Educator Development
Educator development is essential in fostering inclusive and equitable learning environments. Continual growth in evidence-based practices, instructional strategies, and specialized supports such as assistive technology and transportation services equips educators to meet the diverse needs of all learners. By enhancing professional skills, educators are better prepared to promote student success and contribute meaningfully to their academic and personal growth. Recognizing the importance of continuing growth and educator development, the Charter SELPA is dedicated to delivering resources to support a range of educators, tailored to their roles and needs. Additionally, guidance documents addressing specialized areas of student need are provided.
Administrators
The Leadership Academy is a weeklong, in-person training for current and new special education administrators. It focuses on developing essential skills for providing special education support and services tailored to the individual charter school’s mission, community, and student population. Two Leadership Academy offerings are available: Year One and In-Depth. Click the link above and select the Leadership Academy tab to learn more.
A robust special education program is essential for ensuring that students with disabilities receive the necessary support and services to achieve their educational goals. School administrators play a pivotal role in creating and maintaining such programs. The El Dorado Charter SELPA offers educators the opportunity to build a strong foundation in special education, focusing on both compliance and performance aspects. By understanding the legal and regulatory framework that governs special education, administrators can ensure their programs adhere to all relevant standards. Additionally, exploring best practices and evidence-based interventions will help administrators develop programs that promote student success and positive outcomes. This comprehensive approach to special education ensures that students with disabilities receive the individualized support they need to thrive academically and socially.
In this prerecorded webinar, Anisa Pillai, Esq., provides guidance for educators by reviewing IEP team member participation and requirements.
This document is being provided as a reference related to ways in which Local Education Agencies (LEAs) can consult with the El Dorado Charter SELPA in the development of their Local Control and Accountability Plan (LCAP) per the requirements of Education Code Section 52062(a)(5).
Section 504 And Student Success Teams
Section 504 is a federal law under the Rehabilitation Act of 1973 that protects the rights of individuals with disabilities in programs that receive federal financial assistance, including public schools. It ensures that students with disabilities have equal access to education by requiring schools to provide accommodations and modifications that allow them to participate in the general education curriculum. A 504 Plan outlines the specific accommodations needed to support the student's learning and success in the classroom.
A Student Success Team (SST) is a collaborative group in schools that works together to identify and address the academic, behavioral, or social-emotional needs of students who are struggling. The team typically includes teachers, administrators, parents, and other school staff, and they develop a plan with targeted interventions and supports to help the student improve and succeed. The SST process is often the first step before considering more formal supports.
A Student Success Team (SST) is a collaborative group in schools that works together to identify and address the academic, behavioral, or social-emotional needs of students who are struggling. The team typically includes teachers, administrators, parents, and other school staff, and they develop a plan with targeted interventions and supports to help the student improve and succeed. The SST process is often the first step before considering more formal supports.
Education Specialists
The El Dorado County Charter SELPA offers specialized support for education specialists, providing tailored training, resources, and consultation to enhance their effectiveness in meeting the needs of students with disabilities. The Charter SELPA emphasizes the importance of upholding rigorous academic standards while ensuring full compliance with state and federal special education regulations. Through focused professional development, we aim to equip education specialists with the skills and knowledge necessary to create and implement effective, individualized educational programs that promote student success and foster inclusive learning environments.
Teacher Academy
Teacher Academy is a training program designed for new special education teachers that is offered in both in-person and virtual formats. It offers research-based content and hands-on activities to help improve student outcomes. Click the link above and select the Teacher Academy tab to learn more.
Teacher Academy is a training program designed for new special education teachers that is offered in both in-person and virtual formats. It offers research-based content and hands-on activities to help improve student outcomes. Click the link above and select the Teacher Academy tab to learn more.
This document was developed to identify the tasks an education specialist may need to complete, in order of relative time-sensitivity, to ensure all necessary components are in place in the beginning of the school year. This checklist is a framework to build upon and may have additions specific to local policies and procedures, as determined by the LEA.
"Accommodations and Modifications for Students with IEPs" covers key concepts such as the difference between accommodations and modifications, legal requirements, and best practices for implementation in the classroom. Participants learn how to assess student needs, develop appropriate interventions, and collaborate with educators and families. The module also emphasizes the importance of ongoing assessment and adjustments to ensure effective support for diverse learners. Overall, it aims to equip educators with the tools to create inclusive learning environments.
In this prerecorded webinar, Heather Edwards, Esq, provides guidance for educators in considerations for an extended school year (ESY) for students with disabilities.
The "Educational Benefits Document" outlines the various educational services and supports available for students with disabilities. This video details the eligibility criteria for special education services, funding sources, and the process for accessing these benefits. It emphasizes the importance of early intervention, individualized assessments, and collaborative planning to ensure that students receive tailored support. Additionally, it provides guidance on how families and educators can work together to maximize educational opportunities and improve outcomes for students with disabilities.
In this prerecorded webinar, Heather Edwards, Esq, provides guidance for educators in writing measurable goals and progress monitoring
Paraeducators
Paraeducator Academy is a one-day online training program designed to enhance paraeducators' knowledge and skills. Click the link above and select the Paraeducator Academy tab to learn more.
Paraeducators play a major role supporting students with disabilities across educational settings. It is critical that paraeducators are provided the training and ongoing coaching necessary for understanding the impact of disabilities in the educational setting and their responsibility in mitigating potential barriers, increasing access to instruction, and, thus promoting independence and positive outcomes for students with disabilities.
Quick bulleted guidance on behavior for paraprofessionals.
In this prerecorded webinar, Heather Edwards, Esq, provides guidance for educators in considerations of aide support for students with disabilities.
School Psychologists
The School Psychologist Academy is a one-day virtual training aimed at enhancing the skills of School Psychologists in charter school settings. It covers best practices, research-based content, and provides opportunities for collaboration. Participants can network and access resources to strengthen their practice, with a Professional Learning Community (PLC) held the following day for further collaboration and networking opportunities. Click the link above and select the School Psychologist tab to learn more.
The school psychologist portal allows users to access all resources and materials used during the School Psychologist Academy and School Psychologist PLCs.
School psychologists have a crucial role in the ERMHS decision-making process due to expertise and experience in assessment, mental health, areas of disability and subsequent impact on learning. Despite expertise in these areas, successfully navigating the breadth and complexities of the ERMHS process can prove challenging. Therefore, this Frequently Asked Questions (FAQ) document was developed with the goal of providing school psychologists, and other IEP team members, with the information needed to competently and confidently respond to the most frequently asked ERMHS-related questions in order to make meaningful student-centered recommendations. Topics explored include: general information, referral, assessment, report writing, service recommendations, goal writing, service provision, and discontinuing services.
Speech Language Pathologists
The El Dorado County Charter SELPA currently offers opportunities throughout the course of the school year for your LEA’s speech and language pathologist and supporting speech community to receive accredited training opportunities. Click the link above to learn more.
Assistive technology can be used to address a student’s sensory, motor, cognitive, language, or social needs. Assistive technology equipment may range from simple accommodations (i.e., seat position, visuals, auditory reminders) to highly sophisticated aids (i.e., computer programs, tech writing tools). These applications are often referred to as ranging from “no tech”, to “low tech”, to “high tech” (specifics can be found under the resources guide). Materials like pencil grips, slant boards, or picture schedules can be considered “no tech” solutions. “Low tech” solutions might include talking calculators, an alternate keyboard, or a screen magnifier. “High tech” solutions would include items like augmentative communication devices, a Braille keyboard, or voice recognition software.
This document is designed to increase understanding of the Individuals with Disabilities Education Act (IDEA’s) assistive technology (AT) requirements, dispel common misconceptions regarding AT, and provide examples of the use of AT devices and services for children with disabilities and to highlight the different requirements under Part C and Part B of IDEA.
Resources for English Learners with Disabilities
By understanding the unique challenges faced by English Learners with disabilities, educators can ensure that their programs address the specific needs of these students. Additionally, exploring evidence-based interventions and fostering collaboration among educators, families, and community partners will help school teams develop programs that promote student success and positive outcomes. This comprehensive approach to supporting English Learners with disabilities ensures that these students have the opportunity to thrive academically and socially.
Team considerations for use prior to referral of a Multilingual Learner for Initial Special Education Assessment.
Students with Extensive Support Needs
Students with specific extensive support needs, including autism spectrum disorder, intellectual disability, multiple disabilities, and traumatic brain injury, often encounter unique challenges within the traditional classroom setting. These disabilities can manifest in various ways, impacting cognitive, social, emotional, and physical development. To effectively support these students, educators must possess a deep understanding of their individual abilities. By gaining a strong foundational knowledge of specific disabilities, educators can develop targeted strategies that address their students' unique challenges. Evidence-based practices, rooted in research and expert recommendations, are essential for creating inclusive and supportive learning environments.
Assistive technology can be used to address a student’s sensory, motor, cognitive, language, or social needs. Assistive technology equipment may range from simple accommodations (i.e., seat position, visuals, auditory reminders) to highly sophisticated aids (i.e., computer programs, tech writing tools). These applications are often referred to as ranging from “no tech”, to “low tech”, to “high tech” (specifics can be found under the resources guide). Materials like pencil grips, slant boards, or picture schedules can be considered “no tech” solutions. “Low tech” solutions might include talking calculators, an alternate keyboard, or a screen magnifier. “High tech” solutions would include items like augmentative communication devices, a Braille keyboard, or voice recognition software.
The California Autism Professional Training and Information Network (CAPTAIN) is a cross agency network developed to support the understanding and use of evidence based practices (EBPs) for individuals affected by Autism across the state of California.
Students who may require deaf and hard of hearing specialized services and supports may be eligible for special education by meeting the criteria for deafness, a hearing impairment, or deaf-blindness. Deafness (DF): A hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, and that impairment adversely affects a child’s educational performance. Hearing Impairment (HI): An impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance, but that is not included under the definition of deafness in this section. The Special Education Information System (SEIS) refers to a Hearing Impairment as Hard of Hearing (HH). Deaf-blindness (DB): Concomitant hearing and visual impairments the combination of which causes such severe communication and other developmental and educational needs that cannot be accommodated in special education programs solely for children with deafness or children with blindness.
A low incidence disability refers to disabilities that occur infrequently in the general population but typically require specialized support and services. According to the Individuals with Disabilities Education Act (IDEA), low incidence disabilities include conditions such as visual impairments, hearing impairments (including deafness), orthopedic impairments, or severe intellectual disabilities. IDEA defines these as disabilities that require extensive and ongoing adaptations, specialized materials, and individualized instruction due to their significant impact on learning and development.
This document is designed to increase understanding of the Individuals with Disabilities Education Act (IDEA’s) assistive technology (AT) requirements, dispel common misconceptions regarding AT, and provide examples of the use of AT devices and services for children with disabilities and to highlight the different requirements under Part C and Part B of IDEA.
Coming Soon: Students with Extensive Support Needs Guidance Document
Extensive Support Needs Guidance highlights the importance of understanding the unique challenges faced by students with extensive support needs, such as autism spectrum disorder, intellectual disabilities, multiple disabilities, and traumatic brain injury. By equipping educators with foundational knowledge and evidence-based practices, this document aims to foster inclusive and supportive learning environments tailored to each student's individual abilities.
This padlet hosts resources for all aspects of supporting students with extensive support needs including, inclusive practices, behavior, related services, instructional practices, transition, standards aligned curriculum , agency linkages, adaptive skills, functional curriculum, low incidence disabilities, paraeducator support, evidence based practices and other relevant topics.