Special Education Collaborative Meeting Policies, Procedures, Practices Fall 2011 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 Objectives of the Day 1. Strengthen the district special education process 2. Strengthen collaboration between ISD and district staff 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! 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 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 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 Group Work – Stand up activity Roles and Responsibilities How do the roles and responsibilities fit for all involved? How will the roles and responsibilities increase collaboration? Action Plan 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 www.mischooldata.org Confidential Information 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 EASY IEP CASELOAD District Data Portrait Easy IEP and Educational Setting Easy IEP and Educational Setting Easy IEP and Educational Setting Easy IEP and Educational Setting Easy IEP and Educational Setting State Performance Plan Indicators Indicators: Compliance & Results Strand Report Determinations & History Easy IEP data for indicators sent to district administrator Environment Accommodations 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 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 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 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 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) 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 Request for Special Education Evaluation Written process Special Education Meeting: Agenda Request for Evaluation - Form 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 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 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 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 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 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 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 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 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