Special Education Collaborative Meeting

Policies, Procedures, PracticesFall 2011

Participants Building Administrators Special Education Teacher(s) General Education Representation K-12 Services Team Literacy Consultant Behavior Consultant Director of Special Education Special Education Planner/Monitor

Objectives of the Day

1. Strengthen the district special education process

2. Strengthen collaboration between ISD and district staff

Agenda Topics Roles and Responsibilities for all involved District process for building student achievement Michigan eligibility criteria New! Instructional Intervention Log New! Request for Special Education Evaluation New! Reevaluation forms & templates Action Plan review Additional and final reminders!

Roles and Responsibilities (Tile 1 of 3)

Building Administrator Oversight of special education programs/services Ultimate responsibility for delivery of FAPE Verifies that student progress is sufficient

General Education Teacher Delivers common core state standards Contributes information to child study team on tried

interventions Contributes information on behavior and learning to IEP

development for annual and reevaluation IEP Team meetings

Roles and Responsibilities (Tile 2 of 3)

Special Education Provider Delivers service designated on IEP Supports instruction of CCSS provided by GE teacher Records interventions used for teaching academic and/or

behavior skills Monitors progress on goals and objectives Works collaboratively with other special education

providers and general education teachers to develop annual PLAAFP

Works collaboratively with other special education providers and general education teachers for participation in three year review of existing evaluation data

Develops IEP using collected data for PLAAFP

K-12 Special Education (Tile 3 of 3)

Services Team Evaluate students suspected of having a disability Consult with school staff Link with agency Analyze and create data Assist with modification of curriculum Model best-practice instructional strategies Participate in grade-level and child study team

meetings Assist with functional behavior assessments Assist with creation of behavior support plans Direct intervention with students with disabilities

Group Work – Stand up activityRoles and Responsibilities How do the roles and responsibilities fit

for all involved? How will the roles and responsibilities

increase collaboration? Action Plan

Understanding Local Data

MI School Data: www.mischooldata.org

Easy IEP data: CaseloadOctober 5, 2011: Count day

For all data: timely and accurateData Portrait & other info

www.mischooldata.org

Confidential Information

Confidential Information

In this course, participants will learn about the security component of quality data, specifically the Family Educational Records and Privacy Act (FERPA) and Health Insurance Portability and Access Act (HIPAA) regulations that govern school confidentiality issues.

Required for approval to get rights to view special education data on www.mischooldata.org

EASY IEP CASELOAD

District Data Portrait

Easy IEP and Educational Setting

Easy IEP and Educational Setting

Easy IEP and Educational Setting

Easy IEP and Educational Setting

Easy IEP and Educational Setting

State Performance Plan Indicators

Indicators: Compliance & Results Strand Report Determinations & History Easy IEP data for indicators sent to district

administrator Environment Accommodations

B4 Discipline Data for Students with Disabilities District process for discipline data entry Definition of Suspension Counting Days

In school Out of school

Manifestation Determination Review Functional Behavior Assessment? Behavior Intervention Plan?

Discipline Procedure Manual (MDE) Documentation of Pattern of Removal

Group Work – Understanding the Data Identify areas of concern reflected in

your data. Identify policy/procedure/practice

modifications to consider to improve your results?

Action Plan

District Process for Student Achievement ResultsGrade Level Team meetingsChild Study Team meetingsStudent Assistance TeamWhat do you call your team that

uses student data for analysis & decision making?

Intervention Log

Group Work – District Process for Assessment ReviewWhat is the structure of the

meetings (frequency, forms, participation)?

How are meetings monitored for effectiveness?

How is student benefit monitored?Action Plan

Michigan Criteria for Eligibility – Definitions

Building criteria from district data and intervention results with examination of class and student data

Summary of Eligibility Emotional Impairment (EI) Other Health Impairment (OHI) Speech and Language Impairment (SLI) Specific Learning Disability (SLD)

Pattern of Strength and Weakness (PSW) Autism Spectrum Disorder (ASD)

Group Work – Assessment to Support Data Review What data does the district use to support

EI,OHI, SLI, SLD or ASD eligibility? Does district data (identification rates) put the

district at risk for disproportionate representation?

How can assessment be strengthened to support proper identification practices?

Action Plan

Request for Special Education Evaluation

Written process Special Education Meeting:

AgendaRequest for Evaluation - Form

Group Work – Request for Special Education EvaluationDescribe the process the district

will use to request an evaluation for a student suspected of a disability.

Action Plan

Evaluation Process

Evaluation Report Format New fields “Ownership” of report – district name

Initial Evaluation Review of existing evaluation data: REED Generation of assessment data – if warranted MET Report (Eligibility Decision)

Understanding Contents, Purpose No Face Sheets

Evaluation Process (continued)

Reevaluation Review of existing evaluation data (3 months

prior to reeval due date-every three years) Use of Intervention Log District responsibility

Present level of performance for area of disability Char-Em ISD responsibility Reevaluation report samples

Understanding contents, purpose

Reevaluation Meetings

Process for Reevaluation Format - 3 months before reevaluation is due

Complete intervention log Review IEPs of past 3 years Analyze Educational Benefit Determination of need for additional

assessment Include IEP team members

Group Work – Evaluation ProcessWhat is valued in regard to a

reevaluation report?What data do you use to determine

a student’s “present level”? Who contributes that data?Action Plan

IEP Team Meeting Reminders Timeliness --can not have offer of FAPE that

exceeds 365 days Draft IEPs delivered to participants in

sufficient time – should occur for ALL IEP team participants

Length of an IEP team meeting – 45 minutes when preparation for meeting complete!

Is plan meaningful? Excusal of “Required” IEP team participants Caution with use of acronyms and jargon

Group Work – IEP Process Identify components of an organized IEP

process -45 minute IEP team meeting What is the role/responsibility of IEP

participants?General education teacherSpecial education teacherAdministratorParentStudent

Review of Collaborative Meeting

Review Action PlansNext StepsRoll-out date of district changes

According to district action planRoll-out date of Reevaluation

ProcessJanuary 2, 2012

In Addition…

Program Consideration ProcessRevocation of ConsentRescinded-Previous Enrollment; New rule and

language for the transfer of student with an IEPMedicaid ConsentWhat to do with the paperwork