special education collaborative meeting policies, procedures, practices fall 2011
TRANSCRIPT
Special Education Collaborative Meeting
Policies, Procedures, Practices
Fall 2011
Participants
Building Administrators Special Education Teacher(s) General Education Representation K-12 Services Team Literacy Consultant Behavior Consultant Director of Special Education Special Education Planner/Monitor
Objectives of the Day
1. Strengthen the district special education process
2. Strengthen collaboration between ISD and district staff
Agenda Topics
Roles and Responsibilities for all involved District process for building student
achievement Michigan eligibility criteria New! Instructional Intervention Log New! Request for Special Education Evaluation New! Reevaluation forms & templates Action Plan review Additional and final reminders!
Roles and Responsibilities (Tile 1 of 3)
Building Administrator Oversight of special education programs/services Ultimate responsibility for delivery of FAPE Verifies that student progress is sufficient
General Education Teacher Delivers common core state standards Contributes information to child study team on tried
interventions Contributes information on behavior and learning to IEP
development for annual and reevaluation IEP Team meetings
Roles and Responsibilities (Tile 2 of 3)
Special Education Provider Delivers service designated on IEP Supports instruction of CCSS provided by GE teacher Records interventions used for teaching academic and/or
behavior skills Monitors progress on goals and objectives Works collaboratively with other special education
providers and general education teachers to develop annual PLAAFP
Works collaboratively with other special education providers and general education teachers for participation in three year review of existing evaluation data
Develops IEP using collected data for PLAAFP
K-12 Special Education (Tile 3 of 3)
Services Team Evaluate students suspected of having a disability Consult with school staff Link with agency Analyze and create data Assist with modification of curriculum Model best-practice instructional strategies Participate in grade-level and child study team
meetings Assist with functional behavior assessments Assist with creation of behavior support plans Direct intervention with students with disabilities
Group Work – Stand up activityRoles and Responsibilities
How do the roles and responsibilities fit for all involved?
How will the roles and responsibilities increase collaboration?
Action Plan
Understanding Local Data
MI School Data: www.mischooldata.org
Easy IEP data: CaseloadOctober 5, 2011: Count day
For all data: timely and accurate
Data Portrait & other info
www.mischooldata.org
Confidential Information
Confidential Information
In this course, participants will learn about the security component of quality data, specifically the Family Educational Records and Privacy Act (FERPA) and Health Insurance Portability and Access Act (HIPAA) regulations that govern school confidentiality issues.
Required for approval to get rights to view special education data on www.mischooldata.org
EASY IEP CASELOAD
District Data Portrait
Easy IEP and Educational Setting
Easy IEP and Educational Setting
Easy IEP and Educational Setting
Easy IEP and Educational Setting
Easy IEP and Educational Setting
State Performance Plan Indicators
Indicators: Compliance & Results Strand Report Determinations & History Easy IEP data for indicators sent to district
administrator Environment Accommodations
B4 Discipline Data for Students with Disabilities District process for discipline data entry Definition of Suspension Counting Days
In school Out of school
Manifestation Determination Review Functional Behavior Assessment? Behavior Intervention Plan?
Discipline Procedure Manual (MDE) Documentation of Pattern of Removal
Group Work – Understanding the Data Identify areas of concern reflected in
your data. Identify policy/procedure/practice
modifications to consider to improve your results?
Action Plan
District Process for Student Achievement Results
Grade Level Team meetingsChild Study Team meetingsStudent Assistance TeamWhat do you call your team that
uses student data for analysis & decision making?
Intervention Log
Group Work – District Process for Assessment Review
What is the structure of the meetings (frequency, forms, participation)?
How are meetings monitored for effectiveness?
How is student benefit monitored?Action Plan
Michigan Criteria for Eligibility – Definitions
Building criteria from district data and intervention results with examination of class and student data
Summary of Eligibility Emotional Impairment (EI) Other Health Impairment (OHI) Speech and Language Impairment (SLI) Specific Learning Disability (SLD)
Pattern of Strength and Weakness (PSW) Autism Spectrum Disorder (ASD)
Group Work – Assessment to Support Data Review What data does the district use to support
EI,OHI, SLI, SLD or ASD eligibility? Does district data (identification rates) put the
district at risk for disproportionate representation?
How can assessment be strengthened to support proper identification practices?
Action Plan
Request for Special Education Evaluation
Written process Special Education Meeting:
AgendaRequest for Evaluation - Form
Group Work – Request for Special Education Evaluation
Describe the process the district will use to request an evaluation for a student suspected of a disability.
Action Plan
Evaluation Process
Evaluation Report Format New fields “Ownership” of report – district name
Initial Evaluation Review of existing evaluation data: REED Generation of assessment data – if warranted MET Report (Eligibility Decision)
Understanding Contents, Purpose No Face Sheets
Evaluation Process (continued)
Reevaluation Review of existing evaluation data (3 months
prior to reeval due date-every three years) Use of Intervention Log District responsibility
Present level of performance for area of disability Char-Em ISD responsibility Reevaluation report samples
Understanding contents, purpose
Reevaluation Meetings
Process for Reevaluation Format - 3 months before reevaluation is due
Complete intervention log Review IEPs of past 3 years Analyze Educational Benefit Determination of need for additional
assessment Include IEP team members
Group Work – Evaluation Process
What is valued in regard to a reevaluation report?
What data do you use to determine a student’s “present level”?
Who contributes that data?Action Plan
IEP Team Meeting Reminders
Timeliness --can not have offer of FAPE that exceeds 365 days
Draft IEPs delivered to participants in sufficient time – should occur for ALL IEP team participants
Length of an IEP team meeting – 45 minutes when preparation for meeting complete!
Is plan meaningful? Excusal of “Required” IEP team participants Caution with use of acronyms and jargon
Group Work – IEP Process Identify components of an organized IEP
process -45 minute IEP team meeting What is the role/responsibility of IEP
participants?General education teacherSpecial education teacherAdministratorParentStudent
Review of Collaborative Meeting
Review Action PlansNext StepsRoll-out date of district changes
According to district action planRoll-out date of Reevaluation
ProcessJanuary 2, 2012
In Addition…
Program Consideration ProcessRevocation of ConsentRescinded-Previous Enrollment; New rule and
language for the transfer of student with an IEP
Medicaid ConsentWhat to do with the paperwork