COReChecklist09042912FINAL

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Serving All Students:
Checklist for Organizing Resources (CORe)
Serving all Students: Checklist for Organizing Resources (CORe)
Schools should use the following protocol when requesting support from their networks related
to serving IEPs or creating new programs for students with disabilities.
Regardless of circumstance, schools should continue to:
1.) Welcome the student and the family, ensuring that their needs will be met within the
school
2.) Review the student’s needs and strengths and identify services within the school to meet
the student’s needs
3.) Analyze, and when necessary, shift existing resources to support creation of appropriate
services.
The checklist on the following pages is a tool to help schools analyze student need and
contextual factors in order to meet the needs of incoming students. This checklist can be used
to help a school identify or create the services needed or, if they are unable to do so, to enlist
the support of their network.
This form is MANDATORY when resolution is required in the following circumstances:
•
•
A school and network determine they need external support to meet a student’s needs
Cluster teams reach out to networks and schools for resolution of issues raised by
parents or others external to the DOE (e.g., through the T5 or school reform mailboxes,
311, or calls to DSWDELL) that schools/networks are not able to resolve.
As a best practice, this form can also be used as:
•
A tool for data-based decision making to support student needs. Schools and School
Implementation Teams (SIT) work may choose to use this tool to support their work in
serving incoming students or to supplement the IEP process.
Note: We recommend completing this electronically (rather than on paper) so that the staffing,
space, and budget information does not have to be reentered if your school has more than one
escalated case.
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Once a student is assigned to a school and enrolled, this checklist can be used to help the
school identify or create the services needed, with the support of the student’s family, or, if the
school is unable to do so for a particular student, to get support from their network. If needed,
the network can then use this checklist to enlist cluster support.
The tool should be reviewed in the following sequence:
SCHOOL LEVEL REVIEW
•
If the IEP team believes a child’s recommendation is appropriate and/or the family feels
strongly that the IEP recommendation for an ICT, SETSS, or self contained program is the
best way to service the student, the school must create the program.
•
If the school believes that more resources are needed to support the program, the
school team must conduct the following to ensure it has exhausted all potential options
before escalating to the network:
 School-level Documentation: Using this CORe Checklist, as outlined in the table
below, school teams will document the efforts they have taken to (1) review
appropriateness of the IEP; (2) effectively engage the family; and (3) shift existing
resources to support the program creation.
 The school should notify its network leader that it is beginning this process.
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Table of Contents
Basic Information
Pgs 5-6
Providing IEP Recommended Program or Service
Pg 7
Teacher Resources
Pgs 8-9
Space Resources
Pg 10
Parent Concerns
Pg 11
Budget Concerns
Pg 12
How many students in the school have the same recommendations? Pg13
Cover Page for Enlisting Network Support
Pg 14
Cover Page for Escalation to Cluster- FOR NETWORK USE
Pg 15
Cover Page for Escalation to Central- FOR CLUSTER USE
Pg 16
Documentation
School-level role responsible for completing
IEP review
special education teacher, SIT, RS providers
Student performance review
special education teacher, SIT, RS providers
Teacher Resources
principal, assistant principal
Space analysis
principal, assistant principal
Parent engagement
special education teacher
School budget review
principal, assistant principal
Review of program needs for other SWDs
principal, assistant principal
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Serving All Students: Checklist for Organizing Resources (CORe)
The purpose of this checklist is to support schools to serve all students entering the school. The purpose
is to help the school to adapt to meet the needs of the student and to ensure schools have explored all
options for meeting student needs.
Networks, please use this tool as you work with schools. All options presented here will need to be
explored fully prior to cluster involvement.
Basic Information
School:_Click here to enter text.
Student Name, OSIS:_Click here to enter text.
Grade:_Click here to enter text.
Disability classification: Click here to enter text.
Date of IEP:_Click here to enter text.
Which team made recommendation Click here to enter text.
(i.e. school IEP (CSE) team, centralized CSE team)
1. We are escalating this student case for the following reasons (check all that apply):
Special Education Staff
Providing IEP recommended program and/or service. What service(s)?
Space constraints
Budget
Parent concern
2. Start by getting to know the student so that their individual strengths and needs drive decisions.
This should start with a thorough review of the student IEP, supplemented by objective student
achievement data and conversations with the student (if appropriate) and family. This should include:
Reviewing the Present Levels of Performance (PLOP), supplemented by additional or more recent
objective, measurable achievement data (e.g. ARIS) if necessary. Based on this analysis, what are the
primary needs of this student?
Review the student’s IEP history (i.e. date of eligibility, services received over the past few years,
change in levels of restrictiveness along the continuum, to consider educational benefit.
* In rare circumstances the parent and school team may agree that the student’s needs may be best met through services different from those
recommended on the existing IEP. In these cases, convene the IEP team—including parents and consistent with all Standard Operating
Procedures Manual (SOPM) protocols, the tenets of LRE (Least Restrictive Environment) and Free and Appropriate Public Education (FAPE), and
procedural safeguards—to develop a new IEP.
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3. Is there a need for positive behavior support for this student?
NO
YES
If YES, please describe below, including whether or not the student has a need for FBA/BIP:
Click here to enter text.
4. Conduct a student performance review and/or observation. What additional information did you
learn about the student?
Click here to enter text.
5. Has the school team developed a thorough understanding of the student’s strengths and needs?
Check and explain below:
Did the IEP team take into account each student’s least restrictive environment?
Can the special education and services offered in a self contained placement be appropriately
provided in an inclusive setting?
Can the student be educated in general education classroom if appropriate supplementary aids and
services are provided?
If a student must be placed in a more restrictive setting, is the student integrated with nondisabled
peers to the maximum extent possible?
Has the IEP team considered both the academic and nonacademic benefits of education and
interaction with students without disabilities?
Is there a valid rationale stated for why the student is being recommended to be removed from the
general education environment (if applicable)?
Does the student require removal from general education in all content areas?
6. If options for meeting the student needs in the school other than the exact IEP recommendation
were discussed, please list all services and delivery options explored as well as the decisions of the
team with full inclusion of the parents.
As written on IEP
Option 2 Click here to enter text.
Option 3 Click here to enter text.
Option 4 Click here to enter text.
* In rare circumstances the parent and school team may agree that the student’s needs may be best met through services different from those
recommended on the existing IEP. In these cases, convene the IEP team—including parents and consistent with all Standard Operating
Procedures Manual (SOPM) protocols, the tenets of LRE (Least Restrictive Environment) and Free and Appropriate Public Education (FAPE), and
procedural safeguards—to develop a new IEP.
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Providing IEP Recommended Program or Service
1. The reason the school feels they cannot provide the program or service is due to:
Lack of a service provider
Lack of a special education staff
Scheduling problem
Other (please explain)
2. Has the school team determined that the program and service recommendations on the IEP match
the needs of the student appropriately?* Check below:
Yes
No
*Please ensure that conversations with families are documented and that all procedural safeguards ,
tenets of FAPE, LRE and Standard Operating Procedures (SOPM) protocols are followed.
3. Does the current IEP recommend a specialized program? If so, check which one (will need to meet
criteria for that program):
ASD Nest
ASD Horizon
ASD Support
Accessible (also known as Barrier Free)
Bilingual Special Education
Special Program for students with classification of Intellectual Disability
District 75 programs in specialized school
* In rare circumstances the parent and school team may agree that the student’s needs may be best met through services different from those
recommended on the existing IEP. In these cases, convene the IEP team—including parents and consistent with all Standard Operating
Procedures Manual (SOPM) protocols, the tenets of LRE (Least Restrictive Environment) and Free and Appropriate Public Education (FAPE), and
procedural safeguards—to develop a new IEP.
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Teacher Resources
Contact your network if you need assistance in gathering license area. (MS, HS: Use your STARS report
to get an overview of teacher programming.)
1. The school program has Click here to enter text. periods per week.
2. How many teachers in this school have a special education certification/license? Please list names
and certifications/licenses held.
1.
2.
3.
4.
5.
6.
7.
8.
Teacher: Click here to enter text.
Teacher: Click here to enter text.
Teacher: Click here to enter text.
Teacher: Click here to enter text.
Teacher: Click here to enter text.
Teacher: Click here to enter text.
Teacher: Click here to enter text.
Teacher: Click here to enter text.
1.
2.
3.
4.
5.
6.
7.
8.
Cert(s)/License(s): Click here to enter text.
Cert(s)/License(s): Click here to enter text.
Cert(s)/License(s): Click here to enter text.
Cert(s)/License(s): Click here to enter text.
Cert(s)/License(s): Click here to enter text.
Cert(s)/License(s): Click here to enter text.
Cert(s)/License(s): Click here to enter text.
Cert(s)/License(s): Click here to enter text.
3. What subjects/students/service models are those teachers currently teaching & for how many
periods? Please attach teacher programs as well as relevant student programs.
1.Click here to enter text.
2.Click here to enter text.
3.Click here to enter text.
4. Click here to enter text.
4. Do they have general education assignments that can be reassigned to someone else? Click here to
enter text.
5. Can they be scheduled more flexibly?
Click here to enter text.
6. If one or more teachers are currently SETSS, and/or ICT providers, how many students are they
serving?
Click here to enter text.
7. The school program has Click here to enter text. existing full-time self contained classes and ICT
classes.
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8. How many special education classes are in the school? How many students are in each class? Please
attach print outs from SEC as well as a RACL report. (Starting in Sept., please also review how many
students have already attended vs. those on register who have not yet attended.)
1. ICT (list each class, including grade and subject area and current register for gen ed and special
ed, including students on register vs. students who have attended when applicable)Click here
to enter text.
2. Self contained classes (include ratio, grade and subject areas, and current register) Click here to
enter text.
3. Other services
Click here to enter text.
9. In shared campus settings, are campus schools amenable to sharing staff? Click here to enter text.
10. Is professional development and meeting time built into the school schedule?
No
Yes, please describe:Click here to enter text.
11. Are teacher schedules and caseloads used optimally and used at maximum capacity
(periods/week)? Click here to enter text.
12. Are SETSS providers at maximum caseload (30 ES/38 MS and HS, Section 200.6(f)(5))?
Click here to enter text.
13. Are there any full-time ICT teachers that can serve students during a special?
Click here to enter text.
14. Have teacher schedules been considered for flexible scheduling (e.g., transitioning teachers from
classrooms, rather than students)?Click here to enter text.
15. Are special education teachers freed from electives or general education responsibilities?
(necessary only if availability of special education licensed teachers is the concern).
Click here to enter text.
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Space Resources
The network facilities liaison may need to conduct a space analysis to determine number of classes
per period, number of classrooms by type.
1. Has the school adequately assessed space availability and are they leveraging all possible spaces (as
per facilities liaison)?
No
Yes, please describe: Click here to enter text.
**If you need assistance with understanding the space utilization or blueprint, you should coordinate
with the space planner for the area.
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Parent Concerns
1. Has the school met with the parent/guardian?
No
Yes
If yes, are the parent and school in agreement that the program recommendation currently in the IEP
is appropriate and matches the student’s needs? Click here to enter text.
2. Have alternative ways of meeting the student’s needs been explored with the parent?
Click here to enter text.
(Please ensure that conversations with families are documented and that all procedural safeguards ,
tenets of FAPE, LRE and Standard Operating Procedures (SOPM) protocols are followed.)
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Budget Concerns
(Please reach out to your network for support.)
1. Please list the nature of the concern, a print out of the current budget and all steps to resolve it to
date, including budget appeals.
Click here to enter text.
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How many students in the school have the same recommendations?
It is important to evaluate all of the existing student groupings in the school to find opportunities to
serve students with similar needs. Please use one of the templates on the following pages.
• Flexible Programming Template, Option A: Useful if pulling reports from SESIS
• Flexible Programming Template, Option B: Useful if completing manually. Elementary and
middle schools have preferred this template. This template requires one page per grade
Please gather information on flexible programming to begin analyzing the program needs for all
students with disabilities. Two sample templates are provided. You may use one of the two sample
templates provided or another format that works for your school.
Flexible Programming Template A (Click here for file)
ACADEM IC NEEDS
Flexible Programming Templat e
15 Ye a r s
St udent ID
Last Name
First Name
School DBN
Grade
IEP Meet ing Dat e
SC
(ICT)
SETSS
Test ing
Tr a n s i t i o n
Accommodat ion(s
Co mpo ne nt
)
Re quire d
En g l i s h
Ma t h
Fre q u e n c y
P e rio ds
S o c ia l S t udie s
Fre q u e n c y
( F T o r P T)
P e rio ds
P e rio ds
S c ie nc e
Fre q u e n c y
( F T o r P T)
P e rio ds
Fre q u e n c y
( F T o r P T)
P e rio ds
P e rio ds
( F T o r P T)
P e rio ds
P e rio ds
Flexible Programming Template B (Click here for file)
ART/MUSIC/
GYM G E
SCIENCE
SC
SCIENCE
ICT
SCIENCE
SETSS
SCIENCE
GEN ED
MATH SC
MATH
SETSS
MATH ICT
SOC ST
SC
MATH
GEN ED
SOC ST
ICT
SOC ST
SETSS
ELA
SC
SOC ST
GEN ED
ELA
ICT
ELA
SETSS
ELA
GEN ED
Student’s Name
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Cover Page for Enlisting Network Support
1. Primary School Point Person Click here to enter text.
2. Best contact information Click here to enter text.
3. Additional School Contacts: Click here to enter text.
4. What is/are the key issues in supporting the student in the school. Please include whether they are
budgetary, staffing, space, etc. Click here to enter text.
5. What steps has the school taken thus far to resolve the problem and why those solutions were not
successful. Click here to enter text.
6. Please attach a school program and other salient information (e.g. building utilization survey).
Explain the attached documentation.
Click here to enter text.
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Cover Page for Escalation to Cluster- FOR NETWORK USE
1. Primary Network Point Person Click here to enter text.
2. Best contact information Click here to enter text.
3. Additional Network Contacts: Click here to enter text.
4. What is/are the key issues in supporting the student in the school. Please include whether they are
budgetary, staffing, space, etc. Click here to enter text.
5. What steps has the network taken thus far to resolve the problem and why those solutions were not
successful. Click here to enter text.
6. Please attach a school program and other salient information (e.g. building utilization survey).
Explain the attached documentation.
Click here to enter text.
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Cover Page for Escalation to Central- FOR CLUSTER USE
1. Primary Cluster Point Person Click here to enter text.
2. Best contact information Click here to enter text.
3. Additional Cluster Contacts: Click here to enter text.
4. What is/are the key issues in supporting the student in the school. Please include whether they are
budgetary, staffing, space, etc. Click here to enter text.
5. What steps has the cluster taken thus far to resolve the problem and why those solutions were not
successful. Click here to enter text.
6. Please attach a school program and other salient information (e.g. building utilization survey).
Explain the attached documentation.
Click here to enter text.
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