Mary Sakuma


Apr 23, 2019 - replaced the California English Language Development Test (CELDT), it is hereby ..... Not at all (0pts) Gestures (1 pt) Vocalizations (2pts).

SELPA Coordinating Council Meeting April 23, 2019 8:30 – 10:30 a.m. BCOE Lincoln Center-Room 44 1870 Bird Street Oroville, CA

AGENDA

Mary Sakuma

1.

Call to Order ............................................................. Aaron Benton

[email protected]

2.

Introductions ............................................................. Aaron Benton

3.

Approval of the Agenda - Action ............................... Aaron Benton

4.

Approval of the Minutes - Action............................... Aaron Benton

5.

Public Comment ....................................................... Aaron Benton

6.

NPS Review Committee Outcomes - Info ................ Aaron Benton

7.

Eng. Language Prof. Assessment - Info ................... Aaron Benton

8.

SELPA Director Report............................................. Aaron Benton -Inspiration -SELPA Goals-April Review and looking ahead -SELPA Updates-Budget, Program, Staffing -Compliance Updates-DINC, PIR, Sig Dis, etc. -Professional Development-Year in review and looking ahead -Behavior/ABA Training for Classified Staff (August) -Draft 19-20 SELPA meeting dates

9.

Items from Districts ................................................... Aaron Benton

10.

Adjournment ............................................................. Aaron Benton

Superintendent

Aaron P. Benton SELPA Director [email protected]

Butte County SELPA 1870 Bird Street Oroville, CA 95965 (530) 532-5621 Fax (530) 532-5920 http://selpa.bcoe.org

Board of Education Amy Christianson Alastair Roughton Karin Matray Alan White Brenda J. McLaughlin Roger Steel Mike Walsh

An Equal Opportunity Employer

“WHERE STUDENTS COME FIRST”

SELPA Coordinating Council Meeting March 26, 2019 8:30 – 10:30 a.m. BCOE deRoco Conference Rm 1500 Lincoln Street Oroville, CA Minutes

Mary Sakuma Superintendent

[email protected]

Aaron P. Benton SELPA Director [email protected]

Butte County SELPA 1870 Bird Street Oroville, CA 95965 (530) 532-5621 Fax (530) 532-5920 http://selpa.bcoe.org

Attending: Dena Kapsalis, Tom Miller, Amie Parent, Kimberly Tyler, Maryanne Taylor, Katie Todd, Diane Olsen, Kevin Simas, Aaron Benton, Theresa Holyoak, Cindy Kershaw, Marilyn Bertolucci, Stacy Doughman, & Jenny Dolan minutes Absent:

LaQuita Ulrich

Guests:

Sheila McCarthy

Handout documents distributed or emailed to participants: • Coordinators’ Meeting Minutes 2.26.19 • Agenda Summary 6, 7, 8, 9, 10 • BER Procedure Revision • BIP Policy Revision • SCIA/IF Procedure Revision • SCIA/IF Policy Revision • OUHSD Program Transfer Request • 10 Minute Trainer • Funding Rates • NPS Rate Negotiations Policy 1. Call to Order Aaron Benton called the meeting to order at 8:28 a.m. 2. Introductions Aaron Benton welcomed the group. Introductions were made around the room.

Board of Education Amy Christianson Howard M. Ferguson Alan White Jeannine MacKay Brenda J. McLaughlin Roger Steel Mike Walsh

An Equal Opportunity Employer

3. Approval of the Agenda Aaron Benton asked for approval of the agenda. MOTION: Tom Miller made a motion to approve the agenda. Stacy Doughman seconded the motion. The motion carried unanimously. 4.

Approval of the Minutes Aaron Benton asked for approval of the minutes. Stacy Doughman noted she was in attendance for the 2.26.19 minutes and would like the minutes updated as such. Dena Kapsalis noted a correction to her name in the minutes.

“WHERE STUDENTS COME FIRST”

MOTION: Tom Miller made a motion to approve the minutes including the noted changes. Kevin Simas seconded the motion. The motion carried unanimously. 5.

Public Comment No public comment was made.

6.

Behavior Emergency Report (BER) Procedure Update Aaron Benton asked for approval of the BER procedure revision that was presented to the group during the 1.22.19 and the 2.26.19 meetings. After further discussion, the group asked for additional language changes to the procedure. MOTION: Tom Miller made a motion to approve the BER Procedure including requested changes. Amie Parent seconded the motion. The motion carried unanimously.

7.

Behavior Intervention Plan (BIP) Policy Update Aaron Benton asked for approval of the BIP policy revision that was presented to the group during the 1.22.19 and the 2.26.19 meetings. After further discussion, the group asked for additional language changes to the policy. MOTION: Dena Kapsalis made a motion to approve the BIP Policy including requested changes. Tom Miller seconded the motion. The motion carried unanimously.

8.

SCIA Procedure Update Aaron Benton asked for approval of the SCIA procedure previously presented in the 1.22. and 2.26.19 meetings, including the name change from SCIA to Independence Facilitator (IF). After further discussion, the group asked for additional language changes as well as a name change to the procedure. MOTION: Diane Olsen made a motion to approve the procedure as amended with noted changes, Stacy Doughman seconded the motion. The motion carried unanimously.

9.

SCIA Policy Update Aaron Benton asked for approval of the SCIA policy previously presented in the 1.22. and 2.26.19 meetings, including the name change from SCIA to Independence Facilitator (IF). After further discussion, the group asked for a name change to the previously requested change of the policy. MOTION: Kevin Simas made a motion to approve the policy as amended with the name change to IFA, Dena Kapsalis seconded the motion. The motion carried unanimously.

10. OUHSD Program Transfer Request Aaron Benton reviewed the program transfer request noting it was submitted in line with the policy timeline. MOTION: Diane Olsen made a motion to approve the request. Kimberly Tyler seconded the motion. The motion carried unanimously. 11. SELPA Director Report Aaron Benton reviewed the following: -Inspiration

-10 minute trainer on budget -NPS Review Committee- Marilyn Bertolucci, Cindy Kershaw, and Kimberly Tyler volunteered to be on the committee. -IEE Assessor master list 12. Items from Districts None at this time. 13. Adjournment Aaron Benton adjourned the meeting at 9:50 a.m.

SELPA COORDINATING COUNCIL MEETING Agenda Item Summary

Mary Sakuma Superintendent

[email protected]

Aaron P. Benton SELPA Director [email protected]

PREPARED BY:

Aaron Benton

MEETING DATE:

April 23, 2019

AGENDA ITEM:

6

TOPIC/ ISSUE:

Non-Public School (NPS) Review Committee

BACKGROUND: Pursuant to the SELPA Local Plan, a committee must be formed to annually review any requests for rate increases from non-public schools or agencies. A request was received from Sierra School of Butte County, and the NPS Review Committee met to review relevant information and consider the request. The attached correspondence was then drafted and sent to Sierra School of Butte County in response to their requests. FINANCIAL IMPACT: None

Butte County SELPA 1870 Bird Street Oroville, CA 95965 (530) 532-5621 Fax (530) 532-5920 http://selpa.bcoe.org

SELPA RECOMMENDATION: N/A

Board of Education Amy Christianson Alastair Roughton Karin Matray Brenda J. McLaughlin Alan White Roger Steel Mike Walsh

An Equal Opportunity Employer

“WHERE STUDENTS COME FIRST”

April 15, 2019 Ms. Sheila McCarthy, Director Sierra School of Butte County

2775 Yard St, Oroville, CA. 95966

Mary Sakuma Superintendent

[email protected]

Aaron P. Benton SELPA Director [email protected]

Dear Ms. McCarthy: Thank you for your letter requesting consideration of rate increases for Special Academic Instruction, Counseling, and 1:1 Aide Services for the 2019-2020 school year. Our SELPA Non-Public School Committee has had an opportunity to review your requests, and at this time, we are not able to consider a rate increase for the coming year. Our decision is based on the following factors: 1.

2.

Butte County SELPA 1870 Bird Street Oroville, CA 95965 (530) 532-5620 Fax (530) 532-5920 http://selpa.bcoe.org

3.

4.

Board of Education Amy Christianson Alastair Roughton Karin Matray Brenda J. McLaughlin Alan White Roger Steel Mike Walsh

An Equal Opportunity Employer

5.

Currently, Sierra School of Butte County is already at the highest daily basic education rate based on our review of Sacramento area non-public school daily rates. The proposed B.E.S.T. Model classroom was an interesting concept. While we do want the best for our students, the B.E.S.T. Model is something we feel strongly should be part of the total cost of you running a quality program based on the amount of money paid on the current daily basic education rate and the rates for other services. Of the 15 students currently enrolled from Butte County, five have 1:1 aide support included with their IEP services, in addition to classroom aides on the campus. We believe that LEAs using Sierra School are providing ample additional staffing at this time. We also noticed the proposed addition of a lunch charge that is not part of our contract and is also a cost that should be included with the program. We have general concerns about the current ability of Sierra School to implement its program. In addition to behavior intervention concerns we have previously discussed, we are also concerned about reliance on the SELPA for behavior training, teacher coaching, and direct support, which we believe should also be provided as part of the program cost. We have had several instances of billing irregularities with aide support, billable days, and we have had reports of lack of counseling services and behavior intervention plans being created and implemented pursuant to student IEP needs.

“WHERE STUDENTS COME FIRST”

6. As you may be aware, the state and local picture is somewhat bleak for the near future. We are making cuts already at the SELPA level and within our own districts to maintain a level of program and services. Our local contribution is rising at the same time we have the same or more students in need of assessment and/or services. We would be inclined to entertain rate increases when our financial outlook is clearly improved. We also hope that you will take some of our program suggestions to heart. As your non-public school program continues to improve, we would be able to take into account any corresponding increase in our collective confidence in Sierra School of Butte County. Sincerely,

Aaron Benton SELPA Director

SELPA COORDINATING COUNCIL MEETING Agenda Item Summary

Mary Sakuma Superintendent

[email protected]

Aaron P. Benton SELPA Director [email protected]

Butte County SELPA 1870 Bird Street Oroville, CA 95965 (530) 532-5621 Fax (530) 532-5920 http://selpa.bcoe.org

PREPARED BY:

Aaron Benton

MEETING DATE:

April 23, 2019

AGENDA ITEM:

7

TOPIC/ ISSUE: the VCCALPS

English Language Proficiency Assessment and

BACKGROUND: For students with moderate to severe disabilities, alternate assessments should be administered as indicated in students’ individualized education plans (IEPs). For alternate assessment for language proficiency usually derived from the English Language Proficiency Assessment of California (ELPAC), which replaced the California English Language Development Test (CELDT), it is hereby recommended we adopt the preferred alternate assessment, the Ventura County Comprehensive Alternate Language Proficiency Survey, or VCCALPS. There is currently no reference to alternate assessment for language status in our procedural manual which is soon to be updated. However, it is important to share this information and procedures now with staff who have need of it for the students they serve. FINANCIAL IMPACT: None SELPA RECOMMENDATION: Adopt the VCCALPS as our alternate assessment for English language proficiency.

Board of Education Amy Christianson Alastair Roughton Karin Matray Brenda J. McLaughlin Alan White Roger Steel Mike Walsh

An Equal Opportunity Employer

“WHERE STUDENTS COME FIRST”

Administering the VCCALPS: Trainer of Trainers State SELPA

April 4, 2019 Joanna V. Della Gatta, Ventura County SELPA Cathi Nye, VCOE

Assessment of English Language Proficiency

• Who do we test? • When do we test? • Which assessment is appropriate?

Initial/Annual Assessment of English Language Proficiency

• Home Language Survey• Initial enrollment in school TK/K-12 • Given only once • Initial determinations are reported in CALPADS • Preschool English Language Survey (PELS) •

English Language Proficiency Assessments for California (ELPAC) • All school age students Tk/K-12 • Initial and Summative

• Ventura County Comprehensive Alternate Language Proficiency Survey (VCCALPS) • For special education students only TK/K-12 • Initial and Summative • Complete ELPAC scoring document as assessed using alternate • Student obtains the Lowest Obtainable Student Score (LOSS) • Not for use for IFEP • Given at the same time the ELPAC is given to all other ELs.

Initial/Annual Assessment of English Language Proficiency

• A TK/K-12 student with any language other than English spoken in the home (on the Home Language Survey) must be assessed within the first 30 days of enrollment. • The results will lead to initial identification of students as English learners (ELs). • Annual summative assessment to measure a student’s progress in learning English and to identify the student’s English Language Proficiency (ELP) level

ELPAC/VCCALPS ELPAC • English Language Proficiency Assessments for California

VCCALPS • Ventura County Comprehensive Alternate Language Proficiency Survey

• Listening

• Listening

• Speaking

• Speaking

• Reading

• Reading

• Writing

• Writing

Introduction and Purpose of the VCCALPS • IEP team decision- use the Worksheet for Alternate Assessment • If any items are marked disagree, team considers using an alternate to the ELPAC or give the ELPAC with supports. • Assess language proficiency of students with moderate to severe disabilities, who because of their disability cannot access all or part of the ELPAC

Introduction and Purpose of the VCCALPS • Assesses in all required areas: Listening, Speaking, Reading and Writing • Establishes levels in both the primary language and English • Results may be used in reclassifying a student to Fully English Proficient (RFEP)

Administered over multiple sessions, in short lengths of time tolerable by the student

Due to the similarity in content for the English and primary language items, should be administered in random order, with at least an hour between sessions

Permissible to use extensive observations

Administering the VCCALPS

Completed by those who know the student well (teacher and/or primary caregiver)

What if… • Student’s native language is Mixteco? • Student is deaf/hearing impaired? • Student uses a communication device? • Student is non-verbal? • Student’s cognitive ability is developmentally < 12 months?

• Use variety of response modes (matching, pointing, eye gaze) • Use communication devices • Use student’s mode of communication • Use words/objects familiar to the student • Use the least intrusive prompting or adaptations necessary to obtain a response from the student

Practice with a partner: Listening portion Provide oral requests in English/primary language. Examples of 5 point responses: 1.

Go to your cubby and get your lunch

2.

Eyes, nose, mouth, ear, & hand

3.

Mom. Dad, teacher, classmates, para, siblings etc

4.

Pizza, milk, fruit, eggs, burrito, hamburger, fries, juice, water etc

Score response for a maximum of 20 points

Practice with a partner: Speaking portion • Use input from people who know the student (parents, siblings, teachers) to assess speaking skills in English/primary language. • Students who use augmentative communication should use the device during assessment. 1. I want more crackers (sentence) 2. Word use count (21+words) 3. Go park, play, swing, slide (5 word phrase) 4. Mom, I have homework today. I need help with my science homework. Can I use the computer? Where’s Dad? Can I call grandma? (Can use 5 complete sentences) Score response for a maximum of 20 points

Practice with a partner: Reading portion • Present text/materials in English/primary language and directions in both languages. • Permissible to score items based on extensive observation in classroom settings, in addition to responses in the testing situation. • Use familiar words at the student’s individual level. 1. 2. 3. 4.

Letters to Letters C & C , Agua & Agua, ñ & ñ, ( 10 correct) A = “ay”, B = “bee”, LL + “yah”, J = “huh” (21+ ) Say gato and student selects the correct word ( 5 correct) List of sight words ( 21+)

Score response for a maximum of 20 points

Practice with a partner: Writing portion Present directions for English/primary language portions in both languages. 1. 2. 3. 4.

My name is _________. (5 Points) A, b c, d, ñ (10 independently) A, b c, d, ñ ( 10 independently) Say agua, student writes agua, gato, perro, calle or just state letters and they write the letter (21+)

Score response for a maximum of 20 points

Scoring • For each section: • Jot down the items or words the student correctly responds to or performs. • Circle the number which best correlates with performance. • Place points in the column and total the points on each page. • Record the totals from each page on the Summary Sheet • Total the levels in both primary language and English. • Report scores of the VCCALPS on the next IEP.

Practice Scoring • Transfer scores onto the summary sheet • Total the scores for an overall performance level in primary language and in English • Correlate performance to a proficiency level • If a student scores 80 in either language you should consider testing with ELPAC and providing accommodations

Now What???

Scores and levels included on IEP: Present Levels of Performance page and ELD page

Goals that involve language must be linguistically appropriate

For students with disabilities, each district will develop a process for reclassification of students who are English Learners:

IEP Team Recommendation for Reclassification

1)

Compile a list of students who have not met the LEA overall reclassification criteria.

2)

The IEP team meets and includes the district/site EL personnel and consults with parents.

3)

Consider whether the disability is impacting performance

4)

If the IEP team determines that the primary reason the student does not meet LEA reclassification criteria is due to the disability rather than limited English proficiency and the student no longer needs English learner services, they will recommend reclassification and send the information to the EL reclassification district representative.

5)

Case manager and parent are notified, student is given an RFEP date and the next IEP will reflect the change in status.

Questions?

• CDE website: 2018-2019 ELPAC Guide • English Language Proficiency Assessments for California (ELPAC)

Resources

• Matrix 4 • ELPAC accessibility graphic • Ventura County SELPA Website (www.vcselpa.org): Resources for Teachers and Staff/English Learners • Guidelines for Reclassification of English Learners with Disabilities, Ventura County SELPA (2018) • Ventura County Comprehensive Alternate Language Proficiency Survey (VCCALPS), Ventura County SELPA (2018) • Meeting the Needs of English Learners with Disabilities, Santa Barbara County SELPA (2017) • Preschool English Language Survey (PELS) for Preschoolers who are being initially assessed for SPED

Cathi Nye [email protected] Joanna V. Della Gatta [email protected]

Ventura County Special Education Local Plan Area (SELPA) Emily Mostovoy-Luna, Assistant Superintendent www.vcselpa.org

Ventura County Comprehensive Alternate Language Proficiency Survey for Students with Moderate-Severe Disabilities (VCCALPS) Adapted with permission from the Orange County Office of Education Alternate Language Proficiency Instrument (ALPI) 2018

Contact: Joanna V. Della Gatta, Director, Technical Support & Transition 805-437-1560

Introduction/Purpose This survey instrument may be used to assess language proficiency of students with disabilities characterized as moderate or severe. It is for students who, because of their disability, cannot access all or part of the ELPAC, and is designed for students who participate in the California Alternate Assessment (CAA). It assesses in all areas required by the California Department of Education, including listening, speaking, reading, and writing. It establishes levels in both the primary language as well as English. If unsure about which English Language Development assessment a student will best respond to, the IEP team may utilize the English Language Proficiency Assessment Participation Consideration worksheet. Because students with moderate or severe developmental and intellectual disabilities usually have delays in the areas of general language development and cognition, it often is difficult to establish the level of English language proficiency. Therefore, an analysis of proficiency in English as compared to proficiency in the primary language becomes very informative. The information from this survey can be used to determine whether the student is considered to be an ‘English Learner’ (EL) or a student with disabilities in language and cognition, across languages. Students who are considered to be ELs will receive targeted instruction in ELD, including vocabulary, syntax, grammar, functions and conventions unique to the English language (academic and conversational). Students who are considered to be delayed in any language will receive targeted instruction in general development of language and communication. Students who are ELs will have at least one IEP goal that addresses English Language Development. All IEP goals must be linguistically appropriate, which means they are at the appropriate EL level. Special consideration must be given to the language of instruction (English or primary language). IEP teams for ELs will include persons with expertise in second language acquisition who understand how to differentiate between limited English proficiency and a disability. For our students with moderate-severe disabilities, this may mean that they will be taught to make simple requests or express needs first in the primary language, or, that instructions for functional skill activities are given in both English as well as the primary language, or in the primary language only. The VCCALPS can also be used to assist in reclassifying a student to Fully English Proficient (RFEP) who has formerly been considered an EL. For students who perform at low levels, have similar error patterns, or errors similar to other students with similar disabilities in both English and the primary language, the IEP team may recommend to the district English Language Development (ELD) department that the low proficiency level in English is due to the disability. Although the IEP team may make the recommendation, the final decision about reclassification lies with the ELD Department, with input from parent(s). For four years following reclassification, students will continue to receive support and monitoring of their English language development.

VCAALPS 11/3/17

Date:________________________________

Student ___________________________________________

English Language Proficiency Assessment Participation Consideration Alternate assessments provide an alternate means to measure the English language proficiency of students with disabilities whose individualized education program (IEP) teams have determined that they are unable to participate in the ELPAC even with universal tools, designated supports or accommodations. In order to aid an IEP team in its determination of whether a student should use alternate assessments, the following may be considered: Circle “Agree” or “Disagree” for each item: Agree

Disagree

The student requires extensive instruction in multiple settings to acquire, maintain, and generalize skills necessary for application in school, work, home, and community environment.

Agree

Disagree

The student demonstrates academic/cognitive ability and adaptive behavior that require substantial adjustments to the general curriculum. The student may participate in many of the same activities as their non-disabled peers; however, their learning objectives and expected outcomes focus on the functional applications of the general curriculum.

Agree

Disagree

The student cannot address the performance level assessed in the ELPAC, even with accommodations.

Agree

Disagree

The decision to participate in the alternate assessment is not based on the amount of time the student is receiving special education services.

Agree

Disagree

The decision to participate in the alternate assessment is not based on excessive or extended absences.

Agree

Disagree

The decision to participate in the alternate assessment is not based on language, cultural, or economic difference.

Agree

Disagree

The decision to participate in the alternate assessment is not based on the deafness/blindness, visual, auditory, and/or motor disabilities.

Agree

Disagree

The decision to participate in the alternate assessment is not primarily based on a specific categorical label.

Agree

Disagree

The decision for alternate assessment is an IEP team decision, rather than an administrative decision.

If the answer to any of the statements is “Disagree”, the team should consider including the student in the ELPAC with the use of any necessary accommodations. Specify whether the student will be assessed using the alternate in all domains or which domain(s) of the ELPAC the alternate assessment(s) is replacing. IEP Team Decision: _____________________________________________ is eligible for participating in the ELPAC. [] All domains OR Indicate the domain(s) the student will participate in the ELPAC

[] Listening

[] Speaking

[] Reading

[] Writing

IEP Team Decision: _____________________________________________ is not eligible for participating in the ELPAC. VCAALPS 11/3/17

Instructions This instrument should be used in a similar manner as the ELPAC, and must be used for all students with a language other than English in questions #1-#3 on the Home Language Survey. (Question #4 is discretionary for the districts). WHEN: For all students entering school, the assessment should be administered within the first 30 days of enrollment. It should be readministered annually during the testing window for ELPAC. HOW/WHO: The listening, reading and writing portions of the assessment are to be administered in multiple sessions in short lengths of time as tolerated by the student. Because there is a great deal of overlap in the content of the items in English and primary language, it is suggested that those sections be administered in random order, with at least an hour between sessions. They should be administered by classroom staff who know the student well, to assure maximum performance. The speaking session should be completed by those who know the student well, at minimum the teacher and primary caregiver. Some sections require that directions and/or prompts be given in the primary language, so a person who is fluent in that language is required. The assessor is advised to use the least intrusive prompting or adaptations necessary to obtain a response from the student. If he/she is capable of pointing, speaking, etc, they should be required to do so. If not, eye gaze, head nod, or indicating yes/no to adult model will suffice. For each section, jot down the items or words the student correctly responds to or performs. Circle the number which best correlates with performance, place in points column and total the number of points per page. Record totals from each page on the Summary Sheet, which will indicate levels in each area to be used for decision making and planning. In 2007-18 school year, the ELPAC will be given in the spring of 2018 as a summative assessment. Subsequently, the ELPAC will be given as both the initial and the summative assessment.

VCAALPS 11/3/17

_______________ Student

____________ Date Listening – Primary Language

_______________ Administrator

VCCALPS Listening: Provide oral requests in primary language only. Describe responses on lines provided, then circle the score which best applies and record in points column. It is permissible to score items based on extensive observation in classroom settings, in addition to responses in the testing situation. In response to the primary language, the student: 1. Responds to commands (record highest level obtained):

Points

________ [0-5]

1 part command with light physical prompt (1 pt.) 1 part with visual prompt (2 pts.) 1 part, no visual (3 pts.) 2 part, visual (4 pts.) 2 part, no visual. (5 pts.)

2. Identifies body parts using student’s response mode by pointing, eye gaze, using AAC or indicating yes/no to adult model. (May use pictures or have student point to self.) (list):

0

1 (1 pt.)

2 (2 pts.)

3 (3 pts.)

4 (4 pts.)

5+ (5 pts.)

[0-5]

3. Identifies family members/familiar people, using student’s response mode by pointing, eye gaze, using AAC or indicating yes/no to adult model. (May use people or pictures.) (list): 0

1 (1 pt.)

2-3 (2 pts.)

4-5 (3 pts.)

6-7 (4 pts.)

8+ (5 pts.)

[0-5]

4. Identifies foods/food items using student’s response mode by pointing, eye gaze, using AAC or indicating yes/no to adult model (list):

0

1 (1 pt.)

2-3 (2 pts.)

4-5 (3 pts.)

6-7 (4 pts.)

8+ (5 pts.)

[0-5]

Total Listening Points (Primary)

[0-20]

Listening/Primary Language

Page 1 of ____ Adapted from: Orange County Office of Education, 2003

Revised December 2017

_______________ Student

____________ Date Listening – English

_______________ Administrator

VCCALPS Listening: Provide oral requests in English only. Describe responses on lines provided, then circle the score which best applies and record in points column. It is permissible to score items based on extensive observation in classroom settings, in addition to responses in the testing situation. In response to English, the student: 1. Responds to commands (record highest level obtained):

Points

1 part command with light physical prompt (1 pt.) 1 part with visual prompt (2 pts.) 1 part, no visual (3 pts.) 2 part, visual (4 pts.) 2 part, no visual. (5 pts.)

2.

Identifies body parts using student’s response mode by pointing, eye gaze, using AAC or indicating yes/no to adult model. (May use pictures or have student point to self.) (list):

0

3.

1 (1 pt.)

2 (2 pts.)

3 (3 pts.)

4 (4 pts.)

5+ (5 pts.)

[0-5]

Identifies family members/familiar people, using student’s response mode by pointing, eye gaze, using AAC or indicating yes/no to adult model. (May use people or pictures.) (list): 0

4.

[0-5]

1 (1 pt.)

2-3 (2 pts.)

4-5 (3 pts.)

6-7 (4 pts.)

8+ (5 pts.)

[0-5]

Identifies foods/food items using student’s response mode by pointing, eye gaze, using AAC or indicating yes/no to adult model (list): 0

1 (1 pt.)

2-3 (2 pts.)

4-5 (3 pts.)

6-7 (4 pts.)

8+ (5 pts.)

[0-5]

Total Listening Points (English)

[0-20]

Listening/English

Page 2 of ____ Adapted from: Orange County Office of Education, 2003

Revised December 2017

_______________ Student

____________ Date Speaking – Primary Language

_______________ Administrator

VCCALPS Speaking: Use input from people who know the student (parents, siblings, teachers). Describe on lines provided, then circle the score which best applies and record in the points column. In the primary language: 1.

Points

Student indicates need for assistance (i.e., more of an item, toileting needs, physical help, negations, etc.)(describe): Not at all (0pts) Gestures (1 pt) Phrase (primary language)(4 pts)

2.

1-5(1 pt.)

6-10(2 pts.)

11-15(3 pts.)

16-20(4 pts.)

21+(5 pts.)

[0-5]

Student uses phrases in primary language (may not be semantically correct) (list):

0 2 word phrase (2 pt.) 5 word phrase or more (5 pts.)

4.

[0-5]

Student uses words in primary language (list):

0

3.

Vocalizations (2pts) Word (primary language)(3 pts) Sentence (primary language)(5pts)

3 word phrase (3 pts.)

4 word phrase (4 pts.)

[0-5]

Student uses complete sentences in primary language (may not be semantically correct) (list):

0 1 sentence (1 pt.) 4 sentences (4 pts.)

2 sentences (2 pts.) 5 sentences or more (5 pts.)

3 sentences (3 pts.)

[0-5]

NOTE: If student uses an augmentative communication system, records words or phrases used in the primary language (if any). Total Speaking Points (Primary)

[0-20]

Speaking/Primary Language

Page 3 of ____ Adapted from: Orange County Office of Education, 2003

Revised December 2017

_______________ Student

____________ Date Speaking – English

_______________ Administrator

VCCALPS Speaking: Use input from people who know the student (parents, siblings, teachers). ). Describe on lines provided, then circle the score which best applies and record in the points column. In English: 1.

Points

Student indicates need for assistance (i.e., more of an item, toileting needs, physical help, negations, etc.)(describe): Not at all (0pts) Phrase (4 pts)

2.

1-5(1 pt.)

6-10(2 pts.)

Word (3 pts)

[0-5]

11-15(3 pts.)

16-20(4 pts.)

21+(5 pts.)

[0-5]

Student uses phrases in English (may not be semantically correct)(list):

0 2 word phrase (2 pt.) 5 word phrase or more (5 pts.)

4.

Vocalizations (2pts)

Student uses words in English (list):

0

3.

Gestures (1 pt) Sentence (5pts)

3 word phrase (3 pts.)

4 word phrase (4 pts.)

[0-5]

Student uses complete sentences in English (list):

0 1 sentence (1 pt.) 4 sentences (4 pts.)

2 sentences (2 pts.) 5 sentences or more (5 pts.)

3 sentences (3 pts.)

[0-5]

NOTE: If student uses an augmentative communication system, records words or phrases used in English (if any). Total Speaking Points (English)

[0-20]

Speaking/English

Page 4 of ____ Adapted from: Orange County Office of Education, 2003

Revised December 2017

_______________ Student

____________ Date

_______________ Administrator

Reading – Primary Language VCCALPS Reading: Present student with text in primary language. Present directions in both English and primary language. Describe responses on lines provided, then circle the score which best applies and record in the points column. It is permissible to score items based on extensive observation in classroom settings, in addition to responses in the testing situation. 1.

Matches letter, character or word in primary language when presented with field of two (letter, characters, words) in primary language. Indicate using student response mode by pointing, eye gaze, using AAC or indicating yes/no to adult model. Present at least 10 trials (list):

0

2.

10 correct (5 pts.)

[0-5]

1-5(1 pt.)

6-10(2 pts.)

11-15(3 pts.)

16-20(4 pts.)

21-25(5 pts.)

[0-5]

When presented with two words in primary language indicates correct choice when read aloud (pointing or eye gaze). Present at least 5 trials (list):

0

4.

6 correct (3pts) 8 correct (4pts)

Indicates sounds of letters/meaning of characters in primary language alphabet (making sound or indicating yes/no to adult model) (ie, “What sound does this make?”) (list):

0

3.

2 correct (1 pt.) 4 correct (2 pts.)

1 correct (1 pt.)

2 correct (2 pts.)

3 correct (3 pts.)

4 correct (4 pts.)

5 correct (5 pts.)

[0-5]

16-20(4 pts.)

21-25(5 pts.)

[0-5]

Reads sight words in primary language (list):

0

1-5(1 pt.)

6-10(2 pts.)

11-15(3 pts.)

Total Reading Points (Primary)

[0-20]

Reading/Primary Language Page 5 of ____ Adapted from: Orange County Office of Education, 2003

Revised December 2017

_______________ Student

____________ Date

_______________ Administrator

Reading – English VCCALPS Reading: Present all text in English. Present directions in both English and primary language. Describe responses on lines provided, then circle the score which best applies and record in the points column. It is permissible to score items based on extensive observation in classroom settings, in addition to responses in the testing situation. 1.

Matches letter, character or word in English when presented with field of two (letter, characters, words) in English. Indicate using student response mode by pointing, eye gaze, using AAC or indicating yes/no to adult model. Present at least 10 trials (list):

0

2.

10 correct (5 pts.)

[0-5]

1-5(1 pt.)

6-10(2 pts.)

11-15(3 pts.)

16-20(4 pts.)

21-25(5 pts.)

[0-5]

When presented with two words in English indicates correct choice when read aloud (pointing or eye gaze). Present at least 5 trials (list):

0

4.

6 correct (3pts) 8 correct (4pts)

Indicates sounds of letters/meaning of characters in English alphabet (making sound or indicating yes/no to adult model) (ie, “What sound does this make?”) (list):

0

3.

2 correct (1 pt.) 4 correct (2 pts.)

1 correct (1 pt.)

2 correct (2 pts.)

3 correct (3 pts.)

4 correct (4 pts.)

5 correct (5 pts.)

[0-5]

16-20(4 pts.)

21-25(5 pts.)

[0-5]

Reads sight words in English (list):

0

1-5(1 pt.)

6-10(2 pts.)

11-15(3 pts.)

Total Reading Points (English)

Reading/English

Page 6 of ____ Adapted from: Orange County Office of Education, 2003

Revised December 2017

[0-20]

_______________ Student

____________ Date Writing – Primary Language

_______________ Administrator

VCCALPS Writing: Present student with directions in primary language and English. Describe responses on lines provided, then circle the score which best applies and record in the points column. It is permissible to score items based on extensive observation in classroom settings, in addition to responses in the testing situation. 1.

Using letters, conveys meaning by printing/typing/stamping.

(Record most common prompt level) 0 words (0pts) 2 words (2pts) 3 word phrases (4pts)

2.

Traces/copies/types letters/characters in primary language when presented with model (present at least ten- include any letters unique to primary language) (list):

(Record most common prompt level) Hand over hand-all letters (0pts) Hand over hand 4 or less letters (2pts) Verbal Prompts (4pts)

3.

Hand over hand 5 or more letters (1pt) Intermittent physical prompts, all letters (3pts) Independent (5pts)

[0-5]

Prints letters from model minimally legibly when shown briefly and then removed (list):

(Record most common prompt level) Hand over hand-all letters (0pts) Hand over hand 4 or less letters (2pts) Verbal Prompts (4pts)

4.

[0-5]

1 word (1pt) 2 word phrases (3pts) Sentence (5pts)

Hand over hand 5 or more letters (1pt) Intermittent physical prompts, all letters (3pts) Independent (5pts)

[0-5]

Prints/types/stamps alphabet letters/characters/words in primary language when read aloud and/or using letters/characters/words of students’ choice (list):

0

1-5(1 pt.)

6-10(2 pts.)

11-15(3 pts.)

16-20(4 pts.)

21-25(5 pts.)

[0-5]

Total Writing Points (Primary)

[0-20]

Writing /Primary Language

Page 7 of ____ Adapted from: Orange County Office of Education, 2003

Revised December 2017

_______________ Student

____________ Date Writing – English

_______________ Administrator

VCCALPS Writing: Present student with directions in both primary language and English. Describe responses on lines provided, then circle the score which best applies and record in the points column. It is permissible to score items based on extensive observation in classroom settings, in addition to responses in the testing situation. 1.

Using letters, conveys meaning by printing/typing/stamping.

(Record most common prompt level) 0 words (0pts) 2 words (2pts) 3 word phrases (4pts)

2.

Traces/copies/types letters/characters in English when presented with model (present at least ten) (list):

(Record most common prompt level) Hand over hand-all letters (0pts) Hand over hand 4 or less letters (2pts) Verbal Prompts (4pts)

3.

[0-5]

Hand over hand 5 or more letters (1pt) Intermittent physical prompts, all letters (3pts) Independent (5pts)

Prints letters from model minimally legibly when shown briefly and then removed (list):

(Record most common prompt level) Hand over hand-all letters (0pts) Hand over hand 4 or less letters (2pts) Verbal Prompts (4pts)

4.

[0-5]

1 word (1pt) 2 word phrases (3pts) Sentence (5pts)

[0-5]

Hand over hand 5 or more letters (1pt) Intermittent physical prompts, all letters (3pts) Independent (5pts)

Prints/types/stamps alphabet letters/characters/words in English when read aloud and/or using letters/characters/words of students’ choice (list):

0

1-5(1 pt.)

6-10(2 pts.)

11-15(3 pts.)

16-20(4 pts.)

21-25(5 pts.)

[0-5]

Total Writing Points (Primary)

[0-20]

Writing/English Page 8 of ____ Adapted from: Orange County Office of Education, 2003 Revised May 2018

Summary Sheet Ventura County Comprehensive Alternate Language Proficiency Survey for Students with Moderate/Severe Disabilities (VCCALPS) Student Name

DOB

Administered by

District

School

Title

Date

Language (other than English) on Home Language Survey

(Primary Language)

Listening 20 possible Primary Score

Level

Score

Level

English

Levels for each area: 0-6 – Beginning 7-14 –Somewhat Developed 15-17 – Moderately Developed 18-20 – Well Developed

Speaking 20 possible Primary Score

Level

Score

Level

English

Reading 20 possible

Beginning = Emerging

Primary

Somewhat/Moderately Developed = Expanding

Score

Level

Well Developed = Bridging English Score

Level

Writing 20 possible Primary Score

Level

Score

Level

English

Overall Level Primary Language __________ Overall Level English ____________

Overall Levels: 0-24 – 1 Beginning 25-56 – 2 Somewhat Developed 57-68 – 3 Moderately Developed 69-80 – 4 Well Developed

Page 9 of ____ Adapted from: Orange County Office of Education, 2003 Revised May 2018

SELPA Goal Areas 2018-2019

April Update 1. CASEMIS to CALPADS Action Items The SELPA will facilitate as smooth transition as possible from CASEMIS to CALPADS. This will involve meetings with data specialists and the combined attendance of SELPA staff and BCOE data specialists at CDE presentations regarding the changeover. Data plays a central role in compliance and funding, so it will be important to get this right. SELPA will need to spend a great deal of time fully considering its current policies on regional programs in light of the changes CDE is making regarding how they will treat the District of Residence. • Main “Data Collaboration Meetings” for C2C held, as well as several C2C Data Best Practices Sub-Committee meetings, to develop best data entry practices for users to avoid dirty data. • Awaiting CALPADS guidance in April to understand their next steps and to receive their guidance on data best practices. We did not get any information concerning beta testing, but we expect to learn from the first pull this summer. • Next steps: obtain, create, and/or distribute any guidance from SELPA to LEAs to help them transition to the concept that they will be sending in their CASEMIS through CALPADS and not through SELPA in the future.

2. Fiscal Responsibility According to School Services of California, the financial outlook over the next few years will present significant challenges for LEAs and SELPAs. Butte County SELPA will soon feel the effects of the withdrawal of charter ADA. Regional supplementation will impact out of home care and the ability to save money for other unforeseen needs, such as an MTU or other large project. Special education funding continues to be based on total ADA, however special education eligibility is holding or growing, meaning fewer dollars each year to provide the same level of service. SELPA will model fiscal responsibility in all its activities, and consider how it can become more entrepreneurial going forward. • Fiscal study approved at Governing Board to look closely at allocation and charter issues was put on hold due to shifting student populations. Jack Lucas was re-engaged with a new set of questions and deliverables which will be presented and discussed at May Governing Board. • Attending the usual quarterly budget meetings to build my personal knowledge of the unique structure of SELPA’s allocation plan. Continuing to share information from SELPA and CAFSE with Lisa and the Business Advisory Group. • Try to include brief discussions of this information and material in Coordinators and Governing Board meetings to maintain transparency. • Lean on state experts for clarification and guidance on tough questions or upcoming challenges.

3. Support LEAs in Disproportionality, Significant Disproportionality, and those in Differentiated Assistance SELPA will provide hands-on and consultative support to districts going through these processes. For disproportionality, SELPA will provide individual workshops for anyone needing assistance on providing corrective actions or needing to respond to a policy and procedures review. For significant disproportionality, SELPA will support one district by providing guidance toward the creation of a defensible CEIS Plan in collaboration with SPP-TAP and CDE. For differentiated assistance, three districts will be supported in creating a plan to address disciplinary procedures and academic outcomes. • OUHSD team was supported through the Sig Dis process and completed a model CCEIS plan. They were even recently featured as an example of how to do this at a recent Community of Practice state webinar with Napa COE • PIR training held from CDE and a Padlet of resources was created. Program specialist support was assigned to districts to help with the completion of PIR as in years’ past. • Supported districts with new policy on over-identification, assistance with disproportionality reporting to CDE, and DA work via Lily Chang 4. Professional Development Research and Innovation SELPA will continue to provide high-quality professional development opportunities that are relevant to needs of its member LEAs. SELPA will develop a Padlet for professional development with resources to all training materials and documents for trainings held in our SELPA, or attended by our staff locally. All presenters will need to agree that their materials can be shared with all BCOE and Butte County LEA staff, in order that professional development can become more available to remote locations. SELPA will explore online training options from a practical and fiscal standpoint. • Collaborated on ED/Conduct Disorder training, presented a Principal’s Academy and an Admin Designee training • UDL Training with Katie Novak oversold estimates with nearly 100 people in attendance • ADOS-2 Training added to our offerings, adding defensibility to our assessment practices • Will consider the PD calendar in light of attendance and the relevance of offerings • Presented online options for Coordinators for paraprofessional training • Psychologist Collaboration Meetings facilitated a sharing of best practices and focusing on mutual needs

5. ERMHS Committee Action Items SELPA will implement ERMHS Committee recommendations finalized in May 2018, to the extent possible given budget conditions and other factors. Dates and persons responsible for the items will be communicated so there is some accountability for getting the work done. Key to these recommendations is a revision to the guidelines and procedures for placement and services. SELPA Director will attend the Breaking Barriers conference in November to better understand interagency collaboration in provision of mental health services. • Three meetings held and fourth scheduled, all to work on common goal areas from last year • Looked at ED percentage data in Butte, within LEAs, and in other SELPAs, determined need for training on ED eligibility vs. conduct disorder and maladaptive behavior • Attended EDCC meetings to provide guidance to the team • Redesigned referral processes, improve program quality via program quality committee, look carefully at best practices in other locations • Book Club on The Body Keeps the Score, by Bessel VanDerKolk, M.D. on trauma, building our shared vocabulary and understanding • Breaking Barriers happened right after the Camp Fire. Would like to attend that or CHMACY Conference next year

6. BCBA Program Development Because this is an additional aspect to ERMHS programming this year, SELPA will further design the BCBA and RBT program for success. Structures will be put in place from referral system to training to recruitment and retention. Prior to hiring the second BCBA, the SELPA and ERMHS Team will carefully consider what work is necessary to support our programs and criteria for accessing these resources. SELPA will also explore behavior services within Butte County and provide districts with options should they wish to provide their own services. • Creating a system of response to the various sites and giving them the knowledge they can take back into the classroom • Improving training on behavior and writing and implementation of behavior plans • Speeding the delivery of knowledge through on-site requests and provision of tools like the SELPA ERMHS Padlet • Collaborating with the ERMHS Team on tough cases that are borderline behavioral vs. therapeutic needs • Designing training offerings for summer based on needs of LEAs through Coordinators • Beginning to explore BCBA program sponsorship with university partners to expand the number of licensed behavior professionals 7. CCS - MTU Opening and Transportation Issues Working closely with the BCOE Business Office, Chico USD, and CCS, SELPA will ensure the completion and smooth opening of a new CCS Medical Treatment Unit (MTU) in its new location by Spring Break 2019. Additionally, SELPA will explore issues around transportation provided to medically necessary therapy at CCS and communicate recommendations to governance and coordinators. • Worked with districts on actual transportation numbers and costs to inform further discussion • Monitored the status of ongoing construction of the CCS MTU at Little Chico Creek, which opened in mid-March. Open House is scheduled for April 16th. • It appears Chico USD was able to complete the entire project under the approved budget  • Nurturing relationships with CCS through regular meetings with Janet and Melissa

8. Program Quality Review and Report During this school year, SELPA will explore the use of program quality standards in all regionalized program classroom settings. This will involve coming to an understanding at each council about the need to provide high-quality programming within all regional classroom settings with the expectation that observation and feedback is an essential part of the reflection and improvement process. SELPA will also share these standards with districts should they wish to use them in their own classrooms. • Need for this committee presented at Coordinators and there was interest and no objection • Four meeting dates were held where tools on Quality Indicators were reviewed and streamlined, with two additional meetings on track for May where the tools themselves and the final protocol will be revised and sent forward for adoption. • Proposed protocol will be implemented by no later than Spring semester of the 2019-20 school year 9. Other Goals • Build relationships with key people in districts and at the county office o Made visits to almost all districts to meet with superintendents and coordinators o Made introductions with key agencies like Far Northern, BCCC, CCS, Rowell, and more. o Bonding with the BCOE team and reaching out to see how we can partner further. • Provide support and guidance to districts opening several new classrooms

SELPA Program Specialists have provided extensive training, observation, modeling, and coaching for new special education teachers across our LEAs, not specific to just these new classrooms Build engagement and participation in our Community Advisory Committee o First event was a “Meet Your Coordinator” ice cream social at Durham Community Park on October 9, 2018 – you are invited! Revisions to Policy, Procedures, and the Special Education Procedural Manual o This will be an ongoing project this year, with release prior to the new school year on the full manual, website, etc. o Also working on branding of SELPA literature and work product o

• •

Butte County SELPA Tentative Training Schedule 2018-2019 Dates/Times

Topic

Audience

Location

Presenter(s)

Special Notes

Sept 26, 2018 8:30 AM- 3:30 PM

LEGAL Case Law: A Year in Review &Tips For Staying Out of Litigation PARAPROFESSIONALS Effective Collaboration with Paraprofessionals MENTAL HEALTH MH005: Creating a safe and supportive learning environment: Universal tier-one classroom supports for the mental wellness of all students MH006: Methods of Implementing targeted, tier-two supports for students struggling with mental health challenges in the classroom INSTRUCTION Writing legally defensible Transition Plans for students mild to severe (services, assessment, course of study, diplomas, and more) PARAPROFESSIONALS SCIAs (special circumstance instructional assistance)- creating fading plans and independence plans BEHAVIOR Supportive Strategies to encourage positive behaviors (tier 1 and 2 supports) BEHAVIOR Behavior Invention Plan (BIP) Boot camp

Admin, teachers, psychs

BCOE Boardroom

Special education teachers General education teachers, special education teachers, other team members.

BCOE Boardroom

Heather M. Edwards, Attorney at Law Maggie Daugherty

Free for Butte SELPA employees $10

BCOE Boardroom

DCN- Tara Zomouse

$10 each

Teachers, psychologists, admin

BCOE Boardroom

Vicki Shadd & Sue Sawyer

TBA

Admin, psychs, teachers

TBA Chico

Maggie Daugherty Kay Paden

Free

All team members

BCOE Boardroom

Kay Paden and Maggie Daugherty

$10

All team members

BCOE Boardroom

INSTRUCTION Technology and Engagement in the Classroom SOCIAL EMOTIONAL Nurtured Heart Approach

ALL teachers

CSU, Chico BMU 210

All

Boardroom

Jennifer Garcia, Kay TBA Paden, and Maggie Daugherty Dr. Monica Burns $100 lunch included Kay Paden Free

Sept 27, 2018 1-4:30 PM Oct 2, 2018 9AM-12PM, 1-4PM

Oct 3, 2018 8:30-4:00

TBA- Winter/Spring

Oct 12, 2017 9AM-4PM Oct 18, 2018 8:30AM-4PM Oct 24, 2018 8:30 AM- 4 PM Nov 1, 2018

Butte County SELPA Tentative Training Schedule 2018-2019 Nov 2, 2018 9-4 PM

Nov 29, 2018 Rescheduling Nov 30, 2018 9AM-4PM Rescheduling January 28, 2019

Feb 6, 2019

Feb 19, 2019

Feb. 27, 2019

March 6, 2019

March 21, 2019 8:30 AM- 3:30 PM March 25, 2019

INSTRUCTION Evidence-based practices to increase success for students with Autism spectrum disorders in Inclusive Settings- Make & Take COMPLIANCE IEP 101 & 201 / Administrative Designee training SOCIAL EMOTIONAL Growth Mindset

All team members, parents

BCOE LC 44

Lily Chang and Maggie Daugherty

TBA

Teachers, admin

LC 44

$10

All team members

BCOE LC 44

Lily Chang, Kay Paden & Maggie Daugherty Maggie Daugherty

COMPLIANCE SEIS Training – Tips and tricks to develop IEPs using our electronic IEP special education information system (SEIS) EQUITY Best practices for reducing school exclusionary practices (discipline) INSTRUCTION, EQUITY This training will focus on strategies to increase access to the LRE and improve student outcomes using learning center models EQUITY, LEGAL Best practices in assessment and decisionmaking for students who are potentially eligible under Emotional Disturbance INSTRUCTION ROPES: Executive Functioning deficit support

Case Managers and Providers using SEIS

BCOE Board Room

Dominic Manfredi

FREE

Admin

TBA

Lily Chang and Jennifer Garcia

TBA

Admin, Psychs, Teachers

Board Room

Aaron Benton

$10

Admin, Psychs, Teachers

Board Room

$10

ALL

Board Room

Aaron Benton Liz Edgington Sarah Sutherland Matt Darlington Patty Schetter

LEGAL Legal training- The Collision of ESSA, ADA & IDEA: Considerations for MTSS Implementation ALL AREAS An academy experience for administrators that will cover everything you need to know to be an effective leader for ALL students.

Admin, teachers, psychs

Yuba County TBA

Admins and aspiring administrators

Board Room

Jan Tomsky, Fagen Friedman and Fulfrost 1:00 to 4:30 p.m.

Free for Butte SELPA employees $10

$TBA

$125

Butte County SELPA Tentative Training Schedule 2018-2019 March 28, 2019 8:30 AM- 3:30 PM

March 29, 2019

April 2, 2019 8:30 AM-4 PM

May 20-21, 2019

LEGAL Legal training: Trauma-Informed IEPs & Effective Strategies in Addressing Trauma Through the IEP INSTRUCTION Evidence-based practices to increase success for students with Autism spectrum disorders in Inclusive Settings- Make & Take INSTRUCTION, EQUITY Participants will receive an overview and best practice information in UDL (Universal Design for Learning) implementation by THE Dr. Katie Novak, the premier expert on the subject. ASSESSMENT Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) official publisher training from WPS, which will include two live administrations

Admins, teachers, psych

Sutter County TBA

Heather M. Edwards, Attorney at Law

Free for Butte SELPA employees

All team members, parents

BCOE Lincoln Center 44

Maggie Daugherty Liz Fuller Tara Yarberry

$50 per person

Teachers

CSU, Chico BMU room 210

Katie Novak

$120 Includes lunch

Psychologists, Speech and Language Pathologists, Special Education Teachers

CSU Chico BMU Room 203

WPS Publisher

$450 earlybird $500 after March 9th

Note: All dates/times are tentative. Most registrations for trainings will not begin sooner than 2 months before the training date, and flyers will give official confirmation of dates, times, and locations. Check out our website for registration links. Revised: 2/11/19

The Butte County SELPA is proud to host...

ADOS-2 CLINICAL WORKSHOP May 20 and 21, 2019 8:30 a.m. to 4:30 p.m. each day CSU Chico - EBMU BEECHTOWN T RAV EL AG N C YRoom 203 Western Psychological Services will provide you with a 2-day, expert clinical training in the administration of the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2). Participants will be immersed in the assessment material, and during the training will independently score two live administrations of the ADOS-2. ~~~~~~~~~~~~~~~~~~ Participants who attend the entire time on both days will receive a certificate of completion equivalent to 12 contact hours, or 1.2 units of professional continuing education credit (CEU's). WPS is the CE- sponsor for the workshop and potential registrants should visit the WPS website at the link below. ~~~~~~~~~~~~~~~~~~ It is highly recommended that LEAs send staff in teams of two, ideally psychologists and speech and language pathologists who would most frequently use the ADOS-2. ~~~~~~~~~~~~~~~~~~ Butte County SELPA is the hosting organization handling registration and logistics. Once your registration is confirmed by Butte County SELPA, you will be sent full instructions and additional training materials from the Butte County SELPA which you should review before group Any tour with us on and enjoy a huge discount! arrivingBook to theatraining. questions content should be directed to the publisher at the link below. ~~~~~~~~~~~~~~~~~~ NOTE: PARTICIPANTS MUST BRING AN ADOS-2 MANUAL WITH THEM EACH DAY AND REVIEW THE MANUAL PRIOR TO THE TRAINING. DO NOT PURCHASE A MANUAL UNTIL YOU GET YOUR CONFIRMATION.

SUMMER GETAWAY TRAVEL DISCOUNT

To Register, click here: https://bcoe.k12oms.org/2224-163149 Registration ends: April 15th!!

Cost: $500.00 Early Bird Cost: $450.00 Early Bird Deadline: March 8th!!

Questions on Learning Objectives? Visit the WPS website at: https//www.wpspublish.com/store/ c/343/ados-2-clinical-workshopsponsored-by-wps

Checks/P.O.'s made to: Butte County SELPA ATTN: Jenny Dolan 1870 Bird Street Oroville 95965

TO: FROM: DATE: RE:

Aaron Benton, SELPA Director Liz Fuller, SELPA BCBA April 16, 2019 Summer ABA Training Proposal

Per our discussion regarding a summer behavior training, I have put together a proposal of content that could be covered over two, three-hour training sessions. I will be delivering some similar trainings over the next month that will help me solidy the final content, but here are my thoughts:

Mary Sakuma

Day 1:

Superintendent

[email protected]

Aaron P. Benton SELPA Director [email protected]

Butte County SELPA 1870 Bird Street Oroville, CA 95965 (530) 532-5620 Fax (530) 532-5920 http://selpa.bcoe.org

• • • • • •

ABC Data Collection Functions of Behavior Escalation Cycle Basic Principles of Reinforcement Reinforcement Inventories/Preference Assessments Premack Principle/Setting the Deal

• • • • •

Differential Reinforcement Extinction Functionally Equivalent Alternative Behaviors Antecedent Interventions Intervention Selection based on Function/Escalation Cycle/EBP/FERB

Day 2:

In addition, there are various free online modules that cover many of the interventions listed above that could serve as supplemental support. I would also like to explore coaching opportunities that we can schedule with attendees of this training once the school year begins. As we work to develop this offering, please let me know what feedback you receive from districts so we can tailor this to meet their specific needs.

Board of Education Amy Christianson Alan White Brenda J. McLaughlin Roger Steel Mike Walsh

Thanks you, Liz Fuller BCBA

An Equal Opportunity Employer

“WHERE STUDENTS COME FIRST”

SELPA 2019-2020 Dates

Proposed: CC Sept 3 GB Sept 11

CC Oct 8 GB Oct 23

CC Nov 5 GB Nov 13

CC Dec 3 GB Dec 11

Proposed:

CC Feb 4 GB Feb 12

CC Mar 10 GB Mar 25

CC Apr 7 GB Apr 22

CC May 12 GB May 20

CC Jan 14 GB None CC June 9 GB June 17

Recommend Documents
Apr 22, 2019 - Alan White. Karin Matray. Alastair Roughton ... of the Feather Falls Union Elementary School District. Purpose: The Governing Board of Feather ...

Feb 26, 2019 - Howard M. Ferguson. Alan White. Jeannine ... -Note: Dawn Dully-Guest for HS/Unified on transition moved to 2/26. 12. Items from Districts.

Feb 12, 2019 - Students must purchase a cap and gown if they plan on participating in the graduation ... Caps and gowns are navy blue and the cost is $25.00.

Jan 6, 2017 - and Athabasca Royal Canadian Legion Branch 103. In 1999, she was honoured with an Esquao Award for Aboriginal. Women who brought ...

Jul 3, 2018 - Dallas, TX 75212. Officiating Minister, Edward Hadnott ... Mary Lee Hutchinsonwas born August 21, 1928, the first of eight children, to the late ...

Nov 15, 2016 - refreshment at the new Boyle Senior Centre ... Aubichon (Riel), sons Daniel, Peter & Stan Duma ... Harry Yurdiga, Peter Yurdiga (Betty). She is ...

wa~5 a wi(jr~ (:Jf. WeytJricige ... Gre2't)l? Baker. 2't {::amber'well. Sllrrey 1818= ?Isaac !~enr~ybp 28,,3uj.819. Ca!ntJ8F'well .... i;]. V,j it.h Eir:! r'; n t·::.: tt: V·J:i. t. ;.

patronage of the Blessed Virgin Mary, by the title of the Immaculate Conception; and ... religious, and lay faithful, I consecrate and entrust the Diocese of Austin to ...

If possible, light the candle of hope and then sing or reflect on the hymn “O Come, O Come, Emmanuel”. O come, O come, Emmanuel. And ransom captive Israel.

Dec 9, 2018 - Another angel visit that includes, predictably enough, “Don't be afraid.” .... But there has always been enough peace, enough presence of the.