Special Education Review Conducted by Washington Association of School Administrators

Focused Improvements in Special Education Studied best practices for SpEd service delivery models including paraeducator support Reviewed and purchased SpEd curriculum Trained SpEd certificated staff to use new IEP compliance system Trained SpEd paraeducators in use of Chromebooks for data collection Implemented Functional Academics Curriculum (Styer-Fitzgerald) at BHS with gradual integration at WMS Created the process for movement between MTSS and Special Ed DIANE - Discuss earlier review with primary outcome being the MTSS outcome BRILEY - MTSS development, GEit, and data around MTSS impact on SpEd referrals

Special Ed Review for 2016-17 The district, BIEA, and Special Education Leadership Team (SELT) determined the need for additional review of Special Education. The Washington Association of School Administrators (WASA) conducted a review. Focus areas: Paraeducator utilization Services models within the District Resources and costs The WASA management review team provided a summary of observations and recommendations based on interviews, observations and their collective experience in special education administration. DIANE

Method The WASA management review team consisted of: Dennis Mathews, Team Leader, Former Associate Superintendent, ESD 112 Jeff Brown, Director - Special Programs, Burlington-Edison SD Lindsay Myatich, Director - Special Education, Mercer Island SD Jeff Role, Deputy Superintendent - Business/Operations, Yelm Community Schools The WASA management review team reviewed multiple BISD documents (e.g., PSESD ISS Program Review report from June 2014, Collective Bargaining Agreements, organizational charts, budget/financials, staffing, caseloads, etc.) and interviewed over 15 administrators, certificated and classified staff, and parents associated with BISD Special Education. A final report of the findings was submitted to BISD in early April. DIANE

Highlights of Recommendations Leadership Maintain leadership team, stagger terms Develop multi-year action plan, avoid quick fixes Create staff and administrator special education manuals Service Delivery Model for Related Service Consider transition to related service delivery model Consider expanded role of school psychologists BRILEY REBECCA - Discuss Related Service Model

Highlights of Recommendations Establish Procedure for Assigning and Fading 1:1 Paraeducators Identify students receiving individual paraeducator support Identify ways to promote independence (fade individual support) Identify a process and criteria for future paraeducator support requests Paraeducator Assignments Consider efficiency of paraeducator assignments DIANE “Efficiency” means assigning paraeducators looking at student needs, grade level, teacher/classroom, individual skill area(s) of paraeducator, and supporting collaboration and communication between general ed and special ed staff working with the student.

Highlights of Recommendations Increase Professional Development Opportunities Utilizing Existing or Low Cost Resources Explore regular collaboration time for paraeducators and SpEd teachers Fund lead teacher positions Provide annual training for paraeducators, including SpEd 101 Use existing staff talent as a resource - autism coordinator, etc. MIKE

Highlights of Recommendations Resource Room and Integrated Learning Center (ILC) Service Delivery Models Articulate ILC learning programs Implement an inclusion model with fidelity Explore models for co-teaching Business and Finance Review certificated and classified staffing levels, needs, and allocations DIANE “With fidelity” means a model that is thoughtful, purposeful and those engaged are able to articulate the desired student outcomes. Review noted a significant increase in staff from 2012 through 2016. This was due to the addition of behavioral ILC classrooms at ORD (12-13), SAK (13-14), WMS (12-13 and 14-15); blended ILC at WLK (15-16); funding for Autism Coordinator (14-15)(no longer grant funded), and funding for Behavior Interventionist at HS (12-13). Increases in paraeducator staff commensurate with increase in ILC teaching staff.

Special Ed Leadership Team Priority Items Define and develop criteria, for district’s Service Delivery Models, specifically Integrated Learning Centers and Resource Room/Learning Strategies Define overall paraeducator purpose, assignments, collaboration and staffing Create paraeducator professional development opportunities Develop comprehensive manuals for SpEd teachers/ESAs, building administrators, and paraeducators DENISE Discuss reasons why these are priorities, what we are doing and how we plan to move forward.

Next Steps Refine models of service delivery and paraeducator support Develop manuals Develop professional development survey for SpEd staff Determine professional development needs Determine funding sources for professional development Continue to address fiscal concerns Continue our culture of excellence with the goal of continuous improvement DIANE Working with administration to determine equitable distribution of PD funds Refine MTSS and Special Ed processes; create efficiencies Address fiscal concerns, including staffing levels and economies of scale Continue to work toward strong outcomes while monitoring costs There is no magic bullet

Special Ed Leadership Team: Melinda Reynvaan, ORD/principal Duane Fish, BHS/principal Linda Purdom, WMS/SpEd teacher ILC Meg Evans. ORD/SpEd teacher RR Rebecca Dawson, WLK/SLP Sara Edwards, SAK/SpEd teacher RR Michael McCloud, BHS/Paraeducator Denise Corso, EHHS/SpEd teacher LS Janice Petaja, ORD and SAK/school psychologist Sheila Jakubik, School Board President Briley Proctor, SS/MTSS Coordinator/School Psychologist Diane Leonetti, Director of Special Services/OT Posted on BISD website under Instructional Support Services Review: WASA Management and Operational Review (February 2017) Instructional Support Services Review Executive Summary (May 2015) Puget Sound Educational Services District ISS Program Review (June 2014)