Special Education Program Study 2006-2007

Our Special Education Team

“Thirty years ago, Congress announced that more than half of American children with disabilities were not receiving appropriate educational services. Today, American Schools have a world-class system for differentiating instruction for all students, regardless of cognitive, emotional or physical limitations. That’s quite an accomplishment, and something about which educators should be proud.” -- Pamela Wheaton Shorr, District Administration, May 2006

Special Education at LSH The Program Study • 1st study since 1991-92 • All staff surveyed April 06 • June 2006 administrators and teachers identified expectations • Summer 06 all worked on “chapters” • During year worked with team of 5 reps

Special Education at LSH Highlights of Study: Program description defines job responsibilities of SpEd teachers Due Process Flow Chart Comparison to Other Districts NWEA Results … beginning steps to data analysis; Viewpoint is needed!

Special Education at LSH Data from MDE tells us: Higher percentage (nearly 10%) of SpEd students graduate from LSH than State Fewer SpEd students drop out from LSH compared to State Avoidance of racial bias in Special Ed Identification

Special Education at LSH STRENGTHS: Over 90% GenEd staff is willing to modify instruction SpEd staff provides services to nearly all special needs within the district We made AYP in 1st year of plan Collaboration between SpEd and GenEd is valued and practiced

Special Education at LSH After a year of study, we are here to offer the top ten special education challenges that affect schools in Le Sueur-Henderson, with our solutions for each.

Special Ed’s Greatest Challenge #1 (not in priority order) STANDARDS - a Two-Fold Challenge: SpEd teachers deliver Academic Standards at many grade levels and in many content areas -- for students with different disabilities and widely divergent needs Find texts and tools to meet the standards while matching and/or accommodating individual student learning needs

Our Solution Meet with General Education teachers to brainstorm ideas and resources Evaluate possible resources Order materials Use materials with students

Special Ed’s Greatest Challenge #2 (not in priority order) Following legal protocols for mandated DUE PROCESS PAPERWORK Assessment, conducting student evaluations IEP reports Progress reports Maintaining files Team meeting preparation and follow-up Third Party Billing Prep time for instructional planning and collaborating with GenEd gets eaten up with paperwork and compliance

Our Solution Meet with district administrators to develop solutions Implement the recommendations

Special Ed’s Greatest Challenge #3 (not in priority order) TECHNOLOGY Develop student skills in technology to prepare for life Getting the equipment that works with current tech requirements into the Special Ed classrooms Purchasing software that will have the greatest impact on student achievement

Our Solution Work with district tech team to determine needs Request software funds to “catch up” Review needs and make recommendations annually Be part of the technology rotation

Special Ed’s Greatest Challenge #4 (not in priority order) ASSISTIVE TECHNOLOGY Addressing Assistive Technology use is required as part of the IEP process Our staff needs to learn more about assistive technology and how it benefits our students

Our Solution Invite outside experts Thanks to Closing the Gap! Request Assistive Technology evaluation of needs (MVED) Select and purchase Access training on selected technology

Special Ed’s Greatest Challenge #5 (not in priority order) TEAMING WITH GENERAL ED Continued need to communicate and collaborate with general ed staff for Student Programming Modifications Accommodations Progress Differentiating in the classroom

Our Solution Include special ed rep on all curriculum area reviews Expand co-teaching pilot Continue participation in Time for Teams Continue August collaboration meetings for SpEd and GenEd

Special Ed’s Greatest Challenge #6 (not in priority order) Information Overload! New mandates / IDEIA Statewide Testing Requirements Need site, district, Ed District support Knowledge of SpEd teachers’ responsibilities Current Best Practices and Good Job Design Access to specially designed instructional resources Without this help, we do it ourselves and: We Lose student contact time Our energies are focused on program management HELP WANTED

Our Solution Request MVED leadership attend our Child Study meetings Frequent classroom visits Centralized training from MVED for districts Centralized speakers Monthly 1/2 day Info meetings with school reps

Special Ed’s Greatest Challenge #7 (not in priority order) ACHIEVEMENT MEASURES IDIEA reauthorization requires research-based assessments accountability for achievement and recording progress District initiatives using Formative Assessment Using Data to Inform instruction

Our Solution Request District Staff Development Team include training in formative assessments in 07-08 Learn how to use Sagebrush for tracking and analyzing student achievement

Special Ed’s Greatest Challenge #8 (not in priority order) New IDEIA (Individuals with Disabilities Education Improvement Act) also requires that instruction in special education program and related services provided in the IEP must be research-based

Our Solution Reach out to MSUM partners Teachers investigate tools & strategies this summer Seek training on new tools & strategies Request subscriptions to professional journals

Special Ed’s Greatest Challenge #9 (not in priority order) DISTRICT-WIDE COMMUNICATION Special Educators often work alone, in isolation. They need: Time to collaborate with each other about strategies and tools Time to engage in meaningful conversations about their job and job stress A forum for thinking through and discussing conflict, confusion, and the demands of their jobs

Our Solution Meet as a K-12 team in August retreat Meet consistently throughout the year with agendas set by the team

Special Ed’s Greatest Challenge #10 (not in priority order) EFFECTIVE STAFFING DECISIONS Challenge presented by administrators in June 2006: Can we describe the Special Ed workload in quantifiable terms? What is an objective way to determine assignments and staffing in SpEd?

Our Solution Develop a workload analysis based on services and responsibilities of each teacher based on a design in place in Hastings Create a spreadsheet to calculate workload ratios which could be easily revised Work with administration to interpret data and refine the model as needed.

Special Education at LSH The Mission of Special Education at LSH is to empower students with complex social and educational challenges to recognize and optimize their full potential.

Special Education at LSH Questions?