This webinar was the third in a three-part webinar series on special education featuring new research on the status of special education in California and paths forward for organizing schools to better support students with disabilities. This webinar will cover Differentiated Assistance, Multi-Tiered Systems of Support, Interagency Collaboration, and Lessons from Other States in Support of Students with Disabilities. 

This webinar was the second in a three-part webinar series on special education featuring new research on the status of special education in California and paths forward for organizing schools to better support students with disabilities. This webinar covered Universally Designed Teaching, Teacher Preparation, Teacher Shortages, and Teacher Development.

The presenters in this webinar included the following: 

This webinar was the first of a three-part webinar series on special education featuring new research on the status of special education in California and paths forward for organizing schools to better support students with disabilities. This webinar covered issues related to transitions into and out of special education services for students: Early Identification,

Dual enrollment enables students to take college courses while they are still in high school, which makes it more likely that they will graduate from high school and that they will also enroll and succeed in college. But a new report finds that while more than 51,000 high school students in California participate in dual enrollment programs — 1 in 8 — the opportunity to do so is not currently available to most high school students.

PACE’s annual conference brings together nearly 300 California policymakers, researchers, and education leaders to discuss new research and approaches to improving educational outcomes for California’s students, from early childhood through higher education.

By investing more than $2 billion in early childhood education, Governor Gavin Newsom has placed early learning high on California’s education policy agenda. Early learning programs represent the initial rung of the state’s education ladder, but many questions remain. What happens following preschool to sustain learning gains? To what extent do early learning programs align with early elementary grades in areas such as instruction and teacher professional development? What are the challenges in creating alignment?

The Local Control Funding Formula (LCFF) fosters accountability through districts’ use of Local Control Accountability Plans (LCAPs) and District Dashboard metrics aligned to the state priorities. The state’s new system of support is designed to assist districts whose Dashboard results have fallen short of expectations and is intended to advance both equity and excellence by helping districts shift from a culture of compliance to one of support and continuous improvement.

Join PACE and the UC Berkeley Graduate School of Education for a special event on November 22, 2019: Toward a Vision of Equity in College Access: Re-evaluating College Admissions.

In this seminar, Pivot Learning will discuss two case studies aimed at better understanding the ways in which California districts’ budget challenges impact their ability to serve students. The cases explore this impact in two unique locations: the Sacramento City Unified School District and Marin County. These reports find that, in Sacramento, increasing health care costs and poor business practices have led to deficit spending and cuts to programs and services.

Since 2014-15, the CORE districts have surveyed students in grades 4-12 on their social-emotional learning (SEL). School and district leaders use these measures in the context of CORE’s multiple measures data system to understand and improve student and school outcomes. Because SEL measurement at scale is so new nationally, studying the properties of these measures and their use has been a strong focus research coordinated by the CORE-PACE Research Partnership.