Transcript Division of Special Education Presentation
Division of Special Education Region Assistant Principal’s Meeting Fall 2010 Will Gordillo, District Director
IEP/504
Course Code Directory, HQ, Scheduling IDEA ARRA FUNDS
SP&P/ LEA Guide
IDEA ARRA FUNDS April 2009 – September 30, 2010
Vendor IDEA ARRA Purchases to Support Instruction for Name of Item SWD Target Students Subject Area
News 2 You Learning Today Learning Today SRA Council for Exceptional Children Curriculum Associates Unique Learning Systems Smart Tutor Mango Mon Number Worlds Oakwood Solutions (Conover Company) MECA (Microcomputer Evaluation of Careers and Academics) Destination Knowledge Project DISCOVERY LCCE (Life Centered Career Exploration) Brigance Transition Assessment K-12 Modified Curriculum Independent, Supported and Participatory functioning levels K-5 Standard and Modified Curriculum Independent functioning level 6-12 Modified Curriculum Independent and Supported functioning level K-5 Modified Curriculum All students with disabilities in all middle schools and high schools.
All functioning levels.
Students participating in Project VICTORY Career Labs in Middle Schools All high school aged students served by 9731 including Project VICTORY All high school aged SWD (Used by Transition Specialists and 9731 Teachers Reading Math Science Social Studies Reading and Math (Intervention/support) Reading and Math (Intervention/support) Math (This is the core program) Transition (Career portfolio, career assessments, and career experience activities) Career experience lab activities Career experience classroom curriculum Transition skills assessment
IDEA ARRA Purchases to Support Instruction for SWD Vendor
Provenio Group – LEAPS Imagine Learning Public Consulting Group
Name of Item
LEAPS Computer Software Imagine Learning Software SPED EMS
Target Students
120 K-12 Schools E/BD, InD, and ASD students 60 Elementary SLD/OHI students All SPED, GIFTED, 504, B-2 and Pre K CWD, Medicaid Recovery
Subject Area
Social Skills Curriculum for E/BD, InD, ASD, and PBS schools Language Arts and Reading NA – Data warehouse and web-based document development system.
Recording for the Blind and Dyslexic Lenovo Lenovo Sprint Smart Technologies Kaplan Virtual Education Recording for the Blind and Dyslexic 230 Student Netbooks and related accessories 35 Teacher Laptops Sprint Air Cards Bridgit Software Presentation Program Online Courses All Grades All Grades Hospital Homebound Itinerant and Teleclass Students All Grades Hospital Teleclass and Itinerant Hospital Homebound Teachers Access for Hospital Homebound Students and Staff Hospital Homebound Teleclass Students Hospital Homebound Teleclass Students All Content Areas All Content Areas All Content Areas All Content Areas Selected Content Areas Selected Content Areas Various New Program Development Autism Academies at Blue Lakes, Gratigny and Redondo Elementary Schools Students with Autism Spectrum Disorder Classroom materials ,equipment and supplies, assistive technology and instructional technology (e.g. Tangos, Smart Tables ,Smart Boards)
• • • •
SPED EMS Major Accomplishments
Launched successful rollout of SPED-EMS (IEP, Gifted, and 504) in March 2010 – Trained 3,715 staff (ESE Staff: 3,206 Gifted Staff: 509) • 8,428 users have logged into SPED EMS more than once – 15,382 IEPs have been created – 8,600 EPs have been created – 200 504s have been created Utilized EasyFAX to electronically store all signed forms – 25,000 faxes received Completed Eligibility process (Initial Eligibility, Reevaluation and FAPE tabs) Developed IEP and Matrix of Services integration and validation
Message Board Update
Hired new message board assistance employees Message Board Statistics: (11/3/2010 – 11/7/2010) o
Total number of messages:
o
Number of responses:
PCG: M-DCPS: Carmen: Emely: Harris: o
Avg. response time: 286
40 246 11 28 207
667 minutes (11.08 hours)
o Frequent Message Topics: o Eligibility: 13 o Matrix: o Contacts: 6 9 o Deletion requests: o EasyFax: 68 73 ESOL: Reevaluation: Gifted: Access Issue: Interim IEP:
IEP Statistics Number of IEP’s created for the week of 10/31/10-11/07/10 734
11 2 8 16 4
Number if IEP’s created 4/2/10-11/07/10 15,382 Number of Interim IEP’s created 4/2/10-11/07/10 Total Number of Students with IEP or Interim IEP to date 1,692 14,886
Next Steps
• Implement logging of consultation/collaboration services • Pilot of new Matrix of Services tab during October - December and roll out to all schools soon after • Define and develop necessary standard reports for administrators/district staff • Roll-out Advanced Reporting system • RTI/ED Plan
IEP
Completed development of additional documents Notice of Proposal/Refusal/FAPE Reevaluation Team Document Manifestation Determination Interim IEP IEP at-a-glance Progress Report Restraint/Seclusion Completed development of FAPE and Reevaluation tabs to complete Eligibility Process Developed IEP and Matrix of Services integration Completed final walk-through of IEP process and document for sign-off
504 and Gifted
Rolled-out and trained staff on 504 Process Received sign-off on the 504 Process and documents Rolled-out EP Process and EP Progress Reports Completed final walk-through of EP Process and documents for sign-off
Alignment of Support
• SPED EMS School Facilitator per school site, assigned by the school principal • Tier 1 support for teachers – Teachers will contact School Facilitator via email when experiencing difficulties utilizing the SPED EMS application.
– Difficulties/problems will fall into two categories: compliance and/or technical.
• Any compliance problems will be routed by the School Facilitator to the District office or SPED-EMS Message Board.
• Message Board staffed by MDCPS and PCG • Staff is kept abreast of changes in the system through the SPED-EMS Updates in the Main Menu of the application.
Training
• Training has been scheduled through FDLRS – Writing compliant IEPs and Matrix of Services using SPED-EMS: Elementary; – Writing compliant IEPs and Matrix of Services using SPED-EMS: Secondary; – Writing PLEP & Goals using SPED-EMS: Elementary; – Writing PLEP & Goals using SPED-EMS: Secondary; – Writing compliant EPs using SPED-EMS: Gifted • Training is also taking place at various schools by the staffing specialists, program specialists and district ESE staff. • Workshops will be offered to provide new users with a refresher on how to navigate the system. • Training will also be provided to SPED Clerks and registrars who assist in the completion of SPED documents.
Professional Development Schedule
• Writing Compliant IEP/Matrix 11/15/10 (2 days) FDLRS-NORTH • • Writing Compliant IEP/Matrix 11/18/10 (2 days) FDLRS-SOUTH • • Writing PLEP & Goals 12/02/10 FDLRS-NORTH
SPED-Electronic Management System (EMS) Implementation
• M-DCPS has transitioned from the WISE to a new automated system, SPED-EMS. • All IEPs, EPs, Notification of Meetings and 504 documents must be developed using SPED EMS. • No documents can be completed in WISE or Forms Management.
SPED-Electronic Management System (EMS) Implementation
• Access to the WISE system has been eliminated. Records from WISE have been uploaded to EMS. •
Enter data in ISIS until further notice
.
• SPED Clerks will be provided access to the IEP EMS application
HQ -Scheduling Methods/Service Delivery Models for Students with Disabilities
To Review
Highly Qualified • Has been required since July 1, 2006, for Florida K-12 teachers of core academic subjects • ESE teachers for grades K-6 must meet HQT requirements for elementary education • ESE teachers for grades 7-12 must meet HQT for core academic subject, unless level of instruction is at the elementary (K-6) 18 level, then HQT in elementary applies
To Review – Core Academic Subjects Include
English Civics and Government (political science) Reading or Language Arts Economics Math Science Foreign Language The Arts (art, music, drama) History Geography 19
To Review
• Level of instruction is based on level of instruction of the content being taught • Level of instruction is
not based
on the reading or math level of the student 20
#1 – Basic Education Course
Scheduling Method/Delivery Model Certification HQT
Basic education teacher is providing instruction ESE teacher is providing consultation in accordance with student’s IEP
YES
- In accordance with basic education course number
YES
– in any ESE area [
refer to note for exception – students with sensory impairments
]
Yes
- for basic core academic subjects
Not required
21
#1 – Basic Education Course
Additional Information If consultation is being provided to address the student’s sensory impairment, ESE teacher must have appropriate certification for that disability Consultation services may be provided via face-to-face or via conference call or virtual technologies
EXCEPTION
– if consultation is claimed on the Matrix of Service document, must be face-to-face 22
#2 – Basic Education Course
Scheduling Method Certification HQT
Two teachers providing instruction via co teaching; both are responsible for planning, delivering, and evaluating instruction for
all students
for entire class period
Yes
– both teachers in accordance with basic education course number If one co-teacher is also providing specially designed instruction in accordance with IEP, must meet ESE certification requirements.
Yes
– both teachers must meet HQT for basic core academic subject taught 23
#3 – Basic Education Course
Scheduling Method Certification
Basic education teacher is teaching basic ed course content
Yes
– in accordance with basic education course number ESE teacher is providing “in-class one on one” [AKA “support facilitation” or “inclusion teaching”]
YES
– for any ESE area
[refer to note for exception- students with sensory impairments]
HQT YES
– for basic core academic subject taught
Not required
24
#4 – Basic Education Course
Scheduling Method
One teacher serves as both the basic education teacher and the ESE teacher providing the specially designed instruction on IEP
Certification Yes
- In accordance with basic education course number
AND
ESE certification
HQT Yes
- for basic core academic subject taught 25
#4 – Basic Education Course
Additional Information • At the IEP meeting, teacher may sign as the general education teacher and the special education teacher of the student • All participant requirements for IEP meeting apply 26
#5 – Basic Ed and ESE Courses
Scheduling Method Certification HQT
Basic education teacher is providing instruction for both the basic and ESE courses
Yes
– in accordance with basic education course number ESE teacher provides services via “in class one-on one”
Yes -
taught for basic core academic subject Teacher not out-of -field for the ESE course number
Yes
– in any ESE area [
refer to note for exception – students with sensory impairments
]
Not required
27
#6 – Basic Ed and ESE Courses
Scheduling Method Certification HQT
One teacher serves as both the basic education teacher and the ESE teacher
Yes
in accordance with the basic education course number
AND Yes
– for basic core academic subject taught
Yes
in accordance with the applicable ESE course number
Level of instruction
, not grade level of the student, determines HQT requirements 28
#7 – ESE Course
Scheduling Method Certification HQT
ESE teacher providing instruction
Yes
– in accordance with applicable ESE course number
Yes
for basic core academic subject
Level of instruction
, not grade level of the student, determines HQT requirements 29
THE
LEA
LOCAL EDUCATION AGENCY (LEA) ROLES AND RESPONSIBILITIES
• Responsible for making decisions on behalf of the school • Ensures that the IEP meets compliance with State and Federal regulations • Knowledgeable as it relates to resources available within the school / school district • Ensures that the program and services specified on the IEP will be provided within timeframes delineated
Who’s Your LEA ?
• Avoid the audit bug bite.
• Designate the appropriate person(s) responsible for this important role at your school in accordance with guidelines.
• Ensure that they attend all appropriate professional development offered throughout the year.
• Monitor what they do.
• Remember who is ultimately responsible.
THE SCHOOL ASSIGNED LEA
Conduct and annual / interim IEP meeting Complete the Matrix of Services Form following the annual / interim IEP meeting Finalize Matrix on SPED EMS Know and understand
The Exceptional Student Education Policies and Procedures Manual
(SP&P) Procedural Safeguards Parental Revocation Transfer of Rights Medicaid IEP Discipline/ Manifestation Determination District / State Assessment McKay Scholarships
EXCEPTIONAL STUDENT EDUCATION (ESE) POLICIES AND PROCEDURES (SP&P) DOCUMENT SCHOOL DISTRICT POLICIES AND PROCEDURES
• Any district-produced policy and procedures documents that meet the following criteria have been submitted to the Florida Department of Education with the SP&P.
• Supplement the information contained in the district's SP&P • Address school district exceptional student education procedures or policies • Are adopted by the school board as school district policy The
SP&P
contains the districts policies and procedures and is adopted by the School Board
LEA IMPLEMENTATION GUIDE
GUIDELINES FOR: • Role and Responsibilities of an LEA when Conducting IEP Meetings • Completing Informed Notice of Proposal or Refusal to Change Evaluation, Identification, Educational Placement or Free Appropriate Public Education (FAPE) • Revocation of Consent for Special Education Services • Self-Assessment of Student Record Folder
FLDOE SELF-ASSESSMENT PROCESSES AND PROCEDURES
• • • Beginning with 2007-2008, the FLDOE revised the SPED program monitoring process to be conducted annually as a self-assessment.
Self-Assessment
– process whereby a district undertakes the review of critical components of the ESE programs
Findings of Noncompliance
- Written notice that a regulation has been violated and a description of the quantitative or qualitative data supporting the decision
FLDOE SELF-ASSESSMENT PROCESSES AND PROCEDURES
•
Timely Correction
– Verification that correction has occurred within the timeline of 60 days •
Individual Student Correction
Correction possible - Reconvene the IEP Team Not correctable – address to ensure future compliance •
Systemic Correction
Noncompliance that is evident in > 25 percent of records A Corrective Action Plan (CAP) is a problem solving process and requires submission of evidence of correction within one year
1.
FLDOE On-site Monitoring Follow up Corrective Action As required by the 2009-2010 FLDOE On-site Monitoring Audit for Special Education, corrective action in the form of technical assistance,
administrators
must for be provided areas of to the
targeted
non-compliance suspension and manifestation determination requirements.
school
addressing Compliance team representatives from the Division of Special Education will follow up with the administrator in charge of Special Education and the LEA/Program Specialist at the schools to provide technical assistance in these areas requiring corrective action.
2.
Any questions or concerns, please contact Ms. Edna Waxman, Instructional Supervisor, Special Education Compliance, at 305 995-2766 or via email at [email protected]
, or the Division of Special Education at 305-995-2027.
2009-2010 Corrective Action Plan - Miami-Dade On-site Monitoring SPP Indicator 4 Corrective Action : Within 10 school days of any decision to change the placement of a student with a disability because of a violation of a code of student conduct, the district conducted a manifestation determination. Actions Taken:
• • • • • •
Summer Institute: Special Education Compliance Professional Development for Administrators compiled 6/29/2010 - 7/8/2010 The district conducted six separate full-day professional development sessions for administrators on June 29,30,July 1, 6, 7 and 8 emphasizing the areas of non-compliance findings by the FLDOE. 244 school-based administrators completed the trainings. Revised Briefing ID #: 6667 to All PRINCIPALS/AP'S: Procedures for Discipline of Students with Disabilities for Dissemination Conducted a refresher training for Program Specialists and Staffing Specialists on new electronic IEP system. 8/19/2010 - 9/10/2010 Conducted two separate full-day professional development sessions for Program Specialists and Staffing Specialists on August 26th and 27th emphasizing the areas of non-compliance findings by the FLDOE. 79 specialists completed the trainings. Developed new form "Special Education and Related Services Required for Students with Disabilities Suspended over 10 Days in a School Year"
Additional Information
Administrators should review and monitor Special Education (SPED) Suspension Reports, Product Report #T32007503; Administrative Referrals to Alternative Suspension Report, Product #0503P3101; and the Quarterly COGNOS Suspension Report.
Review and share with SPED staff the two forms attached to Weekly Briefing #8729:
Corrective Action for Indoor Suspension
Corrective Action for Outdoor Suspension
FLDOE has revised the Notice for Procedural Safeguards for Parents of Students with Disabilities which is posted on the SPED website:
http://ese.dadeschools.net
How Are We Doing?
The District’s 2010 LEA Profile and Determination
What Are LEA Determinations?
• The Individuals with Disabilities Education Act of 2004 (IDEA 2004), Section 616 requires each State to make determinations on the performance of each local district.
• The U.S. Department of Education through the Office of Special Education Programs (OSEP) is also required to engage in making a Determination for every State and U.S. Territory.
• Determinations are a way of designating the status of each LEA program in relation to one of the four following categories: 1. Meets Requirements
2. Needs Assistance
3. Needs Intervention 4. Needs Substantial Intervention 44
LEA PROFILE
A Systematic Tool for Use In Planning for Systematic Improvement in Special Education Programs
• The District’s Special Education Report Card • Aligned with the State Performance Plan Indicators • Establishes Benchmarks and Targets for each indicator • Required for Federal Reporting in accordance with IDEA.
• Student Data is Reported at Designated Survey Periods • Failure to Meet the Designated Targets Results in a Designation of “N” • Profile Indicator Designations lead to District LEA Determinations
2010 LEA PROFILE
SECTION FIVE: SELECTED STATE PERFORMANCE PLAN INDICATORS
The following table includes selected state performance plan indicators, the state targets for 2008-09 for these indicators, district data, and whether or not the district met the target. State targets are presented in
bold
. Because rounding is not used in determining if targets have been met, LEA data contain as many decimal places as needed to determine if the target has been reached. If, for example, 3.9% of students with disabilities in a given district drop out of school, the district will not be considered as having met the target of 4.0%. For indicators 4, 9, and 10, an “N” in the Target Met column means that a district’s data contributed to Florida not making the state target.
1 2 3 4 5 8 9 10 11 12 15 20
Indicator 2008-09 State-Level Target
Graduation rate Dropout rate Participation and performance of children with disabilities on statewide assessments The percentage of students graduating with a standard diploma in 2007-08 will increase to 40.3%. The dropout rate for students with disabilities in 2007-08 will decrease to 4.0%. 97% of students with disabilities in grades three through ten will participate in statewide assessment for reading. 97% of students with disabilities in grades three through ten will participate in statewide assessment for math.
43%
of students with disabilities in grades three through ten will demonstrate proficiency in reading.
45%
of students with disabilities in grades three through ten will demonstrate proficiency in math. Rates of suspension and expulsion FAPE in the LRE, children ages 6-21 The percent of districts with a significant discrepancy in 2007-08 (a risk ratio of 3.0 or higher) will decrease to
7.5%
. Increase the percentage of students with IEPs age 6 to 21 years removed from regular class placement for less than 21% of the day to 58.8%. Decrease the percentage of student with IEPs age 6-21 years removed from regular class placement for greater than 60% of the day to 21.3%. Decrease the percentage of students with IEPs age 6 to 21 years served in public or private separate schools, residential placements, or homebound or hospital placements to 2.6%. 47% of parents with a preschool child receiving special education services report that schools facilitate parent involvement as a means of improving services and results for children with disabilities. Parent involvement Disproportionality in Special Education Disproportionality in Specific Disability Categories Evaluation within 60 Days Part C children eligible for Part B who have IEPs developed and implemented by their third birthday 38% of parents with a child in K-12 receiving special education services report that schools facilitate parent involvement as a means of improving services and results for children with disabilities. In 0% of districts with disproportionate representation of racial and ethnic groups in special education and related services, the disproportionality can be attributed to inappropriate identification. In 0% of districts with disproportionate representation of racial and ethnic groups in special education and related services, the disproportionality can be attributed to inappropriate identification. 100% of students referred, with parental consent, for evaluation are evaluated within 60 school days of which the student is in attendance. 100% of children served and referred by part C prior to age 3, who are found eligible for Part B, have an IEP developed and implemented by their third birthday. Correction of noncompliance 100% of noncompliance identified through the general supervision system will be corrected no later than one year from identification. Timely and accurately reported data* 100% of state reported data (618 and State Performance Plan and Annual Performance Report) are timely and accurate.
LEA Data
41.70% 7.49% 97.9% 97.8% 30.7% 34.9% 4.26
51.12% 21.67% 2.48% 50.5% 32.5% 0.0% 0.0% 86.0% 100.0% 100.0% 75.0%
Target Met
Y N Y Y N N N N N Y Y N Y Y N Y Y N *Indicator 20 is calculated based on timely submission of data for Indicators 11 and 12, accuracy of data submitted for indicator 5, and timely correction of noncompliance for indicator 15.
LEA Profile Indicator 3, 4, 5 Cluster
The Trinity of Achievement for SWD Statewide Assessments Suspension and Expulsions LRE The Tree of Influence
•
What is the 3/4/5 Cluster?
•
Why are these indicators clustered?
•
How do these influence the achievement of SWD?
Best Practices for Indicator 3
Participation and Performance of Students with Disabilities on Statewide Assessments
• • • • • • Ensure
students with mild disabilities are included in general ed classrooms
and are remediated with general education peers. Ensure that
all SWD participate in the appropriate Assessments
Ensure
Florida Comprehensive Assessment Test (FCAT)
is being taken by students with mild disabilities Develop and use data system that tracks students by disability who are taking
FCAT
/
Florida Alternate Assessment FLAA
(
make extra sure SLD are not taking FLAA
).
If subgroup SWD is not making w/AYP
, make sure classes/schedules match; monitor to ensure progress.
Monitor
IEPs, student schedules for “match”
and also monitor for LRE compliance.
Continued
-
Best Practices for Indicator 3
Participation and Performance of Students with Disabilities on Statewide Assessments
• •
Analyze FCAT and reports
on progress/proficiency.
• Compare/contrast subgroups, grade levels, for SWD • Ensure that school leadership teams are
monitoring data
and using it wisely
to drive decisions
• Try something different if it is not working for individual or groups of SWD in the learning communities) • Train staff to making appropriate decisions when developing
IEPs
and properly
align to
the
students’ curriculum/instructional pathway, course schedule
with the appropriate
SSS standards
and
statewide assessment
• Make sure
teachers of SWDs
who met exemption criteria are trained for the administration of the
FLAA Disseminate Accommodations:
Disabilities, Next Generation Sunshine State Standards and Resources Services for Students with
Best Practices for Indicator 5 FAPE IN the LRE, Students Ages 6-21
• • • Analyze your schools LRE Data with a focus on Inclusion (e.g. Adequate yearly progress (AYP), student growth • Expand the implementation of more inclusive practices • Always consider general education first • Provide for a continuum of services • Ensure teachers are implementing Differentiated Instruction, Inclusive Practices, Accommodations, Flexible Scheduling, Collaborative Practices, Problem Solving and Response to Intervention • Maximize efficiencies of instructional resources through scheduling • Use SPED teachers to both provide resource (pull out) or (push in) instructional support such in class support, support facilitation and provide direct instruction to SWD in regular Ed classroom Participate in training and support provided through the Florida Inclusion Network to increase the school’s capacity Implement co-teaching when appropriate
Best Practices for Indicator 4
Rates of Suspensions of Students with Disabilities
• Review the Code of Student Conduct and Procedures or Maintaining a Safe Learning Environment and make sure there is a universal understanding of it at School, Region and District.
• Clearly Define the terms, “What is disruptive?” • Strive for implementing policies with consistency throughout School, Region and District • Analyze existing sources of behavioral data • Conduct Functional Assessments of Behavior and Develop Behavior Intervention Plans for all Students • Review Suspension Reports for SWD • Monitor reports and use the problem solving approach to implement strategies to provide alternatives to suspension • Implement PBS (district wide/school wide)
Best Practices for Indicator 5
FAPE IN the LRE, Students Ages 6-21
• • • • Analyze your schools LRE Data with a focus on Inclusion (e.g. Adequate yearly progress (AYP), student growth • Expand the implementation of more inclusive practices • Always consider general education first • Provide for a continuum of services • Ensure teachers are implementing Differentiated Instruction, Inclusive Practices, Accommodations, Flexible Scheduling, Collaborative Practices, problem Solving and Response to Intervention • Maximize efficiencies of instructional resources through scheduling Use SPED teachers to both provide resource (pull out) or (push in) instructional support such in class support, support facilitation and provide direct instruction to SWD in regular Ed classroom Participate in training and support provided through the Florida Inclusion Network to increase the school’s capacity Implement co-teaching when appropriate
Focus on the Least Restrictive Environment
Continuum of Service Delivery Models Service Delivery Model determined at individual IEP meetings—based on student need SPED teachers used effectively to comply with IEPs Collaborative teachers understanding their roles Consultation occurring where indicated by IEP Expanding Inclusive Practices
Service Delivery Models will be based on these Essential
Questions
:
• • • • •
What supports will students need?
When will they need them?
Where will supports be needed?
Who will provide supports?
How can we effectively meet the needs of all the students?
#1 TEAM APPROACH
•
INCLUDE
ALL
–
KEY PERSONNEL
PRINCIPAL, AP, APC, COUNSELORS, GENERAL ED DEPT CHAIRS, SPED PROGRAM SPECIALIST, REGISTRAR, CURRICULUM, SUPPORT PERSONNEL
•
IN-DEPTH UNDERSTANDING OF INCLUSIONARY PRACTICES
#2 MODELS OF SUPPORT
• • •
How are the inclusion models determined?
What are the roles of the teachers?
What type of students get “included”?
•
#
3 PREPARE SCHOOL PERSONNEL
OPTIONS FOR PREPARING STAFF:
–
ADMINISTRATIVE AND FACULTY AWARENESS
•
FACULTY OVERVIEW
• •
STUDY GROUPS TEACHERS’ INPUT
–
COLLABORATIVE TEACHING
•
PROFESSIONAL DEVELOPMENT
• •
TRAIN THE TRAINERS AT SCHOOL SITE EMPOWER / SUPPORT TEACHERS
#4 IMPLEMENTATION
•
STRUCTURE FOR FOLLOW-UP
•
ONGOING PARTNERSHIPS
–
Is there time allotted at faculty meetings?
– –
Is inclusion addressed at all? Is it a special education issue?
Offer Inclusive Practices “Tune-Ups”
#5 CONTINUOUS MONITORING
•
Regularly scheduled follow-up centered around student issues
•
Opportunities for collaboration between general education and SPED partners
Inclusion is a better use of resources…
Remember that Inclusion is all about SCHEDULING
LRE
– Where Are We? Where Do We Need to Go?
•
The District’s 2010 LEA Profile LRE Inclusion Data for % of students served 80% or more of their time with non disabled peers is 51%
•
The State’s Average is 67%
The district LRE goal is
60.8% for 2010-11
• What that means for
elementary
schools: –
70%-90%
• What that means for
middle
schools: –
70%-90%
• What that means for
high
schools: –
60%-80% What’s your school’s inclusion percentage?
Pay Attention to SWD Subgroups Achievement Data
Florida Assessment for Instruction in Reading (FAIR) Interim Assessments FCAT SAT-10 Criterion Referenced Tests Florida Alternate Assessment
STATE ASSESSMENT
• FCAT
– Must be given to all SPED students grades 3 to 10 that do not meet exemption criteria
• Florida Alternate Assessment
– Must be given to all SPED students grades 3 to 10 that are exempt from the FCAT
• Sunshine State Standards with Access Points
– For students on a modified curriculum
How can I increase student achievement for
SWDs
at my school?
Implement Inclusive Practices
• Work with your school staff through the IEP process to identify more SWDs that could be served and scheduled in general education settings with supports.
• Research and Data Supports that SWDs spending 80% or more of their time with non disabled peers out perform on state assessments those SWDs served in more restrictive educational learning environments
Miami-Dade County -Results of the review of 2009 and 2010 FCAT Learning Gains in Reading for ESE students in different Least Restrictive Educational Environment
The results of both reading gains (for two years 2009 and 2010) and the average Developmental Scale Scores indicate that students in the 80-100% inclusion settings are scoring higher.
Other District Actions: LEA Profile Indicators 3, 4 and 5 Clusters: Inclusion and Achievement
• Realigned SLD/Inclusion Team to feeder patterns • Collaborative efforts with region • Collection of school FAIR and inclusion data to determine school’s needing assistance in feeder patterns • Purchased research-based supplemental materials that address achievement needs • Provide professional development and monitoring of the implementation of those materials with students with disabilities • Provide region specific professional development (e.g., differentiate instruction; collaborative teaching/planning) • Monitoring of achievement and inclusion data • Disseminate information related to achievement and inclusion to SLD/VE teachers through monthly LD Blast • Aligned SLD/Inclusion website to achievement and inclusion http://sldinclusion.dadeschools.net/
LEA Profile Indicators 3, 4 and 5 Clusters:
Indicator 4: Miami-Dade County Suspension Rates for Students with Disabilities
Risk Ratio
2005-06: 4.40
4.4
4.2
2006-07: 4.37
4
2007-08: 4.26
3.8
3.6
3.4
3.2
2005-06 2006-07 2007-08 2008-09
2008-09: 3.70
Based on data from the Florida Department of Education (FDOE)
Possible Strategies before deciding to give Outdoor Suspension to a Student with Disabilities • Strengthen the use of SCSI programs within schools • Utilize Alternative to Suspension Program • Limiting outdoor suspensions to fewer than ten days for minor infraction • Review and revise, if needed Behavioral Intervention Plan (BIP) and Positive Behavioral Supports and Interventions
Possible Strategies before deciding to give Outdoor Suspension to a Student with Disabilities • Strengthen the use of SCSI programs within schools • Utilize Alternative to Suspension Program • Limiting outdoor suspensions to fewer than ten days for minor infraction • Review and revise, if needed Behavioral Intervention Plan (BIP) and Positive Behavioral Supports and Interventions
DOMAIN RATING AND FEFP LINE NUMBER
• 251-253 – 111 (Grades preK-3, with ESE Services) – 112 (Grades 4-8, with ESE Services) – 113 (Grades 9-12, with ESE Services) • 254 (Support Level 4) • 255 (Support Level 5)
KEY COMPLIANCE REQUIREMENTS
ISIS Matrix
Cumulative Record Folder
IEP
1. Are roles clearly defined?
2. Who conducts and/or monitors the “Records Review” process at your school? FM 7069.pdf
3. Who else monitors ISIS data, EMS, IEPs, and Matrixes? 4. How do you know you received all the records you needed? 5. Who monitors the students’ attendance & suspensions? 6. Does the Master Schedule meet the SPED students’ needs?
7. What is the role of the LEA ?
Elementary Scheduling
• Students With Disabilities placed in general education receive the general education course number for that course/period • The general education teacher is the teacher of record and NOT the special education teacher.
• For students with disabilities receiving in-class support (co-teaching or support facilitation) by a SPED teacher within classroom, the suffix
“IN”
a general education must be added to the general education course number.
• The students schedule in ISIS PF1 must reflect the IEP
Secondary Scheduling
• General Education Setting – Consultative Facilitation subject/period) (external (in-class support) support for and
part
Support of a • must receive the general education course number for that course/period with the general education teacher of record – Co-teaching (in-class support for a
full
subject/period) • must receive the general education course number for that course/period with the general education teacher of record • SPED teacher can be indicated as the second teacher • Indicate co-teacher in ISIS PF9 (
refer to Weekly Briefing #3532
) • Course hours will
not
be in ISIS PF4
Secondary Scheduling
• Special Education Setting (separate class) – Students are enrolled in a general education course • General education course code hard-coded FTE Line 200 • SPED teacher is the teacher of record – Students are enrolled in a special education course • Special education course codes are used (7700, 7800, 7900) • SPED teacher is the teacher of record • Course hours
will
be in ISIS PF4
Consultation/Collaboration
• Enter “Y” in ISIS PF17 when SPED services are delivered in the general education setting for one or more classes – In accordance with the IEP – If student is in the general education setting all day, “fully included”, the IEP must have consultation/collaboration documented and a “Y” entered in the ISIS PF17 screen.
• Not applicable for student with “speech impaired” only
• • • • • • •
Matrix of Services Form
The Matrix domain rating must be updated in ISIS PF17 to reflect the current Matrix in the cumulative folder The Matrix must not be more than 3 years old The Matrix must be reviewed (initial/complete date) with each interim and/or annual IEP meeting and list all the services on the IEP If changes are made to the IEP a new Matrix must be written rather than reviewed Special consideration points must be reviewed Carefully monitor students funded at a
254-255
factor in your school cost Review IEP and Matrix form for students returning from the Homebound/Hospital Instructional Program
SPED RECORDS
• Cumulative Record Folder is available and organized • SPED forms for initial placement are available including: SST/RTI, consent for evaluation, psychological evaluation, notice of meeting, program eligibility, consent for placement, IEP, and Matrix of Services are available SPED forms for all subsequent evaluations IEPs, and Matrix forms are available
SPED / IEP RECORDS
• Current IEP with status reporting completed on goals quarterly • The IEP is signed by at least 3 different M-DCPS employees The LEA must participate and sign all IEPs The LEA insures the IEP is properly developed, implemented, and reported in ISIS • The student is invited to IEP meetings beginning at age 14 • Current Matrix of Services form completed for each annual or interim IEP meeting
Matrix of Services
1. Do you know your students matrix levels?
2. Are you aware of the financial impact of the matrixes? 3. What procedure do you have in place to ensure you accurately capture the services you provide? 4. What is the role of the Administrative Team in monitoring?
Common Matrix Errors
1.
2.
3.
4.
5.
6.
7.
The Matrix domain rating is not properly updated in ISIS PF17 The Matrix is more than 3 years old Matrix is not prepared or missing The Matrix is not properly documented (dates) with each interim and annual review The Matrixes are too low or too high and do not match the services on the IEP Changes are made to the Matrix instead of a new one being written Special consideration points not included
To avoid areas of VERY COSTLY non-compliance:
• Be aware of every student funded at a
254-255
cost factor in your school & – Verify the Matrix is correctly calculated based on the current IEP – Verify the domain rating is correct in ISIS • Address students returning from Hospital Homebound Instructional to verify domain rating of 255 has been deleted or updated Control-D reports, PARIS, File Download Manager, and COGNOS are helpful resources
To avoid areas of VERY COSTLY non-compliance:
• All SPED teachers/LEA must have Matrix of Services training • All SPED teachers/LEA must utilize the Matrix Handbook for completion of form • All SPED teachers/LEA must maintain the corresponding documentation
GENERAL RESOURCES
M-DCPS ESE Policies and Procedures (SP&P) 2009-2010 through 2011 2012
http://ehandbooks.dadeschools.net/policies/149.pdf
M-DCPS LEA Guide
http://ehandbooks.dadeschools.net/policies/17.pdf
FLDOE
https://www.fldoe.org/
FLDOE Technical Assistance Papers
http://www.fldoe.org/ese/tap home.asp
sp Special Ed Connection
www.specialedconnection.com/
Username: mdcps Password: kids Exceptional Student Education Compliance Self-Assessment: Process and Procedures Manual
http://www.fldoe.org/ese/mon-home.asp
Florida standards
www.flstandards.org
http://www.fldoe.org/ese/mon-home.asp www.flstandards.org
SPED Website http://ese.dadeschools.net
Briefings
Who’s Who in SPED?
Do you have a question about ESE?
Contact us and get the answers.
Ms. Ava Goldman, Administrative Director Office of Special Education and Educational Services 305-995-2037 Mr. Will Gordillo, District Director Division of Special Education 305-995-2027 Ms. Sonja Clay, Executive Director
Programs
305-995-7243 For more information visit us on the web: http://ese.dadeschools.net http://psy.dadeschools.net
Allocations, Section 504, ESY, & McKay Scholarships
Ms. Mary Paz
Instructional Supervisor 305-995-1816 Autism Spectrum Disorder, Speech & Language, & Dual Sensory Impaired
Dr. Ann Marie Sasseville
Instructional Supervisor 305-995-2121 Bilingual /ESOL SPED Program, Program for Visually Impaired, Learning Disabilities & IDEA Private School Obligations
Ms. Rosalia Gallo
Instructional Supervisor 305-274-8889 Compliance
Ms. Edna Waxman
Instructional Supervisor 305-995-7419 Florida Diagnostic and Learning Resources System-South (FDLRS-S), Deaf Hard of Hearing & Audiological Services
Ms. Delsey Yancoskie
Instructional Supervisor 305-274-3501 Florida Diagnostic and Learning Resources system- (FDLRS-N) North Satellite
Ms. Keisha Robinson
Instructional Supervisor 305-754-4081 IDEA Budget Specialist
Ms. Esther Calvo-Chebbi
Budget Supervisor 305-995-2759 IDEA Private Schools Obligations
Ms. Claudia Leary
Curriculum Support Specialist 305-274-8889 Inclusion
Ms. Deidre M. Phillips
FIN Facilitator 305-754-4081 Intellectual Disabilities, Physical Impairment & Transition Services
Ms. Jill Brookner
Instructional Supervisor 305-995-2168 Occupational Therapy (OT), Physical Therapy (PT), SPED Transportation Liaison & Assistive Technology
Ms. Guirla Dodard
Instructional Supervisor 305-274-3501
Ms. Lou Schmitt
Instructional Supervisor 305-274-3501 Project Victory
Mr. Nicholas Chang
Curriculum Support Specialist 305-995-2719
Region I Ms. Alfredia D. Robinson
Instructional Supervisor 305-687-6565 ext: 2147
Region II Ms. Kathryn Cadieux
Instructional Supervisor 305-523-0901ext: 0928
Region III Ms. Arlene Exelbert
Instructional Supervisor 305-883-0447
Region IV Ms. Kathy Maguire
Instructional Supervisor 305-275-3710
Region V Ms. Helene Chait
Instructional Supervisor 305-258-7100 ext: 2275
Region VI
Education Transformation Office (ETO)
Viviana Arias, Instructional Supervisor
305-995-3091
Dr. Sue Buslinger-Clifford
Instructional Supervisor 305-995-1735
Ms. Robin J. Morrison
Instructional Supervisor 305-995-1806
Ms. Suzanne Milano-Berrios
Director 305 995-7315 Multiagency Network (SEDNET)
Ms. Dianne Halfaker
Curriculum Support Specialist 305-598-2436
Ms. Terry Reyes-Gavilan
Supervisor 305-995-2798 Merrick Ed. Center
Ms. Deborah Wehking
Principal 305-445-5188 Robert Renick Ed. Center
Ms. Paulette Covin-Fredrik
Principal 305-624-1171 Neva King Cooper Ed. Center
Dr. Alberto T. Fernandez
Principal 305-247-4307 Ruth Owens Krusé Ed. Center
Dr. Angel L. Rodriguez
Principal 305-270-8699 Instructional Systemwide/ SPED Outreach
Ms. Sonja Clay
Executive Director 305-995-7243
Dr. Terrence Vaccaro
Executive Director 305-995-7015