SPECIAL EDUCATION504

POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS

MULTI-TIERED SYSTEMS OF SUPPORTPIQE/APP

HOMELESSENGLISH LEARNERS

SPECIAL SERVICES2013-14

PBIS

PBIS

Planning meetings with teams and by building Assemblies, Spartan Spotlight

Spartan Super Hero Visits – very well received by staff, parents, students, athletes/robotics/dance.

Staff recognitionsExpanding Super Flex curriculum in

elementaryData analysis – office visits and suspensions

Looking for alternatives to suspension with middle and high schools. Possible coaching in this area.

Mental Health Services

Grant through Department of Human Services School linked and co-located services

Simley, IGHMS, Hilltop – co-located services Salem Hills, Pine Bend – school linked services

Five year grant Assigned therapists Parent permission, insurance billed

Increased Family Service Worker time Working to increase mental health services for special

education

RTI/Multi-Tiered Systems of Support

Each building created formal plan Improve core instruction Tier 2 and 3 supports

Started SAM time at the middle school 2X week

Started Spartan Achievement intervention time at the high school once a week

Problem solving teams – focus middle school and high school

PRESS Interventions in elementary to address Tiers 1 and 2

Pyramid of Interventions

Pyramid of Interventions

RTI/MTSS

Next yearReview with principals and new superintendent to make improvements for next year School psychologist assigned to middle school full

time to facilitate better use of progress monitoring data

Continued relationship with U of M regarding PRESS Training at Pine Bend Review of Tier 3 interventions with Dr. Matt Burns

Continued intervention times middle and high school Working with Carol Ellison on stronger interventions for

non-special education students who are struggling

504

Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met.

Section 504 ensures that the child with a disability has equal access to an education. The child may receive accommodations and modifications.

As defined by federal law: “An individual with a disability means any person who: (i) has a mental or physical impairment that substantially limits one or more major life activity; (ii) has a record of such an impairment; or (iii) is regarded as having such an impairment” [34 C.F.R. §104.3(j)(1)].

504

Change in definition opened door to more requests for 504 plans

Each building has a 504 coordinator. All counselors at the high school write 504s for the students who are assigned to them.

Examples: diabetics needing discretion on timing of tests, ADHD accommodations, chronic illnesses, severe allergies

Homeless Students

24 StudentsBuilding contacts – each building has a

contact person assigned to monitor homeless students and ensure compliance with McKinney-Vento law

Created system for documenting transportation for students experiencing homelessness

Fostering Connections – new piece for students in foster care. Collaboration between child welfare and schools to ensure stability of education for students.

English Learner Services

Languages Spoken 2013-14

35 Languages – last year 25 languagesLargest Language Groups:

Spanish Arabic Hmong Somali Vietnamese

Languages Spoken 2013-14

African Languages Africans – South Africa Creolized English – Liberia and others Amharic – Ethiopia Igbo – Nigeria Somali – Somalia Swahili – Kenya Tigrinya – Eritrea Yoruba – Nigeria and Benin Grebo – West Africa Arabic – Middle East, North Africa, East Africa

Languages Spoken

Asian Languages Khmer – Cambodia Mandarin – China Bengali – Bangladesh/India Japanese – Japan Lao – Laos Cebuano – Philippines Vietnamese – Vietnam Telugu – India Urdu – India Tagalog – Philippines Minongkabau – West Sumatra Newari – Nepal Tonga – Tonga in Polynesia

Languages Spoken

European- West and East Danish French German Kurdish Latvian Russian Bosnian Ukrainian Spanish English/ASL

EL Service Enrollment

English Learners

Continued to make the state benchmark of AMAO (Annual Measurement Achievement Objectives) – progress

toward English proficiency, attainment of English proficiency, and academic achievement and success

Hired new EL teacher for Fall 2014 – bilingual Spanish ACCESS testing this spring – have preliminary results but

waiting for official results in August – will assign new EL teacher to schools with greatest need

Identified writing as an area of need Continue work in preschool with EL teacher in community and

meeting with day cares, preschools, families Training for all staff on SIOP strategies for teaching English

Learners Focus on EL students as everyone’s students

English Learners

Review curriculum as it relates to the state standards and the English Language Development standards Progress monitoring of EL instruction – piloted by

elementary EL teachers Preschool English Language Development standards Reviewing exit criteria due to state changes –

increased number of years for funding from 5 – 6 years, but fund based only on ACCESS scores and not MCA or MAP

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013600

620

640

660

680

700

720

708

688 690685

693

669

641

668

691

698

648

659

651654 655

ISD 199 Child Count School Year 1999-2013

Child Co...

Special Education

142

115

7687

86

8718

17 16 10 37 4

Specific Learning DisabilitiesSpeech Language ImpairedAutism Spectrum DisorderDevelopmental DelayEmotional Behavior DisorderOther Health DisabilityDCD Mild ModerateHearing ImpairedDCD Severe ProfoundPhysically Impaired

Proportion of Disability Types- Birth to Age 21- 2013 Child Count

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

-5.0%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

Speech Language Impaired DCD Mild Moderate DCD Severe ProfoundSeverly Multiply Impaired Physically Impaired Hearing ImpairedVisually Impaired Specific Learning Disabilities Emotional Behavior Disorder

Perc

enta

ge

ISD 199 Special Education Unduplicated Child Count SY

2013

New! Special Education Evaluation Template

New! Paraprofessional Development

New! Third Party Billing

Revised Third Party Billing processTrained all Related Services (e.g., speech,

OT, PT) and Special Education Paraprofessionals

Continuous Improvement

Over-representation of Latino students receiving Special Education Services Pre-referral Interventions prior to evaluation Special Ed Referral Process- English Learner (EL)

Parent Interview IEP team includes EL Teacher Access to Language Interpreters for all components

of the evaluation and IEP process

Continuous Improvement

Social/Emotional Support for Special Education Students Behavior Consultants

Jennifer Jensen: Kindergarten Functional Behavior Assessments

Ann Byer: Federal Setting III Programming Consultation Space Considerations for Salem Hills EBD program

New program space for EBD program next year

Continuous Improvement

Social/Emotional Support for Special Education Students Addition of mental health support

Family Service Workers Associated Clinical Psychologists (ACP)

Alternatives to Suspension

Continuous Improvement

Serving students in the Least Restrictive Environment (LRE)

Co-teaching in Early Childhood Special Education (ECSE)

All Secondary Special Education Teachers co-teaching in at least one mainstream content area

Continuous Improvement

Serving students in the Least Restrictive Environment (LRE) Strengthening accommodations for SLD/OHD

students

Continuous Improvement

October 2014- MDE Special Education Fiscal Audit

2014-15 MDE Special Education Compliance Audit

Celebrations!!

Collaborative Teams

Celebrations!!

Graduations!!

Celebrations!!!

Adaptive Bowling- 2nd year State Champs!