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Assistant Principal Induction Academy Seminar

Miami-Dade County Public Schools

Office of Special Education and Student Support

SENATE BILL 1108 Policies & Procedural Implications Forms

Edna Waxman, Instructional Supervisor ESE Compliance

[email protected] 305-995-2027

mailto:[email protected]

Office of Exceptional Student Education & Student Services

▪ Section 1002.20, Florida Statutes (FS), K-12 student & parent rights ▪ Section 1003.57,FS, Exceptional students instruction ▪ Section 1012.585, FS, Process for renewal of professional certificates ▪ Section, 1003.5715, FS, Parental Consent ▪ Section 1003.572, FS, Collaboration of public & private instructional

personnel ▪ Section 1008.212, FS, SWD, extraordinary exemption

School district personnel may not object to, discourage or attempt to discourage the attendance of an adult of a parent’s choice at any meeting with school district personnel. Actions that are prohibited include attempted or actual coercion or harassment of parents or students, or retaliation or threats of consequences to parents or students.

At the conclusion of a meeting, parents and school

district personnel in attendance must sign a form stating whether any school district personnel have prohibited, discouraged or attempted to discourage the parents from inviting a person of their choice to the meeting. A sample form has been developed to assist school districts (Appendix B).

Unless otherwise mutually agreed to by a charter school and sponsor, the

sponsor shall reimburse a charter school on a monthly basis for all invoices submitted by the charter school for federal funds available to the sponsor for the benefit of the charter school, the charter school’s students, and the charter school’s students as public school students in the district. This includes, but is not limited to, Title I, Title II and the Individuals with Disabilities Education Act (IDEA).

To receive a reimbursement, a charter school must submit the invoice at least 30 days before the monthly date of reimbursement set by the sponsor.

Such funds may not be made available to a charter school until a plan is submitted to the sponsor for approval of the use of funds in accordance with the applicable requirements.

The sponsor has 30 days to review and approve any plans submitted.

An ESE center, or special day school, is defined to mean a separate public

school to which nondisabled peers do not have access. Definitions are also included for regular, resource and separate class placements, and inclusion.

The law requires that once every three years, each school district and school

must complete a Best Practices in Inclusive Education (BPIE) assessment. The BPIE is an internal assessment process designed to facilitate the analysis, implementation and improvement of inclusive educational practices. The Florida Inclusion Network is required to assist districts in this process. The results of this process, including all planned short- and long-term improvement efforts, must be included in the school district’s ESE policies and procedures.

At each student’s initial IEP meeting, the school district must provide the

parent with information regarding the amount of funds that the school district receives from the state appropriation for each of the five ESE support levels for a full-time student.

This section requires, beginning July 1, 2014, that an applicant for renewal of a professional certificate must earn at least one college credit or equivalent inservice points in teaching students with disabilities.

An applicant must earn a minimum of six semester hours of college credits or the equivalent inservice points for certificate renewal, and this new requirement for credit in teaching students with disabilities may not increase the total renewal credit required.

This section permits the State Board of Education to adopt rules for implementation of this section.

The Florida Department of Education is required to adopt parental consent forms that school districts must use for the following actions included in a student’s IEP:

Administration of the alternate assessment in accordance with s. 1008.22,

F.S., and the provision of instruction in the state standards access points curriculum

Placement of a student in an ESE center

Appended to this memo (Appendix C and Appendix D) are the forms that the department has developed to meet this requirement. Districts are required to use these forms on an interim basis until such time as a rule is adopted.

School districts may not proceed with the actions described above without

parental consent unless the school district documents reasonable efforts to obtain the parent’s consent and the parent has failed to respond or the school district obtains approval through a due process hearing.

Private instruction personnel are defined to include: Individuals certified under s. 393.17, F.S., Behavioral programs; certification of behavioral analysts, or

licensed under Chapter 490 or 491, F.S., for applied behavior analysis services as defined in s. 617.6686 and 641.31098, F.S.

Speech-language pathologists licensed under s. 468.1185, F.S.

Occupational therapists licensed under Part III of Chapter 468, F.S.

Physical therapists licensed under Chapter 486, F.S. Psychologists licensed under Chapter 490, F.S. Clinical social workers licensed under Chapter 491, F.S

Collaboration of public and private instructional personnel is designed to enhance but not supplant the school district’s responsibilities under IDEA. Where applicable, public and private instructional personnel shall undertake collaborative programming. Coordination of services and plans is encouraged to avoid duplication of or conflicting services. Private instructional personnel who are hired or contracted by parents to collaborate with public instructional personnel must be permitted to observe, collaborate with personnel, and provide services to the student in the educational setting if the following requirements are met:

The student’s public instructional personnel and principal must consent to the time and place. The private instructional personnel must satisfy the requirements of s. 1012.32, F.S., or s. 1012.321, F.S.

The provision of private instructional personnel by a parent does not constitute a waiver of the right to a free appropriate public education under IDEA.

An IEP team may determine that specific circumstances or conditions prevent a student with a disability from physically demonstrating the mastery of skills that have been acquired and are measured by a statewide standardized assessment, to include an end-of-course assessment or an alternate assessment in accordance with s. 1008.22, F.S., and that an extraordinary exemption be granted from administration of the assessment.

A learning, emotional, behavioral or significant cognitive

disability or the receipt of services through the homebound or hospitalized program in accordance with Rule 6A-6.03020, Florida Administrative Code (F.A.C.), is not, in and of itself, adequate criteria for granting an extraordinary exemption.

FM #6881 – Parental Consent for Alternate Assessment and Access Point Curriculum (TAP - Appendix C)

FM #7054 – Parental Consent to Place a Student in an Exceptional Student Education Center (TAP – Appendix D)

FM #7513 - 1002.20F.S., Prohibiting School District Personnel from Discouraging Parents/Guardians from Inviting Another Person of their Choice to a Meeting Relating to Exceptional Student Education – (TAP- Appendix B)

DRAFT – FLDOE State Appropriation for Full-Time Student (2013-2014)

QUALITY IEP

Carmen Molinaris, District Staffing Specialist

[email protected] District Office (305) 995-2027


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A Quality IEP Is in compliance with all requirements of

federal, state, and district laws and regulations Reflects decisions based on active and

meaningful involvement of members of the IEP team Provides a clear understanding of ▪ Student educational needs and expected

outcomes ▪ Special education services and supports

Presenter

Presentation Notes

Today we are learning how to write a quality IEP. “What is a quality IEP?” A quality IEP is first and foremost in compliance with all requirements of federal, state, and district laws and regulations. We’ll be learning about many of these today. A quality IEP reflects decisions based on active and meaningful involvement of all members of the IEP team, including the parents, and when appropriate, the student. It provides a clear understanding of expected student learning outcomes and the special education services and supports that will be provided for the individual student. Note to Trainer: Identify any specific district policies and procedures regarding IEP development and implementation.

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Schools must provide each eligible student with a disability an individualized educational program that: Is designed to meet the unique educational

needs of the student Addresses academic performance and

functional needs Enables the student to be involved and

make progress in the general curriculum

Presenter

Presentation Notes

In keeping with the intent of the federal law, Individuals with Disabilities Education Act (IDEA, 2004), the state of Florida ensures that students with disabilities are involved and make progress in the general curriculum. This is accomplished through the provision of services and supports to meet the needs of the individual student. IDEA requires that students with disabilities who meet the criteria of one or more categories of disability specified in law and who are determined eligible for special education services must have an individual educational plan. Schools must provide each eligible student with a disability an appropriate educational program that: Is designed to meet the unique educational needs of the student. The program must be determined on an individual basis based on assessment of educational needs. Addresses academic achievement and functional performance needs. Academic needs relate to performance in areas, such as reading and mathematics. Functional performance needs relate to non-academic areas, such as social skills, communication, and activities of daily living. Enables the student to be involved and make progress in the general curriculum. These requirements have not changed.

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Step 3. Intervention Planning and Implementation What are we going to do

about it?

• Measurable Annual Goals • Special Education Services

and Supports

Step 4. Response to Instruction/Intervention Is it working?

• IEP Implementation, Review, and Revision

• Present Level of Academic Achievement and Functional Performance

MTSS IEP Step 1. Problem Identification

What’s the problem? Step 2. Problem Analysis

Why is it taking place?

Presenter

Presentation Notes

Look at Handout P-3: Using a Problem-Solving Process. After the IEP is completed, the team moves to Step 4 of the problem-solving process embedded in Florida’s multi-tiered system of supports. In Step 4. Response to Instruction/Intervention, “Is it working?,” the IEP team monitors the student’s response to the intervention and uses progress monitoring data to evaluate the student’s progress on annual goals. If progress is not sufficient for the student to reach the annual goal, the team will need to revise the IEP. During this step, the team may determine: Who will be responsible for delivering services and supports on the IEP? Who will monitor the integrity of implementation? How can decision rules be used to determine if there has been a positive, questionable, or poor response to the services and supports? Note to Trainer: Explain any specific district preferences regarding planning for implementation of the IEP.

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Special Education Services and Supports

Measurable Annual Goals Measurable Annual Benchmarks (if applicable)

Present Levels of Academic Achievement and Functional Performance

In a quality IEP, all components are clearly aligned

Presenter

Presentation Notes

Let's review the major components of an IEP and think about how they relate to each other. The IEP process includes development of three major components: the present levels of academic achievement and functional performance, annual goals and short-term objectives or benchmarks, if applicable, and special education services and supports. In a quality IEP, these components are aligned. There should be a clear connection among information in every component. The information in the present level statements serves as the foundation for the other components of the IEP. The student's strengths, needs, and effects of disability described in the present level statements are used to determine the annual goals and short-term objectives or benchmarks, if applicable, as well as the special education services and supports for the student. The information in the present level statements links the components of the IEP together. For example, if a student's present level statement indicates a student's need to increase reading fluency, the team will develop a measurable annual goal for reading fluency. The team will also determine what special education services and supports will be provided to meet the student's need to increase reading fluency and achieve the annual goal.

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Strengths Academic, developmental, and functional

needs Results of evaluation (initial or most recent) Performance on state and district assessments Effects of the disability Priority Educational Needs (PENS)

Presenter

Presentation Notes

According to requirements of IDEA and Florida laws, the major components of the IEP include: A statement of the student’s present levels of academic achievement and functional performance A statement of measurable annual goals, how the student’s progress toward meeting annual goals will be measured, and when periodic reports will be provided to the parent A description of short-term objectives or benchmarks for students who take alternate assessment or, at the discretion of the IEP team, any other student with a disability Descriptions of the special education services and supports that will be provided to the student to enable involvement and progress in the general curriculum. The description includes the projected initiation date, frequency, location and duration, and an explanation of the extent of participation with nondisabled peers. (Click) You will hear this statement throughout this workshop. Make sure all IEP components are aligned and connect with each other: The present level statements include evidence of the student’s needs The annual goals are based on the student’s needs identified in the present level statements The services and supports are designed to help students meet the annual goals

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Determine the gap between what is expected of a student at a current age or grade level and the current performance of the student. Review information about student

progress to identify general areas of concern and strengths. Then investigate each area of concern to

pinpoint specific needs.

Presenter

Presentation Notes

Let's look more closely at step 1 of the process. The problem is defined as the gap between what is expected of a student at a given grade level or age and the student's current performance. The gap may result from academic performance that is below grade level or behaviors that are developmentally inappropriate. To determine the gap, the team first reviews information about student progress to identify strengths and general areas of concern. The team reviews summary information from a variety of sources about student progress to develop a shared understanding of the student's overall strengths and needs. If the student's educational need relates to academic achievement, the team should compare the expectations of the grade-level benchmarks or access points with what the student does now. They also may consider how the student's functional performance impacts active involvement in the general curriculum. Next, the team conducts a more in-depth review of data for each area of concern to identify the specific skills and behaviors that are difficult for the student. Through this analysis, the team can identify specific elements of the skills or behaviors that the student finds difficult or impossible. If you haven't written many IEPs, it may appear hard to know where to start and what to consider. This problem-solving process leads you through each step in a systematic way and can yield more accurate information on which to base team decisions.

Academic Achievement • State assessments (FCAT, FCAT

2.0, FAA) • End-of-Course (EOC)

Assessments • District achievement assessments • Report cards and progress reports • Curriculum-based and progress-

monitoring assessments (RtI) • Diagnostic assessments • Work samples and observations

Functional Performance • Discipline and attendance records • Functional behavioral

assessments • Reports of motor and sensory

proficiency • Speech and language evaluations • Observations/anecdotal records • Interviews with teachers, parents,

and the student

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For each area of concern, analyze factors that may be affecting student performance Curriculum and instruction (standards,

instructional methods and materials) Environment (barriers and supports) The effect of the student's disability

Presenter

Presentation Notes

These notes describe the effect of the disability. Now the team is ready to answer the critical question: What is the effect of the student's disability? The present level statement must include a statement of how the disability impacts the student's involvement and progress in the general curriculum. The student's disability may impact academic achievement and functional performance. The IEP team should consider the effect of the disability on performance in any area, including curriculum and learning environment, social and emotional behavior, communication, independent functioning, nonacademic areas, physical education, and transition. The disability may affect how independently the student works and behaves, how much prompting or personal assistance the student needs, how effectively the student interacts and communicates with others, and what types of supports and services are required. The purpose of determining the effects of the disability and resulting educational needs is to develop annual goals that specifically target the student's needs. The effect of the disability may provide evidence for specialized instructional approaches and accommodations the student needs.

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What specific knowledge, skill, or behavior does the student need to learn to be involved and make progress in the general curriculum?

What does the student need to learn to meet other educational needs that result from the disability?

How will student progress be monitored to determine the effectiveness of the intervention and support?

Presenter

Presentation Notes

When developing an annual goal, the IEP team considers: What specific knowledge, skill, or behavior does the student need to learn to be involved and make progress in the general curriculum? What does the student need to learn to meet other educational needs that result from the disability? For example, a student may need mobility and orientation training in order to move around the campus safely, or a student may need to learn self-care skills to improve independent functioning. How will student progress be monitored to determine effectiveness of the intervention and support? Point out the questions on the slide are listed on Handout P-3: Using a Problem-Solving Process for step 3 under the italicized subheading for Measurable Annual Goals. Other questions to ask when making decisions include: How does the goal relate to the needs identified in the present level statement? What is a reasonable and attainable level of performance that the student will achieve in the next 12 months? Will achieving this goal help the student be involved and make progress in the general curriculum? Remember, the goal should not duplicate grade-level benchmarks or access points.

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Specific The action, behavior, or skill to be measured Tells what to measure and how to measure it

Objective Yields same result no matter who measures it

Quantifiable Numerical or descriptive information that can be

compared to baseline to calculate progress Clear Understandable by all involved

Bateman & Herr, 2003

Presenter

Presentation Notes

Each annual goal must be measurable so that progress can be monitored to determine when the student has achieved the goal. You must measure student performance to monitor progress accurately and objectively and report it to parents. To measure something, you are able to observe it (or use an instrument to do so). Example: To measure the temperature, look at a thermometer. Example: To measure oral reading fluency, count the words read aloud correctly in a minute. Barbara Bateman and Cynthia Herr (in Writing Measurable IEP Goals and Objectives, 2003) identify the following characteristics of "measurable" goals, short-term objectives, and benchmarks. Specific: Describes exactly what to measure to determine whether the goals, objectives, and benchmarks have been accomplished Objective: Would yield the same conclusion if measured by several people Quantifiable: Allows a calculation of the progress a student makes starting from the original baseline performance Clear: Can be measured and understood without additional information Refer participants to the Measurement Section on page 2 of Handout P-6: IEP Quick Check. Point out: You can use this section to check the annual goals, short-term objectives, and benchmarks you write to make sure they are measurable.

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State the specific skill or behavior the student is expected to master as a result of specially designed instruction

✔ Write an expository essay with five paragraphs

✗ Express ideas in writing

Avoid including multiple skills in one goal

Avoid restating the curriculum or standards

Avoid naming commercial materials or programs

Presenter

Presentation Notes

The first consideration in writing an annual goal is to determine the specific skill or behavior the student is expected to master. In other words, what will the student be expected to do? What will be the outcome of the instruction? "Write an expository essay with five paragraphs" is specific. "Express ideas in writing" is too general. You should avoid jargon and unexplained acronyms in annual goals. Don't arbitrarily combine multiple skills or behaviors in the same goal. An annual goal that states "add and subtract multi-digit numbers, round to the nearest whole number, and measure to the nearest inch" complicates the progress-monitoring process. Such discrete skills work better as short-term objectives or benchmarks. It is also important to remember that the IEP is not a substitute for the curriculum. The IEP team identifies what the student needs to learn to be involved and make progress in the general curriculum. An annual goal should not restate curriculum requirements or make global statements like "achieve the fourth-grade mathematics benchmarks." It is understood that a fourth-grade student is working towards achieving fourth-grade-level benchmarks. In addition, the team should avoid naming particular commercial materials or programs in annual goals. If a goal states that the student will use a particular commercial product, it leaves no flexibility in the event the product is not available or the teacher has knowledge of an approach that will better help the student achieve the goal. The IEP may have to be revised if a change of materials is needed. It is better to describe the attributes of the materials or programs in the IEP team meeting notes.

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Understanding Responsibilities Teachers and other service providers must

be informed of specific responsibilities related to the student’s IEP.

Each general education teacher, ESE teacher, and other service provider who works with the student must have access to the student’s IEP.

Presenter

Presentation Notes

It’s very important that everyone involved in implementation of the IEP clearly understand their responsibilities. Teachers and other service providers must be informed of their specific responsibilities related to the student’s IEP regarding the accommodations, program modifications, services, and supports to be provided to the student. Each general education teacher, ESE teacher, and other service provider must have access to the student’s IEP. This is a requirement. When the IEP is written, you may be asked to document that the IEP is accessible to each of the student’s teachers who are responsible for implementation and that each teacher of the student has been informed of the specific responsibilities related to implementing the IEP. Access to a student’s IEP can be provided by: Paper copy Electronic version Be sure that all educators are informed about the student’s right to privacy and confidentiality. They may not share the IEP with others who do not provide educational service and support to the student. Note to Trainer: Explain any specific district/school preferences regarding informing staff of responsibilities for an IEP.

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Planning the intervention for the annual goals?

Implementing the intervention with integrity? Monitoring student performance and

reporting progress to parents? Interpreting student performance data and

making decisions concerning effectiveness of the intervention?

Presenter

Presentation Notes

Planning for implementation of the IEP includes a discussion of the type of personnel who will be responsible. This step is particularly important in light of the requirement for teachers and service providers to have access and information regarding their specific responsibilities for IEP implementation. The IEP team may discuss instructional responsibilities for each annual goal or service. In the past, this was documented on the IEP. That is no longer required. The team may decide to document it in conference notes or use other district planning forms. Remember, the district is responsible for personnel assignments. For purposes of IEP implementation, there are four responsibilities that should be discussed: Planning the intervention for the annual goals Implementing the intervention with integrity/fidelity Monitoring student performance Interpreting student performance data and making instructional decisions concerning student progress and the effectiveness of the intervention and supports

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Planning the intervention for the annual goals?

Implementing the intervention with integrity? Monitoring student performance and

reporting progress to parents? Interpreting student performance data and

making decisions concerning effectiveness of the intervention?

Presenter

Presentation Notes

Planning for implementation of the IEP includes a discussion of the type of personnel who will be responsible. This step is particularly important in light of the requirement for teachers and service providers to have access and information regarding their specific responsibilities for IEP implementation. The IEP team may discuss instructional responsibilities for each annual goal or service. In the past, this was documented on the IEP. That is no longer required. The team may decide to document it in conference notes or use other district planning forms. Remember, the district is responsible for personnel assignments. For purposes of IEP implementation, there are four responsibilities that should be discussed: Planning the intervention for the annual goals Implementing the intervention with integrity/fidelity Monitoring student performance Interpreting student performance data and making instructional decisions concerning student progress and the effectiveness of the intervention and supports

Presenter

Presentation Notes

Meet and Greet. Encourage participants to complete pretest.

Matrix of Services is completed using information found

in the student’s IEP. It should reflect the individualized services and supports which will be provided to each student as documented by the IEP committee

Districts must ensure that matrices reflect current

services. If services change as a result of an IEP team decision, a new Matrix of Services must be completed

The Matrix of Services is an official auditable document

The total number of points results in a rating of: Support Level 1 (251) Support Level 2 (252) Support Level 3 (253) Support Level 4 (254) Support Level 5 (255)

Presenter

Presentation Notes

Review points made on slide.

The italicized terms are the services found on the Matrix itself. Below each service appears two types of items. Required documentation - all prerequisites must be evident before you can check the service Examples of the service

Presenter

Presentation Notes

Key Points: Items preceded by a check mark are simply examples of a service. In contrast, items marked with an arrow are evidence that will be required for monitoring. If more than one item in the list is marked with an arrow, all the items are required and must be in evidence if the service is checked. Refer to page 12 in the handbook. Evidence may include logs, student and/or staff schedules, lesson plans, instructional materials, behavior plans, case notes, interviews, and other documentation (AT logs and use). Many times evidence is naturally occurring. While documentation of services may be determined district by district, the Matrix of Services Handbook does provide specific examples of documentation required at each level.

Team Facilitator/ESE Teacher will be responsible to complete: Draft IEP Draft Matrix of Services

Draft Matrix of Services must be completed in

order to FINALIZE the IEP

ONLY the assigned LEA will be able to FINALIZE the Matrix of Services

Presenter

Presentation Notes

Trainers Notes: Answer any additional questions/concerns. Participants complete training evaluation.

FTE Data Entry Preparation Activities

Mary A. Paz, Instructional Supervisor [email protected]

Ms. Claudia Leary, Instructional Support Specialist [email protected]

District Office (305) 995-2027



• The Florida Education Finance Program (FEFP) is the basic financial system for funding the operating costs of Florida school districts. The FTE (Full-Time Equivalent) amount is used to calculate the funding generated by the FEFP.

• FTE is the primary mechanism for funding the operating of all Florida school districts. A key feature of the FTE is that it bases financial support for education upon the individual student participating in a particular educational program.

• Upcoming FTE Week Survey 2 – October 14-18, 2013

Verify that consultation/collaboration services have been documented, where applicable, on the IEP and Matrix of Services document. When consultation/collaboration with non-disabled peers is

provided for one or more course(s), then a “Y” for “yes” must be reflected in the consultation / collaboration field in ISIS PF17.

Verify the accuracy of the Matrix of Services document All services documented on the IEP must be reflected on the

matrix. The total domain rating must be 6 or higher and entered in ISIS

PF17.

All meetings for IEPs/EPs that are expired or will expire on or before October 18 must be completed and entered in ISIS PF17 to ensure that compliance and school allocations will not be adversely impacted.

Elementary School Academic Program (ESAP) Codes Verify that accurate ESAP codes for students with disabilities

have been entered and reflect where instruction is being provided (general or separate classroom).

Secondary standard courses being taught by special

education teachers in a special education setting must be hard-coded on line 200.

ELEMENTARY: SPED ESAP program numbers are only used when students

with disabilities have one or more separate/pullout SPED classes.

Regular ESAP program numbers are used for students with disabilities in general education for all courses.

SPED teachers should be reflected ONLY for courses in pullout settings; general education courses being taught in general education should reflect the general education teacher.

SPED ESAP program numbers do NOT have to be manually hard-coded line 200; the hard-code is integrated programmatically into the program number.

All hard-coded basic courses taught by a SPED teacher will appear in ISIS PF4.

Course code requirements must be reflected in scheduling of core courses for students with disabilities.

SECONDARY: General education course codes used for students in separate

SPED classes taught by a SPED teacher must be hard-coded line 200.

General education course codes used for students in general education classes taught by a general education teacher are NOT hard-coded line 200.

Compliance with course code requirements for scheduling students with disabilities into core subjects.

7000 level core courses (7700, 7800, 7900) are intended only

for students with the most significant cognitive disabilities who are eligible under IDEA and meet the Florida Alternate Assessment criteria. A list of all activated 7000 level core courses are available. A recommended scope and sequence for all secondary

students with significant cognitive disabilities accessing 7000 level courses is available.

PRODUCT NUMBER #T-13248701 - FTE Student Membership Error Report ESE STUDENT WITH NO ESE COURSE

▪ FUNDED AT BASIC UNLESS CONSULTATIVE/COLLABORATION

ESE STUDENT WITHOUT ESE MINUTES ▪ CHECK FOR CONSULTATION / COLLABORATION (Y IN ISIS)

ESE COURSES IN PF1 BUT NO ESE MINUTES IN PF4 ▪ SECONDARY - HARD CODE COURSES 2OO ▪ ELEMENATARY – REVIEW ESAP NUMBER ENTERED IN PF1

ESE STUDENT WITH INVALID IEP DATE ▪ FUNDED AS BASIC.

Implement a written procedure so that all SPED students IEP and Matrix of Services documents are reviewed

Closely monitor all SPED record cost factors Verify the Matrix is correctly calculated based on the

current IEP Verify the Domain Rating entered in ISIS is correct

Utilize the Control D Compliance Report Product #P08150-01 - ESE Students that Changed FEFP Product T0510P72-01 – Unduplicated Exceptionality Count

ESE ALLOCATIONS Unit Generation Consultative

Mary A. Paz, Instructional Supervisor

[email protected] Ms. Claudia Leary, Instructional Support Specialist

[email protected]

District Office (305) 995-2027



Control – D Reports Unit Generation Allocation Report ▪ Programs for 6710, 6760, 6740, 6821

Consultative Matrix Report ▪ Program 6782

Other Considerations Exceptionalities Delivery Model of Services per Student IEP Matrix of Services Domain Rating Specialized Programs Additional Support Personnel Assigned

Product #T05108201 Divided into three grade level configurations

1. K-5, K-8, K-12 2. Middle 3. Senior

Based on Matrix Level of Student Entered in ISIS PF17 ▪ Domain Rating ▪ Enter Y if student receives Consultation / Collaboration

Generates teachers under program 6782

FEFP 111 112 113 254 255

Grade Group Pre-K - 3 4 – 8 9 – 12 All grade levels All grade levels

Funding Level BASIC BASIC BASIC ESE ESE

Matrix Cost Factor 251-253 251-253 251-253 254 255

Domain Rating Totals 6 - 17 6 - 17 6 - 17 18 - 21 22+

Product #T 0510P76-02 Calculates Programmatic Units Based on Direct Contact Hours Schedules entered in ISIS PF1 ▪ Teachers’ Schedules

Separate class courses automatic roll-over to PF4 ▪ Minutes For Each Course in Separate Setting

Program Specialist* 18 full-time teacher units (excludes gifted and itinerant)

Behavior Management Teacher* Minimum 30 students with EBD

ESE Clerical* 180 students with disabilities

*Based on February FTE Survey 3 Membership

Fund Some of the Following Positions / Items School Psychologists Staffing Specialists SLPs Itinerant Teachers Paraprofessionals for IEP Services School Counselors Materials and Equipment Supplies

INCLUSION Definition Delivery Models

▪ Dr. Rosalia Gallo, Instructional Supervisor ▪ [email protected]

▪ (305) 274-8889


Regular Class - a class in which a student spends 80% or more of the school week with nondisabled peers ▪ In-class supports ▪ Co-teaching ▪ Support facilitation

External supports Consultation

Resource Room – a classroom in which a student spends between 40 % to 80% of the school week with nondisabled peers.

Exceptional Student Education Center (special day school) – separate public school to which nondisabled peers do not have access.

Other separate environment – means a private school, residential facility, or hospital or homebound program

Separate class – a class in which a student spends

less than 40% of the school week with non-disabled peers

Exceptional Students Instruction - Inclusion Student is receiving education in a general education

regular class setting Reflects natural proportions and age-appropriate

heterogeneous groups ▪ Can be for core academics ▪ Can be for elective / special areas within the school

community

Student with a disability is a valued member ▪ Of the classroom ▪ Of the school and community

Exceptional Students Instruction – Inclusion Teachers and administrators support universal education and

have knowledge and support available to enable them to effectively teach all children

Student is provided access to: Technical assistance in best practices Instructional methods Supports tailored to the student’s needs based on current

research

Consultation The general education teacher and SPED teacher meet on a regular

basis to plan, implement, and monitor instructional alternatives designed to promote success in the general education classroom

Co-Teaching Both the General and SPED teachers share responsibility for planning,

delivering, and evaluating instruction for all students in a class/subject for the entire class period

Support Facilitation SPED teacher provides direct service to students with disabilities in

the general education classroom for part of the instructional period/block during regularly scheduled intermittent or varying times of the day and/or week

http://ese.dadeschools.net

Briefings

http://ese.dadeschools.net/

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