pta special education committee: special education flexible service delivery model specialized...
Post on 17-Jan-2016
215 Views
Preview:
TRANSCRIPT
PTA Special Education Committee: Special Education Flexible Service Delivery Model
Specialized Academic Instruction (“SAI”)Michael Keller, Ed.D., Director, Special EducationSpring 2014
Agenda What Do High Performing School Districts Do Well in
Special Education Programming?
Federal and State movement towards Results Driven Accountability State Performance Plan Targets- Least Restrictive
Environment
What outcomes do you want for your child?
It’s a Service, not a Place: Specialized Academic Instruction (“SAI”)
Other models Irvine Unified Travis Unified Redondo Beach Unified
Effective Practices in High Performing Districts
Inclusion and access to the core curriculum
Collaboration between special education and general education teachers
Continuous assessment and use of Response to Instruction (RtI)
Targeted Professional Development
(Huberman, M; Navo, M.; Parrish, T, 2012 in Journal of Special Education Leadership)
California State Performance Plan (Indicator 5)
Least Restrictive Environment Targets: 76% or more of students will be removed from
regular class less than 21 percent of the day No more than 9% will be removed from regular
class more than 60 % of the day; and No more than 3.8% are served in public or private
separate schools, residential placements, or homebound placements
Least Restrictive Environment Indicators of inclusion: Percent of time in
General Education (June 2013 CASEMIS):
Time in General
Education
Percent of Students
SPP 2012-2013 Targets
Difference
> 80% ~61% (n= 636)
76% (n=790) +154
< 40% ~20% (n= 208)
9% (n=93) -115
Public/Private Separate Schools;
Residential Placements, or Home/Hospital
Placements
~1% (n=8) <3.9% (n=40) 32
What outcomes do you want
from your child’s
educational experience?
How are we making program shifts as a District? Special Education Advisory Group (SEA-G)
Broad-based professional stakeholder group
Many perspectives on what works and what does not work in special education modeling and service delivery
We are comprehensively Assessing needs Establishing goals Designing an implementation plan Amplifying results
Where are we now?SEA-G Key Questions:
How do we effectively meet the needs of students with disabilities across the spectrum of mild to severe?
How aligned are systems across LAUSD (between schools and vertically from elementary, middle, and high school) in the areas of: Pre-Referral Process (e.g., RtI; SST) Special education service delivery: Collaboration, RSP, SDC,
etc. What are the district’s areas of need and what is working well
in our special education program design?
SEA-G Discussion Outcomes
Strengths Needs
• Regional ABA/Autism Programs
• Consultation from NPA (Autism Partnership)
• Collaboration between SLP and CDC
Preschool• Cross-level Student
Opportunities• Adult Transition
Program and Preschool Program• District and Site
Administrative Support• Collaboration at LAHS
• Feedback, both Qualitative and Quantitative
• System around program evaluation• Staffing/vacancies
• Professional Development: para-educator training, sped teachers, SLPs, School
Psychologists• Collaboration between general
education/special education• General Education professional development
on Special Education• ABA training for all
• Professional Modeling for IAs• Gen-ed buy-in on collaboration model at
LAHS• Right student in right intervention
• Mental health supports• Alignment of programs/services
Los Alamitos Unified School District:Two Key Prongs
Stodden, R. 2013. Special Education: A Service, Not a Place. The Special Edge.
Specialized Academic Instruction (SAI)- CDE, 2011 Instructional delivery model (service), not a “program”
Linked to measures of inclusion (% of time in general program)
Districts are obligated to offer full continuum of special education services, defined at the local level
Flexible service delivery model: Collaborative Models:
Consultation/collaboration in the general education classroom Co-teaching model School-wide intervention model Core with supplemental special education support model Intensive core program supervised by qualified specialist Intensive special education support in one or more areas
What might the shift look like in LAUSD? Preschool
Expand options to current SDC model Keep Regional Autism/ABA program
K-5 Change the language of RSP/SDC “placement designations”
New terms for flexible service delivery: SAI Collaborative-Inclusion Learning Center Co-Teaching
7-12 Co-Teaching Increase collaboration and co-teaching opportunities Increase opportunities for support in “a-g” college prep course sequence Meaningful vocational, independent living activities that link to Adult Transition Program
Adult Transition Program (ATP) Linkage to premier transition programming across Orange County Community college opportunities
top related