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Sharpen the Focus for 2020 and Beyond

Special Education Updates

BOE Presentation

September 27, 2017

Sharpen the Focus Table of Contents



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Page Number

I. Introduction

A. Purpose…………………………………………………………………………………………......3

B. Organization of the Department…………………………………………………………………....4

C. Demographics/Enrollment………………………………………………………………………….7

D. Population…………………………………………………………………………………………..9

E. Programs…………………………………………………………………………………………..12

F. Staffing………………………….………………...…………………………………………………..14

G. Funding……………………………………………………………………………………………17

II. Where We Have Been

A. Three Year Action Plan……………………………………………………………………………19

B. Department Restructuring…………………………………………………………………………46

C. School-Based Staffing Model……………………………………………………………………...46

D. Professional Learning …………………………………………………………………………….52

III. Where We Are

A. Special Education Observation/Evaluation Framework…………………………………………...54

B. Program Monitoring and Performance Indicators………………………………………………...55

1. Monitoring for Compliance………………………………………………………...….…55

2. Monitoring for Highly Effective Instruction……………………………………………...64

C. New Programs and Staffing………………………………………………………………………..65

D. Behavioral Interventions and Support Teams……………………………………………………...66

E. Family Input and Engagement………………………………………………………………….….67

F. Elementary Language Arts Workgroup……………………………………………………………71

G. Speech and Language Workgroup………………………………………………………………...72

H. School Psychologist Staffing Model……………………………………………………………….72

IV. Where We Are Going

A. Continued Monitoring of Instructional Model……………………………………………………..74

B. Family Engagement Opportunities………………………………………………………………...74

C. Secondary Level English Language Arts Literacy Program Work Group…………………….…..75

D. Establish an Elementary Level Mathematics Program Work Group…………………………...…75

E. Monitor the Implementation of the Elementary Literacy Program ……………………………….76

F. Monitor the Implementation of the Speech and Language Program……………………………...77

G. Dyslexia, Dysgraphia, and Dyscalculia…………………………………………………………...77

H. Program Monitoring and Performance Indicators……………………..…………………………78

I. Transition………………………………………………………………………………………….79

V. Summary

A. Accomplishments…………………………………………………………………………………..80

B. Opportunities for Continued Growth………………………………………………………….......82

VI. Future Considerations

A. Staffing…………………………………………………………………………………………….83

B. Meeting the Needs of Students with Behavioral, Social, and Emotional Needs…………………..83

C. Program Expansion of Specialized Programs…………………………………………………….83

D. Staffing Model for School Psychologists…………………………………………………………..84

E. Continued Monitoring of Student Instructional Performance and Compliance…………………..84



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Introduction

Purpose

Through ongoing collaboration with our local and state stakeholders, including parents, staff and

students, the Department of Special Education & Psychological Services serves Frederick

County Public Schools (FCPS) by supporting systemic instructional programming focusing on

eliminating the achievement gap, developing social competencies, nurturing independence, and

preparing students with disabilities to become contributing members of a global society.

During the 2014-2015 school year, FCPS began a comprehensive review of special education

services within the school system. The review included an analysis of staffing models, resource

allocations, and time commitments associated with providing special education services for the

purposes of enhancing and maximizing services for students with disabilities. As part of the

review, staff conducted surveys, visited classrooms, met with FCPS staff members, conducted

interviews with teachers, administrators and families, and collected staffing and scheduling data

in order to inform future decisions about special education services. A Special Education Summit

was held in September 2015 for the purposes of providing an overview of the results of the

comprehensive review of special education services in FCPS. Following the summit, a special

education steering workgroup was formed and included staff from the Departments of Special

Education and Psychological Services, Curriculum Instruction and Innovation (CII), Student

Accountability and Student Information (SASI) and select FCPS administrators. The steering

workgroup resulted in two subsequent workgroups serving the purposes of: 1) Mapping an ideal

reading/academic support model for elementary students, and; 2) Discussing ideal speech and

language delivery models. Several collaborative meetings including aforementioned

stakeholders occurred. Teams met, reviewed current practices, researched best practices and

submitted final reports with recommendations for improving outcomes for students with

disabilities.

Given the actions that have occurred in the Department of Special Education & Psychological

Services over the past few years, members of the Board of Education expressed interest in

learning more about some of the actions and plans enacted to improve the performance and

outcomes for our students with disabilities. The purpose of this report is to inform the board of

initiatives that have already occurred within the department and those currently being

implemented. This report also includes information on future plans as part of the department’s

long-range vision for improving the performance and outcomes for students with disabilities.



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Organization of the Department

The Department of Special Education is under the direction of the Executive Director of

Accelerating Achievement & Equity (AAE). The department was restructured during the 2015-

2016 school year, to better support the academic, social, and emotional needs of all students

identified as having special needs, and to ensure that a greater emphasis is placed on the

instructional outcomes for these students such that they are provided with the knowledge, skills,

abilities, and experiences to be empowered learners.

EXECUTIVE DIRECTOR, AAE

DIRECTOR OF COMPLIANCEAND STUDENT SUPPORT

DIRECTOR OF INSTRUCTIONAND STUDENT PERFORMANCE

SUPERVISOR OF 504AND COMPLIANCE

SUPERVISOR OF PSYCHOLOGICAL SERVICES

SUPERVISOR OF SPEECHLANGUAGE AND CHILD

FIND

SUPERVISOR OF ELEMENTARY

SUPERVISOR OF SECONDARY



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DIRECTOR OF COMPLIANCEAND STUDENT SUPPORT

SUPERVISOR OF 504AND COMPLIANCE

SUPERVISOR OF PSYCHOLOGICAL SERVICES

SUPERVISOR OF SPEECHLANGUAGE AND CHILD

FIND

ADMINISTRATIVE SECRETARY

(SUPERVISOR OF PSYCHOLOGICAL SERVICES)

SCHOOL PSYCHOLOGISTS(27)

SCHOOL THERAPISTS(19)


(COORDINATOR OF INTERPRETING SERVICES)

HELP DESK TECHNICIAN


(SUPERVISOR OF COMPLANCE)

COORDINATOR OFNON-PUBLIC PLACEMENTS

PREK-12 NON-PUBLIC AUTISM

WAIVER TEACHER SPECIALIST

COORDINATOR OF INTERPRETING SERVICES

INTERPRETING SERVICESSTAFF MEMBERS

ITINERANT HEARING &VISION STAFF MEMBERS


(SUPERVISOR OF SPEECH LANG. & CHILD FIND)

SPPECH/LANGUAGETEACHER SPECIALIST

SPEECH/LANGUAGETEACHER SPECIALIST

COORDINATOR OF EARLYCHILDHOOD & CHILD FIND

CHILD FIND TEACHERSPECIALIST

INFANTS & TODDLERSSTAFF MEMBERS

INFANTS & TODDLERSPROGRAM ASSISTANT

CHILD FIND TEACHER SPECIALIST

CHILD FIND INSTRUCTIONAL

ASSISTANT

SPEECH/LANGUAGEITINERANT STAFF

(2.7)



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DIRECTOR OF INSTRUCTIONAND STUDENT PERFORMANCE

SUPERVISOR OF ELEMENTARY

SUPERVISOR OF SECONDARY

COORDINATOR FOR SPECIALIZED PROGRAMS

AUGMENTATIVE COMMUNICATION

& TECHNOLOGY TEAM (ACTT)

ELEMENTARY INSTRUCTIONALCOORDINATOR

ELEMENTARY TEACHERSPECIALIST



SECONDARY INSTRUCTIONALCOORDINATOR

SECONDARY TEACHERSPECIALIST

SECONDARY TEACHER SPECIALIST

COORDINATORS FORSPECIALIZED PROGRAMS

(SCHOOL BASED)

COORDINATOR FOR SUCCESS

COORDINATOR OF BEHAVIROAL

INTERVENTIONS & SUPPORTS

TEACHER SPECIALIST FORBEHAVIORAL










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Demographics

Of the over 40,000 students enrolled in FCPS, approximately 11% are identified as students with

a disability. The total number of students receiving special education services is 4,498. The

number and percentage of identified students is consistent with the number of special education

students across the State of Maryland, and represents a slight decrease in the number of

identified students overall in recent years (see Tables 1, 2, and 3).

Table 1.



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Table 2.



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Table 3.

Population

To receive special education services, students must qualify based on an identified disability.

The majority of students receiving special education services in FCPS are identified as having a

Specific Learning Disability. Students with Speech and Language Impairments represent the

next highest disabling condition for which students qualify to receive special education services.

Very few students with disabilities in FCPS are identified as having an Orthopedic Impairment

or Traumatic Brain Injury (see Tables 4 and 5).



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Table 4.



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Table 5.



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Programs

Beyond providing special education services to students in the general education program,

students may also be enrolled in more restrictive specialized programs. Decisions regarding

placement in specialized programs occur through the County Individualized Education Program

(IEP Process). The following specialized programs, with brief descriptions, exist in FCPS:

Challenges Program: Provides integrated support to students with autism and/or severe

communication disorders in a specialized classroom within a general education building

with opportunities for inclusion with non-disabled peers, as appropriate. After third

grade, most of these students pursue a High School Certificate of Completion. There are

six Challenges Programs within FCPS (two in elementary, one in middle, and one in high

school).

Current Enrollment

by Level

2014 – 2015

Enrollment

2016-2017

Enrollment

Change

Elementary 51 61 +10

Middle 7 14 +7

High 12 7 -5

Inclusive Special Education Pre-Kindergarten: Provides education for students ages

3-5 through academic standards while implementing IEPs for eligible children identified

with a disability. Opportunities for students are provided to strengthen their social and

academic skills through an inclusive preschool setting. There are 32 classes located in 15

elementary schools.

Current Enrollment 2014 – 2015

Enrollment

2016-2017

Enrollment

Change

184 211 27

Learning for Life Program: This program is designed to maximize opportunities for

inclusion of students with moderate to severe needs. In addition to teaching students

functional life skills, this program provides work experiences for students in order to

promote student advocacy and independence. There are seventeen Learning for Life

Programs within FCPS (three at elementary, five at middle, and nine at the high school).

Current Enrollment

by Level

2014-2015

Enrollment

2016-2017

Enrollment

Change

Elementary 27 31 +4

Middle 56 51 -5

High 75 94 +19



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Pyramid: The Pyramid Program serves students with significant emotional/behavioral

needs, who require intensive special education and therapeutic services in a small-group

setting. Students have opportunities for inclusion in general education classes with non-

disabled peers, as appropriate, and are pursuing a high school diploma. There are seven

Pyramid Programs in FCPS (two at elementary, two at middle, and three at the high

school level).

Current Enrollment

by Level

2014-2015

Enrollment

2016-2017

Enrollment

Change

Elementary 28 52 +24

Middle 43 33 -10

High 60 79 +19

Rock Creek School: This program is designed to prepare students to become productive

members of society by providing opportunities for students to master functional skills

that promote maximum independence. The program provides work-related training and

experiences for students ages 14-21, and teaches students ages 3-21 with a range of

disabilities.

School Year Rock Creek Enrollment

2014-2015 91

2015-2016 85

2016-2017 86

SUCCESS: This program is located in the FCPS Staff Development Center in

Walkersville, MD and provides post-secondary transition education for students, ages 18-

21, who have completed at least four years in a comprehensive high school and exhibit

potential for competitive employment. Students earn a Maryland Certificate of

Completion. They work in a community-based setting to learn skills for independent

living and become exposed to the world of work.

School Year SUCCESS Enrollment

2014-2015 55

2015-2016 43

2016-2017 46



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Staffing

2016-2017 Special Education Staffing

Job Title/s Total Number of Employees

Central Office Staff

Central Support Positions 74.10

Psychologists 27.00

Specialized Program Coordinators 17.00

School Based Staff

School Based Support Positions 6.00

School Therapists 19.00

Speech Language Pathologist 73.80

Teachers 314.30

Total Special Education Staffing 531.20

In addition to certificated staff and other support staff, the Department of Special Education and

Psychological Services also hires Special Education Instructional Assistants (SEIAs) to support

the program. FPCS currently employs 605.60 SEIAs.

Special Education Instructional Assistants Total Number of Employees

Elementary 298 .60

Middle 96.00

High 133.00

ACTT Team 2.00

Career & Technology Center 5.00

Charter Schools 6.00

Heather Ridge 3.00

Rock Creek 39.00

SUCCESS 23.00

TOTAL 605.60

Staffing Changes

As is the case with all FCPS employees, staffing changes occur annually based on a number of

reasons, including retirements, terminations, and teacher transfers from one building to another

or one assignment to another. The following graphs below show changes in special education

staffing for the past five years.



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Note: Terminations represent a separation of employment and includes employee resignations.

Less than one percent of the terminations in FCPS staff over the past two years were initiated by

the employer. The majority of these terminations were due to staff leaving employment for a

variety of personal reasons.

0

1

2

3

4

5

6

7

8

9

10

FY13 FY14 FY15 FY16 FY17

Retirements

Special Education Retirements General Education Retirements

0

1

2

3

4

5

6

7

8

9

10


Termination

Special Education Terminations General Education Terminations



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Note: Transfers may have been from one special education position to another in a different

school, to a different position out of special education within the school or at another location, or

due to promotions. Several opportunities for advancement and changes in positions were

available for special education teachers this past year due to the restructuring of the special

education department, including the addition of several special education coordinators.

0

5

10

15

20


Transfers

Special Education Transfers General Education Transfers



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Funding Funding for special education services comes from a variety of sources. The majority of funding

is from local and state funds. Special Education also benefits from state and federal grants (see

Tables 7 and 8).

Table 7.



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Table 8.



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Where We Have Been

Three-Year Action Plan

Recognizing that significant achievement gaps have continued to exist for students with

disabilities, FCPS has been engaged in processes designed to understand how best to meet the

needs of these students and to determine how staff must better align themselves to achieve

established goals and priorities. In addition to examining instructional practices, processes

evaluated have also included service delivery models, instructional schedules, and expectations

for direct instruction. The result of the work thus far has culminated into this three-year action

plan.



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Special Education in FCPS

Through ongoing collaboration with local and state stakeholders, including parents, staff and

students, the Department of Special Education & Psychological Services serves FCPS by

supporting systemic instructional programming focusing on eliminating the achievement gap,

developing social competencies, nurturing independence, and preparing students with

disabilities to become contributing members of a global society.

FCPS will engage in processes designed to understand how best to meet the needs of the special

education student group, and determine how staff must better align themselves to best achieve

established goals and priorities. FCPS will examine instructional practices, service delivery

models, instructional schedules, and expectations for direct instruction. All students, including

those receiving special education services, will achieve at high levels and have access to the most

appropriate and rigorous instruction, programs, and services possible. FCPS will work to raise

achievement for all students and eliminate achievement gaps.

The percentage of students achieving proficiency on local measures will not differ by more than

10 percent based on race/ethnicity, culture, poverty or special needs.



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Three-Year Plan Table of Contents Page Number

2016-2017 School Year

Paraprofessional Training…………………………………………………………. 18

Social Emotional and Behavioral Supports……………………………………….. 19

Parent Feedback…………………………………………………………………… 20

Compliance and Data Analysis……………………………………………………. 21

Elementary Level English Language Arts Literacy Program Guidelines...……….. 22

Speech and Language Program Guidelines………………………………………... 23

Special Education Staffing Model…………………………………………………. 24

Special Education Observation/Evaluation Guidelines……………………………. 25


Secondary Level English Language Arts Guidelines………………...……………. 26

Compliance and Data Analysis……………………………………………………. 27

Elementary Level English Language Arts Literacy Program Field Test.........……. 28

Special Educator Training…………………………………………………..…….. 29

Speech and Language Program Field Test…….……………………….................. 30

Special Education Staffing Model …...............……………………………………. 31

Elementary Level Mathematics Program Guidelines……………………………… 32

Continuous Monitoring of the Plan………………………………………………... 33-34

Special Education Observation/Evaluation Implementation………………………. 34


Elementary Level Mathematics Program Field Test………………………………. 35

Secondary Level English Language Arts Literacy Field Test...…………………… 36

Secondary Level Mathematics Program Guidelines………………………………. 37

Continuous Monitoring of the Plan………………………………………………... 38

Special Education Staffing Model Implementation………………………………... 39

Elementary Level English Language Arts Literacy Program Implementation..........40

Speech and Language Program Implementation …………………………………...41



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Focus Area: Paraprofessional Training

Goal #1: Implement an action plan for professional learning for special education paraprofessionals.

(Aspirational Goal #2, Priority #4)

Rationale: In order to eliminate the achievement gap, all individuals working with students will be provided on-going

opportunities to grow as professionals. The special education paraprofessionals, administrators, and

educators need to be equipped with the knowledge, and tools necessary to support all students to increase

student achievement.

Action Steps

Formative Measures/Evaluation

1. Implement professional learning for special education

paraprofessionals.

a. Begin training special education paraprofessionals inclusive

of two hour early release days, district workshops, in-

service days, symposiums and other such opportunities.

b. Create and publish a professional learning calendar with

training opportunities available throughout the school year.

Monitor and evaluate the

professional learning

opportunities for special

education paraprofessionals to

better support students with

special needs across all curricular

contents and settings. Monitoring

of attendance and evaluation

feedback will provide on-going

tools to measure successful

planning and implementation to

make adjustments, as appropriate.

Offer a minimum of 40 sessions.

Monitor and collect attendance

for sessions offered during and

the school day and beyond the

school day. Up to 80% (480/600)

of the paraprofessionals will

attend sessions offered during the

school day. Up to 20% (120/600)

attendance of session beyond the

school day.

2. Professional Learning for special education paraprofessionals

will include:

a. Role of the Special Education Paraprofessional

b. Data-Collection

c. Disability Awareness

d. Behavioral Strategies

e. Fostering Student Independence

f. Effective Evidence-based instructional practices



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Focus Area: Social, Emotional and Behavioral Supports

Goal #2: Explore increasing the interventions and supports to address the social, emotional, and behavioral

learning outcomes for students.

(Aspiration Goal #1, Priority #2)

Rationale: There is a significant gap between the performance of students with disabilities and general educations

students in Frederick on reading and math state assessments. FCPS has adopted Common Core aligned

curricula and assessments. As these more rigorous materials continue to roll out, the gaps between students

with special needs and general educations students is likely to increase, thus requiring the system to adjust

its practices.

Action Steps


1. Explore expansion of the continuum of services for

students with disabilities demonstrating behavioral and

emotional difficulties, especially at the elementary level.

a. Identify current continuum of services and research

expansion options.

b. Collaborate with neighboring school districts to

explore possible continuum of services.

Refine the systemic approach to

supporting students requiring additional

support (with or without IEPs) by

developing an expansion plan for

continuum of services for students

demonstrating behavioral and

emotional difficulties. Additionally,

there will be an increase in

performance towards meeting

established benchmarks on local and

state assessments in all student groups.

For students with disabilities, there will

be no more than a 10% gap in

performance in comparison to their

non-disabled peers.

Increase the amount of staff support

and interventions for students

experiencing significant social,

emotional and behavioral challenges

through direct student and school

contact.

Increase the level of professional

learning sessions offered to schools on

their response to students who

experience significant social, emotional

and behavioral challenges by 80% from

baseline data.

2. The behavior intervention and supports team, comprised

of one coordinator and four teacher specialists, will create

a referral process and strategic response to individual

student needs, professional learning and coaching

opportunities for educators and school teams.



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Focus Area: Parent Feedback

Goal #3: Promote clear communication and transparency in special education programming system wide

with families and community stakeholders by soliciting parent feedback on the IEP process.


Rationale: Student success increases when there is a nurtured, positive relationship with families and the entire

community sharing the responsibility for student success.

Action Steps


1. Establish a special education program review process that, at

a minimum, reviews special education programming, system-

wide on an annual basis.

At the end of the 2016-2017 school

year, 20% of parents who

participate in the IEP meetings will

provide on-going feedback on the

IEP process through a survey to

improve customer service and

continue to build positive

relationships between families and

schools. This percentage will

increase by 20% each subsequent

year.

2. Develop and implement a digital post survey that parents may

complete immediately after IEP meetings, or at their

convenience.

a. Collaborate with the coordinator and staff of the

Department of Professional Learning to plan and

prepare a post IEP meeting survey.

b. Collaborate with System Accountability and School

Improvement to include information on data

warehouse and webmaster to include school websites.



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Focus Area: Compliance and Data Analysis

Goal #4: Provide each and every student with high quality instruction, promote program effectiveness,

improve student performance, and monitor compliance.

(Aspirational Goal # 1, Priority # 1)

Rationale: The best way to ensure compliance is to increase school system staff's knowledge and understanding of the

federal, state, and local statutes, rules and regulations that relate to the development and implementation of

students' IEPs in order to improve educational outcomes for students with disabilities.

Action Steps


1. Review compliance measures to ensure they do not

unnecessarily create additional bureaucratic processes that

impede the efficiencies of school-based administrators.

a. During a Principals Advisory Council meeting

facilitate a discussion with building administrators.

b. Create a one page resource to support systematic

practices.

Collect/analyze data to increase

compliance and identify areas for

program improvement and cause

for celebration.

All schools will be 100% compliant

with expectations for special

education records management.

FCPS will achieve 95% or higher

compliance on state performance

plan indicators on an annual basis.

2. Initiate informal district safeguards that will protect against

504 Plan violations.

3. Explore the usefulness and availability of a “data dashboard”

for special education teachers and administrators. Collaborate

with System Accountability and School Improvement to

establish a similar tool for special education teachers.

4. Explore the MD State Online IEP (OIEP) in order to develop

meaningful IEPs that support closing the achievement gap,

including a focus on developing standards-based goals and

objectives, when appropriate.



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Focus Area: Elementary Level English Language Arts Literacy Program Guidelines

Goal #5: Assess the effectiveness of service delivery models for English Language Arts in order to

standardize the implementation of the elementary literacy program.


Rationale: In order for FCPS to accelerate achievement for struggling learners, additional instruction and intervention

beyond the core curriculum program will be required to eliminate the achievement gap.

Action Steps


1. Convene the work group for the Elementary English

Language Arts program to discuss current schedules benefits

and concerns.

The elementary literacy work group

will provide guidelines for

additional instructional time for

struggling learners in the area of

reading with on-going monitoring

and evaluation. As a result of

additional instructional time, there

will be an increase in student

performance on elementary reading

scores towards meeting the

established benchmarks on local

and state assessments.

For students with disabilities, there

will be no more than a 10% gap in


non-disabled peers.

2. Develop data literacy program guidelines that provide

students who are experiencing reading challenges additional

instructional time with teachers that possess a comprehensive

expertise in reading.

a. Work with the Human Resource Department to adjust

the Reading and Intervention Teacher job descriptions

to reflect the appropriate qualifications to teach

struggling learners.

b. Collaborate with Curriculum Instruction and

Innovation/System Accountability and School

Improvement to ensure that all curricular and special

education staff are knowledgeable of evidence based

instructional practices, tiered interventions, and data

collection to monitor progress and performance of the

students and program.

c. Create model schedules at the elementary level that

focus on providing consistent, additional instructional

time within the seven hour day for students struggling

with reading.

d. Collaborate with building level administrators to

discuss how to address potential barriers to support the

additional instructional time in reading.



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Focus Area: Speech and Language Program Guidelines

Goal #6: Assess the effectiveness of Speech and Language Services in order to promote an equitable and

consistent service delivery model.

(Aspirational Goal #1, Priority 1)

Rationale: Streamline speech and language pathologists’ time and responsibilities to ensure consistent and high quality

services to students according to their area of need.

Action Steps


1. Adopt best practices for the scheduling of speech and

language services and case management responsibilities.

The work group will collect and

analyze data of the field test on the

delivery of speech and language

services guidelines. Equitable and

consistent service delivery will be

assessed via a follow-up survey

administered to speech and

language pathologists.

2. Develop scheduling guidelines that provide speech and

language pathologists with approximately 60% of the work

week directly working with students.

3. Schedule follow up sessions for ongoing communication of

the implementation for equitable, consistent service delivery.



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Focus Area: Special Education Staffing Model

Goal #7: Explore alternative staffing model to establish a staffing philosophy to guide leadership decisions

related to school based staffing.


Rationale: In order to achieve maximum efficiency and effectiveness in deploying staff to schools, the current system

for staffing schools must be examined to initiate recommendations to improve how schools receive, utilize

and redeploy staff.

Action Steps


1. Convene a staffing work group to revise the existing staffing

model to base staffing on school enrollment and caseload.

Develop a staffing model and

consider educational challenge

factors with the aim of providing

differentiated staff for schools with

greater challenges.

The staffing model will be analyzed

annually for overall effectiveness in

meeting the needs of students and

staff.

2. Redesign staffing allocations that will allow an increase of

strategic staffing based on specific student enrollment

demographics.

3. Establish a formal process to review staffing allocations

annually (i.e. school service hours, student count, caseload for

special education) and ensure both equity and accountability.



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Focus Area: Special Education Observation/Evaluation Guidelines

Goal # 8: The Special Education observation/evaluation work group will revise the special education

teacher observation/evaluation form and corresponding rubric to bring the two documents into alignment

with the current standards and expectations for teaching students with disabilities.


Rationale: The final product will mirror the teacher observation/evaluation framework, based on the 2013

version of the Charlotte Danielson Framework for Teaching, keeping in mind the varied responsibilities of

the special education teacher.

Action Steps


1. Convene work groups for special education

observation/evaluation to bring into alignment the form and

rubric with the 2013 version of the Charlotte Danielson

Framework for Teaching.

The work group will develop a

revised observation/evaluation form

and rubric, recognizing the unique

and varied responsibilities germane

to the special education teacher.

As a result of the revised form and

rubric, student growth and

expectations will be maintained

and/or improved on local and state

assessments.



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Focus Area: Secondary Level English Language Arts Guidelines

Goal #1: Assess the effectiveness of service delivery models for English Language Arts in order to

standardize the implementation of the secondary literacy program.




Action Steps


2. Convene work groups for secondary reading program to

discuss current schedules benefits and concerns.

The secondary work groups will

provide guidelines for additional

instructional time for struggling

learners in the areas of reading and

with on-going monitoring and

evaluation. As a result of



performance on secondary reading

towards meeting the established

benchmarks on local and state

assessments.




non-disabled peers.

3. Develop literacy program guidelines that provide students

who are experiencing reading challenges additional


expertise in reading.

a. Work with the Human Resource Department to adjust the

Reading and Intervention Teacher job description to

reflect the appropriate qualifications to teach struggling

learners.




education staff are knowledgeable of tiered interventions

and data collection to monitor progress and performance

of the students and program.

c. Create model schedules at the secondary level that focus

on providing consistent, additional instructional time

within the seven-hour day for students struggling with

reading.

d. Collaborate with building administrators to discuss how to

address potential barriers to support the additional

instructional time in reading.



BOE Presentation

September 27, 2017

31

Focus Area: Compliance and Data Analysis

Goal #2: Provide each and every student with high quality instruction, promote program effectiveness,

improve student performance, and monitor compliance.


Rationale: The best way to ensure compliance and facilitate the development of meaningful educational programming

is to increase school system staff's knowledge and understanding of the federal, state, and local statutes, rules

and regulations that relate to the development and implementation of students' IEPs to improve educational

outcomes for students with disabilities.

Action Steps


1. Continue to work to ensure principals and assistant principals

are more knowledgeable of the complexities and ambiguities

of legal mandates associated with special education.

a. Present during Multipliers Meetings and Instructional

Leadership Meetings.

b. Develop/Update resources as part of the digital repository.

Collect/analyze data to increase the

compliance and identify areas for

program improvement and

opportunities for celebration.

All schools will be 100% compliant

with expectations for special

education records management.

FCPS will achieve 95% or higher

compliance on state performance

plan indicators on an annual basis.

2. Implement and monitor activities associated with State

Performance Plan indicators.

a. Continue to monitor data in the data warehouse regarding

graduation rate, drop-out rate, suspension/expulsions

greater than ten days, provision of services in least

restrictive environment, and parental involvement.

b. Collaborate with System Accountability and School

Improvement and Student Services to ensure

understanding of disproportionality and its impact on

school/systemic data.



BOE Presentation

September 27, 2017

32

Focus Area: Elementary Level English Language Arts Literacy Program Field Test

Goal #3: Field test service delivery model for English Language Arts in order to standardize the

implementation of the elementary program.




Action Steps


1. Implement field test model schedule at the selected

elementary schools providing consistent, additional

instructional time within the seven hour day for struggling

learners.





reading with on-going monitoring











non-disabled peers.

2. Data will be collected and shared with the work group

quarterly to make adjustments as appropriate.

a. Collaborate with Curriculum Instruction and

Innovation/System Accountability and School Improvement

to ensure that all curricular and special education staff are

knowledgeable of evidence based instructional practices,

tiered interventions, and data collection to monitor progress

and performance of the students and program.

b. Implement a model schedule at the field test elementary

schools that focus on providing consistent, additional

instructional time within the seven hour day for struggling

learners.

3. Monitor implementation and make adjustments as

appropriate.



BOE Presentation

September 27, 2017

33

Focus Area: Special Educator Training

Goal #4: Implement an action plan for professional learning for special educators on developing standards-

aligned IEPs.


Rationale: In order to eliminate the achievement gap, all individuals working with students need to be provided on-

going opportunities to grow as professionals. The special education paraprofessionals, administrators, and

educators need to be equipped with the knowledge and tools necessary to support all students in order to

increase student achievement.

Action Steps


1. Implement professional learning for special educators.

a. Begin training special educators inclusive of system-

wide workshops, in-service days, symposiums and

other such opportunities.

b. Create and publish a professional learning calendar

with training opportunities available throughout the

school year.

Monitor and evaluate the

professional learning opportunities

for special educators to better

support students with special needs

across all curricular contents and

settings.

Monitoring of attendance and

evaluation feedback will provide

on-going tools to measure

successful planning and

implementation to make

adjustments, as appropriate.

The degree to which standards-

aligned IEPs are developed and

implemented will increase from

baseline data to 80% by the end of

the 2017-2018 school year.



BOE Presentation

September 27, 2017

34

Focus Area: Speech and Language Program Field Test

Goal #5: Field test the effectiveness of Speech and Language Services in order to promote an equitable and

consistent service delivery model.

(Aspirational Goal #1, Priority 1)



Action Steps




The work group will collect and

analyze data of the field test on the

delivery of speech and language

services guidelines. Equitable and

consistent service delivery will be

assessed via a follow-up survey

administered to speech and

language pathologists.

2. Field test scheduling guidelines that provide speech and

language pathologists with approximately 60% of the work

week directly working with students.

3. Schedule follow up sessions for ongoing communication of

the implementation for equitable, consistent service delivery.



BOE Presentation

September 27, 2017

35

Focus Area: Special Education Staffing Model

Goal #6: Develop an alternative staffing model to establish a staffing philosophy to guide leadership

decision related to school based staffing.



for staffing schools must be examined to initiate recommendations to improve how schools receive, utilize,

and redeploy staff.

Action Steps


1. Reconvene the staffing work group to examine and analyze

the base staffing model based on caseload.

Implement a staffing model and




greater challenges. Collect and

analyze data to make adjustments

as appropriate.

2. Review staffing allocations that will allow an increase of


demographics.

3. Field test the formal process to review staffing allocations

annually (i.e. Caseload, service hours, student count, etc. for

special education) and ensure both equity and accountability.



BOE Presentation

September 27, 2017

36

Focus Area: Elementary Level Mathematics Program Guidelines

Goal #7: Assess the effectiveness of service delivery models for Mathematics in order to standardize the





Action Steps


1. Convene a work group for the elementary mathematics

program to discuss current schedules benefits and concerns.

The elementary mathematics work

group will provide guidelines for


struggling learners in the areas of

mathematics with on-going

monitoring and evaluation. As a

result of additional instructional

time, there will be an increase in

student performance on elementary

mathematics scores towards

meeting the established benchmarks

on local and state assessments.




non-disabled peers.

2. Develop mathematics program guidelines to provide students

who are experiencing challenges, additional instructional time

with teachers that possess a comprehensive expertise in

mathematics.


Mathematics Intervention Teacher job description to


learners.








c. Create model schedules at the elementary level that focus


within the seven hour day for student struggling with

mathematics.

d. Collaborate with building level administrators to discuss

how to address potential barriers to support the additional

instructional time in mathematics.



BOE Presentation

September 27, 2017

37

Focus Area: Continuous Monitoring of the Plan

Goal #8: Monitor and continue the implementation of the action plan throughout the 2017-20118 school

year.




educators need to be equipped with the knowledge and tools necessary to support students, in order to

increase student achievement.

Action Steps

Formative

Measures/Evaluation

1. Offer high-quality professional learning for educators that will

produce enhanced outcomes for students with disabilities.

Maintain the digital

repository for Special

Education best instructional

and behavioral practices and

resources. Continue on-

going professional learning

opportunities to strengthen

and review the knowledge

base of all individuals that

work with students in order

to increase student

achievement and eliminate

the achievement gap. As a

result of on-going

professional learning

opportunities, there will be

an increase in student

performance towards

meeting the established

benchmarks on local and

state assessments. For each

student group, there will be

no more than a 10% gap in

performance.

2. Identify practices that ensure educators with content expertise are

providing additional instructional time for students experiencing

difficulties in specific areas.

3. Continue to cultivate positive mindsets toward the acceptance of all

students.

4. Promote high-quality instruction in every classroom to ensure all

students are achieving maximum success.

5. Continue to provide principals with effective strategies and

interventions that support the learning of students with disabilities.

6. Continue to increase FCPS’s educators’ awareness of various types

of disabilities and promote successful intervention strategies.

7. Continue to implement professional learning for special education

paraprofessionals.

8. Continue to implement system-wide professional learning re: 504

online database for school-based administration and 504

coordinators.

9. Develop and implement professional learning related to facilitating

systemic understanding of a behavioral intervention framework,

including professional learning for school staff that is aligned to

implementation of evidenced-based practices.



BOE Presentation

September 27, 2017

38

Focus Area: Special Education Observation/Evaluation Implementation

Goal # 9: The Special Education observation/evaluation work group will revise the special education

teacher observation/evaluation form and corresponding rubric to bring the two documents into alignment

with the current standards and expectations for teaching students with disabilities.


Rationale: The final product will mirror the teacher observation/evaluation framework, based on the 2013

version of the Charlotte Danielson Framework for Teaching, keeping in mind the varied responsibilities of

the special education teacher.

Action Steps


1. System-wide implementation of the special education

observation/evaluation form and rubric aligned with the 2013

version of the Charlotte Danielson Framework for Teaching.

The work group will provide a

revised observation/evaluation form

and rubric, recognizing the unique

and varied responsibilities germane

to the special education teacher.

As a result of the revised form and

rubric, student growth and

expectations will be maintained

and/or improved on local and state

assessments.



BOE Presentation

September 27, 2017

39


Focus Area: Elementary Level Mathematics Program Field Test

Goal #1: Field test service delivery models for Mathematics in order to standardize the implementation of

the elementary program.




Action Steps


1. Reconvene a work group for the elementary mathematics

program to select elementary schools to field test the

mathematic program guidelines.

The elementary mathematics work

group will provide guidelines for



mathematics with on-going

monitoring and evaluation. As a

result of additional instructional

time, there will be an increase in

student performance on elementary

mathematics scores towards

meeting the established benchmarks

on local and state assessments.




non-disabled peers.










b. Implement model schedules at the selected field test

elementary schools that focus on providing consistent,

additional instructional time within the seven hour day for

student struggling with mathematics.

c. Collaborate with building level administrators to discuss





BOE Presentation

September 27, 2017

40

Focus Area: Secondary Level English Language Arts Literacy Field Test

Goal #2: Field test service delivery models for Secondary English Language Arts in order to standardize

the implementation of the literacy programs.




Action Steps


1. Reconvene a work group for the secondary English Language

Arts program to select secondary schools to field test the

literacy program guidelines.




learners in the area of reading with

on-going monitoring and




performance on secondary reading



assessments.




non-disabled peers.










b. Implement model schedules at the selected field test

secondary schools that focus on providing consistent,

additional instructional time within the seven hour day for

students struggling with reading.

c. Collaborate with building level administrators to discuss


instructional time in reading.



BOE Presentation

September 27, 2017

41

Focus Area: Secondary Level Mathematics Program Guidelines

Goal #3: Assess the effectiveness of service delivery models for Mathematics in order to standardize the

implementation of the secondary program.




Action Steps


1. Convene work groups for secondary mathematics program to

discuss current schedules benefits and concerns.




learners in the area of mathematic

and with on-going monitoring and




performance on secondary

mathematics towards meeting the






non-disabled peers.

2. Develop mathematics program guidelines to provide students

who are experiences mathematic challenges, additional


expertise in mathematics.


Mathematics Intervention Teacher job description to


learners.








c. Create model schedules at the secondary level that focus


within the seven hour day for student struggling with

mathematics.

d. Collaborate with building level administrators to discuss





BOE Presentation

September 27, 2017

42

Focus Area: Continuous Monitoring of the Plan

Goal #4: Continue to monitor the implementation of the action plan for training all staff throughout the

2018-2019 school year.




educators need to be equipped with the knowledge and tools necessary to support all students to increase

student achievement.

Action Steps


1. Continue to work to ensure principals and assistant principals

are more knowledgeable of the complexities and ambiguities

of legal mandates associated with special education.

2. Continue to examine specialized programming at schools to

ensure the programs are adequately resourced and are not too

taxing on school administration.

3. Continue to increase FCPS’s educators’ awareness of various

types of disabilities and promote successful intervention

strategies.

4. Continue to implement professional learning for special

education paraprofessionals.

5. Continue to implement system-wide professional learning re:

504 online database for school-based administration and 504

coordinators.

6. Develop and implement approved local priority flexibility

grant.

Continue on-going professional

learning opportunities to strengthen

and review the knowledge base of

all individuals that work with

students in order to increase student

achievement and eliminate the

achievement gap. As a result of on-

going professional learning

opportunities, there will be an

increase in student performance



assessments. For each student

group, there will be no more than a

10% gap in performance.



BOE Presentation

September 27, 2017

43

Focus Area: Special Education Staffing Model Implementation

Goal #5: Implement the alternative staffing model applying the staffing philosophy to guide leadership

decisions related to school based staffing.



for staffing schools must be examined to initiate recommendations to improve how schools receive, utilize

and redeploy staff.

Action Steps


1. Reconvene the staffing work group to examine and analyze

the staffing model based on caseload.

Implement a staffing model and




greater challenges. Collect and

analyze data via a survey to make

adjustments as appropriate.

2. Review staffing allocations that will allow an increase of


demographics.

3. Implement the formal process to review staffing allocations

annually (i.e. school service hours, caseload, student count,

etc. for special education) and ensure both equity and

accountability.



BOE Presentation

September 27, 2017

44

Focus Area: Elementary Level English Language Arts Literacy Program Implementation

Goal #6: Implementation service delivery model for English Language Arts in order to standardize the





Action Steps


1. Implement model schedule at the elementary schools

providing consistent, additional instructional time within the

seven-hour day for struggling learners.





reading with ongoing monitoring











non-disabled peers.

2. Monitor implementation and make adjustments as

appropriate.



BOE Presentation

September 27, 2017

45

Focus Area: Speech and Language Program Implementation

Goal #7: Implement the Speech and Language Services guidelines to promote an equitable and consistent

service delivery model.




Action Steps




Equitable and consistent service

delivery will be assessed via

follow-up survey of speech and

language pathologists. The goal is

to have all speech and language

pathologists spending 60% of the

workweek working directly with

students.

2. Implement scheduling guidelines that provide speech and

language pathologists with approximately 60% of the

workweek directly working with students.

3. Schedule follow up sessions for ongoing communication and

implementation of equitable, consistent service delivery.

Note: Revision to the plan will take place each year, as appropriate.



BOE Presentation

September 27, 2017

46

Department Restructuring

During the 2015-2016 school year, the Department of Special Education & Psychological

Services was reorganized to fall under the umbrella of the Department of Accelerating

Achievement & Equity. This occurred to provide a greater and more focused emphasis on

accelerating the performance and achievement of students with disabilities, and in continued

support of the systemic commitment to educational equity, closing the achievement gap, and

accelerating learning for all students and student groups. When this occurred, the Department of

Special Education & Psychological Services began implementing several additional intentional

and strategic actions to provide more resources and supports to schools and students. The

purpose of these actions served the purposes of providing:

A greater emphasis on instructional outcomes and strategies for students;

Greater direct support for teachers working with students identified with special needs;

Greater direct support for school-based employees working with students who present

with significant behavioral, communication, social and emotional challenges;

Continued support for adherence to compliance and regulatory guidelines and processes;

Better efficiency with reporting such that there is greater clarity for administrators and

teachers about from whom to seek support in meeting the needs of students with special

needs;

Better alignment and coordination of services with other FCPS departments, and;

Increased and purposeful professional development for certificated and support staff.

School-Based Staffing Model

During the 2015-2016 school year, 4410 students were identified with disabilities in Frederick

County Public Schools. By level, FCPS had the following number of students:

Elementary - 2115

Middle - 975

High – 1320

Prior to the current school year, special education staffing was allocated to schools based on

enrollment, with some consideration for specific school needs. The staffing formula was as

follows:

Elementary - 1 teacher to every 200 students

Middle - 3 teachers for up to 500 students with increments of .5 teacher for every 249

students thereafter.

High - 4 teachers for up to 500 students with increments of .5 teacher for every 249

students thereafter.



BOE Presentation

September 27, 2017

47

To respond to the growing and differing needs of students with disabilities, new staffing models

were examined and implemented during the 2016-2017 school year. The following components

to the revised staffing model were implemented:

Caseload Model for allocating special education staff to schools

Use of Complexity Factors in allocating special education staff to schools

Coordinators for Specialized Programs

Caseload Model

Several models for allocating staff to schools were examined in order to increase the levels of

supports and services for students and schools. These include the following models:

Hours-based

Enrollment-based

Caseload-based

A description of each model is as follows:

Model Description

Enrollment- based

This model is currently used to allocate staff to schools in FCPS. Staff are assigned to

schools based on the total population of the school, regardless of the number of students

enrolled in special education at that school, or the complexity of students’ disabilities. A

school with a small student enrollment but with a high percentage of students with

disabilities would receive less special education staffing than a school with a large total

student population, but a very small percentage of students with disabilities. An

unequitable distribution of workload is a result of this model, from teacher to teacher and

school to school.

Hours-

based

Staff are assigned to schools based on the total number of hours on all students’ IEPs. A

benefit of this model is that each school would receive equitable distribution of staffing

based on the number of serviceable hours. A detriment, however, is that the individual

needs of students will not be taken into consideration. As hours on students’ IEPs

change, staffing would need to be available to respond to those changes and fluctuations

in service hours.

Caseload- based

The caseload model assigns staff to schools based on an equitable distribution of

students and needs per teacher. Because this model allocates staffing based on a range, it

allows for growth and flexibility with the number of students assigned per teacher. Since

staffing would be assigned with a lower number of students assigned per teacher, this

model would increase the overall staffing at each school. It would also allow schools to

take into consideration the complexity of students’ needs when assigning students to

teachers.



BOE Presentation

September 27, 2017

48

Along with examining the benefits and challenges of each model, each model was applied to

schools to determine how staffing would look at each school if the respective model were

implemented systemically. When this was completed, the caseload model increased the overall

staffing allocations for most schools and allowed schools to maintain a small number of students

per teacher. The availability to add students on teachers’ caseloads would also be possible, given

that teachers are assigned to schools at the low end of the caseload range.

For the 2017-2018 school year, the caseload model was implemented for all schools. With this

model, a base staffing allocation was provided of teachers and instructional assistants. The goal

of applying this new staffing model was to meet the needs of all students with disabilities in an

equitable, not solely equal, manner, and at the same time provide manageable case management

and instructional responsibilities per teacher.

Teachers were allocated to schools based on the following average caseload sizes:

Level

Staffing

Average Caseload Size per Teacher

Elementary Schools 1 teacher 10-15 students

Middle Schools 1 teacher 15- 20 students

High Schools 1 teacher 15- 20 students

An expanded caseload formula for the assignment of special education teachers is as follows, by

level:

Elementary

School Formula Based

Caseload

Middle School Formula Based on

Caseload

High School

Formula Based on

Caseload

Teachers

Assigned

Total # of

students with

disabilities

Teachers

Assigned

Total # of students with

disabilities

Teachers

Assigned

Total # of

students

with

disabilities

0.5 T Up to 8 1 T Up to 20 1 T Up to 20

1 T 9 - 15 1.5 T 21 - 30 1.5 T 21 - 30

1.5 T 16 - 23 2 T 31 - 40 2 T 31 - 40

2 T 24 - 30 2.5 T 41 - 50 2.5 T 41 - 50



BOE Presentation

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49

2.5 T 31 - 38 3 T 51 - 60 3 T 51 - 60

3 T 39 - 45 3.5 T 61 - 70 3.5 T 61 - 70

3.5 T 46 -53 4 T 71 - 80 4 T 71 – 80

4.5 T 81-90

5 T 91-100

5.5 T 101-110

6 T 111-120

6.5 T 121-130

Complexity Factors

In addition to staffing allocated based on the caseload model, additional staffing is allocated to

schools based on various complexity factors. Schools with high percentages of students with

autism and emotional disabilities are allocated additional staffing to address the differing and

unique needs of these student populations. In assigning additional staffing based on complexity

factors, schools may fall into three tiers, based on the percentage of students with disabilities

with these disability codes. Additional staffing is provided to schools in Tiers Two and

Three. A description of staffing allocation based on complexity factors is as follows:

Special Education Complexity Factors

Complexity Factors Tier 1* Tier 2* Tier 3*

Autism <10-19% 20-39% >40%

Emotional Disability <5-10% 10% - 19% >20%

System Response Base Staffing Provided .50 Teacher

1.00 Teacher

.50 SEIA

*Percentages are based on overall student population of students in that disability category.



BOE Presentation

September 27, 2017

50

Specialized Programs

In addition to staffing allocations, as indicated above, schools with specialized programs will

receive separate staffing allocations for those programs.

Staffing to these programs are assigned as follows:

Elementary Staffing Allocations for each set number of students

Specialized

Program

Approximate

Number of

Students

Teachers SEIAs Social/Emotional/

Behavioral Support

Pyramid 9 1 2 1 Behavioral Support Specialist

1 Therapist per 15 students

Learning for Life 9 1 2

Challenges 7 1 3

Special Ed.

Inclusive Pre-K

14 (7 with IEPs,

7 typical peers)

1 2.5

Middle/High Staffing Allocations for each set number of students

Specialized

Program

Approximate

Number of

Students

Teachers SEIAs Social/Emotional/

Behavioral Support

Pyramid 10 1 2 1 Behavioral Support Specialist

1 Therapist per 15 students

Learning for

Life

10 MS

12 HS

1

1

2

3

Challenges 7 1 3



BOE Presentation

September 27, 2017

51

Other FCPS Specialized Programs, whose staffing allocation was not revised with the new

staffing model, include the following:

SUCCESS Program: This program provides post-secondary transition education for

students’ ages 18-21 who have completed at least four years in a comprehensive high

school and exhibit potential for competitive employment. Students work in a community-

based setting to learn skills for independent living and receive exposure to the world of

work.

Rock Creek School: Rock Creek serves students ages 3 – 21 with a range of disabilities.

The program provides opportunities for students to master functional skills that promote

maximum independence. The program also provides work-related training and

experiences for students ages 14 – 21.

Special Education Pre-Kindergarten: Special Education Pre-K provides integrated

supports to students with a variety of developmental disabilities in a small structured

classroom, with opportunities for inclusion with non-disabled peers. Students receive

instruction in communication, self-help, social, and academic skills in preparation for

participation in Kindergarten.

Coordinators for Specialized Programs

Another component of the revised staffing model for special education is the addition of

Coordinators for Specialized Programs. These coordinators were allocated to schools

specifically to support students and families enrolled in specialized programs. The

responsibilities for coordinators will be as follows, in conjunction with school-based

administration:

All IEP Team Chairperson responsibilities for students in specialized programs only

Attend CIEP meetings for student in specialized programs

Professional Learning for staff supporting specialized programs

Observation/Evaluation of staff supporting specialized programs, certificated and SEIA

Support the disciplinary process for students in conjunction with school-based

administration

Support family engagement for specialized programs

Budgetary coordination only for restricted budgets exclusive to specialized programs

Attend special education and other administrative meetings for coordinators

Coordination of site-based ESY programs and services

Coordinate and administer state and local assessments for specialized programs

Administrative Central Office responsibilities

General school administrative support, as available and needed



BOE Presentation

September 27, 2017

52

Coordinators for Specialized Programs will be

assigned based on a student to coordinator ratio

of approximately 40-50 students per coordinator.

The fifteen coordinators were added to support

specialized programs as follows:

Elementary – 8.0

Middle – 3.0

High – 4.0

Advantages the of Staffing Plan

With the revision of the staffing model for special education, inclusive of using a caseload

staffing allocation, providing additional staffing due to complexity factors and the addition of

coordinators for specialized programs, several benefits are initially realized.

Decrease in student to teacher ratio in caseload responsibility

Expanded supports for students and schools having specialized programs through the

addition of coordinators for specialized programs

Expansion of the continuum of services for students

Increased support at the school-based level

Increase in the opportunities for inclusive services for students

Additional supports for schools with complexity factors

Professional Learning

Ongoing professional development for all FCPS Employees is essential in order to meet the

current needs of students and expectations for staff in increasing the level of rigor towards

closing the achievement gap. To this end, the supervisory staff in the Department of Special

Education & Psychological Services began to hold regularly scheduled professional learning

opportunities for certificated and support staff working with students with disabilities.



BOE Presentation

September 27, 2017

53

Monthly professional learning sessions occurred for benefitted and non-benefitted Special

Education Instructional Assistants during the 2016-2017 school year. Twenty-five sessions were

held for support staff throughout the school year, and were attended by over 500 SEIAs.

Professional learning opportunities included the following topics:

The Role of the SEIA

Data Collection

Disability Awareness

Behavior Strategies

Fostering Student Independence

Throughout the 2016-2017 school year, professional learning opportunities occurred for special

education and general education teachers on a variety of topics related to meeting the

instructional needs of students with disabilities. School-based administrators benefitted from

regular professional learning sessions on supporting struggling learners. Additionally, special

education central office staff engaged in monthly professional learning sessions to better equip

them in responding to the needs of students, families, school-based staff, and the community at-

large.



BOE Presentation

September 27, 2017

54

Where We Are

Several actions are occurring in an effort to continuously improve the performance of students

with disabilities in FCPS. These actions include: forming the Special Education

Observation/Evaluation Workgroup, monitoring of program and performance indicators,

developing new programs, increasing family input and engagement, continuing support of

elementary and speech and language work groups and supporting staffing model needs.

Special Education Observation/Evaluation Framework

During the 2016-2017 school year, a workgroup was established and co-chaired by the President

of the Frederick County Teachers Associations (FCTA) and the Executive Director of AAE. The

group included teachers and administrators from all levels and types of programs and related

service providers. Special Education staff revised the Special Education Observation/Evaluation

Framework and finalized the document to align with the standards in the 2013 Charlotte

Danielson Framework. The domains and indicators on the form closely align to the expectations

of the general educators, with consideration given to the fact that special educators work in

different environments and with students with varying needs. Both the general education and

special education forms are focused on student learning and outcomes. A major difference in the

form focuses on professional responsibilities in regards to the IEP development and case

management. The work group revised the Special Education Teacher Observation/Evaluation

form and corresponding rubric to bring them into alignment with current standards and

expectations for teaching students with disabilities. (Aspirational Goal 2: Priority 4)



BOE Presentation

September 27, 2017

55

Program Monitoring and Performance Indicators

The Maryland State Department of Education (MSDE) conducts ongoing monitoring of special

education services in FCPS. Monitoring occurs in the areas of compliance and instruction. FCPS

student and systemic data are monitored and analyzed through eSchool, Radar and the Online

IEP, by the Department of Special Education and

Psychological Services and through collaboration

between special education and general education

departments.

Starting in May and throughout the summer of

2016, the department participated in MSDE

Targeted Reviews and Monitoring for Continuous

Improvement and a State Aid Audit. In addition,

FCPS conducted internal targeted reviews and

monitoring for compliance.

Annual auditing of student special education files is

completed by school staff using an internal monitoring form. The internal monitoring form was

developed using the criteria provided by MSDE in their Monitoring for Continuous Improvement

form. Quarterly auditing is completed through Online IEP reports to determine compliance with

annual time lines.

The department conducts internal monitoring of student records through periodic checks using

the internal monitoring form to determine and plan for professional learning in specific areas as

well as the need for mentoring and coaching during IEP meetings and to support student/ parent

engagement. Ongoing professional learning is provided for instructional, administrative and

support staff in the implementation of the IEP process.

Monitoring for Compliance

Monitoring of the Special Education and Psychological Services Department occurs each year

through the MSDE. At the time of this report, results from the most recent monitoring of the

department by MSDE had not been received.

State Performance Plans and Annual Performance Reports

The State Performance Plan (SPP) and Annual Performance Reports (APR) are FCPS’s annual

report card, delivering results on achievement of students with disabilities. Critical to the

balanced focus on results and compliance is the collaborative work between general and special

education leaders, to narrow the school readiness and achievement gaps. The MSDE, Division of

Special Education/Early Intervention Services is required to make determinations annually on

the performance of each local school system using one of the following four determination

categories: “Meets Requirements,” “Needs Assistance,” “Needs Intervention,” or “Needs



BOE Presentation

September 27, 2017

56

Substantial Intervention”. The compliance with State Performance Plans and Annual

Performance Reports is monitored through collaboration with MSDE through Notice of

Performance Reports. The information is shared and analyzed by the FCPS Special Education

Department in large and small group forums, and through collaboration between special

education and general education departments. The most recent Notice of Performance from the

MSDE provided results from July 1, 2015-June 30, 2016. Based on the 2015 school year data, as

well as information obtained through monitoring and complaint investigations, FCPS has

achieved the determination status of “Meets Requirements”. With the exception of Results

Indicator 6a (reference SPP), all other indicator targets were met.

The following data table shows the SPP/APR Results and Compliance Indicators and provides

descriptions of the Indicators, State Targets, Local Results and Targets Met.

Table 8.



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FCPS submitted the required Improvement Plan for Indicator 6a to MSDE. This implementation

of this plan will occur in School Year 2017-2018, to support improved results on the next

SPP/APR.

MSDE Targeted Review

MSDE conducts a Targeted Review

(monitoring review) every three

years for each Local School System

(LSS). The targeted review

consisted of a comprehensive review

of blue folders, classroom

implementation of the IEP and

specialized instruction, a review of

disproportionality as it relates to the

over identification of African

American population who have a

disability coding of Emotional

Disability, and the provision of Related Services (such as Speech/Language, Occupational

Therapy, Physical Therapy and Social Work). Results of this audit have not yet been shared

by MSDE with FCPS.

As part of additional monitoring, MSDE reviewed Partnership for Assessment of Readiness for

College and Careers (PARCC) data relating to the PARCC Decision Making Tool Appendix D

IEP team decisions for Text-to-Speech, ASL Video, or Human Reader/Human Signer on the

PARCC English Language Arts (ELA) Assessment for school year 2016-2017. This audit has

been completed, but results have not yet been shared by MSDE with FCPS.

MSDE Bi-Annual State Audit

Concurrently in June of 2017, the MSDE Bi-Annual State Aid Audit occurred through the FCPS

Fiscal Services Division and targeted topics relating to Special Education in the areas of

attendance, IEP implementation, transportation and Non-Public Placements reporting tied to

fiscal information and expenditures. Following the audit review there were no findings in the

area of special education.

Internal School IEP Audit Data

In May, each school administrator was provided a file titled “Annual Review Due Date Report”.

The file included a list of students with disabilities by case manager and grade level. The report

also included annual review dates, the projected annual review date and the date and time the

most recent IEP was closed. Administrators were asked to verify specific data points for each

student and then return the document to the Special Education Office. Data were collected from



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all FCPS schools and reflected information from the 2016-2017 school year. When reviewing

and analyzing the data, various points were taken into consideration.

As part of the review, the following five data points were used:

The Annual IEP date was compliant and held within one year.

The presented IEP was closed within 5 days of the Annual IEP Meeting.

The Prior Written Notice (PWN) was completed for the IEP Team Meeting.

A duly constituted team was present during the IEP team meeting.

The Signature Page was completed for the IEP team Meeting.

At all levels, most schools completed the following: PWN, conducting IEP Meetings comprised

of duly constituted teams, completing the signature page accurately and holding annual review

meetings by the appropriate date. The area of need was closing the IEP within an appropriate

time period. Collaboratively, principals and special education leaders have implemented plans to

audit the files on an ongoing basis to ensure the closing of IEPs in a timely manner in addition to

supporting the continued implementation of the remaining data points. The expectation and

guidance that has been communicated to schools going forward is to close their IEPs no later

than 48 hours after the parent has received PWN. The following charts depict the data obtained:

SCHOOL AVERAGES

99%

68%

100% 100% 100%

0%

20%

40%

60%

80%

100%

120%

1. Annual DateCompliant

2. IEP Closedw/in 5 days

3. PWNcompleted

4. Dulyconstituted

team

5. Signaturepage complete

ELEMENTARY SCHOOLS AVERAGE



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97%

53%

100% 100% 100%

0%

20%

40%

60%

80%

100%

120%



3. PWNcompleted

4. Dulyconstituted

team


MIDDLE SCHOOLS AVERAGE

97%

56%

97% 97% 96%

0%

20%

40%

60%

80%

100%

120%



3. PWNcompleted

4. Dulyconstituted

team


HIGH SCHOOLS AVERAGE



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Monitoring for Highly Effective Instruction

Standards-Aligned IEPs

MSDE’s Division of Special Education/Early Intervention Services is committed to ensuring all

students are held to rigorous academic standards. For students with significant cognitive

disabilities, the expectation to meet academic standards is embodied in the IEP through standards

that are based on a limited content sample. Individuals with Disabilities Education Act (IDEA)

requires that each IEP include a statement of measurable annual goals, including academic and

functional goals, designed to meet the students’ needs that result from the student’s disability, to

enable the student to be involved in and make progress in the general education

curriculum. FCPS require IEPs to be aligned with the state’s academic content standards for the

grade level in which the student is enrolled. To determine the degree to which IEPs are written,

implemented and monitored based on expectations and guidance, FCPS conducts internal

monitoring of IEPs. Throughout the 2016-2017 school year, over 400 IEPs were monitored to

determine the degree to which they are standards-aligned, and to determine where continued

professional learning for staff is warranted and necessary.

IEP Measure Percentage

Compliant

Does this IEP contain evidence of consideration of grade/course level content

standards?

67%

Does this IEP include current data? 77%

Does this IEP contain multiple data points that illustrate the student's rate of

growth?

54%

Does this IEP demonstrate high quality, standards-based goals? 64%



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Throughout the year, ongoing professional

learning opportunities are provided for

instructional and administrative staff. The focus

of the professional learning opportunities was

multi- faceted but primarily concentrated on the

steps for Developing Standards-Aligned IEPs.

Consideration was also given to implementation

of the grade-level content standards, examining

data and gathering and organizing the information

to gain insight about the student’s strengths and

weaknesses, including how the student performs

compared to grade level standards.

The objectives for the training included increased

understanding of: the priority standards that are

essential for student achievement, how each

standard fits into the learning progression, what

the student must know and be able to learn, the

essential skills associated with content standards

and the difference between priority standards and

supporting standards. The objectives for training regarding examining the data included

increased use of: multiple data sources, IEP assessment results, report cards, quarterly progress

reports, classroom-based, systemic, and state assessments, parent input, student work samples,

portfolios, running records, curriculum-based measures, classroom activities, attendance,

behavior, health, and/or medical transition plans, if appropriate. Other areas addressed included

the development of the present level of academic achievement and functional performance and

summarizing where the student is currently performing in relation to grade-level content

standards. Progress toward mastery of the goals and development of critical and measureable

annual goals and objectives aligned with grade-level academic content standards remained a

priority focus during the professional learning opportunities.

New Programs and Staffing

The continuum of services for students at the elementary level increased through the opening of

a new Pyramid Program and a new Special Education Pre-Kindergarten Program.

The new Pyramid Program provides services to students with significant social and emotional

needs. Staffing is allocated to support intensive special education and therapeutic services for

students while implementing their IEP in a small, structured setting within a general education

school.



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The new Special Education Pre-K Program provides services to students ages 3-5 who require

support in accessing academic standards while implementing their IEP. Staffing is allocated to

support participation in the program and to provide opportunities for all students to strengthen

their social and academic skills with inclusive opportunities for interactions with peers.

Behavior Interventions and Support Teams

Program Description

The goal of the Behavior Interventions and Support team is to support Frederick County Public

Schools in their efforts to provide the best services possible to students. The Behavior

Intervention and Support Team was created to support school teams in addressing the needs of

students demonstrating significant and persistent behavioral concerns. The team is committed to

helping close the achievement gap for these students by providing three main types of service to

Frederick County Public Schools:

1. Direct consultation for students needing individualized behavior intervention,

2. Professional learning opportunities so that staff groups can increase their capacity

to manage challenging behaviors within their schools/classrooms, and

3. Behavior intervention and support coaching, which provides additional support to

individual staff members to enhance their management skills.

Summary of Services

The total number of students with behavioral challenges that were assisted throughout the 2016-

2017 school year is 184 students.

Level Number of Students Assisted

Elementary 112

Middle 51

High 21

The number of students assisted represents support provided in 59 of 66 schools. Of those 59

schools, 32 (54%) realized a reduction in the total amount of students involved in incidents.

There were a few other schools that maintained the number of student referrals from the previous

school year.

In addition to providing direct support to students, Behavioral Intervention and Support Team

provided school based professional learning sessions to 15 different locations. This professional

learning resulted in 75% of the schools realizing a reduction in student incidents from 2015-2016

school year to the 2016-2017 school year.



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Family Input and Engagement

Parent input and family engagement is highly valued and supported through the provision of

resources and engagement activities. Parents are valued as key partners in the IEP process and

their input is obtained through survey results that are used to sustain collaboration with families

and support student success.

Child Find Video

A video was developed during a

collaborative process between the Child

Find Department and the Communications

Department. The video showcases the

continuum of preschool special education

services available to children in Frederick

County Public Schools who warrant the

support of specialized instruction. Families,

service providers and community members

are invited to view the video to develop a

better understanding of the supports

available to some of FCPS’ youngest

learners. The video is located on the FCPS website and titled Child Find Video.

Engagement Activities/Parent Nights

To increase family involvement and to provide resources to families, a variety of Family

Engagement Nights were hosted by the Special Education Department. Two Family Engagement

Nights were offered for students, families and staff that focused on developing skills for students

attending the Pyramid Program. Family Engagement Nights were also held for families to learn

about and interact with outside agencies that support transitional assistance. The focus of the

evenings was on the transition into college and careers for FCPS students. In addition, families

were invited to a SUCCESS dinner to allow students to showcase their skills. This student

hosted event included an opportunity for roundtable discussion for parents and was well attended

by families and staff. Two Early Childhood Family Nights were offered to increase family

partnerships with teachers, related services providers and community agencies (Aspirational

Goal 4: Priority 7)

https://www.youtube.com/watch?v=pskJgZcu-lA&feature=youtu.be



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FCPS Parent IEP Team Meeting Survey

IEP teams work hard to fully engage parents in the IEP

Process. The FCPS parent survey is one way to

measure meaningful engagement of families in the IEP

process. The results are reviewed for systemic patterns

in order to assist schools in developing skills to

meaningfully engage families in their child’s IEP

process.

The FCPS Parent IEP Team Meeting Survey was

completed throughout the 2016-2017 school year by

116 parents/guardians (Goal 5: Priority 7). The following results were realized:

2016-2017 FCPS IEP Team Meeting Parent Survey Results

Parent Question Strongly Agree/Agree

The IEP Meeting focused on my child’s strengths and needs. 81%

School personnel communicated clearly at the meeting. 84%

I am a valued member of the IEP Team 77%

I understand my child’s special education program and the

recommended services.

86%

I know whom to contact if I have questions or concerns about my

child’s IEP.

89%



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MSDE Special Education 2016-2017 Parent Survey

In addition to staff in the department conducting a survey to determine parent engagement in the

IEP process, MSDE conducted a survey. The MSDE Survey was administered to FCPS parents

to determine the percent of parents who report schools facilitated parent involvement through the

IEP process. There were two separate surveys parents had the opportunity to complete. The

survey for parents of preschool students had twenty-four questions, and the survey for parents of

school-aged students also had twenty-four questions. Sample questions from the survey are as

follows:

Preschool Survey

Sample Parent Question

I am part of the IEP decision-making process.

My recommendations are included in the IEP

My child’s IEP goals are written in a way that I can work on them at home during daily

routines.

I have been asked for my opinion about how well preschool special education services are

meeting my child’s needs.

People from preschool special education, including teachers and other service providers

communicate regularly with me regarding my child’s progress on IEP goals.

School Aged Survey

Sample Parent Question

I am considered an equal partner with teachers and other professionals in planning my child’s

program.

I have been asked for my opinion about how well special education services are meeting my

child’s needs.

At the IEP meeting, we discussed how my child would participate in statewide assessments.

I was given information about organizations that offer support for parents of students with

disabilities.

The school and/or school system explains what options I have if I disagree with a decision of

the school.



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The following overall results were realized:

Table 10.

Note: These results represent responses from 85 parents/guardians who completed the survey.

Table 11.

Note: These results represent responses from 632 parents/guardians who completed the survey.

82%86%

80% 83%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2016 2017

Preschool Survey

Frederick County Maryland State

72% 74%69% 70%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2016 2017

School-Age Survey

Frederick County Maryland State



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Partners for Success

Partners for Success program provides local family support services. Staff from this department

provide special education resources, individual consultations, seminars, workshops, newsletters a

lending library and assistance with the IEP process for families of children with disabilities.

Between January 1, 2017 and June 1, 2017, the department has supported families in the

following ways:

Contacts

Parent Contacts 724

Lead Agency/School System Contacts 311

Community Provider Contacts 267

Special Education Citizen’s Advisory Committee

The Special Education Citizen’s Advisory Committee (SECAC) works closely with families,

students, FCPS staff and community members to provide support to the department. The

committee is comprised of parents of children with disabilities, staff members, high school

students with or without disabilities and community members who have special knowledge or

interested in the needs of students with disabilities. The directors of the Department of Special

Education and Psychological Services also regularly attend these meetings. Meetings are held

once monthly during the school year. The committee sponsors an annual resource fair for

families.

Elementary Language Arts Literacy Workgroup

Special Education staff implemented the Elementary Level English Language Arts Literacy

Workgroup. This workgroup was formed to establish guidelines for schools for effective

implementation of an elementary English Language Arts Program with the aim of providing

additional instructional time for struggling learners. This additional time is provided beyond the

instruction of the general classroom teacher, not in lieu of it (Aspirational Goal 2: Priority 4).

Selected elementary schools are currently field-testing the literacy program guidelines for

English Language Arts during the 2017-18 school year in order to standardize the

implementation of the elementary program (Aspirational Goal #1 Priority 2).



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Speech and Language Workgroup

A workgroup was formed to determine and promote an equitable and consistent service delivery

model for effective implementation of Speech and Language services. The workgroup provided

recommendations for schools on the implementation of the service delivery model that would

support Speech/Language Pathologists (SLPs) spending approximately 60% of the work week

directly with students. In addition, allocating SLPs to schools based on identified factors such as

caseload and workload models and adopting best practices at the elementary level for the

scheduling of speech and language services were also examined. Recommended service delivery

models for SLPs discouraged removing students from English Language Arts and Math classes

whenever possible. Recommendations for caseloads for SLPs including maintaining them at 40-

50 students per full time SLP (Aspirational Goal 2: Priority 4).

School Psychologist Staffing Model

FCPS currently employees 27.5 FTE school psychologists who serve over 42,400 students in 66

schools. In addition to supporting students with and without disabilities in FCPS schools, school

psychologists provide assessment services and support to other programs. The current

psychologist to student ratio in schools is one psychologist to 1,662 students (1:1,662). The

National Association of School Psychologists (NASP) recommends a 1:500 – 1:700 ratio to

provide comprehensive psychological services to students, staff and families.

The BOE of Frederick County and the Superintendent understand the significant mental health

needs of many FCPS students and the negative impact of those mental health needs on academic

and behavioral functioning. As a result, over the past few years additional staff, in the form of

social workers and school psychologists

have been added to address this

need. Most recently, the board

determined the need to hire two

additional School Psychologists to

provide additional support to schools in

addressing the mental health needs of

some FCPS students. These two

additional psychologists were placed

directly in schools, one at Crestwood

Middle School and one at Walkersville

High School.

The roles of the two psychologists placed in the identified schools are to provide:

Modeling of behavior intervention strategies in the classroom;

Professional learning to staff on Positive Behavior Interventions and the Importance of

Building Positive Relationships with students;

Targeted staff training to support students with significant disabilities;



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Consultation during team meetings;

Information and training to parents and guardians;

Individual and group therapy to students, focusing on a variety of mental health issues,

and;

Crisis intervention.

The remaining 25.5 school psychologists are assigned to serve two to three schools each. Due to

the number of students in the schools to which they are assigned, they spend the majority of their

time providing federally mandated evaluations for special education eligibility and less frequent

time providing intense prevention and intervention to students, professional learning and

consultation to staff and families to support positive mental health. It is anticipated that these are

services that the two school psychologists placed directly in schools will provide. Their services

and supports will be monitored throughout the 2017-2018 school year in determining the

effectiveness of this model. (Aspirational Goal 2: Priority 3)

.



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Where Are We Going

Continued Monitoring of Instructional Model

FCPS is committed to ensuring all students are held to rigorous academic standards. For

students with significant cognitive disabilities, the expectation to meet academic standards is

embodied in the IEP through standards that are based on a limited content sample. On-going

professional learning opportunities for teachers and related service providers will continue to

occur. Additionally, internal monitoring will continue in order to provide administrators,

individual teachers and related service providers with feedback for continuous professional

growth and improvement when writing a statement of measurable annual goals for the grade

level in which the student is enrolled. The Department of Special Education and Psychological

Services will continue to collaborate with CII and SASI to create a learning environment that

provides meaningful access and opportunity to all students.

Family Engagement Opportunities

The department will continue their ongoing efforts to meaningfully engage parents in the

learning process of their child(ren), and continually evaluate the services and supports the

department provides to students. In

addition to the Child Find video,

additional videos are being developed

as a way to enable and support parents’

understanding of the IEP Process, and

to provide training and information on

the IEP process. The videos will be

created primarily for families new to

the special education process. This

video will assist families to effectively

navigate the process, including what to

expect during the initial meeting,

potential persons involved in the

meetings, what general things to expect

throughout the process, parental rights

and procedural safeguards, as well as

who to contact when there are

questions.

Continued work with SECAC will be critical to support families of children with disabilities.

Open and honest communication, improving effectiveness and accountability, advocating for



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appropriate resources and identifying systemic needs will continue to be a priority for this group

as they collaboratively work with the department to support children and their families. Ongoing

resources and opportunities will be provided for families to encourage engagement, understand

disabilities and increase their knowledge of the special education process.

Local family support services will continue to be provided by the Partners for Success program.

Staff from this department develop special education resources, individual consultations,

seminars, workshops, newsletters a lending library and assistance with the IEP process for

families of children with disabilities. Their focus for the upcoming year will include support for

parents in understanding the transition process for 3 and 4 year old children and the IEP process.

Secondary Level English Language Arts Literacy Program Work Group

Literacy is the gateway to all other learning. In order to become proficient readers and writers

students need high quality core instruction and, if necessary, intervention. Students who are not

proficient readers by the end of third grade will likely struggle throughout their schooling, and

are at risk for not graduating on time. The first steps to improving student achievement is to

ensure that all students have access to high quality reading instruction and interventions based on

best practice, data, and content knowledge. Communication is also an essential skill for

success. Strong oral and written communication skills are critical in today's workplace.

The goal of the work group is to assess the effectiveness of service delivery models for English

Language Arts in order to standardize the implementation of the Comprehensive Secondary

Literacy Program (Aspirational Goal #1 Priority 2). In order for FCPS to accelerate achievement

for struggling learners, additional instruction and intervention beyond the core curriculum

program will be required to eliminate the achievement gap. In staff’s work with students, FCPS

will equip each and every student to be an empowered learner and an engaged citizen, to achieve

a positive impact in the local and global community.

The FCPS Secondary Literacy Work Group will identify key elements of high quality literacy

instruction. These elements will align with best practices, and will be implemented with fidelity

across all secondary schools. They also require a strong professional learning system for teachers

and ongoing monitoring of implementation across secondary schools.

Establish an Elementary Level Mathematics Program Work Group

The ultimate purpose of this work group is to equip every student to be an empowered learner

and an engaged citizen, to achieve a positive impact in the local and global community. The

focus will be two pronged, to increase academic success of struggling learners as they navigate

the rigorous content standards, and educate imaginative learners who grasp concepts, and have

the ability and willingness to investigate ideas and solve real-life problems. Additionally, staff

must equip teachers in individual schools to maintain a commitment to high expectations of



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students; create personalized learning environments; collaborate with other teachers within the

school and the surrounding community; and encourage effective teaching by means of active

inquiry and in-depth learning.

In order to become flexible mathematical

thinkers students need high quality core

instruction and, if necessary,

intervention. The first steps to

improving student achievement is to

ensure that all students have access to

high quality instruction and interventions

based on best practice, data, and content

knowledge. Communication is also an

essential skill for success. Strong oral

and written communication skills are

critical in today's workplace.

The FCPS Elementary Mathematics

Work Group will identify key elements of high quality mathematics instruction. These elements

will align with best practices and will be implemented with fidelity across all elementary

schools. They also require a strong professional learning system for teachers and ongoing

monitoring of implementation across elementary schools.

Monitor the Implementation of the Elementary Literacy Program

Selected elementary schools are currently field testing the literacy program guidelines for

English Language Arts during the 2017-18 school year in order to standardize the

implementation of the elementary program (Aspirational Goal #1 Priority 2).

The work group will collect data quarterly from assessments such as curricular benchmarks,

Global Scholar, etc. to determine if adjustments are necessary and appropriate. Through

collaboration with Curriculum Instruction and Innovation department and the System

Accountability and School Improvement department, training will occur to ensure that all

curricular and special education staff are knowledgeable of evidence based instructional

practices, tiered interventions, and data collection to monitor progress and performance of the

students and the program. The implementation of model schedules at the field test elementary

schools will focus on providing consistent, additional instructional time within the seven hour

day for struggling learners. Ongoing collaboration with building level administrators will occur

to discuss how to address potential barriers to support the additional instructional time in

reading.

Following the field test, the work group will communicate the guidelines and guarantees to all

elementary schools prior to full implementation during the 2019-2020 school year.



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Monitor the Implementation of the Speech and Language Program

Schools are implementing the recommendations of the Speech and Language Workgroup, which

established guidelines to focus on an equitable and consistent service delivery model for

effective implementation of Speech and Language services. The recommendations will support

standardized implementation and practice through guidelines that support SLP’s spending

approximately 60% of the workweek directly with students, allocating SLPs to schools based on

identified factors such as caseload and workload models and adopting best practices at the

elementary level for the scheduling of speech and language services. Removing students from

English Language Arts and Math Classes will be avoided whenever possible. Staff will strive to

maintain speech/language caseloads at 40-50 students per full time SLP. (Aspirational Goal 2:

Priority 4). Internal monitoring will occur through ongoing collaboration with SLPs and

administrators and review of caseloads and the scheduling of speech and language services.

Dyslexia, Dysgraphia and Dyscalculia

A collaborative work group with members from the departments of Special Education and

Psychological Services, Curriculum Instruction & Innovation, and System Accountability &

School Improvement has been meeting since the spring of 2017, discussing how we as a school

system are meeting the needs of dyslexic learners. The work group conducted an extensive

review of the research for teaching students with dyslexia, a review of existing programs,

services, supports, and assessments available to use to diagnose students with dyslexia, and a

discussion about FCPS’ philosophy and approach to meeting these students’ needs.

The Special Education Department has, and will continue to, work with any family of identified

students with dyslexia to meet the students’ needs. This includes working directly with school

staff and providing opportunities for ongoing professional learning and training. Staff will

receive ongoing training in the area of dyslexia, meeting the students’ needs, and specifically

looking at approaches to teaching students with dyslexia. The Special Education and

Psychological Services Department staff will continue to collaborate with Accelerating

Achievement & Equity, Curriculum Instruction & Innovation and System Accountability &

School Improvement to clarify FCPS’ practice in meeting the needs of dyslexic students.

Changes, if appropriate, will be recommended in school and system programs and supports.

Monitoring the instructional program and services for these students will occur, as well as the

ongoing evaluation of the effectiveness of our approach as a school system.



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Program Monitoring and Performance Indicators

FCPS will continue to monitor the SPP/APR Results and Compliance Indicators provided by the

MSDE. The FCPS Office of Special Education will collect the same data in live time on a

monthly and/or quarterly basis. The data will be reviewed and analyzed to support compliance

with the indicators and the expectations associated with them.

Annual auditing of student special education files will continue to be completed by school staff

using an internal monitoring form. The internal monitoring form developed using the criteria

provided by the MSDE in their Monitoring for Continuous Improvement form will continue to

be used. Quarterly auditing will be completed through Online IEP reports to determine

compliance with annual time lines.

Audit information will be monitored and shared with school administrators and school staff.

Areas of need will be addressed through collaborative conversations. The Special Education

Department will complete ongoing reviews for all service providers to provide feedback on the

development and implementation of standards aligned IEPs during the 2017-2018 school year.

The Department of Special Education will continue to conduct internal monitoring of student

records through periodic checks using the internal monitoring form to determine and plan for

professional learning in specific areas identified on needs assessments. Ongoing professional

learning will continue to be provided for instructional, administrative and support staff in the

implementation of the IEP process.

Internal IEP Monitoring

By 2020, FCPS will implement effective, equitable, and culturally responsive education services

which result in increased access to instruction, improved educational achievement and functional

outcomes, and reduced gaps between students with and without disabilities. It is recognized that

specially designed instruction, including related services, program modifications, assistive

technology, accessible educational materials, and accommodations for learning and assessment

within all tiers of intervention ensure that the individual learning needs resulting from a

disability, will help narrow the achievement gap. The Special Education and Psychological

Services Department will continue to monitor students’ standards aligned IEPs and provide

constructive feedback to special educators for continuous improvement and professional growth.



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Transition

By 2020, seamless transition programs and student services will be implemented to increase the

number of students with disabilities who are actively engaged in post-secondary activities such

as education, technical and career training, employment, and community participation after

exiting schools. FCPS transition leaders will attend the Division on Career Development and

Transition conference to stay current on recent research in order to enhance the development and

content of students’ transition plans. FCPS will provide professional learning opportunities to

secondary special education staff to enhance the development and content of students’ transition

plans. Secondary special education staff will provide professional learning opportunities to

school counselors and transition educators on how to create a more robust approach on the

development of digital portfolios. This will provide students with disabilities a tool to collect,

house, and support post-secondary opportunities.



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Summary

Accomplishments

During this past school year, the Special Education and Psychological Services Department has

implemented and supported many efforts to positively and significantly impact student

achievement. Achievement data are not reported in this report since comprehensive student

achievement data will be presented to the board in an upcoming meeting, when progress towards

Goal 1 attainment and the Master Plan will be reported. The most recent student achievement

data reveal that gaps continue to exist between students with disabilities and their peers. While

gaps still exist, it is worth sharing the following successes that were realized through the most

recent state testing data results.

English Language Arts

FCPS students in Grade 3 receiving special

education services, ranked third in the state

for students approaching, meeting, and/or

exceeding the grade level standards in

English Language Arts.

FCPS students in Grade 5 receiving special

education services, ranked among the top

eight school systems in the state for

students approaching, meeting, and/or

exceeding the grade level standards in

English Language Arts.

FCPS students in Grade 6 receiving special education services, ranked among the top

eight school systems in the state for students approaching, meeting, and/or exceeding the

grade level standards in English Language Arts.

FCPS students in Grade 7 receiving special education services, ranked among the top

eight school systems in the state for students approaching, meeting, and/or exceeding the

grade level standards in English Language Arts.

FCPS students in Grade 8 receiving special education services, ranked fifth in the state

for students approaching, meeting, and/or exceeding the grade level standards in English

Language Arts.

FCPS students in Grade 10 receiving special education services, ranked third in the state

for students approaching, meeting, and/or exceeding the grade level standards in English

Language Arts.



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81

Mathematics


for students approaching, meeting and/or exceeding the grade level standards in

Mathematics.



Mathematics.

FCPS students in Grade 5 receiving special education services, ranked fourth in the state


Mathematics.

FCPS students in Grade 7 receiving special education services, ranked second in the state

for students meeting and exceeding the grade level standards in Mathematics.

FCPS students in Grade 8 receiving special education services, ranked fourth in the state

for students meeting and exceeding the grade level standards in Mathematics.

FCPS students enrolled in Algebra 1 receiving special education services, ranked third in

the state for students approaching, meeting, and/or exceeding the course content

standards.

In addition to these successes, the department has increased efforts to meaningfully engage

families through parent surveys and collaborative work with the Special Education Citizens

Advisory Committee. Increased opportunities for on-going professional learning for all FCPS

staff were provided, including both certificated and support staff. With the implementation of

Behavioral Interventions and Supports (BIS) for schools and an updated Behavior Intervention

Process, FCPS is beginning to realize success in the reduction of student referrals in some

schools. A revised staffing model, monitoring of the instructional program, school site visits,

support during state assessments, transitioning to standards-aligned IEPs, revisions to the Special

Education Observation/Evaluation Tool have all supported efforts toward increased student

achievement. Increased efforts to monitor school programs for compliance have begun and will

continue in staff’s work in special education.

These efforts, and others, will continue as FCPS works to sharpen the focus for 2020 and beyond

in the Department of Special Education and Psychological Services.



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Opportunities for Continued Growth

The Special Education Department continues to face a variety of challenges. Of most significant

importance are efforts to close the achievement gap. For example,

30.9% of students in Grades 3 – 5 who took the most recent state assessment in English

Language Arts were approaching or meeting standards in comparison 77.5% of all

students.

39.3% of students in Grades 3 – 5 who took the most recent state assessment in Math

were approaching or meeting standards in comparison 78.6% of all students.

20.2% of students in Grades 6 – 8 who took the most recent state assessment in English

Language Arts were approaching or meeting standards in comparison 84.1% of all

students.

20.8% of students in Grades 6 – 8 who took the most recent state assessment in Math

were approaching or meeting standards in comparison 72% of all students.

A comprehensive summary of students’ performance on state assessments towards meeting Goal

1 of the Board’s Strategic Plan will be presented at an upcoming board meeting. Nonetheless,

since these significant gaps still exist, instruction must be of high quality and reflect appropriate

rigor for students each day. Staff’s continued work in developing, implementing, and monitoring

standards-aligned IEPs will help in this effort.

As a department, we must continue to support schools in maintaining compliance with special

education guidelines and regulatory requirements. Staff have begun work to ensure this through

various monitoring efforts of student records, site visits, and ongoing professional learning for

staff. Staff understand work is needed to ensure that all families are pleased with their

child(ren)’s special education services and program. As such, staff will continue the work to

meaningfully engage families and seek their input and feedback on our systemic program.

Continued collaborative work with the Special Education Citizens Advisory Committee will

support staff in addressing challenges and in closing the achievement gap.



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83

Future Considerations

Staffing

With the implementation of a new caseload staffing model, it assumes that as caseloads

fluctuates for teachers, staff respond accordingly with the addition, or deletion of staffing as

appropriate. At this point, staffing is determined and disseminated based on a single student

count at a particular point in the school year. If additional students enroll beyond that point,

additional staffing is not allocated to the department. This requires the department to shift staff

between schools, as necessary. If it is the case that there is not the opportunity to move staffing,

the department does not have contingency staffing to respond to the increased demand. This is a

concern not only with the caseload staffing model, but with any model recommended. As such,

contingency staffing positions may be warranted to respond to changing student enrollment and

needs. This is not only the case with special education staffing, but also speech/language

staffing.

Meeting the Needs of Students with Behavioral, Social, and Emotional Needs

The Department of Special Education and Psychological Services is pleased that, through

restructuring, four additional behavioral specialists were added during the 2016-2017 school

year. While this has been a tremendous help, and FCPS is realizing some initial benefits of these

positions, staff also recognize that the behavioral, social and emotional needs of students

continue to increase in number and intensity. Additionally, given Maryland State regulation that

indicates that school systems are not able to suspend students in primary grades, the needs for

these staff are likely to increase. As such, additional staffing in this area will be considered to

respond to this growing need within our school system.

Program Expansion of Specialized Programs

The number of students requiring placements in specialized programs continues to increase. For

example, FCPS has limited spaces available for student placements in Learning for Life and

Inclusive Pre-Kindergarten classroom placements. Expansions of these programs may be

necessary. As we continue to analyze student needs, additional specialized programs and new

programs may be necessary to better serve our students. If specialized programs are added, the

need for additional certificated, administrative and support staff may also be warranted to

provide the appropriate supports and services for these students.



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Staffing Model for School Psychologists

Beginning with the 2017-2018 School year, two additional School Psychologists were hired and

placed directly in schools to provide additional support to those schools in addressing the mental

health needs of students in those particular schools. One of the psychologists was placed in a

middle school and one in a high school. Throughout the school year, staff will monitor the

effectiveness of this approach for consideration of future expansion of this model.

Continued Monitoring of Student Instructional Performance and Compliance

Since beginning the monitoring of instructional performance and compliance, staff recognizes

that there are areas for continued improvement. Staff will continue to monitor for these in all

schools and use results to determine how to best support staff to ensure students are receiving the

highest quality of instructional programming. In particular, leadership wants to ensure all

students IEPs are standards-aligned and focused on accelerating student achievement toward

grade level standards.

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