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Organized into four sections covering California’s accountability system, background on students with disabilities and key support frameworks (MTSS, UDL, EBPs), leadership team data use for monitoring progress and interventions, and a toolkit of rubrics, templates, tools, and resources. 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For local indicators, performance levels are Met or Not Met (with a condition for two or more years).",{"name":119,"@type":110,"acceptedAnswer":120},"What support frameworks and practices does the handbook highlight for students with disabilities?",{"text":121,"@type":113},"It explores MTSS, Universal Design for Learning (UDL), and evidence-based practices (EBPs), emphasizing data-driven inquiry, progress monitoring, and instructional and behavioral supports to promote success.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},499089,1791014939,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687197100911,"https://ap-avatar.wpscdn.com/avatar/a000239b6f1da00475?x-image-process=image/resize,m_fixed,w_180,h_180&k=1785132997149421697","IMPROVING PERFORMANCE OF STUDENTS WITH DISABILITIES:  \nA Handbook for Providing Technical Assistance to Local Education Agencies  \nAcknowledgements  \nLeadership and Support  \nPeter Birdsall, Executive Director, California County Superintendents Education Services Association David Gordon, Superintendent, Sacramento County Office of Education  \nEd Manansala, Superintendent, El Dorado County Office of Education  \nAl Rogers, Deputy Superintendent, Sacramento County Office of Education  \nDavid M. Toston, Associate Superintendent, El Dorado County Office of Education  \nHandbook Development Team  \nEl Dorado County Office of Education:  \nTamara Clay, Director, El Dorado County SELPA  \nGinese Quann, Director, El Dorado Charter SELPA  \nSacramento County Office of Education:  \nAndrea Lemos, Director, Special Programs  \nJan Mayer, Director, Technical Assistance to Low Performing Schools and Districts  \nRachel Perry, Director, Center for Student Assessment and Accountability  \nShela Seaton, Director, Local Control and Accountability Plan  \nProduction of Handbook and Professional Development Resources  \nEl Dorado County Office of Education:  \nKale Elledge, Public Relations Coordinator  \nAndrew Lawton, Communications Specialist  \nSacramento County Office of Education:  \nMelanie Slootweg, Program Manager, Special Projects  \nSheila Johnston, Consultant, Editor  \nIntroduction  \nThis handbook provides resources and guidance for regional leadership teams as they help Local Education Agencies (LEAs) understand the California School Dashboard and use the data presented on the Dashboard to make improvements to programs and services for students with disabilities.  \nThe handbook is divided into four sections.  \nSection One provides an overview of the key components of California’s accountability system with implications for Students with Disabilities (SWDs) .  \nSection Two includes background information on California’s Students with Disabilities. Models and frameworks for supporting SWDs are explored including Multi-Tiered System of Supports (MTSS), Universal Design for Learning (UDL), and Evidence-Based Practices (EBPs) .  \nSection Three offers specific guidance for developing leadership teams that use data to monitor  \nprogress, identify interventions, and adapt instructional practicesand behavioral supports to promote success for all students.  \nSection Four provides a toolkit that includes rubrics, templates, tools, and links to a variety of resources that support the technical assistance and guidance strategies presented.  \nGUIDING PRINCIPLES  \n• General Education and Special Education work together seamlessly as one coherent system.  \n• Educational programs are organized within the context of a Multi-Tiered System of Supports (MTSS) framework to ensure academic and behavioral supports are provided for all students.  \n• Instructional programs incorporate high quality, standards aligned, evidence-based practices and use the principles of Universal Design for Learning (UDL) .  \n• Data systems are integrated to combine relevant information from state and local assessments including: formative and summative data, universal screening measures, and anecdotal observations from parents and teachers.  \n• Site based teams monitor progress, identify interventions, and adapt instructional practices and behavioral supports to promote success for all students using evidence-based systems of inquiry.  \n• Programs are culturally and linguistically responsive.  \nSECTION 1  \nSection One:  \nCALIFORNIA’S ACCOUNTABILITY SYSTEM  \nAt the heart of California’s new accountability system is a focus on continuous improvement for all student groups. The California School Dashboard displays results for schools, districts, and charter schools on a variety of indicators and provides ratings for overall student results, as well as for groups of students, including Students with Disabilities (SWDs) .  \nCalifornia’s accountability reporting system is intended to promote equity","cbCaiskgxrPXUtTA","https://ap.wps.com/l/cbCaiskgxrPXUtTA","pdf",9958237,66,"English","# Introduction\n## Section One: California’s Accountability System\n## Overview of the California School Dashboard\n## Guiding Principles\n# Section Two: Background on Students with Disabilities\n# Section Three: Leadership Teams and Data Use\n# Section Four: Toolkit and Resources","[{\"question\":\"What is the purpose of this handbook?\",\"answer\":\"It provides resources and guidance to help regional leadership teams support LEAs in understanding the California School Dashboard and using its data to improve programs and services for students with disabilities.\"},{\"question\":\"How is the California School Dashboard performance level determined?\",\"answer\":\"For state indicators, each group receives a color-coded performance level based on status and change, with an overall performance level resulting from their intersection. For local indicators, performance levels are Met or Not Met (with a condition for two or more years).\"},{\"question\":\"What support frameworks and practices does the handbook highlight for students with disabilities?\",\"answer\":\"It explores MTSS, Universal Design for Learning (UDL), and evidence-based practices (EBPs), emphasizing data-driven inquiry, progress monitoring, and instructional and behavioral supports to promote success.\"}]","Improving Performance of Students with Disabilities - A Handbook for Providing Technical Assistance to Local Education Agencies | PDF",1790992623,166]