SPECIAL EDUCATION
SERVICESPam Doak
Senior Director
OUTCOMES Provide a brief overview of the Special
Education Services 3 Year Strategic Plan and Initiatives.
Provide a historical and current information regarding Formal State Complaints filed on the behalf of students with disabilities removed due to disciplinary removals that resulted in a change of placement.
STRATEGIC PLAN FOCUS AREAS1. Effective Instruction2. Inclusion/Continuum of Services3. Professional Development4. Family and Community Collaboration
EFFECTIVE INSTRUCTION Targets for students with disabilities will
focus on increasing: Increasing Academic Achievement Increasing Graduation RateDeveloping a comprehensive, accessible,
web-based Data Management system
INCLUSION/CONTINUUM OF SERVICES Targets for students with disabilities:
The percentage of students with disabilities age 3-5 attending a regular early childhood program in the regular program will increase to 35% by June 30, 2015.
By June 30, 2015, the amount of time school age students with disabilities served in the general education setting will increase from 63.1% to 66%.
By June 30, 2015 students with disabilities at the elementary level, specifically the ID mild and HFA populations--will be provided an array of services in order to graduate from high school with a diploma and participate within the least restrictive environment.
PROFESSIONAL DEVELOPMENT Targets for students with disabilities:
By June 30, 2015, 90% of Stakeholders will report general satisfaction with access to Professional Development opportunities offered by Special Education Services (SES).
By June 30, 2015, SES will implement an established framework to coordinate with Academics, Human Resources and Student Support Services departments to deliver cohesive Professional Development across departments to increase the retention rate of Special Education Teacher in WCPSS to 96%.
By June 2015, 100% of SES staff will be skillful leaders who build capacity, advocate, and create support systems for delivering high quality professional development.
FAMILY AND COMMUNITY COLLABORATION Targets for students with disabilities:
By June 30, 2015, 82% of parents of students with disabilities will indicate satisfaction with parent training opportunities for their student with a disability.
By June 30, 2015, 40% of school-age parents and 62% of preschool-age parents of students with disabilities will report on the CIPP Indicator 8 parent survey that schools facilitated parent involvement as a means of improving service and results for SWDs.
By June 30, 2015, 85% of schools will indicate they have resources available to proactively engage families through collaborative efforts in order to maximize student success.
BEHAVIOR INITIATIVE Targets for students with disabilities:
The Behavior Specialists/LRE Team will offer FBA/BIP Training exclusively to School Administrators over a three-year period.
The Behavior Specialists/LRE Team will develop a screening process to determine “at-risk” students.
The Behavior Specialists/LRE Team will develop, schedule, offer, and deliver system-wide training to WCPSS employees.
By June 30, 2012 the number of student with disabilities recommended for long-term suspension will decrease by 5%.
By June 30, 2012 the percentage of credits earned/classes passed by SWD that have been recommended for LTS will increase by 5%.
The total amount of seats available in full day alternative learning program options for students with disabilities who are recommended for long-term suspension will increase by 50% in the 2012-2013 school year (based on total amount of seats available in full day alternative learning program options in 2011-2012).
BEHAVIOR INITIATIVE TEAMS LRE Behavioral Health Manifestation Determination
Review/Due Process Services for Students with
Disabilities Long Term Suspended
BI TEAM - LRE Build and support the capacity/expertise
of School Administrators, Teaching Staff, Behavior Support Specialists (BST) and SED Regional teachers in the area of behavior support/consultation skills.
Collaborate with all BI Teams for development of processes, professional development and supporting schools.
BI TEAM - LRE Professional Development Activities for School
Administrators and Teaching Staff Functional Behavioral Assessments (FBA) Behavior Intervention Plans (BIP)/Positive Behavioral Supports Identifying and Developing Strategies for SWD At-Risk for LTS Manifestation Determination Review (MDR) Life Space Crisis Intervention (LSCI) Crisis Prevention and Intervention (CPI)
Professional Development Activities for Parents (Collaboration w/SES Family and Community Connections Team) Functional Behavioral Assessments (FBA) Behavior Intervention Plans (BIP)/Positive Behavioral Supports Manifestation Determination (MDR) Identifying and Developing Strategies for SWD At-Risk for LTS Resources for the Parent Information Center
Community Supports to Address Behavioral Needs
BI TEAM - LRE Direct Consultation/Collaboration
BST Staff and Programs Regional SED I and II Programs Transition Counselors General and Special Education Staff
Individual Student Needs SWD “At-Risk” for LTS
School Administrative Staff BST Roles and Responsibilities LRE and Placement in Regional SED Programs
Alternative Learning Programs (i.e., Longview) Program Development and Implementation Data Evaluation of Program Effectiveness
BI TEAM – BEHAVIORAL HEALTH
To provide a Behavioral Continuum for SWD that are at-risk of being diagnosed or are diagnosed with a mental illness.
Collaborate with all BI Teams for development of processes, professional development and supporting schools.
Identify resources for the Parent Information Center Community Supports to Address Behavioral and/or Health Needs
Goals include: Academic Achievement Increase Time Engaged in Learning Attendance Reduction of Behavioral Issues Increased Parent Involvement
BI TEAM – BEHAVIORAL HEALTH
CollaborationWCPSS Student Support Services –
Counseling and Support ServicesWCPSS Intensive Intervention (IIT)
Consultation with school staff of students on IIT caseloads
Facilitate development and monitoring of goals, FBA, and BIP of students on IIT caseloads
Community Collaborative and Agencies Wake County Human ServicesWCPSS Academics
BI TEAM – MDR/DUE PROCESS
To increase the knowledge and capacity of school Administrators and staff and parents in the Manifestation Determination Review (MDR) process and the rights of SWD and their parents upon recommendation for long term suspension (LTS).
Collaborate with all BI Teams for development of processes, professional development and supporting schools.
BI TEAM – MDR/DUE PROCESS Professional Development Activities for
School Administrators and Teaching Staff Long Term Suspension Process for SWD Pre MDR Process MDR Development and Implementation of a
Comprehensive Data System Professional Development Activities for
Parents (Collaboration w/SES Family and Community Connections Team) Long Term Suspension Process for SWD Pre MDR Process MDR
BI TEAM – MDR/DUE PROCESS
CollaborationWCPSS Student Support Services – Student
Due ProcessWCPSS Technology Services – Data
Collection, Evaluation, etc.School Administrative and Teaching Staff –
Compliance/Monitoring of BIP, IEP Goals, etc. in Relation to Students’ IEPs
Identified Middle/High Schools for SWD At-Risk for LTS
Discipline and Review Committee (DRC)
BI TEAM – SERVICES FOR SWD LTS Continue to develop programs for students
who have been long term suspended and need school-based programs for implementation of their individual IEPs and instructional services.
Establish procedures for transition to and from the programs providing services for SWD LTS.
Develop information for parents of SWD that explains the discipline policies and services for students that are long term suspended.
Establish data collection and evaluation procedures for implemented programs.
2012 – 2013 BI TEAM – SERVICES FOR SWD LTS
Infinity Transitions @ Longview (High School)
Transitions @ River Oaks (Middle School) Transitions @ Garner Evening Program
(GEP) Home/Hospital SCORE and Home/Hospital
INFINITY TRANSITIONS @ LONGVIEW (HIGH SCHOOL)
Full Day Instruction 40 Seats (10 OCS) 60 – 80% Direct Instruction Highly Qualified General and Special Education
Staff Odysseyware – Supplement Direct Instruction Program Administrator Counseling Services Portfolio Assessment Data Collection/Program Evaluation
TRANSITIONS @ RIVER OAKS (MIDDLE SCHOOL)
Full Day Instruction 40 Seats 4 Highly Qualified Teachers, 2 Teacher Assistants Full Day Direct Instruction On-Sight Administrator/SES Oversight Program Components
Academic Recovery/Mastery Social Recovery Literacy Parent Involvement
Portfolio Assessment Data Collection/Program Evaluation
TRANSITIONS @ GARNER EVENING PROGRAM (GEP)
Three Hours of Direct Instruction (Monday – Thursday)
20 Seats Students from Garner Magnet High School, Fuquay-
Varina High School, and Southeast Raleigh High School
Individualized Plans for Credit Recovery Developing Additional Services During the Day (i.e.,
community) On-Sight Administrator/SES Oversight Development of Additional Evening Programs
Throughout the District Data Collection/Program Evaluation
HOME/HOSPITAL
H/H Selected Based on Individual Needs Code of Conduct Violation Medical Need Expulsion
Hours/Location Based on Individual Student Needs
Services Provided By a Cadre of Trained H/H Teachers Including Both General and Special Education Services
Transportation Provided as Needed Random Monitoring of H/H Services Tight Process for 30 Day Reviews Data Collection/Evaluation
SCORE AND HOME/HOSPITAL
Selected Based on Individual NeedsCode of Conduct ViolationExpulsion
Paired with Home/Hospital (Special Education Services)
Internet Access Provided Transportation to and from Orientation
NINTH GRADE INITIATIVE Targets for students with disabilities:
The promotion rate of students with disabilities from ninth grade to tenth grade will increase by 5% by June 30, 2013.
The suspension rate of students with disabilities at ninth grade will decrease by 5% by June 30, 2013.
A comprehensive plan to improve middle school interventions and supports for students with disabilities will be developed by December 1, 2012. Each area of focus will be evaluated each semester.
NCDPI STATE COMPLAINTS History
December, 2008 May, 2011 July, 2012
Common Theme Whether the WCPSS developed individualized
education programs (IEPs) based upon the unique needs of students with disabilities whose disciplinary removals constitute a change of placement
Whether the individual students named in the complaints and other students experiencing disciplinary removal resulting in a change of placement were denied a free appropriate public education (FAPE) due to procedural violations
FAPE AND LRE – DISCIPLINARY REMOVALSA child with a disability who is removed from the child’s
current placement due to a disciplinary removal resulting in a change of placement:
IDEA: Continue to receive educational services (irrespective of whether the behavior is determined to be a manifestation of the child’s disability), so as to enable the child to continue to participate in the general education curriculum, although in another setting, and to progress toward meeting the goals set out in the child’s IEP NCDPI: The traditional analysis of LRE does not apply to
students removed from the general population due to violations of the student code of conduct. It is a setting that will enable the student to continue to participate in the general education curriculum, although in another setting, and to progress toward meeting the goals set our in the student’s IEP.
HISTORY – CORRECTIVE ACTIONS Provide compensatory services due to:
Denial of FAPELack of implementation of services
determined by IEP Teams Development of alternative learning
settings for students removed due to disciplinary actions resulting in a change of placement
Comprehensive data collection system
CURRENT STATE COMPLAINT (JULY, 2012) WCPSS and Complainants participating
in mediation session(s) Negotiations of settlement agreement Anticipated completion – on or before
October 31, 2012