Iowa School District Development - Plans For Delivery Services
|
|
|
- Blaze Sparks
- 3 years ago
- Views:
Transcription
1 District Developed Special Education Service Delivery Plan IKM Manning Community School Districts The Iowa Administrative Rules of Special Education require each school district to develop a plan for the delivery of special education services. Districts must make the plan available for public comment. If you have comments that you wish to be considered before this plan is finalized, please submit those comments to: Dr. Tom Ward tward@ikm manning.k12.ia.us Comments must be received by September 1, 2013 Plan 1. Whatwastheprocessusedtodevelopthedeliverysystemforeligibleindividuals? ThedeliverysystemwasdevelopedinaccordancewithIowaAdministrativeCoderule41.408(2) c.the groupofindividualswhodevelopedthesystemincludedparentsofeligibleindividuals,specialeducation teachers,generaleducationteachers,administrators,andatleastonerepresentativeoftheaea. 2. Howwillservicesbeorganizedandprovidedtoeligibleindividuals? Consulting Teacher Services:Consultingteacherservicesaredefinedasindirectservicesprovidedbya certifiedspecialeducationteachertoageneraleducationteacherandorateacherassociate.teacher consultationandindirectservicesincludeadjustingthelearningenvironmentand/ormodifyinghis/her instructionalmethodsusingspeciallydesignedinstructionstrategiestomeettheindividualneedsofa studentwithdisabilityreceivinginstructioninthegeneraleducationclassroom.teacherassociateor paraprofessionalconsultationandindirectservicesincludebeingpresentinthegeneraleducationor specialeducationclassroomtoprovideinstruction,instructionalsupport,orotherassistance, accommodationsand/ormodificationstoastudentoragroupofstudents. Co Teaching Services:Co teachingservicesaredefinedastheprovisionofspeciallydesignedinstruction andacademicinstructionprovidedtoagroupofstudentswithdisabilitiesandnondisabledstudents. Theseservicesareprovidedbythespecialeducationteacherandgeneraleducationteacherin partnershiptomeetthecontentandskillsneedsofstudentsinthegeneraleducationclassroom.these servicestakeshapeinavarietyofmanners.forexample,teachersco plan,dividetheclass,andprovide theinstructiontosmallergroups,orteachersco planandthenco instructdifferentcomponentsofthe content.theeffectivenessofservicesprovidedthroughco teachinghaveastrongresearchbase. Collaborative Services:Collaborativeservicesaredefinedasdirectspeciallydesignedinstruction providedtoanindividualstudentwithadisabilityortoagroupofstudentswithdisabilitiesbyacertified specialeducationteacherinageneraleducationclassroomtoaidthestudent(s)inaccessingthegeneral
2 educationcurriculum.theseservicesareprovidedsimultaneouslywiththegeneraleducationcontent areainstruction. Pull Out Services:Pull Outservicesaredefinedasdirectspeciallydesignedinstructionprovidedtoan individualstudentwithadisabilityoragroupofstudentswithdisabilitiesbyacertifiedspecialeducation teachertoprovidesupplementaryinstructionthatcannototherwisebeprovidedduringthestudent s regularinstructiontime.theseservicesareprovidedinanindividualorsmallgroupsettingforaportion oftheday.pull outservicessupplementtheinstructionprovidedinthegeneraleducationclassroom throughconsultingteacherservicesorcollaborative/co teachingservices.thespeciallydesigned instructionprovidedinpull outsettingsdoesnotsupplanttheinstructionprovidedinthegeneral educationclassroom. Special Class:SpecialClassservicesaredefinedasdirectspeciallydesignedinstructionprovidedtoan individualstudentwithadisabilityoragroupofstudentswithdisabilitiesbyacertifiedspecialeducation teachertoprovideinstructionwhichistiedtothegeneraleducationcurriculum,buthasbeenmodified tomeettheuniqueneedsofthestudent(s)inaselfcontainedsetting(including,butnotlimitedto specialclasses,specialschools,homeinstruction,andinstructioninhospitalsandinstitutions).this meansthestudentisreceivinghisorherprimaryinstructionseparatefromnon disabledpeers. PreschoolAddendum Regular Early Childhood Programwith Teacher holding Dual Endorsements (i.e. Ed 100).Thechildis servedintheregularearlychildhoodclassroomwithateacherwhoholdsavalidpractitioner'slicense issuedbytheboardofeducationalexaminersthatincludesprekindergartenandearlychildhoodspecial education.theteacherisresponsiblefordirectinstruction,preparationofmaterials,adaptationsand accommodationsasspecifiedintheiep.theteacherwiththedualendorsementisresponsiblefor implementingandmonitoringthechild sprogressaccordingtotheiep. Preschool Program Standards TheIowaDepartmentofEducationhasdefinedPreschoolStandardsasthefollowing: Notes: 1.) IowaQualityPreschoolProgramStandards(QPPS);or 2.) IowaEarlyLearningStandards. StudentsmayreceivedifferentservicesatmultiplepointsalongthecontinuumbasedontheIEP. ThedistrictwillprovideaccesstothiscontinuumforalleligibleindividualsbasedontheirIEP. Servicesmaybeprovidedwithinthedistrict,orthroughcontractualagreementwithotherdistricts and/oragencies.
3 Thecontinuumincludesservicesforeligibleindividualsages Howwillcaseloadsofspecialeducationteachersbedeterminedandregularlymonitored? K 12: Caseloadswillbetentativelysetinthespringforthefollowingyear.Caseloadsmaybemodified basedonsummerregistrationandactualfallenrollments.caseloadswillbereviewedatleast twiceduringtheschoolyearbyindividualdistrictspecialeducationteachersalongwiththeir buildingprincipaland/orspecialeducationcoordinator. Indeterminingspecialeducationteachercaseloads,theIKMCommunitySchoolDistrictwilluse thefollowingvaluestoassignpointstothecaseloadsofeachteacherinthedistrict. Ateachermaybeassignedacaseloadwithnomorethan35totalpoints. Preschoolcaseloadswillnotexceed20studentsperclassandwillmaintainateacherstudent rationof1:10. 1 point: EachIEPforwhichtheteacherisresponsibleforIEPwriting,IEPmeetings,progress monitoringandreportingtoparents.. 25 point: Eachstudentprovidedsupplementalinstructiononly.i.e.reteaching,probes, 1 point:eachstudentprovideduptotwohoursperdayofdirectplannedinstructionbythe SPEDteacherwithintheSPEDsetting\ 1.25 points:eachstudentprovidedbetweentwotofivehoursperdayofdirectplanned instructionbythespedteacherwithinthespedsetting 1.5 points: Eachstudentprovidedmorethanfivehoursperdayofdirectplannedinstructionby thespedteacherwithinthespedsetting 0.25 points:eachstudentwhowillhaveathree yearre evaluationplanwrittenduringthe currentyear 0.25 points:eachstudentwhowillhaveatransitionplanwrittenduringthecurrentyear 1 point:eachstudentforwhomtheteacherplansandsupervisesworkexperience 1 point:eachsubjectandgeneraleducationteacherwithwhomthespecialeducationteacher co teaches. 1 point: Eachstudentwhoisdependentonanadultforphysicalneeds 1 point:eachstudentwhohasabehaviorinterventionplan(bip) 1 point:eachparaprofessionalwithwhomthespecialeducationteachercollaborates
4 1 point:eachstudentservedoff site(e.g.,hospital,homebound,generaleducationpreschool, etc.) 1 point: Eachstudentthatrequiresalternateassessment. Preschool (Ages 3 5): Thedistrict sponsoredpreschoolprogramadherestothequalitypreschoolprogramstandards(qpps) teacherchildratios.table4inthe2005qppsstandardsdocumentoutlinestheappropriategroupsizes andteacher/para professionaltochildratios.additionalstaffareaddedbeyondtheseratiostomeet studentneedsasoutlinedinieps.ateachermaybeassignedacaseloadwithnomorethan5 10 studentsand35totalpointsor10 15studentsand25totalpointsOR15 20studentsand10total points.thiscaseloadlimitmaybeexceededbynomorethan10%,foraperiodofnomorethansix weeks,ifdoingsodoesnotpreventtheaffectedteacher sabilitytoprovidetheservicesandsupports specifiedinhisorherstudents IEPs. Adaptive Communication Skills: 0 Points:Studentisfunctioninginthegeneraleducationcurriculumatalevelsimilarto peers.noaccommodationsormodifications. 1 Point:Studentrequiresaccommodationstothegeneralcurriculum;studentcancommunicate needswithlimitedspecialeducationsupport. 2 Points:Studentrequiresadaptationsandmodificationstocommunicateneeds(PECS,Visual Schedule,SocialStories,BehaviorPlans,ReinforcementSystems). 3 Points:Significantadaptationtogradelevelcurriculumrequiresspecializedinstructional strategiesandmaterialswith1:1supportforthemajorityoftheday. IEP Goals: 0 Points:StudenthasIEPgoalsinstructedbyanotherteacherorserviceprovider. 1 Point:Studentisservedfor1 2goalsunderspecialeducationinstructionandthespecial educatorprogressmonitorsthegoals. 2 Points:Studentisservedfor3goalsunderspecialeducationinstructionandthespecial educatorprogressmonitorsthegoals. 3 Points:Studentisservedfor4ormoregoalsunderspecialeducationinstructionandthe specialeducatorprogressmonitorsthegoals. Academic Instruction: 0 Points:Canparticipateinclasswithlimitedaccommodations.
5 1 Point:Requireslimitedspeciallydesignedinstructioninasmallgroupor1:1setting,and limitedcurriculummodifications. 2 Points:Requiresspeciallydesignedinstructioninasmallgroupor1:1setting,withmodified curriculum. 3 Points:Requiressignificantspeciallydesignedinstructioninasmallgroupor1:1setting,with modifiedsetting,curriculum,materialsandassistivetechnology. Special Considerations:Includeacademicand/orbehaviorsupport(FBAand/orBIP,Special Training,SafetyPlan,Paraeducatorsupport,HealthPlan/Services,AssistiveTechnology,Physical Support,NIMAS/Braille,Deaf/Blind,Linkages/CommunityAgencies,OutsideMedical,Special TeamInvolvement,Hospital/HomeboundPlacement,Toileting,Eating,Dressing) 0 Points:Studentrequiresnospecialconsiderations 1 Point:Studenthas1specialconsideration 2 Points:Studenthas2specialconsiderations 3 Points:Studenthas3specialconsiderations 4 Points:Studenthas4specialconsiderations 5 Points:Studenthas5ormorespecialconsiderations Joint Planning and Consultation: 0 Points:Jointplanningtypicalforthatprovidedforallstudents. 1 Point:Specialeducationteachersengageandlogjointplanningforupto1hourpermonth withsupportstaffand/orparaeducatorstosupportinvolvementandprogressinthegeneral educationcurriculum. 2 Points:Specialeducationteachersengageandlogjointplanningfor1 2hourspermonthwith supportstaffand/orparaeducatorstosupportinvolvementandprogressinthegeneral educationcurriculum. 3 Points:Specialeducationteachersengageandlogjointplanningformorethan2hoursper monthwithsupportstaffand/orparaeducatorstosupportinvolvementandprogressinthe generaleducationcurriculum. *Support staff may include:aea,transportation,nurse,specialsteachers,counselor,mental healthpersonnel,medicalpersonnel. Extra: 1 Point:EachpreschoolIEPinprogramswithoutanendorsedECSEteacher
6 Five Points:Travelingbetweenbuildings 4. Whatprocedureswillaspecialeducationteacherusetoresolvecaseloadconcerns? Ascheduledreviewofteachercaseloadswillbeconductedbythebuildingprincipalasfollows: 1. atthebeginningoftheschoolyear; 2. byapril1toplanforthefollowingschoolyear. Atanyothertime,ateachermayrequestacaseloadreviewbysubmitting,inwriting,therequesttothe buildingprincipal.thebuildingprincipalmustaddresstherequestandprovidearesolutiontothe teacherwithin5workingdays. 5. Howwillthedeliverysystemforeligibleindividualsmeetthetargetsidentifiedinthestate s performanceplanandtheleadeterminationasassignedbythestate?whatprocesswillbe usedtoevaluatetheeffectivenessofthedeliverysystemforeligibleindividuals? The district will examine their SPP/APR data to determine priorities and develop an action plan. If the district meets SPP/APR requirements, the delivery system will be considered effective. If the district does not meet requirements, the district will work in collaboration with the State and AEA.
7 Assurances Thedistrictassuresitprovidesasystemfordeliveringinstructionalservicesincludingafull continuumofservicesandplacementstoaddresstheneedsofeligibleindividualsaged3to21,andshall provideforthefollowing: (1)Theprovisionofaccommodationsandmodificationstothegeneraleducationenvironmentand program,includingsettingsandprogramsinwhicheligibleindividualsaged3through5receivespecially designedinstruction,includingmodificationandadaptationofcurriculum,instructionaltechniquesand strategiesandinstructionalmaterials. (2)Theprovisionofspeciallydesignedinstructionandrelatedactivitiesthroughcooperativeeffortsof thespecialeducationteachersandgeneraleducationteachersinthegeneraleducationclassroom. (3)Theprovisionofspeciallydesignedinstructiononalimitedbasisbyaspecialeducationteacherinthe generalclassroomorinanenvironmentotherthanthegeneralclassroom,includingconsultationwith generaleducationteachers. (4)Theprovisionofspeciallydesignedinstructiontoeligibleindividualswithsimilarspecialeducation instructionalneedsorganizedaccordingtothetypeofcurriculumandinstructiontobeprovided,and theseverityoftheeducationalneedsoftheeligibleindividualsserved. Thedistrictassurestheschoolboardhasapprovedthedevelopmentoftheplanforcreatinga systemfordeliveringspeciallydesignedinstructionalservices. Thedistrictassurespriortotheschoolboardadoption,thisdeliverysystemwasavailablefor commentbythegeneralpublic. Thedistrictassuresthedeliverysystemplanwasdevelopedbyacommitteethatincludedparentsof eligibleindividuals,specialeducationteachers,generaleducationteachers,administrators,andatleast oneaearepresentative(selectedbytheaeaspecialeducationdirector). ThedistrictassurestheAEASpecialEducationDirectorverifiedthedeliverysystemisincompliance withtheiowaadministrativerulesofspecialeducation. Thedistrictassurestheschoolboardhasapprovedtheservicedeliveryplanforimplementation.
1. What was the process used to develop the delivery system for eligible individuals?
District Developed Special Education Delivery Plan Coon Rapids Bayard Community School District Public Comment Draft The Iowa Administrative Rules of Special Education require each school district to develop
Special Education Service Delivery Plan
Special Education Service Delivery Plan 2011-2016 Question 1: What process was used to develop the special education delivery system for eligible individuals? District Mission: To ensure that all learners
Question 1: What Process was used to develop the delivery system for eligible individuals?
Colfax-Mingo Special Education Service Delivery Plan June 2015 Question 1: What Process was used to develop the delivery system for eligible individuals? The delivery system was developed in accordance
North Scott Community School District. Special Education Instructional Delivery Plan
North Scott Community School District Special Education Instructional Delivery Plan September 12, 2012 At its regular meeting on Monday, September 24, 2012, the North Scott Board Of Education approved
Olin Consolidated Special Education Service Delivery Plan DRAFT
Olin Consolidated Special Education Service Delivery Plan Olin Consolidated Public Comment Draft Please provide comments to Sharon Dickman, Superintendent, by calling 319-484-2170 or emailing sdickman@olin.k12.ia.us.
Starmont Community School District Special Education Plan
Starmont Community School District Special Education Plan Mission Statement: Starmont Schools: Empowering all students with knowledge, skills, and attitudes necessary for responsible, productive, fulfilling
Missouri Valley Public School District Developed Service Delivery Plan
Missouri Valley Public School District Developed Service Delivery Plan 1. What process was used to develop the delivery system for eligible individuals? The delivery system was developed in accordance
SPECIAL EDUCATION SERVICE DELIVERY PLAN
SPECIAL EDUCATION SERVICE DELIVERY PLAN September 15 th, 2013 September 15 th, 2018 A plan for delivering instructional services including a full continuum of services and placements to address the wide
SPECIAL EDUCATION SERVICE DELIVERY PLAN
SPECIAL EDUCATION SERVICE DELIVERY PLAN Dubuque Community School District 2300 Chaney Road Dubuque, Iowa 52001 P: 563/552-3000 F: 563/552-3102 www.dbqschools.org DISTRICT DEVELOPED SPECIAL EDUCATION SERVICE
Special Education Plan
Keokuk Community School District s Special Education Plan Initial Presentation to Keokuk Board of Education: March 23, 2009 Approved by Great Prairie AEA: April 9, 2009 Posted for Public Comments: April
Monticello Community School District. Special Education Services Delivery Plan
Monticello Community School District Special Education Services Delivery Plan 2014-2018 District Vision Providing rigorous, authentic, personalized learning utilizing the local and global communities Mission
College Community School District Success for All
College Community School District Success for All District Developed Service Delivery Plan for Special Education A comprehensive plan outlining a full continuum of services designed to address the needs
Preschool For All Program Evaluation TEACHER SELF EVALUATION
Preschool For All Program Evaluation TEACHER SELF EVALUATION Name: Date: Self-evaluation has been proven to help set personal goals, and increase teacher performance. This form is for you and will not
2015 Special Education Program Evaluation Progress Report
2015 Program Evaluation Progress Report 1. Develop outcomebased school monitoring systems for students The percent of initial evaluations completed within 45 school days of 88.0% 84% 96.4% 97.3% with.
TO: AEA Directors of Special Education Student and Family Support Services Staff Early Childhood Services Staff FR: Thomas A. Mayes DA: June 28, 2011 RE: Revocation of Consent for Continued Special Education
Partnering with Families to Improve Education Transitions for Students
Partnering with Families to Improve Education Transitions for Students Transitions are periods of time when a student is transitioning to a different school, a different level in their education, or between
ESSENTIAL DUTIES AND RESPONSIBILITIES:
Title: Preschool Teacher Reports To: Early Childhood Specialist/Pre -K Program Director Employed By: Hanley Harper Group (HHG) Send Resume and Cover Letter To: speters@hanleyharpergroup.com BASIC FUNCTION:
ATTACHMENTS Attachment 1 Proposed Early Childhood Special Education Endorsement (Pre-K-3) Page 3
SUBJECT Proposed Early Childhood Special Education Endorsement (Pre-K-3) Language for IDAPA 08.02.02.028, Exceptional Child Certificate APPLICABLE STATUTE, RULE, OR POLICY Sections 33-1254 and 33-1258,
HOPKINTON PUBLIC SCHOOLS CONTINUUM OF ALTERNATIVE SERVICES AND PLACEMENTS
HOPKINTON PUBLIC SCHOOLS CONTINUUM OF ALTERNATIVE SERVICES AND PLACEMENTS Hopkinton Public Schools provides programs for students in need of special education from the ages of three through twenty-one,
Deptford Township Board of Education. Proposed 2013-14 Budget
Deptford Township Board of Education Proposed 2013-14 Budget BUILDING A SCHOOL BUDGET Determine Revenues Estimate Expenditures Determine what is needed to achieve the instructional goals and objectives
Special Education Programs and Services Commack School District. September 2015
Special Education Programs and Services Commack School District September 2015 Who are the students we serve? Thirteen different educational classifications Greatest Numbers: Other Health Impaired Learning
A Family Guide to Participating in the Child Outcomes Measurement Process
National Parent Technical Assistance Center Information for families and Parent Centers A Family Guide to Participating in the Child Outcomes Measurement Process ALL-71 Developed by the National Parent
Mark C. Draper Omaha, NE
Mark C. Draper Omaha, NE EDUCATION Additional Studies University of Nebraska Lincoln Educational Administration Ed.S. Drake University Educational Administration Ed.S. University of Nebraska at Omaha Educational
Belmont Public Schools Special Education Programs
Belmont Public Schools Special Education Programs Preschool Program School: Belmont system wide Population Served: Special Education Students Aged 3 5 Grade: Pre K Program Description: This program is
Excerpts from Part 200 of the Regulations Regarding Consultant Teacher Services
C onsultant teacher services support students with disabilities who are enrolled in general education classes, including career and technical education classes. The intent of consultant teacher services
X. PRIVATE SCHOOLS. General
X. PRIVATE SCHOOLS General It is the policy of the State of Iowa that children with disabilities in accredited nonpublic elementary and secondary schools ( private schools ) will be afforded all the rights
Texas Continuous Improvement Process Public Input and Information Meetings
Texas Continuous Improvement Process Public Input and Information Meetings 2008-09 Statewide Summary of Regional Feedback Texas Continuous Improvement Process Texas Education Agency Division of IDEA Coordination
Teacher Licensure - Bureau of Educational Examiners Guidance Work-based Learning Guide 2016
Teacher Licensure - Bureau of Educational Examiners Guidance Work-based Learning Guide 2016 When offering a work-based learning program, a school district must have an appropriately licensed instructor
Here s where we re going. How are EE codes determined? How can we ensure that our data is accurate?
Welcome to Determining Early Childhood Educational Environment Codes. 1 June, 2015 Type of program EE Codes Location of services Educational Environment (or EE) Codes tell what type of early childhood
To provide the public with information on roles and responsibilities in the area of special education
2. ROLES and RESPONSIBILITIES in SPECIAL EDUCATION Purpose of the Standard To provide the public with information on roles and responsibilities in the area of special education The Ministry of Education
DC CATS. Early Childhood Outcomes B-7 Administrator Manual. District of Columbia Office of State Special Education
DC CATS Early Childhood Outcomes B-7 Administrator Manual District of Columbia Office of State Special November 1, 2012 2012-2013 DC CATS User Functionality... 4 Introduction... 4 Agency Affiliation...
Careers in Education. Pre-school, daycare Education
Careers in Education Pre-school, daycare and K-12 K Education What academic programs are there that lead to the various levels of Teachers and Support Staff? Early Childhood Professional (Pre- school and
STUDENT LEARNING ASSESSMENT OVERVIEW EARLY CHILDHOOD EDUCATION
STUDENT LEARNING ASSESSMENT OVERVIEW EARLY CHILDHOOD EDUCATION What early childhood professionals know and can do significantly influence children s development, learning, and success in school. Since
The PACK Newsletter February 2012
The PACK Newsletter February 2012 Inside This Issue: Hammrich s Howl! From The Desk Of Mr. Wall Dr. Ward In His Own Words Manning/Irwin Pre School Information On Line Parent Access To School Lunch Program
Individualized Education Program
S33 Link 1 Individualized Education Program DATE: / / TYPE: Initial Review Reevaluation Amendment Interim STUDENT: M F Last (legal) First (no nicknames) M.I. Birthdate: / / Grade: Teacher/Service Provider:
EARLY CHILDHOOD SPECIAL EDUCATION TEACHER - MILD/MODERATE
CERTIFICATED JOB DESCRIPTION BOARD APPROVED 7/22/04 Revised March 2010 Revision Approved 4/8/2010 EARLY CHILDHOOD SPECIAL EDUCATION TEACHER - MILD/MODERATE DEFINITION Works under the general direction
Fall BEDS 2014-2015 District Decision Matrix for Building Administrator Positions
Fall BEDS 2014-2015 District Decision Matrix for Building Positions Contract Type (District Contract) District Title Duties BEDS Position Leaders/etc. Serves as a building level instructional program leader
Early Childhood Block Grant Preschool for All
The webinar will begin shortly Early Childhood Block Grant Preschool for All FY12 Competitive Application Webinar Kay Henderson, Early Childhood Division Administrator Rhonda Clark Alicia Lynch-Deatherage
Early Childhood Inclusion: FOR ALL CHILDREN IN LOUISIANA
Early Childhood Inclusion: FOR ALL CHILDREN IN LOUISIANA MARCH 2013 Table of Contents Introduction... 1 Inclusion Is About All Children... 2 Benefits of Inclusion... 3 Top Three Misconceptions About Inclusion...3
2016 Special Education Program Review Progress Report
2016 Special Education Program Review Progress Report Thomas Hehir and Associates reviewed Houston ISD s special education in March 2011. The report included these six recommendations: 1. Develop outcomes-based
Professional Requirements & Training for Preschool Teacher. Introduction to Early Childhood Care and Education by Dr.
Professional Requirements & Training for Preschool Teacher Introduction to Early Childhood Care and Education by Dr. Chiu, Mei-Wen Outline Description of Preschool Teachers How to Become a Preschool Teacher
Missouri Pre-K Standards
Missouri Pre-K Standards The standards are broad descriptions of what most children should know and be able to do by the time they enter kindergarten. They are not a curriculum but a framework for communicating
Van Meter Community Schools K-12 Lau Plan for Serving English Language Learners 2015-2016
Van Meter Community Schools K-12 Lau Plan for Serving English Language Learners 2015-2016 Team Members: Jen Sigrist, Director of Teaching and Learning; Jenny Stephens, ESL endorsed teacher/4 th grade teacher;
Description of Services
Description of Services ARSD24:05:28:01. Least restrictive program to be provided. Children in need of special education or special education and related services, to the maximum extent appropriate, shall
PRESCHOOL EVALUATION AGENDA. 3. Review of Existing Data Completed with Team Present and documenting team decision
PRESCHOOL EVALUATION AGENDA 1. Introductions; Roles; Purpose of the visit 2. Explanation of Procedural Safeguards 3. Review of Existing Data Completed with Team Present and documenting team decision 4.
Essential Elements of a Quality Visual and Performing Arts Program
Essential Elements of a Quality Visual and Performing Arts Program Developed by the South Carolina District Arts Coordinators (SCDAC) with support from and in collaboration with the South Carolina Department
Kirkwood Community College
Child Development Associate Credential (CDA) or a CDA Equivalency? Changing Qualifications for Early Childhood Professionals in Iowa Children in Iowa deserve access to quality early care and education
Determining Least Restrictive Environment (LRE) Placements for Preschool Children with Disabilities: Reference Points and Discussion Prompts
The Early Childhood Technical Assistance Center Determining Least Restrictive Environment (LRE) Placements for Preschool Children with Disabilities: Reference Points and Discussion Prompts October 27,
Chapter 9 EARLY CHILDHOOD SPECIAL EDUCATION AND SCHOOL NURSE
Chapter 9 EARLY CHILDHOOD SPECIAL EDUCATION AND SCHOOL NURSE Section 1. Basic Programs For Those Who Do Not Hold a Teaching Endorsement. These programs are designed for persons providing professional consultation
Financial Opportunities to Help Fund Early Childhood Education Courses
Financial Opportunities to Help Fund Early Childhood Education Courses Rocky Mountain Early Childhood Conference March 15, 2014 Presented By: Lori Roxbury Today s Agenda Introductions Who We Are What is
End-of-Year Report 2013-2014 Northeast Iowa Charter School
End-of-Year Report 2013-2014 Northeast Iowa Charter School West Central School District P.O. Box 54 305 Pember St. Maynard, IA 50655 Report completed by Stuart Fuhs Superintendent on 10/15/2014 CHARTER
MISSION STATEMENT PHILOSOPHY
MISSION STATEMENT The Cranston Public School District s mission of inclusion, through a partnership involving regular education, special education, and families is to set appropriate challenges and goals
How To Complete The Reading Graduate Degree Program At Western Illinois University
Master of Science in Reading Marie Cheak, Ph. D. Coordinator, Reading Graduate Program Department of Curriculum and Instruction Western Illinois University - Quad Cities E-Mail: MJ-Cheak@wiu.edu Phone:
Section 3: Individual Professional Development Plan (IPDP) Resources Pages 14-18
Section 3: Individual Professional Development Plan (IPDP) Resources Pages 14-18 IPDP Resources page 1 of 5. Local Professional Development 14 Senior Professional Educator and Lead Professional Educator
Name of Grant Program: Early Childhood Special Education Allocation Fund Code: 262
Name of Grant Program: Early Childhood Special Education Allocation Fund Code: 262 PART IV REQUIRED STATISTICAL INFORMATION please use this template as a working document and submit final numbers through
Education and Early Childhood Development Budget Plan Delivered by The Honourable Alan McIsaac Minister of Education and Early Childhood Development
PRINCE EDWARD ISLAND Education and Early Childhood Development Budget Plan Delivered by The Honourable Alan McIsaac Minister of Education and Early Childhood Development May 2012 Over the past five years
Peoria Unified School District Arizona
Peoria Unified School District Arizona Agenda: Introduction Carousels Closing Introduction into Peoria Unified School District Career and Technical Education Introduction into Peoria Unified School District
FY 2013 IEP Training for Essential Early Education. Presented by Kate Rogers ~ EEE Consultant
FY 2013 IEP Training for Essential Early Education Presented by Kate Rogers ~ EEE Consultant Early Childhood Outcomes PLP Services Progress Goals Placement http://projects.fpg.unc.edu/~eco/index.cfm Individual
5-K: SPECIAL EDUCATION EARLY CHILDHOOD PROGRAMS AND SERVICES
5-K: SPECIAL EDUCATION EARLY CHILDHOOD PROGRAMS AND SERVICES The only pupils under the age of five who may be counted in membership are pupils with an individualized educational program (IEP) or an individualized
B6 Data Reporting Tools. Educational Environments, Ages 3-5
B6 Data Reporting Tools Educational Environments, Ages 3-5 Contents Decision Tree for Reporting Educational Environments for Children Ages 3-5 with IEPs 1 SPP/APR Part B Indicator 6 Measurement Table 3
Early Childhood Educational Environment Codes. Illinois State Board of Education and Harrisburg Project
Early Childhood Educational Environment Codes Illinois State Board of Education and Harrisburg Project 1 Agenda Why are Early Childhood EE Codes changing again? What is NOT Changing? What IS Changing?
Early Childhood; Elementary/Middle Grades; Special K-12; and Teacher Leader Endorsements
Early Childhood; Elementary/Middle Grades; Special K-12; and Teacher Leader Endorsements 1 FALL 2013 ILLINOIS STATE BOARD OF EDUCATION LICENSURE OFFICER TRAINING WEBINAR 3 Early Childhood Endorsement Completion
Nebraska s Pathways to Becoming an Early Childhood Educator. Dr. Susan Sarver Director of Workforce Planning and Development
Nebraska s Pathways to Becoming an Early Childhood Educator Dr. Susan Sarver Director of Workforce Planning and Development Start Buffett early. Early Start Childhood well. Institute Workforce Development
Preparing STEM-Centric Elementary Teachers. Elissa Hozore Liz Neal Division of Educator Effectiveness Maryland State Department of Education
Preparing STEM-Centric Elementary Teachers Elissa Hozore Liz Neal Division of Educator Effectiveness Maryland State Department of Education Session Goals Examine the Maryland STEM Standards of Practice
NExT Common Metrics TTS Last updated January 27, 2014
2014 Transition to Teaching Survey Which communication method most prompted you to complete this survey today? (Select one only.) Email message(s) from Hezel Associates Mailed letter from Hezel Associates
Pre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08
Please use this assessment in conjunction with the for Teachers guidelines: the rating scale; evaluation questions relating to the standards; and the license-specific questions per standard (b)2c. Candidates
The Finnish Comprehensive and Upper Secondary Education and Inclusive Education in Finland
The Finnish Comprehensive and Upper Secondary Education and Inclusive Education in Finland Pirjo Koivula Counsellor of Education Finnish Natonal Board of Education Administration Parliament of Finland
K-12 Lau (EL) Plan for Serving English Learners (ELs)
Bondurant Farrar Community School District 300 Garfield SW Bondurant, IA 50035 K-12 Lau (EL) Plan for Serving English Learners (ELs) August, 2015 Required Lau Leadership Team Members: Central Office Administrator
August, 2012. Denise Forrest, Coordinator
August, 2012 Denise Forrest, Coordinator Purpose of Early Childhood Identification & Services (ECID&S) To identify children with potential special education needs who require support to access their education
CSU Early Childhood Center Weekly Newsletter January 30, 2015
CSU Early Childhood Center Weekly Newsletter January 30, 2015 We find comfort in the support that flowed throughout our community this past week or so. Thank you all for reaching out to one another with
Reading Recovery Teacher Leader Training Application Requirements
Reading Recovery Center of Iowa University of Northern Iowa 1227 W. 27 th Street, SEC 146 Cedar Falls, Iowa 50614-0603 (319) 273-2053 Fax (319) 273-2063 E-mail: debra.rich@uni.edu Or salli.forbes@uni.edu
How to Request an Initial Evaluation for Special Education Eligibility
2222 West Braker Lane Austin, Texas 78758 MAIN OFFICE 512.454.4816 TOLL-FREE 800.315.3876 FAX 512.323.0902 How to Request an Initial Evaluation for Special Education Eligibility If you or someone you know
MEMORANDUM #09-01 (Updated)
MEMORANDUM #09-01 (Updated) TO: FROM: District Superintendents Directors of Special Education Other Interested Parties Elizabeth Hanselman Assistant Superintendent for Special Education DATE: May 1, 2009
Early Childhood Education and Care Associate in Applied Science Field of Study Code: ECEC.AAS
Early Childhood Education and Care Associate in Applied Science Field of Study Code: Catalog Description The Early Childhood Education and Care program prepares students to enter the early childhood education
MISSISSIPPI BEND AREA EDUCATION AGENCY
MISSISSIPPI BEND AREA EDUCATION AGENCY Regulation Title: Staff Development Courses Code No: 600.4B References: Board Policy 600.4 Date of Adoption: May 14, 1997 REVISED: June 12, 2002; May 11, 2005; June
The Road to Independence: Providing High Quality Instruction for Students with Autism Spectrum Disorder
The Road to Independence: Providing High Quality Instruction for Students with Autism Spectrum Disorder Charlotte Mecklenburg Schools Caroline Stewart, Ed S- Program Specialist for Autism Teri Moffett-
Printed in the United States of America
This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H326J050004. Dr. Marlene Simon-Burroughs served as the project officer. The views expressed
Washington Teachers Union Local 6, AFT, AFL-CIO DC Candidate Questionnaire, April 2016 LEON T. ANDREWS JR RESPONSE
Washington Teachers Union Local 6, AFT, AFL-CIO DC Candidate Questionnaire, April 2016 LEON T. ANDREWS JR RESPONSE Please return to: support@wtulocal6.net by 5pm on April 12, 2016 1. Reclaiming the Promise
EXTENDED SCHOOL YEAR PROGRAMS AND SERVICES QUESTIONS AND ANSWERS
EXTENDED SCHOOL YEAR PROGRAMS AND SERVICES QUESTIONS AND ANSWERS 1. Who is eligible for extended school year programs and services? 2. Must the IEP for the extended school year program be identical to
High-Quality Prekindergarten Grant Frequently Asked Questions
General 1. Is a school district that applies for the PreK grant allowed to operate a half-day four-year-old program, or must all grant applicants assert that they will operate a full-day four-year-old
LOUISIANA DEPARTMENT OF EDUCATION SPECIAL SCHOOL PROGRAMS
PARENTAL NOTIFICATION LETTERS PRIOR WRITTEN NOTICE BY THE LOCAL SCHOOL SYSTEM http://www.doe.state.la.us 1-877-453-2721 Date: Contact Name: School: Telephone No.: To: To the Parent(s)/Guardian(s) of: Parents
8. THE INDIVIDUAL EDUCATION PLAN (IEP)
8. THE INDIVIDUAL EDUCATION PLAN (IEP) Individual Education Plan An Individual Education Plan (IEP) is a written plan. It is a working document that describes the strengths and needs of an individual exceptional
Assessment and the new curriculum. Parents information evening 2
Assessment and the new curriculum Parents information evening 2 Brief update New national curriculum in all maintained primary and secondary schools since September 2014 All schools have the same assessment
Michigan Department of Education Office of Field Services Section 31a Program for At-Risk Pupils Allowable Uses of Funds
Michigan Department of Education Office of Field Services Section 31a Program for At-Risk Pupils Allowable Uses of Funds Eligible Recipients Sec. 31a(2) State Board of Education Approved 2011 Local school
TIU Curriculum Department Superintendents Advisory Council
TIU Curriculum Department Superintendents Advisory Council November 13, 2014 Dr. Tracy Hinish, thinish@tiu11.org Assistant Executive Director DATES TO REMEMBER November 21, 2014: AM Half day PVAAS Teacher
2. The AEC must be identified in AskTED (the Texas School Directory database) as an alternative campus.
2. The AEC must be identified in AskTED (the Texas School Directory database) as an alternative campus. 3. The AEC must be dedicated to serving students at risk of dropping out of school as defined in
Special Education Teachers
Requirements to be Considered Highly Qualified by the Federal No Child Left Behind Standards April 15, 2005 Pursuant to the No Child Left Behind Act of 2001 (NCLB), teachers of core academic subjects (i.e.,
It's a Matter of Timing: Laying the Foundation for Successful Preschool to Kindergarten Transitions
Electronic Journal for Inclusive Education Volume 2 Number 3 Electronic Journal for Inclusive Education Vol. 2, No. 3 (Winter/Spring 2008) Article 5 Winter 2008 It's a Matter of Timing: Laying the Foundation
EXCERPTED SUMMARY AND RULE TEXT TWO YEAR TRANSCRIPTS. The following summary provides a brief overview of the draft amendments.
EXCERPTED SUMMARY AND RULE TEXT TWO YEAR TRANSCRIPTS The following summary provides a brief overview of the draft amendments. Subchapter 5. General Certification Policies The Department proposes to amend
Northeast Metro 916. Auditory/Oral Program. Engaging The Whole Child
Northeast Metro 916 Auditory/Oral Program Engaging The Whole Child Welcome to Northeast Metro 916 Auditory/Oral Program I am proud of what our program has accomplished for children and families in the
BOARD OF EDUCATION Attachment: Consent 10. PALO ALTO UNIFIED SCHOOL DISTRICT Date: 04.19.16
BOARD OF EDUCATION Attachment: Consent 10 PALO ALTO UNIFIED SCHOOL DISTRICT Date: 04.19.16 TO: FROM: SUBJECT: Board of Education Members Max Glenn McGee, Superintendent Strong Start Resolution STRATEGIC
MUNIS certification reference rev. Rev. Aug. 2012
0010 School District Superintendent School Superintendent 0020 School District Deputy Supt School Superintendent 0030 School District Asst Supt School Superintendent 0040 Director of Finance & Business
If you asked 100 directors of special education why special
01-Book 2-4908.qxd 2/10/2006 7:37 PM Page 9 1 Which Laws Affecting Special Education Should Every Teacher Know? If you asked 100 directors of special education why special education services exist in their
Special Education & Pupil Accounting. Early Childhood Special Education Program
Special Education & Pupil Accounting Oakland Schools Compliance Support Services September 22, 2015 Learning today. Transforming tomorrow. Early Childhood Special Education Program MARSE 340.1754: Program
Special Services. Evaluation Procedures Initial, Re-evaluation, In State and Out of State
Initial Evaluation: Special Services Evaluation Procedures Initial, Re-evaluation, In State and Out of State 1. Student is brought to CMT meeting to discuss overall concerns 2. Parent is contacted regarding
Public Act No. 15-134
Public Act No. 15-134 AN ACT CONCERNING EARLY CHILDHOOD EDUCATORS AND INITIATIVES. Be it enacted by the Senate and House of Representatives in General Assembly convened: Section 1. (NEW) (Effective July
Introduction to Early Childhood Education
Charter Oak State College Examination Program Introduction to Early Childhood Education Description This examination covers information presented in a one semester, Introduction to Early Childhood Education
LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM
TITLE: NUMBER: ISSUER: 2015-16 Allocation for Support of Special Education Programs (Programs 12817 and 12544) DATE: July 6, 2015 Sharyn Howell, Executive Director Division of Special Education ROUTING
Updates on IEP Health Assessment/ Medical Review
Updates on IEP Health Assessment/ Medical Review May 10, 2013 Cook County- Public Health Update for School Nurses Presented by: Cathy Yonkaitis, MSN, RN Director, School Nurse Certificate Program Medical
Staffing Requirements 1. and retain such personnel. All special education teachers K-12 must be highly qualified by
Staffing Requirements 1 Newport News Public Schools understands the need to retain highly qualified and appropriately and adequately trained personnel with the knowledge and skills to provide special education