2025 ACSA Every Child Counts Symposium

Transform your school’s attendance culture by implementing the six revolutionary principles of equitable engagement. This workshop will provide participants with a comprehensive framework to understand and address chronic absenteeism through a lens of equity and inclusion.

In this interactive workshop, participants will be introduced to the Pre-Referral Flowchart for Multilingual Learners which is designed to support multi-disciplinary teams in ensuring appropriate special education referrals for Multilingual learners (MLLs). Participants will explore four key areas that have impact on academic, linguistic and social emotional progress and the appropriate resources to ensure access and progress for MLLs. Opportunities to engage in reflective conversations to identify next steps in refining current practices and equipt multi-disciplinary teams with the necessary tools and resouces to ensure that well informed referrals for special education for multilingual learners are being made.

Administrators and aspiring administrators, from general education to special education, don't miss out on this opportunity to learn key skills to help build and improve efficiencies and practices around special education at your site through the Six-Circle Model - patterns (operations), structure, process (strategies), relationship, information, and identity. All six circles are important to creating organizational success and by working within this framework, it allows us to see the critical and interdependent impacts of people and how to create a culture with values that provide an infrastructure to achieve powerful and creative results._x000D_
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Stay ahead of potential conflict at your school-site by learning how to best support your special education case managers and IEP teams (parents included!) to save everyone time in and out of the IEP. Participants will gain tangible skills and resources on how to become a more effective manager, minimize conflict, and build relationships with your families.

In today's educational landscape, ensuring the safety and well-being of students and staff is paramount. This session will delve into the comprehensive development and implementation of a Crisis Response Team (CRT) within a PreK-8th grade elementary school district. Led by experts in educational leadership and crisis intervention — including a Director of Student Services with experience in educational leadership, overseeing the implementation of crisis response protocols and fostering a safe school environment, and a Special Education Program Coordinator, a former school psychologist with extensive experience in crisis intervention and support services for students, bringing a deep understanding of psychological aspects in crisis management — this session will equip participants with practical strategies to establish, enhance, and sustain a CRT that effectively manages crises, fosters a safe environment, and builds resilience within the school community.

Title: Increasing Inclusion Opportunities for Students with Significant Challenges: Tips and Tricks to Building Bridges within General Education Classrooms and Inspiring Your Community._x000D_
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We are administrators from the Academic Collaboration for Exceptional Learners (AcCEL) program within Tulare County Office of Education (TCOE). AcCEL is a unique educational program dedicated to students with moderate to severe intellectual disabilities that focuses on academics, language development, vocational training, social-emotional skills, and overall life skills. This breakout session will showcase the inclusion opportunities students with moderate-severe disabilities have within general education on satellite campuses and in their own community. Uplifting successes and initial barriers special education teachers and we, as innovators, have experienced during this process of diversifying learning will be shared. Attendees will leave with tips and tricks to increase inclusion opportunities within their own communities._x000D_

Join veteran administrators from the California Association of Pupil Personnel Administrators (CAPPA) as they share their journey navigating the new (and current) frontier of Student Services. This presentation along with roundtable discussions, will explore the frontier Student Services Administrators provide for all students through an equitably supportive educational environment. Topics covered will range from: Suspension/Expulsion; Section 504; Attendance with a focus on Mental Health; Wellness Centers; and much more. A focus will be around special populations including, but not limited to: foster youth; homeless youth; LGBTQ+; and newcomers. Attendees will leave empowered to navigate their frontier, equipped with best practices, research-based strategies, and provided with tools that may be implemented immediately upon return to their school and/or district.

The CSBA Golden Bell and NSBA Magna Awarded Special Education Team is a data driven comprehensive program focused: 1) meeting students’ unique needs, 2) creatively improving and increasing services, 3) full integration, while 4) managing the challenge of overriding costs. The team’s work makes a significant difference in the lives of students knowing that when all students are engaged and challenged in the least restrictive environment, they reach higher achievement and find a place to belong.

This interactive session aims to provide educators, administrators, and specialists with practical skills and actionable strategies for engaging in crucial conversations with key adults. By understanding and addressing the diverse needs of families, communities, and staff, educational leaders can foster a collaborative environment that enhances student achievement and engagement._x000D_

Join Sean Andrew and Tanya Gustin for an insightful session on the vital connection between special education and student wellness within Independent Study (IS) programs. This presentation will provide valuable insights into the innovative strategies and best practices that support the unique needs of students with disabilities, ensuring their academic success and overall well-being._x000D_
Sean and Tanya will delve into the development and implementation of effective IS programs specifically designed for special education students. They will discuss how to create an inclusive and supportive learning environment that not only meets educational goals but also fosters emotional and mental health. By addressing both academic and wellness needs, educators can create a more holistic approach to supporting their students._x000D_
Participants will gain practical knowledge on how to design and adapt IS programs to accommodate diverse learning needs, engage students, and promote their well-being. This session will also highlight the importance of collaboration between educators, families, and mental health professionals in creating a comprehensive support system for students with disabilities._x000D_
Ideal for special education professionals, administrators, and support staff, this session aims to equip attendees with actionable strategies and resources to enhance their educational practices. By attending, participants will leave with a deeper understanding of how to integrate wellness initiatives into their IS programs, ultimately improving the educational experience and well-being of all students.

There is a growing number of students in your district who do not respond to PBIS or MTSS, and whose behavior hijacks your staff. What is the bio-neuro-trauma connection and how do you respond? How can you create professional development to help all staff understand the students presenting with trauma-related behaviors, and how best to support them? Session includes lecture and tools for planning.

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Addressing the Literacy Crisis: Creating a School-Wide Dyslexia Assessment Plan_x000D_
For the past several years, one issue has commanded education headlines nationwide: Two-thirds of 4th and 8th grade students in the U.S. are not proficient readers (National Center on Education Statistics, 2024). At the forefront of the response to this literacy crisis are those advocating for students with dyslexia—because what works for students with dyslexia works for every student learning to read. Educators are often tasked with identifying dyslexia in individual students, but what is needed are assessment plans that work school-wide. How can educators design and implement such plans, given the strain on resources and the many competing regulations and guidelines? _x000D_
This session offers a five-step framework designed to help educators: _x000D_
• locate relevant national, state, and local requirements for dyslexia evaluation and response; _x000D_
• evaluate the school’s current dyslexia screening, intervention, and assessment processes; _x000D_
• collaborate with school leaders to design a school-wide plan that involves universal dyslexia screening, targeted interventions, comprehensive assessment for those with high dyslexia risk, and progress-monitoring; _x000D_
• identify multidisciplinary team members, evidence-based tools, and other resources needed to implement the plan; and _x000D_
• marshal support among parents, administrators, and district personnel. _x000D_
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The presentation will begin with an overview of the national legislative and advocacy landscape. Once educators have a basic understanding of overarching priorities, they will learn where to find their state and local mandates and guidelines. In this session, the instructor will guide participants through online resources including state education agency dyslexia pages, Decoding Dyslexia chapters, and state dyslexia handbooks. The aim is to enable educators to understand their own state’s policies as well as to learn new concepts and possibilities from other states. _x000D_
Before designing a school-wide plan, it is vital that educators review current processes within their districts or schools, working with school literacy leaders from the earliest stages of planning to improve buy-in among their colleagues. For many educators, this will be an opportunity to learn more about how RTI, MTSS, and other models have shaped the response to dyslexia in their school thus far. According to the National Center on Improving Literacy, response to intervention (RTI) plans have evolved since they were originally designed (Berkeley et al., 2020). _x000D_
All 50 states offer guidance to districts related to multi-tiered systems of support (MTSS), and 39 states have a systematic model in place. Equipped with a better understanding of how their school currently addresses dyslexia, educators can conduct a needs assessment to identify any gaps that currently exist. A needs assessment helps schools: _x000D_
• understand how well their existing processes and services are meeting their students’ needs; _x000D_
• identify systemic strengths and weaknesses; and _x000D_
• prioritize future actions. _x000D_
To design a comprehensive dyslexia assessment plan, educators will need to include four essential, evidence-based components: screening, progress monitoring, multi-level prevention system, and data-based decision making. It is imperative that a comprehensive structured literacy instructional plan be in place for all students. Effective assessment practices should also be employed, including universal screening, diagnostic assessment, and progress monitoring. To aid in this process, state departments of education offer approved test lists. Tiered intervention offerings, data reviews, and a clear path for access to more intensive supports are also essential in helping students with dyslexia progress, whether they are in general or special education (Miciak & Fletcher, 2020). _x000D_
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Several free resources can be tapped to aid educators in this process. The Center on Multi-Tiered System of Supports and the National Center on Improving Literacy both offer frameworks, supporting research, implementation guides, partnerships, and many other free resources to keep educators from having to “reinvent the wheel.” _x000D_
After assessing needs and outlining an evidence-supported plan, school psychologists will explore the process of resource mapping. Resource mapping can help schools/districts understand the broader offering of supports and resources available to students and families (National Center for School Mental Health, n.d.). These resources or assets include knowledgeable people within the school, community, and district, as well as monetary supports, professional development resources, assessment tools, and other information systems to help track data. _x000D_
With an evidence-based, collaboratively designed school-wide plan on the table, educators can be instrumental in getting buy-in from the stakeholders schools serve. Partnering with advocacy organizations such as Decoding Dyslexia can help win parent participation, which is key for student success. The presenter will also offer further guidance on winning support from other educators throughout the school. _x000D_
While special educators cannot tackle this process alone, they can act as leaders and liaisons throughout the process. Special educators can help schools evaluate their screening and assessment processes and plan ways to utilize available resources to create a plan that effectively addresses dyslexia—and the broader literacy crisis. _x000D_
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References_x000D_
Berkeley, S., Scanlon, D., Bailey, T. R., Sutton, J. C., & Sacco, D. M. (2020). A snapshot of RTI implementation a decade later: New picture, same story. Journal of Learning Disabilities, 53(5), 332–342. https://doi.org/10.1177/0022219420915867 _x000D_
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Miciak, J., & Fletcher, J. M. (2020). The critical role of instructional response for identifying dyslexia and other learning disabilities. Journal of Learning Disabilities, 53(5), 343–353. https://doi.org/10.1177/0022219420906801 _x000D_
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National Center on Education Statistics. (2024, March 5). Reading. https://nces.ed.gov/nationsreportcard/reading/ _x000D_
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National Center for School Mental Health. (n.d.) Needs assessment & resource mapping. https://www.schoolmentalhealth.org/resources/needs-assessment--resource-mapping/ _x000D_
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Spurred by the need to understand her district’s real-time special education data, and inspired by the tremendous offerings from the SELPA System Improvement Leads, Content Leads, and Resource Leads, one special education director created effective systems to routinely analyze and communicate her district’s special education data. This session will provide attendees with practical suggestions for any administrator interested in effectively using data for continuous improvement.

This session will provide administrators with key resources, best practices and important information on what can be done locally now, and in the future, to best use the CYBHI funds to serve students and families

This involves more than just physical accessibility; it requires a commitment to creating a supportive and adaptive learning space that meets the unique needs of every student. Inclusive classrooms benefit all students by promoting empathy, understanding, and collaboration.

This presentation explores the profound impact of domestic terror and racialized trauma on the academic performance of K-12 minoritized student populations. Research shows minoritized students face elevated levels of anxiety, depression, and stress, along with difficulties adjusting to academic and social demands, often coupled with unidentified or unmanaged mental health challenges. The presentation applies leading trauma research and theories to the phenomenon of generational trauma associated with anti-black, anti-brown, political, and domestic terror-based social realities in the lives of underrepresented students. The content is a provocative examination designed to ignite critical-thinking, constructive dialogue, and reflective discussion among classified staff, administrators, faculty, staff, and students. This presentation focuses on the strong correlation between these mental health issues and academic performance of minoritized students, while providing attendees with evidence-based, practical skills to support this unique population of students during their academic journey.

In this session you will learn how the San Mateo County Office of Education created a "Launch Institute" designed for educators to engage with peers and youth leaders to effectively deepen relationships and align systems that support identity, belonging, and agency. Join us and some of our youth leaders as we share our process for building an experience where youth, county, district, and school leaders make authentic connections and explore the impacts of their system through the lens of their own self-awareness, self-management, social awareness, relationship skills, and responsible decision making. The experience encourages participants to LEAP into their own journeys, LEARN strategies that improve climate and culture at all levels, and LEAD their teams into new learning and practical application.

Santa Clara County Office of Education is advancing the California Department of Education's broader goal of P-3 Alignment and teacher workforce development in public education. Case studies of two Santa Clara County public school districts will be presented depicting the evolution of P-3 vision articulation, board policies, approaches to assessment and curriculum, and authentic family engagement. Additionally, development of community-based early childhood education cohorts, administrator institutes, laboratory preschool learning walks, a TK teacher academy, and development of a PK-3 teacher credential program will be highlighted to illustrate inclusion and equity-focused teacher certification in partnership with community colleges and case study school districts._x000D_

Learn the tips and tricks to recruiting and retaining hard to fill positions within your school district/LEA/Organization. Long gone are the days of posting to EdJoin and hoping someone applies. Come learn how to win at attracting the best.

Parents play a crucial role in promoting positive mental health outcomes for students. This is especially true with students with emotional and behavioral disabilities. Educators often face challenges in effectively supporting parents. Participants will gain an understanding of effective approaches to support parents of students with mental health challenges.

Workshop Description (We've also submitted a presentation, which we hope will be offered prior to the workshop.)_x000D_
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Educators are beginning to recognize the role of trauma in both the achievement gap and in behavior events on campus. Educational leaders are also keenly aware of the balance they must strike between the need for supportive, inclusive, and trauma-informed approaches amid the challenges of educator skill-gaps and burnout._x000D_
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Join us to explore some specific trauma-assumed practices educators can implement following behavior events. In particular, learn how behavioral skills training can both increase the behavior educators want to see, while also improving rapport with students without resorting to punishment or exclusion._x000D_
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Additionally, we will discuss specific supportive, inclusive, and trauma assumed practices, how they can be implemented by all adults on campus, and practical methods of convincing staff to utilize them._x000D_
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This workshop will allow participants an opportunity to role/play behavior skills training, through a trauma-assumed lens. Participants will leave the workshop with protocols to support their implementation when they return to their respective LEA. _x000D_
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Schools play an important role in supporting young people and their families. The Children and Youth Behavioral Health Initiative (CYBHI) is making it easier for students, teachers, and school staff to get behavioral health support when, where and how they need it. _x000D_
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The CYBHI Fee Schedule Program is is revolutionizing school-based services by creating a permanent, stable source of financing for local educational agencies (LEAs). During this session, the Department of Health Care Services (DHCS) will share important updates about the program and present findings, and lessons learned, from the first two cohorts of participating LEAs.

Join us for an informative session on navigating critical incidents involving students at risk within educational settings. This presentation will equip attendees with essential knowledge and skills to effectively respond to students who may be experiencing suicidal ideation, engaging in self-injurious behavior, or demonstrating signs of potential harm to others._x000D_
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Participants will first delve into established protocols and comprehensive guidelines designed to identify, assess, and respond to these complex situations in schools. Through interactive discussions and case studies, attendees will gain practical insights into proactive measures and best practices for crisis intervention and management._x000D_
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A key focus will be understanding the crucial role of District Crisis Team members in supporting school staff during these sensitive situations. Attendees will explore how these team members collaborate with educators to implement timely interventions and create a safe, supportive environment for students in distress._x000D_
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Moreover, participants will learn valuable consultation skills to assist in shaping assessment processes, action plans, and safety protocols following incidents involving at-risk students. This segment will emphasize the importance of ongoing collaboration and support in ensuring comprehensive responses that prioritize student well-being._x000D_
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Whether you are a school administrator, counselor, or educator, this presentation offers indispensable tools and strategies for enhancing your ability to navigate and mitigate risks associated with student crises effectively. Join us as we empower our school communities to respond compassionately and proactively to those in need.

Are accommodations specially designed instruction (SDI)? Who can deliver SDI? How does SDI relate to UDL and MTSS? Is academic SDI enough to promote progress for students with disabilities? We know from IDEA Sec 300.39 (a) (1) that “special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability”, but through multi-year partnerships with State and local education agencies and ongoing knowledge development activities, the PROGRESS Center found common misconceptions about SDI were negatively impacting how local educators designed and delivered high-quality educational programming for students with disabilities. This presentation will share recommendations and resources to address five common misconceptions and improve the impact of SDI. Presenters will share strategies that leaders can use to support professional learning around the topic of SDI and the relationship with the other parts of the statement of services and aids as well as tools that can help to support engagement with parents and families in the effective design of programming for their child.

Are you seeking a comprehensive resource that will support you in guiding your IEP teams through the key components of an IEP to achieve educational benefit? Look no further—the High Quality IEPs Project, offers just what you need: the High Quality IEP Toolkit for Educators.The Toolkit is aligned with the newly released California Individualized Education Program (IEP) template report and its guiding principles of developing IEPs that are collaborative and team-oriented, student-centered, and outcomes driven. This session will provide an in-depth walkthrough of free tools that administrators and LEA leaders can utilize within their districts on the IEP process, focusing on critical components such as assessment, present levels, measurable goals, and supports and services aligned to California’s newly created state IEP template.

Continuous improvement has taken hold in education! What does that look like in your context? Are you looking for strategies to reinvigorate your improvement efforts? Join this session to workshop transitioning plans into action. Workshop improvement routines and strategies, including grab-and-go activities and communication strategies for leveraging hearts and minds as part of your improvement efforts. Plan to have an improvement plan (e.g. CIM, DA, LCAP, etc.) on hand for reference.

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As an administrator, having a structured approach to handling difficult and unexpected situations, such as school refusal and chronic absenteeism, is crucial. Your team looks to you for guidance in collaboratively problem-solving with families. In this session, we will explore how you can support the process by establishing effective procedures, initiating productive conversations with families, and maintaining a supportive learning environment once the student returns to school._x000D_

A phrase I hear frequently across districts and early childhood classrooms is “what is going on with these kids and their behaviors? Covid is over, why is it getting worse and not better?” The reality of our current state is that our youngest students, Preschool, Transitional Kindergarten, Kindergarten and up seem to be struggling more and more with behavior. Where we used to see 1-2 “high flyers” per site, we are now seeing 3-4 “high flyers” per classroom. And it isn’t just the quantity of students with behavioral needs. It is the frequency, intensity and severity of these at times explosive behaviors that are demanding all hands on deck._x000D_
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This is our new reality, and it looks bleak, but what we know is that early intervention, specifically caregiver or Parent Implemented Intervention (PII) has the evidence base and power to make HUGE changes in the brain/behavior of a child. A lot of times we focus solely on in-class behavior strategies and plans, but a lot of times these plans stay at school and don’t transfer home. So, what if we did something different? What if we brought in the parents, and not only supported the child but the caregivers in strategies to support behavior change? This is what the Parent Empowerment Program (PEP) within the La Mesa-Spring Valley School District is working to provide. _x000D_
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PEP is a free program that provides behavioral support and parenting tools to families with students ages 3-6 who may be experiencing any level of behavior difficulties, from separation anxiety, defiance, tantrums, aggression, elopement etc. PEP is a safe place for families to come to get support. The Parent Empowerment Program is an expansion site of the Regional Intervention Program (RIP) originally developed through Vanderbilt University. RIP has over 50 years of data showing that this program works not only to reduce challenging behaviors across settings (home, school, in the community), but also reduces caregiver stress and increases student access to less restrictive educational settings and supports._x000D_
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PEP and the La Mesa-Spring Valley School District are working to help give these Bunker Babies the support they need by empowering their caregivers. By working in partnership with our families to support our students, PEP not only helps reduce challenging behaviors right now, but it is changing trajectories for these children’s futures. _x000D_
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Learn more about why we are seeing an uptick in behavioral needs with our youngest learners, and what educational leaders can do to empower families through Parent Implemented Intervention in order to reduce behavioral challenges and strengthen both student and family SEL skills._x000D_

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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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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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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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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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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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.

The presenters will outline common reasons why special education parents file complaints with the Office of Administrative Hearings, California Department of Education, and Office of Civil Rights. Participants will learn actionable strategies to resolve conflicts early on and prevent formal complaints. The session will cover key proactive research-based approaches, fostering successful relationships with parents, maintaining effective communication, and addressing concerns before they escalate. Attendees will receive a blueprint for professional development and other fundamental actions that administrators can take to prevent conflicts and complaints. Practical tools and resources will be shared and practiced during the session.

In 2022, the California Department of Education embarked on a new approach to accountability. Compliance and Improvement Monitoring (CIM) was launched in an effort to both support compliance and embrace continuous improvement as an approach to addressing persistent systems problems and improving student outcomes. In this session, you will be immersed in the lessons learned via a panel discussion with the CA Department of Education, System Improvement Leads, and Calexico Unified School District. Hear how the district leveraged the support of CDE and their technical assistance provider to achieve great success. Within one year of implementing their CIM plan, Calexico was able to achieve a 100% graduation rate for their students with disabilities!_x000D_

In-school encounters are liable for the poor academic results acquired by foster/homeless youth, which means foster youth’s dealings with teachers, administrators, and other adults on campus will have significant impacts on academic and social outcomes. Foster and homeless youth trail academically compared to other students. Entry into foster care results in the likelihood of being retained in grade level and poor performance on standardized assessments. It has been reported that 30% of youth shared placement changes that resulted in missing at least one month of school. _x000D_
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During this presentation, we will discuss staff members' vital roles in the academic and social/emotional success of foster/homeless students. Participants will discuss staff members' changing mindsets and what strategies are best used to enhance the positive academic and social/emotional outcomes of foster/homeless youths at their school sites. _x000D_

With $4 billion in state grant funding allocated to the design and implementation of community schools across CA, it is crucial for site-based leaders to grasp the essentials for community school (CS) transformation. This workshop will delve into what makes CS leadership work and the foundations of trusting relationships, shared vision, actionable data, and inclusive decision making._x000D_
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Recognizing that trust is the cornerstone of effective collaboration, this workshop is designed to address how site-based leaders can build and nurture these critical partnerships. Participants will receive an in-depth overview of the community school strategy and the interdependent roles of the CSC and principal. They will explore the essential skills and capacities needed by both CSCs and principals to drive successful community school development, and specific leadership responsibilities held by each. The workshop will provide targeted strategies for building and strengthening relationships between CSCs and principals, and offer practical methods for effective role communication and expectation setting._x000D_
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The session will include dedicated time for role-alike discussions, strategic planning, and hands-on practice. Participants will have opportunities to develop actionable plans, and refine their approaches to implementing and leading community school initiatives in their respective settings. If possible, we encourage leadership teams and/or systems leaders to attend together.

In today’s educational landscape, student mental health and wellness have become critical components of a student's overall educational support. Ensuring that students are mentally and emotionally well is not only vital for their immediate success but also for their future role as effective and successful members of society. It is the responsibility of school districts to provide robust mental health support to foster an environment where students can thrive._x000D_
As the focus on increasing access to mental health supports intensifies, integrating wellness coaches into Multi-Tiered Support Systems (MTSS) emerges as a transformative strategy. This approach aims to enhance and streamline mental health support, making it more accessible and impactful for students. This presentation will provide a comprehensive overview of how to effectively plan, implement, and manage this integration to maximize its positive impact on student mental health._x000D_

If you want to be prepared for a due process case, whether it's your first case or not, this session is for you. We will talk about the process of due process, and examine several recent OAH cases, from start to finish. With all of the different types of complaints, if you end up in a due process hearing, you want to be prepared. From the moment you receive a due process complaint (or even before), there are steps you can take to minimize your liability exposure. This session will examine the steps to take to be sure you, and your staff, have strategies to handle any due process case.

This session will give an overview of the Best Interest Determination meeting process for Foster Youth and McKinney-Vento students, including legal requirements and best practices for implementation. The complex transportation needs of students will be discussed, as well as ideas for cost-sharing, and navigation of complex cases.

As a leader in Special Education, it's critical you understand where your funding comes from, how it's received by your LEA, fiscal compliance requirements, and the role the SELPA plays.

Join us for an insightful session that delves into the innovative strategies and practical tools essential for implementing CA's New Alternative Pathways to a High School Diploma for Students with Significant Cognitive Disabilities. Hear stories from educators, LEAs and COEs who are successfully navigating this new frontier. Learn how to overcome common challenges, leverage available resources, and tailor the alternative pathway to meet the diverse needs of all students. This session will provide you with actionable insights and tools to make alt pathway a reality today.

In an era of increasing diversity in student needs and educational mandates, co-teaching has emerged as a powerful model to enhance instructional effectiveness and student outcomes. This presentation proposes a comprehensive exploration of developing a successful co-teaching program at the elementary level. Our focus will be on the collaborative process of pairing general education and special education teachers to create an inclusive, supportive, and dynamic classroom environment. Attendees will gain insight into best practices, key considerations, and practical strategies for implementing and sustaining a co-teaching model that meets the needs of all students.

Learn how one district created a support team to address identified gaps for students with severe mental health and behavioral needs and how that has transformed into cross-collaboration county-wide.

Participants will learn strategies and techniques to effectively manage and resolve conflicts that arise within educational settings, fostering a collaborative and inclusive environment. The training/speaking engagement will emphasize practical skills, empathy, communication, and legal and ethical considerations specific to the education sector. Mediation offers a neutral, structured process where families and educational leaders can address conflicts and concerns collaboratively. This process helps build trust by ensuring that all parties feel heard and respected. Strong relationships between schools and families are crucial for student success. When families feel valued and included in their child's education, they are more likely to support school initiatives and work cooperatively with educators.

Many school districts are seeing an uptick in chronic absenteeism. While many solutions are discussed from the perspective of truancy and the attendance office, for some students, absenteeism is intertwined with social emotional learning, mental health and disability. _x000D_
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The presentation will incorporate the latest case decisions, hot-off-the-presses law, and boots-on-the-ground practical advice.

This session will describe processes for providing Foster Youth and McKinney-Vento students with the academic, social-emotional, behavioral, and basic needs resources they require to engage effectively in school. This session will illustrate how systems of support can be effectively embedded within an MTSS framework and will offer practical suggestions for funding and procuring these supports and disseminating them to students and families.

The SARB process must follow various compliance aspects and there are many facets to a successful program. Participants will explore the legal aspects of SARB, learn step-by-step aspects of a successful SARB program, explore implementation procedures, and evaluate their site and/or district SARB process. Participants will walk away with tools to immediately implement when they return to their site and/or district.

This workshop will help LEA's identify implementation strategies for establishing a wellness center, including identification and support of students experiencing homelessness, establishing community partnerships to leverage resources, and highlighting a district-wide system of support. Furthermore, we will highlight pathways to sustainability that include the Education for Homeless Children and Youth (EHCY) Grant through the California Department of Education and through the Children and Youth Behavioral Health Initiative (CYBHI) Statewide Multi-Payer School-Linked Fee Schedule program that is part of California's Master Plan for Kids' Mental Health.