This AFIRM EBP Brief is designed to help parents/caregivers learn the step-by-step process of planning for, using, and monitoring the EBP of Parent Implemented Intervention (PII) with their learners with Autism during home routines and activities.
View DocumentThis AFIRM EBP Brief is designed to help you learn the step-by-step process of planning for, using, and monitoring the EBP of Social Narratives with learners with Autism.
View DocumentHow a focus on relationships is driving improvement in Chula Vista
View DocumentOver the years the Desired Results Access Project has been developing a process that home visitors can use to confidently complete the DRDP, even when they may not have had frequent opportunities to observe the child participating in a variety of routines and activities. · The purpose of this Trainer's guide supports hosting a session to share this process and some useful tools that can be used along with it.
View DocumentThe toolkit is designed to address the following questions and challenges: Family engagement activities are often isolated from other initiatives in districts; Family engagement staff in districts often work in a silo, not in collaboration with other district departments; Families of low-income students and families of students of color are often underrepresented in family engagement activities; Educators struggle with how to evaluate family engagement programs and activities, beyond tracking the number of participants attending events; While opportunities for family members to gain skills and knowledge are growing, building educators’ capacity to partner with families is not yet a focus in many districts.
View DocumentThis Family Engagement Framework is intended to provide guidance to educators, districts, schools, families, and communities as they plan, implement, and evaluate strategies across multiple programs for effective family engagement to support student achievement and close the academic achievement gap.
View DocumentAppendix 4.2 English Learner - Parent Questionnaire from California Practitioners’ Guide for Educating English Learners with Disabilities
View DocumentAppendix 4.3 English Learner Student Questionnaire from California Practitioners’ Guide for Educating English Learners with Disabilities
View DocumentAppendix 5.1: IEP Team Checklist for English Learners (ELs) from California Practitioners’ Guide for Educating English Learners with Disabilities
View DocumentAppendix 4.8 Parent Report individual Education Program Development from California Practitioners’ Guide for Educating English Learners with Disabilities
View DocumentThe Family Empowerment and Disability Council is coordinated through the Seeds of Partnership contract, funded by the California Department of Education, Special Education Division. The FECs provide training and information to families of children and young adults with disabilities, between the ages of 3 and 22.
View SiteInfographic created by SELPA Administrators of California on the 10 ways to leverage COVID-19 ADR and learning recovery dollars.
View SiteThe California Department of Education (CDE) finds that the Alternative Dispute Resolution process is a desirable and effective practice that supports positive interactions and collaboration among parents and educators and the resolution of special education conflicts. This website includes resources developed by the Center for Appropriate Dispute Resolution in Special Education (CADRE) with products and services that are high quality, relevant, and useful to the field of dispute resolution in special education and early intervention.
View SiteUnfinished Learning focuses on six specific instructional principles for supporting students with unfinished learning due to unprecedented school closures. Principles are put into context with examples in both ELA and Math specific to supporting grade transitions through prioritizing concepts and skills in terms of progressions of learning.
View SiteSocial Emotional Learning (SEL) archived newsletters created by the California Department of Education (CDE) with resources to assist educators with SEL instruction, strategies and supports for adults and students.
View SiteThis brief discusses core components of IDEA that districts must keep in mind when making decisions about referring a child for special education and when determining the appropriate placement and services for each child deemed eligible for special education.
View SiteThe online publication All About Young Children: Information for Families on Children’s Early Development provides resources for families based on the California Infant/Toddler Learning & Development Foundations and the California Preschool Learning Foundations. Parents and family members can find out what skills help children from birth to five learn, how they learn language, how they learn about feelings and relationships, how they learn about numbers, and how they become skillful at moving their bodies.
View SiteThis guide helps parents and other adult family members and caregivers navigate supporting the overall well-being and mental health of school-aged children, including tips for what can be difficult conversations. It offers information about the social and emotional development of young people and explains warning signs that may signal mental health challenges. It equips caregivers with targeted strategies, tools, and resources that help them advocate for their family, address each child’s specific needs, and access professional help.
View SiteThe Bullying Prevention Training Module Presentation is a research-based resource that can help you lead bullying prevention efforts in your local community.
View Site
The California Special Education Technical Assistance Network (CalTAN) is developed in association with California’s Statewide System of Support and funded by the California Department of Education.
Contact us at CalTAN@cde.ca.gov
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