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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