnovativeandemergentapproachestoprovidingservicesforstudentswithdisabilities.

7. Flexibilityandautonomy.Schoolssoughtautonomyinspecialeducation,whichallowedthemtomakelocalprogrammaticdecisionsandbuildthefullarrayofsupportsandservicesnecessarytomeettheuniqueneedsoftheirstudents.

8. Staffdevelopment.Schoolsimplementedrigorousrecruitmentandprofessionaldevelopmentpracticestoensurethatgeneralandspecialeducationteachersandstaffwerepreparedtomeettheneedsofallstudents.

9. Constantrefinementandimprovementofprograms.Schoolscontinuallyevaluatedandrefinedtheirpracticestomatchtheevolvingneedsoftheirstudents.

Eachelementisdefinedanddescribedbelow,accompaniedbypracticaltipsforimplementationandadditionalresources.Notethatsomeoftheresourcesarenotfree;however,itisnottheintentofCCSAtoendorseorpromoteanycurriculum,resource,organization,orsoftware.Instead,weaimtosharethoseresourcesthatschoolsfoundusefulformeetingtheneedsofstudentswithdisabilitiesandothervulnerablepopulations.

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Behindallofthesuccessfulspecialeducationmodelswevisitedwasastrongbeliefinthephilosophyofinclusion.Charterschoolsexpressedacommitmenttorespondingtothediversityofneedsofalllearnersthroughchangesandmodificationstocontent,approaches,structures,andstrategies.Thesecharterssharedacommonvisionwhichembracesallstudents,andaconvictionthatitistheresponsibilityofthegeneraleducationsystemtoeducateallstudents.

InCalifornia,nearlyhalfofstudentswithdisabilitiescontinuetobeeducatedinsegregatedsettings,withonly53%beingincludedingeneraleducationclassroomsfor80%ormoreoftheirinstructionalday.However,inthechartersector,therateofinclusionismuchhigher–88%ofstudentswithdisabilitiesareeducatedingeneraleducationclassroomsfor80%ormoreoftheirinstructionalday.Inclusiveeducationismuchmorethanjusteducatingdifferently-abledstudentstogether.Itinvolvescarefulplanningtoensurethatallstudentsareprovidedwithappropriatesupportswithinonecoherentsystem.Below,areseveralkeyaspectsthatarenecessaryforsuccessfulinclusiveschools,alongwithpracticaltipsandadditionalresourcesforimplementation.

KEYASPECTS:

• Allstudentsareincontent-richgeneraleducationclassestothegreatestextentpossible.• Allstaffseethevalueininclusionandstrivetobuildsupportsandservicesintothegeneraleducationclassrooms

ratherthanprovidethemonapull-outbasis.• UniversalDesignforLearningApproach(UDL)isused.

UDLprovidesasetoftoolsandconsiderationstoensurethatinstructionalgoals,assessments,andmethodsareaccessibletoall.Itrestson3essentialcomponents:presentinginformationandcontentinmultipleformatssothatallstudentscanaccessit;allowingstudentsalternativestoexpressordemonstratetheirlearning;andtappingintostudents’interestsandmotivationforlearninginavarietyofways.

• AccessibleCommunication.Studentsareimmersedinlanguage-richenvironmentsandgiventoolstocommunicatewithadultsandpeers.Communicationincludeslanguages,displayoftext,Braille,tactilecommunication,largeprint,accessiblemultimediaaswellaswritten,audio,plain-language,human-readerandaugmentativeandalternativemodes,meansandformatsofcommunication,includingaccessibleinformationandcommunicationtechnology.

• Constantcollaboration.Atthecoreofanysuccessfulinclusionmodelisconstantcollaborationbetweengeneralandspecialeducationteachersaswellasrelatedserviceprofessionals.

1. PhilosophyofInclusion

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PRACTICALTIPS:

• Implementcollaborationstructurestoensurethatteachersandspecialistshavethetimeandspacetoworktogethertosupportstudents.

Thispieceisabsolutelykeyforimplementationofacoherentandinclusiveeducationalmodel.Theschoolswevisitedapproachedcollaborationinavarietyofways,buteachhadwell-definedstructurestosupportandpromotecollaboration.Someschoolshadco-taughtclassrooms(CHIME,Gabriella,OaklandSchoolfortheArts);and,itwasanexpectationthatgeneralandspecialeducationteachersplanned,taught,andevaluatedlessonstogether.Inotherschools,teacherswereprovideddesignatedcollaborativeplanningtimeonaweeklybasis.Schoolsalsofrequentlyfacilitatedcollaborationbetweenteachersandrelatedservicespersonnel,includingschoolpsychologists,speechandlanguagepathologists,adbehaviorinterventionspecialistsby:

§ Schedulingrecurringgeneralandspecialeducationteacherandserviceprovidermeetings;§ Ensuringthatspecialeducationteachershaveconsistentaccesstogeneraleducationteacher

lessonplansandopportunitiestoaccommodate/modifythemasneeded;§ Usingbinders/trackers/othertoolstomakeiteasyforgeneraleducationteacherstomake

accommodationsandassessprogresstowardstudentgoals.AnexampleofanaccommodationsmatrixfromOaklandSchoolfortheArtsisincludedinAttachmentAattheendofthistoolkit.

• Buildalibraryofmodifiedandaccommodatedassignments.AtCHIMEInstitute'sCharterSchoolinLosAngeles,generalandspecialeducationteachersworktogethertomodifyallassignmentsforeverygradelevel,inaccordancewiththeuniqueneedsoftheirstudents.However,eachtimeamodificationismade(forexample,afictionaltextissimplified)themodifiedversionoftheresourcegetsaddedtothe“ModServer”.ThishasallowedCHIMEtobuilduparobustlibraryofmodifiedresourcesforeveryassignmentineverygradelevel,whichcanhelpmeetdifferenttypesofneedsandsaveteachers’time.Schoolscanusededicatedexternalharddrivesorclouddrives(likeGoogleDrive)tosavetheirmaterials.

• Utilizeavailabletechnologytomakecommunicationaccessible.Studentswithdisabilitiesoftenrequireassistivecommunicationsystemstoensurethattheycanfullyparticipateintheclassroom,andthosesystemsareexpensive.CHIMEandMulticulturalLearningCenter(MLC)usediPadsandtabletdeviceswithassistivecommunicationsoftwarethathelpedstudentseffectivelyengageinconversationsandclassroomdiscussions.Proloque2Goisthemostwell-knownofalltheassistivecommunicationsappsontheiPad,butthereareothersolutionsthatallowstudentstocreatepictures,flashcards,storyboards,routines,visualschedules,andothermeansofcommunicating.SomeadditionalexamplesincludeiCommunicate,MyTalkToolsMobile,Look2Learn(L2L),andVoice4u.StudentsatCHIMEalsolearnedbasicsignlanguagefromanearlyage.Inakindergartenclassroom,studentssangalongtoasongthatcombinedtextandvisuals(charactersandsymbolsdrawnovercertainwords)withavideoofaninstructionalaidesingingalonginsignlanguage.

ADDITIONALRESOURCES:

• GuidelinesforInclusion:EnsuringAccesstoEducationforAll,UNESCO,2005• CASTUniversalDesignforLearning• Inclusiveeducationbestpracticesself-assessment• Myriadresourcesonco-teaching,collaboration,andspecialeducationbestpracticesfromtheIRISCenter,whichis

anationalcenterdedicatedtoimprovingeducationoutcomesforallchildren,especiallythosewithdisabilitiesfrombirththroughagetwenty-one,throughtheuseofeffectiveevidence-basedpracticesandinterventions.

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Specialeducationisnotaplace,itisaservice.Ratherthanthinkingaboutaprogramthatwouldmeettheneedsofastudentoragroupofstudents,schoolsshouldworkcreativelytobuildsupportsandservicesaroundtheirstudents.Furthermore,allspecialeducationprogramsshouldevolveandchangeeachyeartomeettheevolvingneedsofthestudentstheyserve.

KEYASPECTS:

• No“one-size-fits-all”approach.Whileitistypicalforschoolstodevelopexpertiseincertaintypesofservice-deliverymodels,schoolsshouldavoidthinkingofexpertiseasplacementoptions.Everystudentshouldhaveanindividualizededucationalprogram(IEP)builtaroundhisorheruniqueneeds.Undernocircumstancesshouldastudentbeplacedinamorerestrictivesetting(likeaspecialdayclass)onthebasisoftheirIEPfromapreviousschool,thenumberofserviceminutestheyhave,ortheirspecialeducationeligibilitycategory.Thisapproachcontributestoexclusion,segregation,andlowerachievementofstudentswithspecialneeds.

• Studentindependentfunctioningistheultimategoal.Itispossiblethatastudentneedsamorerestrictivesettingforaperiodoftimeinordertomeethis/herneeds.However,thegoalofspecialeducationshouldbetogetthestudentbackintothegeneraleducationsettingassoonaspossible,sothathe/shecanbecomeanindependentandproductivememberofsociety.

PRACTICALTIPS:

• Utilizeyourexistingresources.AtKIPPRaices,administratorsandstaffbuiltaprogramaroundastudentwhohadsignificantbehavioral,academic,andsocioemotionalneeds,relyingpredominantlyontheirexistingstaff.Theyworkedwiththefamily,staff,andanumberofprofessionalstofirststabilizethestudentbyremovinghimfromthegeneraleducationclassroomwhereheposedasafetythreattohimselfandothers.Then,theyconductedaseriesofassessments,includingaFunctionalAnalysisAssessment(FAA)tounderstandwhattriggersstudentbehaviorandhowtobestaddressit.Theyputsystemsinplacetosupportthestudentindevelopingskillsforpositiveinteractionandformanaginghisoutbursts.Theyprovidedtrainingtostaffandparentsonthesesystems.Forseveralmonths,thestudentworkedone-on-onewithateacheroutsideofthegeneraleducationclassroom,until,gradually,hewasagainabletofunctioninhisgeneraleducationclassroomfulltime.Thestudentstillreceivessomeone-on-onesupporttofillinhisremainingskillsandacademicgaps,butheisincludedinallinstructionandschoolactivitieswithhispeers.GabriellaCharterAcademywentthroughasimilarcyclewithastudentwhowassignificantlybehindacademically.Asasecondgrader,shehadtroublespellinghernameandrecognizingsightwords.Shebarelyspoke.Theschooladministratorsarrangedforhertoworkwithkindergartenandfirstgradegeneraleducation

2.IndividualizationandTailoringProgramstoStudentNeeds

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teacherstofillinsomeofherskillsgapsinliteracy.Shealsoworkedwithspecialeducationteachersandotherspecialiststogiveherstrategiesforindependentfunctioning.Thestudentisnowinthirdgradeandabletofullyparticipateinhergrade-levelcurriculum.

• AskyourSpecialEducationLocalPlanArea(SELPA)forassistance.OaklandSchoolfortheArts(OSA)hadagroupofstudentsoneyearwithsignificantsocioemotionalandmentalhealthneeds.Studentsweredealingwithdepression,anxiety,trauma,poverty,homelessness,andotherfactorsthatwereholdingthembackfrombeingsuccessfulinschool.OSAcontactedtheElDoradoCharterSELPA,ofwhichtheyareamember,andaskedforassistancewithcreatingaspecializedprogramtomeettheneedsofthisgroup.TheSELPAofferedideasandguidanceincreatingaTherapeuticallyEnrichedAcademicModelor“TEAM”programatOSA.ThekeycomponentofTEAMwasflexibility—studentsknewthatiftheywerefeelinganxiousoroverwhelmedtheycouldleavetheiracademicclassandreturntotheirTEAMclassroomorfindaTEAMcounselortoworkwithforaslongastheyneeded.Byfosteringthisflexibilityattheoutset,theoverallstructureoftheprogramremainedconsistent:thestudentsbeganthedaywithgrouptherapy,attendedacademicclasseswiththeflexibilitytoleaveifneeded,receivedregularindividualcounseling,andendedthedaywithanothersessionofgrouptherapy.Periodically,otherIEPstudentsorsometimesnon-IEPstudentswereincludedintheTEAMprogramforshortinterventions.

• Clearcommunicationwithparents.Giventhatmanyparentsofstudentswithdisabilitiesentercharterschoolswithsomepriorexperiencewiththetraditionalspecialeducationssystems,theymaybelookingforaparticularsettingoracontinuumofsettings.Thus,itisincumbentuponyourschooltoeducateparentsaboutyourprogramphilosophy.Schoolswevisitedworkedhardtohelptheparentsunderstandthat,whiletheymaynothaveaspecificsettingthattheparentsarelookingfor,theyshouldbeabletocreateacustomizedandindividualizedprogramforthestudent.Itisalsoveryimportantthatyoueducateyourofficestaffonhowtorespondtoparentswhocalllookingforspecificspecialeducationplacementoptions.Toimproveaccessforfamilies,besurethatyourofficestaffiswell-versedinthefollowing:o Yourschool’soverallapproachtospecialeducationo Availableservicesandaccommodationso Outcomesforstudentswithspecialneedso Availabilityofopportunitiestomeetwithteacherspriortoapplyingo Availabilityofaccommodationsandpersonalizedsupportsforparentsduringtheapplicationprocess

Toensurethatstudentsarefullyincludedandembracedbytheirschoolcommunity,charterschoolswevisiteddeliberatelyworkedoncreatingandmaintainingapositiveschoolculturewheredifferencesarecelebratedandwherestaffandstudentssupportoneanother.Furthermore,theschoolsutilizedstudentdisciplinealternativesthatdonotrequireremovalfromtheeducationalsetting.Someexamplesofalternativestosuspensionincludecommunityservice,counseling,parentsupervision,coursesfocusedonsocio-emotionalandbehavioralskills.Withthenumberofpositiveexamplesmounting,thereisalsoconsiderableinterestinexpandingrestorativejusticeprogramsasanalternativetoout-of-schoolsuspensionsandexpulsions.

3.SupportiveSchoolCommunity

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KEYASPECTS:

• SystemofPositiveBehaviorInterventionsandSupports;• Valueandrecognitionofdiversity;• Socioemotionalandmentalhealthsupport;• RestorativePracticesfocusedonsupportingtheindividualneedsofstudents,buildingcommunity,andrepairing

relationships.

PRACTICALTIPS:

• Well-establishedvaluesandbehaviornormsthroughouttheschoolandintheclassrooms.Schoolswevisitedestablishedandmaintainedpositivebehaviorsupportframeworksthatwereconsistentlyupheldacrosstheschool.OxfordPreparatoryAcademyhasschool-widestudentgoalsofhighacademicachievement,respectforothers,integrityofcharacter,aspiritofunselfishness,physicalvigor,andpotentialforleadership.KIPPRaicesalsohascharactertraitsandcommunicatesitsphilosophywithasimplemotto:“Workhard.Benice”.Manyoftheschoolsalsohadclassroom-specificsetsofrulesandnormsthatwereagreed-uponbystudentsandteachers.

• Emphasisonrepairingrelationshipsratherthanpunishment.ExcellenceandJusticeinEducation(EJE)MiddleAcademyteachersandadministratorsimplementedRestorativeJusticepracticestohelpbuildandrepairrelationshipswhenconflictoccurs.Thestaffutilizeasetofrestorativequestionswhenevertheyneedtointerveneinadifficultsituation.Theintentofthesequestionsistogettothereasonbehindtheaction,seekingtounderstandtheperspectiveandimpactonallinvolvedparties,andtohelprepairtheharm.AnexampleofRestorativeQuestionscardisincludedinAttachmentBattheendofthistoolkit.AttheMLC,ratherthansuspendingstudentscaughtwithane-cigarette,studentshadtoresearchtheharmfuleffectsofe-cigarettesanddeliverapresentationtotheirclass.

• CommunityCircles.BothEJEMiddleAcademyandMLCutilizecommunitycirclestofacilitatediscussionandbuildunderstandingandempathywithintheirstudentbodies.Communitycirclescanbeusedinavarietyofways:discussingissuesaffectingtheentireschoolcommunity,resolvingconflictamonggroupsofstudentsorbetweenstudentsandstaff,addressingbullying,andbuildingtrust.Itisimportanttocreateasafespaceandletstudentssharehowtheyfeelwithoutcriticismorjudgement.

• SocialGroups.GabriellaCharterAcademyandMLCfacilitatesocialgroups(or‘socialbunches’)toaddressspecificneedsofagroupofstudents.AtGabriella,asmallgroupofstudentsmetwiththeschoolpsychologistonceperweekforeightweekstoteachthemconflictresolution,empathy,andrelatingtoeachotherthroughpositiveinteractions.AtMLC,thegroupmeetingswereyear-round.

ADDITIONALRESOURCES:

• USDEResourceGuideforImprovingSchoolClimateandDiscipline• DisciplineProceduresforStudentsinCharterSchools–CCSAResource

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• PositiveBehaviorInterventionsandSupports• TeachingRestorativePracticeswithClassroomCircles–LessonPlansandImplementationToolkit• NationalCharterSchoolResourceCenterDisciplineToolkitforschoolleaders• FixSchoolDiscipline:HowWeCanFixSchoolDisciplineToolkitforEducators• #RethinkDisciplinecampaignbytheUSDE

Multi-TieredSystemofSupports(MTSS)isaconstructthatcombinestheprinciplesofResponsetoIntervention(RTI)andPositiveBehaviorInterventionsandSupports(PBIS),furtherintegratingacontinuumofsystem-wideresources,strategies,structures,andpracticestoofferacomprehensiveandresponsiveframeworkforsystemicallyaddressingstudentacademic,behavioral,andsocioemotionalneeds.InCalifornia,MTSShasbeensuccessfullyimplementedinahandfulofdistricts,butstatewidesystemicchangeisyettocome,despitesignificantinterestinthisapproachandevidenceofitseffectiveness.Tieredinterventions,whenimplementedwell,havethepotentialformeetingtheneedsofstudentswithouttheneedforaspecialeducationidentification.

KEYASPECTS:

• High-qualityinstructionandevidence-basedpractices;• Collaborative,team-basedapproachtodevelopment,implementation,andevaluationofinterventions;• Increasinglyintense,multi-tieredcontinuumofsupportsforacademic,behavioral,andsocioemotionalneeds;• Data-drivendecisionmakingandcontinuousprogressmonitoring;• Family,school,andcommunitypartnerships.

4.Multi-TieredSystemofSupports

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PRACTICALTIPS:

• Establishacross-functionalteamtosystemicallydevelop,implement,andevaluateinterventions.Mostschoolshaveateamofpeopleresponsibleforindividualstudentinterventions.ThisistypicallyreferredtoasaStudentSuccessTeam(SST)team.However,schoolswevisiteddidnotrelyontheSSTprocessasthesolemechanismforprovidingandtrackinginterventions.ThelimitationoftheSSTprocessisthatitgenerallyfocusesononestudentand,insomecases,itdoesnothaveregularmeetingorconsistentmembership.WhiletheschoolswevisitedperformedSSTfunctions,theyalsohadanaddedlayerofaccountabilitythroughacross-functionalteamofprofessionalswhocametogetheronaregularbasistolookatstudentdataacrossallcontentareas,gradelevels,andsubgroupstoidentifystudentswhowerestruggling,andtodevelopinterventionstomeettheirneeds.EJEMiddleAcademyimplementedacomprehensive,school-widedata-drivensupportsframeworkcalledResiliencyQuadrants.Themodelreliesonanalyzingassessmentandotherquantitativeandqualitativedatapointsonallstudents,anddividingthemintofourquadrants,basedonneed.Studentsinthelowerquadrantsarethosethatreceivespecializedinterventionandinstruction.FormoreinformationontheResiliencyModel,seeadditionalresourcesbelow.

• Implementgooddatacollectionandanalysissystems.Acornerstoneofanyqualityinterventionsystemisarobustdatasystem.Professionalsneedtobewell-informedabouttheirstudents’progressthroughbothquantitativeandqualitativemeasures.o Quantitativemeasures:Schoolswevisitedusedavarietyofassessmentstomeasureprogressoftheir

students.Someofthemostcommonly-usedincluded:Fountas&Pinnell,i-Ready,COREphonics,DIBELS,ReadingCompetencyTest,Hasbrouck-TindalFluency,NWEA,CAASPInterimAssessments,SRI,UCBerkeleyMath,OARS,EADMS,Scantron,Rigby,Aimsweb,Gates-MacGinitieReadingTests,EasyCBM,andESGI.

o Qualitativemeasures:Whilemostschoolsreliedonanecdotalinformationfromteachersandparents,someschoolshadmorerobustmechanismsforcapturingqualitativedata.AtSantaRosaAcademy,teachersusedanAlternateRankingModelwhichaskedthemtorankallstudentsintheirclassbasedontheiracademicperformanceandotherdatagatheredthroughobservationsandtoflaganyconcernstheyseeinanonlinesurveyform.Adedicatedteamofprofessionals,includingthereferringteacher,evaluatereferrals,followupwithstudentsbyconductinginterviewsandcollectingadditionaldata,anddesignandprovideinterventions,asappropriate.FormoreinformationontheAlternateRankingModel,seeAttachmentC.

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o EffectivelytrackstudentIEPgoalprogress.Inadditiontooverarchingsystemsofdatacollections,schoolsarerequiredtotrackstudentprogresstowardIEPgoals.However,mostspecialeducationdatasystemsmakeitdifficulttointegratespecialeducationdatatrackingwithothersystems.LiteracyFirstCharterSchooldevelopeditsownsoftwareapplicationformonitoringprogressforallstudentswithspecialneeds.MagnoliaScienceAcademy7(MSA7)usesasimplesystemofgoaltracking(showninthepicture).Thekeyelementisthatadministratorscaneasilyseehowallstudentsaredoingatanygivenmoment,identifydatatrends,andprovidesupportsasnecessary.

• Providespecializedinterventionsregardlessofdisability.MTSSframeworkprovidesastructurethroughwhichschoolscanallocatetheirresourcesinawaythatismorepreventative.Providingearlyspecializedinterventiontoallstudentsalsobreaksdownthesilosbetweengeneralandspecialeducationandallowsschoolstocreatecohesivesystemsforservingallstudents.o Speechandlanguageinterventions.AtSantaRosaAcademy,allstudentsintheearlygradeswhoare

strugglingwithspeechareprovidedtargetedinterventionsbyaspeechandlanguagepathologyassistant.ThosestudentswhoneededadditionalinterventionwereassessedforanIEP,butmostdidnotbecausetheinterventionsuccessfullyaddressedtheirneeds.AtMagnoliaScienceAcademy7,aspeechandlanguagepathologistworkedco-taughtseverallessonswiththegeneraleducationteacherandprovidedongoingcoachingtotheteacherstolanguagedevelopmentandspeechneedsoftheirstudents.

o Otherspecializedinterventions.AtGabriella,dancelessonsweresometimesco-taughtwithanoccupationstherapist.AtCHIME,aschoolpsychologistco-taughtself-regulation.AtEJEMiddleAcademy,theschoolpsychologisthadasign-upsheetoutsideherdoor,sothatstudentscouldschedulethemselvesinforcounselingwhentheyneededit.

o Schoolsusedavarietyoftoolsandlearningplatformsforinterventionpurposes.Theseincluded:i-Ready,LLI(forliteracy-Fountas&Pinnell),ProjectRead/Write,LindamoodBell,BoysTown,PBISWorld,WrightGroup,SocialStories,iStationReading,LexiaProloquotoGoClicker,SymbleStix,ZonesofRegulation,TouchMathSecondStep,StrongKids/StrongTeens,HabitsofMind,WhyTry?,SchoolYourselff,KhanAcademy,GreatLeaps,ReadingA-Z,IpadApps,TickettoRead,BuildingBlocks,ConnectEd,Reach,Achieve3000,Lexia,MeasuringUpMathIntervention,CalledeLectura(Spanishreadingintervention)KeeponReading(Englishreadingintervention),Scantron,Razkids,ReadNaturally,andSuccessmaker.

• Sharealistofavailablesupports.Oneoftheoften-overlookedaspectsoftieredsupportsystemsismakingsurethattheinterventionoptionsarewell-knownbyallstaffandthatthereferralprocessforinterventionissimple.OxfordPreparatoryAcademyhasdevelopedanAcademicStrategicSuccessPlan,whichprovidesaneasytemplatetodocumentconcernsandinterventionsaswellastotrackstudentprogress(AttachmentD).OaklandSchoolfortheArtshasaone-pagehandoutofvariousinterventionsandsupportsavailableaswellasanonlineGoogleFormsurveythatteacherscanfillouttoreferstudentsforinterventionconsideration(AttachmentE).

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ADDITIONALRESOURCES:

• CaliforniaDepartmentofEducation(CDE)MTSSImplementationLearningModules• Webinar:Multi-TieredSystemsofSupportforYourSchool• ResiliencyModel• OrganizationsinCAthatcansupportyouwithMTSSimplementation:PivotLearningPartnersandSenecaFamilyof

Agencies.

Effectivelymeetingtheneedsofeverystudentrequiressupportsbeyondtheschoolwalls.Wehavefoundthathighlyeffectiveschoolsproactivelybuildstrongrelationshipswithintheircommunities,includingwithstudents’familiesandcommunityorganizations.

EXAMPLES:

• UniversitypartnershipsEJEMiddleAcademyhasapartnershipwithUCSanDiegotopairsomeoftheirstudentswithacollegestudentmentor.CHIMEhasapartnershipwithCaliforniaStateUniversityNorthridge(CSUN)forstudentteachingplacements.Theyalsohaveongoingcollaborationonvariousprofessionaldevelopmentandteachertrainingprograms,andmanyofCHIME’shighly-skilledspecialeducationparaprofessionalsareCSUNstudents.Universitypartnershipscanbeagreatwaytoobtainadditionalresourcesforyourstudentsandfamiliesaswellastocontributeexpertisetoyourcommunity.

• Ensuringhealthandwellbeingofwholefamilyo Familytrainings

Manyoftheschoolswevisitedofferedfreetrainingsforfamiliesonavarietyoftopicsincludingsupportingneedsofstudentswithvariouslearningdifferencesandpositivebehaviorsupport.Non-profitadvocacyorganizationswilloftencomeontoyourcampusandofferfreetrainingstoyourstafforstudentsaspartoftheirmissiontoeducatethecommunity.

o HomevisitsSeveralschoolsreportedhomevisitsaspartofschoolcultureandexpectation.AtEJEMiddleAcademy,teacherswereexpectedtoconduct20suchvisitsperyear.AtMSA7andGabriella,teacherscouldrequesttodoahomevisitonanas-neededbasis.Thesevisitsarehelpfulinconnectingwithfamilies,understandingtheirchallenges,andfindingbetterwaystosupportthem.

o WraparoundsupportsSchoolscanserveasgreatresourcesforconnectingstudentsandfamiliestothesupportsandservicestheyneed.Schoolswevisitedembracedthisrolebyprovidingawiderangeofservices,includingconnectionstohomelessshelters,freeclinics,mentalhealthcounseling,food,personalhygienesupplies,andinterpreterservices.Whilefreecommunityresourcesvarydependingontheareainwhichyourschoolislocated,resourceslinkedbelowcanofferagoodplacetostart.

o TransitionServices

5.FamilyandCommunityPartnerships

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Schoolsincludedinourstudyworkedveryhardtomakesurethatstudentswhograduatedwerepreparedforsuccessfultransitiontotheirnextschool,college,oremployment.EJEMiddleAcademyprovidedfreesupporttoall8thgradefamiliesinresearchinghighschooloptionsandcompletingthenecessarypaperworkforhighschoolenrollment.Thehighschoolswevisitedworkedtomakesurethateverystudenthasappliedtoatleastonecollegepriortograduating.Itisparticularlycriticalforschoolstoensurethatstudentswithspecialneedscanthrivenotonlyinschoolbutbeyond.Manycountyofficesofeducationoffercareerandskillstrainingresourcesthatschoolscouldlinkto.

ADDITIONALRESOURCES:

• 211.orgisafreeserviceavailableinmostareaswhereyoucanfindoutaboutmentalhealth,counseling,orotherresourcesavailableinyourcommunityandbeyond.

• MentalHealthAmericaisanon-profitdedicatedtoimprovingthelivesofpeoplelivingwithmentalillness.Theorganizationhasofficesandbranchesaroundthecountry,andacomprehensive“findinghelp”toolthatincludesself-assessmenttools,linkstofindingsomeoneinyourcommunitytotalkto,aswellasanemergencyhelpline.

• TheTrevorProjectprovidescrisisinterventionandsuicidepreventionforLGBTQyouth.• Understood.orgisagreatresourcetosharewithparentsandteacherstohelpthembetterunderstanddifferent

abilities.• Transitionresources:PACER,CADept.ofEducationSecondaryTransitionPlanning,ProjectWorkabilityRegional

Contacts

Withtheadvancementofnewtechnologiesandevidence-basedresearchinpromisingpractices,schoolsshouldbefreetoimplementnewapproachestobehaviortrainingwiththeirstudents.Providingcharterschoolswiththeflexibilityandresourcestoimplementtheseinnovationsisandwillcontinuetobeacriticalfactorinclosingthespecialeducationachievementgap.

EMERGINGTECHNOLOGIESANDAPPROACHES:

• NeurofeedbackTraining.MLCusesthisprogram,whichprovidesgame-likefeedbackforastudenttohelpregulatebrainwavesinanefforttoimprovebehaviororfocus.Inatherapysession,astudenthadbrainwavereceptorsattachedtohisheadwhilewatchingamovie.Whenhewasfocusedandrespondingtothestimuliappropriately,thepictureonthescreengrewlargerandmorecolorfulandthesoundinhisheadphonesintensified.Whenhelostfocus,thepicturegrewsmallerandthesoundgotduller.Thegoalofthiskindoftherapyistotrainthebraintoregulateitself.Theoccupationaltherapistconductingthesessionexplainedthatthestudentsgetbetterovertimeatmaintainingthehighestqualityofimageandsound,whichthentranslatestothembeingabletoself-regulatebetterinreallife.Researchonthisapproachisstillverylimited,butonerecentstudyof36studentswithautismspectrumdisordersshowedimprovementsinaspectsofbehaviornecessaryforsuccessfulsocialinteractionswithNeurofeedbackTraining(Friedrichet.al.,2015)

• Feed-ForwardModeling(FFM),a,video-basedtechnologythathasshowngreatpromiseinrecentyears.Thisapproachinvolveselicitingthedesiredbehaviorsfromaparticipant,filmingthesebehaviors,andtheneditingthevideotoshowtheparticipantusingthesebehaviorsinanewsituation.Inarecentstudy,usingFFMhasledtodramaticimprovementsinbehavior,sometimesonlyrequiringonetrainingsessiontoteachthedesiredbehaviors.

6.Cutting-EdgeTechnologiesandPractices

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Furthermore,newlymodeledbehaviorimprovementshavebeensustainedasparticipantsdemonstrateimprovedattentionandacademicperformance(McDermott,2016).

• ZonesofRegulation.Manystudentsstrugglewithregulatingtheiremotions,impulses,andsensoryneeds,whichcanleadtobehavioral,socioemotional,andacademicchallenges.Thisapproachprovidesaframeworkthroughwhichtoteachstudentstobecomemoreawareofhowtheyfeel,howtheirbehavioraffectsothers,andwhatstrategiestousetoself-regulate(Kyupers&Sautter,2012).Schoolleadersandteachersusingthismodelsharedthattheframeworkprovidedacommonlanguageandapproachfortheentireschooltohelpstudentslearnskillsofself-awarenessandself-regulation.Thecurriculumisco-taughtincollaborationwiththeschoolpsychologist.Oneschoolwevisitedhadtapedagraphicofthedifferentzones,withtheircorrespondingemotions,oneachstudent’sdesktoremindthestudentstocheckinandidentifyhowtheyarefeeling.

• Mindfulnesstraining.Mindfulness,themeditativepracticeoffocusingourattentiononourthoughts,feelings,andenvironmentinthepresentmoment,hasbeengainingalotofpositiveattentionfrompractitionersandresearchesalikeforitspotentialtohelpstudentsimprovebehaviorandfocusinschool.A2013studyoflow-incomeandminorityelementaryschoolchildrendemonstratedsignificantandsustainedimprovementintheareasofattention,self-control,classroomparticipation,andrespectforothers(Black&Fernando).Anotherstudyofstudentsages12-16foundreducedstressandsymptomsofdepressionaswellasincreasedwell-being(Kuyken,etal.,2013).Schoolsthatreportedusingmindfulnessmeditationsharedthattheirstudentsfeelcalmer,morefocused,andhavefewerdisciplineissues.

ADDITIONALRESOURCES:

• Neurofeedbacktechnologyresources:TheprogramisimplementedandcanbeobservedattheMulticulturalLearningCenterCharterSchoolinLosAngeles.NeurofeedbacktechnologymaybeavailablethroughyourOccupationalTherapyserviceprovider.

• ZonesofRegulation:zonesofregulation.com• Mindfulnessinschools:mindfulnessinschools.org,mindfulschools.org,mindup.org

Currently,charterschoolsinCaliforniahavetwooptionsforspecialeducation.LikeallCaliforniatraditionalpublicschools,charterschoolsmustbeamemberofaSpecialEducationLocalPlanningArea(SELPA).Unliketraditionalschoolshowever,thenatureofthatmembershipdependsonwhetherthecharterschooleither:(1)Maintainsstatusasa"schooloftheauthorizer"forspecialeducation;or(2)BecomesanindependentLocalEducationAgency(LEA)forspecialeducation.Inourresearch,wefoundthatcharterschoolsthataretheirownLEAsforspecialeducationorthosethatoperatein“LEA-like”arrangementswithhaveshownthemostsuccessandinnovationwiththeirspecialeducationpopulation.Programmaticflexibilityiskeyinsecuringanddevelopingqualitystaff,implementingnewprograms,andaligningspecialeducationandgeneraleducationintoonecoherentsystemoftieredsupports.WithLEAorLEA-likestatusalsocomescompleteresponsibilityforprovidingtheentirecontinuumofservicesandsupportsforawiderangeofstudentneeds.Notallcharterschoolsarepreparedorhavecapacitytooperateinsuchaway,buteachyear,anincreasingnumberofcharterschoolsseekspecialeducationautonomy.Asof2016-17,approximately50%ofallcharterschoolsinCAwereindependentLEAsorLEA-like.

PRACTICALTIPS:

7.FlexibilityandAutonomy

13

• Remainconnectedwithyourauthorizer,SELPA,and/orcountyofficeofeducation.Mostcharterschoolsshouldbeabletoserveafullcontinuumofstudentneeds;however,sometimesstudentsrequiremorerestrictivealternativeplacementsforaperiodoftime.AsLEAs,charterschoolsareresponsibleforthecostofsuchplacements.However,justliketraditionalpublicschools,charterschoolsshouldbeabletorelyontheregionalspecialeducationinfrastructuretosecurealternativeplacements.Theseplacementscanbefoundthroughyourauthorizer,SELPA,orcountyofficeofeducationonafee-for-servicebasis.Othercharterschoolsinyourregionmayalsohavedevelopedsomespecializedexpertise.Alternatively,acharterschoolmaybeabletoworkwithanotherentity,suchasaNonpublicSchool/Agency,todevelopadditionalexpertise.

• Developastrongnetworkofquality-relatedservicesproviders.AsanLEA,yourschoolwillneedtocontractwithavarietyofrelatedserviceproviderstomeetthevariedandevolvingneedsofyourstudents.AnumberofNonpublicAgenciesoperateacrossthestateandarecertifiedtoprovideservices.AlinktoCCSAlistofqualifiedprovidersbelow.

• Accessallavailablestreamsoffunding.AllSELPAsreceiveadditionalfundingforEducationally-RelatedMentalHealthServices(ERMHS),whichisdistributedinaccordancewiththeSELPAallocationplan.CharterschoolscurrentlynotaccessingthesefundsshouldworkwiththeirSELPAtoensurethattheycangetappropriatesupports.Additionally,Medi-CaleligiblestudentsareentitledtotheEarlyandPeriodicScreening,DiagnosticandTreatment(EPSDT),whichprovidescomprehensiveandpreventivehealthcareservicesforchildrenunderage21.CharterschoolLEAsshouldbeabletoparticipateinabillingconsortium(typicallythroughadistrictorcountyofficeofeducation)toaccessthesefunds.

• ConsideranMOU.IfyourschoolisnotyetpreparedtobeanLEA,considerworkingwithyourauthorizertogainadditionalautonomyinspecialeducationviaaMemorandumofUnderstanding(MOU).AlinktoCCSAMOUguidancebelow.

ADDITIONALRESOURCES:

• CCSASpecialEducationToolkit-UnderstandingOptionsforSpecialEducation• CCSAListofQualifiedSpecialEducationServiceProviders• CCSASpecialEducationMOUGuidance• LocalEducationalAgencyMedi-CalBillingCADept.ofHealthcareServices

Charterschoolsstudieddemonstrateduniversalcommitmenttoprofessionaldevelopment,includingongoingcoachingandsupport.Schoolleaderssharedavarietyofwaysinwhichtheyapproachedit,buttherewereseveralkeyaspectsthatwereconsistentacrosstheschools.

KEYASPECTS:

• Data-driven;• Tailoredtotheneedsofthestaffandstudents;• Ongoing.

8.StaffDevelopment

14

PRACTICALTIPS:

• Summertrainings.Alloftheschoolscommittedatleastafullweekbeforeschoolstartforpre-servicetraining.Aportionofthistrainingwasconsistentlydedicatedtospecialeducationandmulti-tieredsupportsystemsandstructuresthatteachersneededtobefullyawareofbeforetheschoolyearbegan.

• Ongoingtraining.Throughouttheschoolyear,schoolsalsoofferedtrainingandprofessionaldevelopmentduringweeklystaffmeetingsandinlongersessionsonamonthlybasis.

• ProfessionalLearningCommunities:LiteracyFirstCharterSchoolandOSAransmallprofessionallearningcommunities(PLCs)focusedonspecificneedsandgoalsofthePLCmembers.

• Teachertargetedprofessionaldevelopment.Alloftheschoolsstudiedtailoredprofessionaldevelopmentandsupporttotheneedsoftheirstaffratherthanfollowingapredeterminedtrainingcurriculum.Threeoftheschoolsreportedspecificallysolicitinginformationfromtheirteachersabouttheirprofessionaldevelopmentneeds.

• Leadershipopportunitiesforeducators.Itwasalsocommonforschoolstorelyoninternalstaffexpertiseratherthanseekingoutsideprofessionaldevelopmentproviders.

• Professionaldevelopmentbasedonstudentneeds.Inadditiontosolicitingfeedbackfromstaff,schoolsalsobasedtheirprofessionaldevelopmentscopeandsequenceonstudentdatatrendsandneedsidentifiedbyschoolleadersduringteacherobservationsandevaluations.

• Paraprofessionaltraining.Twooftheschoolsreportedofferingspecifictrainingfortheirspecialeducationparaprofessionalstaff.CHIMEhasaveryrobustparaprofessionaltrainingprogramthatincludedonlinemodules,weeklytrainings,andon-the-jobtrainingbyspecialeducationteachers.

Itgoeswithoutsayingthatinordertodesignandmaintainsuccessfulprograms,schoolsneedtoworkconstantlytorefineandimproveit.Schoolswevisitedsetavarietyofgoalsfortheirongoingdevelopment,butafewcommonthemesalsoemerged.

PRACTICALTIPS:

• Observeothersuccessfulprogramsandattendworkshopsandconferences.Schoolswevisitedfrequentlyreferencedotherprogramsthattheyobservedandsuccessfulelementsthattheyhaveadoptedfromthem.ThetableinAttachmentFlistscontactinformationfortheschoolsthatwevisitedandspecificsuccessfulelementsoftheirspecialeducationprograms.However,makesurethatyourstaffhasanopportunitytolearnfromothermodelsatleastonceperyear.

9.ContinuousImprovement

15

• Trackspecialeducationsubgroupoutcomesandgrowth.Schoolswevisitedpaidparticularattentiontotheeducationaloutcomesoftheirstudentswithspecialneeds.Inourdatacollection,wewereinterestedinlearninghowschoolsgrappledwithmeasuringacademicachievementandprogressofstudentswithdisabilities.Wefoundthattheyplacedtheemphasisonincludingscoresofstudentswithdisabilitiesinrigorousdataanalysisinthesamemannerasanyotherstudentastheywereexpectedtoprogresstowardstandardsmastery.However,schoolsalsolookedatstudentgrowth.AtKIPPRaices,thegrowthmodelfactoredintherateofgrowthofotherstudentswithsimilarachievement.Inotherwords,theycomparedtherateofgrowthofastudentwithspecialneedstootherstudents(withorwithoutdisabilities)whostartedatthesamebaselineachievementlevel.

• Lookforareasofoverlap.Specialeducationsupportsoftenoverlapwithservicesforothervulnerablesubgroups.Studentswithspecialneedsmayrequireintensivelanguageinstructionandintervention,butsodosomestudentswhoareEnglishlanguagelearnersorsomestudentsinfostercare.Schoolswevisitedworkedoncreatingmorecohesiveandintegratedtieredsystemsthatstreamlinedtheirsupportprocesses.Dependingonyourschool’sdemographics,yourschoolmayhavedifferentoverlappingneeds,butcreatingover-archingsupportsystemswillensuresuccessforall.

ADDITIONALRESOURCES:

• CCSAConference• NationalCharterSchoolSpecialEducationResourceCenter• CouncilforExceptionalChildren

REFERENCESFriedrich,E.,Sivanathan,A.,Lim,T.,Suttie,N.,Louchart,S.,Pillen,S.,&Pineda,J.A.(2015).AnEffectiveNeurofeedbackInterventiontoImproveSocialInteractionsinChildrenwithAutismSpectrumDisorder.JournalofAutismandDevelopmentalDisorders,45,12,4084-4100.

Kuyken,W.,Weare,K.,Ukoumunne,O.C.,Vicary,R.,Motton,N.,Burnett,R.,&Huppert,F.(2013).EffectivenessoftheMindfulnessinSchoolsProgramme:Non-randomisedcontrolledfeasibilitystudy.TheBritishJournalofPsychiatry,203,126-131

Kyupers,L.,Sautter,E.(2012)Promotingsocialregulation:identifyingemotionalstatesandutilizingstrategiestoachievesocialemotionalsuccess.AutismBayAreaMagazine,May-June2012.http://makesociallearningstick.com/uploads/3/4/7/2/34723372/es_lk_emotional_regulation.pdf

McDermottA.F.,RoseM.,NorrisT.,GordonE.(2016)ANovelFeed-ForwardModelingSystemLeadstoSustainedAttentionandAcademicPerformance.JournalofAttentionDisordersJanuary18,2016.doi:10.1177/1087054715623044

16

ATTACHMENTS

ATTACHMENTA

17

ATTACHMENTB

18

ATTACHMENTC

ALTERNATE RANKINGSafety Net

What is Alternate Ranking?

It is a way to reflect on student performance levels.

What is Alternate Ranking?

Reflect on each student’s classroom performance in relation to an established set of criteria and list the students in an alternating fashion from most competent to least competent.

What criteria should be considered?

Competence of grade level standards evaluated through:

v Oral language and Proficiencyv Classroom performance and daily student workv Text reading above/on/or below grade levelv Reading and analyzing comprehension capabilitiesv Writing capabilitiesv Mathematics capabilitiesv Informal assessmentsv Formative assessments

Directions for Alternate Ranking

Ø First identify the student most competent

Ø Place the student’s name in box #1 of the ranking sheet

Ø Next identify the student that is least competent and place their name in the last box of the Alternate Ranking Sheet

19

ATTACHMENTD

20

ATTACHMENTE

Oakland'School'for'the'Arts'General'Education'Academic'Support'Services'2015=16'Goals:'Service'Implementation,'Program'Design,'and'Resource'Development''On=Going'Programs'1. Academic*Watch*List*2. CAHSEE*Support*3. College*Advising*

a. College*Summit*i. Gr9/Gr12*Curriculum*ii. Peer*Leaders*

b. Essay*Writing*Support*c. Early*Start*Program*(HNU)*d. Naviance:*Family*Connection*e. PrepMe*Online*SAT*Prep*f. BACTA/College*Fair*

4. Coordination*of*Services*Team*(COST)*5. CELDT*Testing*6. Credit*Recovery*7. ELA*Portfolio**8. Family*Meetings*9. Freshman*Orientation*10. Intervention*Tracking*Sheet*(MS)*11. Learning*Center*12. Math*Lab*

a. MS:*Math/Study*Support*b. HS:*Alg*I*

13. Section*504*Plans*

14. SocioYEmotional*Groups*15. Student*Planners**New'2014=15'1. Academic*Support*Periods*(HS)*2. Attendance*Monitor*3. In*Class*Math*Tutors*4. Independent*Study*5. Student*Workshops*(PL)*6. Wellness*Coordinator**New'This'Year/In'Process'1. Habits*of*Mind*(HS)*2. ELA*Lab*(MS)*3. Schoolwide*Reading/Literacy*

a. Annual*Reading*Assessment**Programs'Under'Exploration'1. Diversity*Program*Support*

a. ELL*Program*(CELDT)*2. Find*Your*Voice*Advisory*3. Math*Lab:*Upper*Level**4. New*Student*Support**5. Parent*Workshops*

'Academic'Support'Team'Amanda:* Counseling*and*Wellness*Arlyle:* * Academic*Watch*List/Grade*Monitoring*Giselle:* Program*Management,*Academic*Counseling,*College*Advising*Julie:* MS*Math*Lab,*Summer*Bridge*Justin:** Learning*Center*Karen:** HS*Math*Lab*Laurice:* Reading/Literacy*Expert,*Learning*Center*Marie:** HS*504,*Attendance,*Independent*Study*Maya:* COST,*SocioYEmotional*Groups*Tarolyn:* Credit*Recovery,*Student*Behavior*Support*Wendy:* MS*504,*Habits*of*Mind*Teachers,*Staff,*Admin:** Identify,*refer,*and*provide*student*support**Academic'Support'Referral'Process*

1. Teachers*bring*concerns*to*division*meetings;*Admin*disseminates*action*items.*2. COST*referrals*are*made*through*division*meetings/Referral*Form.*3. Learning*Center*Referral*Form.*

'Approved'Forms'

• COST*Referral*Form:*https://docs.google.com/forms/d/17z_EYyBdrgIBrD3dM_2IfUDVsj5eYJJHUPwhiX1XyfQ/viewform*

• 504*Referral*Form/Approval*to*Collect*Data*• Learning*Center*Referral*form*

21

ATTACHMENTF

Schoolname SchoolAddressandWebsite Characteristics/Rationale

EJEMiddleAcademy

851SJohnsonAve,ElCajon,CA92020http://www.ejeacademies.org/

Duallanguageimmersion,strongperformanceinbothyears,uniquearrangementwithauthorizerforspecialeducation,innovativemodelfortargetinginterventions(ResiliencyModel),CaliforniaGoldRibbon.

MulticulturalLearningCenter

7510DeSotoAve,CanogaPark,CA91303http://www.mlccharter.org/

Strongperformanceinfirstyear,multiculturalapproachtocommunitybuilding,duallanguageimmersion,team-basedapproachtointervention,innovativeinterventions(Neurofeedback),widerangeofdisabilities.

OaklandSchoolfortheArts

53018thSt,Oakland,CA94612http://www.oakarts.org/

Nationally-recognizedartsprogram,innovativetherapeuticprogram,COSTteamapproachtointervention,definedMTSS.

MagnoliaScienceAcademy7

18355RoscoeBlvd,Northridge,CA91325http://msa7.magnoliapublicschools.org/

Strongperformance,STEM/STEAMfocus,tieredinterventions.

CHIME 19722CollierSt,WoodlandHills,CA91364www.chimeinstitute.org/

Strongperformance,recognizedmodelofinclusion,broadrangeofdisabilities,innovativepractices.

LiteracyFirst 799EWashingtonAve,ElCajon,CA92020http://www.lfcsinc.org/

Strongperformanceinbothyears,developedsystemoftieredinterventions,innovativeuseoftechnology.

KIPPRaices 668SAtlanticBlvd,EastLosAngeles,CA90022www.kippla.org/raices/

NationalBlueribbon,innovativeprogramstailoredtostudentneeds,strongdataculture.

SantaRosaAcademy

27587LaPiedraRd,Menifee,CA92584http://sra.mn/

Unique3-trackmodelofindependentstudy,sitebased,andcombination.STEMfocus.Strongsystemsofintervention.

OxfordPreparatoryAcademy

23000VíaSantaMaria,MissionViejo,CA92691https://soc.oxfordpreparatoryacademy.com/

Strongperformanceinbothyears,developedMTSS,strongcollaborationpractices.

GabriellaCharterSchool

1435LoganSt,LosAngeles,CA90026http://www.gabriellacharterschool.org/

Strongperformanceinbothyears,danceprogram,broadrangeofdisabilities,CaliforniaGoldRibbon.