Birmingham Public Schools Systems Review of District Special Education Programs and Services Final Report
|
|
- Job Charles
- 8 years ago
- Views:
Transcription
1 Birmingham Public Schools Systems Review of District Special Education Programs and Services Final Report Conducted by Oakland Schools at the Request Of Birmingham Public Schools September,
2 A systems review was conducted by the Oakland Schools Department of Special Education upon request from the district. Specifically, the Birmingham Executive Director of Special Education requested that staff, families, and administrators be involved to identify the strengths and areas for improvement of the current special education system. The results of this review are intended to assist the Executive Director in development of improvement plans that will build on the existing quality of the programs and services offered. Opportunity was provided to all staff and an invitation to all families to give input. Response to the open invitation was small, 5 staff and 12 parents. Random selection of staff was made for an interview and record review of one student on their caseload. Questions addressed in this review are intended to assist in answering include: Are the programs and services aligned to meet current and projected demographic needs? Are procedures and practices articulated and familiar to district staff? Are current programs and services producing desired student outcomes? Do the program practices provide for a free and appropriate public education (FAPE) by providing access to appropriate curriculum? Do the program practices provide for FAPE by providing access to effective instruction? Do the program practices provide for FAPE by providing access to individually determined supports and services? Are district resources aligned for maximum effectiveness? Demographics: Birmingham Schools is a district of 8312 students (MSDS, November 2010.) Of this population the majority of students are identified by families as being of White Race/Ethnicity. The next most prevalent Race is Black with very few Hispanic, American Indian, Asian, and Hawaiian/Pacific Islander or Multi-Ethnic students. The minority of students qualifies for Free or reduced meals. A county center program for students with Autism Spectrum Disorder has been operated by the district for more than years. Classrooms are located within the general education buildings of the district. Identification of Students with Disabilities Birmingham Public Schools provides SE programs and services to 985 students. 856 of these students are residents of BPS. The remaining 129 are either non-resident students attending the ASD Center Based program or students attending and served in Private or Parochial schools within the district boundaries. The district sends 49 students with disabilities to out-of-district placements. To better understand the district s identification pattern, the identification data was adjusted to include students placed outside of the district and remove from the data the out-of- 2
3 district students who attend BPS. The chart below shows this calculated identification pattern for BPS compared to the ISD and State Educational System. SEA % SEA: Anticipated # ISD % ISD: BPS Actual Anticipated Count # Difference from SEA Anticipated Difference from ISD Anticipated Identification Rate (10.73%) (-393) (-213) Male CI (-37) (-22) EI (-23) (-25) S and L SLD (-150) (-148) ASD OHI Birmingham identifies many less students as being disabled then typically seen in both the State of Michigan and Oakland County. They are to be commended. The number of students classified as Otherwise Health Impaired raises the question of process of identification and rigor of need for special education to progress. Of concern nationally and in Birmingham, is the large proportion of males being identified as eligible for SE. Use of Other Health Impaired disability category The district has a very high identification rate for OHI, particularly in the area of ADHD. Staff reports that parents who obtain a physician statement diagnosing ADD-ADHD generally initiate these referrals for identification. When asked regarding the reason for the high identification rate, staff reported that parents of ADD-ADHD might want identification to get testing accommodations. Some staff believe that OHI is a preferred eligibility category and that some students may be SLD. Other staff believe that, due to the rigors of RTI, parents speed up the process by getting a physician s statement. Concerns were raised that students are referred in High School rather than Elementary or Middle School. Staff interviewed expressed their opinion that the disability of ADD-ADHD does have an impact on educational performance leading to identification of the individual as one needing special education specialized services. A review of student records and staff interviews indicates that the identification of the educational impact of the ADD-ADHD is lacking the in-depth evaluation of the child s attentional performance as compared to the peers in h/her classroom. This also leads to a lack of identifying effective strategies/interventions to assist the student in developing attentional/effective learning and monitoring strategies. Goals and programs focus on the curricular impact of ADD-ADHD rather than teaching the student strategies to overcome the presenting behaviors of the ADD-ADHD. 3
4 For example, students are given extra time to complete work rather than strategies to complete work on time. Student Assistance Teams (SAT) and Response to Intervention (RtI) Each school has a SAT/RTI team in place. The RTI process is developing independently in each building which results in a lack of consistency in who participates and in the sophistication of development. Referrals to the teams come from teachers rather than through an identification process involving data on district or state assessments. Students are referred by the teacher to which they are assigned. All staff reported that the RTI process is not fully developed and that teams need ongoing training and support through implementation. Teams continue to struggle with making data based decisions and identifying research based interventions rather than tweaking current programming. General Education Supports The district has GE supports for struggling students including Reading Specialists, Intervention Specialists and Crisis Counselors. At the Secondary level there are also opportunities to receive additional support through X-Block and lunch period tutoring. The district has strategies for credit recovery such as PLATO, MI Virtual Academy and Summer School. All groups interviewed or offering input identified a concern that the GE teachers may not have adequate knowledge of how to differentiate instruction. The district has initiated efforts to increase staff abilities in this area. IEP Development Of the IEPs reviewed, all were in compliance with the 365 day timeline. Many did not clearly identify and analyze the student s areas of deficit, the impact on the student s ability to progress in the general education curriculum and the related necessary programs, services and supplemental aids necessary for success. This includes the mandatory and important components of the Present Level of Achievement and Functional Performance statement, goals, and accommodations and modifications. There is variation in the levels of staff ability to develop appropriate IEPs [see chart]. Development of a strategic, targeted IEP is the cornerstone of a student with disability s education. It is critical as a roadmap for instruction. 4
5 Level IEP Timely MET PLAAFP: Timely Data PLAAFP: Explanation PLAAFP: Needs Identified PLAAFP: Impact on progress Goals Match Needs Goals Accommodations Measurable and Modifications match needs Elem 100% 100% 100% 100% 100% 100% 50% 50% 50% MS 100% 90% 30% 50% 20% 20% 40% 70% 40% HS 100% 100% 7% 0% 0% 0% 54% 69% 62% The PLAAFP statements do not consistently contain all of the following: assessment data, an explanation of the data, the identification of the student s needs, and the impact of the student s disability on their performance in GE. Additionally, the PLAAFP often does not reflect the information from the MET resulting in not having all student needs addressed in the IEP. Assessments are referenced in PLAAFP statements but there is generally not assessment information for all areas of need. With the exception of Elementary level IEPs, an explanation of the data is rarely contained in the body of the IEP. The disconnect between the MET and IEP and the poorly explained assessment data leads to a lack of clarity and completeness in the identification of the student s needs. When addressing how the student s disability impacts the student s progress in the GE curriculum the statement Same age peers. was generally used. This statement does not explain how the individual s progress is impacted. The goals written for students do not match student areas of deficit in 50% of the IEPs reviewed. This determination was based upon a review of MET documentation and PLAAFP assessment data. In some IEPs there were goals without documentation of a deficit and in other there were no goals related to areas of deficit. Most goals were measurable, however, in instances when the goal was for the student to initiate a behavior (e.g. Ask for assistance ) the criteria was written as 4/5 times which is not measurable. Measurement of goal attainment is often written and monitored using documented observation rather than student performance data. Monitoring needs to be more detailed and frequent to be useful in evaluating the effectiveness of methodology. Accommodations/Modifications Most students have accommodations listed on their IEPs. These frequently do not have a foundation in the PLAAFP and are written in such a way as to make them appear optional. At times there are such a large number of accommodations listed that it would be unrealistic for them to be implemented in a GE class. There is no clear system of accountability for the provision of SE Accommodations and Modifications. Staff reports that students or parents may inform the SE teacher if they are not occurring in the secondary grades. Staff reports that some GE teachers, they believe, are utilizing 5
6 the recommended accommodations and modifications. Others report that some teachers don t feel that they need to do them. Several parents reported that they do not believe that the accommodations and modifications are occurring in GE. GE teachers are provided with information regarding the needed accommodations from the SE teacher in a variety of ways including copies of IEP pages and teacher made student profiles. The district has developed a process for developing Personal Curriculums for SWD through the modification of GE courses. The student receives credit for the course although on the student s transcript, there is an asterisk next to the grade. The secondary supervisor has directed that when providing a modified grade there must be documentation showing how the GE curriculum was modified including the identification of any GLCEs that were omitted. For this system review a request was made to review 3 personal curriculum requests based upon IEP indication of modified curriculum. Only one was provided. When asked about modifications to GE classes, SE teachers generally reported changing the way the student is tested, changing the grading rubric, limiting the outcome or expectations, or other output strategies. Many of these accommodations/modifications are done by the SE teacher rather than by the GE teacher. All students had accommodations or modifications written into their IEPs. These seemed to be a collection of possibilities rather than targeted interventions. There was frequently no identification of the need associated with the accommodation or modification. Many accommodations or modifications were written as suggestions or options and generally dealt with student output (additional time, testing, and grades) rather than how instruction would be differentiated. 6
7 Elementary (2 records reviewed) Middle School (10 records reviewed) High School (13 records reviewed) Repeat Directions Extended time for Tests Alternate Test Setting Extended Time for Assignments Books on Audio Modified Course Objectives Supplemental Notes Calculator Preferential Seating Books at Home Spelling errors not counted towards grade LRE/Continuum of Programs & Services The MI-CIS data portrait (November, 2010) for the district indicates that 60.34% of their students with disabilities are in GE classes 80% of the time or more. This is less than the SEA average of 61.6% and ISD of 63.9%. This data does however; include data for students in the ASD center program, which has a much higher FTE in SE than resident only programs. Resource Programs/Learning Resource Centers (LRC) are provided at all schools. Categorical Cognitively Impaired (CI) classrooms operate at the Elementary and High School level, Autism Spectrum Disorder classrooms (Center Program) are at all levels, and a categorical Emotionally Impaired classroom is at the High School level only. At the elementary level teachers either pull students out for services or work within the GE classroom. Middle and High Schools students are serviced within Special Education classes for Math and/or ELA, scheduled for a LRC or receive Teacher Consultant Services. The data indicates that there is an increase in the amount of services students are provided from Elementary to Middle School and from Middle School to High School. This may be due to the MS and HS scheduling structure which would schedule a student into an LRC for a minimum of one class hour per day. 7
8 FTE Grades (32%) 29 (33%) 10 (11%) 2 (2%) 2 (2%) 2 (2%) 4 (4.5%) 2 (2%) 4 (4.5%) 5 (5.7%) 88 Grades (27%) 51 (37%) 21 (15%) 6 (4%) 3 (2%) 1 (.7%) 7 (5%) 3 (2%) 2 (1.4%) 7 (5%) 139 Grades (21%) 57 (37%) 25 (16%) 2 (1%) 16 (8%) 7 (4.5%) 5 (3.2%) 2 (1%) 5 (3.2%) 3 (1.9%) 154 Grades (10%) 145 (57%) 0 (0%) 42 (17%) 0 (0%) 22 (8.7%) 1 (.4%) 1 (.4%) 4 (1.6%) 13 (5%) 253 Staff reported concerns that there was not a self-contained CI classroom at the Middle School. They also expressed concerns that there was a lack of appropriate options for students with EI. The LRC is designed to support students with disabilities with classwork but does not habilitate or remediate for areas of deficit. Students with emotional impairment are often in need of staff interceding/teaching/practicing with them to improve their ability to interact with the environment and peers rather than doing academic work. At the secondary level, the LRC is a credit class that meets for one hour five days per week. Classes generally have 5-10 students. Students can take the class as an elective during each semester. Although there is not a commonality as to how LRCs are run, they generally provide several of the following: academic support; work on study skills and organization, check planner, help to prepare for tests, provide help with assignments, provide a place to provide accommodations such as a place to take a test, modify curriculum; work on homework, check progress on goals, provide time to prepare for tests, provide instruction in reading and writing, behavior interventions, review grades, allow time to work on assignments, work on goals, learn self-advocacy and study skills. In general it appears that the LRC is a place where students have the opportunity to complete tests and work with support, receive assistance with staying organized, and assistance in preparing for tests. Teachers report that at one time there was a curriculum but there is not one used at this time. Between schools there is a difference in how the class is graded. Some schools provide a letter grade and other use a pass-fail system. Administration indicated that this is being rectified by moving to an ungraded structure. Staff stated that there are more students who could be serviced through a TC model or an option that was less than the LRC and that there were many students who do not need 5 hours per week of service but other options are not available Several staff made comment that the LRC was a safe environment for students and that students would stay all day if they could. Others stated that the LRC is not an aggressive program and that there is no real plan. 8
9 Of concern is that students spend approximately 5 hours per week in the LRC. For most students the needs, accommodations/modifications and goals specified in the IEP do not justify five hours of SE programs per week. All students have access to GE classes. Students from ASD classrooms attend with a paraprofessional. It is unclear if this is district policy, routine procedure or a result of use of criteria and evaluation of need. Paraprofessionals assigned to students individually without data is an unjustified decision. When paraprofessional help is considered data should justify the need, a plan made with targeted outcomes, and continuous monitoring of the plan to phase out support. Overall the consensus of those interviewed was that there is a need for a clearer model of a full continuum of services. Staff expressed that it was important that all teachers know the model at all levels to ensure that communications with parents are consistent and accurate. Curriculum Building level decisions are made regarding what classes will be scheduled each year, for what amount of semesters, and whether there is an academic lab associated with it. The department of special education in isolation then determines what classes will be offered to ensure that all students with disabilities will have an option for the academic classes they need. There is a lack of coordination, dialogue and data based decision making within this structure. The district has purchased the Universal Learning System (ULS) to be used within their CI and ASD programs. Teachers reported that the ASD and CI programs had not yet fully implemented the ULS curriculum. They were enthusiastic about this program and felt that it filled a need. They expressed a need to have time to prepare materials, become familiar with the program and felt that they would benefit from ongoing support during implementation. Strategic implementation follow up is critical for implementation of a program with fidelity. There appeared to be some confusion as to how the ULS math and reading programs interface with additional research based reading and math programs. Some appeared to feel that ULS was a comprehensive program and others viewing it as incomplete and requiring the additional use of math and reading research based programs. Reading Language! appears to be the backbone reading program for the SE program. It is a researchbased program that addresses all areas of reading as well as having a writing component. The program has a placement and progress assessment. The results of the assessment can be shared with subsequent teachers through the program s database. It is appropriate for students third grade and above. There are several district trainers who have some time designated to assist other SE teachers. Trainers also meet regularly with the Elementary Supervisor to discuss implementation challenges. Several teachers expressed concern that they could not spend the full 90 minutes per day of instruction the fidelity of the program is built on. They recognize that they can implement 9
10 through splitting the instruction between two days. Staff report looking for strategies, such as conducting two period classes, to increase the length of the Language! instructional period and are seeking administrative support in identifying options. Many staff have not implemented the writing portion of Language! though some have stated they will be implementing this component during the next school year. Teachers providing ELA instruction to students with more significant reading deficits use PCI. This is a research-based program designed for learners with significant reading deficits. Staff reports the availability of additional programs for the teaching of reading. These include Read Naturally, Rewards, Read Well and others. Progress monitoring is a critical component regardless of program being implemented. It provides data to inform further instruction as well as serving to keep parents informed of their child s progress. The district has a SE Reading Curriculum Committee whose goal is to develop a well-defined comprehensive set of curricular program, K-12 that addresses the instructional literacy needs of a wide range of learners with disabilities. Math Staff reports that there is not a cohesive special education math curriculum K-12 however a math committee has been formed and is charged with identifying appropriate curriculums. At the current time staff is using Essential Math, Connecting Math Concepts, and Equal and other research and non-research based programs. The Middle School and High School offer SE Math classes. A standard method for determining who will participate in these courses could not be articulated. At this time recommendations from Elementary and Middle School staff are used to make placement decisions. Staff felt there was a need for a common assessment, aligned with the GE curriculum, and independent of the math program that would assist in making these critical decisions. The HS SE Algebra class uses the same book as GE. Teachers stated that the advantage of the SE math class is that they can stop and review, have a smaller class size, and can individualize instruction. The disadvantage is that they often do not cover the entire curriculum. Consumer Math is designed for students with lower basic skills. The teachers report that there is no curriculum or text and are unsure if there is commonality between the two High Schools regarding content of this class. Post Secondary/Transition There are 20 students enrolled in the post-secondary program. The program has 3 classrooms that are designated ASD and 1 designated as CI. The three ASD are broken down by skills mostly related to ability to participate in community activities. Staff reports that there are adequate paraprofessionals to implement the community-based program. Components of the program are job skills, communication, and leisure and work skills. Some students are in the community all day and some only for short periods during which they work on developing functional community skills. Teachers in these classrooms report that they 10
11 are implementing the ULS curriculum that will address ELA, Math, Science and Social Studies as well as adaptive living skills. Some students within the classes do less community based learning with more time spent on reading and math general education standards. Staff and parents felt that there is a need to more clearly define the objectives of the program. Some felt that the inclusion of an academic component decreases the opportunities for other students to participate in community based programs. Others felt that some community experience, such as afternoons at the YMCA, were not productive and would be better used for instruction in academic skills. Students attend the program from the age of 18 to age 26. The program is not designed as a progression of skills and thus the same program is offered, with variations in job sites, for the 8 years of enrollment. The transition coordinator supports the program through arranging community job sites, attending IEPs, visiting job sites, arranging community meetings, and providing materials for parents and staff. Parents expressed the need to be better informed about the role and responsibilities of the transition coordinator and also expressed the need to have greater assistance in preparing for their child s exit from education and to adult programs. Post-secondary programs need to be designed to meet the coordinated needs of the student s EDP, transition plan and all other existing assessment data. Technology The SE department has purchased assistive technology tools and provided training to staff. Questions were raised during interviews on how this technology will be integrated into GE classes so that students will have ongoing access and how the district will evaluate the effectiveness of the technology implementation. At the current time assistive technology is rarely indicated as a supplementary aid on IEPs. Extended School Year Staff and parents felt that there is inconsistency in policy and procedure with regards to the consideration of ESY. Both groups felt that the district creates barriers to discourage true consideration and there is a need to have a more streamlined process for ESY. 11
12 Educational Development Plans Educational Development Plans are developed during 7 th grade. Students are responsible for developed the college/career center to complete the EDP. Teacher and counselor responses were inconsistent as who is responsible for developing EDPs for students with disabilities. Teachers report that there is no connection between the EDP and student schedules. It was unclear if the counselor or SE case manager assists SWD. The Counselors work with the SE Case Manager on the development of schedules. All agree that the Counselors are ultimately responsible for determining if the student is on track for graduation. Teachers report they have inadequate information to determine if students are on track for graduation. Counselors attend IEP Team meeting to review the student s progress toward graduation. Concerns were raised that there may be gaps in the completion of EDPs, especially for students with ASD and CI. Discipline/Behavior Intervention Plans for students with Emotional Impairment BPS manages behavioral disruptions by students with disabilities in a timely and appropriate manner. Staff interviews indicated that the behavior of students with disabilities is dealt with individually. The assistant principals, at the secondary level, respond to discipline referrals and maintain appropriate records. Staff reports that they are trained in Crisis Prevention Intervention and that, at the High School there is a Crisis Counselor who provides assistance. Staff did not believe that the foundations of CPI are systemic and thus its tenets are not used to prevent crisis situation and, during a crisis, that the first staff to intervene may not always respond appropriately. It appears that the district does develop Behavior Intervention Plans for recurring behavior problems. There appeared to be concerns that behavior plans are based more on anecdotal information than data and that Functional Behavior Analysis is not always a part of the plan development. Staff and parents report that there is little identification of antecedents. Some felt that the plans were more disciplinary in nature rather than vehicles to teaching replacement behavior or modify precipitating events. Staff and administrators may need training and a consistent protocol. The one plan reviewed had no functional behavior analysis, no data, and no specific strategies to teach skills, no program data collection and no review process. 12
Service Delivery Models
Service Delivery Models Anne Arundel County Public Schools (AACPS) is committed to educational excellence by "Elevating all Students, Eliminating all Gaps." To that end, AACPS offers a full continuum of
More informationSchool Support System Report and Support Plan. Paul Cuffee Charter School December 2012
Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Paul Cuffee Charter School December 2012 1 SCHOOL SUPPORT SYSTEM A Collaborative
More informationSchool Support System Report and Support Plan. Bristol Warren Regional School District October - November 2010
Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan Bristol Warren Regional School District October - November 2010 1 SCHOOL
More informationSpecial Education Program Descriptions 2014-2015
Special Education Program Descriptions 2014-2015 Stillwater Central School District 1068 Hudson Avenue Stillwater, New York 12180 Introduction This document provides descriptions of the special education
More informationSchool Support System Report and Support Plan. Compass Charter School. October 17-18, 2012
Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Compass Charter School October 17-18, 2012 1 SCHOOL SUPPORT SYSTEM A Collaborative
More informationServing Students with Unique Needs: students with disabilities
Serving Students with Unique Needs: students with disabilities Celia Reed, RSE-TASC trainer Rebecca DeBottis, Region 7 Coordinator 1 Objectives for the Session: Identify what special education regulations
More informationBelmont 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
More informationSPECIAL EDUCATION Frequently Asked Questions (FAQs)
TABLE OF CONTENTS Special Education Evaluation and Eligibility 1. What is Special Education?... 3 2. What is IDEA (Individuals with Disabilities Education Act)?... 3 3. What can parents do when they suspect
More informationMCD OUTCOME COMPONENT SCHOOL PLAN
Federal Requirement, District publications and forms are available Search and Serve Response to Intervention (RtI) approach shall be one of several components of the process of determining a Specific Learning
More informationSpecial Education Audit: Organizational, Program, and Service Delivery Review. Yonkers Public Schools. A Report of the External Core Team July 2008
Special Education Audit: Organizational, Program, and Service Delivery Review Yonkers Public Schools A Report of the External Core Team July 2008 The Collaborative Founded in 1994 Sponsored by the Education
More informationAllen Elementary School
Allen Elementary School April 4, 216 Dear Parents and Community Members: We are pleased to present you with the (AER), which provides key information on the 214-15 educational progress for the. The AER
More informationBEFORE THE STATE SUPERINTENDENT OF PUBLIC INSTRUCTION ) ) ) ) I. BACKGROUND
BEFORE THE STATE SUPERINTENDENT OF PUBLIC INSTRUCTION In the Matter of Salem-Keizer School District 24J ) ) ) ) FINDINGS OF FACT, CONCLUSIONS, AND FINAL ORDER Case No. 06-054-048 I. BACKGROUND On November
More informationRhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan
Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan Blackstone Academy Public Charter School February 2016 1 SCHOOL SUPPORT
More informationRubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist
Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education
More informationThe University of the State of New York The State Education Department DIAGNOSTIC TOOL FOR SCHOOL AND DISTRICT EFFECTIVENESS (DTSDE)
The University of the State of New York The State Education Department DIAGNOSTIC TOOL FOR SCHOOL AND DISTRICT EFFECTIVENESS (DTSDE) BEDS Code 51110106007 School Name West Side Elementary School School
More informationLegal Issues in Special Education relating to San Bernardino City USD January 8, 2015
Legal Issues in Special Education relating to San Bernardino City USD January 8, 2015 Michael Dominguez Director Special Education/SELPA Laws that Protect Students with Disabilities IDEA Core Principals
More informationRtI Response to Intervention
DRAFT RtI Response to Intervention A Problem-Solving Approach to Student Success Guide Document TABLE OF CONTENTS Introduction... 1 Four Essential Components of RtI... 2 Component 1... 3 Component 2...
More informationSPECIAL EDUCATION MANUAL
SPECIAL EDUCATION MANUAL TABLE OF CONTENTS RESPONSE TO INTERVENTION PST/REQUEST PROCEDURES. 4 Procedure for student assistance 4 Request Process. 4 IEP AND REVIEW OF EXISTING EVALUATION DATA (REED) DEADLINES..
More informationImprove programs and funding for Special Education
Improve programs and funding for Special Education The promise of a free, quality public education for all students including students with disabilities is a core principle for PSEA. PSEA supports the
More informationFREQUENTLY ASKED QUESTIONS Regarding the Proposal to Phase Out Secondary Learning Centers
FREQUENTLY ASKED QUESTIONS Regarding the Proposal to Phase Out Secondary Learning Centers 1. What is the current proposal regarding secondary learning centers? Rising Grade 6 students currently attending
More informationDrafted March 2014. This special needs policy will help to ensure that: This policy addresses students in the following categories:
Peebles Elementary Special Needs Policy Drafted March 2014 Philosophy We believe that all learners have unique needs. We believe that all stakeholders share a responsibility to intervene with effective
More informationQUALITY INDICATORS FOR ASSISTIVE TECHNOLOGY SERVICES RESEARCH-BASED REVISIONS, 2004
QUALITY INDICATORS FOR ASSISTIVE TECHNOLOGY SERVICES RESEARCH-BASED REVISIONS, 2004 The consideration of assistive technology (AT) devices and services is required during the development of every Individualized
More informationMiddleborough Public Schools
Middleborough Public Schools Pupil Personnel Services Special Education Program Descriptions 2011-2012 pg. 1 Special Education Mission Statement The Special Education Department is committed to providing
More informationSPECIAL EDUCATION PLAN
SPECIAL EDUCATION PLAN 2014-2017 Betty Santoro, Director of Special Education/Student Services Jenna Rufo, Manager of Special Education Frances Garner, Supervisor of Special Education CONTENTS OF THE PLAN
More informationRhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan
Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan Barrington Public Schools January 2016 1 SCHOOL SUPPORT SYSTEM A Collaborative
More informationWappingers Central School District
Wappingers Central School District Response to Intervention Plan (RTI) February 2012 Tier III Tier II Tier I 1 Introduction to WCSD s 3 Tier RTI Model The 3 Tier Response to Intervention (RTI) Model provides
More informationSpecial Education Program Descriptions 2016-17
Special Education Student Services Special Education Program Descriptions 2016-17 Bethlehem Central School District 700 Delaware Avenue, Delmar, New York 12054 Introduction This document provides descriptions
More information2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education
More informationManchester Essex Regional School District District Curriculum Accommodation Plan (DCAP)
Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP) 2012 2013 What is a District Curriculum Accommodation Plan? Massachusetts General Laws require the adoption and implementation
More informationIndividualized Education Program (IEP)
SECTION 6 matters! inclusion Individualized Education Program (IEP) 44. Inclusion Matters! Individualized Education Program (IEP) The student s IEP is the vehicle that pulls together the work of the team
More informationGUIDELINES FOR THE IEP TEAM DATA COLLECTION &
GUIDELINES FOR THE IEP TEAM DATA COLLECTION & Progress Monitoring Decisions about the effectiveness of an intervention must be based on data, not guesswork. Frequent, repeated measures of progress toward
More informationDescription 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
More informationBrooklyn Prospect Charter School Special Educational Needs (SEN) Policy
Our School Brooklyn Prospect Charter School Special Educational Needs (SEN) Policy Brooklyn Prospect Charter School (BPCS) is committed to supporting all students academic and personal growth, teaching
More informationIndividual Education Program (IEP) Form Guidance
The purpose of the IEP document is to provide a written record of the decisions made at an IEP meeting where parent(s) and school personnel jointly make decisions about the educational program for a student
More informationSan Joaquin County Special Education
San Joaquin County Special Education Brandie Brunni, Division Director Principal, San Joaquin County Special Education About Our School About Our School Grade Span: Preschool - Young Adult San Joaquin
More informationInstructional Leadership Through Data-driven Decision-making. Action Plan. Student Achievement Need
Action Plan School: High School Sample Principal H. S. Houdini Date November 2006 Student Achievement Need To increase the performance of ELL students and students with disabilities in Reading on the HSA
More informationBUTTE COLLEGE DISABLED STUDENT PROGRAMS AND SERVICES (DSPS) Main campus: SAS-238
BUTTE COLLEGE DISABLED STUDENT PROGRAMS AND SERVICES (DSPS) Main campus: SAS-238 Appointments available Monday-Thursday, 8:00 to 3:00 p.m. 895.2455 [voice] 895.2308 [TTY] 895.2235 FAX Email: dsps@butte.edu
More informationNC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS
STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses
More informationRegulation Special Education and Related Services for Eligible Students
Regulation Special Education and Related Services for Eligible Students The purpose of the district s special education program regulations is to address program areas where state and federal regulations
More informationChapter 7: Least Restrictive Environment (LRE)
51 Chapter 7: Least Restrictive Environment (LRE) In this chapter you will: discover what an educational placement is and learn what some of the options look like find out what research says about inclusive
More informationREGULATIONS of the BOARD OF REGENTS FOR ELEMENTARY AND SECONDARY EDUCATION
REGULATIONS of the BOARD OF REGENTS FOR ELEMENTARY AND SECONDARY EDUCATION K-12 Literacy, Restructuring of the Learning environment at the middle and high school levels, and proficiency based graduation
More informationParticipation and pass rates for college preparatory transition courses in Kentucky
U.S. Department of Education March 2014 Participation and pass rates for college preparatory transition courses in Kentucky Christine Mokher CNA Key findings This study of Kentucky students who take college
More informationNavigating the Course:
Navigating the Course: Finding Your Way Through Indiana s Special Education Rules A companion guide to: ARTICLE 7 September 2009 TABLE OF CONTENTS Table of Contents... 1 Section I: INTRODUCTION... 7 PURPOSE...
More informationATTLEBORO PUBLIC SCHOOLS. Office of Special Education 2015-2016
ATTLEBORO PUBLIC SCHOOLS Office of Special Education 2015-2016 PROGRAM DESCRIPTIONS Page 1 Attleboro Public Schools Preschool Special Education Programs Special education regulations 603 C.M.R 28.04 govern
More informationGuide. To Writing. Connected. IEPs
Guide To Writing Connected IEPs February 2007 Writing Connected IEPs The heart of IDEA is the written document called the Individualized Education Program. IDEA 2004 s emphasis is on the requirement that
More informationWORLD S BEST WORKFORCE PLAN
WORLD S BEST WORKFORCE PLAN ANNUAL REPORT 2014 2015 School Year South Early Learning Center, North Intermediate, Saint Peter Middle/High School 1 Saint Peter Public Schools World s Best Workforce Report
More informationWhat exactly are the new roles of the School Psychologist and Social Worker?
Personnel What exactly are the new roles of the School Psychologist and Social Worker? While these aren t new roles, School Psychologists and Social Workers will continue to work in schools by gathering
More informationGuide to Special Education
Guide to Special Education 2630 West Howell Road Mason, Michigan 48854 http://www.inghamisd.org (517) 676-1051 Revised 3.1.12 The Parent Advisory Committee of the would like to thank Martha Perske, for
More informationResponse to Intervention Frequently Asked Questions (FAQs)
Response to Intervention Frequently Asked Questions (FAQs) 1. What is at the heart of RtI? The purpose of RtI is to provide all students with the best opportunities to succeed in school, identify students
More informationContinuum of Special Education Services for School-Age Students with Disabilities. April 2008 (Updated November 2013)
Continuum of Special Education Services for School-Age Students with Disabilities April 2008 (Updated November 2013) The University of the State of New York The State Education Department Office of P-12
More informationApril 2008 SUBJECT: CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL-AGE STUDENTS WITH DISABILITIES
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 OFFICE OF VOCATIONAL AND EDUCATIONAL SERVICES FOR INDIVIDUALS WITH DISABILITIES STATEWIDE COORDINATOR FOR SPECIAL
More informationSPECIFIC LEARNING DISABILITY
SPECIFIC LEARNING DISABILITY 24:05:24.01:18. Specific learning disability defined. Specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding
More informationCHAPTER 4 THE INDIVIDUALIZED EDUCATION PROGRAM (IEP) INTRODUCTION A. IEP TEAM
C H A P T E R 4 : T H E I N D I V I D U A L I Z E D E D U C A T I O N P R O G R A M ( I E P ) INTRODUCTION The Individualized Education Program is defined as a written statement for each student with an
More informationSpecial Education Process: From Child-Find, Referral, Evaluation, and Eligibility To IEP Development, Annual Review and Reevaluation
Special Education Process: From Child-Find, Referral, Evaluation, and Eligibility To IEP Development, Annual Review and Reevaluation Companion Document to NJOSEP Code Trainings October/November 2006 Updated
More informationAutism Spectrum Disorder Performance Standards and Evaluation Criteria Rubric
Autism Spectrum Disorder Performance Standards and Evaluation Criteria Rubric 1. Professional Knowledge The teacher demonstrates an understanding of curriculum, subject content, and the developmental needs
More informationGRADUATION REQUIREMENTS
SOUTH LYON COMMUNITY SCHOOLS 5460/page 1 of 8 GRADUATION REQUIREMENTS Credits Twenty-three (23) credits in grades 9-12 are required for graduation. One-half (1/2) credit will be awarded for successful
More informationFrequently Asked Questions Contact us: RAC@doe.state.nj.us
Frequently Asked Questions Contact us: RAC@doe.state.nj.us 1 P a g e Contents Identification of a Priority, Focus, or Reward School... 4 Is a list of all Priority, Focus, and Reward Schools available to
More informationFlorida Educator Certification
Florida Educator Certification Overview Draft Not Official Licensure Structure Florida Approach: K-12 non-categorical license for ESE teachers. Specifics Additional Certification Options Hearing Impaired
More informationProgram Review of Special Education Programs. Department of Special Education. Hull Public Schools. Hull, Massachusetts
Program Review of Special Education Programs Department of Special Education Hull Public Schools Hull, Massachusetts Conducted: October 2011 Submitted by: Walker Partnerships A Division of Walker Needham,
More informationUsing Data to Develop and Assess RTI and IEP Goals
Using Data to Develop and Assess RTI and IEP Goals By Meg Palisoc CA Charter Schools Association Performance Institute September 2011 Nov./Dec. 2011 October 2011 Professional Development Opportunities
More informationBangor Central Elementary School 2014-2015 Annual Education Report
Bangor Central Elementary School 24-25 Melissa Vrable; Principal March 23, 26 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the 24 5
More informationHow To Know If Your Child Is Eligible For Special Education In Minnesota
A Guide for Minnesota Parents to the Individualized Education Program (IEP) 2014 Edition A Guide for Minnesota Parents to the Individualized Education Program (IEP) 2014 Edition PACER Center, Inc. PACER.org
More informationInterrelated Resource Teachers
Interrelated Resource Teachers -Certified to teach and support students in various special education programs - Certified to teach general curriculum and content area materials -Certified to teach students
More informationFrequently Asked Questions about Making Specific Learning Disability (SLD) Eligibility Decisions
Frequently Asked Questions about Making Specific Learning Disability (SLD) Eligibility Decisions This document is part of the department s guidance on implementing Wisconsin SLD criteria. It provides answers
More informationNEA Academy InTASC Classes
NEA Academy InTASC Classes NEA Academy InTASC Classes CourseTitle InTASC Publisher Cost Length of class Making Diversity Count Standard: 2, 4 Anti Defamation League $126.00 15 online hours Content based
More informationOccupational Therapy Guidelines for Determining Evaluation, Eligibility, & Level of Service
Occupational Therapy Guidelines for Determining Evaluation, Eligibility, & Level of Service Ionia County ISD January 2012 Adapted from various sources (see references) OCCUPATIONAL THERAPY GUIDELINES COMMITTEE
More informationANNUAL REPORT ON CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT
The mission of the Greenbush-Middle River School is to provide a quality education which will prepare all students to meet success by developing self-directed thinkers and communicators who are responsible,
More informationPresented by Sarah Gamble
Presented by Sarah Gamble About Primavera Founded in 2001 by Damien Creamer Serves students across the state of Arizona Block schedule- 2 classes every 6 weeks Serves 6-12 th grades Academics Course Content
More informationAZ-TAS INDIVIDUALIZED EDUCATION PROGRAMS. Processes and Procedures for Developing IEPs for Students with Disabilities
AZ-TAS INDIVIDUALIZED EDUCATION PROGRAMS Processes and Procedures for Developing IEPs for Students with Disabilities Exceptional Student Services July 2012 TABLE OF CONTENTS General Information... 3 Federal
More informationTExES Special Education Supplemental (163) Test at a Glance
TExES Special Education Supplemental (163) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test
More informationHow To Improve Your School
DETROIT PUBLIC SCHOOLS August 19, 2013 Carver Elementary-Middle School 18701 Paul Street Detroit, Michigan 48228-3868 Annual Education Report (AER) Cover Letter (2012-2013) Dear Parents and Community Members:
More informationElementary Special Education Speciality Sites
Anne Arundel County Public Schools Division of Special Education Elementary Special Education Speciality Sites All students have the right to learn and feel successful in a safe and supportive learning
More informationMichigan Merit Curriculum High School Graduation Requirements
Michigan Merit Curriculum High School Graduation Requirements 45 Understanding Michigan s graduation requirements will enable you to help your child obtain a high school diploma and ultimately succeed
More informationHow To Improve Education Planning In Dekalb County Schools
I. Executive Summary At the request of Superintendent Cheryl Atkinson, Education Planners, LLC (Ed Planners) conducted an evaluation of the curricula-based programs and professional development currently
More informationAutism Spectrum Disorder (ASD) Endorsement with optional Master of Education, Special Education
Autism Spectrum Disorder (ASD) Endorsement with optional Master of Education, Special Education Program Overview This program focuses on the broader concepts of exceptionality - learning, instruction and
More informationSpring School Psychologist. RTI² Training Q &A
Spring School Psychologist RTI² Training Q &A Clarification on the use of the Gap Analysis Worksheet: As part of the RTI² decision making process, teams meet to review a student s rate of improvement to
More informationYOUNG FIVES PROGRAM 2009-2012 THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT. Palo Alto Unified School District
YOUNG FIVES PROGRAM THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT 2009-2012 Palo Alto Unified School District DISTRICT GOAL: Create an exceptional learning environment that engages, challenges, and supports
More informationRSU #38 MARANACOOK AREA SCHOOLS PARENT HANDBOOK
RSU #38 MARANACOOK AREA SCHOOLS PARENT HANDBOOK Children can have all sorts of difficulties growing up. Sometimes, the problems are obvious right from the start; sometimes, they do not appear until the
More informationFlorida Department of Education Bureau of Exceptional Education and Student Services. 2016 LEA Profile. Introduction
Bureau of Exceptional Education and Student Services Pam Stewart Commissioner 2016 LEA Profile Introduction : Enrollment Group: PK-12 Population: Percent Disabled: Alachua 20,000 to 40,000 29,320 13% The
More informationFCI Academy Community School District IRN 000585. Ohio Department of Education, Office for Exceptional Children 2011-2012 Onsite Review Summary Report
FCI Academy Community School District IRN 000585 7/10/2012 Ohio Department of Education, Office for Exceptional Children 2011-2012 Onsite Summary Report Introduction The Ohio Department of Education s
More information6.9 6.9.1. GRADING SYSTEMS
6.9 The professional staff will develop a program of studies which encourages students to continually strive for self-improvement and success in their academic work. 6.9.1. GRADING SYSTEMS Periodic grade
More informationSPECIAL EDUCATION AND DISABILITY POLICY (SEDP)
VCU 1 SPECIAL EDUCATION AND DISABILITY POLICY (SEDP) SEDP 330. Survey of Special Education. 3 Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements
More informationGuide to Planning and Assessing School-based Special Education Services
Guide to Planning and Assessing School-based Special Education Services GUIDE TO PLANNING AND ASSESSING SCHOOL-BASED SPECIAL EDUCATION SERVICES 1 T his guide is designed to help school improvement teams
More informationNorth Carolina TEACHER. evaluation process. Public Schools of North Carolina State Board of Education Department of Public Instruction
North Carolina TEACHER evaluation process Public Schools of North Carolina State Board of Education Department of Public Instruction Rubric for Evaluating North Carolina Teachers ( This form should be
More informationDeveloping IEPs in Minnesota
702 August 2008 Developing IEPs in Minnesota A Fact Sheet from the Minnesota Disability Law Center Notice: Minnesota Disability Law Center Fact Sheets, including this one, are intended as brief informational
More informationNYC Department of Education Flexible Programming Guide. March 2012
NYC Department of Education Flexible Programming Guide (Using the Full Continuum of Special Education Programs and Services) March 2012 Updated March 20, 2012 Page 1 For too long, educating students with
More informationHorizons on the Hudson Elementary School Newburgh, New York IB, Primary Years Program Special Education Policy
Horizons on the Hudson Elementary School Newburgh, New York IB, Primary Years Program Special Education Policy Special Education Philosophy At Horizons on the Hudson, we maximize inclusion for all students
More informationHINGHAM PUBLIC SCHOOLS GUIDE TO STUDENT SERVICES. Special Education and English Learner Education
HINGHAM PUBLIC SCHOOLS GUIDE TO STUDENT SERVICES Special Education and English Learner Education Hingham Public Schools Commitment to Learning Fulfillment of Potential Service to Others Hingham Public
More informationDanbury High School. Student Support Framework
Danbury High School Student Support Framework Tier 1: Universal Supports Student Tutoring Center (STC): Students may access and use the STC during any free period to complete projects, study for tests/quizzes
More informationOffice of Special Education. Programs & Resources Guide for Families
Office of Special Education Programs & Resources Guide for Families 2013 2014 2 OFFICE OF SPECIAL EDUCATION PROGRAMS & RESOURCES GUIDE Table of Contents Letter from the Chief of Special Education 2 Overview
More informationILLINOIS SCHOOL REPORT CARD
6-99-6-- Frankfort Square Elem Summit Hill SD 6 Frankfort, ILLINOIS GRADES : 4 Frankfort Square Elem ILLINOIS SCHOOL REPORT CARD and federal laws require public school districts to release report cards
More informationBaden Academy Charter School Special Education Policy. with disabilities appropriate to their needs, abilities and interests and that complies with
Baden Academy Charter School Special Education Policy Baden Academy Charter School is committed to providing a quality education to children with disabilities appropriate to their needs, abilities and
More informationFamily Matters PTIC Training Topics and Agendas
RtI Family Matters PTIC Training Topics and Agendas Response to Intervention (RtI): Helping All Kids Succeed (Includes DVD on RtI) 1-Origin of RtI Within the IDEA and NCLB 2-Pyramid for Designing School-Wide
More information2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Speech-Language Pathologists
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Speech-Language Pathologists Definition of an Effective Speech-Language Pathologist Effective speech-language pathologists are
More informationOFF-CAMPUS MASTER S PROGRAMS M.Ed. in Educational Leadership. The Head, Hand, and Heart of School Leadership. Degree Requirements:
M.Ed. in Educational Leadership This program is for experienced classroom teachers who have an inner passion for facilitating student achievement and school improvement. These educators will find the graduate
More informationFlorida Alternate Assessment and ESE Exemptions
Florida Alternate Assessment and ESE Exemptions Monica Verra-Tirado, Chief Bureau of Exceptional Education and Student Services Access Points A Look Back in History Changing Expectations Having high expectations
More informationNew York State Comprehensive Course Catalog Frequently Asked Questions (FAQs) updated 4/15/2014
New York State Comprehensive Course Catalog Frequently Asked Questions (FAQs) updated 4/15/2014 1) Why do we need a statewide comprehensive course catalog? Section 6401(e)(2)(D) of the America COMPETES
More informationETR PR-06 Form. Annotations for the New. Contents. Using the ETR Form document. Evaluation Team Report
Evaluation Team Report Annotations for the New ETR PR-06 Form The purpose of an evaluation under the Individuals with Disabilities Education Act (IDEA) is to determine whether a child is a child with a
More informationSpecial Education Operating Guidelines
Special Education Operating Guidelines Special Education Cooperative Cotulla ISD, Dilley ISD, Pearsall ISD Revised as of June 2011 Special Education Operating Guidelines The Special Education Cooperative
More informationSWGUVKQPU"("CPUYGTU"
SWGUVKQPU(CPUYGTU (Generated after the Allan Blume Video, August 2005) CEEQOOQFCVKQPU(OQFKHKECVKQPU S3
More information