Special Education 101 the Book

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Title: Special Education 101 the Book

1
Special Education 101 the Book

Special Education
September 29 2009

2
Table of contents

Chapter 1 (WH)
Presentation of significant dates timeline
Chapter 2 (WH)
Birth to 3 going into KDG
Chapter 3 (BL)
Elementary school entry in SpEd
Chapter 4 (SGO)
Age 15 - 21
Chapter 5 (WSB)
Introduction of IEP
Chapter 6 (MB)
State required reports
Chapter 7 (JW)
Data
Chapter 8 (S)
Dream thoughts
Chapter 9 (WH)
Excess cost Revenue producing and Medicaid
Chapter 10 (SB)

3
Chapter 1
4
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Chapter 2
6
Birth to 3

90 days before age 3
Play group IEP
1 week before IEP to review B-3 referral
IEP meeting to determine the need for evaluation
4 6 weeks before 3rd birthday
IEP meeting to review evaluation-determine
eligibility and make appropriate recommendations
2 weeks before 3rd birthday
3rd birthday If appropriate child is placed in
one of 5 of our preschool SpEd services
classrooms.

340
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Chapter 3
9
What Happens When There Is A Concern About
Student Learning In Elementary Schools In the
Stamford Public Schools all children are provided
with the differentiation needed to gain success
in the general education classroom. As children
enter each school year teachers measure baseline
skills that the children possess in order to
gain an understanding of academic needs. These
assessments will identify for the teacher three
groups of students those at risk those on
target with grade level skills and those on the
far end of the learning continuum who will
require enrichment. When students are identified
as possibly at risk the teacher develops a
plan or plans to differentiate instruction.
The purpose of the differentiation is to ensure
that a students apparent academic needs are not
the result of loosely coupled teaching methods
lack of instruction curriculum implementation
that does not align with student learning style
or even cultural/language differences. This
collection of data is the beginning of the
Response to Intervention model. A Response to
Intervention (RtI) model is an approach that
provides structured systematic planning to
address students with learning needs. In the
Response to Intervention model there are three
tiers of support. The first tier Tier I is
technically for all students and approximately
80 of the students fall into Tier I support.
When in Tier I teachers monitor students
progress through periodic assessment and data
collection. As a result of this monitoring a
teacher may change teaching methods provide
focused instruction develop a home plan for
reinforcement of skills and/or consult with
peers. Supports are provided in the general
education class setting. It is the teachers role
to implement strategies in the manner in which
they were developed with fidelity. Continuous
monitoring will determine if a student requires
more support and move onto Tier II of the model.
The Tier II support typically supports 15 to 18
of students. Tier II support may be delivered in
the general education classroom or in an
alternate setting. Tier II support is small
group instruction that is supplemental to a
students general classroom instruction and may be
from three to five times per week. As
students progress continues to be monitored a
classroom teacher may involve the support of the
Individual Learning Needs Coach (ILNC) or Coach.
The role of the Coach is to support the teacher
in using data to guide decisions in development
of systematic intervention strategies that are
Scientifically Research Based Interventions
(SRBI). The coach will act as the conduit to
other professionals in the building as well as
monitor movement through the tiers consult with
parents and provide input in developing
interventions. When a students progress does
not improve as predicted the Coach and the school
team may decide to increase the frequency and
duration of an intervention. The last tier in
the model Tier III provides a student with more
individualized supports with duration and
frequency beyond Tier II. Tier III interventions
are provided by professionals in the building
other than the general education teacher.
10
Data is collected throughout the RtI model. If a
student responds favorably to the provided
interventions they will continue until they are
no longer needed. When a students progress is
not adequate and documentation of interventions
indicates that even with focused consistent use
of evidence based interventions and methods the
students needs are pervasive a team will refer
the student to special education for evaluation
in order to determine if the student is eligible
for special education services. Then a Planning
and Placement Team (PPT) meeting is scheduled to
discuss such a referral with the parent and to
gain consent to conduct an evaluation. On
occasion a parent may request evaluations prior
to use of the RtI model with SRBI. Then a PPT is
scheduled to discuss the parent concerns and to
determine if a referral to special education is
warranted based on the students academic
performance. While use of SRBI prior to referral
to special education is preferred it cannot be
used as a reason to delay evaluations should a
parent have valid concerns regarding a students
daily functioning. Once a PPT is held and
parent consents in writing to evaluations. The
district has forty-five school days to complete
the evaluations return to PPT to determine
eligibility for special education services and
initiate special education instruction (with
written parental consent). Eligibility is based
on the criteria for one of the 14 disability
categories offered by the state. RtI Number of
Students Supported School Year Students
Supported 2006-2007 601 2007-2008 616 2008-2009
612 Students Evaluated for Eligibility for
Special Education Services School Year Students
Eligible for Sp Ed Students NOT Eligible for Sp
Ed Total Students Evaluated 2005-2006
Pre-RtI not available not available 350 2006-2007
3 0 3 2007-2008 47 32 79 2008-2009 95 46 141
11
Chapter 4
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Chapter 5

IEP document and IEP teaching tool

16
Chapter 6
17
State Performance Plan (SPP) Annual Performance
Report (APR)and Special Ed Data(SEDAC/ECO/Evalua
tion Timelines/ ED166/Monitoring/etc.)
The Big Picture
18
PSIS COLLECTIONS

Frozen moments in time. Three snapshots of your
district during the school year October
January and June (last day of school for your
district).
Collection of student records includes SASID
Special Ed status (Y/N) Nexus District Facility
Code 1
Used by SEDAC during the October collection
period for IEP students only.
Not used by ECO except for SDE analysis.

19
CT State Performance Plan

6 year plan describes the States performance on
20 indicators
Required by IDEA
More alignment with NCLB
SPP Submitted to OSEP in Dec. 2005
Must report progress to OSEP every year on all
indicators 1-20 (Annual Performance Report -
APR) due February 1

20
CT State Performance Plan

Out of the 20 indicators 7 are compliance
indicators targets are 0 or 100
Developed with broad stakeholder input
Establishes baseline data and targets for each
year with improvement activities at the State and
local levels

Indicator 1 Graduation Rate
Data from PSIS Un-Register and SEDAC Service Plan
Exits Report
Grads / Grads 4 years of of Dropouts (by
grade)
Target changes every year
Indicator 2 Drop Out Rate
Data from PSIS Un-Register and SEDAC Service Plan
Exits Report
Dropouts/ 9-12 graders in previous October 1
Target changes every year

Indicator 3 Participation and Performance on
Statewide Assessments
3 Sections- Districts Made AYP for SE
Participation Performance
Data from CMT and CAPT AYP Files
Targets match NCLB Targets
Indicator 4 Suspension and Expulsion
Data from ED166
students with disabilities suspended/expelled
for 11 or more days cumulatively
District Target lt 1.0 of SWD

Indicator 5 Removal from Regular Class
From SEDAC Combination of Federal Environments
Variable (calculation) and TWNDP
3 Actual Categories (80-100 0-40 Outplaced)
Targets change every year
Indicator 6 Preschool Settings
Data from SEDAC Early Childhood Settings
Variable
Targets not yet set feds keep changing the rules

Indicator 7 Early Childhood Outcomes
Data from ECO Calculation of amount of movement
pre- to post- regarding age appropriate behaviors
in the areas
Social Emotional Skills
Use of Knowledge
and Appropriate Behaviors.
Targets not yet set feds keep changing the rules
Indicator 8 Parent Involvement
From Parent Survey (6 year cycle)
Target changes every year
NOT REPORTED ON District APR

Indicator 9 Disproportionate Representation in
Special Education
Data from SEDAC/PSIS Race Analysis
Over and Under-Representation
ALL Races including White
COMPLIANCE Indicator 0
Indicator 10 Disproportionate Representation in
6 Disability Categories
Data from SEDAC/PSIS Race Analysis
LD ID ED SLI OHI and AU
Over and Under-Representation
ALL Races including White
COMPLIANCE Indicator 0

26
Indicator 9/10 VS. 15

Disproportionate Representation (Ind.9/10)
Over- and Under-Representation
All Races
RRI gt 2.0 or RRIlt -4.0
Disproportionality due to inappropriate Policies
Practices or Procedures
15 - Significant Disproportionality
Over-Representation only
All Races
RRI gt 4.0 for 2 consecutive years
Disproportionality driven by numbers only.

Indicator 11 Evaluation Timelines
From Evaluation Timelines Report
COMPLIANCE Indicator 100
Indicator 12 FAPE at Age 3
Data from SEDAC (FAPE at 3 Variable)
COMPLIANCE Indicator 100
Indicator 13 Post-Secondary Transition Goals and
Objectives
Data from SEDAC (16 years old)
COMPLIANCE Indicator 100

Indicator 14 Post-Secondary Outcomes
From Special Education EXITERS Survey
Target changes every year
NOT REPORTED ON District APR
Indicator 15 General Supervision
Noncompliance corrected within One Year
Data from ALL DATA SOURCES
COMPLIANCE Indicator 100
Indicator 16 Complaints
Data from State Complaints System
COMPLIANCE Indicator 100
NOT REPORTED ON District APR

Indicator 17 Due Process Hearings
Data from State Complaints System
COMPLIANCE Indicator 100
NOT REPORTED ON District APR
Indicator 18 Resolution Sessions
Data from State Complaints System
COMPLIANCE Indicator 100
NOT REPORTED ON District APR
Indicator 19 Mediations
Data from State Complaints System
COMPLIANCE Indicator 100
NOT REPORTED ON District APR

Indicator 20 Timely/Accurate Data
District Reported Data from
SEDAC
ECO
Evaluation Timelines
Exit Data (PSIS/SEDAC)
Assessment/NCLB Data
ED 166
ED 162/163 Certified/Non-Certified Staff Files
State Directly-Collected Data
Complaints/Mediations/Due Process Data
Exiters Survey
Parent Survey

Timely and Accurate - a holistic system analysis
the indicator is not about minor edits/errorsbut
instead is about systemic failure to report
and/or follow reporting directions/guidelines.
Timely 1) submission of file by due date (no
extensions) 2) passed general edit checks and
provided complete data.
a) district did not report placeholder data
b) there are no missing data (i.e. failure to
report an entire field or school etc.) and
c) the data pass all reasonability tests
(comparisons to state data and last years
datano unexplained significant changes in counts
or percents of students within various data
points).
Accurate District corrects data errors within
the edit checking timeframe established for each
data collection.
Accuracy includes the return of any required
attestations to the data submitted (i.e. federal
sign-off submitted).

32
Special Ed State Dept of Education Data Collection
33
Chapter 7
34
IDEA Award Grant History
35
Overall Decrease in SPED Population 1
36
Overall Identification Decrease 2 Negative
Impact of Selected Disabilities
37
Current Out of District School Placements

American School for the Deaf
Boston Higashi School
Boys and Girls Village _at_ Hayden School
CT Center for Child Development (CCCD)
Cooperative Educational Services (CES)
CT Childrens Medical Center (CCMC)
Chapel Haven
Childrens Center Hamden
CREC- River Street School
Crotched Mountain Rehab. Center
Eagle Hill
Edison School
Foundation School
Gersh Academy
Giants Steps
GOW School
Grove School
High Road School-Norwalk
Hyde School

Lorraine D. Foster School
Marvelwood School
McCarton Schoo
Mead School
Melmark School
Oak Hill School for the Blind
Pathway School
Perkins School
Seton Academy
Spaulding Youth Center
St. Vincents Special Needs Center
Swift Middle School
Thames Academy
The Childrens Village
The Learning Clinic
Villa Maria Educational Center
Westfield Day School
Winston Prep School
Woodhouse Academy

38
Out of District Students by Disability/Race
39
Chapter 7
In District Special Education Busing Cost
Mar 2009
Jun 2009
Jun 2010
Mar 2010
Dec 2009
Dec 2008
646K
481K
495K
678K
511K
483K
BUS
115K
86K
82K
127K
96K
91K
AIDE

Total Costs Increase from 1622K to 1986K.
22 Buses used each year
Service only SPS sites
Aides 21 08-09 vs. 24 09-10

CT State Statute 10_76d_19(a) requires
children to be on bus no longer than 1 hour.
Cost of Bus is 80K Aide

40
Chapter 7
Out of District Special Education Busing Cost
Mar 2009
Jun 2009
Jun 2010
Mar 2010
Dec 2009
Dec 2008
511K
397K
396K
566K
427K
403K
BUS
105K
72K
74K
105K
79K
75K
AIDE

Total Costs 1555K vs. 1655K
Servicing 26 sites from Mass NY
29 Vehicles at an average cost between 50K -
72K a year

Total Aides 12 vs. 14
Appox. 100 children
Costs are in direct correlation to SPS
inability to meet the needs of the children.

41
Data
42
Chapter 8
43
I Have a Dream..

I dream of bringing students placed in Out of
District placements back to the Stamford Public
Schools.
How many could we return to Stamford
Which students could return given an appropriate
program was here to receive them
What would it take
What would we need in order to do this
How can we immerse our students in their own
community and have them be safe and successful
How many could return to Stamford
Which students could return given an appropriate
program was here to receive them

44
I Have a Dream.. Pg 2

Our immediate look would be in investigating
those students who have been placed out for
academic needs simply because their intensive
educational needs could not be addressed within
our existing programs. Those are students who
are typically eligible for special education
support services under the Learning Disabled or
Other Health Impaired Primary Disabilities.
What would it take What would we need in order
to do this
These students needs could be met in a
multidisciplinary approach which utilizes
educational psychotherapeutic behavioral
environmental and group techniques. The educator
team model would have
Ratio no greater than 81
Social Skills development curriculum
Academic competence
Executive Functioning Strategizing
Emotional Growth/therapeutic supports

45
I Have a Dream...pg.3

This endeavor would require
Location with a minimum of 10 classrooms and 5
service rooms (Full model)
Ten to fifteen special education teachers with
experience in implementing behavior management
techniques scientific research based literacy
practices and scientific research based math
practices. The teachers would also be
responsible for evaluations reports ongoing
progress monitoring and IEP development/implementa
tion.
One full time psychiatrist to mange the
social/emotional component of the students
profile through direct therapy and consultation
to the districts mental health staff.
One full time social worker to work on daily
functioning and family engagement as well as
liaison between school and community.
One full time school psychologist to deliver
group and individual counseling as well as parent
support/training.
Other related services needed Speech and
Language Pathologist OT PT Assistive
Technology
One full time administrator

46
I Have a Dreampg. 4

How can we immerse our students in their own
community and have them be safe and successful
We would need
One full time Transition Coordinator to work with
outside agencies provide transitional
assessments and vocational training and work with
the therapeutic/academic team in social skill
development and vocational explorations.
Exploration of access to typical peers
I HAVE A DREAM

47
Chapter 9
48
School Years
49
Medicaid Award History
50
Chapter 10
51
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Special Ed.
53
What is the definition of inclusion

All students in a school are part of the school
community
Feeling of belonging among other students
teachers and support staff
A developmental approach to address the learning
needs of all with a specific focus on those who
are vulnerable to marginalization and exclusion

54
Inclusion means that all students belong

Inclusive education is based on the simple idea
that every child and family is valued equally and
deserves the same opportunities and experiences
Inclusive education is about children with
disabilities-whether the disability is mild or
severe hidden or obvious-participating in
everyday activities just like they would if
their disability were not present

55
All children learn in different ways

Inclusion is about providing the help children
need to learn and participate in meaningful ways.
Sometimes help from friends or teachers works
best. Other times specially designed materials
or technology help. The key is to give only as
much help as needed.

56
It is every childs right to be included

The Individuals with Disabilities Education Act
clearly states that all children with
disabilities should be educated with non-disabled
children their own age and have access to the
general education curriculum.

57
How did we get here

In the early 1900s students with I.D. were
institutionalized for their own good
Brown vs. BOE- separate cannot be equal
1970s-lawsuits that start the deinstitutionalizat
ion movement

58
What are the findings of the P.J. case

Eighty(80) percent or more of the school day with
nondisabled students
A reduction in the identification of students
with intellectual disability by LEA by racial
group by ethnic group or by gender group
An increase in the percent of the school day that
the students with intellectual disability spend
with nondisabled students
An increase in the percent of students with
intellectual disability who attend the school
they would attend if not disabled (i.e. home
school)
An increase in the percent of students with
intellectual disability who participate in school
sponsored extracurricular activities with
nondisabled students

59
What are the characteristics of inclusive
education

All students are welcome in general education
classes
Student classroom populations reflect the
composition of the community at large
All students share the same learning experiences
while pursuing individually appropriate learning
outcomes with necessary supports and
accommodations

60
More Characteristics

Shared educational experiences take place in
typical settings
There is a balance between academic functional
social and personal goals of educational
outcomes in educational settings
Students take advantage of natural supports and
use specialized supports only as needed

61
What is the teachers role

I have come to the frightening conclusion that I
am the decisive element in the classroom. It is
my personal approach that creates the climate.
It is my daily mood that makes the weather. As a
teacher I possess tremendous power to make a
childs life miserable or joyous. I can be a
tool of torture or an instrument of inspiration.
I can humiliate or humor hurt or heal. In all
situations it is my response that decides whether
a crisis will be escalated or de-escalated or a
child humanized or de-humanized.

62
What is the administrators role

Administrators can provide the vision of how a
school will look if it educates all of its
students ( Bauwens Horcade 1995)
They may need to restructure the school day to
include release and planning time for
collaborators scheduling changes and various
forms of technical assistance ( Wood 1992)

63
What is the Para Educators role

Support students to promote as much autonomy as
possible
Fade supports as soon as possible
Be conscious of proximity- dont hover
Facilitate natural interactions
Model appropriate communication and social
interaction skills ( Giangreco and Sailor 1995)

64
SET IT UP RIGHT