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
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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
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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
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Emotional Impairment (EI)
Other Health Impairment (OHI)
Speech and Language Impairment (SLI)
Specific Learning Disability (SLD)
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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
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New fields
“Ownership” of report – district name
 Initial Evaluation
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Review of existing evaluation data: REED
Generation of assessment data – if warranted
MET Report (Eligibility Decision)
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Understanding Contents, Purpose
No Face Sheets
Evaluation Process (continued)
 Reevaluation
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Review of existing evaluation data (3 months
prior to reeval due date-every three years)
Use of Intervention Log
District responsibility
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Present level of performance for area of disability
Char-Em ISD responsibility
Reevaluation report samples
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Understanding contents, purpose
Reevaluation Meetings
 Process for Reevaluation
 Format - 3 months before reevaluation is due
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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