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SPECIAL EDUCATION FEBRUARY 27, 2013 Curriculum and Instruction Committee. Developing tomorrow’s leaders today. Presentation Overview. Special Education and Referral Process (Part 200) Continuum of Service Programmatic Implementations Programmatic Impacts on District Special Education Data

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special education february 27 2013 curriculum and instruction committee

SPECIAL EDUCATION FEBRUARY 27, 2013Curriculum and Instruction Committee

Developing tomorrow’s leaders today

presentation overview
Presentation Overview
  • Special Education and Referral Process (Part 200)
  • Continuum of Service
  • Programmatic Implementations
  • Programmatic Impacts on District Special Education Data
  • Looking Forward
what is special education
What is Special Education?

Special Education is the education of students with special needs in a way that addresses the students' individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and community than would be available if the student were only given access to a typical classroom education.

Special Education does not exclude or supplant the right of identified students to participate in general education services such as those offered through Instructional Support Teams, RtI or AIS.

who can refer a student for an initial evaluation
Who can Refer a Student for An Initial Evaluation?

Referral for an initial evaluation. A referral may be made by (Part 200.1):

  • A student's parent.
  • A designee of the school district (School Psychologists) in which the student resides, or the public school district the student legally attends or is eligible to attend.
  • The commissioner or designee of a public agency with responsibility for the education of the student.
  • A designee of an education program affiliated with a child care institution with committee on special education responsibility.
who can submit a written request for a referral
Who can Submit A Written Request for A Referral?
  • A professional staff member of the school district in which the student resides, or the public or private school the student legally attends or is eligible to attend.
  • A licensed physician
  • A judicial officer
  • A professional staff member of a public agency with responsibility for welfare, health or education of children.
  • A student who is 18 years of age or older, or an emancipated minor, who is eligible to attend the public schools of the district.
what is the process and requirements for a written request for referral
What is the Process and Requirements for a Written Request for Referral?

A written request for the referral of a student for an initial evaluation made to the school where the student resides or legally attends or is eligible to attend shall, if received by the building administrator or any other employee of the school, be forwarded to the committee chairperson immediately upon its receipt.

  • Incomplete requests for referral are forwarded to the school district designee (school psychologist) who will contact and assist any staff member who has submitted an incomplete request for referral in compiling the required information. The designee will work with the staff member or team in the completion of a building referral which aligns with the requirements for a request for a referral. Specific requirements are identified on the next slide.
slide7

A request for referral submitted by persons other than the parent, student or a judicial officer shall:

State the reasons for the request for referral and include any test results, records (including attendance, discipline, previous referral information ) or reports upon which the request for referral is based that may be in the possession of the person submitting the request for referral.

Describe in writing, intervention services, programs or instructional methodologies used to remediate the student's performance prior to referral, including any supplementary aids or support services provided for this purpose, or state the reasons why no such attempts were made. (Such information includes as applicable: Related Services, AIS information, RtI - Interventions including frequency and duration, AIMSweb Data, etc.).

Describe the extent of parental contact or involvement prior to the referral.

written request for referral parent notification requirements
Written Request for Referral (Parent Notification Requirements)

Upon receipt of a request for a referral that meets the requirements

(identified on previous slide) the school district shall, within 10 school

days either…

  • Request parent consent from the parent/guardian to initiate the evaluation
  • Notify the parent of his or her right to refer the student for an initial evaluation for special education programs and/or services; and
  • Offers the parent the opportunity to meet to discuss the request for referral and, as appropriate, the availability of appropriate general education support services for the student, with the building administrator or the designee of the school district.
rcs procedures for notifying the parent
Rcs Procedures for notifying the parent
  • RCS requests consent in writing up to three times.
    • If consent is not received, a certified letter is sent notifying the parent that the request for referral and/or referral will be withdrawn unless consent is received.
  • Every letter sent by the CSE Office contains contact information for parents to utilize should they have any questions or concerns.
  • RCS provides the parent/guardian with a copy of the written request for referral if the referral was requested by anyone other than the parent and includes a copy of the building referral, if completed through the district designee in order to assist in the compiling of all information required in a request for referral, along with all related documentation.
individual evaluation process parent guardian consent is required for all evaluations
Individual Evaluation Process(PARENT/GUARDIAN CONSENT IS REQUIRED FOR ALL EVALUATIONS)
  • Evaluations generally include the use of the following assessment tools: Cognitive Testing, Academic Testing, Classroom Observation, Social-Emotional Assessment, Other information available through a student record review, AIS information, RtI progress monitoring data, and/or discussion with teaching staff. Additionally, Related Service Evaluations (Speech, Occupational Therapy, Physical Therapy…) are recommended and incorportated as appropriate.
    • District Psychologists and Speech and Language Therapists who were trained this fall on the Comprehensive Evaluation Process which combines traditional evaluation practices/ components and RtI information, will utilize this approach when applicable.
e ligibility considerations
Eligibility Considerations

1. Based on evaluation results, a CSE Meeting is held to determine if the student is eligible to receive special education services and programs.

NOTE: A student shall NOT be determined eligible for Special

Education if the determinant factor is (Part 200):

  • Lack of appropriate instruction in reading, including phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension. AIMSweb data can be used to help determine the rigor of our curriculum and focus district efforts on addressing weaknesses or gaps.
  • Lack of instruction in Math
  • Limited English Proficiency
disability categories for classification consideration
Disability Categories for Classification Consideration
  • Autism
  • Deafness
  • Deaf-Blindness
  • Emotional Disability
  • Hearing Impairment
  • Learning Disability
  • Intellectual Disability
  • Multiple Disabilities
  • Orthopedic Impairment
  • Other Health Impairment
  • Speech or Language Impairment
  • Traumatic Brain Injury
  • Visual Impairment
developing the iep
Developing the IEP

If the child is eligible to receive special education services, the Committee develops and implements an appropriate IEP, based on evaluation results, to meet the needs of the student. Based on the IEP, the Committee must determine the student's placement, ensuring that services are provided in the least restrictive environment (LRE). Placement must be as close as possible to the student's home, and unless the student's IEP requires some other arrangement, the student must be educated in the school he or she would have attended if not disabled. For more information see least restrictive environment(LRE).

sed special education programs least restrictive environment lre continuum of services
SED Special Education Programs &Least Restrictive Environment (LRE)Continuum of Services

MOST RESTRICTIVE

LEAST RESTRICTIVE

components of the regular iep review process
COMPONENTS OF THE REGULAR IEP REVIEW PROCESS

Program Reviews

The IEP is reviewed and, if needed, modified or revised by the Committee as necessary

Annual Reviews

The IEP is reviewed at least once a year and adjusted as necessary.

Triennial Evaluations

A re-evaluation is done at least once every three years. The intent is to review the student’s need for special education programs and services and to revise the IEP, as appropriate. A re-evaluation may also occur when conditions warrant or when requested by a parent or teacher.

program changes in 2011 2012
Program changes in 2011-2012
  • Restructuring of the ICM Program at PBC from Special Class to Wrap Around Mainstream Support
  • Co-Teaching Expansion
    • Full Day Co-Teaching (4hours) at AWB Grades 1-5
    • Expansion of Co-Teaching at MS to included ELA at Grades 7,8
    • Expansion of Co-Teaching at HS to include US History and ELA 11
  • Speech & Language in Kindergarten (SLIK)
  • Implementation of Full Evaluation process for all CSE assessment (Initials, Triennials, and Exits)
  • Expansion of district Standardized Assessment Instruments
  • Behavioral data tracking started for specific students in district. Provides information regarding trends.
  • Initial staff training in progress monitoring of IEP Goals.
continuum of services at rcs 2011 2012
Continuum of Services at RCS 2011-2012

HIGH SCHOOL

Special Class Placement

Functional Skills (12:1:2)

Special Classes by Subject (15:1)

General Education with Supplemental

Intensive Case Management

Consultant Teacher Services

Grades 9,10,11, 12, Ungraded

Integrated Co-Teaching

ELA 9, ELA 10, ELA 11

Global 1, Global 2, US History

Earth Science, Biology

ELEMENTARY

Special Class Placement

Functional Skills K-1 (12:1:3) - AWB

Functional Skills 2-3 (12:1:3) - AWB

Functional Skills 4-5 (12:1:3) - AWB

Intensive Case Management K-2 (10:1:2) - PBC

Intensive Case Management 3-5 (10:1:2) – PBC

Consultant Teacher Services

Grades K - 5

Integrated Co-Teaching

Grades 1-5

MIDDLE SCHOOL

Special Class Placement

Functional Skills (12:1:1)

Applied Skills (15-1)

Consultant Teacher Services

Grades 6,7,8

Integrated Co-Teaching

Math 7, Math 8, ELA

Related Services Provided in all Buildings Based on Student Needs: Speech, OT, PT, Vision…..

program changes in 2012 2013
Program changes in 2012-2013
  • ICM offered with full mainstreaming in grades 1-5 at PBC
  • Speech RtI Training was started.
  • LASO at AWB was opened for Grades K-1-2
  • MS Co-Teaching in ELA and Math Grades 6-7-8
  • MS ICM Program Opened
  • Initial implementation of Comprehensive Evaluation Process to coordinate testing between Psych, Speech, OT, PT, etc into one evaluation. Several cases in process.
  • Staff are now working on progress monitoring IEP Goals and are developing graphs (at least one graph this year).
  • All K students are fully assessed in 1st year of school.
  • All transfer CSE students are re-assessed unless previously done in same school year by another school.
  • Behavioral data tracking implemented in programs: LASO, ICM (PBC & MS), Functional Skills, and other programs where student needs dictate
  • District implementation of RtI for Reading in grades K-4 per SED Regulation.
  • District use of AIMSweb data tracking and assessment system.
  • District initial implementation of PBIS
continuum of services at rcs 2012 2013
Continuum of Services at RCS 2012-2013

ELEMENTARY

Special Class Placement

Functional Skills K-,1,2 (10:1:2) - AWB

Functional Skills 3,4,5 (10:1:2) - AWB

LASO K,1,2 (8:1:3) - AWB

General Education with Supplemental

Intensive Case Management K,1,2 - PBC

Intensive Case Management 3,4,5 - PBC

Consultant Teacher Services

Grades K - 5

Integrated Co-Teaching

Grades 1-5

MIDDLE SCHOOL

Special Class Placement

Functional Skills (12:1:2)

Intensive Case Management (6:1:3)

Resource Room

WILSON Reading (5-1)

General Education with Supplemental

Lindamood-Bell Reading

Key Math

Consultant Teacher Services

Grades 6,7,8

Integrated Co-Teaching

Math 6, ELA 6

Math 7, ELA 7

Math 8, ELA 8

HIGH SCHOOL

Special Class Placement

Functional Skills (12:1:2)

Special Classes by Subject (15:1)

General Education with Supplemental

Intensive Case Management

Consultant Teacher Services

Grades 9,10,11, 12, Ungraded

Integrated Co-Teaching

ELA 9, ELA 10, ELA 11

Global 1, Global 2, US History

Earth Science

Related Services Provided in all Buildings Based on Student Needs: Speech, OT, PT....

program changes moving forward 2013 2014 beyond
Program Changes Moving Forward2013-2014 & Beyond
  • Expansion of Resource Room Programs for Supplemental Instruction
      • Reading, Writing and Math
  • Expansion of Co-Teaching at HS to include Algebra A and Algebra B
  • Staff will progress monitoring IEP Goals and develop graphs for every goal.
  • MS ICM Students will mainstream
  • Comprehensive Evaluations will be increased
continuum of services at rcs 2013 2014
Continuum of Services at RCS 2013-2014

ELEMENTARY

Special Class Placement

Functional Skills K-,1,2 (10:1:2) - AWB

Functional Skills 3,4,5 (10:1:2) - AWB

LASO K,1,2 (8:1:3) - AWB

NEW CLASSROOM (8:1:3) - PBC

General Education with Supplemental

Intensive Case Management K,1,2 - PBC

Intensive Case Management 3,4,5 - PBC

Lindamood - Bell Reading – AWB & PBC

Consultant Teacher Services

Grades K - 5

Integrated Co-Teaching

Grades 1-5

HIGH SCHOOL

Special Class Placement

Functional Skills (12:1:2)

Special Classes by Subject (15:1)

Resource Room

WILSON Reading (5-1)

General Education with Supplemental

Intensive Case Management

Consultant Teacher Services

Grades 9,10,11, 12, Ungraded

Integrated Co-Teaching

ELA 9, ELA 10, ELA 11

Global 1, Global 2, US History

Earth Science, Biology

Algebra A

MIDDLE SCHOOL

Special Class Placement

Functional Skills (12:1:2)

Resource Room

WILSON Reading (5-1)

General Education with Supplemental

Intensive Case Management

Lindamood - Bell Reading

Key Math

Consultant Teacher Services

Grades 6,7,8

Integrated Co-Teaching

Math 6, ELA 6, Science, Social Studies

Math 7, ELA 7

Math 8, ELA 8

Related Services Provided in all Buildings Based on Student Needs: Speech, OT, PT, Vision…..

programmatic changes and the impact on data
Programmatic changes and the impact on data
  • Reduction in Classification Rate
  • Reduction in number of students being referred out of district
  • Increase in Completion of Full Psycho-Educational Evaluations
  • Increase in FBA/BIP Assessments
  • Success on Regents Exams in Integrated Co-Teaching Classes
  • Increase in Regents and Local Diplomas Earned
  • Overall Reduction in Special Education Budget
slide27
Percentage of Special education students earning regents/local credit on state assessments since addition of co-teaching classes

**Co-Teaching ELA and US not offered in 2009-2010

**Biology Co-Teaching not offered in 2011-2012

looking ahead
Looking Ahead
  • Continue movement toward a strength and weakness based model for addressing student needs (SLIK/ RtI Speech, RtI OT and RtI PT) with a focus on addressing all student needs.
  • Continued development of the RCS Continuum of Service through programmatic planning that will adapt and adjust to the changing and future needs of our students as they move toward greater educational independence.