West Virginia Department of Education Introducing ……. Policy 2419: Regulations for the Education...

West Virginia Department of West Virginia Department of EducationEducation

Introducing …….Introducing …….Policy 2419: Policy 2419: Regulations Regulations for the Education of for the Education of Students with Students with ExceptionalitiesExceptionalities


Session IVSession IVChapter 6Chapter 6Administration of ServicesAdministration of Services

Presented by…Presented by…Lynn Boyer, Ph.D.Lynn Boyer, Ph.D.Executive DirectorExecutive DirectorOffice of Special Programs, Extended and Early Office of Special Programs, Extended and Early LearningLearning


Introducing….Introducing….Policy 2419: Regulations for Policy 2419: Regulations for the Education of Students the Education of Students with Exceptionalitieswith Exceptionalities

http://wvde.state.wv.us/intro2419/http://wvde.state.wv.us/intro2419/


Office of Special Programs, Office of Special Programs, Extended and Early LearningExtended and Early Learning

http://wvde.state.wv.us/ose/http://wvde.state.wv.us/ose/


TRAINING COMPONENTSTRAINING COMPONENTS

Presentation Presentation Supplementary materialsSupplementary materials Participant notesParticipant notes Policy 2419 (final document or billPolicy 2419 (final document or bill

analysis version)analysis version) Participant questions and WVDE responses Participant questions and WVDE responses Training calendarTraining calendar Policy 2419 Training SynopsisPolicy 2419 Training Synopsis


Policy 2419 Policy 2419

Session VChapters

8-11

Session IVChapter 6

Administration Of Services

Session IIIChapter 7Discipline

Session IIChapter 4

RTI

Session IChapters

1-5

Policy 2419


Session IV Map Session IV Map Chapter 6Chapter 6

Efficient and Effective Administration to Ensure FAPE

Provision of Services

Highly Qualified Personnel

Adequate Staff

Introduction

(basis for revisions)

-Case Management-Instructional Periods * Pre-K * Integrated Classrooms * Sp. Ed. Classrooms


ADVANCE ORGANIZERADVANCE ORGANIZER

The purpose of this session is to:The purpose of this session is to:

Provide an introduction with regard to the Provide an introduction with regard to the basis of the revised caseload standards; basis of the revised caseload standards;

Discuss the provision of efficient and Discuss the provision of efficient and effective administration of special effective administration of special education services with regard to staffing; education services with regard to staffing; and and

Continue the dialogue regarding these Continue the dialogue regarding these revisions.revisions.


Goals of Policy 2419Goals of Policy 2419

Raise achievementRaise achievement

Meet needs of administrators, general Meet needs of administrators, general education and special education education and special education teachers regarding systems changeteachers regarding systems change

Focus on how research has informed Focus on how research has informed us with regard to improving resultsus with regard to improving results


Considerations for Policy Considerations for Policy Revision (WVDE initiatives, Revision (WVDE initiatives, research and federal guidance)research and federal guidance)

Fewer students will be identified due to PreK-3 Fewer students will be identified due to PreK-3 early intervention servicesearly intervention services

Increasingly, special education teachers will be Increasingly, special education teachers will be teaching/supporting in the general education teaching/supporting in the general education classroomclassroom

Number of students with exceptionalitiesNumber of students with exceptionalities in the general education classroom will increasein the general education classroom will increase


Considerations for Policy Considerations for Policy Revision (WVDE initiatives, Revision (WVDE initiatives, research and federal guidance)research and federal guidance)

Principals’ expertise in flexible use of Principals’ expertise in flexible use of funds and staff will increasefunds and staff will increase

Special education teachers will Special education teachers will become more accountable for their become more accountable for their students’ learningstudents’ learning


Purpose of Revised CaseloadsPurpose of Revised Caseloads

At the district level, allow more flexibility in At the district level, allow more flexibility in hiring staffhiring staff

At the school level, allow principals to At the school level, allow principals to schedule staff to maximize use of teacher schedule staff to maximize use of teacher expertise to meet student needsexpertise to meet student needs

Use facilities more effectivelyUse facilities more effectively

Address certification issuesAddress certification issues


Essential QuestionEssential Question

How can special education services How can special education services be administered efficiently and be administered efficiently and effectively to ensure the provision of a effectively to ensure the provision of a Free Appropriate Public Education Free Appropriate Public Education (FAPE)? (FAPE)?


Provision of Services Provision of Services p. 76p. 76

Appropriate grouping for specially Appropriate grouping for specially designed instructiondesigned instruction

IEPs must be developed to reflect:IEPs must be developed to reflect: high expectationshigh expectations alignment with content standardsalignment with content standards evaluation of student progressevaluation of student progress


Provision of StaffProvision of Staff p. 76p. 76

Highly qualified personnel includes:Highly qualified personnel includes:

personnel who meet the requirements of personnel who meet the requirements of IDEA 2004, NCLB and WV Board Policy IDEA 2004, NCLB and WV Board Policy 52025202 adequate personnel for IEP implementationadequate personnel for IEP implementation trained and supervised service personneltrained and supervised service personnel knowledgeable and skilled general knowledgeable and skilled general

education teacherseducation teachers


Caseload Standards

Case Management

All WVPre-K

Classrooms

Integrated Classrooms

Special Education

Classrooms

Children With

Develop. Delays

pp. 78-83


Caseload Standards-Case Caseload Standards-Case ManagementManagement

p. 78 Case management responsibilities p. 78 Case management responsibilities include procedural/accountability tasksinclude procedural/accountability tasks

Maximum Limits for Case ManagementMaximum Limits for Case Management

Individual teacher caseloads (case Individual teacher caseloads (case management and instructional) must be management and instructional) must be carefully considered to ensure IEP carefully considered to ensure IEP implementationimplementation


Staffing for Case Staffing for Case Management/Procedural Management/Procedural Accountability Accountability p. 78p. 78

Maximum Limits for Maximum Limits for Case Management AssignmentsCase Management Assignments

Teachers of Students with Teachers of Students with DevelopmentalDevelopmentalDelays ages 3-5Delays ages 3-5

2020

Teachers of the GiftedTeachers of the Gifted 4545

Speech TherapistsSpeech Therapists 5050

Teachers of All Other Teachers of All Other ExceptionalitiesExceptionalities

30 30 See Class Size See Class Size

Requirement for Requirement for Instructional PeriodInstructional Period


Caseload Standards-WV Pre-KCaseload Standards-WV Pre-K

p. 78 ALL WV Pre-K classroomsp. 78 ALL WV Pre-K classrooms

Policy 2419 reflects the requirements Policy 2419 reflects the requirements of Policy 2525of Policy 2525


Caseload Standards Caseload Standards p. 79p. 79

Caseload standards for integrated Caseload standards for integrated classrooms are:classrooms are:

BEST PRACTICEBEST PRACTICE

NOTNOT

REQUIREDREQUIRED


Caseload Standards-Caseload Standards-Integrated ClassroomsIntegrated Classrooms

p. 79 To maximize the effectiveness of instruction p. 79 To maximize the effectiveness of instruction for all students with disabilities, excluding those for all students with disabilities, excluding those with speech/language impairments, receiving with speech/language impairments, receiving specially designed instruction in general education specially designed instruction in general education settings settings shouldshould approximate natural proportions approximate natural proportions that are no more than 30% of the total class that are no more than 30% of the total class enrollment when integrated classrooms are enrollment when integrated classrooms are established in the four core academic subjects. i.e. established in the four core academic subjects. i.e. Reading/Language Arts, Science, Social Studies Reading/Language Arts, Science, Social Studies and Math.and Math.


Caseload Standards-Caseload Standards-Integrated ClassroomsIntegrated Classrooms

p. 79 For integrated classrooms where p. 79 For integrated classrooms where instructional responsibilities are shared, the instructional responsibilities are shared, the special educator special educator shouldshould not be assigned to not be assigned to more than two co-teaching or integrated more than two co-teaching or integrated classrooms during one instructional block. classrooms during one instructional block. The special educator The special educator shouldshould meet with the meet with the class on a consistent schedule that class on a consistent schedule that provides support to the students and to the provides support to the students and to the general educator. general educator.


Maximum Number of Students per Instructional Period Based on Level of Need pp. 81-82

Special Education Special Education Programmatic LevelProgrammatic Level

Early Early ChildhoodChildhood

GradesGradesK - 4K - 4

Middle Middle ChildhoodChildhood

GradesGrades5 - 85 - 8

Adolescent Adolescent EducationEducationGradesGrades9 – 129 – 12

Level I Service NeedsLevel I Service Needs 66 1212 1212

Level II Service NeedsLevel II Service Needs

1212minimumminimum

staffing ratio staffing ratio 1:6*1:6*

1212minimumminimum


1212minimum minimum


Level III Service NeedsLevel III Service Needs

88

minimum minimum staffing ratiostaffing ratio

1:4**1:4**

88


1:4**1:4**

88


1:4**1:4**


Consideration of Areas forConsideration of Areas for Level of Need Level of Need p. 79-80p. 79-80

CognitionCognition Academic Academic

performanceperformance Social interactionSocial interaction Emotional/behavior Emotional/behavior

areasareas CommunicationCommunication

Sensory abilitiesSensory abilities Perceptual abilitiesPerceptual abilities Motor abilities Motor abilities Health/medical areasHealth/medical areas Other areas related Other areas related

to their disability to their disability


Waivers Waivers p. 83p. 83

May be requested in writingMay be requested in writing

May require an on-site visitMay require an on-site visit

Considered case-by-caseConsidered case-by-case

Valid only for current school yearValid only for current school year


When Are Caseloads Effective? p. 83When Are Caseloads Effective? p. 83

In 07-08 use current (Appendix E)In 07-08 use current (Appendix E)

In 08-09 use current or newIn 08-09 use current or new

In 2009-2010 use newIn 2009-2010 use new


ClosingClosing

QuestionsQuestions

Responses to questions submitted Responses to questions submitted will be posted within three business will be posted within three business days on the Introducing…Policy 2419 days on the Introducing…Policy 2419 and the OSP websitesand the OSP websites

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West Virginia Department of Education Introducing ……. Policy 2419: Regulations for the Education...

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