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Special Education Local Plan Area
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Charter SELPA

Special Education Local Plan Area

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

 
This comprehensive framework is designed to empower school leaders with the tools and insights necessary to foster truly inclusive educational environments.
 
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). 
 
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. 
 
The Reading Difficulties Risk Screener (RDRS) Adoption Toolkit is designed to support the adoption of evidence-based, culturally, linguistically, and developmentally appropriate screening instruments from the approved list of screeners for students in kindergarten through grade 2 that assess for risk of reading difficulties, including possible neurological disorders such as dyslexia.
 
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.
 
 
 

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.
 
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.
 
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 considerations for an extended school year (ESY) for students with disabilities.
 
IEP in a Minute Series
The IEP in a Minute series provides concise, topic-focused modules designed to support Education Specialists in drafting IEPs that are reasonably calculated to provide educational benefit. Each module offers practical guidance on a specific section of the IEP, illustrating how the “thread of educational benefit” connects assessments, present levels, needs, goals, services, and placement.
 
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. 
 
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.

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.
 
This letter provides guidance on the reclassification process for those dually identified students who are identified as EL students and are also students with disabilities.

Resources for Assistive Technology

 
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.

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.
 
This web module provides school psychologists with a deeper understanding of how assessments inform the development of defensible IEPs and enhance educational outcomes for students with disabilities. It highlights the essential connection between assessment data, educational benefit, and decision-making within the IEP process.

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.
 
 

Students with Extensive Support Needs

 
Charter schools in California face both opportunities and challenges in serving students with extensive support needs, including students with autism spectrum disorder, intellectual disability, multiple disabilities, and traumatic brain injury. These students may experience diverse cognitive, social, emotional, and physical impacts, making thoughtful planning, collaboration, and a strong understanding of individual abilities essential. Guided by the principles of inclusion and the Least Restrictive Environment, educators can use evidence-based practices to create supportive, inclusive learning environments where every student is a valued and thriving member of the school community.
 
 
Inclusion
This section examines how foundational inclusive practices, such as UDL, co-teaching, and collaborative planning, ensure students with Extensive Support Needs (ESN) access and engage with the curriculum. It further analyzes the role of evidence-based tools in driving creative instruction, tracking student progress, and expanding access to extracurricular activities to foster a fully inclusive environment.
 
For more detailed information, please visit the links below:
 
Instructional and Evidence-Based Practices
This section examines the role of state standards in guiding instruction and goal-setting for students with disabilities. It details the analysis required to align Individualized Education Program (IEP) goals for students with Extensive Support Needs (ESN) with grade-level content. Additionally, the text describes how evidence-based practices—including prompting, task analysis, and visual supports—are utilized to facilitate student engagement and promote functional independence
 
For more detailed information on key instructional  and evidence based practices, see the links below:
 
Dynamic Learning Maps
Dynamic Learning Maps (DLM) is designed for students with the most significant cognitive disabilities. It provides flexible, accessible pathways for students to demonstrate what they know using meaningful tasks that match the way they learn. For students with Extensive Support Needs, DLM offers standards-aligned opportunities for progress through supports that reflect individual communication, motor, and learning profiles.
 
For more detailed information on DLM, see the links below:
 
Adaptive Skills
Adaptive skills include the everyday behaviors that allow individuals to communicate, care for themselves, interact socially, and participate in home, school, and community life. For students with Extensive Support Needs, developing adaptive skills is essential to building independence, promoting safety, and improving quality of life across settings.
 
For more detailed information on adaptive skills,  see the links below:
 
Behavior
This section addresses the multifaceted nature of supporting students with Extensive Support Needs (ESN) who exhibit challenging behaviors. It examines the integration of communication profiles, sensory processing, medical variables, and environmental factors into a comprehensive support framework. Furthermore, the text outlines the application of Functional Behavioral Assessments (FBA), reinforcement-based interventions, and consistent routines within a team-based planning model to ensure alignment with evidence-based practices.
 
For more behavioral resources,  see the links below:
 
Transition Age Students
This section examines the critical transition from secondary education to adult life for students with Extensive Support Needs (ESN). It details how intentional transition planning fosters self-determination, facilitates access to community and agency resources, and establishes pathways toward meaningful postsecondary outcomes. The discussion emphasizes the necessity of collaborative frameworks involving families, educators, and community partners to align systemic supports with individual student goals
 
For more detailed information on transition,  see the links below:
 
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.
 
 
 

Supporting Students with Autism

 
Resources for educators and families to create inclusive, effective learning environments for students with autism.
 
Offers free, interactive online modules to help educators and families use evidence-based practices for learners with autism. Each module provides step-by-step guidance and practical tools for real-world implementation.
 
Provides information, tools, and service links for individuals with autism, families, and professionals across California. It includes eligibility guidance, regional resources, and a dedicated autism helpline.
 
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.
 
Reviews research to identify effective, evidence-based practices for individuals with autism. NCAEP helps educators, families, and professionals choose proven strategies to support meaningful outcomes.
 
Provides resources, toolkits, and information for families and professionals supporting individuals with autism. UC Davis MIND offers guidance on diagnosis, interventions, and local services.