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Vaughn G. Update. Idalyn Hauss Deputy Officer for Special Education Debra Y. Barbour Director of Low Incidence and Inclusion November, 2007. History of “Vaughn G.”. 1984 – original complaint filed by MDLC on behalf of a student (Vaughn G.), et al. (Class action suit)

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vaughn g update

Vaughn G. Update

Idalyn Hauss

Deputy Officer for Special Education

Debra Y. Barbour

Director of Low Incidence and Inclusion

November, 2007

history of vaughn g
History of “Vaughn G.”
  • 1984 – original complaint filed by MDLC on behalf of a student (Vaughn G.), et al. (Class action suit)
  • Basis for complaint was failure to provide assessments and timely development and implementation of IEPs
  • 1988 – School district and MDLC entered into the original Consent Decree
  • 1994 – MSDE became a join defendant in the Decree
  • 1997 – Long Range Compliance Plan (LRCP) for Special Education became the 1st systemic plan agreed upon by all parties agreed.
  • LRCP was a 70 page document outlining actions and verifiable and measurable outcomes identifying all senior administrative staff as responsible for implementation
  • LRCP required broad systemic reform – it was not just a special education issue
2000 consent order
2000 Consent Order
  • Currently in effect
  • Appointed Amy Totenberg as Special Master
  • Set forth 15 ultimate measurable outcomes that replaced the LRCP
  • The plan became the “Implementation Plan”
  • Of the original 15 outcomes, 7 outcomes remain in effect
outcomes dismissed by court
Outcomes Dismissed by Court
  • Report post-secondary employment (2002)
  • Participation in vocational programs at same rate as total high school population (2003)
  • Evaluation Meetings on Time (2002)
  • IEPs implemented on time (2002)
  • SETS accuracy (2002)
  • IDEA Parent Complaint Resolution (2006)
  • OSEMC IEP Report Card Standards (2006)
  • OSEMC IEP Content Standards (2002)
implementation plan 2007 08 major components
Implementation Plan 2007-08Major Components
  • School completion and exit rates
  • Discipline
  • Inclusion
  • Interruptions in Service
  • IEP meetings for students designated as “drop-outs”
outcomes 3 and 4
Outcomes 3 and 4
  • BCPSS will increase the rate of school completion for students with disabilities
  • BCPSS will increase its graduation rate for students with disabilities
  • Includes maximizing student choice, expanding programs, more students passing HSAs, improving attendance
outcome 7
Outcome 7
  • BCPSS will ensure that all students suspended/expelled are done so in accordance with IDEA
  • Focus is on students not being denied access to their routine daily instructional program as the result of disciplinary action(s)
  • IEP meetings held when appropriate
  • Removals are documented consistently in student record
outcomes 8 and 9
Outcomes 8 and 9
  • Students will receive IEP services in regular/combined programs to fullest extent possible
  • Students will receive IEP services in the school they would attend if they were not disabled
  • Inclusion Action Plans for each school – part of SIT
  • IEPs will reflect high standards of quality, individualization, and compliance with legal requirements
  • Ongoing support to principals to ensure successful implementation of the students’ IEP in the LRE
outcome 11
Outcome 11
  • Ensure that all required IEP services are provided without interruption
  • Implementation of the Prevention Plan Process within required timelines
  • Document the provision of IEP required services using Encounter Tracker
  • Supervision of service delivery and performance standards
outcome 13
Outcome 13
  • Students with disabilities (14 and above) who are designated as “dropouts” will have an IEP review meeting
  • Implementation of attendance policy and dropout procedures
  • Implementation of due diligence requirements for students designated as “dropouts”
how is this plan different
How is this plan “different”?
  • Previous plans focused on establishing institutional mechanisms, development of policies, procedures and guidelines
  • Main activities were directed to central and area office
  • Focus and accountability now shifted to the schools, specifically principals and AAOs
  • Plan activities require follow-up and corrective actions
  • A primary area of focus for Dr. Alonso
what s next
What’s next?
  • Central Office will continue to provide ongoing communication to schools, monitor progress in meeting outcomes, provide technical assistance and resources, provide appropriate follow-up
  • Principals and AAOs will implement the plan, monitor, conduct appropriate follow-up, and report progress
  • Special Master and MSDE will monitor all activities within the plan
  • BCPSS will maintain systemic documentation and provide quarterly reports to the Court
  • Court will determine compliance in meeting outcomes based on all available information
  • BCPSS will achieve substantial compliance in order to request release from some of the outcomes by end of next school year