High Quality IEPs

The California Department of Education is committed to ensuring LEAs throughout the state are engaging in timely and collaborative IEP processes that result in The California Department of Education is committed to ensuring LEAs throughout the state are engaging in timely and collaborative IEP processes that result in high quality IEPs for students with disabilities.  To assist in this, CDE has granted funds to four Special Education Local Plan Areas (SELPAs) throughout the state to provide technical assistance to LEAs in the form of professional learning and development, resource development, and direct coaching around IEP systems and development.  

The following SELPAs have been identified to provide IEP Technical Support and Assistance:

East County SELPA
Heather DiFede
hdifede@sdcoe.net
858-298-2214

Fresno County SELPA
Trina Frazier
tfrazier@fcoe.org
559-265-3049

Humboldt-Del Norte SELPA
Heather Quigley-Cook
hdnselpa@hcoe.org
707-441-2051

Riverside County SELPA
Leah Davis
leah@rcselpa.org
951-490-0375

Resources coming soon!  Please check back again or sign up to be included in the CalTAN email list on the home page.

 


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The CDE Published CA Practitioners' Guide for Educating English Learners with Disabilities Frequently Asked Questions (FAQs) have been extracted from the CA Practitioners' Guide and are easily accessible via the Imperial County SELPA content-lead website.

Area of Focus

  • Assessment
  • Instruction
  • Collaboration
  • High Quality IEPs

Audience

  • District
  • Instructional Leaders
  • Related Service Providers
  • Site Leaders
  • Teachers

Student Population

  • Infant-preschool
  • Adult Transition
  • English Language Learners
  • High School
  • K-6
  • Middle School

Updated 11/09/2022

The BASICS Tool features two great components to support LEA and SELPAs. The first component is the BASIC Infrastructure Assessment Tool. The BASICS infrastructure Assessment tool identifies six basic, or foundational, components for the kind of infrastructure needed in order to have a well-functioning special education program. It also provides a tool for examining the degree to which these components are in place in your system. The results of that examination can help you decide where best to start system improvement efforts. The second component of the BASICS tool is the IEP Data Visualization Tool, this tool works with your SEDS (Special Education Data System) generated reports to create data visualizations for IEP overdue ELIGIBILITY EVALUATIONS or overdue NEXT EVALUATION PLAN REVIEWS.

Area of Focus

  • Assessment
  • Instruction
  • High Quality IEPs

Audience

  • County Leaders
  • District
  • Instructional Leaders
  • SELPA
  • Site Leaders

Student Population

  • Infant-preschool
  • Adult Transition
  • English Language Learners
  • High School
  • K-6
  • Middle School

Once the IEP has been held, it should be affirmed as soon as possible. Affirming does not mean that the IEP was signed in agreement. Affirming locks in place what happened at the meeting and should be reported to CALPADS.

Area of Focus

  • High Quality IEPs

Audience

  • County Leaders
  • District
  • Instructional Leaders
  • Related Service Providers
  • SELPA
  • Site Leaders
  • Teachers

Student Population

  • Infant-preschool
  • Adult Transition
  • High School
  • K-6
  • Middle School

In SEIS, the "Next" dates are used to trigger alerts on the Dashboard, and they are also used for the IEP Data Visualization tool. As the "Next" dates are the only way staff know when the IEP is due, the correct entry of these dates is important. These directions help LEAs review the dates for accuracy.

Area of Focus

  • High Quality IEPs

Audience

  • County Leaders
  • District
  • Related Service Providers
  • SELPA
  • Site Leaders
  • Teachers

Student Population

  • Infant-preschool
  • Adult Transition
  • High School
  • K-6
  • Middle School

Updated 11/08/2022

These suggested questions were developed by members of the SELPA Administrators of California to address the legal requirements of IDEA, state law, and the State Performance Plan, as appropriate. These questions should be considered general guidance and not a replacement/substitute for local policies and procedures.

Area of Focus

  • High Quality IEPs

Audience

  • County Leaders
  • District
  • Instructional Leaders
  • Related Service Providers
  • SELPA
  • Site Leaders
  • Teachers

Student Population

  • Infant-preschool
  • Adult Transition
  • High School
  • K-6
  • Middle School