special education is not a place, it’s a service
DESCRIPTION
Special Education is not a place, it’s a service. Board Presentation November 26, 2012. Timelines to Remember. Written request and parent consent for an initial evaluation – 10 school days Parent consent to an Individualized Education Plan Team meeting – 30 school days to complete evaluation - PowerPoint PPT PresentationTRANSCRIPT
Board Presentation
November 26, 2012
1. Written request and parent consent for an initial evaluation – 10 school days
2. Parent consent to an Individualized Education Plan Team meeting – 30 school days to complete evaluation
3. Annual Individualized Education Plan -1 year from last IEP date
4. Three Year IEPT/MET – Reevaluation by the Multi-Disciplinary Evaluation Team every 3 years
5. Notice of FAPE (Free Appropriate Public Education)- Provided to parent within 7 school days from the conclusion of the IEP meeting
A student with a disability is defined as any person from birth to age 26 who is determined by an individualized education program team (IEPT) to have one or more of the impairments specified by the Michigan Administrative Rules, that necessitates special education, or specially designed instruction.
Least Restrictive Environment (LRE)Continuum of Services
Regular Education with Support
Resource Programs
Basic Classroom
Act 18 Programs
Hospital and/or Homebound
Regular Education
Resource Support
Self Contained
Center- Based
Home
Least Restrictive
Most Restrictive
• Cognitive Impairment• Other Health Impairment• Autism Spectrum Disorder• Emotional Impairment• Speech and Language
Impairment• Traumatic Brain Injury• Early Childhood
Developmental Delay
• Hearing Impairment• Deaf-Blindness• Visual Impairment• Specific Learning
Disability• Physical Impairment• Severe Multiple
Impairment
Program
Resident as of10-3-12
Count Day
Total Act 18Funds Approved
March 2012
Autism Spectrum Disorder 100% 2,838,019
Hearing Impaired 20% 1,423,874
Moderate Cognitive Impaired
95% 3,112,631
Physically/Health Impaired 93% 2,500,283
Severe Cognitive Impaired 93% 900,377
Severe Multiply Impaired 95% 580,404
District Literacy Model Response to Intervention Common criteria for eligibilityInclusive delivery model Early Intervention
Co-Teaching at the secondary level Teacher Consultant support model in our
elementary schools with a focus on Tier II and III students.
Special Education Occupational Therapists, Social Workers and Speech and Language Teachers providing service in the general education classroom.
Certificate of Completion for Cognitive Impaired students
Improving programs and services for center-based students to be serviced in our own district