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Assistant Principal Induction Academy Seminar
Miami-Dade County Public Schools
Office of Special Education and Student Support
SENATE BILL 1108 Policies & Procedural Implications Forms
Edna Waxman, Instructional Supervisor ESE Compliance
[email protected] 305-995-2027
Office of Exceptional Student Education & Student Services
▪ Section 1002.20, Florida Statutes (FS), K-12 student & parent rights ▪ Section 1003.57,FS, Exceptional students instruction ▪ Section 1012.585, FS, Process for renewal of professional certificates ▪ Section, 1003.5715, FS, Parental Consent ▪ Section 1003.572, FS, Collaboration of public & private instructional
personnel ▪ Section 1008.212, FS, SWD, extraordinary exemption
School district personnel may not object to, discourage or attempt to discourage the attendance of an adult of a parent’s choice at any meeting with school district personnel. Actions that are prohibited include attempted or actual coercion or harassment of parents or students, or retaliation or threats of consequences to parents or students.
At the conclusion of a meeting, parents and school
district personnel in attendance must sign a form stating whether any school district personnel have prohibited, discouraged or attempted to discourage the parents from inviting a person of their choice to the meeting. A sample form has been developed to assist school districts (Appendix B).
Unless otherwise mutually agreed to by a charter school and sponsor, the
sponsor shall reimburse a charter school on a monthly basis for all invoices submitted by the charter school for federal funds available to the sponsor for the benefit of the charter school, the charter school’s students, and the charter school’s students as public school students in the district. This includes, but is not limited to, Title I, Title II and the Individuals with Disabilities Education Act (IDEA).
To receive a reimbursement, a charter school must submit the invoice at least 30 days before the monthly date of reimbursement set by the sponsor.
Such funds may not be made available to a charter school until a plan is submitted to the sponsor for approval of the use of funds in accordance with the applicable requirements.
The sponsor has 30 days to review and approve any plans submitted.
An ESE center, or special day school, is defined to mean a separate public
school to which nondisabled peers do not have access. Definitions are also included for regular, resource and separate class placements, and inclusion.
The law requires that once every three years, each school district and school
must complete a Best Practices in Inclusive Education (BPIE) assessment. The BPIE is an internal assessment process designed to facilitate the analysis, implementation and improvement of inclusive educational practices. The Florida Inclusion Network is required to assist districts in this process. The results of this process, including all planned short- and long-term improvement efforts, must be included in the school district’s ESE policies and procedures.
At each student’s initial IEP meeting, the school district must provide the
parent with information regarding the amount of funds that the school district receives from the state appropriation for each of the five ESE support levels for a full-time student.
This section requires, beginning July 1, 2014, that an applicant for renewal of a professional certificate must earn at least one college credit or equivalent inservice points in teaching students with disabilities.
An applicant must earn a minimum of six semester hours of college credits or the equivalent inservice points for certificate renewal, and this new requirement for credit in teaching students with disabilities may not increase the total renewal credit required.
This section permits the State Board of Education to adopt rules for implementation of this section.
The Florida Department of Education is required to adopt parental consent forms that school districts must use for the following actions included in a student’s IEP:
Administration of the alternate assessment in accordance with s. 1008.22,
F.S., and the provision of instruction in the state standards access points curriculum
Placement of a student in an ESE center
Appended to this memo (Appendix C and Appendix D) are the forms that the department has developed to meet this requirement. Districts are required to use these forms on an interim basis until such time as a rule is adopted.
School districts may not proceed with the actions described above without
parental consent unless the school district documents reasonable efforts to obtain the parent’s consent and the parent has failed to respond or the school district obtains approval through a due process hearing.
Private instruction personnel are defined to include: Individuals certified under s. 393.17, F.S., Behavioral programs; certification of behavioral analysts, or
licensed under Chapter 490 or 491, F.S., for applied behavior analysis services as defined in s. 617.6686 and 641.31098, F.S.
Speech-language pathologists licensed under s. 468.1185, F.S.
Occupational therapists licensed under Part III of Chapter 468, F.S.
Physical therapists licensed under Chapter 486, F.S. Psychologists licensed under Chapter 490, F.S. Clinical social workers licensed under Chapter 491, F.S
Collaboration of public and private instructional personnel is designed to enhance but not supplant the school district’s responsibilities under IDEA. Where applicable, public and private instructional personnel shall undertake collaborative programming. Coordination of services and plans is encouraged to avoid duplication of or conflicting services. Private instructional personnel who are hired or contracted by parents to collaborate with public instructional personnel must be permitted to observe, collaborate with personnel, and provide services to the student in the educational setting if the following requirements are met:
The student’s public instructional personnel and principal must consent to the time and place. The private instructional personnel must satisfy the requirements of s. 1012.32, F.S., or s. 1012.321, F.S.
The provision of private instructional personnel by a parent does not constitute a waiver of the right to a free appropriate public education under IDEA.
An IEP team may determine that specific circumstances or conditions prevent a student with a disability from physically demonstrating the mastery of skills that have been acquired and are measured by a statewide standardized assessment, to include an end-of-course assessment or an alternate assessment in accordance with s. 1008.22, F.S., and that an extraordinary exemption be granted from administration of the assessment.
A learning, emotional, behavioral or significant cognitive
disability or the receipt of services through the homebound or hospitalized program in accordance with Rule 6A-6.03020, Florida Administrative Code (F.A.C.), is not, in and of itself, adequate criteria for granting an extraordinary exemption.
FM #6881 – Parental Consent for Alternate Assessment and Access Point Curriculum (TAP - Appendix C)
FM #7054 – Parental Consent to Place a Student in an Exceptional Student Education Center (TAP – Appendix D)
FM #7513 - 1002.20F.S., Prohibiting School District Personnel from Discouraging Parents/Guardians from Inviting Another Person of their Choice to a Meeting Relating to Exceptional Student Education – (TAP- Appendix B)
DRAFT – FLDOE State Appropriation for Full-Time Student (2013-2014)
QUALITY IEP
Carmen Molinaris, District Staffing Specialist
[email protected] District Office (305) 995-2027
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A Quality IEP Is in compliance with all requirements of
federal, state, and district laws and regulations Reflects decisions based on active and
meaningful involvement of members of the IEP team Provides a clear understanding of ▪ Student educational needs and expected
outcomes ▪ Special education services and supports
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Schools must provide each eligible student with a disability an individualized educational program that: Is designed to meet the unique educational
needs of the student Addresses academic performance and
functional needs Enables the student to be involved and
make progress in the general curriculum
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Step 3. Intervention Planning and Implementation What are we going to do
about it?
• Measurable Annual Goals • Special Education Services
and Supports
Step 4. Response to Instruction/Intervention Is it working?
• IEP Implementation, Review, and Revision
• Present Level of Academic Achievement and Functional Performance
MTSS IEP Step 1. Problem Identification
What’s the problem? Step 2. Problem Analysis
Why is it taking place?
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Special Education Services and Supports
Measurable Annual Goals Measurable Annual Benchmarks (if applicable)
Present Levels of Academic Achievement and Functional Performance
In a quality IEP, all components are clearly aligned
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Strengths Academic, developmental, and functional
needs Results of evaluation (initial or most recent) Performance on state and district assessments Effects of the disability Priority Educational Needs (PENS)
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Determine the gap between what is expected of a student at a current age or grade level and the current performance of the student. Review information about student
progress to identify general areas of concern and strengths. Then investigate each area of concern to
pinpoint specific needs.
Academic Achievement • State assessments (FCAT, FCAT
2.0, FAA) • End-of-Course (EOC)
Assessments • District achievement assessments • Report cards and progress reports • Curriculum-based and progress-
monitoring assessments (RtI) • Diagnostic assessments • Work samples and observations
Functional Performance • Discipline and attendance records • Functional behavioral
assessments • Reports of motor and sensory
proficiency • Speech and language evaluations • Observations/anecdotal records • Interviews with teachers, parents,
and the student
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For each area of concern, analyze factors that may be affecting student performance Curriculum and instruction (standards,
instructional methods and materials) Environment (barriers and supports) The effect of the student's disability
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What specific knowledge, skill, or behavior does the student need to learn to be involved and make progress in the general curriculum?
What does the student need to learn to meet other educational needs that result from the disability?
How will student progress be monitored to determine the effectiveness of the intervention and support?
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Specific The action, behavior, or skill to be measured Tells what to measure and how to measure it
Objective Yields same result no matter who measures it
Quantifiable Numerical or descriptive information that can be
compared to baseline to calculate progress Clear Understandable by all involved
Bateman & Herr, 2003
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State the specific skill or behavior the student is expected to master as a result of specially designed instruction
✔ Write an expository essay with five paragraphs
✗ Express ideas in writing
Avoid including multiple skills in one goal
Avoid restating the curriculum or standards
Avoid naming commercial materials or programs
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Understanding Responsibilities Teachers and other service providers must
be informed of specific responsibilities related to the student’s IEP.
Each general education teacher, ESE teacher, and other service provider who works with the student must have access to the student’s IEP.
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Planning the intervention for the annual goals?
Implementing the intervention with integrity? Monitoring student performance and
reporting progress to parents? Interpreting student performance data and
making decisions concerning effectiveness of the intervention?
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Planning the intervention for the annual goals?
Implementing the intervention with integrity? Monitoring student performance and
reporting progress to parents? Interpreting student performance data and
making decisions concerning effectiveness of the intervention?
Matrix of Services is completed using information found
in the student’s IEP. It should reflect the individualized services and supports which will be provided to each student as documented by the IEP committee
Districts must ensure that matrices reflect current
services. If services change as a result of an IEP team decision, a new Matrix of Services must be completed
The Matrix of Services is an official auditable document
The total number of points results in a rating of: Support Level 1 (251) Support Level 2 (252) Support Level 3 (253) Support Level 4 (254) Support Level 5 (255)
The italicized terms are the services found on the Matrix itself. Below each service appears two types of items. Required documentation - all prerequisites must be evident before you can check the service Examples of the service
Team Facilitator/ESE Teacher will be responsible to complete: Draft IEP Draft Matrix of Services
Draft Matrix of Services must be completed in
order to FINALIZE the IEP
ONLY the assigned LEA will be able to FINALIZE the Matrix of Services
FTE Data Entry Preparation Activities
Mary A. Paz, Instructional Supervisor [email protected]
Ms. Claudia Leary, Instructional Support Specialist [email protected]
District Office (305) 995-2027
• The Florida Education Finance Program (FEFP) is the basic financial system for funding the operating costs of Florida school districts. The FTE (Full-Time Equivalent) amount is used to calculate the funding generated by the FEFP.
• FTE is the primary mechanism for funding the operating of all Florida school districts. A key feature of the FTE is that it bases financial support for education upon the individual student participating in a particular educational program.
• Upcoming FTE Week Survey 2 – October 14-18, 2013
Verify that consultation/collaboration services have been documented, where applicable, on the IEP and Matrix of Services document. When consultation/collaboration with non-disabled peers is
provided for one or more course(s), then a “Y” for “yes” must be reflected in the consultation / collaboration field in ISIS PF17.
Verify the accuracy of the Matrix of Services document All services documented on the IEP must be reflected on the
matrix. The total domain rating must be 6 or higher and entered in ISIS
PF17.
All meetings for IEPs/EPs that are expired or will expire on or before October 18 must be completed and entered in ISIS PF17 to ensure that compliance and school allocations will not be adversely impacted.
Elementary School Academic Program (ESAP) Codes Verify that accurate ESAP codes for students with disabilities
have been entered and reflect where instruction is being provided (general or separate classroom).
Secondary standard courses being taught by special
education teachers in a special education setting must be hard-coded on line 200.
ELEMENTARY: SPED ESAP program numbers are only used when students
with disabilities have one or more separate/pullout SPED classes.
Regular ESAP program numbers are used for students with disabilities in general education for all courses.
SPED teachers should be reflected ONLY for courses in pullout settings; general education courses being taught in general education should reflect the general education teacher.
SPED ESAP program numbers do NOT have to be manually hard-coded line 200; the hard-code is integrated programmatically into the program number.
All hard-coded basic courses taught by a SPED teacher will appear in ISIS PF4.
Course code requirements must be reflected in scheduling of core courses for students with disabilities.
SECONDARY: General education course codes used for students in separate
SPED classes taught by a SPED teacher must be hard-coded line 200.
General education course codes used for students in general education classes taught by a general education teacher are NOT hard-coded line 200.
Compliance with course code requirements for scheduling students with disabilities into core subjects.
7000 level core courses (7700, 7800, 7900) are intended only
for students with the most significant cognitive disabilities who are eligible under IDEA and meet the Florida Alternate Assessment criteria. A list of all activated 7000 level core courses are available. A recommended scope and sequence for all secondary
students with significant cognitive disabilities accessing 7000 level courses is available.
PRODUCT NUMBER #T-13248701 - FTE Student Membership Error Report ESE STUDENT WITH NO ESE COURSE
▪ FUNDED AT BASIC UNLESS CONSULTATIVE/COLLABORATION
ESE STUDENT WITHOUT ESE MINUTES ▪ CHECK FOR CONSULTATION / COLLABORATION (Y IN ISIS)
ESE COURSES IN PF1 BUT NO ESE MINUTES IN PF4 ▪ SECONDARY - HARD CODE COURSES 2OO ▪ ELEMENATARY – REVIEW ESAP NUMBER ENTERED IN PF1
ESE STUDENT WITH INVALID IEP DATE ▪ FUNDED AS BASIC.
Implement a written procedure so that all SPED students IEP and Matrix of Services documents are reviewed
Closely monitor all SPED record cost factors Verify the Matrix is correctly calculated based on the
current IEP Verify the Domain Rating entered in ISIS is correct
Utilize the Control D Compliance Report Product #P08150-01 - ESE Students that Changed FEFP Product T0510P72-01 – Unduplicated Exceptionality Count
ESE ALLOCATIONS Unit Generation Consultative
Mary A. Paz, Instructional Supervisor
[email protected] Ms. Claudia Leary, Instructional Support Specialist
District Office (305) 995-2027
Control – D Reports Unit Generation Allocation Report ▪ Programs for 6710, 6760, 6740, 6821
Consultative Matrix Report ▪ Program 6782
Other Considerations Exceptionalities Delivery Model of Services per Student IEP Matrix of Services Domain Rating Specialized Programs Additional Support Personnel Assigned
Product #T05108201 Divided into three grade level configurations
1. K-5, K-8, K-12 2. Middle 3. Senior
Based on Matrix Level of Student Entered in ISIS PF17 ▪ Domain Rating ▪ Enter Y if student receives Consultation / Collaboration
Generates teachers under program 6782
FEFP 111 112 113 254 255
Grade Group Pre-K - 3 4 – 8 9 – 12 All grade levels All grade levels
Funding Level BASIC BASIC BASIC ESE ESE
Matrix Cost Factor 251-253 251-253 251-253 254 255
Domain Rating Totals 6 - 17 6 - 17 6 - 17 18 - 21 22+
Product #T 0510P76-02 Calculates Programmatic Units Based on Direct Contact Hours Schedules entered in ISIS PF1 ▪ Teachers’ Schedules
Separate class courses automatic roll-over to PF4 ▪ Minutes For Each Course in Separate Setting
Program Specialist* 18 full-time teacher units (excludes gifted and itinerant)
Behavior Management Teacher* Minimum 30 students with EBD
ESE Clerical* 180 students with disabilities
*Based on February FTE Survey 3 Membership
Fund Some of the Following Positions / Items School Psychologists Staffing Specialists SLPs Itinerant Teachers Paraprofessionals for IEP Services School Counselors Materials and Equipment Supplies
INCLUSION Definition Delivery Models
▪ Dr. Rosalia Gallo, Instructional Supervisor ▪ [email protected]
▪ (305) 274-8889
Regular Class - a class in which a student spends 80% or more of the school week with nondisabled peers ▪ In-class supports ▪ Co-teaching ▪ Support facilitation
External supports Consultation
Resource Room – a classroom in which a student spends between 40 % to 80% of the school week with nondisabled peers.
Exceptional Student Education Center (special day school) – separate public school to which nondisabled peers do not have access.
Other separate environment – means a private school, residential facility, or hospital or homebound program
Separate class – a class in which a student spends
less than 40% of the school week with non-disabled peers
Exceptional Students Instruction - Inclusion Student is receiving education in a general education
regular class setting Reflects natural proportions and age-appropriate
heterogeneous groups ▪ Can be for core academics ▪ Can be for elective / special areas within the school
community
Student with a disability is a valued member ▪ Of the classroom ▪ Of the school and community
Exceptional Students Instruction – Inclusion Teachers and administrators support universal education and
have knowledge and support available to enable them to effectively teach all children
Student is provided access to: Technical assistance in best practices Instructional methods Supports tailored to the student’s needs based on current
research
Consultation The general education teacher and SPED teacher meet on a regular
basis to plan, implement, and monitor instructional alternatives designed to promote success in the general education classroom
Co-Teaching Both the General and SPED teachers share responsibility for planning,
delivering, and evaluating instruction for all students in a class/subject for the entire class period
Support Facilitation SPED teacher provides direct service to students with disabilities in
the general education classroom for part of the instructional period/block during regularly scheduled intermittent or varying times of the day and/or week