1. FROM COLLABORATIVE COMMUNITIES TO COMPLIANCE Zabrina Cannady and Robin Boutwell Houston County School District

2. And have you heard… The expectation is that local districts will develop and implement policies and procedures that are aligned with the IDEA.

3. Policies Policies are “board approved” written mandates that align with rules and regulations.

4. Procedures Procedures are written steps for implementing policies, rules, and regulations.

5. Practices Practices are the implementation of procedures, which are documented using evidence such as interviews, observations, student records, etc.

6. We’re good…right? When looking at the Compliance Rubric, it was obvious to us that NO…we are not good! The reassuring thing was that we did have SOME OF THAT!!!

7. Our mission… It became apparent to us that we needed to go from Emergent/Operational to Fully Operational. So to achieve the mission…where do we even start???

8. When in doubt…begin with the end in mind (sound familiar???) We want to be Fully Operational, so we looked at the Rubric and determined that we would begin with the first element: Evidence of Written Procedures There are thorough written procedures that address all measurable indicators and important processes that support the provision of FAPE and the appropriate use of federal, state, and local resources. Stakeholders have participated in developing these written procedures.

9. But there are 5 areas… Identification Process Services and Supports Student Progress Parent Engagement College and Career Readiness

10. Our system began with the end… We decided to begin with College and Career Readiness. High impact area Goes hand in hand with Transition and Bridge Bill Lu Nations-Miller is our DL!!!!

11. Navigation, please!!! We looked at the following: Compliance Rubric Procedures Development Template Protocol for Procedures Development Focus Areas Overarching Analysis Question

12. And we came up with a plan! We invited people to join us as part of a Collaborative Community focused on College and Career Readiness for SWD.

13. The Invitation

14. The Agenda

15. The Question Are students with disabilities prepared for college and/or career upon exiting high school?

16. Our District Data IndicatorDescription10-11 State Target10-11 District DataMet Target Graduation Rate % of youth with IEPs graduating from high school with a regular diploma 85%38.4%No Dropout Rate % of youth with IEPs dropping out of high school 5.3%3.5%Yes Suspension and Expulsion Students with IEPs suspended/expelled for more than 10 days Not discrepantMet TargetYes LRE(> 80% in regular class) % of children with IEPs served inside the regular class 80% or more of the day 65%56.4%No LRE(<40% in regular class) % of children with IEPs served inside the regular class less than 40% or more of the day 15%15.3%No LRE (separate placements) % of children with IEPs served in separate schools, residential facilities, or homebound/hospital placements 0.8%0.6%Yes Parent Involvement % of parents with a child receiving special ed services who report that schools facilitated parent involvement as a means of improving services and results for SWD 40%41.0%Yes Secondary Transition % of SWD with appropriate post-secondary goals and evidence that they were invited to their IEP meeting 100% Yes Post-School Outcomes % of SWD enrolled in higher education within 1 year of leaving high school 28.0%27.6%No PSO continued % of SWD enrolled in higher education or competitively employed within 1 year of leaving high school 53.0%57.9%Yes PSO continued% of SWD enrolled in higher ed, comp. employed, or in some other employment within 1 year of leaving high school 79.0%74.3%No

17. Why that information? The district data that was shared came from the Sampling of Supporting Data…we used the indicators that were suggested.

18. Group Discussion The large group broke into 5 small groups. Each group had a facilitator, who was either a Program Specialist or Transition Teacher. Each facilitator had one question which they posed to the group for discussion. Notes were taken during the discussion.

19. What did the groups discuss? Each group was assigned 1 of the probing questions for discussion.

20. Back in the large group Summarized the discussion. Took questions and concerns. Determined that we would meet back in 3 months to go over compiled information and refine that information as we move forward in development of policies and procedures. Group asked to add 15 minutes to the next meeting so that we could do introductions!

21. Overall picture There were 32 people in attendance. 12 of those 32 were members of the Student Services staff. The other 20 consisted of: 7 parents 2 business partners 4 principals 2 SLPs 1 Counselor/1 Director of CTAE/1 Director of Testing/1 Director of GLRS/1 EFMP from RAFB

22. After our Maiden Voyage… Compiled the information from the first meeting. Drafted the following: Performance Targets Process-steps to be accomplished that will comprise a procedure that enables district to meet the performance targets Monitoring-how compliance will be measured.

23. Set sail for Parent Engagement Scheduled and held the second Collaborative Community meeting. Reviewed the feedback from the first CC meeting. Discussed performance targets, processes, and monitoring.

24. When the boat docked… Used the feedback to create written procedures for College and Career Readiness. And Began compiling the information for Parent Engagement.

25. 2 down, 3 to go… So…we had a plan for 2 of the elements on the rubric: Evidence of Written Procedures Accessibility of Written Procedures

26. And the 3 to go… Our attention turned to the next 3 elements: Evidence of Professional Learning Monitoring of Compliance with Procedures Effective Outcomes Related to Procedures and Practices

27. Our BIG IDEA We developed a “working document” that would address the last 3 elements on the compliance rubric.

28. Working Document Components: Confidentiality of Personally Identifiable Information District Level School Administrative Level Classroom LevelProfessional Learning Confidential Information Review checklists each semester to ensure that information is being maintained in a confidential manner. Using a checklist, review submitted information each semester. Submit checklist to district level personnel each semester. Procedural checklists, data collection, peer review instruments submitted to school administrator each semester. Electronic PL that can be accessed through a click! Access rights and required procedures Amendment of Records at parent request Results of hearing Parent consent Safeguards Destruction of confidential information

29. Now remember… This is a work in progress! We wanted to share our vision of how a Collaborative Community can come together and set sail toward Compliance!!!

30. Let us hear your BIG IDEAS!!! Comments…Questions…GREAT IDEAS…

31. Our contact information Zabrina Cannady Director of Student Services Houston County Board of Education 478.447.4624 zabrina.cannady@hcbe.net Robin Boutwell Lead Program Specialist Houston County Board of Education 478.447.8080 robin.boutwell@hcbe.net