AIM

Autism Internet Modules

AIM is designed to provide high-quality information and professional development for anyone who supports, instructs, works with, or lives with someone with autism.

AIM modules are available at no cost. For a small fee they can be completed for continuing education units.

Each module guides you through case studies, instructional videos, pre- and post-assessments, a glossary, and much more.

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ADEPT

Autism Distance Education Parent Training

• The MIND Institute has created two 10-lesson interactive, self-paced, online learning modules providing parents with tools and training to more effectively teach their child with
  autism and other related neuro-developmental disorders.
• Module 1: Strategies for Teaching Functional Skills
• Module 2: Positive Behavior Strategies for Your Child with Autism

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CAPTAIN

California Autism Professional Training and Information Network

• The California Autism Professional Training and Information Network (CAPTAIN) is a cross-agency network developed to support the understanding and use of evidence based practices (EBPs) for individuals affected
  by Autism Spectrum Disorders (ASD) across the state of California.
• Multiple resources supporting the use of EBPs, guidelines for implementing EBPs and other useful tools are available at this site.
• Local cadre members available for support in implementation of treatment/therapy techniques for students with ASD.

Patti Bangs, M.S., CCC-SLP/L
SELPA Program Specialist

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CEDD

Center for Excellence in Developmental Disabilities

The Mind Institute Center for Excellence in Developmental Disabilities has detailed information about autism as well as resources and videos appropriate for families and professionals. The Mind Tip Videos, which are short 3-10 minute videos showing how to implement specific strategies to benefit individuals with autism, are just one of the many resources which can be found on the Mind Center's website.

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NPDC

National Professional Development Center

The National Professional Development Center on Autism Spectrum Disorder (NPDC) was funded by the Office of Special Education Programs in the US Department of Education from 2007-2014. Through this center free professional resources for teachers, therapists and other service providers who work with individuals with autism were made available. Studies reporting evidence based practices for individuals with autism and the development of learning modules that detail the steps for planning, implementing and monitoring the use of these practices are available on this website. The original studies conducted by the NPDC were updated in April 2020 by the National Clearinghouse on Autism Evidence and Practice.

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NCAEP

National Clearinghouse on Autism Evidence and Practice

The National Clearinghouse on Autism Evidence and Practice (NCAEP) is a continuation of the systematic review completed by the National Professional Development Center on Autism Spectrum Disorders (NPDC). The newest report was published in April 2020 and is located on this website. It identifies 28 evidence based practices as well as several manualized programs that are shown to have benefit for individuals on the autism spectrum.

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AFIRM

Autism Focused Intervention Resources and Modules

The AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring a specific evidence based practice (EBP) with learners on the autism spectrum who range in age from birth to 22 years of age. Each module provides information about a specific EBP and the steps necessary to implement the strategy with fidelity. Supplemental materials and handouts are available for download on the website.

To learn more about the updated EBPs, check out the National Clearinghouse on Autism Evidence and Practice website.

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LTSAE

Learn the Signs. Act Early.

CDC’s “Learn the Signs. Act Early.” program aims to improve early identification of children with autism and other developmental disabilities so children and families can get the services and support they need.

On the CDC website there are tools for educating others about the importance of early identification including PowerPoints and recorded presentations, information about a milestone tracker that parents can put on their phone to monitor their babies developmental milestones and free books and other publications available to use to provide information about child find and early identification.

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The ASD Toddler Initiative

The ASD Toddler Initiative

This initiative is a program of the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. This project expanded upon the work that the National Professional Development Center did and created learning modules specific to the evidence based practices identified as effective for toddlers. In addition, there is a module that focuses on early identification of autism and the development of coaching strategies for teachers working with this younger population.

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CSESA

The Center on Secondary Education for Students with ASD

The Center on Secondary Education for Students with Autism Spectrum Disorder (CSESA) is a research and development project funded by the U.S. Department of Education that focuses on developing, adapting, and studying a comprehensive school-based and community-based education program for high school students on the autism spectrum.

CSESA is a five year project that brings together experts in autism, secondary education, adolescence, and implementation to work in collaboration with high schools, families, adolescents with ASD, and community members to improve high school experiences and post-secondary outcomes for individuals on the autism spectrum.

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NAC

National Autism Center

The National Autism Center is the May Institute's Center for the promotion of Evidence-based Practice (EBP). The center has completed two research projects identifying EBPs that offer benefit to individuals with autism. The center is currently completing a third study, the National Standards Project, Phase 3. The organization is dedicated to disseminating information and offering reliable resources to families, practitioners and communities regarding treatment and best practices for autism spectrum disorders.

Monterey County SELPA

Monterey County SELPA provides support and collaboration to districts in the areas of behavior and social emotional learning through Professional Development offerings scheduled throughout the year.

Each training offered can be requested by districts, school sites or teams to support building capacity to implement evidence based practices at the Universal (Tier 1), Targeted (Tier 2), and Intensive (Tier 3) levels.

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PENT

Positive Environments, Network of Trainers

The Positive Environments, Network of Trainers (PENT) is a California Positive Behavior Initiative designed to provide information and resources for educators striving to achieve high educational outcomes through the use of proactive positive strategies. Evidence-based positive practices and helpful information is disseminated statewide through this website.

PENT was co-founded by Diana Browning Wright and Deborah Holt, in a joint effort between the Diagnostic Center, Southern California (DCSC) and the Special Education Local Plan Area (SELPA).

Our collaborative PENT network is dedicated to increasing academic achievement and overcoming behavioral barriers to success for all students with and without disabilities.

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PBIS

Positive Behavior Interventions and Supports

Positive Behavior Interventions and Supports (PBIS) is an evidence-based three-tiered framework to improve and integrate all of the data, systems, and practices affecting student outcomes every day.  PBIS creates schools where all students succeed. 

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Midwest PBIS

Midwest PBIS Network (MWPBIS)

The Midwest PBIS Network (MWPBIS) is a national research, grant, and direct-funded organization housed at West 40 ISC #2 in Illinois. Our primary charge is to function as a hub of the Center on PBIS, a national technical assistance partnership funded from the U.S. Department of Education. The Center's model of capacity building emphasizes a cascade of implementation to assist state departments of education in the installation, fidelity, outcomes, and sustainability of Positive Behavior Interventions and Supports (PBIS) and integrated social-emotional-behavioral initiatives (SEB learning). We encourage you to also access local technical assistance from your state and region. Learn more about the Midwest PBIS Network.

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CA PBIS

California PBIS Coalition (CPC)

The California PBIS Coalition (CPC) is a collaborative organization using evidence-based, culturally relevant practices to build the capacity for all stakeholders in the implementation of PBIS as a multi-tiered system following the National PBIS Blueprints for professional development, implementation, and evaluation.

California Common Core State Standards

Educational standards describe what students should know and be able to do in each subject in each grade. In California, the State Board of Education decides on the standards for all students, from kindergarten through high school.

Since 2010, a number of states across the nation have adopted the same standards for English and math. These standards are called the Common Core State Standards (CCSS). Having the same standards helps all students get a good education, even if they change schools or move to a different state. Teachers, parents, and education experts designed the standards to prepare students for success in college and the workplace. The California Department of Education helps schools make sure that all students are meeting the standards.

The California Department of Education’s webpage on the Common Core State Standards Common Core State Standards - Resources (CA Dept of Education) provides visitors with the following resources and information:

• What are the Common Core Standards?

• English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, Publication Version (PDF; 2MB; Modified Mar-2013)

• Mathematics, Publication Version with February 2014 Corrections (PDF; 3MB; Modified Jan-2013)

• Spanish Translations of the CCSS are available on the Common Core en Español Web Site

Search the California Content Standards
The California Department of Education created a search engine which provides a collection of resources to support implementation of the Common Core State Standards.

CA Standards Mobile Application
This application contains the 12 California content standards and is designed so educators can quickly find, search, and sort relevant standards across disciplines to aid in instructional planning and assessment.

Additional resources on the California Department of Education’s website include:

• Common Core Search: The Common Core Search is a collection of resources to support implementation of the CCSS and

• Resources organized by audience, including information for teachers, administrators, students/parents, higher education, and community partners.

Common Core Resources for Special Education
The California Department of Education provides free webinars, resources, and guidelines on the Common Core State Standards (CCSS) for the Special Education Community.

SIRAS Information

• 10 Steps for developing an IEP in SIRAS
  The basics for completing an IEP using the SIRAS System

• SIRAS Beginner Workshop Part 1
  Introduction to new SIRAS users on how to navigate the system

• SIRAS Beginner Workshop Part 2
  Introduction to new SIRAS users on how to complete an IEP in SIRAS

• For more information about specific SIRAS Forms
  please refer to the Pre-Recorded SIRAS Training Videos

Support for SIRAS

SELPA Phone Number
831.755.0347

Office Hours
8:30 AM to 4:30 PM

Early Start Program

The Early Intervention Program for Infants and Toddlers with Disabilities was enacted in 1986 under the Individuals with Disabilities Education Act (IDEA; 20; U.S.C., Section 1431 et seq.). The Early Start Program, operated as a subdivision of the Department of Developmental Services, is California’s response to federal legislation ensuring that early intervention services for infants and toddler with disabilities and their families are provided in a coordinated, family-centered system of services that are available statewide. Information about who is eligible for services, types of services provided and many other resources are available at this site.

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Early Start Neighborhood

The Early Start Neighborhood provides resources for Early Start professionals and partners seeking training, technical assistance and information on early intervention Part C requirements, implementation, and evidence-based practices. Simply create a free account and begin receiving information about webinars, classes and training that are available through the neighborhood and other agencies. Records of your attendance at these offerings are kept in your account. Join the Early Start Neighborhood today.

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Desired Results Access Project

The Desired Results Access Project supports special educators, administrators, and families in implementing the California Department of Education’s Desired Results Developmental Profile, [DRDP (2015)] for:

• All infants and toddlers with Individualized Family Service Plans (IFSPs); and
• All preschool-age children (age 3 through age 5, not enrolled in transitional kindergarten or kindergarten) who have Individualized Education Programs (IEPs).

This site provides a wealth of essential information and resources including protocols for the infant/toddler and preschool level DRDP 2015, timelines for observation and submission of results, videos to assist in your observations and information for interviewing families.

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DRAccessLearn

DRAccessLearn is an online training portal in which teachers and service providers can fulfill mandatory training requirements and access free professional development activities that support the use of DRDP assessments. Early Start professionals are required to create a training account and complete the first level training. Additional training will be available in the fall of 2020.

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LTSAE

Learn the Signs. Act Early.

CDC’s “Learn the Signs. Act Early.” program aims to improve early identification of children with autism and other developmental disabilities so children and families can get the services and support they need.

On the CDC website there are tools for educating others about the importance of early identification including PowerPoints and recorded presentations, information about a milestone tracker that parents can put on their phone to monitor their babies developmental milestones and free books and other publications available to use to provide information about child find and early identification.

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The ASD Toddler Initiative

The ASD Toddler Initiative

This initiative is a program of the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. This project expanded upon the work that the National Professional Development Center did and created learning modules specific to the evidence based practices identified as effective for toddlers. In addition, there is a module that focuses on early identification of autism and the development of coaching strategies for teachers working with this younger population.

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First 5 California

First 5 California is dedicated to improving the lives of California’s young children and their families through a comprehensive system of education, health services, childcare, and other crucial programs. Since its creation, First 5 California has brought these critical services to millions of parents, caregivers, and children ages 0 to 5, and we’re striving to reach thousands more every day. Information and announcements related to news and events for parents and caregivers of children from birth to 5 is available at this site.

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First 5 Monterey County

For information and announcements related to local news and events for parents and caregivers of children from birth to 5, log on to the local First 5 Monterey County website. Access to the local newsletter including a calendar of local events can be found at this site.

California Department of Education

Secondary Transition Planning

The CDE offers resources and guidelines to assist youth with disabilities as they transition from school to adult life, including education and training, employment and independent living. This web page offers resources and guidelines for assisting educators, parents, and agency partners to improve compliance with state and federal laws and regulations pertaining to transition age youth and improve post-high school outcomes. These resources supplement the California Transition Alliance’s document, Transition Planning: The Basics. Resources are organized into five categories: Employment, Education and Training, Independent Living, Compliance, and the Guideposts for Success (PDF) document.

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California Transition Alliance

California Transition Alliance

About Us Video

New Resources

The California Transition Alliance was formed in 2002 to provide support for WorkAbility I. In 2005, it was incorporated as a non-profit organization with the mission to provide information, tools and resources that can be shared with teachers, parents, educators, and transition partners at the California Department of Rehabilitation and the Department of Developmental Services. The California Transition Alliance has sponsored and organized the Bridge to the Future statewide Institutes on Secondary Transition.  We provide training in secondary transition throughout the state. We are currently leading the California High School Diploma work group. All of the Leadership team volunteer their time and are dedicated to helping our youth achieve employment and transition from high school to education and training.

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Let's Work California

Designed to increase access to information for Californians with intellectual and developmental disabilities (I/DDs), their families and supporters to obtain competitive integrated employment (CIE), Let’s Work! is a unique video-based initiative of the California Transition Alliance. Funded by the California State Council on Developmental Disabilities Council (SCDD), the project is consistent with the SCDD mission to advocate, promote and implement policies and practices that achieve self-determination, independence, productivity and inclusion in all aspects of community life for Californians with I/DDs and their families.

This trailer provides a preview of the Let's Work! signature video, a series of documentaries about young adults working in customized, integrated settings produced by Inclusion Films.

  Let's Work! California Welcome

Let's Work! Overview

Let's Work! YouTube Channel

English Let’s Work Networking Guide (PDF)

Mandarin Let’s Work Networking Guide (PDF)

Spanish Let’s Work Networking Guide (PDF)

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NTACT

National Technical Assistance Center on Transition (NTACT)

NTACT's purpose is to assist State Education Agencies, Local Education Agencies, State VR agencies, and VR service providers in implementing evidence-based and promising practices ensuring students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment.

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WINTAC

Workforce Innovation Technical Assistance Center

The WINTAC will provide training and technical assistance (TA) to State Vocational Rehabilitation Agencies (SVRAs) and related agencies and rehabilitation professionals and service providers to help them develop the skills and processes needed to meet the requirements of the Workforce Innovation and Opportunity Act (WIOA).

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CSESA

The Center on Secondary Education for Students with ASD

The Center on Secondary Education for Students with Autism Spectrum Disorder (CSESA) is a research and development project funded by the U.S. Department of Education that focuses on developing, adapting, and studying a comprehensive school-based and community-based education program for high school students on the autism spectrum.

CSESA is a five year project that brings together experts in autism, secondary education, adolescence, and implementation to work in collaboration with high schools, families, adolescents with ASD, and community members to improve high school experiences and post-secondary outcomes for individuals on the autism spectrum.

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CAPTAIN

California Autism Professional Training and Information Network

The California Autism Professional Training and Information Network (CAPTAIN) is a cross agency network developed to support the understanding and use of evidence based practices (EBPs) for individuals affected by Autism Spectrum Disorders (ASD) across the state of California.

SCIA Process

SLP: Certification/Licensing/Credentialing

Renewing/Maintaining your ASHA Certificate of Clinical Competence

American Speech-Language-Hearing Association (ASHA)

ASHA Certification Maintenance Standards require that all certificate holders (CCC-A and CCC-SLP) must accumulate 30 Certificate Maintenance Hours (CMHs) of professional development during each 3-year certification maintenance interval in order to maintain their ASHA Certificates of Clinical Competence (CCC). For more details click the link above.

It is important for you to keep your certificates from all workshops you attend. While these will not be requested at the time of your renewal, random audits of individual providers do occur. When this happens, you will be asked to send in copies of your certificates as proof of having met the requirements.

Renewing/Maintaining your License in SLP

CA.Gov Continuing Education Requirements

The California Department of Consumer Affairs Speech-Language Pathology & Audiology & Hearing Aid Dispensers Board requires that all Speech-Language Pathologists, Audiologists and Speech-Language Pathology Assistants renew biennially. Twenty-four (24) hours of continuing education units are required for each renewal period if you are an audiologist or SLP. Twelve (12) hours of continuing education are required for each renewal period if you are a SLPA. For more details, click the link above.

It is important for you to keep your certificates from all workshops you attend. While these will not be requested at the time of your renewal, random audits of individual providers do occur. When this happens, you will be asked to send in copies of your certificates as proof of having met the requirements.

Applying for/Renewing/Maintaining your Speech-Language Pathology Services Credential

Application for Credential Authorizing Public School Service

California has a two-tier structure for this credential that consists of a sequence of requirements, which the holder is given up to two years to complete. The two-year preliminary credential is the first document issued after an individual meets the specific credential requirements. Individuals receiving the preliminary credential are making a commitment to complete the process and obtain the clear credential. The clear credential is issued once all credential requirements have been completed. If requirements for the clear credential are not completed before the expiration of the preliminary, the holder will be unable to serve in California’s public schools with that credential until those requirements are met and the document renewed.

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SLP: Professional Organizations

School-Based SLP Resources for Physical and Virtual Reopening

The American Speech-Language-Hearing Association (ASHA) is the national professional organization for audiologists, speech-language pathologists (SLPs), speech-language pathology support personnel and students. ASHA empowers and supports professionals in the field through advancing science, setting standards, fostering excellence and advocating for members and those people they serve. Information is available on ASHA’s website.

As many SLPs prepare for the 2020-2021 school year in the midst of the COVID-19 pandemic some returning to in-person services and others operating on virtual platforms, there are many unique challenges to be addressed. Guidance addressing these including concerns related to personal safety, efficacy of delivering service through a tele-practice platform, and questions related to online assessment has been provided in the School-Based SLP Resources for Physical and Virtual Re-opening.

CSHA

The California Speech Language Hearing Association is the state professional organization. The CSHA Community is a connection to knowledge, information and resources related to the profession of speech-language pathology and audiology. Answers to policies and procedures specific to practice in California and opportunities for professional development are found on CSHA’s website.

California Department of Education

California Department of Education - Testing & Accountability

The Testing and Accountability page of the California Department of Education’s website provides information on student academic achievement and program requirements.

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CAASPP

California Assessment of Student Performance and Progress

California Testing Overview

The 2019–20 California Assessment of Student Performance and Progress administration includes the Smarter Balanced Summative Assessments; the California Alternate Assessments (CAAs), including the CAA for Science; the California Science Test (CAST); and the California Spanish Assessment (CSA).

Smarter Balanced Summative Assessments

Students in grades three through eight and grade eleven will take the Smarter Balanced Summative Assessments for English Language Arts/Literacy (ELA) and Mathematics. These assessments are administered online. A student may be exempted from taking the Smarter Balanced assessments in the following three situations:

1. The student is taking the California Alternate Assessments (CAAs);
    

2. The student has been designated as an English learner and is within his or her first 12 months of enrollment in a U.S. school as of April 15 of the previous year.
   (This exemption applies only to the ELA portion of the Smarter Balanced Summative Assessment).

3. The parent has expressed in writing that his or her student should be excluded from taking the summative assessments.

California Alternate Assessments

The CAAs for ELA and Mathematics in grades three through eight and grade eleven are individually administered to students who have an individualized education program that indicates the use of an alternate assessment on statewide assessments. All eligible students are required to participate in these online assessments.

The CAA for Science can be administered beginning October 2019. These assessments are to be administered to eligible students in grades five and eight and once to each eligible student while that student is in high school. All students must take the science assessment by the end of grade twelve, but have the option of testing in grade ten or grade eleven. Only eligible students may participate in the administration of the CAAs.

California Science Test

The CAST can be administered beginning January 14, 2020. These assessments are to be administered to all students in grades five and eight and once in high school. All students must take the science assessment by the end of grade twelve, but have the option of testing in grade ten or grade eleven. Students assigned to take an alternate assessment should take the CAA for Science.

California Spanish Assessment

The CSA is intended for Spanish-speaking students in grades three through eight and high school to measure competency in Spanish language arts to provide student-level data in Spanish competency. These are optional tests that can be administered online. The operational assessment can be administered beginning January 14, 2020.

Accessibility Resources

The Accessibility Resources web page contains links to manuals, instructions, and other resources related to accessibility, including accommodations for students who are taking the California Assessment of Student Performance and Progress (CAASPP) tests.

Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (PDF): This document provides the Smarter Balanced policy regarding universal tools, designated supports, and accommodations.

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ELPAC

English Language Proficiency Assessments for California

The English Language Proficiency Assessments for California (ELPAC) website serves as the portal for resources that a local educational agency (LEA) will need to administer the ELPAC.

Currently, the English Language Proficiency Assessments for California (ELPAC) is the mandated state test for determining English language proficiency (ELP). It must be given to students whose primary language is one other than English. California and federal law require that local educational agencies administer a state test of ELP to eligible students in kindergarten—or year one of a two-year kindergarten program, also referred to as transitional kindergarten—through grade twelve. The ELPAC is aligned with the 2012 California English Language Development Standards and is comprised of two separate ELP assessments: The Initial ELPAC, and the Summative ELPAC. The Alternate ELPAC will not assess potential English learners until the 2021–2022 administration year. LEAs must use a locally determined alternate English language proficiency assessment or the Initial ELPAC to assess potential English learners.

The Statewide Operational Field Test: January through February of 2021. Administered one-on-one with a certified test examiner similar to the California Alternate Assessments.

Types of ELPAC Assessments and Administration

• Initial ELPAC
  Primary identification of students as English learners (ELs).
  The administration window is July 1 to June 30.

   

• Summative ELPAC
  An annual assessment to measure an English Learners progress and to identify the student's ELP level.
  The administration window is February 1 to May 31.

   

• Alternate ELPAC
  The Alternate ELPAC is an annual assessment to measure and to identify the student's ELP level for students with the most significant cognitive disabilities.
  More information about the Alternate ELPAC is available on the Test Administration webpage.

ELPAC Student Accessibility Resources

Students with specific learning needs may require ELPAC accessibility resources to fully engage and demonstrate mastery of content during instruction and on assessments. To better serve them, the English Language Proficiency Assessments for California (ELPAC) provides a wide range of resources to ensure that the administration of the test meets the needs of all students, including those with disabilities.

This website provides resources related to the following: student accessibility and test settings; IEPs; training videos; translated test directions; and descriptions of the ELPAC Student Accessibility Resources (Universal Tools, Designated Supports, and Accommodations).

UC|CSU Collaborative
for Neuroscience, Diversity, and Learning

UC|CSU Collaborative for Neuroscience, Diversity, and Learning

Our goal is to grow the knowledge and skills in all those who impact the experience of diverse learners in school, ensuring that everyone has access to trusted information to inform decision-making and practice.

About
We believe in recognizing and nurturing the unique strengths of each student, developing educator agency to cultivate these strengths. Our goal is to equip both aspiring and current educators with the resources, skills, and strategies needed to meet the diverse needs of students, enabling them to thrive academically, emotionally, and socially.

Our Mission
The UC|CSU Collaborative transforms educational systems through research-informed policy, practice, and preparation—equipping educators, caregivers, and system leaders with knowledge and skills to create conditions where every young person thrives in school and life. 

Our Vision
We envision a California where every student’s learning diversity is recognized, supported, and developed throughout their educational journey—ensuring opportunity and access through systems intentionally designed for equity, excellence, and belonging.

• California Department of Education Special Education Website
• Parents' Rights and Supplement (English), Aviso de garantías procesales (Spanish)
• CDE COVID-19 Resources
• Announcements & Current Issues
• Laws, Regulations & Policies
• Supporting Inclusive Practices: (Current Issue) The Special EDge Newsletter
• Advanced Search Options

California will provide a world-class education for all students, from early childhood to adulthood. The Department of Education serves our state by innovating and collaborating with educators, schools, parents, and community partners. Together, as a team, we prepare students to live, work, and thrive in a multicultural, multilingual, and highly connected world.

ED COVID-19 ("Coronavirus") Information and Resources for Schools and School Personnel

ED's mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.

American Speech-Language-Hearing Association

American Speech-Language-Hearing Association

ASHA is the national professional, scientific, and credentialing association for more than 173,070 members and affiliates who are audiologists, speech-language pathologists, speech, language, and hearing scientists, audiology and speech-language pathology support personnel, and students.

California Speech-Language-Hearing Association

California Speech-Language-Hearing Association

CSHA is a professional non-profit organization to promote speech and hearing to children and adults with communication and related challenges.

California Association of Resource Specialist Plus (CARS+)

CARS+

CARS+ is the only organization whose sole purpose is to represent the unique needs of resource specialists and other special education teachers. CARS+ offers training, networking and professional development to members, and works to represent and protect the interests of special education teachers by proactive involvement in legislature and the CDE.

CARS+ Local Chapter: Monterey Bay Area Association of Resource Specialists Plus (MBAARS)

Monterey County SELPA is proud to partner with the California Autism Professional Training and Information Network, (CAPTAIN ) by promoting the use of evidence-based practices for individuals with Autism and related developmental disabilities. CAPTAIN is part of the California Department of Education Statewide System of Support in collaboration with Marin County SELPA: WWW.CAPTAIN.CA.GOV

California Transition Alliance

California Transition Alliance

The California Transition Alliance was formed in 2002 to provide support for WorkAbility I. In 2005, it was incorporated as a non-profit organization with the mission to provide information, tools and resources that can be shared with teachers, parents, educators, and transition partners at the California Department of Rehabilitation and the Department of Developmental Services. The California Transition Alliance has sponsored and organized the Bridge to the Future statewide Institutes on Secondary Transition. We provide training in secondary transition throughout the state. We are currently leading the California High School Diploma work group. All of the Leadership team volunteer their time and are dedicated to helping our youth achieve employment and transition from high school to education and training.

National Association of School Psychologists

National Association of School Psychologists

NASP empowers school psychologists by advancing effective practices to improve students’ learning, behavior, and mental health.

California Association of School Psychologists

Helps school personnel--teachers, administrators, and counselors--support student education and solve related learning, social, and adjustment problems. Also works with parents of students, school psychologists link homes, classrooms, and school systems to promote the mental health, learning, and welfare of California's children and youth.

MCASP Facebook Page

Monterey County Association of School Psychologists is made up of School Psychologists serving in the districts and/or residing in Monterey County. The organization meets monthly to provide professional development activities for its members and opportunities to exchange resources and provide support among other like minded professionals.

Council for Exceptional Children (CEC)

Council for Exceptional Children

The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of individuals with disabilities and/or gifts and talents. CEC advocates for appropriate governmental policies, sets professional standards, provides professional development, advocates for individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice.

Open Access

Open Access is committed to fostering accessible and high-functioning educational systems.  Designed to build capacity through systemic implementation, we utilize evidence-based practices aligned with the Universal Design for Learning (UDL) framework to support all learners’ engagement, communication, and participation.

Parents Helping Parents

Parents Helping Parents

Parents Helping Parents supports, educates, and inspires families and the community to build bright futures for
youth and adults with special needs.

• We envision a world where children of all abilities are valued, respected, and included.
• We want families to be filled with hope and optimism about their child.
• We share knowledge and skills to create meaningful opportunities and plan for a secure future.
• We value diversity and endeavor to have our staff, board, volunteers, and donors reflect the community we serve.

With 40+ years of supporting families, our experienced staff members have a national reputation for being a trusted source of information for helping parents, caregivers, and children with special needs.

At Parents Helping Parents, we believe that together we can change the world, one child at a time, one family at a time, one community at a time.

PENT

Positive Environments, Network of Trainers

The Positive Environments, Network of Trainers (PENT) is a California Positive Behavior Initiative designed to provide information and resources for educators striving to achieve high educational outcomes through the use of proactive positive strategies. Evidence-based positive practices and helpful information is disseminated statewide through this website.

PENT was co-founded by Diana Browning Wright and Deborah Holt, in a joint effort between the Diagnostic Center, Southern California (DCSC) and the Special Education Local Plan Area (SELPA).

Our collaborative PENT network is dedicated to increasing academic achievement and overcoming behavioral barriers to success for all students with and without disabilities.

Sam's Guide 2019 PDF

A comprehensive listing of services in Monterey County.

MOE Subsequent Years Rule

Resource from Fresno County Office of Education.