1. Special Education Review
Conducted by
Washington Association of School Administrators

2. 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

3. Special Ed Review for
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

4. 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

5. 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

6. 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.

7. 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

8. 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 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.

9. 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.

10. 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

11. 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)