2023-2024
The California Advisory Commission on Special Education Annual Report: 2023-2024
- Post published: August 21, 2024
- Post category:ACSE
ACSE Actions
The ACSE provides recommendations and advice to the State Board of Education, the State Superintendent of Public Instruction, the California Legislature, and the Governor on new or continuing areas of research, program development, and evaluation in special education. Through its strategic planning process, the commission has developed a framework to direct its efforts to fulfill its role while also incorporating the shared priorities of its educational partners.
Introduction from the Chair
I am honored to introduce the annual report that highlights the work of California’s Advisory Commission on Special Education (ACSE). The focus of this commission is to ensure that the educational opportunities in the state are Inclusive of all students. The ACSE’s approach is grounded in listening, learning, and evolving together to create an environment where all voices are heard and valued. Over the past year, ACSE commissioners have prioritized the voices of students and parents. The personal stories and insights of those whose lives are profoundly influenced by special education provided us with a deeper understanding of the challenges and needs within our schools and systems. Parents shared their struggles navigating complex systems and resolving disputes to support their children’s education. Students spoke about their experiences with stigmas and their efforts to manage the maze of requirements that can complicate specialized programs. All of these voices made us a more informed and effective body and have yielded immense benefits including enhanced relevance, inclusivity, and trust.
While these shared stories and experiences confirmed the ACSE’s belief in the importance of balancing diverse and sometimes conflicting perspectives, these voices also reinforced the fact that finding this balance is a delicate and sometimes difficult task. Yet reconciling the needs and opinions of educators, parents, and students, finding common ground, and making thoughtful compromises are all essential if we are to create the kind of educational system that will benefit students with disabilities.
As we move forward, we remain committed to incorporating what we learn into our practices and recommendations. We know that, while important, empathy cannot replace lived experience. Those carrying the experience are the true and practical experts. Therefore, the ACSE looks forward to a renewed way of working—moving away from recommending solutions for others and toward more collaborative approaches to finding solutions hand in hand with those who will benefit most.
—David M. Toston, Sr.
ACSE Goals
Community Schools The California Community Schools Partnership Program (CCSPP) represents the nation’s largest—and potentially most transformative—investment in public schools. In the development of community schools, the ACSE supports a commitment to inclusivity and belonging for all students, including students with disabilities.
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Equity and Inclusion The ACSE is committed to ensuring a rightful presence and sense of belonging for all students. This commitment involves maintaining the least restrictive environment in all educational settings, fostering genuine inclusion, encouraging significant participation, and making data-based decisions to support all students effectively.
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Student and Family Voice During the past year the ACSE has worked to increase the direct involvement of students and their families with the commission. These efforts are aligned with state policies and practices on the meaningful engagement of educational partners. This engagement has enlightened the commission on the most pressing needs of students and their families and helped to shape the commission’s priorities.
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Emotional and Behavioral Health The ACSE recognizes the research that conclusively demonstrates the “whole child” approach to education as a requirement to successful outcomes for all students. As such, the commission supports the expansion of access tomental health and social-emotional supports in schools, identifying these supports as essential to the well-beingof all students and to their academic engagement and success.
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Literacy The ACSE aims to promote and highlight the innovative, effective, and exemplary programs and resources that are available within the Statewide System of Support. This effort includes policies,initiatives, evidence-based practices, and resources for educators, parents, and community members. The ACSE’s vision is for students to realizereading proficiency by third grade.
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Highlights from the Year
Rightful Presence
Leaders from the Supporting Inclusive Practices (SIP) project and the SWIFT Center spoke eloquently to the commission about the need to change school systems, leadership, and teacher preparation programs in order to embrace the concept of “rightful presence.” Rightful presence is the conviction that every child deserves to belong, that every child possesses inherent value, and that a commitment to inclusion does not go far enough to ensure this right.
ACSE embraces this vision, which calls for schools where no child has to demonstrate their worth to be included or belong; where every formerly marginalized population is an integral part of the school environment; where that school environment has the supports that make it possible for all students to succeed; and where communities, students, and families all contribute to shaping those environments.
The notion of “rightful presence” has become central to the ACSE vision and guides its work.
Inclusive Practices
Since the inception nine years ago of the Supporting Inclusive Practices (SIP) project, the ACSE has followed with interest SIP’s innovative and customized approaches to providing technical assistance for inclusion practices to educators across the state. The project is guided by the belief that children don’t have to be ready to be included. The adults need to be ready.
In its efforts to help create school environments of belonging for all students, the project is currently addressing issues of mindset among school staff as it seeks to provide the kinds of experiences that will change the beliefs among teachers and school administrators about who can be in a classroom and what an inclusive classroom might look like.
As the project focuses on new ways for school staff to better serve all students, the ACSE is particularly interested in how the project honors the importance of a continuum of support and provides assurances that all students will benefit in inclusive settings.
We realize the importance of our voice when we are silenced.” ~Malala Yousafzais
Reducing Stigma
Nearly every ACSE commissioner has struggled for decades with the negative connotation of the term “emotional disturbance,” which both California’s Education Code and the Individuals with Disabilities Education Act have used to label students who experience certain kinds of challenges in regulating their emotions and perceptions. As such, the ACSE is in full agreement with the authors of Assembly Bill 2173: Reducing Stigma in Education Act, who propose making the term “emotional disability” an “acceptable statutory alternative” to the original label. It is the position of the ACSE that the label of “emotional disturbance” eliminates opportunities for students, especially after they leave high school. And while a child is in the public school system, the threat of such a label too often repels families from wanting to work with the school system; as a result, many students fail to receive the
services they need.
services they need.
The ACSE moved and seconded a motion to write a letter of support in favor of this bill. ACSE commissioners will be contacting partner organizations to elicit their support, as well.
Parent Voice
Many of the ACSE commissioners are parents of children with disabilities. They know the importance of parent and family involvement in the education of their children and stand in favor of strengthening the role of parents in education.
As such, the commission was pleased to learn that California has recently established Family Empowerment Centers for every area of the state. FECs make it possible for parents and family members to effectively participate in the education of
their children by offering specialized training so that parents understand the educational needs of their children, participate effectively in their child’s individualized education program (IEP), promote alternative dispute resolution (ADR), and foster positive relationships with teachers and service providers. FECs perhaps do as much to strengthen the parent voice as any other initiative.
The ACSE applauds these organizations as they contribute to the ability of parents to function as partners in educational circles and as they attend to the specific needs and interests of the families in their communities.
Literacy Campaign
Because the ACSE places a high priority on student literacy, the commissioners welcomed updates on the California department of Education’s Literacy Campaign, which is designed to ensure that all students learn to read by third grade and are fully literate when they graduate from high school. Commissioners were especially pleased with the campaign’s focus on finding and using effective screening tools in all grades, especially in the early grades, to identify those students who need reading intervention.
The campaign is working with the California Commission on Teacher Credentialing and teacher preparation programs to ensure that new teachers have the skills they need to ensure that students have important literacy skills. The campaign is also planning an aggressive program of professional development for teachers in the classroom, as well as for librarians and administrators, addressing all levels of the school system and ensuring that they work in concert.
Community Schools/Whole Child
Community schools represent the single largest educational investment the California legislature has ever made. With nearly $20 billion dedicated to the creation and advancement of community schools in the state, the ACSE is paying close attention to how these schools are addressing the needs of students with disabilities. A presentation from the Learning Policy Institute placed the community schools movement within the state’s larger Whole Child approach, which is the touchstone for all of California’s educational initiatives.
As such, community schools are grounded in a commitment to family engagement and community collaboration. Consequently, every community school will reflect the community it is in and the families it serves. And since community schools represent an approach rather than a specific model, each will look different, as each community is different. What is consistent across these schools, however, is a foundation in the science of learning and development. Equipped with an understanding of how children learn (e.g., authentic relationships; rich, cultural experiences) and what keeps them from learning (e.g., stress, trauma), these schools are trauma informed and culturally and linguistically responsive.
The ACSE values the initiative’s commitment to the professional development of the teachers who are the backbone of these schools, as well as the general underpinning of the science of learning. The commission will be eagerly watching the creation of a system that supports all children to achieve their highest potential.
Once you learn to read, you will be forever free.” ~Frederick Douglass “
The GOAL Award
| Left to right: Commissioners Wilkins, Topalian, Tugsjargal, Commissioner Michaud; Dr. Wade and Dr. Yung from the Connections Program at the San Mateo County Office of Education; ACSE Chair Toston, Commissioner Oyakawa, CDE Director Heenan |
For the past 18 years, the ACSE has selected one program annually to honor with the Grazer Outstanding Achievement in learning (GOAL) Award. The GOAL Award was created by the ACSE in 2005 in collaboration with film producer Brian Grazer to recognize especially innovative educational programs in California benefitting students with disabilities. The recognition aims to honor the people who make these programs possible as well as to share the practices of these programs with parents, educators, and policymakers throughout the state and beyond.
This year, the ACSE received more than double the number of applications when compared to last year, with a wide variety of programs submitting applications. These applications represented preschool through secondary transition programs; districts, charters, and nonpublic schools; and educational initiatives from across the entire state.
The ACSE selected two exemplary programs as the winners of the 2023–24 GOAL Award: Orange County Office of Education’s Connections Program and San Mateo Union High School District’s BAY Quest Scholars Program. Both programs will receive an award of $4,725 to support their work moving forward.
The Connections Program provides educational programming for students with extensive support needs at 13 school sites throughout Orange County, focusing on career technical education (CTE). The program’s first CTE pathway was in the area of Agriculture and Natural Resources. Students participating in this program as part of their daily class schedule learn the technical kills required to use gardening tools and equipment, irrigate, plant, and harvest, as well as important employability skills.
The BAY (Bridging Adults and Youth) Quest Scholars Program was designed to empower students with disabilities to realize their full potential through inclusive, integrated, and comprehensive postsecondary education and transition services. Under this program, students have access to a collaborative community college model through a partnership with the College of San Mateo and can experience an integrated college setting while exploring their academic interests.
Both of these programs provide innovative postsecondary transition supports for students with disabilities—a priority area for the ACSE. Congratulations to both winners and the many other wonderful programs that submitted applications!
With these two awards, the initial donation from the Grazer Family was exhausted. The ACSE extends its immense gratitude to the Grazer Family for supporting 18 years of this award. The ACSE continues to be committed to recognizing and celebrating innovative educational programs that serve students with disabilities. The commission is exploring other partnerships that can be leveraged to support this important award moving forward.
With an eye toward the future, the ACSE will announce a new Recognition Award in the fall of 2024 to honor exceptional programs across California. This award will focus on recognizing programs that demonstrate strong equitable and inclusive practices. We encourage all special education programs statewide to apply. Watch the website for more information: www.cde.ca.gov/sp/se/as/acsegoalaward
Summary of Meetings
During the 2023–24 school year, the ACSE heard from numerous partners in the field whose presentations informed the advice the commission provides to the State Board of Education, the State Superintendent of Public Instruction, and the California Legislature as they all work to improve educational opportunities and outcomes for students with disabilities.
Throughout this meeting year, the ACSE heard several presentations from the many talented partner organizations that work with schools and districts to develop and strengthen a Multi-Tiered System of Support (MTSS). Since 2015, the ACSE has watched with interest and enthusiasm the evolution of MTSS in the state and its contribution to creating equitable educational access and improved outcomes for students.
The ACSE also welcomed and engaged in presentations about the following:
A study of how the Oakland Unified School District is implementing a high quality community schools initiative, working closely with teachers, students, families, community agencies, local government, and early childhood education providers to organize and align community resources to improve student outcomes,
A study of how the Oakland Unified School District is implementing a high quality community schools initiative, working closely with teachers, students, families, community agencies, local government, and early childhood education providers to organize and align community resources to improve student outcomes,
An update on the reclassification of English learner students with the most significant cognitive disabilities and another on the Observation Protocol for Teachers of English Learners and its implications for special education teachers.
The State System of Support (SSOS) and its progress in providing coordinated, needs-based, and differentiated resources and support to local educational agencies (LEAs), as well as the progress the California Collaborative for Educational Excellence (CCEE) is making on an evaluation study for its Special Education Resource Leads project.
The importance of a positive mindset as articulated by the Supporting Inclusive Practices Project and how that project works across the state to create positive cultures of collective accountability.
Family Empowerment Centers (FECs) and the specialized training, peer-to-peer support, access to information, resources, and support with referrals and services that they provide to parents and families of children and young adults with disabilities.
CDE’s ongoing commitment to community engagement, as exemplified in the department’s efforts to enhance student outcomes by fostering trust and dialogue within communities through the Community Engagement Initiative (CEI).
The California Youth Leadership Forum (YLF) and its program to support students in their transition from high school to adult life, along with the forum’s work to promote self-advocacy, connect students with resources and services, and celebrate disability history, culture, and community.
Pathways to Partnerships and its multi-agency collaboration to offer no-cost training and resources to reduce and resolve conflicts between families and educational agencies, while building trust and mutual understanding. The ACSE entertained the topic of alternative dispute resolution (ADR) several times during the year, with the commissioners united in their commitment to those initiatives that maintain relationships between families and schools and that help to ensure an appropriate education for students with disabilities.
The model network of Key2Ed, which is working to facilitate Individualized Education Program (IEP) meetings.
The High-Quality Individualized Education Programs (HQ IEPs) initiative, which is designed to ensure that IEPs result in meaningful participation and educational benefit for students.
The Urban Dual Credential Program at CSU Long Beach, which prepares teachers in grades kindergarten through eight to work in both general and special education settings in high-need urban schools.
The eligibility requirements for students who decide to follow an alternate pathway to a high school diploma, along with the requirements of LEAs for offering these alternate pathways, and the importance of ensuring that the diploma that students receive is the same diploma that students without disabilities receive.
The efforts of the California Early Childhood Special Education Network to meet the needs of families and their young children who transition from receiving IDEA Part C services to receiving IDEA Part B services.
The work of the Office of Youth and Community Restoration (OYCR), which uses and shares best practices that support students whose placements change from state-run youth incarceration settings to county care.
Research from the California Association of Resource Specialists and Special Educators (CARS+) on the levels of job satisfaction among special education teachers and recommendations for restructuring systems, aligning mission and vision, strengthening alliances, and increasing outreach and support to teachers across the state.
Barriers to education for native youth with disabilities in California, and the strategic plan of the California Tribal Families Coalition to improve outcomes for tribal youth, with an update on the coalition’s Equal Justice Works project and its report with recommendations for better serving tribal students in California.
The roles, responsibilities, and authority of the State Board of Education, Legislature, California Collaborative for Educational Excellence (CCEE), County Offices of Education, and other relevant educational partners.
The guiding principles of the Whole Child Framework, which the State of California is using to shape and direct many of its educational initiatives.
The ACSE welcomed regular updates from the California Department of Education (CDE) on the state’s State Performance Plan and its Annual Performance Report, which are required by the federal government and reflect the efforts that the state is making to adhere to the requirements of the IDEA and improve educational outcomes for students with disabilities. The ACSE also received regular updates on the State Special Schools and from ACSE members who serve as liaisons to partner organizations.
Throughout the year, the ACSE’s subcommittees conducted study sessions to develop the ACSE’s legislative and policy priorities and to discuss initiatives such as California’s Child and Youth Behavioral Health Initiative.
The ACSE appreciates the many members of the public who contribute to the discussion during the General Public Comment phase of the meetings. Although the Commission is not able to take action on specific situations, hearing from the public is vital to the ACSE’s work to provide recommendations and advice to the State Board of Education, the State Superintendent of Public Instruction, the legislature, and the Governor in new or continuing areas of research, program development and evaluation in California special education.
A Look Forward
The ACSE’s universal purpose has always been to help transform educational systems to improve outcomes for students with disabilities. Research and experience both show that when students with disabilities are included and realize success in their schools and communities, all students are included and find success. To this end, the commission is committed to continuing to expand its partnerships and uplift those programs and strategies that make improvements in the learning and lives of students with disabilities.
Moving into the next meeting year, the commission will focus on strengthening collaborations with state agencies, enhancing strategic communication, and refining actions to ensure that every student and community member experiences genuine inclusion and support. The ACSE is also committed to recognizing the work of the dedicated educators who are at the forefront of making progress toward our goals. They play an essential role in driving change and fostering a positive impact.
Students with disabilities are the reason this commission exists. The ACSE will continue to make their voices and lived experiences, along with those of their family members, central to the commission’s decision-making processes. It is their needs, perspectives, and dreams that guide our work. It is the prospect of their bright futures that inspires us.