Presentation is loading. Please wait.

Presentation is loading. Please wait.

Division of Special Education Region Assistant Principal’s Meeting Fall 2010 Will Gordillo, District Director Preparing Students for this Third Millennium!

Similar presentations


Presentation on theme: "Division of Special Education Region Assistant Principal’s Meeting Fall 2010 Will Gordillo, District Director Preparing Students for this Third Millennium!"— Presentation transcript:

1 Division of Special Education Region Assistant Principal’s Meeting Fall 2010 Will Gordillo, District Director Preparing Students for this Third Millennium!

2

3 Course Code Directory, HQ, Scheduling ELL SP&P/ LEA Guide IDEA ARRA FUNDS

4 IDEA ARRA FUNDS April 2009 – September 30, 2010

5 IDEA ARRA Purchases to Support Instruction for SWD VendorName of ItemTarget StudentsSubject Area News 2 YouUnique Learning Systems K-12 Modified Curriculum Independent, Supported and Participatory functioning levels Reading Math Science Social Studies Learning TodaySmart Tutor K-5 Standard and Modified Curriculum Independent functioning level Reading and Math (Intervention/support) Learning TodayMango Mon 6-12 Modified Curriculum Independent and Supported functioning level Reading and Math (Intervention/support) SRANumber Worlds K-5 Modified Curriculum Math (This is the core program) Oakwood Solutions (Conover Company) MECA (Microcomputer Evaluation of Careers and Academics) All students with disabilities in all middle schools and high schools. All functioning levels. Transition (Career portfolio, career assessments, and career experience activities) Destination KnowledgeProject DISCOVERY Students participating in Project VICTORY Career Labs in Middle Schools Career experience lab activities Council for Exceptional Children LCCE (Life Centered Career Exploration) All high school aged students served by 9731 including Project VICTORY Career experience classroom curriculum Curriculum AssociatesBrigance Transition Assessment All high school aged SWD (Used by Transition Specialists and 9731 Teachers Transition skills assessment

6 IDEA ARRA Purchases to Support Instruction for SWD VendorName of ItemTarget StudentsSubject Area Provenio Group – LEAPSLEAPS Computer Software 120 K-12 Schools E/BD, InD, and ASD students Social Skills Curriculum for E/BD, InD, ASD, and PBS schools Imagine Learning Software 60 Elementary SLD/OHI students Language Arts and Reading Public Consulting GroupSPED EMS All SPED, GIFTED, 504, B-2 and Pre K CWD, Medicaid Recovery NA – Data warehouse and web-based document development system. Recording for the Blind and Dyslexic All GradesAll Content Areas Lenovo 230 Student Netbooks and related accessories All Grades Hospital Homebound Itinerant and Teleclass Students All Content Areas Lenovo35 Teacher Laptops All Grades Hospital Teleclass and Itinerant Hospital Homebound Teachers All Content Areas SprintSprint Air Cards Access for Hospital Homebound Students and Staff All Content Areas Smart Technologies Bridgit Software Presentation Program Hospital Homebound Teleclass Students Selected Content Areas Kaplan Virtual EducationOnline Courses Hospital Homebound Teleclass Students Selected Content Areas VariousNew Program Development - Autism Academies at Blue Lakes, Gratigny and Redondo Elementary Schools Students with Autism Spectrum Disorder Classroom materials,equipment and supplies, assistive technology and instructional technology (e.g. Tangos, Smart Tables,Smart Boards)

7 SPED EMS Major Accomplishments Launched successful rollout of SPED-EMS (IEP, Gifted, and 504) in March 2010 –Trained 3,715 staff (ESE Staff: 3,206 Gifted Staff: 509) 8,428 users have logged into SPED EMS more than once –15,382 IEPs have been created –8,600 EPs have been created –200 504s have been created Utilized EasyFAX to electronically store all signed forms –25,000 faxes received Completed Eligibility process (Initial Eligibility, Reevaluation and FAPE tabs) Developed IEP and Matrix of Services integration and validation

8 Number of IEP’s created for the week of 10/31/10-11/07/10734 Number if IEP’s created 4/2/10-11/07/1015,382 Number of Interim IEP’s created 4/2/10-11/07/101,692 Total Number of Students with IEP or Interim IEP to date14,886 Message Board Update  Hired new message board assistance employees  Message Board Statistics: (11/3/2010 – 11/7/2010) o Total number of messages: 286 o Number of responses:  PCG: 40  M-DCPS: 246  Carmen: 11  Emely: 28  Harris: 207 o Avg. response time: 667 minutes (11.08 hours) o Frequent Message Topics: o Eligibility: 13 ESOL: 11 o Matrix: 6 Reevaluation: 2 o Contacts: 9 Gifted: 8 o Deletion requests: 68 Access Issue: 16 o EasyFax: 73 Interim IEP: 4 IEP Statistics

9 Next Steps Implement logging of consultation/collaboration services Pilot of new Matrix of Services tab during October - December and roll out to all schools soon after Define and develop necessary standard reports for administrators/district staff Roll-out Advanced Reporting system RTI/ED Plan

10  Completed development of additional documents  Notice of Proposal/Refusal/FAPE  Reevaluation Team Document  Manifestation Determination  Interim IEP  IEP at-a-glance  Progress Report  Restraint/Seclusion  Completed development of FAPE and Reevaluation tabs to complete Eligibility Process  Developed IEP and Matrix of Services integration  Completed final walk-through of IEP process and document for sign-off IEP

11  Rolled-out and trained staff on 504 Process  Received sign-off on the 504 Process and documents  Rolled-out EP Process and EP Progress Reports  Completed final walk-through of EP Process and documents for sign-off 504 and Gifted

12 Alignment of Support SPED EMS School Facilitator per school site, assigned by the school principal Tier 1 support for teachers –Teachers will contact School Facilitator via email when experiencing difficulties utilizing the SPED EMS application. –Difficulties/problems will fall into two categories: compliance and/or technical. Any compliance problems will be routed by the School Facilitator to the District office or SPED-EMS Message Board. Message Board staffed by MDCPS and PCG Staff is kept abreast of changes in the system through the SPED-EMS Updates in the Main Menu of the application.

13 Training Training has been scheduled through FDLRS –Writing compliant IEPs and Matrix of Services using SPED-EMS: Elementary; –Writing compliant IEPs and Matrix of Services using SPED-EMS: Secondary; – Writing PLEP & Goals using SPED-EMS: Elementary; –Writing PLEP & Goals using SPED-EMS: Secondary; – Writing compliant EPs using SPED-EMS: Gifted Training is also taking place at various schools by the staffing specialists, program specialists and district ESE staff. Workshops will be offered to provide new users with a refresher on how to navigate the system. Training will also be provided to SPED Clerks and registrars who assist in the completion of SPED documents.

14 Professional Development Schedule Writing Compliant IEP/Matrix11/15/10 (2 days) FDLRS-NORTH Writing Compliant IEP/Matrix11/18/10 (2 days) FDLRS-SOUTH Writing PLEP & Goals 12/02/10 FDLRS-NORTH

15 SPED-Electronic Management System (EMS) Implementation M-DCPS has transitioned from the WISE to a new automated system, SPED-EMS. All IEPs, EPs, Notification of Meetings and 504 documents must be developed using SPED- EMS. No documents can be completed in WISE or Forms Management.

16 SPED-Electronic Management System (EMS) Implementation Access to the WISE system has been eliminated. Records from WISE have been uploaded to EMS. Enter data in ISIS until further notice. SPED Clerks will be provided access to the IEP- EMS application

17 HQ -Scheduling Methods/Service Delivery Models for Students with Disabilities

18 To Review Highly Qualified Has been required since July 1, 2006, for Florida K-12 teachers of core academic subjects ESE teachers for grades K-6 must meet HQT requirements for elementary education ESE teachers for grades 7-12 must meet HQT for core academic subject, unless level of instruction is at the elementary (K-6) level, then HQT in elementary applies 18

19 To Review – Core Academic Subjects Include English Reading or Language Arts Math Science Foreign Language Civics and Government (political science) Economics The Arts (art, music, drama) History Geography 19

20 To Review Level of instruction is based on level of instruction of the content being taught Level of instruction is not based on the reading or math level of the student 20

21 #1 – Basic Education Course Scheduling Method/Delivery Model CertificationHQT Basic education teacher is providing instruction YES - In accordance with basic education course number Yes - for basic core academic subjects ESE teacher is providing consultation in accordance with student’s IEP YES – in any ESE area [refer to note for exception – students with sensory impairments] Not required 21

22 #1 – Basic Education Course Additional Information If consultation is being provided to address the student’s sensory impairment, ESE teacher must have appropriate certification for that disability Consultation services may be provided via face-to-face or via conference call or virtual technologies EXCEPTION – if consultation is claimed on the Matrix of Service document, must be face-to-face 22

23 #2 – Basic Education Course Scheduling MethodCertificationHQT Two teachers providing instruction via co- teaching; both are responsible for planning, delivering, and evaluating instruction for all students for entire class period Yes – both teachers in accordance with basic education course number If one co-teacher is also providing specially designed instruction in accordance with IEP, must meet ESE certification requirements. Yes – both teachers must meet HQT for basic core academic subject taught 23

24 #3 – Basic Education Course Scheduling MethodCertificationHQT Basic education teacher is teaching basic ed course content Yes – in accordance with basic education course number YES – for basic core academic subject taught ESE teacher is providing “in-class one- on-one” [AKA “support facilitation” or “inclusion teaching”] YES – for any ESE area [refer to note for exception- students with sensory impairments] Not required 24

25 #4 – Basic Education Course Scheduling MethodCertificationHQT One teacher serves as both the basic education teacher and the ESE teacher providing the specially- designed instruction on IEP Yes - In accordance with basic education course number AND ESE certification Yes - for basic core academic subject taught 25

26 #4 – Basic Education Course Additional Information At the IEP meeting, teacher may sign as the general education teacher and the special education teacher of the student All participant requirements for IEP meeting apply 26

27 #5 – Basic Ed and ESE Courses Scheduling MethodCertificationHQT Basic education teacher is providing instruction for both the basic and ESE courses Yes – in accordance with basic education course number Teacher not out-of -field for the ESE course number Yes - for basic core academic subject taught ESE teacher provides services via “in class one-on-one” Yes – in any ESE area [refer to note for exception – students with sensory impairments] Not required 27

28 #6 – Basic Ed and ESE Courses Scheduling MethodCertificationHQT One teacher serves as both the basic education teacher and the ESE teacher Yes in accordance with the basic education course number AND Yes in accordance with the applicable ESE course number Yes – for basic core academic subject taught Level of instruction, not grade level of the student, determines HQT requirements 28

29 #7 – ESE Course Scheduling MethodCertificationHQT ESE teacher providing instruction Yes – in accordance with applicable ESE course number Yes for basic core academic subject Level of instruction, not grade level of the student, determines HQT requirements 29

30 THE LEA

31 LOCAL EDUCATION AGENCY (LEA) ROLES AND RESPONSIBILITIES Responsible for making decisions on behalf of the school Ensures that the IEP meets compliance with State and Federal regulations Knowledgeable as it relates to resources available within the school / school district Ensures that the program and services specified on the IEP will be provided within timeframes delineated

32 Who’s Your LEA? Avoid the audit bug bite. Designate the appropriate person(s) responsible for this important role at your school in accordance with guidelines. Ensure that they attend all appropriate professional development offered throughout the year. Monitor what they do. Remember who is ultimately responsible.

33 THE SCHOOL ASSIGNED LEA Conduct and annual / interim IEP meeting Complete the Matrix of Services Form following the annual / interim IEP meeting Finalize Matrix on SPED EMS Know and understand The Exceptional Student Education Policies and Procedures Manual (SP&P)  Procedural Safeguards  Parental Revocation  Transfer of Rights  Medicaid  IEP  Discipline/ Manifestation Determination  District / State Assessment  McKay Scholarships

34 EXCEPTIONAL STUDENT EDUCATION (ESE) POLICIES AND PROCEDURES (SP&P) DOCUMENT SCHOOL DISTRICT POLICIES AND PROCEDURES Any district-produced policy and procedures documents that meet the following criteria have been submitted to the Florida Department of Education with the SP&P. Supplement the information contained in the district's SP&P Address school district exceptional student education procedures or policies Are adopted by the school board as school district policy The SP&P contains the districts policies and procedures and is adopted by the School Board

35

36 LEA IMPLEMENTATION GUIDE GUIDELINES FOR: Role and Responsibilities of an LEA when Conducting IEP Meetings Completing Informed Notice of Proposal or Refusal to Change Evaluation, Identification, Educational Placement or Free Appropriate Public Education (FAPE) Revocation of Consent for Special Education Services Self-Assessment of Student Record Folder

37 FLDOE SELF-ASSESSMENT PROCESSES AND PROCEDURES Beginning with 2007-2008, the FLDOE revised the SPED program monitoring process to be conducted annually as a self-assessment. Self-Assessment – process whereby a district undertakes the review of critical components of the ESE programs Findings of Noncompliance - Written notice that a regulation has been violated and a description of the quantitative or qualitative data supporting the decision

38 FLDOE SELF-ASSESSMENT PROCESSES AND PROCEDURES Timely Correction – Verification that correction has occurred within the timeline of 60 days Individual Student Correction  Correction possible - Reconvene the IEP Team  Not correctable – address to ensure future compliance Systemic Correction  Noncompliance that is evident in > 25 percent of records  A Corrective Action Plan (CAP) is a problem solving process and requires submission of evidence of correction within one year

39 1.As required by the 2009-2010 FLDOE On-site Monitoring Audit for Special Education, corrective action in the form of technical assistance, must be provided to the targeted school administrators for areas of non-compliance addressing suspension and manifestation determination requirements. Compliance team representatives from the Division of Special Education will follow up with the administrator in charge of Special Education and the LEA/Program Specialist at the schools to provide technical assistance in these areas requiring corrective action. 2.Any questions or concerns, please contact Ms. Edna Waxman, Instructional Supervisor, Special Education Compliance, at 305- 995-2766 or via email at ewaxman@dadeschools.net, or the Division of Special Education at 305-995-2027.ewaxman@dadeschools.net FLDOE On-site Monitoring Follow- up Corrective Action

40 2009-2010 Corrective Action Plan - Miami-Dade On-site Monitoring SPP Indicator 4 Corrective Action: Within 10 school days of any decision to change the placement of a student with a disability because of a violation of a code of student conduct, the district conducted a manifestation determination. Actions Taken: Summer Institute: Special Education Compliance Professional Development for Administrators compiled 6/29/2010 - 7/8/2010 The district conducted six separate full-day professional development sessions for administrators on June 29,30,July 1, 6, 7 and 8 emphasizing the areas of non-compliance findings by the FLDOE. 244 school-based administrators completed the trainings. Revised Briefing ID #: 6667 to All PRINCIPALS/AP'S: Procedures for Discipline of Students with Disabilities for Dissemination Conducted a refresher training for Program Specialists and Staffing Specialists on new electronic IEP system. 8/19/2010 - 9/10/2010 Conducted two separate full-day professional development sessions for Program Specialists and Staffing Specialists on August 26th and 27th emphasizing the areas of non-compliance findings by the FLDOE. 79 specialists completed the trainings. Developed new form "Special Education and Related Services Required for Students with Disabilities Suspended over 10 Days in a School Year"

41

42 Additional Information  Administrators should review and monitor Special Education (SPED) Suspension Reports, Product Report #T32007503; Administrative Referrals to Alternative Suspension Report, Product #0503P3101; and the Quarterly COGNOS Suspension Report.  Review and share with SPED staff the two forms attached to Weekly Briefing #8729:  Corrective Action for Indoor Suspension  Corrective Action for Outdoor Suspension  FLDOE has revised the Notice for Procedural Safeguards for Parents of Students with Disabilities which is posted on the SPED website: http://ese.dadeschools.net

43 How Are We Doing? The District’s 2010 LEA Profile and Determination

44 44 What Are LEA Determinations? The Individuals with Disabilities Education Act of 2004 (IDEA 2004), Section 616 requires each State to make determinations on the performance of each local district. The U.S. Department of Education through the Office of Special Education Programs (OSEP) is also required to engage in making a Determination for every State and U.S. Territory. Determinations are a way of designating the status of each LEA program in relation to one of the four following categories: 1. Meets Requirements 2. Needs Assistance 3. Needs Intervention 4. Needs Substantial Intervention

45 LEA PROFILE A Systematic Tool for Use In Planning for Systematic Improvement in Special Education Programs The District’s Special Education Report Card Aligned with the State Performance Plan Indicators Establishes Benchmarks and Targets for each indicator Required for Federal Reporting in accordance with IDEA. Student Data is Reported at Designated Survey Periods Failure to Meet the Designated Targets Results in a Designation of “N” Profile Indicator Designations lead to District LEA Determinations

46 The following table includes selected state performance plan indicators, the state targets for 2008-09 for these indicators, district data, and whether or not the district met the target. State targets are presented in bold. Because rounding is not used in determining if targets have been met, LEA data contain as many decimal places as needed to determine if the target has been reached. If, for example, 3.9% of students with disabilities in a given district drop out of school, the district will not be considered as having met the target of 4.0%. For indicators 4, 9, and 10, an “N” in the Target Met column means that a district’s data contributed to Florida not making the state target. 2010 LEA PROFILE SECTION FIVE: SELECTED STATE PERFORMANCE PLAN INDICATORS Indicator2008-09 State-Level TargetLEA DataTarget Met 1Graduation rate The percentage of students graduating with a standard diploma in 2007-08 will increase to 40.3%. 41.70%Y 2Dropout rate The dropout rate for students with disabilities in 2007-08 will decrease to 4.0%. 7.49%N 3 Participation and performance of children with disabilities on statewide assessments 97% of students with disabilities in grades three through ten will participate in statewide assessment for reading. 97.9%Y 97% of students with disabilities in grades three through ten will participate in statewide assessment for math. 97.8%Y 43% of students with disabilities in grades three through ten will demonstrate proficiency in reading. 30.7% N 45% of students with disabilities in grades three through ten will demonstrate proficiency in math. 34.9% N 4Rates of suspension and expulsion The percent of districts with a significant discrepancy in 2007-08 (a risk ratio of 3.0 or higher) will decrease to 7.5%. 4.26N 5 FAPE in the LRE, children ages 6-21 Increase the percentage of students with IEPs age 6 to 21 years removed from regular class placement for less than 21% of the day to 58.8%. 51.12%N Decrease the percentage of student with IEPs age 6-21 years removed from regular class placement for greater than 60% of the day to 21.3%. 21.67%N Decrease the percentage of students with IEPs age 6 to 21 years served in public or private separate schools, residential placements, or homebound or hospital placements to 2.6%. 2.48%Y 8Parent involvement 47% of parents with a preschool child receiving special education services report that schools facilitate parent involvement as a means of improving services and results for children with disabilities. 50.5%Y 38% of parents with a child in K-12 receiving special education services report that schools facilitate parent involvement as a means of improving services and results for children with disabilities. 32.5%N 9 Disproportionality in Special Education In 0% of districts with disproportionate representation of racial and ethnic groups in special education and related services, the disproportionality can be attributed to inappropriate identification. 0.0%Y 10 Disproportionality in Specific Disability Categories In 0% of districts with disproportionate representation of racial and ethnic groups in special education and related services, the disproportionality can be attributed to inappropriate identification. 0.0%Y 11Evaluation within 60 Days 100% of students referred, with parental consent, for evaluation are evaluated within 60 school days of which the student is in attendance. 86.0%N 12 Part C children eligible for Part B who have IEPs developed and implemented by their third birthday 100% of children served and referred by part C prior to age 3, who are found eligible for Part B, have an IEP developed and implemented by their third birthday. 100.0%Y 15Correction of noncompliance 100% of noncompliance identified through the general supervision system will be corrected no later than one year from identification. 100.0%Y 20Timely and accurately reported data* 100% of state reported data (618 and State Performance Plan and Annual Performance Report) are timely and accurate. 75.0%N *Indicator 20 is calculated based on timely submission of data for Indicators 11 and 12, accuracy of data submitted for indicator 5, and timely correction of noncompliance for indicator 15.

47 LEA Profile Indicator 3, 4, 5 Cluster The Trinity of Achievement for SWD The Tree of Influence What is the 3/4/5 Cluster? Why are these indicators clustered? How do these influence the achievement of SWD? LRE Statewide Assessments Suspension and Expulsions

48 Best Practices for Indicator 3 Participation and Performance of Students with Disabilities on Statewide Assessments Ensure students with mild disabilities are included in general ed classrooms and are remediated with general education peers. Ensure that all SWD participate in the appropriate Assessments Ensure Florida Comprehensive Assessment Test (FCAT) is being taken by students with mild disabilities Develop and use data system that tracks students by disability who are taking FCAT/Florida Alternate Assessment FLAA ( make extra sure SLD are not taking FLAA). If subgroup SWD is not making w/AYP, make sure classes/schedules match; monitor to ensure progress. Monitor IEPs, student schedules for “match” and also monitor for LRE compliance.

49 Continued - Best Practices for Indicator 3 Participation and Performance of Students with Disabilities on Statewide Assessments Analyze FCAT and reports on progress/proficiency. Compare/contrast subgroups, grade levels, for SWD Ensure that school leadership teams are monitoring data and using it wisely to drive decisions Try something different if it is not working for individual or groups of SWD in the learning communities) Train staff to making appropriate decisions when developing IEPs and properly align to the students’ curriculum/instructional pathway, course schedule with the appropriate SSS standards and statewide assessment Make sure teachers of SWDs who met exemption criteria are trained for the administration of the FLAA Disseminate Accommodations: Services for Students with Disabilities, Next Generation Sunshine State Standards and Resources

50 Best Practices for Indicator 5 FAPE IN the LRE, Students Ages 6-21 Analyze your schools LRE Data with a focus on Inclusion (e.g. Adequate yearly progress (AYP), student growth Expand the implementation of more inclusive practices Always consider general education first Provide for a continuum of services Ensure teachers are implementing Differentiated Instruction, Inclusive Practices, Accommodations, Flexible Scheduling, Collaborative Practices, Problem Solving and Response to Intervention Maximize efficiencies of instructional resources through scheduling Use SPED teachers to both provide resource (pull out) or (push in) instructional support such in class support, support facilitation and provide direct instruction to SWD in regular Ed classroom Participate in training and support provided through the Florida Inclusion Network to increase the school’s capacity Implement co-teaching when appropriate

51 Best Practices for Indicator 4 Rates of Suspensions of Students with Disabilities Review the Code of Student Conduct and Procedures or Maintaining a Safe Learning Environment and make sure there is a universal understanding of it at School, Region and District. Clearly Define the terms, “What is disruptive?” Strive for implementing policies with consistency throughout School, Region and District Analyze existing sources of behavioral data Conduct Functional Assessments of Behavior and Develop Behavior Intervention Plans for all Students Review Suspension Reports for SWD Monitor reports and use the problem solving approach to implement strategies to provide alternatives to suspension Implement PBS (district wide/school wide)

52 Best Practices for Indicator 5 FAPE IN the LRE, Students Ages 6-21 Analyze your schools LRE Data with a focus on Inclusion (e.g. Adequate yearly progress (AYP), student growth Expand the implementation of more inclusive practices Always consider general education first Provide for a continuum of services Ensure teachers are implementing Differentiated Instruction, Inclusive Practices, Accommodations, Flexible Scheduling, Collaborative Practices, problem Solving and Response to Intervention Maximize efficiencies of instructional resources through scheduling Use SPED teachers to both provide resource (pull out) or (push in) instructional support such in class support, support facilitation and provide direct instruction to SWD in regular Ed classroom Participate in training and support provided through the Florida Inclusion Network to increase the school’s capacity Implement co-teaching when appropriate

53 Focus on the Least Restrictive Environment Continuum of Service Delivery Models Continuum of Service Delivery Models Service Delivery Model determined at individual IEP meetings—based on student need Service Delivery Model determined at individual IEP meetings—based on student need SPED teachers used effectively to comply with IEPs SPED teachers used effectively to comply with IEPs Collaborative teachers understanding their roles Collaborative teachers understanding their roles Consultation occurring where indicated by IEP Consultation occurring where indicated by IEP Expanding Inclusive Practices Expanding Inclusive Practices

54 Service Delivery Models will be based on these Essential Questions: What supports will students need?What supports will students need? When will they need them?When will they need them? Where will supports be needed?Where will supports be needed? Who will provide supports?Who will provide supports? How can we effectively meet the needs of all the students?How can we effectively meet the needs of all the students?

55

56 Inclusion is easy to do poorly

57 Our school doesn’t offer resource/VE… we only “do” inclusion Scheduling IEPs We do Support Facilitation here FUNDING

58 T EAM I DENTIFY MODELS P REPARE STAFF I MPLEMENT M ONITOR 5

59 #1 TEAM APPROACH INCLUDE ALL KEY PERSONNEL –PRINCIPAL, AP, APC, COUNSELORS, GENERAL ED DEPT CHAIRS, SPED PROGRAM SPECIALIST, REGISTRAR, CURRICULUM, SUPPORT PERSONNEL IN-DEPTH UNDERSTANDING OF INCLUSIONARY PRACTICES

60 #2 MODELS OF SUPPORT How are the inclusion models determined? What are the roles of the teachers? What type of students get “included”?

61 should In collaboratively taught classrooms you should see… Evidence of co-planning (both teachers actively participating in instructional delivery, aware of planned activities and expected outcomes Individual student needs being met (flexible grouping, accommodations, differentiated curriculum) Both teachers managing behavior using a common system

62 In collaboratively taught classrooms you should NOT see… SPED teachers working with only SPED students Small group instruction going on during initial instruction One teacher up and teaching, the other sitting down in the back of the room waiting for a turn

63 In collaboratively taught classrooms you should NOT see… Delivery of instruction through lecture only One teacher solely responsible for behavior Resource service in the back of the classroom SPED teacher functioning as a teacher aide

64 should In collaboratively taught classrooms you should see… Both teachers interacting with all students and each other All students engaged and actively learning When SPED teacher is not in the classroom, specially designed instruction is still provided

65 PREPARE SCHOOL PERSONNEL # 3 PREPARE SCHOOL PERSONNEL OPTIONS FOR PREPARING STAFF: –ADMINISTRATIVE AND FACULTY AWARENESS FACULTY OVERVIEW STUDY GROUPS TEACHERS’ INPUT –COLLABORATIVE TEACHING PROFESSIONAL DEVELOPMENT TRAIN THE TRAINERS AT SCHOOL SITE EMPOWER / SUPPORT TEACHERS

66 PREPARE SCHOOL PERSONNEL SCHEDULING ASSISTANCESCHEDULING ASSISTANCE –SCHOOL SITE –FLEXIBLE SCHEDULING PD INSTRUCTIONAL PRACTICESINSTRUCTIONAL PRACTICES –MEETING THE NEEDS OF DIVERSE LEARNERS –DIFFERENTIATED INSTRUCTION STUDY GROUPS –ACCOMMODATIONS AND ACCESS

67 #4IMPLEMENTATION #4 IMPLEMENTATION STRUCTURE FOR FOLLOW-UPSTRUCTURE FOR FOLLOW-UP ONGOING PARTNERSHIPSONGOING PARTNERSHIPS –Is there time allotted at faculty meetings? –Is inclusion addressed at all? –Is it a special education issue? Offer Inclusive Practices “Tune-Ups”

68 #5 CONTINUOUS MONITORING Regularly scheduled follow-up centered around student issuesRegularly scheduled follow-up centered around student issues Opportunities for collaboration between general education and SPED partnersOpportunities for collaboration between general education and SPED partners

69 Co-Teach Separate Setting Consultation Support Facilitation

70 Inclusion is a better use of resources… Remember that Inclusion is all about SCHEDULING

71 LRE – Where Are We? Where Do We Need to Go? The District’s 2010 LEA Profile LRE Inclusion Data for % of students served 80% or more of their time with non- disabled peers is 51%The District’s 2010 LEA Profile LRE Inclusion Data for % of students served 80% or more of their time with non- disabled peers is 51% The State’s Average is 67%The State’s Average is 67%

72 The district LRE goal is 60.8% for 2010-11 elementaryWhat that means for elementary schools: –70%-90% middleWhat that means for middle schools: –70%-90% highWhat that means for high schools: –60%-80% What’s your school’s inclusion percentage?

73 Pay Attention to SWD Subgroups Achievement Data Florida Assessment for Instruction in Reading (FAIR) Florida Assessment for Instruction in Reading (FAIR) Interim Assessments FCATSAT-10 Criterion Referenced Tests Florida Alternate Assessment

74 STATE ASSESSMENT FCAT –Must be given to all SPED students grades 3 to 10 that do not meet exemption criteria Florida Alternate Assessment –Must be given to all SPED students grades 3 to 10 that are exempt from the FCAT Sunshine State Standards with Access Points –For students on a modified curriculum

75 Students with Disabilities should be making Learning Gains. Should be making AYP. “No pain, no gain!”

76 How can I increase student achievement for SWDs at my school?

77 Implement Inclusive Practices Work with your school staff through the IEP process to identify more SWDs that could be served and scheduled in general education settings with supports. Research and Data Supports that SWDs spending 80% or more of their time with non- disabled peers out perform on state assessments those SWDs served in more restrictive educational learning environments

78 Miami-Dade County -Results of the review of 2009 and 2010 FCAT Learning Gains in Reading for ESE students in different Least Restrictive Educational Environment

79 The results of both reading gains (for two years 2009 and 2010) and the average Developmental Scale Scores indicate that students in the 80-100% inclusion settings are scoring higher.

80 Other District Actions: LEA Profile Indicators 3, 4 and 5 Clusters: Inclusion and Achievement Realigned SLD/Inclusion Team to feeder patterns Collaborative efforts with region Collection of school FAIR and inclusion data to determine school’s needing assistance in feeder patterns Purchased research-based supplemental materials that address achievement needs Provide professional development and monitoring of the implementation of those materials with students with disabilities Provide region specific professional development (e.g., differentiate instruction; collaborative teaching/planning) Monitoring of achievement and inclusion data Disseminate information related to achievement and inclusion to SLD/VE teachers through monthly LD Blast Aligned SLD/Inclusion website to achievement and inclusion http://sldinclusion.dadeschools.net/

81 LEA Profile Indicators 3, 4 and 5 Clusters: Indicator 4: Miami-Dade County Suspension Rates for Students with Disabilities Risk Ratio 2005-06:4.40 2006-07:4.37 2007-08:4.26 2008-09: 3.70 Based on data from the Florida Department of Education (FDOE)

82 Possible Strategies before deciding to give Outdoor Suspension to a Student with Disabilities Strengthen the use of SCSI programs within schools Utilize Alternative to Suspension Program Limiting outdoor suspensions to fewer than ten days for minor infraction Review and revise, if needed Behavioral Intervention Plan (BIP) and Positive Behavioral Supports and Interventions

83 Possible Strategies before deciding to give Outdoor Suspension to a Student with Disabilities Strengthen the use of SCSI programs within schools Utilize Alternative to Suspension Program Limiting outdoor suspensions to fewer than ten days for minor infraction Review and revise, if needed Behavioral Intervention Plan (BIP) and Positive Behavioral Supports and Interventions

84 SPED ALLOCATIONS School SPED Allocations are based on a variety of factors: Total SPED Membership Exceptionalities Delivery Model of Services per Student IEP Matrix of Services Domain Rating Specialized Programs Additional Support Personnel Assigned

85 DOMAIN RATING AND FEFP LINE NUMBER 251-253 –111 (Grades preK-3, with ESE Services) –112 (Grades 4-8, with ESE Services) –113 (Grades 9-12, with ESE Services) 254 (Support Level 4) 255 (Support Level 5)

86 MATRIX OF SERVICES DOMAIN RATING PERCENTAGES BY EXCEPTIONALITY EXCEPTIONALITYTOTAL% BASIC (251, 252, 253)254 - 255 SPECIFIC LEARNING DISABILITIES17,71799.9.01 EMOTIONAL/BEHAVIORAL DISABILITIES3,34287.3412.66 INTELLECTUAL DISABILITIES2,51977.3722.63 AUTISM SPECTRUM DISORDERS2,52372.7327.27 ORTHOPEDICALLY IMPAIRED36079.7220.28 OTHER HEALTH IMPAIRED2,56098.63 1.37 TRAUMATIC BRAIN INJURY6791.04 8.96 VISUALLY IMPAIRED12680.9519.05 DEAF HARD OF HEARING39480.2019.80 DUAL SENSORY1118.1381.87 LANGUAGE IMPAIRED62099.510.49 SPEECH IMPAIRED1,94199.850.15 HOSPITAL HOMEBOUND30025.0075.00 DEVELOPMENTALLY DELAYED166783.5616.44 ESTABLISHED CONDITIONS6339.6860.32

87 What’s about these SPED records?

88 KEY COMPLIANCE REQUIREMENTS Cumulative Record Folder ISIS IEP Matrix

89 1.Are roles clearly defined? 2.Who conducts and/or monitors the “Records Review” process at your school? FM 7069.pdf FM 7069.pdfFM 7069.pdf 3.Who else monitors ISIS data, EMS, IEPs, and Matrixes? 4.How do you know you received all the records you needed? 5.Who monitors the students’ attendance & suspensions? 6.Does the Master Schedule meet the SPED students’ needs? 7.What is the role of the LEA?

90 Initial Entry: M-DCPS School From schools within the M-DCPS district: –Review ISIS SPED Screens PF4, 16, 17 –Contact your schools SPED designee –Obtain IEP copy from WISE, parent, or contact sending school –Scheduling must be based on the current IEP (must be within one year) –Students with expired IEPs must be referred to SPED designee for determination of eligibility and services.

91 Initial Entry: Non-MDCPS School From another Florida school district –The receiving school should implement the IEP or EP from the previous school district until school personnel are able to develop a comparable IEP or EP on the District’s forms. From an out-of-state school district –M-DCPS must implement comparable services from an out-of-state IEP while all information is being reviewed and/or and initial evaluation is being conducted. Refer to Weekly Briefing #7179

92 Initial Entry: Non-MDCPS School From another Florida school district –The receiving school should implement the IEP or EP from the previous school district until school personnel are able to develop a comparable IEP or EP on the District’s forms. From an out-of-state school district –M-DCPS must implement comparable services from an out-of-state IEP while all information is being reviewed and/or and initial evaluation is being conducted. Refer to Weekly Briefing #7179

93 Elementary Scheduling Students With Disabilities placed in general education receive the general education course number for that course/period The general education teacher is the teacher of record and NOT the special education teacher. For students with disabilities receiving in-class support (co-teaching or support facilitation) by a SPED teacher within a general education classroom, the suffix “IN” must be added to the general education course number. The students schedule in ISIS PF1 must reflect the IEP

94 Secondary Scheduling General Education Setting –Consultative (external support) and Support Facilitation (in-class support for part of a subject/period) must receive the general education course number for that course/period with the general education teacher of record –Co-teaching (in-class support for a full subject/period) must receive the general education course number for that course/period with the general education teacher of record SPED teacher can be indicated as the second teacher Indicate co-teacher in ISIS PF9 (refer to Weekly Briefing #3532) Course hours will not be in ISIS PF4

95 Secondary Scheduling Special Education Setting (separate class) –Students are enrolled in a general education course General education course code hard-coded FTE Line 200 SPED teacher is the teacher of record –Students are enrolled in a special education course Special education course codes are used (7700, 7800, 7900) SPED teacher is the teacher of record Course hours will be in ISIS PF4

96 Consultation/Collaboration Enter “Y” in ISIS PF17 when SPED services are delivered in the general education setting for one or more classes –In accordance with the IEP –If student is in the general education setting all day, “fully included”, the IEP must have consultation/collaboration documented and a “Y” entered in the ISIS PF17 screen. Not applicable for student with “speech impaired” only

97 Matrix of Services Form The Matrix domain rating must be updated in ISIS PF17 to reflect the current Matrix in the cumulative folder The Matrix must not be more than 3 years old The Matrix must be reviewed (initial/complete date) with each interim and/or annual IEP meeting and list all the services on the IEP If changes are made to the IEP a new Matrix must be written rather than reviewed Special consideration points must be reviewed Carefully monitor students funded at a 254-255 cost factor in your school Review IEP and Matrix form for students returning from the Homebound/Hospital Instructional Program

98 SPED RECORDS Cumulative Record Folder is available and organized SPED forms for initial placement are available including:  SST/RTI, consent for evaluation, psychological evaluation, notice of meeting, program eligibility, consent for placement, IEP, and Matrix of Services are available  SPED forms for all subsequent evaluations IEPs, and Matrix forms are available

99 SPED / IEP RECORDS Current IEP with status reporting completed on goals quarterly The IEP is signed by at least 3 different M-DCPS employees  The LEA must participate and sign all IEPs  The LEA insures the IEP is properly developed, implemented, and reported in ISIS The student is invited to IEP meetings beginning at age 14 Current Matrix of Services form completed for each annual or interim IEP meeting

100 Matrix of Services 1.Do you know your students matrix levels? 2.Are you aware of the financial impact of the matrixes? 3.What procedure do you have in place to ensure you accurately capture the services you provide? 4.What is the role of the Administrative Team in monitoring?

101 Common Matrix Errors 1.The Matrix domain rating is not properly updated in ISIS PF17 2.The Matrix is more than 3 years old 3.Matrix is not prepared or missing 4.The Matrix is not properly documented (dates) with each interim and annual review 5.The Matrixes are too low or too high and do not match the services on the IEP 6.Changes are made to the Matrix instead of a new one being written 7.Special consideration points not included

102 To avoid areas of VERY COSTLY non-compliance: Be aware of every student funded at a 254-255 cost factor in your school & –Verify the Matrix is correctly calculated based on the current IEP –Verify the domain rating is correct in ISIS Address students returning from Hospital Homebound Instructional to verify domain rating of 255 has been deleted or updated Control-D reports, PARIS, File Download Manager, and COGNOS are helpful resources

103 To avoid areas of VERY COSTLY non-compliance: All SPED teachers/LEA must have Matrix of Services training All SPED teachers/LEA must utilize the Matrix Handbook for completion of form All SPED teachers/LEA must maintain the corresponding documentation

104 TRANSITION SERVICES Transition services –For each student with a disability beginning at age 14 (or younger, if determined appropriate by the IEP team), and updated annually, a statement of the transition service needs of the student under the applicable components of the student’s IEP that focuses on the student’s courses of study (such as participation in advanced-placement courses or a vocational education program); and For each student beginning at age 16 (or younger, if determined appropriate by the IEP team), a statement of needed transition services for the student, including, if appropriate, a statement of the interagency responsibilities or any needed linkages, and a post-secondary outcome goal

105

106 SPED ESOL Program For students with disabilities that are also ELL –Must be tested within 20 days of entry –Student exempt from FCAT, per the IEP, are tested using one of the Relative Language Assessments (FM 4762). –Students new to the District who are taking the FCAT are tested using the OLPS. –Students with disabilities, not new to the district, and taking the FCAT, are tested annually in the spring using the CELLA.

107 ESOL SPED UPDATE Use ESAP Program that best indicates the ESOL SPED students program Do not add ESOL course to the ESAP program codes that already have ESE Reading and ESE Language Arts

108 GENERAL RESOURCES  M-DCPS ESE Policies and Procedures (SP&P) 2009-2010 through 2011- 2012 http://ehandbooks.dadeschools.net/policies/149.pdfhttp://ehandbooks.dadeschools.net/policies/149.pdf  M-DCPS LEA Guide http://ehandbooks.dadeschools.net/policies/17.pdf http://ehandbooks.dadeschools.net/policies/17.pdf  FLDOE https://www.fldoe.org/https://www.fldoe.org/  FLDOE Technical Assistance Papers http://www.fldoe.org/ese/tap- home.aspsp  Special Ed Connection www.specialedconnection.com/www.specialedconnection.com/  Username: mdcps  Password: kids  Exceptional Student Education Compliance Self-Assessment: Process and Procedures Manual http://www.fldoe.org/ese/mon-home.asp  Florida standards www.flstandards.org http://www.fldoe.org/ese/mon-home.asp  www.flstandards.org

109 http://ese.dadeschools.net SPED Website Briefings

110 Who’s Who in SPED? Do you have a question about ESE? Contact us and get the answers. Ms. Ava Goldman, Administrative Director Office of Special Education and Educational Services 305-995-2037 Mr. Will Gordillo, District Director Division of Special Education 305-995-2027 Ms. Sonja Clay, Executive Director Programs 305-995-7243 For more information visit us on the web: http://ese.dadeschools.net http://psy.dadeschools.net

111 Allocations, Section 504, ESY, & McKay Scholarships Region I Ms. Alfredia D. Robinson Instructional Supervisor 305-687-6565 ext: 2147 Region II Region III Region IV Region V Region VI Ms. Kathryn Cadieux Instructional Supervisor 305-523-0901ext: 0928 Ms. Arlene Exelbert Instructional Supervisor 305-883-0447 Ms. Kathy Maguire Instructional Supervisor 305-275-3710 Ms. Helene Chait Instructional Supervisor 305-258-7100 ext: 2275 Education Transformation Office (ETO) Viviana Arias, Instructional Supervisor 305-995-3091 Autism Spectrum Disorder, Speech & Language, & Dual Sensory Impaired Dr. Ann Marie Sasseville Instructional Supervisor 305-995-2121 Bilingual /ESOL SPED Program, Program for Visually Impaired, Learning Disabilities & IDEA Private School Obligations Ms. Rosalia Gallo Instructional Supervisor 305-274-8889 Compliance Ms. Edna Waxman Instructional Supervisor 305-995-7419 Florida Diagnostic and Learning Resources System-South (FDLRS-S), Deaf Hard of Hearing & Audiological Services Ms. Delsey Yancoskie Instructional Supervisor 305-274-3501 Ms. Keisha Robinson Instructional Supervisor 305-754-4081 Florida Diagnostic and Learning Resources system- (FDLRS-N) North Satellite IDEA Budget Specialist Ms. Esther Calvo-Chebbi Budget Supervisor 305-995-2759 IDEA Private Schools Obligations Ms. Mary Paz Instructional Supervisor 305-995-1816 Ms. Claudia Leary Curriculum Support Specialist 305-274-8889 Inclusion Ms. Deidre M. Phillips FIN Facilitator 305-754-4081 Intellectual Disabilities, Physical Impairment & Transition Services Ms. Jill Brookner Instructional Supervisor 305-995-2168 Occupational Therapy (OT), Physical Therapy (PT), SPED Transportation Liaison & Assistive Technology Ms. Guirla Dodard Instructional Supervisor 305-274-3501 Ms. Lou Schmitt Instructional Supervisor 305-274-3501 Project Victory Mr. Nicholas Chang Curriculum Support Specialist 305-995-2719 Dr. Sue Buslinger-Clifford Instructional Supervisor 305-995-1735 Ms. Robin J. Morrison Instructional Supervisor 305-995-1806 Ms. Suzanne Milano-Berrios Director 305 995-7315 Multiagency Network (SEDNET) Ms. Dianne Halfaker Curriculum Support Specialist 305-598-2436 Merrick Ed. Center Dr. Terrence Vaccaro Executive Director 305-995-7015 Neva King Cooper Ed. Center Ms. Deborah Wehking Principal 305-445-5188 Dr. Alberto T. Fernandez Principal 305-247-4307 Robert Renick Ed. Center Ms. Paulette Covin-FredrikPrincipal305-624-1171 Ruth Owens Krusé Ed. Center Dr. Angel L. Rodriguez Principal 305-270-8699 Instructional Systemwide/ SPED Outreach Ms. Sonja Clay Executive Director 305-995-7243 Ms. Terry Reyes-Gavilan Supervisor 305-995-2798

112 Thank you and have a great day!


Download ppt "Division of Special Education Region Assistant Principal’s Meeting Fall 2010 Will Gordillo, District Director Preparing Students for this Third Millennium!"

Similar presentations


Ads by Google