2020 Bonar Street, Suite 301, 911爆料, CA 94702
Tel: 510.644.6210
Fax: 510.644.6211
Hours: Monday – Friday, 8:00 AM – 4:00 PM
Shawn Mansager
Executive Director
Rosalina Barrios
Administrative Assistant III
Mission Statement:
To create and sustain an educational community where each child, respecting their exceptionalities, are: welcomed, valued, appropriately supported, made to feel safe, can equally participate, and expected and challenged to learn and achieve.
Special Education Information and Resources
What is Special Education?
Per California Education Code 56031 (paraphrased):
Special education means specially designed instruction to meet the unique needs of the student with a disability and may include speech-language pathology (SLP) &/or other related service. Individuals with special needs shall be grouped for instructional purposes according to their instructional needs.
What is Inclusion?
鈥淚nclusion is a way of thinking 鈥 a deeply held belief that all children, regardless of ability or disability, are valued members of the school and classroom community.鈥
鈥 Causton-Theoharis & Theoharis, 2008
Inclusive education is about developing and designing schools, classrooms, programs and activities so that all students learn and participate together. Inclusive schools are characterized by a sense of community, high standards, collaboration, cooperation and flexible staff roles and responsibilities.
Legal support for inclusion is a cornerstone of the reauthorization of the Individuals with Disabilities Education Act (IDEA) which provides that children with disabilities are entitled to receive special education services and that children are placed, to the maximum extent appropriate, in classes with typically developing peers, also known as the least restrictive environment (LRE), in order for them to receive a free appropriate public education (FAPE).
Benefits of Inclusion:
For Students with Special Needs
- Establishes higher expectations for academic, social and vocational outcomes
- Increases confidence and independence
- Expands range of friendships
- Promotes pro-social behaviors
- Provides greater integration into the community
For Educators
- Inspires a collaborative team model and encourages innovative and creative instructional strategies
- Models acceptance of the full range of human experience
- Encourages self-reflection and expansion of teacher skill-sets
- Fosters differentiated instruction benefiting all learners
For Peers, Families and the Community
- Advances District-wide Welcoming Schools philosophy
- Cultivates appreciation for students鈥 gifts instead of their challenges
- Demonstrates respect for diversity allowing all students to feel welcomed and celebrated for their unique qualities
Research-based support for inclusive education:
Time spent engaged in the general education curriculum is strongly and positively correlated with math and reading achievement for students with disabilities (Cole, Waldron, & Majd., 2004; Cosier, Causton-Thoeharis & Theoharis, 2013)
Students without disabilities made significantly greater progress in reading and math when served in inclusive settings (Cole, et.al., 2004)
Students with autism in inclusive settings scored significantly higher on academic achievement tests when compared to students with autism in self-contained settings (Kurth & Mastergeorge, 2010)
Students with intellectual disabilities that were fully included in general education classrooms made more progress in literacy skills when compared to students served in special schools (Dessemontet, Bless, & Morin, 2012)
History of Inclusion in 911爆料
In 1993 the District formed the Inclusive Education Taskforce to develop the implementation of inclusive education. In 1996 the task force became the Inclusive Education Advisory Committee.
In 2003 Dr. Kathleen Gee & Dr. Diane Ketelle conducted a comprehensive Special Education study.
The findings and recommendations from this report were presented to the 911爆料 Board to assist in the strategic development and planning for the District.
A handbook was developed as a resource to support parents, teachers, administrators and support staff involved with the inclusion of students with disabilities.
In 2009 The Civil Rights Project, in association with the University of California 911爆料 Law School published a report titled, 鈥淚ntegration Defined: 911爆料 Unified鈥檚 Strategy to Maintain School Diversity鈥 that reviewed the history of desegregation efforts in 911爆料 and analyzed the current school based assignment procedures.
Special Education Eligibility 鈥 a two-prong determination:
Per California Education Code 56026 (paraphrased):
A student is considered an 鈥渋ndividual with exceptional needs鈥 if they satisfy all of the following:
- Identified by an individual education program (IEP) team as a child with a disability in one or more of the 13 federal categories
AND
- Their impairment requires instruction and services which cannot be provided with modification of the regular school program in order to ensure that the individual is provided a free appropriate public education (FAPE)
A medical diagnosis of a specific condition may inform the IEP team about which category may be considered as the area of suspected disability. However, a comprehensive evaluation must be conducted to determine if the student meets both prongs of the eligibility criteria for Special Education and related services.
The 13 Federal categories of eligibility for Special Education include:
- Characteristics associated with Autism (AUT)
- Deaf (Deaf)
- Deaf-Blind (DB)
- Emotional Disturbance (ED)
- Hard of Hearing (HH)
- Intellectual Disability (ID)
- Multiple Disabilities (MD)
- Other Health Impaired (OHI)
- Orthopedic Impairment (OI)
- Specific Learning Disability (SLD)
- Speech or Language Impaired (SLI)
- Traumatic Brain Injury (TBI)
- Visual Impairment including Blindness (VI)
Students whose educational needs are due primarily to:
- Limited English proficiency
- Lack of instruction in reading or math (鈥減er NCLB鈥)
- Temporary physical disabilities
- Social maladjustment
- Environmental, cultural, or economic factors听are not individuals with exceptional needs.
What if my child has a medical diagnosis of dyslexia?
Per California Education Code 56337.5 (a-c) (paraphrased):
A student who is assessed as having dyslexia and who meets both prongs of the eligibility criteria listed above may be considered a student with a specific learning disability (SLD) and may receive special education and related services.
If a student exhibits characteristics of dyslexia or another related reading function is not found to be eligible for special education and related services, the student鈥檚 instructional program shall be provided in the regular education program.
It is the intent of California Legislation that program guidelines be developed for specific learning disabilities, including dyslexia and other related disorders, to be available for use by teachers and parents in order for them to have knowledge of the strategies that can be utilized with pupils for the remediation of the various types of specific learning disabilities.
What if my child has a diagnosis of ADD/ADHD?
Per California Education Code 56339 (a-d) (paraphrased):
A student who is adversely affected by a suspected or diagnosed attention deficit disorder (ADD) or attention deficit hyperactivity disorder (ADHD) and who meets both prongs of the eligibility criteria listed above may be considered a student with an other health impairment (OHI) and may receive special education and related services.
If a student with ADD &/or ADHD is not found to be eligible for special education and related services, the student鈥檚 instructional program shall be provided in the regular education program.
It is the intent of California Legislation that Districts promote coordination between special education and regular education programs to ensure that all students, including those with ADD &/or ADHD, receive appropriate instructional intervention.
It is also the intent of California Legislation that regular education teachers and other personnel be trained to develop an awareness about ADD &/or ADHD and the manifestation of those disorders, and that adaptations that can be implemented in regular education programs to address the instructional needs of pupils having these disorders.
Special Education Services
Special Education Related Services are determined by an IEP team based on a student鈥檚 individualized needs. 911爆料 has a variety of specialists on staff to help support student learning needs including in the fields of:
- Adapted Physical Education (APE)
- Assistive Technology (AT)
- Behavior Specialists (Bx)
- Deaf/Hard of Hearing (DHH)
- Education Specialists [SpEd Mild/Moderate (M/M) & Moderate/Severe (M/S)]
- Instructional Aide / Para Professional (IAPP)
- Occupational Therapists (OTs)
- Physical Therapists (PTs)
- School Psychologists (Psych)
- Speech-Language Pathologists (SLPs)
- Vision Impairment Specialists (VI)
How to make a referral for Special Education
If you suspect that your child, or student, may have a disability that requires Special Education services please complete the attached Referral for Special Education and Related Services Assessment Form and submit it to any of the following:
- School Site Principal, Vice Principal or Counselor
- Special Education Teacher on site
- Special Education Administrator / Fax: 510.644.6211
North Region SELPA Referral Form
A pupil shall be referred for special education instruction and services only after the resources of the general education program have been considered and, where appropriate, utilized. EC 56303
Form: English | 贰蝉辫补帽辞濒
Intake Referral Procedures
For families of children who are not enrolled in a 911爆料 school please download the Intake Referral Procedures form and bring all documentation to the Special Education Department to request consideration for an evaluation.
Procedures: |
Enrollment Form: |
NR SELPA Authorization for Use and/or Disclosure of Information
Signed to provide written consent for exchange of information between District staff and other agencies or individuals with knowledge of the child or student.
Form: English | 贰蝉辫补帽辞濒
This information provides you as parents, legal guardians, and surrogate parents of children with disabilities from three (3) years of age through age twenty-one (21) and students who have reached age eighteen (18), the age of majority, with an overview of your educational rights or procedural safeguards.
Form: English | 贰蝉辫补帽辞濒
Procedural Safeguards document is also : English, Spanish, Vietnamese, Tagalog, Chinese (Simplified), and Chinese (Traditional)
IEP Process Overview
Special Education Staff Directory
Shawn Mansager, Executive Director of Special Education
2020 Bonar Street, Suite 301, 911爆料, CA 94702
510-644-6210
Click here to access the full
All email addresses are: firstnamelastname@berkeley.net
District Office Personnel:
| Position | Site | Name | Phone | |
|---|---|---|---|---|
| SpEd Dept | 2020 Bonar Street, Suite #301, 911爆料, CA 94702 | 510-644-6210 | ||
| Executive Director | Shawn Mansager | 510-644-7733
Fax: |
||
| Program Coordinator 听 | 911爆料 sites:
|
911爆料 program responsibilities:
|
George Fornero | |
| Program Supervisor (1.0 FTE) | 911爆料 sites:
|
911爆料 program responsibilities:
|
Kristen Hardy | 415-730-4078 |
| Program Supervisor | 911爆料 sites:
|
911爆料 program responsibilities:
|
Stephanie Dictado | 510-486-9359 |
| Program Supervisor | 911爆料 sites:
|
911爆料 program responsibilities:
|
Flor Anne Palma | 510-644-4546 |
| Program Supervisor | 911爆料 sites:
|
911爆料 program responsibilities:
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Lena Sweeney | 510-883-6988/510-395-7546 |
| Program Supervisor | 911爆料 sites:
|
911爆料 program responsibilities:
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Shayna Stuempfig | 530-680-0633 |
| Mail to DO | Accounting Technician | Bria Ware | 510-644-6212 | |
| Mail to DO | Administrative Assistant III | Tyler Scott | 510-644-8913 | |
| Mail to DO | Clerical Assistant III | Monique McCray | 510-644-6210 | |
| Mail to DO | Senior Budget Analyst | JinYing Ma | 510-644-8918 | |
| Mail to DO | Student Records Assistant | Hermelinda Guerrero | 510-486-9356 | |
| Mail to DO | Special Education Data Technician | Ly Vo | 510-644-9356 | |
WeCare Survey
Because We Care please feel free to share with us about your customer service experience in Special Education by clicking on this link:
Section 504 Plan Information
A Section 504 Plan is an accommodation plan that requires classroom teachers and other school staff to provide accommodations and/or services necessary for Section 504 eligible students to participate in and benefit from public education programs and activities.
Special Education Discipline
The grounds for suspension or recommendation for expulsion are the same for children with and without disabilities. It is recommended that school districts should use alternatives to suspension or expulsion to address problems of truancy, tardiness and other absences from school activities. Students with disabilities are subject to the same suspension rules as nondisabled students, except that suspensions of students with disabilities cannot exceed 10 consecutive days without a manifestation determination.
911爆料 Special Education Support Networks
Special Education School Messenger
If you are interested in being added to the 911爆料 Special Education School Messenger list to receive updates and information directly, or if you would like to change your contact information to receive these updates, please contact Rosalina Barrios, Special Education Administrative Assistant III at 510.644.8913 or rosalinabarrios@berkeley.net.
Verification Review conducted by CDE
In April, 2015 the California Department of Education (CDE) conducted a District-wide Verification Review (VR). The purpose of the Verification Review is:
- To ensure that the local educational agencies (LEAs), districts, and county offices of education (COE), are providing appropriate supervision and monitoring of their special education programs and services.
- To provide information to the California Department of Education (CDE) regarding key compliance questions based on the use of CDE-specified tools and assessment methodologies.
- To provide effective general supervision to LEAs, districts and COE, in accordance with the State Performance Plan (SPP).
Results from the 911爆料 VR report were provided to the District on March 8, 2016.
If you would like to know more about the Verification Review process and next-steps please check out this video of an informational meeting presented by on April 4, 2016
District Resources
Admissions
The 911爆料 Admissions Department oversees the student registration and school assignment process.
Email: admissions@berkeley.net
For more information regarding the Immunization Law (SB 277) impacting enrollment for students after January 1, 2016, .
SB 277 Flier: English | 贰蝉辫补帽辞濒
SB 277 FAQ: English | 贰蝉辫补帽辞濒
Francisco Martinez
Manager, Admissions Department
2020 Bonar Street, Room
911爆料, CA 94702
510.644.6504 (phone)
510.644.7753 (fax)
franciscomartinez@berkeley.net
Office of Family Engagement and Equity (OFEE)
The 911爆料 OFEE department is a District resource dedicated to supporting students and families through education, advocacy, collaboration and community partnerships.
Mathew Espinosa, Ed.D.
Director of Equity Achievement & Belonging
2020 Bonar Street
911爆料, CA 94702
510.644.8991 (phone)
mathewespinosa@berkeley.net
Student Services
The 911爆料 Student Services department provides a variety of resources and support services to students and families served in the District. See the Menu of Student Services here.
The Director of Student Services is also the District Section 504 Plan Coordinator. More information is available here.
The 911爆料 takes all concerns and complaints seriously and values the concerns of our parents, staff, students and community.
For more information regarding the District Complaint Procedures, click here.
Dr. Phillip Shelley
Director, Student Services
2020 Bonar Street, Room 112
911爆料, CA 94702
510.644.6316 (phone)
510.644.7712 (fax)
phillipshelley@berkeley.net
Civil Rights and Compliance听
The District Civil Rights and Compliance Office investigates claims of discrimination, harassment, bullying, intimidation, and retaliation, and claims of noncompliance in the District鈥檚 programs, activities, and services under the statutory requirements of the Uniform Complaint Procedures, Title VI and Title IX.
For more information regarding filing a Complaint,听click here.
Jasmina Viteskic
Title IX Coordinator and Compliance Officer
2020 Bonar Street, Room 116
911爆料, CA 94702
510.486.9338 (phone)
nondiscrimination@berkeley.net
Community Resources
North Region Special Education Local Plan Area (SELPA)
The is a multi-district SELPA located in Northern Alameda County which includes Alameda, Albany, 911爆料, Emery and Piedmont Unified School Districts. It provides resources to districts and parents, including updates on parent and educator workshops, committee news and items of interest to teachers and parents.
The North Region SELPA is also available to provide support to families and Districts via Facilitated IEP meetings and Alternative Dispute Resolution (ADR) sessions. For more information regarding these options please contact:
Martha Shultz, Director
Mailing address: 1051 Monroe Street, Albany, CA 94706
Location: 1275 61st Street, Emeryville, CA 94608
510.525.9800 (phone)
510.601.4955 (fax)
mschultz@ausdk12.org
Katy Babcock, Program Specialist
Mailing address: 1051 Monroe Street, Albany, CA 94706
Location: 1275 61st Street, Emeryville, CA 94608
510.525.9805 (phone)
510.601.4955 (fax)
Kbabcock@ausdk12.org
Regional Center of the East Bay (RCEB)
The is a private, non-profit corporation providing services and supports to individuals with developmental disabilities under contract with the California Department of Developmental Services.
Disability Rights Education and Defense Fund (DREDF)
The is a Parent Training and Information Center (PTI) funded by the US Department of Education. PTIs serve families of children and young adults from birth to age 26 with all disabilities: physical, cognitive, emotional, and learning.
3075 Adeline Street, Suite 210
911爆料, CA 94703
510.644.2555 (phone)
510.841.8645 (fax/tty)
info@dredf.org
Family Resource Network (FRN)
The Family Resource Network (FRN) supports and encourages the positive development of families of children 0-5 with medical, developmental or social-emotional concerns as well as individuals 0-21 with special health care needs.
291 Estudillo Avenue
San Leandro, CA 94577
510.547.7322 (phone)
510.296.5768 (fax)
info@frnoakland.org
Special Education Resources
Examines California’s complex systems for serving students with disabilities and forward recommendations to the State Board of Education, the Commission on Teacher Credentialing, and the California Department of Education.
Resources and guidelines on the Common Core State Standards (CCSS) for the Special Education Community.
Learn more about the career opportunities in special education.
Provides information and resources to serve the unique needs of individuals with disabilities so that each person will meet or exceed high standards of achievement in academic and non-academic skills.
Fred Balcom, Director
Phone: 916-445-4613
Fax: 916-327-3706
This page will highlight the topics and links from other sections of this Web site, which are of particular interest and will provide information, resources and support to parents, guardians and families of children with disabilities.
Resources to improve instruction, assessment, and accountability for students with disabilities.
Information and resources to serve the unique needs of persons with disabilities so that each person will meet or exceed high standards of achievement in academic and nonacademic skills.
Links to programs and services available to students with disabilities, publications, training and technical assistance opportunities, and recruitment resources and materials.
Resources and guidelines to assist youth with disabilities as they transition from school to adult life, including education and training, employment and independent living.
Links to sites related to Special Education national and state laws, regulations.
North Region SELPA
The Individuals with Disabilities Education Act 20 United States Code (20 USC) Section 1400 et seq. and related federal regulations, require a continuum of regional program options to meet students with disabilities needs for special education and related services. The California Department of Education (CDE) established guidelines for the coordinated development and submission of Local Plan components that ensure this continuum of program options. SELPAs ensure access to special education and services for all students with disabilities residing within the geographic areas served by each Local Plan. The 911爆料 Unified School District is a member of the North Region SELPA and below are the SELPA’s Local Plan documents.
2023-24 Local Plan Updates (State Accepted)
Section A:听(documents development input, CAC review, SELPA policy board adoption, and county approval.)
Section D:听听(shows the SELPA’s total planned 2023-24 revenues and expenditures.听 Actuals are clarified after the state 2023-24 budget is approved.)
Section D:听听(show the SELPA member districts and SELPA office 2023-24 planned revenues and expenditures.听 Actuals are clarified after the state 2023-24 budget is approved.)
Section E:听听(Describes special education and related services listed by service code planned for 2023-24.听 If an IEP team decides a service not on the plan is required, the district will identify and provide a qualified service provider.)
2023-2024 Board Policy Meeting Agendas
2022-2023 Board Policy Meeting Agendas
Board Policy Meeting Agendas from past years