Photo courtesy California Department of Education
Photo courtesy California Department of EducationSpecial education in California may face vast challenges — funding shortfalls, teacher shortages and distance learning, to name a few — but Heather Calomese is undeterred.
Calomese, the state’s newly appointed director of special education, has an ambitious vision to improve equity and outcomes for the state’s 800,000 students enrolled in special education.
Social justice, enhancing online education and improving conditions for teachers are among her top priorities.
State Superintendent of Public Instruction Tony Thurmond appointed Calomese on Aug. 14 to fill the position formerly held by Kristin Wright, who resigned in the spring. Calomese was formerly the executive director of special education for the Illinois State Board of Education and served for almost a decade as a special education teacher in Chicago and Iowa.
Thurmond called her “a strong advocate and champion for all students” who has extensive leadership experience and knowledge of special education policy.
Approximately 13% of California’s 6 million K-12 students are enrolled in special education in California, receiving services for conditions such as dyslexia, autism and Down syndrome. The Department of Education’s special education division provides resources and guidance for the state’s 1,000 public school districts.
Calomese talked to EdSource last week about her goals and vision for special education in California. This interview has been edited and condensed for clarity.
EdSource: Tell us a bit about yourself. How did you become a special educator?
Heather Calomese: I actually came to this field as a former journalist. I worked as a reporter and editor at a small weekly paper in New York. While I enjoy journalism, I just didn’t see myself in the newsroom long term. Education had always interested me, and so I entered the special education field through a program at the University of Iowa.
Special education has allowed me to be part of the lives of so many students and families. I have grown so much as a person by being a part of this community. And to me, the students and families that I have served with over the years are always close to my heart and continue to drive my work. Supporting and being of service to others and really maximizing independence for students and families is what drives me in this role.
From your perspective, what are the biggest challenges right now in special education, not just here but across the country?
I think one of the main challenges is providing a free, appropriate public education while school campuses remain closed. As we know, distance learning can present a hurdle for students that receive support and services.
But I will say that in my brief time in this role, I have seen our talented community come together to collectively address these really deeply complex issues. As special educators, we are used to being flexible. It’s who we are and what draws us to the work. And I have seen encouraging practices. It’s an incredible challenge but I know that we’re here to solve the problem.
Some of these problems seem almost unsolvable. For example, how do you provide occupational therapy over Zoom?
Nothing is insurmountable. There is a lot of talent and expertise across our state. We can engage in partnerships and dialogues, and really try things out and learn from one another during this time. And when we find successful practices, can we elevate and amplify those practices so others can experience that success as well.
Districts, individual schools and even individual teachers have a lot of latitude as to how they want to proceed with distance learning. What do you see as the state’s role right now?
First and foremost, the state’s role is to provide relevant, timely guidance, thought partnerships, support and resources, technical assistance and general oversight. I really want to emphasize and underscore relevant and timely guidance. That’s what districts need, that’s what they want. So it’s incumbent upon the special education division to really be nimble and flexible and responsive to the field during this time.
What can the state do to make sure students’ individualized education programs (IEPs) are followed during distance learning?
The federal guidance states that schools must meet students’ IEP requirements during distance learning. Parents and schools should collaborate on what those services look like, but it’s the state’s expectation that IEPs are followed.
I hate to ask this question because you’ve only been on the job since August, but what do you see as priorities in California, given the variety of needs?
A mentor once said to me that a flower doesn’t always bloom on your watch. I’ve really committed myself to creating the right conditions in California so flowers can blossom not just right now, but into the future. It’s clear to me in just in my short time here that California is really committed to ensuring that the needs of students with disabilities are at the forefront, and we can come up with creative solutions to address the issues that have faced our community for decades. So that’s very exciting for me.
An overarching goal is that we, as a state, improve outcomes and opportunities for students with disabilities. That, for me, is the ultimate North Star. There are opportunities in the system from pre-K to postsecondary to make progress, and I want to continue to refine those systems and collaborate with the many agencies that play a part in the lives of our students and families.
Another goal of mine is to bring conversations about race and equity to the table. We need to continually examine our system and address issues that oftentimes have an adverse impact on our students and families of color.
And finally, I’m interested in elevating best practices for supporting English learners with disabilities. This is an area for growth that I’m very interested in.
In California, there are many issues related to special education and race and inequity. For example, students of color are more likely to be improperly placed in special education, and also less likely to receive the services they need. Can you talk about what you see as the main challenges?
We see these issues play out very early on, oftentimes as early as pre-K, and can spiral from there. The issues bubble up in terms of identification, suspension, discipline, expulsion. But I also see it play out through implicit biases in school settings, and in philosophy and belief systems. And we see the disparities in graduation rates as well as college and career outcomes. Even beyond that, we can look at unemployment rates for adults with disabilities, limited career options or high rates of incarceration and substance abuse.
State Superintendent of Public Instruction Tony Thurmond has launched initiatives looking at student discipline, school policing and a variety of race and equity issues. Do you see special education as being part of those conversations?
Absolutely. When we look at exclusionary practices — suspension, expulsion, restraint — I think special education is certainly an important part of that. We have the research, we have the data. It’s really incumbent on us to take a hard look and engage in a broad conversation about how we can improve these systems. It’s the right thing to do, and I’m absolutely committed to doing it.
How important is inclusion, the idea that students with special needs spend as much time as possible in mainstream classrooms?
Students need to be with their peers, make those social connections, have access to that curriculum and learn in the least restrictive environment possible. There will always be a continuum, because we do have students that need intensive supports. However, we have to ensure that students are being educated with their non-disabled peers as much as possible. And sometimes that means taking risks, right? Obviously, we want our students to be supported, but it’s also important to push students out of their comfort zone (with supports) so that they can continue to learn and grow and develop.
What will you do to address the special education teacher shortage?
As you know, the shortage of special education teachers is a nationwide issue, and one that’s very concerning for me. We need to attract people to the field, but we also need to look at the bigger picture. We need to look at ways we can support new teachers and provide opportunities for mentorship, and also support teachers who are well established. We also need to consider how we support our special education administrators. We need to look at ways to attract and retain our special education workforce at all levels, because we have teachers leaving the profession at concerning rates.
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Pamela DiBattista 1 year ago1 year ago
This article is the making of a well deserved dream. I do raise a glass to all educators during this tough time. Special Ed teachers assistants paras are truly angels! For CA new director of special education I applaud your drive to take on such a leadership roll. It definitely is not an easy roll to step into. With all this being said I have been patient and understanding to these conditions we all … Read More
This article is the making of a well deserved dream. I do raise a glass to all educators during this tough time. Special Ed teachers assistants paras are truly angels! For CA new director of special education I applaud your drive to take on such a leadership roll. It definitely is not an easy roll to step into.
With all this being said I have been patient and understanding to these conditions we all face as parents. However where do we draw the line and say enough is enough? I have 2 kiddos on 2 very opposite sides of the spectrum as well as age. Eldest is 12 and youngest is 7. It was a challenge when distance learning first started. My eldest thrived, my youngest absolutely crashed and burned. However progress was being made. At the very least they had a daily routine were in class like any ordinary school day. Had a connection to their school and even had an hour of in class 1x a week for eldest and daily for youngest.
Now with independent study there is none of that. The school and district hold no accountability! My 2 kiddos have yet to be at school( my choice for health reasons) nor enrolled in any type of distance learning.The dream would be a hybrid for us but that’s not even an option. The district is enforcing an MOU be signed prior to anytime of enrollment. I will not sign any contract that waives my rights or excuses accountability. We will continue to do this waiting game but like I stated previously, the time is approaching when enough is enough. No more excuses and results are demanded.
Odilla Sidime 2 years ago2 years ago
It was uplifting to read about the creative and student-centered approach Ms. Calomese brings with her into this new role. Because distance learning and special education programs are so heavily impacted by complaints and litigation, creativity and ingenuity are essential to resolving the conflicts around those issues. So, I encourage Ms. Calomese to take advantage of the time-, resource- and cost-saving benefits of alternative dispute resolution. ADR can save school budgets, rebuild relationships between families … Read More
It was uplifting to read about the creative and student-centered approach Ms. Calomese brings with her into this new role. Because distance learning and special education programs are so heavily impacted by complaints and litigation, creativity and ingenuity are essential to resolving the conflicts around those issues. So, I encourage Ms. Calomese to take advantage of the time-, resource- and cost-saving benefits of alternative dispute resolution. ADR can save school budgets, rebuild relationships between families and schools, and promote effective communication amongst every student’s education team. Welcome Ms. Calomese.
Caren Hoganson 3 years ago3 years ago
We are struggling to compensate for missed assessment timelines for completion of assessments. In addition, Triennial assessments are lagging behind. Will there be any guidelines forthcoming in order that we may approach these non-compliance issues responsibly with support from state and federal Special Education personnel?
School Nurse 3 years ago3 years ago
For my part as a school nurse, I feel like we are lagging in assessing students' initial, annual, and triennial status for IEPs. What's the delay? Some districts are doing it in small groups. I don't know what my district is doing, but my school has done none that they have included me on. The state can encourage schools to hold in person IEPs in safe, healthy, physically distanced classrooms. I can wear a mask … Read More
For my part as a school nurse, I feel like we are lagging in assessing students’ initial, annual, and triennial status for IEPs. What’s the delay? Some districts are doing it in small groups. I don’t know what my district is doing, but my school has done none that they have included me on. The state can encourage schools to hold in person IEPs in safe, healthy, physically distanced classrooms. I can wear a mask and assess vision and hearing on a student with a mask on.
Bolatito Fatoki 3 years ago3 years ago
Awesome responses Ms. Calomese. I feel overwhelmed when I hear people talk with so much passion and commitment about our individuals with exceptionalities. I am an advocate for it, a special Education teacher, a current doctoral student in the area of special education and a YouTuber: Spedeveryday that advocates for inclusion, seamless transition and acceptance of these category. I wish you productive service years and looking forward to changes that will embrace the community as a whole.
Paul Salcedo 3 years ago3 years ago
Excellent choice!
V Massey 3 years ago3 years ago
I’m so excited for California! What a breath of fresh air during this strange historical time of a virus that is really testing the very fiber of education. I am a para-educator for four years now. I have lived in Montana for the past 13. I love my job, but hate the politics and lack of funding here. Yay for California! Seems like an amazing step forward to have not only a woman of color, … Read More
I’m so excited for California! What a breath of fresh air during this strange historical time of a virus that is really testing the very fiber of education. I am a para-educator for four years now. I have lived in Montana for the past 13. I love my job, but hate the politics and lack of funding here. Yay for California! Seems like an amazing step forward to have not only a woman of color, but a woman Indeed! And a leader who has lived in the trenches of Special Education for over a decade. We are a Unique family … a strong force … and we will always be here!
Brenda Lebsack 3 years ago3 years ago
I am a special ed teacher and I would like to ask Heather Calomese a question. Heather, as you mention looking at research to improve systems, can you please take a hard look at sexual abuse of children by teachers? This is a glaring issue and no one is talking about it. Our special needs children are the most vulnerable. Every year teachers must complete a mandated reporter training. Over the … Read More
I am a special ed teacher and I would like to ask Heather Calomese a question. Heather, as you mention looking at research to improve systems, can you please take a hard look at sexual abuse of children by teachers? This is a glaring issue and no one is talking about it. Our special needs children are the most vulnerable. Every year teachers must complete a mandated reporter training. Over the past two years, the emphasis in our PD has been to prevent sexual teacher abuse of children. When I heard the stat given in my training, my jaw dropped. I thought, “wow, what a huge hidden secret.” The training said according to a 15 year old study, 10% of all sexual abuse is from teachers. What?!? If that was 15 years ago, what is it now? We must demand current studies be done on this for real updated stats.
As we point the finger at others for injustice, blaming outside agencies, maybe we’re ignoring the stench under our own nose. Please watch the BRITT teacher training. It’s alarming. Unions are not helping this schoolhouse crisis because a new teacher can get tenured after a short 18 months. That’s not a long enough probationary time. Once a teacher is tenured it’s very hard to get rid of them. Let’s start getting down to the real issues here. When it comes to systemic problems the huge rise of teacher sexual abuse in our public schools cannot be conveniently ignored.
Dan Plonsey 3 years ago3 years ago
Ms. Calomese circumvents the root issue of growing economic inequality in CA, which makes progress in special ed and general ed impossible. The optimism she expresses is actually an impediment to making necessary changes. She says that what the state provides is "relevant, timely guidance, thought partnerships, support and resources, technical assistance and general oversight" -- even if the state did in fact provide any useful guidance to we who actually teach, this all means … Read More
Ms. Calomese circumvents the root issue of growing economic inequality in CA, which makes progress in special ed and general ed impossible. The optimism she expresses is actually an impediment to making necessary changes. She says that what the state provides is “relevant, timely guidance, thought partnerships, support and resources, technical assistance and general oversight” — even if the state did in fact provide any useful guidance to we who actually teach, this all means nothing, so long as children are living in relative poverty, often without adequate healthcare. Whether her rhetoric is well-intended or just the usual CA neoliberal smokescreen, I don’t know, but to anyone who actually cares about children, such words are grating and unwelcome.
Kendra 3 years ago3 years ago
I agree. I am an 8th grade Special Education teacher, and Black males are disproportionate in the SLD category. I saddens me to know that these males as well as many other students with learning disabilities are being prostituted for the Federal Funding Only.