Special Education Collaborative Meeting

1. Special Education Collaborative Meeting Policies, Procedures, Practices Fall 2011

2. 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

3. Objectives of the Day • Strengthen the district special education process • Strengthen collaboration between ISD and district staff

4. 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!

5. 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

6. 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

7. 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

8. 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

9. Understanding Local Data • MI School Data: www.mischooldata.org • Easy IEP data: Caseload • October 5, 2011: Count day • For all data: timely and accurate • Data Portrait & other info

10. www.mischooldata.org

13. Confidential Information

14. 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

15. Easy IEP Caseload

16. District Data Portrait

17. Easy IEP and Educational Setting

18. Easy IEP and Educational Setting

19. Easy IEP and Educational Setting

20. Easy IEP and Educational Setting

21. Easy IEP and Educational Setting

22. State Performance Plan Indicators • Indicators: Compliance & Results • Strand Report • Determinations & History • Easy IEP data for indicators sent to district administrator • Environment • Accommodations

23. 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

24. 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

25. District Process for Student Achievement Results • Grade Level Team meetings • Child Study Team meetings • Student Assistance Team • What do you call your team that uses student data for analysis & decision making? • Intervention Log

26. 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

27. 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)

28. 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

29. Request for Special Education Evaluation • Written process • Special Education Meeting: Agenda • Request for Evaluation - Form

30. 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

31. 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

32. 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

33. 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

34. 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

35. 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

36. 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 teacher • Special education teacher • Administrator • Parent • Student

37. Review of Collaborative Meeting • Review Action Plans • Next Steps • Roll-out date of district changes • According to district action plan • Roll-out date of Reevaluation Process • January 2, 2012

38. In Addition… • Program Consideration Process • Revocation of Consent • Rescinded-Previous Enrollment; New rule and language for the transfer of student with an IEP • Medicaid Consent • What to do with the paperwork