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Special Education Taskforce San Leandro Unified School District

Strategic Consulta6on for Schools, LLC © 2014

Dr. Ma@hew J. Doyle – Facilitator JoAnn Murphy -‐ Facilitator Dawn Dully – Facilitator

Session #3 November 19, 2014

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2

Special Educa6on Program Model – Part 1 Reflec6on and Analysis (ac6vity)

Review Our Charge Finalizing Our Mee6ng Norms (ac6vity)

Reflec6ons from Session #2

Preview Session 4

Overview of the Agenda Step 1

Step 2

Step 3

Step 4


SeXng Our Des6na6on Postcard

Special Educa,on Strategic Plan

World Class Program Model Our Charge…

Define a service delivery model for students with special needs that is facilitated by high quality teaching, supported through ac6ve engagement in the least restric6ve learning environment, and monitored by mul6ple measures of student achievement. Strategic Consulta6on for Schools, LLC © 2014

Special Education Program Revitalization Flow Chart & Timeline Sp. Ed. Taskforce

(9 Sessions)

Strategic Plan Development

School Board Updates

(Nov., Jan., March)

Strategic Plan Approval (May)

Sp. Ed. Program Implementa6on

Guide Development

Strategic Plan and Guide

Implementa6on

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Start Here

Session 1 -‐2: SeXng Context Session 3-‐4: Defining Sp. Ed. Program Strategic Plan Development Session 5: Iden6fica6on Session 6-‐7: Service Delivery Model Session 8: Support Systems Session 9: Communica6on and Efficacy

Sp. Ed. Taskforce

Consulta6ve Support

Compliance Correc6ve Ac6ons

Implementa6on Guide

Service Delivery Model Implementa6on

2014-‐15 2015-‐16 2013-‐14

FCMAT Study

2016-‐17

Implementa6on Cont.

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SeXng Our Norms Why Norms? 1.  To agree on how we behave and treat each other. 2.  To ensure that all individuals have the opportunity

to contribute in the mee6ng 3.  To increase produc6vity and effec6veness 4.  To facilitate the achievement of its charge

Key Considera6ons: •  Time – begin and end •  Listening – to understand •  Confiden6ality – communica6on between mee6ngs •  Decision Making – advisory in nature •  Par6cipa6on – a@endance and engagement •  Expecta6ons – contribu6on

Dral Norms – Session 2

1.  Start and End of Time 2.  Prac6ce Ac6ve Listening 3.  Respect Other Points of

View 4.  Make Decisions with

Educa6on in Mind 5.  Consensus-‐Based

Agreements

Ac#vity – Discuss dra0 norms with table group and then reach consensus on single most important norm for group. En#re group to reach consensus on top five norms.

Ac6vity

SWOT Analysis

7 Strategic Consulta6on for Schools, LLC © 2014

Session 2 Themes from Internal Analysis Student Program Distribu#on and Achievement Data for ELD

Opportuni,es –

•  Redefine service delivery model – access to gen. ed. classrooms •  Embrace mindset towards special educa6on being a service not a place •  Professional development to create a collabora6ve model between sp.

Ed. and gen. ed. teachers and instruc6onal assistants •  Focus support on English learners and reclassifica6on •  Create a culture of diversity and acceptance

Threats – •  Current professional development for staff is not sufficient. •  Staff mindset may not be ready •  Subs6tute system may not support co-‐teaching •  Change can become overwhelming •  Sp. Ed. student will lost support needed

Research: Center for Excep6onal Children How can we address racial and ethnic dispari,es in special educa,on? Reflec6ons:

•  Racial/ethnic dispari6es occur everywhere •  Students learn differently – focus on cultural

sensi6vity •  Different classroom management approach •  Paradigm shil to PBIS •  Meaningful change takes 6me •  Problem behavior does not equal special

educa6on •  Eliminate contribu6on to school-‐to-‐prison-‐

pipeline

Mindset

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External Environmental Scan Special Educa,on Program Model -‐ Part 1


Looking outward to research and exemplary program models in CA and US … our focus for the next two sessions will be to outline the fundamental components of a high quality Special Educa6on Program Model. Part 1 will focus on the history of Special Educa6on, Pre-‐referral and the IEP Process . Part 2 will focus on Service Delivery Op6ons and Implementa6on

Special Educa6on -‐ A Historical Perspec6ve

1954 Brown vs. Board of Educa6on…End of segrega6on 1971 Educa6on for All AB 90…equal access to public educa6on 1972 Pennsylvania Associa6on for Retarded Children 1973 Rehabilita6on Act of 1973…Federal Legisla6on

Programs could no longer discriminate

Special Educa6on -‐ A Historical Perspec6ve

1975 Educa6on for All Handicapped Children Act •  Created as a result of Federal Law •  Genesis of Free and Appropriate Public

Educa6on •  Stressed the Least Restric6ve Environment (LRE) •  Focused more on the disability/condi6ons

Special Education – A Historical Perspective

IDEA of 1990 •  Focused on the student as an individual •  Inclusion •  Required planning for post-‐school transi6on at IEP mee6ng for all

students with disabili6es Law requires that students be invited to a@end the IEP mee6ng Transi6on services and planning be addressed in the following areas: •  Instruc6on •  Employment and other post-‐school adult living objec6ves •  Community experiences •  If appropriate, daily living skills •  Func6onal voca6onal evalua6on


•  Further expanded transi6on planning in the IEP to include related services necessary to achieve the ac6vi6es stated in the transi6on plan

•  Requires procedures for the transfer of legal rights from

the parent to the student upon reaching the age of majority under state law


Individuals with Disabili6es Educa6on Improvement Act (IDEIA) 2004 •  Addressed RtI assessments for determining SLD •  Introduced discipline procedures for students/staff •  Response to Interven6on •  Strengthened Parent Involvement in the IEP

Defini6on of Transi6on services: “A coordinated set of ac6vi6es for a child with a disability that-‐ Is designed to be within a results-‐oriented process, that is focused on improving the academic and func6onal achievement of the child with a disability to facilitate the child’s movement from school to post-‐school ac6vi6es, including postsecondary educa6on, voca6onal educa6on, integrated employment (including supported employment), con6nuing and adult educa6on, adult services, independent living or community par6cipa6on

Reflection Time – Historical Perspective Activity

1.  Discuss with group a few key ideas and/or take aways from material discussed.

2.  Record your group ideas on “Reflec6ons” chart.

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Welcome to Holland…

What is Special Education?

Take a few moments to write down what you believe to be the components of a Special Educa6on Program… Share your ideas with your shoulder partner? Take note of your thoughts as you listen throughout the evening…

What is Special Educa6on?

•  Intent of Sp. Ed. Services •  Legal Compliance •  Interven6on in Gen. Ed. •  Iden6fica6on: MTSS, SST, Ini6al Assessment, Timelines, etc. •  IEP Process •  FAPE and LRE •  Sp. Ed. Disability Categories •  Related Services •  Placement •  Service Delivery Model •  Communica6on •  Assessment and Monitoring

Pre-Referral Strategies

Response to Interven6on Student Study Team What are these? How should they work?

If a child cannot learn the way we teach… We had be@er teach the way the child can learn…

Individualized Education Plan

The way in which the law is enforced is through the legal document know as an Individualized Educa6on Program (IEP).

The IEP will show a direct rela6onship between the present levels of performance, any assessments, the student’s goals and the educa6onal services to be provided.

Fagen Friedman & Fulfrost LLP

Why Create An IEP?

An IEP should be created to: • Comply with the law; • Iden6fy student needs; • Establish challenging, yet realis6c goals; • Iden6fy what supports and services are needed to assist the student in reaching those goals; • Iden6fy how to monitor progress; and • Iden6fy an appropriate placement to deliver the student’s educa6onal program.

Three primary factors must be considered in making this determina6on: Does the pupil meet the eligibility criteria as an individual with a disability? Does the severity of the disability have an adverse effect on the pupil’s educa6onal performance? Does the pupil require special educa6on and services to achieve a free and appropriate public educa6on?

Eligibility

Disability Categories: Au6sm Other Health Impaired

Specific Learning Disability Emo6onally Disturbed

Mentally Retarded Visually Impaired

Language/Speech Disorder Trauma6c Brain Injury

Deaf Deaf/Blind

Hard of Hearing Mul6ple Disabili6es

Orthopedically Impaired

A child shall not be determined to have a disability if the determinant factor is lack of instruc6on in reading or math, or limited English proficiency. This cannot be a@ributed to a lack of opportunity to learn (school a@endance).

IEP Components

•  Procedural Safeguards •  Present Levels of Performance •  Goals and Objec6ves •  Accommoda6ons and Modifica6ons •  Services •  Special Factors •  Services •  FAPE •  Individual Transi6on Plan (16 or older)

Present Levels of Performance

Include:

-‐ Progress on previous goals and objec6ves

-‐Strengths/Preferences

-‐Concerns of Parent

-‐Pre-‐academic/Academic Func6oning (reading, wri6ng, math)

-‐Communica6on

-‐Gross/Fine Motor

-‐Social Emo6onal/Behavioral

-‐Health

-‐Voca6onal

-‐Adap6ve Daily Living Skills

Areas of Educational Need and Goals

Areas of educa6onal need are deficit areas which will determine goals (objec6ves).

Annual goals (objec6ves) must only address those curriculum areas in which the student’s involvement and progress are affected by the student’s disability. Goals must be observable and measurable with clear intermediate steps.

Goals and Data Collection

In order to evaluate if a student is making progress on goals (objec6ves), DATA must be collected in a systema6c way.

Data Collec6on:

1.  Short intervals of collec6on (i.e. hourly, daily, weekly)

2.  Recorded in an organized, pre-‐planned way 3.  Baseline needs to be established prior to collec6on

4.  On-‐going 5.  Data used to evaluate progress made and determine effec6veness of

program and services

Con6nuum of Services… Always begin with the Least Restric6ve Environment!

General educa6on program with specially designed accommoda6ons and/or modifica6ons

General educa6on classroom with services from a specialist and supports and/or related services

Instruc6on in seXngs other than classrooms where specially designed instruc6on may occur.

I6nerant instruc6on in classrooms, learning centers and seXngs other than classrooms

where specially designed.

Instruc6on in programs classrooms for individuals who

require intensive instruc6on.

Inst. in the home, hospital and in other ins6tu6ons

Related Services Speech and Language Instruc6on (SLI)

Adapted Physical Educa6on (APE)

Audiological Services

Physical and Occupa6onal Therapy (PT, OT)

Vision Services (VI)

Counseling and Guidance Services

Deaf and Hard of Hearing (DHH)

Transporta6on

Voca6onal Educa6on/Career Development

Health Services

Assis6ve Technology (AT)

Parent Educa6on

IEP Meeting Participants

Educa6on Specialist Administrator or Administra6ve Designee General Educa6on Staff Related Service Providers Assessors (If appropriate) Parents Agency Representa6ves (op6onal)

General Education IEP Meeting Role

-‐Give feedback as to current func6oning in the classroom

Academic

Behaviors

Accommoda6ons implemented – successful/unsuccessful?

-‐Give input as to level of service needed in subject area

-‐Discuss progress made on goals/objec6ves

-‐Sign IEP documents

Reflection Time – Defining Sp. Ed. Activity



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What it boils down to: Least Restrictive Environment

A special educa6on student must be educated with non-‐disabled peers to the maximum extent appropriate and may be removed from the general educa6on environment only when the nature and severity of the student’s disabili6es is such that educa6on in general educa6on classes, with the use of supplementary aids and services cannot be achieved sa6sfactorily. The environment is least restric6ve when it maximizes a student’s opportunity to mix with typical peers while s6ll obtaining educa6onal benefit.

It would follow then that a general educa6on classroom is the

FIRST placement considered by the IEP team

What it boils down to: Least Restrictive Environment

Whether a student is placed the LRE environment requires the considera6on of four factors: 1.  The educa6onal benefits of placement full 6me in a LRE 2.  The non-‐academic benefits of such placement

3.  The effect the student would have on the teacher and children in the LRE

4.  The cost of supplementary aids and services in the LR

Reflection Time – LRE Activity



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…it will not ma@er what my bank account was, the sort of house I lived in, or the kind of car I drove…but the world may be different because I was important in the life of a CHILD.

-‐Author Unknown

A HUNDRED YEARS

FROM NOW…

The Starfish Story by Loren C. Eiseley

A young girl was walking along a beach upon which thousands of starfish had been washed up during a terrible storm. When she came to each starfish, she would pick it up, and throw it back into the ocean. People watched her with amusement. She had been doing this for some 6me when a man approached her and said, “Li@le girl, why are you doing this? Look at this beach! You can’t save all these starfish. You can’t begin to make a difference!” The girl seemed crushed, suddenly deflated. But aler a few moments, she bent down, picked up another starfish, and hurled it as far as she could into the ocean. Then she looked up at the man and replied, "Well, I made a difference to that one!” The old man looked at the girl inquisi6vely and thought about what she had done and said. Inspired, he joined the li@le girl in throwing starfish back into the sea. Soon others joined, and all the starfish were saved.

Strategic Plan

I.  Student Iden6fica6on II.  Educa6onal Program Delivery III.  Support Systems IV. Communica6on V.  Efficacy

Service Priori6es


An outline that defines the structure of the special educa#on program.

Talking Points

1.  Key statements that summarize the mee6ng

2.  Simple and easy to understand by all stakeholders

3.  Should not exceed five

Taskforce Meeting Dates 1.  Oct. 2, 2014 2.  Oct. 23, 2014 3.  Nov. 19, 2014 4.  Dec. 18, 2014 5.  Jan. 22, 2015 6.  Feb. 11, 2015 7.  Mar. 26, 2015 8.  Apr. 23, 2014 9.  May 20, 2014 10.  May 27, 2014

TASKFORCE SESSION # 4 Wednesday, December 18, 2014

What’s Next?

Topics: •  External Scan Program Models – Part 2 •  Vision, Values, Mission

Strategic Consulta6on for Schools, LLC © 2014 44

special education taskforce › cms › lib07 › ca01001252 › centri… · special education...

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