2025 ACSA Every Child Counts Symposium

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.

Summary_x000D_
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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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_

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.

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!

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.

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.