St. Joseph County Intermediate School District. Plan for Delivery of Special Education Programs and Services

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1 St. Joseph County Intermediate School District Plan for Delivery of Special Education Programs and Services July 2003

2 TABLE OF CONTENTS DOCUMENT ENDORSEMENT Local District/ISD Endorsement 1 Local District/ISD Signatures 1 COMPREHENSIVE SPECIAL EDUCATION PROGRAMS AND SERVICES Special Education Opportunities 2 Public Awareness 2 Types of Diagnostic & Related Services 2 Continuum of Special Education Programs and Services Programs 3 Programs for Students with Autism 3 Progress Reports for Homebound and Hospitalized Students 3 MANAGEMENT OF SPECIAL EDUCATION PROGRAMS AND SERVICES Special Education Administrators 4 Paraprofessional Personnel 4 Transportation 4 Distribution of Funds 5 PARENT ADVISORY COMMITTEE Parent Advisory Committee 6 Role and Responsibility of the Parent Advisory Committee 6 Fiscal and Staff Resources Available to the Parent Advisory Committee 6 Surrogate Parent Plan 6 APPENDIX School District Representatives Diagnostic Services St. Joseph County ISD Levels of Special Education Services Special Education Administration Appendix A Appendix B Appendix C Appendix D 1

3 DOCUMENT ENDORSEMENT Local District/ISD Endorsement The following plan for special education services and programs was developed in cooperation with the St. Joseph County Intermediate School District, each of its constituent school districts, and the Parent Advisory Committee. Pursuant to Rules (a) and (b) of the Revised Administrative Rules for Special Education, as amended, each intermediate school district plan or modification thereof shall be signed by all of the following: The intermediate school district superintendent signifying approval by the intermediate school district board of education. The superintendent of each constituent school district signifying that his or her school district has been involved in the development of the plan. My signature indicates my school district has been involved in the development of the St. Joseph County Intermediate School District Plan for Special Education Services and Programs in cooperation with the Parent Advisory Committee, constituent school districts, and the intermediate school district. I have been advised that I may file objections to the Plan in accordance with procedures addressed in Rule Local District/ISD Signatures Dr. Jay Newman -, St. Joseph County ISD Terry Conklin -, Burr Oak Public Schools William Miller -, Centreville Public Schools Lloyd Kirby -, Colon Community Schools Norman L. Taylor -, Constantine Public Schools Charles Frisbie Interim, Mendon Community Schools Marcia Griffin -, Nottawa Community School Robert M. Olsen -, Sturgis Public Schools Roger Rathburn -, Three Rivers Community Schools Marvin A. Schneider -, White Pigeon Community Schools Robert Modaff - Chairperson, SJCISD Parent Advisory Committee 2

4 COMPREHENSIVE SPECIAL EDUCATION PROGRAMS AND SERVICES Special Education Opportunities Students with disabilities and their parents are advised and informed of the special education opportunities in St. Joseph County Intermediate School District (SJCISD) through the Special Education Parent Handbook. This is utilized as a means of communicating a list of organizations, special education representatives, and procedural safeguards for parents of children suspected of and/or are identified as requiring special education services. This handbook outlines for parents and other members of the community the special education opportunities, services and obligations of the school districts in SJCISD. The Handbooks are distributed by the special education staff from the ISD and the local districts. A list of school district representatives who can be contacted for information regarding special education programs and services is in Appendix A. Public Awareness The public is made aware of the availability of special education programs and services through the distribution of Project Find materials and outreach activities. The materials are given to various agencies throughout SJCISD by the Early On and Project Find coordinators. In addition, SJCISD and the local districts share information with parents of students of all eligible ages within the districts as needed. This is done through the referral process. SJCISD staff may promote public awareness by establishing cooperative links with other agencies and professionals who may be potential referral sources. Types of Diagnostic & Related Services The chart (Appendix B) describes the type and amount of diagnostic services that are directly available within the ISD and those purchased or contracted for from outside the ISD. Local school districts will not provide ancillary diagnostic services except in cases where the SJCISD does not provide them. When necessary, additional diagnostic services will be provided through the SJCISD on a contracted basis. Projections of needed services will be based on data from previous years. Statement of Assurance - SJCISD assures that copies of contracts or service agreements [per Section (1)(b) of the School Code] are on file at the ISD and available for review. 3

5 Continuum of Special Education Programs and Services SJCISD and the local school districts have a continuum of special education programs and services that can best be defined by the St. Joseph County ISD Levels of Special Education Services Chart (Appendix C). This operational plan follows the criteria and complies with R Rule 132 (1). Services begin at Level 1 with support to the special education student in general education programs and progresses through the levels to Level 5 with total instruction in a special education program. The SJCISD Levels of Special Education Services Chart reflects the types of programming that a student may need as determined at an IEP. The student s placement would be based on need and type of service rather than defined by the disability or eligibility. Programs for Students with Autism St. Joseph County ISD assures that programs and services provided for students with autism under R (1)(e) meet the following criteria: Teachers of students with autism will have the opportunity for in-service education in these areas: Syndrome of autism, including its etiology. Child development (language, communication, cognition). Behavioral management techniques. Systematic curriculum development (personal adjustment and pre-vocational). Home/school interactions. Family and community support services. A specialist knowledgeable regarding autism and programming for students with autism will be available to the teacher and support staff to assist in meeting the unique individual needs of the student. Ancillary and related service providers who are responsible for the delivery of services to students with autism will receive in-service education relating to the service they provide. The IEPT will describe its consideration of the ability of the student with autism to function in the program when considering class size and student/staff ratio. Progress Reports for Homebound and Hospitalized Students Parents of special education students who are receiving homebound/hospitalized services will be given progress reports on annual goals as frequently as parents of non-disabled students receive progress reports. 4

6 MANAGEMENT OF SPECIAL EDUCATION PROGRAMS AND SERVICES Special Education Administrators Appendix D lists the special education administrators for the ISD and the local districts. Appendix A lists the local district administrators who are responsible for their district s implementation of special education. The Director of Special Education may be employed or contracted provide administrative support to the preschool early intervention program up to 20% of the time. The salary of the director will be prorated according to the division of time. The multi-agency early childhood program has as one of its primary components the reduction of special education. The Director of Special Education is in the most appropriate position to oversee this program at SJCISD. The funding support for this position from this program is not inappropriate since the director is the liaison to special education services and the goal is to reduce the numbers of students requiring special education services. Paraprofessional Personnel Paraprofessionals employed by SJCISD or its local school districts will possess a high school diploma or its equivalent and meet any other requirement specified in law or rule as determined appropriate by the administraton. Transportation Students will be provided with regular transportation whenever possible. The IEP will determine the need for additional or special transportation and local school districts are responsible for regular and special transportation. The districts work cooperatively with each other and the ISD to provide transportation throughout the county. Contractual agreements are on file as appropriate. 5

7 Distribution of Funds Federal Funds: Flowthrough, EOSD, Preschool Incentive and Transition federal funds are used by SJCISD to support program staff which include, but is not limited to, the following: Level 5 programs, Early Childhood Special Education program, Teacher Consultant services, Physical Education, Community Classroom/Transition and administration. If additional funds are available, each district will be given a share proportional to the total number of students in its general membership count relative to the total general membership count of all constituent districts, based on the audited count from the previous school year. FUNDS Flowthrough EOSD Transition Preschool Incentive STAFF Consultants, teachers or assistants for (not limited to) Level 5, EC, HI, VI, PE, Co-ordination of monitoring and compliance Community Classrooms Coordinators/Transition Specialists Early Childhood Services ISD Millage: ISD millage is used by SJCISD to support staff and administration at the ISD that provide direct and indirect services to local district students. Special education revenue available after these costs are covered will be distributed in accordance with R with the following modifications: Each district will be given a share proportional to the total number of students in its membership count relative to the total membership count of all constituent districts, based upon the audited count from the previous school year. No district s share will exceed 100% of the unreimbursed added special education costs from the previous school year. Local administrative and secretarial costs are excluded. Distribution of funds will be reviewed by the St. Joseph County ISD Administrator s Association. No funds will be appropriated for services or programs for non-isd resident students. 6

8 Parent Advisory Committee Philosophy: The basic philosophy of the Parent Advisory Committee begins with the premise that every child is special and that every child brings a unique set of educational needs to school every day, and that parents must have a participant role in the educational process of their child. Membership Selection: The members of the ISD Special Education Parent Advisory Committee are nominated by each local district Board of Education and are appointed by the Intermediate School District Board. The members must be parents/guardians of a student receiving special education programs or services provided by the local school district or ISD. The ISD will make every attempt to assure that the membership is comprised of a representative of each impairment category and every local school district. The ISD Board will appoint members for a two-year term. Role and Responsibility of the Parent Advisory Committee The PAC responsibilities include the following duties: cooperate in the development and review of the SJCISD Plan, help assess the needs of students with disabilities, assist parents with special education laws and procedures, assist in evaluating the special education programs and services within the ISD, cooperate with the ISD in conducting in-service programs for parents regarding special education programs and services, and review budgets. The PAC chairperson signs the ISD Plan to indicate involvement in the development of the Plan. The Parent Advisory Committee may file an objection to the ISD Plan in accordance with procedures in the Michigan rules. Fiscal and Staff Resources Available to the Parent Advisory Committee A special education administrator will act as the PAC liaison. A representative(s) of the special education administrators will attend PAC meetings and activities. Staff and secretarial support are available on a reasonable basis. The PAC activities are partially supported in the ISD budget. These include postage, duplication of minutes and materials, mileage and conference expenses, which have prior approval by the Director of Special Education, in-service activity materials and mileage for attending PAC meetings. Surrogate Parent Plan The ISD and the LEAs will follow the State Board of Education (SBE) approved Policy for the Appointment of Surrogate Parents. A pool of potential surrogate parents will be developed through the PAC when the need arises. Appropriate training may be provided to the surrogate parents as necessary. 7

9 APPENDIX A SCHOOL DISTRICT REPRESENTATIVES FOR SPECIAL EDUCATION INFORMATION Representative District Address Phone Number Burr Oak Community Schools 326 E. Eagle Street Burr Oak, MI Centreville Public Schools 190 Hogan, P. O. Box 158 Centreville, MI Colon Community Schools 400 Dallas St. Colon, MI Constantine Public Schools 260 West Sixth Street Constantine, MI Mendon Community Schools Kirby Road Mendon, MI Nottawa Community School M-86 Sturgis, MI Sturgis Public Schools 216 Vinewood Sturgis, MI Three Rivers Community Schools Sixth Avenue Three Rivers, MI White Pigeon Community Schools 410 E. Prairie, P.O. Box 488 White Pigeon, MI Executive Director of Special Education St. Joseph County ISD Shimmel Road Centreville, MI

10 APPENDIX B TYPES OF DIAGNOSTIC & RELATED SERVICES Disability Diagnostic Staff Service Provider CI School Psychologist SJCISD/Contractor EI School Psychologist & School Social Worker SJCISD/Contractor SLD School Psychologist SJCISD/Contractor ECDD School Psychologist SJCISD/Contractor SLI Speech Therapist SJCISD SXI School Psychologist & Other Professionals As Need Per R , 1708, & 1709 SJCISD VI Ophthalmologist, O/M Specialist, & VI Specialist SJCISD/Contractor AI School Psychologist, School Social Worker, Speech Therapist, & AI Specialist SJCISD/Contractor HI Audiologist Contractor PI Licensed Physician Contractor OHI Licensed Physician Contractor TBI Licensed Physician Contractor Homebound Hospitalized Any as needed Licensed Physician Community Classroom Coordinators, Occupational & Physical Therapists, Teacher Consultants, School Social Workers, Speech Therapists Contractor SJCISD &/or local district 9

11 ST. JOSEPH COUNTY ISD LEVELS OF SPECIAL EDUCATION SERVICES L 1 Role of Special Education Teacher/ Provider & Certification or Endorsement Related service providers give support to student & may only do Level 1 service. Caseload & Assistants Follow current rules Speech maximum of 60 students A. Number at one time B. Departmentalize A. N/A Descriptors Related services and diagnostic service providers and other support. May be contracted. This includes but is not limited to speech, occupational and physical therapy, school social work and transition. Early Childhood Special Education(ECSE) Services will be done in collaboration with an approved ECSE teacher and related service providers. The required 72 clock hours may be spread across 180 days of instruction through an entire calendar year. If less than the minimum amount of service is provided, membership will be prorated. Appendix C L 2 Special education teacher provides instructional support to student & support to general education teacher. May do Level 1 or 2 service. Services will be provided by an endorsed teacher of students with disabilities. Students: 25 students Maximum 6 Full Time Equivalence (FTE) A. 15 B. Yes, 12 Average per period Services may be in the general or special education room. L3 Special education teacher provides intensive special education service in 1 or more academic area & give grades. May do Level 1, 2 or 3 service. Services will be provided by an endorsed teacher of students with disabilities. Elementary Students: 18 Maximum 8 FTE Secondary Students: 20 Maximum 10 FTE A. N/A B. Yes, 12 Average Each district must provide at least one level 3 program at the elementary & secondary levels. L4 Special education teacher provides intensive special education services. Services will be provided by an endorsed teacher of students with disabilities. Students: 15 Maximum 10 FTE Add assistant at 12 th student. ECSE classroom program: 24 students total. 12 students per session and 1 assistant A. 15 ECSPED 12 B. Yes, 12 Average May be a single district, consortium or ISD program. May be selfcontained. May be differentiated by student needs. Student s day may be different from general education building because of transportation scheduling and distances. Early Childhood Special Education program is the same as R L5 Special education teacher provides intensive special education services. Services will be provided by an endorsed teacher of students with disabilities. See L5 a,b,c,d,e,f,g for caseload A. caseload maximum Is an ISD program May be a separate facility 10

12 L5a Role of Sped Teacher/ Provider & Certification or Endorsement special education services. Services will be provided by an endorsed teacher of students with disabilities.. Caseload & Assistants Students: 8 Add assistant with 3 rd & 6 th student A. # at one time B. Departmentalize A. 8 Descriptors Is an ISD program; may be a separate facility; serves students from all local districts; student s day may be different from general education building because of transportation scheduling and distances; follows R (1)(a) program rule except for caseload. L5b special education services. Services will be provided by an endorsed teacher of students with disabilities. Students: 15 Maximum 10 FTE Add assistant with 6 th & 11th student A. 10 Is an ISD program; may be a separate facility. L5c special education services. Services will be provided by an endorsed teacher of students with disabilities. Students: 30 Add assistant with 9 th, 17 th & 25 th student A. 15 Is an ISD program; may be in a separate school facility; in session through calendar year for 200 days and at least 1150 hours; expanded age range due to low incidence of students needing this program, student needs& program feasibility; follows R program rule except for caseload and days required. L5d special education services. Services will be provided by an endorsed teacher of students with disabilities. Students: 12 Add assistant with 4th & 8 th student A. 12 Is an ISD program; may be in a separate school facility; in session through calendar year for 200 days and at least 1150 hours; expanded age range due to low incidence of students needing this program, student needs & program feasibility; follows R program rule except for caseload and days required. L5e special education services. Services will be provided by an endorsed teacher of students with disabilities. Students: 15 Add assistant with 6 th & 11 th student A. 15 Is an ISD program; may be in a separate school facility; student s day may be different from general education building because of transportation scheduling and distances. L5f special education services. Services will be provided by an endorsed teacher of students with disabilities. Students: 30 Add assistant with 11 th & 21 st student A. 30 Is an ISD program; may be a separate facility in the community; students are 16 years and older. L5g special education services. Services will be provided by an endorsed teacher of students with disabilities. Students: 15 Add assistant with 6 th & 11 th student A. 15 Is an ISD program; may be a separate facility in the community; in session through calendar year for 200 days and at least 1150 hours; students are 16 years and older; follows R program rule except for caseload and days required. 11

13 APPENDIX D ADMINISTRATORS RESPONSIBLE FOR THE IMPLEMENTATION OF SPECIAL EDUCATION PROGRAMS & SERVICES POSITION ISD Director of Special Education RESPONSIBILITIES Oversees special education for SJCISD ISD Special Education Supervisor Coordinates special education services in the local school districts and supervises diagnostic staff ISD Special Education Supervisor/ Principal Supervises ISD programs housed in local districts and center based programs at Pathfinder Center and Life Skills programs ISD Special Education Supervisor/ Monitor Supervises ISD special education staff and manages the development, implementation, and monitoring, of special education procedures 12

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