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Special Education Comprehensive Plan 2014-2017: Program Highlights and Future Directions

The Special Education Comprehensive Plan 2014-2017 outlines key highlights of our program, including the identification of 493 students with disabilities, staffing details, and our commitment to Least Restrictive Environment (LRE) principles. We aim to increase graduation rates and reduce disciplinary removals for students with disabilities through targeted professional development in areas like autism, behavioral support, and transitions. The plan will be publicized for community feedback, with final board approval anticipated by April 28th, and submission to the state by May 1st.

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Special Education Comprehensive Plan 2014-2017: Program Highlights and Future Directions

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  1. March 17, 2014 Special Education Comprehensive Plan 2014 - 2017

  2. Program Highlights • Currently, 493 students identified with a disability (13.2% of total student population) • Current staffing: • 26 Teachers • 66 Para-educators • 4 Speech Pathologists • 3.4 School Psychologists • 2.5 Secretarial Staff • 1 Special Education Consultant • 1 Director of Pupil Services

  3. Program Highlights (Cont’d) • Strengths: • Offer a large continuum of supports in-house to maintain Least Restrictive Environment (LRE) • Communication between school and home • Utilization of Response to Instruction and Intervention (RtII) at the elementary level • Utilization of the Educational Benefit Review process (EBR) to ensure the delivery of a Free and Appropriate Public Education (FAPE) • Professional development and training that focuses on current needs of the program

  4. Program Highlights (Cont’d) • Focus Areas • Increasing the graduation rate of students with disabilities • Decrease the number of students with disabilities being removed for disciplinary reasons (disproportionate) • Provide staff development and develop practices to ensure that students with disabilities are being educated in the Least Restrictive Environment (LRE) possible

  5. Professional Development • Topics include: • Autism (Awareness, identification, teaching methodologies, supports and modifications) • Behavioral Support (Identification, providing positive behavioral supports (proactive), delivering appropriate consequences (reactive)) • Paraprofessional (supplementary aids and services, training and development, avoidance of interdependence) • Transition (Post-school focus early, training for parents and staff) • Reading (Matching student need to interventions, focus on teaching methodologies, data to inform instruction)

  6. Next Steps • With board approval, publicize the proposed plan for 30 days (Website, library, central) • After required 30 day review, present the plan and any changes for final board approval (currently slated for April 28th) • Submit to the state by required May 1st deadline

  7. Questions?

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