Deferred Action for Childhood Arrivals
The Federal Administration has begun to rollback protections enjoyed by approximately 80,000 students in California, as well as many young workers. Here are some articles and documents that may assist school psychologists as they work with these students and their families.
Then list in the following order using the full titles of each document:
- Trump Administration Begins Rollback of DACA Program
- The Bi-Partisan Dream Act 2017
- ILRC Guide to if DACA Program is Terminated
Dyslexia and Assembly Bill 1369 – Guidelines Now Available
In November 2015, Governor Jerry Brown signed into law Assembly Bill 1369, requiring “the Superintendent of Public Instruction to develop program guidelines for dyslexia to be used to assist regular education teachers, special education teachers and parents to identify and assess pupils with dyslexia and to plan, provide, evaluate and improve educational services … to pupils with dyslexia.”
CASP has objected to one paragraph that implies that school psychologists do not know about dyslexia. A letter sent to Tom Torlakson, California’s Superintendent of Public Instruction, points out this deficiency. CASP has also developed this position paper to clarify how state and federal laws and regulations related to Dyslexia, phonological processing and other reading disorders should be practiced in the schools. Access this paper.
About CASP’s Legislative Platform
The purpose of the 2015-2017 Legislative Platform is to support the Vision and Mission of CASP by establishing the Association’s legislative agenda for the upcoming legislative sessions. The Bylaws and Strategic Plan of CASP call for a legislative platform to be developed and adopted by the Board of Directors at the beginning of each two-year legislative session.
This platform provides the foundation and scope of CASP’s legislative efforts. The platform does not list every issue the Association is concerned about or involved in, but rather it describes those issues that the Board of Directors, Legislative Committee and the membership deem to be CASP’s priority issues for the 2015-2017 Legislative Sessions.
CASP publishes the Association’s Legislative Platform biannually. Historically and continuing to the present day, CASP has supported legislation to improve the education and related services for the children of all California schools. This includes all children in both general and special education programs.
CASP’s Legislative Platform can be found in the CASP Legislative Agenda section of this page.
The Alumni Club is a new mechanism for raising money for the CASP Political Action Committee. It’s also a way for CASP’s retired, leading and other interested members to have a role in securing the future of the profession. All Alumni Club members are recognized for their efforts.
To learn more, see the CASP Alumni Club page.
Legislative & Regulatory Items of Interest
- CASP response to CDE Dyslexia Guidelines
- California Dyslexia Guidelines
- Model Youth Suicide Prevention Policy
- Governor Unveils May Revision Budget 5-15-17 Rev Final (003)
- Supplemental Funds TBL 5-15-17
- CASP Bill Tracking, 2017-2018
- Supreme Court Establishes New Substantive Standard for IDEA
- January 2017-2018 Budget Update
- CASP Legislative Update 9-14-15
- CASP Legislation in Final Budget
- Legislature Finalizes Budget Agreement
- 2015-16 Budget Comparison Regarding Prop. 98 Funds
- Funding Control Language for $10 Million to Implement MTSS Strategies SB 77 Omnibus Trailer Bill 2015-16 Budget
- CASP Government Relations Program
- CASP Legislative Platform 2015-2017
- CASP April 2015 Legislative Update
- Senate Bill 463 Support Letter
- Senate Bill 463, Hancock
- Assembly Bill 58, Rodriguez
- Assembly Bill 1133 Support Letter
- Amendments to CA Code of Regulations, Title 5,
sections 3001–3088: CCR Update / Regulations Amendments Letter
- Amendments to CA Code of Regulations, Title 5,
sections 3030: CCR Update / Phonological Processing
- Governor’s Budget January 2015
- LAO Report on Prop. 98, January 2015
- What School Psychs Do
- R.T.I. Resources
- Political Action Committee
Local Control Funding Formula (LCFF) & School Psychologists
- Overview of Governor Brown’s May Revision to the 2016-17 State Budget (regarding education funding)
- ESSA Fact Sheets for School Psychologists (Key current laws and policies relevant to school psychologists, assessment and accountability, school safety and more)
- State board to choose school improvement metrics
- State moves to make school accountability plans more user-friendly
- Responses to early education spending request in Gov. Brown’s May revise budget
- What school psychologists can do to help school leaders improve school and student success
- House Passes the Every Student Succeeds Act
- The Importance of School Psychologists in LCAP Planning
- LCAP Requirements Explained
- What School Psychologists Do
- CASP’s PBIS Position Paper
- NASP Safe Schools and Environment
- Pupil Services Coalition LCFF Letter
- Final LCFF Regulations and Template
- 2014-2015 January Budget Summary
- SBE LCF Hearing
- LCFF Regulations and LCAP Template Update 8-24-14
- Final LCAP Template Regulations
- For an overview of the Local Control Funding Formula
- Children Now has webinars, newsletters, PowerPoint presentations and good explanations on what is supposed to happen with LCFF
- The Education Trust – West has instructions for advocating on behalf of the groups LCFF was written to assist
- California Teachers Association’s take on LCFF
- For the parents’ point of view, the California PTA
- From the people who will making program funding decisions on the local level, California School Boards Association
- For articles and updates on LCFF and LCAP from EdSource, an online newsletter that concentrates on strategies for student success
- LCAP Template Amendments, June 2014
Never has there been a time when grassroots/legislative advocacy was as important as it is today. As federal, state and local government budgets become more constrained, competition for limited public resources will continue to increase. It is critical, therefore, that school psychologists serve as advocates on behalf of their field and for the children they serve.
As the only professionals offering behavorial and mental health services for school aged individuals, school psychologists have an excellent opportunity to influence federal, state and local education policies. Through some easy and low-time consuming advocacy methods, school psychologists can have significant impacts on public policy outcomes. By providing valuable information to policy-makers in an insightful and honest manner, school psychologists can become respected participants in the policy process.
This section is designed to guide you through AB 114.
On June 30, 2011 AB 114 was signed into law. Under AB 114, several sections of Chapter 26.5 of the California Government Code (GC) were amended or rendered inoperative, thereby ending the state mandate on county mental health agencies to provide mental health services to students with disabilities. With the passage of AB 114, it is clear that school districts are now solely responsible for ensuring that students with disabilities receive special education and related services, including some services previously arranged for or provided by county mental health agencies.
- Educationally Related Counseling Services in an AB 114 World
- Qualified Health Professionals Providing Child and Adolescent Mental and Behavioral Health Services (NASP)
- School Psychologists are the Best Equipped to Deliver Mental Health Services in the Schools (CASP)
- CDE Assessment Summary
- Assembly Bill 114, Chapter 43, Statutes of 2011 (AB 114)
- AB 114 Final Regulations
- AB 114 Amendments (February 2015)
AB 114 Audit
- Fact Sheet: Student Mental Health Services Some Students’ Services Were Affected by a New State Law, and the State Needs to Analyze Student Outcomes and Track Service Costs
- Full Report: Student Mental Health Services Some Students’ Services Were Affected by a New State Law, and the State Needs to Analyze Student Outcomes and Track Service Costs
Guidance From the California Department of Education
- Assembly Bill 114: Local Educational Agencies’ Responsibility for Providing Related Services to Students with Disabilities (12-Sep-2011)
- Frequently Asked Questions About Services Previously Provided Through County Mental Health Agencies for Students with Individualized Education Programs (02-May-2011)
Department of Education Policy Papers Regarding AB 114
CDE has developed these policy papers to explain and discuss some of the changes schools are facing with the passage of AB 114.
- Related Services Under the IDEA
- Medication Monitoring
- Available Funding Sources and Spending Parameters
- IDEA and the Use of Insurance for Related Services
- Nonpublic Agency Certification
- Requirements for Securing the Services of Mental Health Professionals to Provide Related Services
to Special Education Students
- Residential Care for Students with Disabilities
School Psychologists Not Affected by AB 705
CASP has heard that there is a lot of misinformation being circulated regarding the status of school psychologists after the passage of Assembly Bill 705, by Assemblymember Susan Eggman. Gov. Jerry Brown signed the bill, which was designed to clarify the status of clinical psychology interns who are gaining hours needed become licensed psychologists.
As detailed in the two documents below, this bill does not affect credentialed school psychologists or school psychology interns, the latter because they are supervised by school employees. Licensed Educational Psychologists are not included in the bill because, as LEPs, they are licensed.
So, if your colleagues, administrators or others show concern about AB 705 and your status as a school psychologist, please assure them that for you and your status as a psychologist it’s business as usual.
Special Ed Task Force
Merging Special Education with General Education is how the Statewide Special Education Task Force recommends California transform its education policies, practices and special education financing.
The Task Force, formed in 2013 to study the causes of the state’s poor outcomes for students with disabilities, released it findings and recommendations in early 2015. The full report, executive summary and reports from four of the task force’s subcommittees are found below.
The report outlines how delivery of special education supports are severely hindered by inadequate early learning services. The report recommends improvements in early learning, teacher preparation and best practices. The recommendations have been forwarded to the Department of Education, Commission on Teacher Credentialing, State Board of Education, Advisory Commission on Special Education and many other agencies to consider legislation and regulatory changes.
- Special Education Task Force Executive Summary
- Special Education Task Force Report
- Early Learning Subcommittee Report
- Evidence-Based Practices Subcommittee Report
- Education Preparation Subcommittee Report
- Finance Subcommittee Report
- Report Glossary