special education 504 positive behavior interventions and supports multi-tiered systems of support...
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SPECIAL EDUCATION504
POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS
MULTI-TIERED SYSTEMS OF SUPPORTPIQE/APP
HOMELESSENGLISH LEARNERS
SPECIAL SERVICES2013-14
PBIS
PBIS
Planning meetings with teams and by building Assemblies, Spartan Spotlight
Spartan Super Hero Visits – very well received by staff, parents, students, athletes/robotics/dance.
Staff recognitionsExpanding Super Flex curriculum in
elementaryData analysis – office visits and suspensions
Looking for alternatives to suspension with middle and high schools. Possible coaching in this area.
Mental Health Services
Grant through Department of Human Services School linked and co-located services
Simley, IGHMS, Hilltop – co-located services Salem Hills, Pine Bend – school linked services
Five year grant Assigned therapists Parent permission, insurance billed
Increased Family Service Worker time Working to increase mental health services for special
education
RTI/Multi-Tiered Systems of Support
Each building created formal plan Improve core instruction Tier 2 and 3 supports
Started SAM time at the middle school 2X week
Started Spartan Achievement intervention time at the high school once a week
Problem solving teams – focus middle school and high school
PRESS Interventions in elementary to address Tiers 1 and 2
Pyramid of Interventions
Pyramid of Interventions
RTI/MTSS
Next yearReview with principals and new superintendent to make improvements for next year School psychologist assigned to middle school full
time to facilitate better use of progress monitoring data
Continued relationship with U of M regarding PRESS Training at Pine Bend Review of Tier 3 interventions with Dr. Matt Burns
Continued intervention times middle and high school Working with Carol Ellison on stronger interventions for
non-special education students who are struggling
504
Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met.
Section 504 ensures that the child with a disability has equal access to an education. The child may receive accommodations and modifications.
As defined by federal law: “An individual with a disability means any person who: (i) has a mental or physical impairment that substantially limits one or more major life activity; (ii) has a record of such an impairment; or (iii) is regarded as having such an impairment” [34 C.F.R. §104.3(j)(1)].
504
Change in definition opened door to more requests for 504 plans
Each building has a 504 coordinator. All counselors at the high school write 504s for the students who are assigned to them.
Examples: diabetics needing discretion on timing of tests, ADHD accommodations, chronic illnesses, severe allergies
Homeless Students
24 StudentsBuilding contacts – each building has a
contact person assigned to monitor homeless students and ensure compliance with McKinney-Vento law
Created system for documenting transportation for students experiencing homelessness
Fostering Connections – new piece for students in foster care. Collaboration between child welfare and schools to ensure stability of education for students.
English Learner Services
Languages Spoken 2013-14
35 Languages – last year 25 languagesLargest Language Groups:
Spanish Arabic Hmong Somali Vietnamese
Languages Spoken 2013-14
African Languages Africans – South Africa Creolized English – Liberia and others Amharic – Ethiopia Igbo – Nigeria Somali – Somalia Swahili – Kenya Tigrinya – Eritrea Yoruba – Nigeria and Benin Grebo – West Africa Arabic – Middle East, North Africa, East Africa
Languages Spoken
Asian Languages Khmer – Cambodia Mandarin – China Bengali – Bangladesh/India Japanese – Japan Lao – Laos Cebuano – Philippines Vietnamese – Vietnam Telugu – India Urdu – India Tagalog – Philippines Minongkabau – West Sumatra Newari – Nepal Tonga – Tonga in Polynesia
Languages Spoken
European- West and East Danish French German Kurdish Latvian Russian Bosnian Ukrainian Spanish English/ASL
EL Service Enrollment
English Learners
Continued to make the state benchmark of AMAO (Annual Measurement Achievement Objectives) – progress
toward English proficiency, attainment of English proficiency, and academic achievement and success
Hired new EL teacher for Fall 2014 – bilingual Spanish ACCESS testing this spring – have preliminary results but
waiting for official results in August – will assign new EL teacher to schools with greatest need
Identified writing as an area of need Continue work in preschool with EL teacher in community and
meeting with day cares, preschools, families Training for all staff on SIOP strategies for teaching English
Learners Focus on EL students as everyone’s students
English Learners
Review curriculum as it relates to the state standards and the English Language Development standards Progress monitoring of EL instruction – piloted by
elementary EL teachers Preschool English Language Development standards Reviewing exit criteria due to state changes –
increased number of years for funding from 5 – 6 years, but fund based only on ACCESS scores and not MCA or MAP
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013600
620
640
660
680
700
720
708
688 690685
693
669
641
668
691
698
648
659
651654 655
ISD 199 Child Count School Year 1999-2013
Child Co...
Special Education
142
115
7687
86
8718
17 16 10 37 4
Specific Learning DisabilitiesSpeech Language ImpairedAutism Spectrum DisorderDevelopmental DelayEmotional Behavior DisorderOther Health DisabilityDCD Mild ModerateHearing ImpairedDCD Severe ProfoundPhysically Impaired
Proportion of Disability Types- Birth to Age 21- 2013 Child Count
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
-5.0%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
Speech Language Impaired DCD Mild Moderate DCD Severe ProfoundSeverly Multiply Impaired Physically Impaired Hearing ImpairedVisually Impaired Specific Learning Disabilities Emotional Behavior Disorder
Perc
enta
ge
ISD 199 Special Education Unduplicated Child Count SY
2013
New! Special Education Evaluation Template
New! Paraprofessional Development
New! Third Party Billing
Revised Third Party Billing processTrained all Related Services (e.g., speech,
OT, PT) and Special Education Paraprofessionals
Continuous Improvement
Over-representation of Latino students receiving Special Education Services Pre-referral Interventions prior to evaluation Special Ed Referral Process- English Learner (EL)
Parent Interview IEP team includes EL Teacher Access to Language Interpreters for all components
of the evaluation and IEP process
Continuous Improvement
Social/Emotional Support for Special Education Students Behavior Consultants
Jennifer Jensen: Kindergarten Functional Behavior Assessments
Ann Byer: Federal Setting III Programming Consultation Space Considerations for Salem Hills EBD program
New program space for EBD program next year
Continuous Improvement
Social/Emotional Support for Special Education Students Addition of mental health support
Family Service Workers Associated Clinical Psychologists (ACP)
Alternatives to Suspension
Continuous Improvement
Serving students in the Least Restrictive Environment (LRE)
Co-teaching in Early Childhood Special Education (ECSE)
All Secondary Special Education Teachers co-teaching in at least one mainstream content area
Continuous Improvement
Serving students in the Least Restrictive Environment (LRE) Strengthening accommodations for SLD/OHD
students
Continuous Improvement
October 2014- MDE Special Education Fiscal Audit
2014-15 MDE Special Education Compliance Audit
Celebrations!!
Collaborative Teams
Celebrations!!
Graduations!!
Celebrations!!!
Adaptive Bowling- 2nd year State Champs!