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1 2012-2013 Non-Public Schools Component Presented by: Dr. Magaly C. Abrahante Dr. Eduardo M. Barreiro Mrs. Susy Ramirez Miami-Dade County Public Schools.

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Presentation on theme: "1 2012-2013 Non-Public Schools Component Presented by: Dr. Magaly C. Abrahante Dr. Eduardo M. Barreiro Mrs. Susy Ramirez Miami-Dade County Public Schools."— Presentation transcript:

1 1 2012-2013 Non-Public Schools Component Presented by: Dr. Magaly C. Abrahante Dr. Eduardo M. Barreiro Mrs. Susy Ramirez Miami-Dade County Public Schools Title I Administration SBAB Auditorium April 24, 2012

2 2 Historical Perspective Courts have upheld Title I provisions – Federal funds benefit the private school student rather than the school. 1997 Agostini v. Felton – No violation of Establishment Clause

3 3 Major Themes of NCLB... Equitable Funding - Reservation of Funds (Set Asides) - Reading Coaches - Parental Involvement - American Recovery & Reinvestment Act (ARRA) sun-setting

4 4 Funding Collection of Poverty data Proportionality Every 2 years Generate same per-pupil as public schools (Instructional) Parental Involvement Professional Development

5 5 Allocation Based on the number of low-income students residing in a Title I public school attendance area; and Utilize the Proportionality Method: Apply the poverty percentage for each public school attendance area to private school children who live in that area.

6 6 Distribution of Funds Follow the student (Non-Affiliated) Pool the funds (Archdiocese of Miami)

7 7 Equitable Services to Private School Students Timely & meaningful consultation Consultation regarding: Amount of funds generated Methods of collecting poverty data Identification/Selection of students to be served Program delivery model and Standards/Assessments Professional Development/Parental Involvement activities Use of 3 rd party provider Private school officials certification of consultation LEA gives to SEA

8 8 Private School Students Eligible Students - attend a non-profit private school; - reside in a Title I participating public school attendance area of the LEA; and - be identified by the LEA as failing or at risk of failing to meet the state standards, or other standards relevant to the private school ( multiple educationally objective criteria)

9 9 Program Design and Service Delivery (continued) Extended-day services Counseling programs Computer-assisted instruction Instruction using take-home computers

10 10 Program Design and Service Delivery LEA can provide service directly using district personnel; or Can provide services indirectly through contracts with public and private organizations and individuals (Third Party Contractors)

11 11 Accountability Nonpublic school students not required to take the FCAT, however; Alternate standards are to be developed in consultation with private school officials; LEA must use some assessment measure for gauging progress; and LEA maintains title to all property purchased with Title I funds.

12 12 Program Evaluation Based on student achievement, program delivery, instructional program, and services to teachers and parents; Outcome data will be used to evaluate the program and determine progress; and Recommendations will be factored into the following years program.

13 13 Program Evaluation Need roster of participants to be served and demographic data (race, gender, grade); and Criteria used by private school must be developed in consultation;

14 14 Non-Public Component Staff Dr. Eduardo M. Barreiro, District Supervisor 305 995-2855 Mrs. Susy Ramirez, Curriculum Support Specialist 305 995-2855

15 15

16 Title II, Part A Teacher Training and Recruiting Recruiting and retaining high- qualified teachers and school administrators. Providing training that contributes directly to improving both teaching performance and student achievement.

17 Major Focus Areas… Design and implementation of professional development that effectively increases individual and institutional capacity to support improved student learning while encouraging reflective practice among school administrators

18 Major Focus Areas… Provision for in-service training and follow-up services focused on improving teacher content knowledge and teaching practice in mathematics, science, reading and writing, particularly at the elementary levels, with such training being of sufficient duration and intensity so as to have a lasting impact on teaching performance and student achievement.

19 Distribution of Title II, Part A, Services Law provides for equitable participation of private school teachers and school administrators Dollar amount of services for non-public schools must be allocated on a per pupil basis equal to that of public schools Local educational agency (District) remains in control of funds Services must be secular, neutral and non-ideological

20 A change from the past …… A per student formula will be developed based on the amount of Title II, Part A, funds that are used for professional development in the District. The formula will be used to determine an amount of money in equitable services that will be available to non-public schools rather than participation in District PD offerings.

21 Results of Meaningful Consultation A contract will be initiated by the District with a qualified vendor to deliver customized professional development to educators in non-public schools that meets their unique needs. – The contract amount is based on the numbers of students being served in all non-public schools that have meet the eligibility requirements for participation

22 Non-public School Consortium Archdiocesan Schools Center for the Advancement of Jewish Education – Miami Other non-public schools (approximately 10 schools)

23 Requirements of consortium Needs assessment conducted Decisions on how & where services will be provided How the services will be assessed and how the results of the services meet the goals and intent of Title II, Part A Reporting on types, number of, and impact of services

24 Timeline A new Request for Proposal (RFP) is currently being written to identify a contractor to provide professional development services for the 2012- 2013 school year. Contract goes to School Board for required approval. Individual schools being coordinated through Archdiocese and Center for Advancement of Jewish Education.

25 In closing …… While staff in the District Professional Development Department is always willing to answer questions and/or provide guidance. Please feel free to contact Dr. Christine Master at 305.995.7616 and/or or Marion Chase at 305.887.2002 ext 2201 and/or

26 Division of Bilingual Education and World Languages Miami-Dade County Public Schools Title III, Part A English Language Acquisition (ELA) Grant and Enhanced Instructional Opportunities for Recently Arrived Immigrant Children and Youth Grant

27 Supplementary services for non-public schools Professional Development for teachers of ELL students Bilingual Parent Outreach Program (BPOP/TPA) Supplementary Instructional materials to support English language acquisition Title III-ELA

28 Supplementary services for non-public schools Culturally thematic supplementary activities Upcoming events include field trips to local museums and cultural arts centers Supplemental materials to support cultural classroom instruction BPOP/TPA Title III-Immigrant

29 Non-public schools need to follow FLDOE State Board Rules 6A- 6.0902, 6A-6.09021 and 6A-A.0903 as it applies to identification, eligibility, programmatic and annual assessments and exiting of ELLs. 1.A system in place to screen students upon initial entry which includes date of entry into the U.S. (immigration and legal status questions may not be asked) 2.A state-approved instrument to assess annually the language proficiency of the students 3.A state-approved instrument to assess annually the progress of the students in listening, speaking, reading and writing, as well as, meeting state exiting criteria Eligibility Criteria for Schools

30 4.Show evidence that they are currently providing services to their English Language Learner (ELL) and immigrant students that are above and beyond what they provide their non-ELL students 5.Show evidence that the funds will be used to supplement and not to supplant Continued

31 Title III ELA Grant: After initial language assessment, student classified ESOL level 1-4. In addition, students that have exited the program and are within the two- year monitoring period. Title III Immigrant Grant: DOE definition of Immigrant Children and Youth are: ages 3-21 were not born in any State, the District of Columbia or Puerto Rico have not been attending one or more schools in anyone or more states for more than 3 full academic years Criteria for Students

32 All applications submitted by non-public schools were addressed Input was provided as to whether or not the school met eligibility criteria Invited schools who did not meet eligibility criteria to have further consultation Made ourselves available at Consultation Meetings Update (2012-2013)

33 Ms. Rosy Ugalde, Executive Director Division of Bilingual Education and World Languages Miami-Dade County Public Schools 1500 Biscayne Boulevard, Suite 341 Miami, Florida 33132 Telephone: 305-995-1961 Fax: 305-523-0731 Mr. Oscar Fragas, Title III Grant Support Telephone: 305-995-1998 Fax: 305-523-0731 Contact Information

34 34 Division of Special Education Ms. Ava Goldman, Administrative Director Mr. Will Gordillo, District Director Ms. Rosalia Gallo, Instructional Supervisor 4/24/12 Meeting the Needs of all Students Individuals with Disabilities Education Act (IDEA)

35 IDEA Private School Obligations Office 5555 SW 93 Avenue; Miami 33165 Phone: Rosalia Gallo, Instructional Supervisor Orema Lee, Curriculum Support Specialist 35 Melissa Chang Sharon Fedor Jorge Mendez

36 For Profit Non-Public Schools Entitled to child find activities McKay Scholarship Program Non-Profit Non-Public Schools Entitled to child find activities McKay Scholarship Program Supports and services provided to eligible students through the proportionate share requirement, as a result of meaningful consultation. IDEA Private School Obligations 36

37 IDEA 2004 School districts have an obligation to ensure that parentally placed private school students have an opportunity to participate in programs assisted or carried out under Part B of the IDEA. Services offered are determined after timely and meaningful consultation with representatives of non-profit private schools and parents regarding the needs of eligible students. IDEA Private School Obligations 37

38 38 Meaningful consultation is conducted throughout the year via telephone, email, and face-to-face meetings. SPED meetings for administrators were held on 2/23/12 with a make-up session on 3/07/12. – Eligible student list was given out – Needs assessment was conducted Parent Meetings held on 5/15/12 FDLRS – North (AM) & 5/16/12 FDLRS- South (PM) 38 Meaningful Consultation

39 IDEA Private School Obligations The District makes the final decision with respect to the services to be provided to eligible students. There is no individual entitlement to a free appropriate public education for students with disabilities parentally placed in private schools. 39

40 Who are the eligible students that get counted for the funding calculation? To be counted toward the proportionate share calculation, students must have been identified by M-DCPS as a child with a disability and must have a current evaluation (3-years) as of December 1. Students with a current reevaluation through 12/1/11 count for the purpose of generating funding for the 2012-2013 school year. Students are eligible for services once the reevaluation is updated. 40

41 41 A proportionate share of IDEA Part B funds are spent to provide equitable services to eligible non- profit private school children with disabilities. The proportionate share is based on a per student allocation calculated by dividing the total IDEA part B funds by the total eligible students (public and private together). Per student allocation is then multiplied by the number of eligible parentally-placed private school students. Proportionate Share

42 To be eligible for services under the IDEA obligations: 1.Schools must be non-profit and listed with the FLDOE at http://www.floridaschoolchoice.org 2.Students must meet state eligibility criteria for a SPED Program 3.Students parents maintain a current reevaluation, every 3-years with the M-DCPS Eligibility Requirements 42

43 43 CHILD FIND Under the IDEA, the child find process must be designed to ensure the equitable participation of parentally-placed private school children, and to ensure an accurate count of such children attending private schools within the school district.

44 44 Child Find Referrals Suspected of having a disability Parent referred to corresponding public school All documentation submitted to the public school SST/PST Meeting Evaluation Eligibility Meeting Private evaluation Parent referred to corresponding public school All documentation submitted to the public school SST/PST Meeting Review of private evaluation Eligibility Meeting Initial Eligibility for SPED

45 1.The private school and the parent gather data on students performance. – Grades, work samples, attendance, discipline; – Interventions (duration & results), accommodations, strategies; – Any standardized test scores, private evaluations; – Medical or vision information; Any other pertinent information; – Two teacher Observation forms; and – Consent Form for Mutual Exchange of Information 2.Parent calls the public school to request meeting. 3.Parent delivers the student performance data and the SST/RT meeting is scheduled. A representative from the private school is invited. 45 Child Find 1-2-3 Procedures

46 School Support Team (SST) / Problem Solving Team (PST) Team reviews the data provided by the parent and the private school and determines appropriate course of action Data on interventions provided is a key component (SLD, E/BD, SI, or LI) Students rate of progress Ongoing progress monitoring & documentation 46 Initial Evaluations & Eligibility

47 A reevaluation is a meeting to review the students current performance as evidenced by data provided by the parent and the school. Team determines if any additional data or formal testing is needed. Participants include a school psychologist, SPED teacher, parent, and private school teacher. Results do not change or alter the McKay Scholarship Program. McKay is FTE (State) IDEA Private School Obligation (Federal) 47 3-Year Reevaluation Meetings

48 48 Reevaluation Team Meetings Data is reviewed to determine whether the child continues to have a disability and to determine his/her educational needs. Reevaluation Team (RT) may agree that no formal testing is needed. If a formal testing is needed, it is typically conducted within 60 school days. Evaluations are reviewed with the parents. An IEP is not written unless the child is enrolled in public school. 48

49 49 Reevaluation Letters to Parents Parents are notified of the option for reevaluation in three ways: 1.The private school provides the letter to parents and completes the log. Completed logs are faxed to 305-596-5288. These were given at the meeting on 2/23/12 & 3/07/12. 2.Parents are invited to an informational meeting. 3.Letters are sent via U.S. Mail.

50 50 McKay Scholarship Evaluations have no impact on the McKay Scholarship. McKay is FTE money (state) Private school initiative is IDEA money (federal)

51 If you did not attend the meeting on 2/23/12 nor 3/07/12 and you have eligible students, complete a Needs Assessment Form for the 2012-2013 school year. The District makes the final decisions with respect to the services to be provided to eligible parentally-placed private school children with disabilities. Schools are notified in August via email. Needs Assessment 2012-13

52 2012-2013 IDEA Services and Supports 52 Laptop Computers Reading Software Writing Software Math Software Assistive Technology Universal Access Materials Instructional Workshops Parent Workshops Academic Instructional Support Consultation Interactive Boards Learner Response System

53 Responsibility of the School Any materials provided by the IDEA Private Schools Obligations Office are to be used solely for eligible students with disabilities. – Funds must be used to meet the needs of eligible students but not for meeting the needs of a private school or the general needs of the students enrolled in the private school. – Equipment and supplies must be removed from a private school if it is no longer needed for eligible students or removal is necessary to avoid unauthorized use. 53

54 Laptops & Software Laptops and software are provided for use by the students with disabilities that are eligible. Maintain accurate inventory – Laptop serial numbers – Theft/damage procedures The reading software (My Reading Coach) is preinstalled in the laptops we provide. Web-based programs: – Fluent Reader Trainer, Symphony Math, Ascend Math, Write Brain, Classroom Suite, & Kurzweil 3000 New Programs: – Achieve 3000, Imagine Learning, & Moby Math

55 Destination Knowledge – Fluent Reader Trainer, Symphony Math, & Ascend Math – Cali Swango:; Kurzweil 3000 – Support through website or email – – Schools: http://mdk3000.wikispaces.com – Parents: 55 Year-Round Access to Software

56 Offered to meet student needs focusing on alternate response methods (ActiVotes) 56 Interactive Boards & Learner Response System Minimum of 5 eligible students required – Commitment to: Online, evening, and weekend workshops Use ActiVotes and maintain data 2 classroom observations per year with feedback Ensure appropriate use within guidelines

57 Materials, Equipment, and Supplies Materials for universal access to learning and other technology Headphones and mouse for laptops as needed $1,000 allocation flexible based on students needs Funds may not be allocated directly to a private school 57 Schools pick-up the orders at the IDEA Private School Obligations Office Schools pick-up the orders at the IDEA Private School Obligations Office

58 Instructional Workshops Kurzweil Webinars Destination Knowledge Training & Webinars Best Quest MathsCool/AlgebrasCool Two- (2) day Summer Trainings: Accommodations and Modifications for Teachers in Private Schools 58

59 59 Parent Workshops Parent workshops – Parent Services 305-274-3501 (SPED) – The Parent Academy 305-995-2680 Active Parenting Understanding Disabilities ADHD Behavioral Skills Autism Spectrum Disorders

60 In-School Academic Instructional Support (AIS) Offered up to two hours a week – Student Referral Form – Provided in groups of up to 6 School commits to facilitating the services – Scheduling – time of day – Appropriate location, laptops available, etc. Requires a Private School Services Plans – PSSP: A description of the specific special education and related services the LEA will provide to a parentally-placed child with a disability enrolled in a private school. – Meetings with parents and teachers are required prior to AIS – Reevaluations must be maintained current

61 Consultation 61 Consultation services, related to accessing instruction, to private school teachers and parents of eligible students for up to one hour a month throughout the year.

62 62 62

63 63 Written Affirmation Handout: Private school representatives are asked to please read, sign, and return the Written Affirmation of Consultation. Private school representatives are encouraged to maintain close communication with M- DCPS throughout the year.

64 64 Additional Programs and Services Preschool FINFDLRS SEDNET

65 Pre-K Special Education Ms. Dolores Mendoza, Executive Director Ms. Cecilia Nunez, Supervisor 305-271-5701 65

66 Pre-K A non-profit school with a prekindergarten program that does not include kindergarten or a higher grade would not be considered a private school for purposes of this program.

67 Pre-K Supports and Services Serves children with disabilities ages 3-5 years old Professional Development Parent Education Assistive Technology Resource Library Make and Take Workroom 67

68 Pre-K Dolores Mendoza, Executive Director 305-271-5701 68 Consultation with childs private school early childhood teacher. o Strategies, accommodations, specialized instruction, materials/equipment that support developmental areas (cognitive, personal- social, communication, motor, adaptive)

69 Professional Development High/Scope Curriculum Positive Behavioral Support Building Early Language and Literacy (B.E.L.L.) Assistive Technology Boardmaker Math Conscious Discipline 69

70 Models for Pre-K Special Education Walk-in Speech/Language Therapy LEAP ½ day (Program for ASD) Speech/Language Impaired ½ Day Reverse Mainstream ½ Day 70

71 71 Florida Diagnostic and Learning Resources System-South (FDLRS-South) Serving Miami-Dade and Monroe Counties Ms. Delsey Yancoskie, Instructional Support Specialist Ms. Keisha C. Robinson, Curriculum Support Specialist 305-274-3501 71

72 FDLRS-South Child Find Public Awareness/Outreach Preschool Screenings Evaluation Coordination Grow to 5 Training Modules – Training to help educators and caregivers meet the needs of young children ages 0-5 – 12 Modules that emphasize themes that are central to effective education and care giving 72

73 FDLRS-South Parent Services Parent education workshops Collaboration with agencies and parent organizations Promote shared responsibility for improving the education of children with special needs Provide training on Creating Family Friendly Schools Disability Awareness Activities 73

74 FDLRS-South Technology Instructional Technology Assistive Technology Communication Technology Technology Labs (north and south) Assistive Technology Demonstration Lab (north satellite center) 74

75 FDLRS-South Human Resources Development (HRD) In-service Training (i.e., Differentiated Instruction, Accommodations/Modifications,) – Coaching, mentoring, school-site support Media/Materials Loan Library (Main Office) Make and Take Production Lab (north satellite center) 75

76 PDA (Professional Development Alternatives) Distance Learning Online Professional Development: – Assessment and Evaluation, Differentiating Math Instruction, Differentiating Reading Instruction, Differentiating Science Instruction, Foundations of ESE, Instructional Practices, Interpersonal Interaction and Participation, Positive Behavior Support, Transition, Technology for Student Success: An Introduction, and Formative Assessment Process for Differentiating Instruction Online resources to help educators prepare for Elementary K-6 and/or Middle Grades Integrated Curriculum 5-9 certification exams. 76

77 FDLRS-South Simply contact FDLRS-South for further information and begin taking advantage of the services and materials available for you and the exceptional children you serve. 77

78 78 FDLRS-South (Two Locations) Main Office 5555 SW 93 rd Avenue Miami, FL 33165 Phone: 305-274-3501 Fax: 305-598-7752 78 North Satellite Center Robert Renick Educational Center 2201 NW 207 th Street Miami Gardens, FL 33056 Phone: 305-626-3970 Fax: 305-626-3972 Our new north satellite location

79 Ms. Deidre Phillips, Facilitator 305-626-3970 79 The Florida Inclusion Network provides learning opportunities, consultation, information and support to educators, families, and community members resulting in the inclusion of all students.

80 80 Training and support for teachers to meet the needs of struggling learners – Differentiated Instruction – Higher Order Thinking Skills – Instructional Strategies – Disability Awareness – Inclusive Practices – Collaborative Teaching Educational opportunities for families of students with disabilities 80

81 81 Dianne Halfaker, Project Manager 305-598-2436 Multiagency Network for Students with Emotional/Behavioral Disabilities (SEDNET)

82 The overall mission of the project is to improve the provision and coordination of education, mental health treatment and residential services for students identified with Emotional/Behavioral disabilities (E/BD). 82

83 SEDNET WHAT SERVICES ARE PROVIDED? – Case management services are provided to all public and non- public school students, with at risk behaviors or with emotional/behavioral disabilities. HOW ARE SERVICES PROVIDED? – Case managers coordinate with schools in the integration of educational services, referrals for school based mental health evaluations, and access to records from psychiatric hospitals, community mental health facilities and residential placements. WHAT IS THE PROCESS? – School officials obtain signed consent for mutual exchange of information from parents and contact SEDNET case manager. 83 SEDNET is a regional interagency networking project serving

84 SEDNET Dianne Halfaker, Project Manager 11001 SW 76 Street, Room 63 Miami, Florida 33173 305-598-2436 John Carrier, Case Manager 11001 SW 76 Street, Room 63 Miami, Florida 33173 305-598-2436 Miami Childrens Hospital Family Counseling Services of Greater Miami School Wide Positive Behavior Support Monroe County 84 Diane Olinick, Case Manager 2201 NW 207 Street Opa-Locka, Florida 33056 305-624-1171 Citrus Health Network Jackson Memorial Hospital Our Kids of Miami-Dade/Monroe, Inc. Broward County Facilities

85 85 Contact Information Florida Diagnostic and Learning Resources System-South (FDLRS) Florida Inclusion Network (FIN) Multiagency Network for Students with Emotional/Behavioral Disabilities (SEDNET) Pre-K Special Education Programs Private School Obligations 305-274-3501 305-754-4081 305-598-2436 305-271-5701 305-274-8889

86 86 We invite you to join with us in our continued endeavor to prioritize the achievement and success of all children. 86

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