here - Matanuska-Susitna Borough School District

Report
2011-2012
Mat-Su Borough School District
Student Support Services
Welcome from Lucy Hope, Director
Agenda
 Overview of special education in Mat-Su
 Overview of special education law:
IDEA; Individuals with Disabilities Education Act
 Overview of disabilities
Who’s who….
 Introductions:
Your name,
Why are you subbing?
School(s) you are working in
Programs you have worked in
Related Services
 Speech Language Pathologists
 School Psychologists
 Occupational Therapists
 Physical Therapists
 Audiologists
 Vision and Hearing Specialists
 Sign Language Interpreters
 Assistive Technology Specialists
CONFIDENTIALITY
 Protection of Records,
 Disclosure of personally
identifiable information
pertaining to children
with disabilities
 Parental Access to
Educational Records
 Parental Consent for
Release of Records
MSBSD Special Education Policies
and Procedures
 Are one and the same
as………
Alaska Special
Education
Handbook
DEFINITIONS
 Special Education:
 Related Services
 504 Plan
 Accommodations
 Modifications
Is: specialized instruction,
Is: required for a child to
benefit from special education
The legal and political aspects of
Special Education
Series of federal public laws regarding children’s
entitlement to a Free and Appropriate Public Education
in the Least Restrictive Environment
 1975 Education for All Handicapped Children Act
 1987 Preschool Handicapped Act
 1990 Individuals with Disabilities Education Act
 1997 IDEA Amendments of 1997
 2004: Individuals with Disabilities Education Improvement
Act
BASIC CONCEPTS
 FAPE (free and and appropriate public education)
 Ages 3-21, suspended or expelled students, students
in correctional facilities, private schools, home
schools, charter schools, district and state
correspondence schools.
 LRE (least restrictive environment)
 to maximum extent appropriate
IDEA Disability
 Must meet eligibility criteria as defined by law under
fourteen disability categories
 Must adversely affect education performance
 Must substantiate requirement for special education
and related services
IDEA Disability Categories
 Specific Learning Disability (about half of all
students with IEPs): 1174 students
 Speech Impaired: 428 students
 Early Childhood Developmentally Delayed: 301
students
 Other Health Impaired: 238 students
 Emotionally Disturbed: 154 students
 Cognitively Impaired: 100 students
Other disability categories:
Low incidence disabilities:
 Autism: 78 students
 Multiple disabilities: 52 students
 Hard of Hearing/Deaf: 19 students
 Visually Impaired: 6 students
 Deaf Blind: 1 students
 Traumatic Brain Injury: 6 students
 Orthopedically Impaired: 12 students
Childfind

Early childhood, school age children
enrolled in the district, school age
children not enrolled in the district
Interventions
Must be attempted in regular education before a referral
to special education is made…. Commonly called
“RTI” in our district (Response to Intervention)
Referral and Evaluation
 Must be completed within 45 school days of the date
parent signed consent to evaluate.
Reevaluations
 Must be conducted every three years
Exit
 Only for reasons allowed by state
regulations
IEP
 Individualized Education Program
 Consists of 13 sections, defined by state
regulations.
 iPlan is our software, forms on iPlan come
directly from Alaska Special Education
Handbook.
 Developed by team
IEP Meeting: Required Participants
 Must be invited
 Must attend:
 Parent
 General Ed teacher
 Student after age 14
 Special Ed provider
 General Ed teacher
 District representative
 Special ed provider
 District representative
 Anyone knowledgeable
about evaluation
conducted
IEP Alignment
From Evaluation…………………
to PLAFFP………………………….
to Goals & Objectives…………
to Services………………………….
to Placement
Placement: based on IEP following
it’s completion
 LRE (to what extent is
the child being educated
with typical same age
peers???)
 Not where the child is
educated, but with
whom…..
 Should be enrolled in their
attendance area school or
as close to home as
possible.
 Team must consider
continuum of options.
 Justification must be
written if services are more
restrictive than fulltime
services in general
education classroom.
Implementation of IEP
 Must be implemented
within 45 days of receipt
of consent to evaluate
 Upon proposal of IEP,
regardless of any
disagreement. If
consensus cannot be
reached, district must
provide Prior Written
Notice of its proposed
IEP.
Transition Services
 Into Preschool
 By age 16
 90 days prior to 3rd
 Transition Plan
birthday, children in
Infant Learning
Program have
Transition meeting in
their home
 Process of evaluation
begins
required for every
student, addressing the
purpose of IDEIA: “to
prepare for
employment and
independent living”
MSBSD Programs
Early Childhood (ages 3-5)
Elementary (grades k-5)
 Itinerant
 Itinerant
 Headstart
 Resource
 Center Based
 Intensive resource
preschool (2 or 4 days)
 Regional programs for
ED and Deaf students,
and ABA programs
MSBSD Programs
Middle School (grades 6-8)
• Itinerant
• Resource
• Intensive resource
• Self contained
High School (grades 9-12)
• Itinerant
• Resource
• Intensive resource
• Self Contained
• Next Step Transition
K-12 Special Day School
Houston High School
Houston High
Resource
Intensive Resource
Self Contained & ED
Houston Middle School
Resource
Intensive Resource
Self Contained & ED
Big Lake Elementary
Willow Elementary
Resource
Resource
Intensive Resource
Preschool
Preschool & ED
Meadow Lakes Elementary
Resource
Intensive Resource
Preschool
Su Valley Junior/Senior High School
Susitna Valley Junior Senior High
Resource
Intensive Resource
Willow Elementary
Resource
Talkeetna
Elementary
Trapper Creek
Elementary
Preschool
Resource
Resource
Wasilla High School
Wasilla High School
Resource, Intensive Resource
Self Contained, ED & ABA
Wasilla Middle School
Teeland Middle School
Resource
Resource, Intensive
Resource, ABA
Intensive Resource
Self contained, ED & Deaf
ED/HOH
Self Contained & ABA
Iditarod
Elementary
Snowshoe
Elementary
Resource
Goose Bay
Elementary
Knik Elementary
Resource, ED,
(Grade K-2)
(Grade 3-5)
Intensive Resource
Intensive Resource
Resource
Resource, ED,
Preschool,
Preschool
Intensive Resource
Intensive Resource
Augmentative
Communication
class
Preschool
Tanaina Elementary
Resource
Intensive Resource
Preschool
Shaw Elementary
Resource
Intensive Resource
Preschool & Deaf
ED/HOH
Larson Elementary
Resource
Intensive Resource
Preschool & ABA
Colony High School
Colony High School
Resource, Intensive
Resource
Self Contained, ED & ABA
Teeland Middle School
Colony Middle School
Resource, Intensive Resource, ABA
Resource, Intensive Resource
Self contained, ED & Deaf ED/HOH
Self contained & ED
Shaw Elementary
Larson Elementary
Resource
Resource
Intensive Resource
Intensive Resource
Preschool & Deaf ED/HOH
Preschool & ABA
Finger Lake Elementary
Pioneer Peak Elementary
Machetanz Elementary
Resource
Resource
Resource
Intensive Resource
Intensive Resource
Intensive Resource
Preschool
Preschool & ABA
Preschool & ED
Palmer High School
Palmer High
Resource
Intensive Resource
ED & Self Contained
Palmer Junior Middle School
Resource
Intensive Resource
ED & Self Contained
Sutton
Resource
Sherrod
Butte
(Grade 3-5)
Resource
Resource
Intensive Resource
Intensive Resource
Swanson (grade K-2)
Resource
Intensive Resource
Preschool
Glacier View School
Glacier View School
(Grades K-12)
Resource*
Alternative Schools
Alternative
Schools
Burchell High
Valley Pathways
Grades 9-12
Grades 9-12
Resource
Resource
Correspondence School
Correspondence
School
Mat-Su Central
(Grades K-12)
Resource
Charter Schools
Charter Schools
Midnight Sun
Academy Charter
Twindly Bridge
(Grades K-8)
(Grades K-12)
(Grades K-12)
Resource
Resource
Resource
Fronteras Spanish
Immersion
American Charter
Academy
(Grades K-5)
(Grades 2-12)
Resource
Resource
Birch Tree
(Grades K-8)
Resource
No Child Left Behind (NCLB)
 AYP: Adequate Yearly
 SWD: Students with
 District is at Level 4
 Schools are at different
 A subgroup, specified in
Progress…measured by annual
Standards Based Assessments
levels
For more info go to
www.eed.state.ak.us
Disabilities
NCLB
 Performance of this
subgroup includes all
students in district with
IEPs, grades 3-10.
Alaska Statewide Assessment
 Grades 3-10
 Terra Nova (NRT)
 Standards Based
Assessments (CRT)
 Grade 10
 High School
Graduation
Qualifying Exam
(CRT)
SWD MUST take assessments:
All are decisions
without accommodations, or
Made by IEP team
with accommodations, or
Participate in an Alternate Assessment
Alaska Statewide Assessments
 All accommodations
specified in the IEP must
be administered during
the assessments.
 SSS Records Specialist,
will work with case
managers so you know
which students have
which accommodations.
Alaska Statewide Assessment
 After 10th grade
administration of the
HSGQE, if a SWD has
failed a subsection, the
IEP team may
recommend a
 Modified HSGQE
 Nonstandardized
HSGQE
 All of these need to be
approved by DEED.
 Submission of these
requests is coordinated
by SSS, Records
Specialist
 Upon approval, info will
be sent to case managers.
Extended School Year
 Eligibility under three  IEP meetings
categories:
 Regression/Recoup-
ment
 Self-sufficiency
 Emerging skills
annually
determine
eligibility for ESY
 IEP Amendment
meetings must be
held, to determine
skills to be
addressed in ESY
Special Education Attendance
 Required to be taken
daily
 Paper/pencil, in addition
to iCue attendance at
your school
 Mark each day you are
scheduled to see a child
(i.e. positive attendance)
 Submit at the end of
each quarter to Records
Specialist
Working Files
 Must be locked
 You are responsible for
confidentiality
 Must contain current iep, this
year’s progress notes, and any
other confidential
information about that child
that you want to keep
Thank you!
 Please enjoy the
rest of your day….
 Please fill out
questionnaire about
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