2025 ACSA Every Child Counts Symposium

Join your CA state agency leaders , Rachel Heenen, CDE Special Education Division Director and Mindy Fattig, Senior Advisor at CA Collaborative for Educational Excellence to learn about updates and hot topics for leaders in supporting our students with disabilities throughout the state.

This workshop will share the intentional approaches that the San Benito County Office of Education has used to integrate PBIS, SEL, Wellness, and Mental Health Services within a county-wide Community of Practice. The goal is to develop a deep and sustained engagement from administrators, staff and the community with authentic commitment and partnerships. Strategic emphasis has been placed on de-siloing tiered services within the Inclusive Behavior Instruction and Transformative Social-Emotional Instruction/Mental Health Features to help leaders, mental health providers, and teachers understand how tiered services are all connected instead of viewing each as a stand-alone program._x000D_
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Our session will provide information on the Pathways to Partnership project within the statewide System of Support. Pathways to Partnership is a Special Education Resource Lead (SERL) focused on dispute prevention and resolution. This session will provide information on the resources P2P can provide to LEAs, families, and advocates, including professional development, consultation, communities of practice, toolkits, and a facilitated IEP trainer of trainer model. Lastly, innovative practices and technical assistance projects in partnership with the California Department of Education, Special Education Division - Director’s Office will also be shared. _x000D_
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Empathy interviews allow you to gather qualitative data from those closest to the problem and often, furthest from the resources. This session introduces the concept and gives participants time to practice this meaningful skill and debrief with their peers and presenters as well as discuss the process for analyzing empathy interview data. Participants will have access to tips and resources throughout the interactive session and leave with the knowledge to use this powerful tool._x000D_
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THIS SESSION WILL PROVIDE INSIGHT INTO STREET SOCIALIZED YOUTH AND WHY CARING RELATIONSHIPS CAN DEFLECT THEIR TRAJECTORY INTO THE CRIMINAL JUSTICE SYSTEM. THROUGH HIS EXPERIENCE WORKING IN COURT AND ALTERNATIVE SCHOOLS, ALONG WITH EXTENSIVE RESEARCH AND INTERVIEWS OF THE LIVED EXPERIENCES OF INCARCERATED MALES ABOUT THEIR EDUCATIONAL EXPERIENCE, HE WILL SHARE WHY INCREASED AWARENESS INTO THE LIVES OF STREET SOCIALIZED STUDENTS FROM MARGINALIZED COMMUNITIES CAN IMPROVE STUDENT ENGAGEMENT AND RELATIONSHIPS, REDUCE THE DROPOUT RATE, AND IMPEDE FUTURE INCARCERATION. ATTENDEES WILL UNDERSTAND THE SIGNIFICANCE OF DEVELOPING POSITIVE RELATIONSHIPS WITH AT-PROMISE YOUTH AND USING DATA INFORMED INTERVENTIONS CAN BENEFIT THEIR STUDENTS THROUGHOUT THEIR EDUCATIONAL EXPERIENCE. _x000D_

Today's students live in a social media world. For schools, this presents academic and behavioral challenges. For students with disabilities, access to social media presents added challenges of bullying, attendance, and exploitation. Learn about the latest court rulings and innovative ways school can address this issue.

Home and Hospital Instruction is a program all districts are required to offer; however, how do you ensure your program is compliant, well thought out and implemented, and supporting the needs of our at-promise students? This presentation will provide participants with: legal mandates; step-by-step program implementation; and sample handbook, applications, and documents. In this session, learn from a veteran administrator with over 13 years overseeing Home and Hospital Instruction and as a participant, you will walk away with tools to immediately utilize upon your return to your site and/or district.

This session aims to empower educational partners with knowledge and tools that will enhance inclusive and equitable strategies. By creating a culturally responsive school climate, we can create an environment where everyone feels a sense of belonging. Participants seeking to improve school discipline through racial equity will understand why systems, practices, and data are important.

This session will focus on executive functioning and how it can be addressed from a multidisciplinary approach. Learn about the components of executive functioning, how your special education team can assess and collaborate using their data and reflect on your current practices and readiness to support students with executive functioning needs in your district. Also, you will have the chance to explore executive functioning programs and curricula commonly utilized in educational settings. This session will further provide insights into the strengths and weaknesses of each program, enabling your team to make informed decisions on selecting the most suitable executive functioning interventions to meet the ever-growing needs of your students. You will not only gain practical knowledge but also develop a comprehensive plan and framework that can be seamlessly integrated into your school site. Walk away equipped with actionable strategies and a clear road map to drive positive change within your educational environment.

Learn how to build AI tools to help streamline processes in your district. This isn't your typical "How to use ChatGPT in the classroom" session. We will show you how to build SPED-specific tools using the power of AI that you can personalize for your district/school/classroom.

The CSBA Golden Bell Award Caring–Accessible–Resources–Emotional Well Being Program is a comprehensive/data driven support program that serves all district students and seeks to authentically connect students with highly trained staff: person-to-person and heart-to-heart. Each student brings their own story; some with a smile and eagerness to learn - others hungry and carrying heart breaking trauma. Knowing these challenges, it is imperative that we connect to meet their academic growth and social-emotional wellness.

Leaders will learn strategies to support special education teachers in building self-efficacy around inclusive practices. As the role of special educators shifts from working in segregated settings to supporting students within general education classrooms, it is crucial for school leaders to help these educators refine their skills and strategies to become effective access specialists in inclusive environments. Supporting the development of self-efficacy in special educators results in greater persistence, adaptability in teaching methods, and increased confidence in their ability to positively impact student learning and achievement.

This session will introduce and explore the continuum of student participation throughout the Individualized Education Program (IEP) process. We will highlight the importance of integrating student voice into each key component of educational benefit: assessment, present levels, measurable goals, and supports and services. Join us to discover how to make the IEP process more inclusive and empowering for students, fostering a collaborative environment where every student’s voice is heard and valued.

Join Moises Buhain and Megan Steeves in reviewing emerging themes from Special Education compliance monitoring and coming grievances from OAH State Complaint cases. This session will provide participants with essential insights into the latest trends, recurring challenges, and best practices in the field of special education._x000D_
Moises and Megan will delve into the key issues identified through compliance monitoring, offering a comprehensive overview of common areas of concern. They will present strategies for addressing these issues effectively, ensuring that schools and districts remain in compliance with regulatory requirements while enhancing the educational experience for students with disabilities._x000D_
Ideal for those committed to improving the quality and compliance of special education services, this session promises to provide actionable takeaways and a deeper understanding of the current landscape in special education.

Nearly half of California’s youth are struggling with their mental health and well-being. Mental health needs that go untreated have lifelong impacts with adverse school outcomes, poor health conditions, and serious mental illness. To address this need, California focused on supporting children in schools with a new workforce called Wellness Coaches and awarding 64 grantees across LEAs a total of 125 million dollars to launch the Certified Wellness Coach Program. A strong and diverse workforce means a healthier California with improved school outcomes. This session will highlight the new Wellness Coach program and give strategies on how schools participate and grow this sustainable workforce role, addressing the urgent need in our schools. Wellness Coaches (Coaches) provide care to young people through prevention and early intervention services. These services support overall physical, emotional, and mental well-being.

Chronic absenteeism remains a critical challenge in education, impacting student achievement, mental health, and district resources. This session showcases how Redondo Beach Unified School District (RBUSD) embraced innovative data-driven strategies to transform their approach to attendance, resulting in a remarkable 1% improvement in Average Daily Attendance (ADA) within just one year._x000D_
RBUSD's Director of Instructional Support and Principal of Alternative Education will guide attendees through their journey of implementing a comprehensive, data-informed attendance management system. Participants will learn how to leverage technology to identify at-risk students early, develop targeted interventions, and foster a culture of engagement._x000D_
Through interactive discussions and hands-on activities, attendees will explore:_x000D_
Setting up an early warning system using attendance data_x000D_
Integrating attendance strategies into a Multi-Tiered System of Support (MTSS)_x000D_
Using data visualization to enhance communication with stakeholders_x000D_
This workshop will empower educational leaders to navigate the new frontiers of data-driven decision-making, providing practical tools and strategies to address chronic absenteeism effectively. Participants will leave with actionable insights to implement in their own districts, contributing to improved student outcomes and overall district success.

A student's truancy journey begins at their school site. We often have a well-established SARB process at the district level, but what preventative steps exist at the site level? Who do we engage? What does the SART process look like prior to the student being referred to the district-level SARB? Explore this destination transformation with a veteran administrator with over 12 years overseeing SART/SARB. As a participant, you will navigate this frontier through the exploration of: legal mandates; program implementation; sample documents, handbook, and a framework. You will walk away with tools to implement upon your return to your site and/or district.

Special education leaders face daily demands to operate quality programs, align with District initiatives, ensure student outcomes, and must pair their knowledge of program data with an understanding of special education fiscal issues, including budgeting, use of funds, and expenditure reporting. Collaboration requirements have increased as the demands on local and regional budgets continue to grow, and ensuring all levels of the organization are clear on the vision and direction of the special education program is critical. Special Education leaders need to form effective partnerships with Human Resources and Business Staff to complete complex tasks correctly and to have long-term fiscal sustainability for the special education program, and program staff need to be informed and supportive of program initiatives and expectations. _x000D_
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Join us as we share an overview of critical data points to monitor, information and resources to support budgeting and tracking of special education data, revenues, and program metrics through the lens of a unified school district special education leader overseeing systemic growth and change. We will share local, ongoing data analysis, work in progress to develop and align the special education program with District strategic and mandated plans and place them in the context of successful partnership development and planning at all levels. Participants will walk away with strategies to undertake an analysis of their local special education program and start collaborative conversations with critical partners in their district.

Objective:_x000D_
This presentation aims to provide educators and school leaders with a comprehensive framework for addressing student trauma, especially for those from diverse cultural backgrounds, within our educational system. The approach focuses on equity, ensuring that all students receive the support they need to thrive academically, socially, and emotionally._x000D_
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Key Strategies:_x000D_
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Cultural Competence and Sensitivity_x000D_
Training for Educators: Ongoing professional development on cultural competence and trauma-informed care._x000D_
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Cultural Awareness: Encourage educators to understand students' cultural backgrounds, including norms, values, and healing practices, to build trust and provide appropriate support._x000D_
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Trauma-Informed Practices_x000D_
Safe and Supportive Environment: Create a predictable and supportive school environment with clear routines and respectful communication._x000D_
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Understanding Trauma Responses: Educators learn to recognize signs of trauma, such as aggression or withdrawal, and address them through restorative practices._x000D_
Individualized Support_x000D_
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Holistic Assessments: Conduct comprehensive assessments that consider academic performance and emotional well-being._x000D_
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Personalized Interventions: Develop individualized support plans incorporating culturally relevant strategies and referrals to community-based services._x000D_
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Family and Community Engagement_x000D_
Building Trust with Families: Establish strong relationships with families, ensuring regular communication and involvement in the educational process._x000D_
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Community Partnerships: Collaborate with community organizations and cultural groups to provide additional support and resources._x000D_
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Integrating Cultural Practices_x000D_
Culturally Relevant Curriculum: Incorporate diverse cultural perspectives into the curriculum._x000D_
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Celebrating Diversity: Foster inclusivity by celebrating culturalevents and traditions within the school community._x000D_
Mindfulness and Healing Practices: Integrate practices like mindfulness and meditation that resonate with students' cultural traditions._x000D_
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Mental Health Services_x000D_
On-Site Support: Ensure access to counselors and psychologists trained in trauma-informed care and cultural competence._x000D_
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Referral Systems: Establish clear referral protocols for students needing intensive mental health support._x000D_
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Crisis Intervention: Implement crisis intervention protocols sensitive to cultural nuances._x000D_
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Policy and Advocacy_x000D_
Inclusive Policies: Advocate for and implement school policies that promote equity and inclusion for all students._x000D_
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Anti-Bullying Measures: Enforce strong anti-bullying policies to protect students from discrimination based on cultural or ethnic backgrounds._x000D_
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Practical Steps for Educators:_x000D_
Listening and Empathy: Show empathy and validate students' experiences._x000D_
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Mentorship Programs: Create mentorship opportunities for students._x000D_
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Peer Support Groups: Establish peer support groups where students can share their experiences in a safe environment._x000D_
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By adopting these strategies, educators can support the diverse _x000D_
needs of students who have experienced trauma, ensuring they succeed both academically and emotionally._x000D_
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Resources:_x000D_
This presentation references reputable resources including the National Education Association, Substance Abuse and Mental Health Services Administration, Trauma and Learning Policy Initiative, and others, providing educators with tools and guidelines to implement these strategies effectively._x000D_
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Join me for an engaging and insightful session on "AI for Administrators: Streamlining Tasks to Focus on Student and Teacher Support," where we explore how AI can transform administrative tasks, allowing administrators to dedicate more time to what they love most—supporting teachers and students. This presentation focuses on leveraging AI to enhance efficiency in planning, brainstorming, data analysis, and communication._x000D_
Key topics include using AI to generate ideas for school improvement, analyze student performance data, draft newsletters and emails, and manage daily administrative tasks. Discover how AI can help you save time and increase productivity, enabling you to be more visible and engaged around campus—from giving fist bumps to students to staying updated on the latest trends._x000D_
Learn how to implement AI tools ethically and responsibly, ensuring that your administrative practices are free from bias and culturally responsive. Leave with practical strategies and tools to integrate AI into your daily routine, transforming your approach to administration and enhancing your ability to support your school community._x000D_

THIS SESSION WILL PROVIDE THE ATTENDEE WITH A FOUNDATIONAL UNDERSTANDING OF THE VARIOUS TYPES OF DRUGS AND CURRENT DRUG TRENDS AND SIGNS AND SYMPTOMS OF USE. IT WILL COVER PREVENTION AND INTERVENTION STRATEGIES AND DISCUSS THE IMPORTANCE OF OF DEVELOPING SYSTEMS THAT ADDRESS TEEN DRUG AND ALCOHOL USE FROM A MULTI-TIERED, TREATMENT BASED APPROACH. _x000D_
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AREAS TO BE COVERED: 1. TYPES OF DRUGS AND CURRENT DRUG TRENDS 2. SIGNS AND SYMPTOMS OF USE 3. PREVENTION MEASURES 4. INTERVENTIONS 5. A SUPPORTIVE, TIERED APPROACH TO DRUGS AND ALCOHOL USE 6. NARCAN AND HOW TO USE IT ATTENDEES WILL BE TRAINED ON THE USE OF NARCAN.

As the student population changes, so must best practices in assessment. In this session, we will discuss best practices in assessment of transgender students; review obligations as to assessment of English Learners, including how to ensure you are not overidentifying English Learners as students with disabilities; and how to avoid implicit bias in assessment. This session will feature both a legal lens on changing assessment practices and a practical lens on how to best implement those changing assessment practices.

As we work through post-pandemic services to meet students' needs, districts and county offices of education increasingly face scarce resources. This session will focus on creating ways to integrate mental health supports in schools and identify new partnerships to help serve the whole child. This session will discuss strategies and partnerships necessary to support integrated teaming, how this approach is part of California's Community Schools and Children and Youth Behavioral Health Initiatives, and how to braid funding and services to create sustainable student outcomes.

We’re all familiar with ELO-P and MTSS. But, what happens when we combine these reform efforts? Transformative opportunities for all learners! Join us for an engaging session featuring Jenay Enna (Assistant Superintendent, Oak Grove School District) and Kate Vincent, M.A., M.Ed., LCSW. An experienced instructional leader and licensed therapist, Jenay and Kate, will share how ELO-P offers districts a unique opportunity to meet all students' cognitive, social-emotional, and behavioral needs through a tiered approach to flexible enrichment and personalized learning. In this interactive workshop, participants will explore how to design and implement an MTSS framework in ELO-P settings. Gain valuable knowledge on establishing a shared vision, implementing personalized learning strategies, developing social-emotional competencies, and leveraging strategic partnerships to empower each and every child. Don’t miss this opportunity to transform your ELO-P program through MTSS!

Administrators often provide feedback to assessment team members on their reports, whether or not it's part of the formal evaluation process. What should you look for when reading these reports, and how do you provide constructive feedback when they don't meet district standards? In this workshop, participants will review the legal requirements outlined in IDEA and the CA Education Code regarding report requirements. More importantly, you will learn how to determine if a report is “good” and how to increase your confidence in providing effective feedback. By the end of this workshop, you will be better equipped to evaluate assessment reports and provide valuable feedback to enhance their quality.

Since the Covid 19 pandemic, the number of requests to public school districts and charter schools for out of home special education placement in a residential treatment center (“RTC”) has considerably increased. Whether the placement is one suggested by an IEP team, or based on a parent demand, deciding to place a student residentially is complicated and places a significant financial burden on a school district. School districts face a challenging task determining whether an RTC placement, one of the most restrictive options on the continuum of services, is what is required to provide a FAPE for a student. The consideration is often accompanied by anguished parents and guardians who do not have the ability to manage care for the child in the home and no other resources are available to address their child’s needs. _x000D_
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It is essential for school districts to develop a defensible and appropriate process to assist IEP teams in determining how to support a student to avoid the need for an RTC placement. Equally as important is being aware of the necessary legal considerations when an RTC placement is being considered or has been requested. _x000D_
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This presentation will review the robust intervention processes required of school districts to address the depth and plethora of educationally related mental health needs with which our children with disabilities present. The empirical data resulting from robust interventions in turn inform the necessity for a public school to provide an RTC placement to meet its FAPE obligations to the student. Attendees will be provided with a suggested (and defensible) determination process (procedural and substantive), including educationally related mental health assessments, “wrap” services, behavior intervention supports, intensive individual supports, etc._x000D_
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The presentation will further cover statutory requirements and recent legal decisions related to residential placement requests. The focus will be on the judicial decisions in each circuit and how these apply to the various standards for determining whether or not a public school district bears responsibility for an RTC as a means of providing a FAPE. From “is the need for an RTC segregable from the learning process” to “is the RTC supportive of the student’s education” to “are the medical, social, or emotional problems intertwined with educational problems”, and finally to “is the placement primarily to aid the student to benefit from special education”, courts have struggled to articulate a meaningful standard. The standards themselves are not instructive or able to be easily applied. They are ambiguous and always lend themselves to arguments for and against RTC placement to provide a FAPE. However, examination of the factual patterns of various judicial decisions and how these amorphous standards are applied in specific circumstances leads to more fruitful analyses, more likely defensible IEP decisions, and importantly, programs and services which appropriately address needs of students with disabilities.

This session aims to equip educational leaders with the knowledge and tools necessary to foster strong, collaborative relationships with Latinx families. Participants will explore the unique challenges and barriers that Latinx families face in engaging with their children's education. Through interactive discussions and practical activities, attendees will learn key strategies to enhance family-school collaboration and empower Latinx families to become effective advocates for their children's educational success.

Within HJUHSD, any student who has unlawfully possessed, used, sold, or otherwise furnished or been under the influence of any controlled substance, alcoholic beverage, or intoxicant of any kind or who has sold or furnished in any manner a controlled substance while enrolled may be, after due process, suspended up to five school days. To provide appropriate interventions to students who are actively involved in substance use and abuse but are unwilling to seek assistance on their own, HJUHSD has implemented a Zero-Hour Drug and Alcohol Program (DAP) for first-time violators of Education Code 48900. This alternative to suspension is based on a student's and parents' agreement to attend and complete Zero Hour Drug Intervention Classes for six sessions.

Have you ever had THAT grade level? The one with several "heavy hitters" who are constantly causing chaos? The grade level where teaching and learning are nearly impossible because the behaviors are so extreme? _x000D_
We did. Especially after covid. Putting out fires reactively wasn't working, and the fires just kept getting bigger. We needed a different approach to contain it, so we turned to teambuilding! _x000D_
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Learn how our change in approach lead to their change in behavior overall. Learn how the most challenging students thrived through leadership opportunities. _x000D_
Let's just say, it's a lot more fun to build the team proactively than to fight the fires reactively.