Transcript Shared Path to Success Team Meeting

Shared Path to Success
Team Kick-Off Meeting
Network 603
The Special Education Kaleidoscope
Team
October 16, 2014
Deana Blake
Safety Administrator
Sirmati Persaud
Administrator of Special Education
Christa Tilson
Administrator of Special Education
Janet Vasquez
Special Education Achievement Coach
Norms
• Be present
• Honor time
• Establish a
community of
professionals
• Employ a learning
stance:
• Active listening
• Acceptance
• Be respectful
The Major Points of the Reform
Special education is a SERVICE not a place!
• Keeping students in their neighborhood,
zoned schools
• Keeping students in Least Restrictive
Environment
• Offering the full Continuum of Services
The Continuum
------Non-SPECIAL EDUCATION
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Strategies to maintain students in general education and to support achievement of standards
Educationally Related Support Services, Reading Intervention/Remedial Instruction and Behavioral
Support/Social Skills Program
Declassification Support Services
----Referral for Special Education
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General Education with Related Services
General Education with Special Education Teacher Support Services
Collaborative Team Teaching
-----Special Class Services
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General Education part time & Special class support part time in a community school
Special class full time in Community school
Special class full time in specialized schools
State supported/operated schools and SED approved non public schools
Home/ hospital/Instruction (temporary) Kaleidoscope
Seeks to align the work of the special education reform
initiatives to the Citywide Instructional Expectations, with
the goal of ensuring that all students graduate and are
college and career ready by focusing of four key strands:
1.
2.
3.
4.
ACCESS -access to community schools, LRE, common
core-aligned curriculum effective instruction
QUALITY IEPs- getting to know students well,
strengthening school based IEP process, developing
common core-aligned IEPs, appropriate services,
POSITIVE BEHAVIORAL SUPPORTS -implementing
systems of support that foster positive school culture
TRANSITION PLANNING – ensuring students are on track
to receive the highest diploma option possible, coordinated
set of activities that will promote successful movement from
school to post secondary life
What’s Up With All These
Teams?
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Child Study Team
I.E.P. Team
Content Level Team
Inquiry Team
Transition Team
RTI Team
Behavior Team
Grade Level Team
SIT Mission Statement
• The SIT is the structure to facilitate
the strategic planning and guidance
necessary to ensure that your school
community appropriately and
adequately serves all students.
• The SIT will align services and
needs for each individual student with
a disability.
SIT Vision
• To continue to implement the Shared Path to
Success
• Ensure access to appropriate rigorous
curriculum to prepare students with
disabilities for College & Career Readiness,
and independent living
• Transition planning will be authentically
implemented for all students with disabilities
in planning for post-secondary life
Goals for 2014-2015
• Ensure knowledge of the academic and personal behavior
readiness of each student with a disability and use this knowledge to
drive the creation of a high quality IEP that reflects rigorous
expectations for SWDs in a Common Core aligned curriculum.
• Review the Recommended Programs and Services of students
within the school to ensure appropriate access to the individual
student’s LRE, to the maximum extent possible (inclusive of flexible
and part time programming). To this end, SITs will focus on the
expansion of the continuum of services as necessary.
• Continue the development of school-based structures to ensure that
teachers and providers are professionally developed and adequately
supported to ensure academic and social success for each student
with a disability.
• Engage families and, as appropriate, students as stakeholders in
their education.
Getting Started
SIT Meetings
First Meeting
• Establish norms, roles, and goals
• Consider alignment to other
initiatives/teams
• Logistics- location and dates of meetings,
agendas
• Consider the use of protocols
Getting Started
SIT Meetings
Expectations
• Meet twice a month
• Developing and carrying out an appropriate and effective reform
implementation plan specific to your school community.
• Reviewing the IEPs of students to determine an alignment between
the needs of student s and recommendations of services.
• Expanding the current continuum of services the school offers in
order to create alignment between the needs of students and the
services specific to the school community.
• Studying the special education population of the school throughout
the year. This will include who the students are, progress monitoring
for each student.
• Create and implement a professional development plan for both GE
and SPED teachers
• Select a goal and work towards it
» Action plan: Developing a Quality IEP
Members & Roles
Administrator : School leadership should be the lead on this team, and be able to speak to the work as it relates to the special
education reform, citywide instructional expectations and identified CEP Goals. Communicate with ASEs and AC of Special
Education around critical areas of support for community stakeholders.
Special Education Liaison: Collaborate with school leadership to create SIT calendar of meetings and in-house PDs.
School point to the Grapevine Network. Plan SIT agendas and facilitate the meetings with school leadership.
Communicate school professional development needs with ASEs and AC of Special Education, as well as, any
challenges to successful flexible programming.
General Education Teacher: Collaborate with Special Education Liaison to develop focus areas of support
of General Education and Special Education collaboration to support SWDs. Report on the instructional
accommodations and modifications of SWDs in general education placements. What supports are needed for
teachers? What is working and what isn’t working to promote student achievement in these placements?
Parent Coordinator: Calendaring parent meetings with the PTA Representatives to support clear messaging of the
reform to parents. Collaborate with Special Education Liaison to support parents with SWDs.
Counselor/Social Worker/School Psychologist: Behavior interventions and support, including the use of FBAs/BIPs
to support students with frequent disciplinary incidents. Supporting school staff in addressing the emotional/social
needs of SWDs. Collaborate with Special Ed Liaison in support teachers in effective classroom management practices.
How are the students adjusting? What is working? What needs to change?
Network Support: The CFN Special Education Team will provide monthly check-in with the Special Education Liaison
and Administrator to support the work of the SIT.
IEP Development
Present Levels of Performance
The FOUNDATION of the IEP
Provides the informational basis for generating
goals, supports, and services that are specifically
designed to meet the student’s individual needs
and prepare him or her to meet post-secondary
goals.
4 Components of the
Present Level of Performance
Academic
Achievement,
Functional
Performance &
Learning
Characteristics
Management
Needs
Social
Development
Physical
Development
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Intellectual Functioning
Daily Living Skills
Adaptive Behavior
Academic
Achievement,
Functional
Performance,
and Learning
Characteristics
Rate of Progress
Learning Styles
Strengths,
Preferences, Interests
Impact of
Disability
Student Needs of
Concern to Parent
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Relationships with
Peers & Adults
Feelings
about Self
Social
Development
Adjustment to school
& community
Strengths
Impact of
disability
Parent & Student
Concerns
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Degree and quality of
motor and sensory
development
Health and Vitality
Physical
Development
Physical skills or
limitations related to
learning
Strengths
Parent & Student
Concerns
Impact of
disability
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Management
Needs
Nature and degree to
which the following are
required to enable the
student to benefit from
instruction:
Environmental
modifications
Human Resources
Material Resources
Note: Management needs must be developed in
accordance with the factors identified in other present
levels of performance areas.
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Transition Services for
School-Aged Students
Transition Services
Defined as:
A coordinated set of activities designed to
be within a results-oriented process, that
is focused on improving the academic
and functional achievement of the child
with a disability to facilitate the child’s
movement from school to post-school
activities…
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The IEP Shall Include…
• A statement of the transition service needs of the
student that focuses on the student’s courses of
study
• Needed activities to facilitate the student’s
movement from school to post-school activities…
• A statement of the responsibilities of the school
district, and, when applicable, participating
agencies for the provision of such services and
activities
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IEP Goals provide an
instructional roadmap!
“Would you tell me please, which way I
ought to go from here?......
That depends on where you want to get to!”
Lewis Carroll, Alice in Wonderland
Annual Goal
A statement that identifies what
knowledge, skills or behaviors a student
is expected to be able to demonstrate by
the end of the year
– Focus on knowledge, skills, behaviors
and strategies to address the student’s
needs as identified in the present level
of performance
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Measurable Post-Secondary Goals
• Based on the student’s expressed interests
and age-appropriate transition and vocational
assessments
• MPSGs are considered, along with the needs
identified in the PLOP, when determining annual
goals, services, and coordinated transition
activities
• Annual goals incrementally prepare the student
to achieve his/her post-secondary goals
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QUESTIONS AND ANSWERS
Is it clear??
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What’s Going on Your
“To Do” List?
• “I” time – reflect on the IEP development
process and procedures reviewed
• Note any specific “to do’s”
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Action Plan
All schools are being charged with
submitting an action plan that will
address their school’s efforts in
strengthening the development of a
Quality IEP.
DUE: October 31st
Action Plan
Dependent upon the school’s needs, consider the following as areas of
focus; please identify 2-3 goals:
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Provide training to all staff on quality IEP development, including, but not limited to
Least Restrictive Environment, alignment of Present Levels, Goals and
Recommendations
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Development of school CSE (IEP Team) on procedural safeguards and school-based
IEP systems and procedures
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Establish a school based process for reviewing IEPs
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Coach teachers on integration of CCLS in IEP goals, ensuring aligned lesson plans
and progress monitoring systems
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Support general education teachers on supporting SWDs in their appropriate Least
Restrictive Environment
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Create meaningful opportunities for parent engagement in the IEP process.