SPECIAL EDUCATION 504 POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS MULTI-TIERED SYSTEMS OF SUPPORT PIQE/APP HOMELESS ENGLISH LEARNERS SPECIAL SERVICES

PBIS

Planning meetings with teams and by building  Assemblies, Spartan Spotlight Spartan Super Hero Visits – very well received by staff, parents, students, athletes/robotics/dance. Staff recognitions Expanding Super Flex curriculum in elementary Data analysis – office visits and suspensions  Looking for alternatives to suspension with middle and high schools. Possible coaching in this area.

Mental Health Services Grant through Department of Human Services  School linked and co-located services  Simley, IGHMS, Hilltop – co-located services  Salem Hills, Pine Bend – school linked services  Five year grant  Assigned therapists  Parent permission, insurance billed  Increased Family Service Worker time  Working to increase mental health services for special education

RTI/Multi-Tiered Systems of Support Each building created formal plan  Improve core instruction  Tier 2 and 3 supports Started SAM time at the middle school 2X week Started Spartan Achievement intervention time at the high school once a week Problem solving teams – focus middle school and high school PRESS Interventions in elementary to address Tiers 1 and 2

Pyramid of Interventions

RTI/MTSS Next year Review with principals and new superintendent to make improvements for next year  School psychologist assigned to middle school full time to facilitate better use of progress monitoring data  Continued relationship with U of M regarding PRESS  Training at Pine Bend  Review of Tier 3 interventions with Dr. Matt Burns  Continued intervention times middle and high school  Working with Carol Ellison on stronger interventions for non- special education students who are struggling

504 Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti- discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non- disabled are met. Section 504 ensures that the child with a disability has equal access to an education. The child may receive accommodations and modifications. As defined by federal law: “An individual with a disability means any person who: (i) has a mental or physical impairment that substantially limits one or more major life activity; (ii) has a record of such an impairment; or (iii) is regarded as having such an impairment” [34 C.F.R. §104.3(j)(1)].

504 Change in definition opened door to more requests for 504 plans Each building has a 504 coordinator. All counselors at the high school write 504s for the students who are assigned to them. Examples: diabetics needing discretion on timing of tests, ADHD accommodations, chronic illnesses, severe allergies

Homeless Students 24 Students Building contacts – each building has a contact person assigned to monitor homeless students and ensure compliance with McKinney-Vento law Created system for documenting transportation for students experiencing homelessness Fostering Connections – new piece for students in foster care. Collaboration between child welfare and schools to ensure stability of education for students.

English Learner Services

Languages Spoken Languages – last year 25 languages Largest Language Groups:  Spanish  Arabic  Hmong  Somali  Vietnamese

Languages Spoken African Languages  Africans – South Africa  Creolized English – Liberia and others  Amharic – Ethiopia  Igbo – Nigeria  Somali – Somalia  Swahili – Kenya  Tigrinya – Eritrea  Yoruba – Nigeria and Benin  Grebo – West Africa  Arabic – Middle East, North Africa, East Africa

Languages Spoken Asian Languages  Khmer – Cambodia  Mandarin – China  Bengali – Bangladesh/India  Japanese – Japan  Lao – Laos  Cebuano – Philippines  Vietnamese – Vietnam  Telugu – India  Urdu – India  Tagalog – Philippines  Minongkabau – West Sumatra  Newari – Nepal  Tonga – Tonga in Polynesia

Languages Spoken European- West and East  Danish  French  German  Kurdish  Latvian  Russian  Bosnian  Ukrainian  Spanish  English/ASL

EL Service Enrollment

English Learners Continued to make the state benchmark of AMAO  (Annual Measurement Achievement Objectives) – progress toward English proficiency, attainment of English proficiency, and academic achievement and success  Hired new EL teacher for Fall 2014 – bilingual Spanish  ACCESS testing this spring – have preliminary results but waiting for official results in August – will assign new EL teacher to schools with greatest need  Identified writing as an area of need  Continue work in preschool with EL teacher in community and meeting with day cares, preschools, families  Training for all staff on SIOP strategies for teaching English Learners  Focus on EL students as everyone’s students

English Learners Review curriculum as it relates to the state standards and the English Language Development standards  Progress monitoring of EL instruction – piloted by elementary EL teachers  Preschool English Language Development standards  Reviewing exit criteria due to state changes – increased number of years for funding from 5 – 6 years, but fund based only on ACCESS scores and not MCA or MAP

Special Education

Proportion of Disability Types- Birth to Age Child Count

ISD 199 Special Education Unduplicated Child Count SY 2013

New! Special Education Evaluation Template

New! Paraprofessional Development

New! Third Party Billing Revised Third Party Billing process Trained all Related Services (e.g., speech, OT, PT) and Special Education Paraprofessionals

Continuous Improvement Over-representation of Latino students receiving Special Education Services  Pre-referral Interventions prior to evaluation  Special Ed Referral Process- English Learner (EL) Parent Interview  IEP team includes EL Teacher  Access to Language Interpreters for all components of the evaluation and IEP process

Continuous Improvement Social/Emotional Support for Special Education Students  Behavior Consultants  Jennifer Jensen: Kindergarten Functional Behavior Assessments  Ann Byer: Federal Setting III Programming Consultation  Space Considerations for Salem Hills EBD program  New program space for EBD program next year

Continuous Improvement Social/Emotional Support for Special Education Students  Addition of mental health support  Family Service Workers  Associated Clinical Psychologists (ACP)  Alternatives to Suspension

Continuous Improvement Serving students in the Least Restrictive Environment (LRE)  Co-teaching in Early Childhood Special Education (ECSE)  All Secondary Special Education Teachers co-teaching in at least one mainstream content area

Continuous Improvement Serving students in the Least Restrictive Environment (LRE)  Strengthening accommodations for SLD/OHD students

Continuous Improvement October MDE Special Education Fiscal Audit MDE Special Education Compliance Audit

Celebrations!! Collaborative Teams

Celebrations!! Graduations!!

Celebrations!!! Adaptive Bowling- 2 nd year State Champs!