1. Bibb County School District Program for Exceptional Children Paired Zone Meeting November 7 and 9, 2011

2. Corrective Action Plan Actions must be conducted to correct issues of non-compliance following Student Record Review Ga DOE Division for Exceptional Students will return without notice prior to March to review folders again All issues of non-compliance MUST be within compliance at that time

3. Standards Based IEPs PLAAFP explains student’s current strengths and identifies the needs of the students Goals/Objectives- must be written to address the needs identified in the PLAAFP Needs noted in PLAAFP and corresponding goals should be highlighted in the same color and maintained in student’s progress monitoring folder (rainbow folders)

4. CAP Action Standards Based IEPs Highlighting MUST be completed and on file by November 18, 2011 The first review of this will be conducted the week after Thanksgiving break

5. Least Restrictive Environment Decision Making Process

6. Least Restrictive Environment LRE Elluminate Session November 26, 2007 http://elluminate.gavirtualschool.org/doe/re cordings.html http://elluminate.gavirtualschool.org/doe/re cordings.html All PEC Teachers should view by December 2, 2011 Lead Teachers get signed verification of participation and submit to Zone Secretary by December 5, 2011

7. Least Restrictive Environment (LRE) IDEA requires that children with disabilities, to the maximum extent possible, are educated with children who are not disabled. – Includes children who are publically placed: in public or private institutions in psychiatric care in group homes in state-operated hospitals in Georgia

8. Determining LRE IEP Team determines the LRE, including – Services and supports needed for each eligible student with a disability according to the GaDOE Special Education Rules. – Placement must be as close as possible to the child’s home. – Be reconsidered at least annually by the IEP Team.

9. Determining LRE IEP Team must consider – any harmful effects on the child or on the quality of services needed when selecting the LRE for each student. Systems are to ensure – that the full continuum of services are considered. – that alternative placements and services needed are available to meet the special education and related services needs of the students with disabilities.

10. Least Restrictive Environment IEP Team may not make placement decisions based only on the: – Category of disability – Severity of the disability – Placement options currently available – Availability of educational or related services – Space and staff available – Administrative convenience

11. Document Current Level of Performance Develop Student IEP Objectives How can the objective, or related set of objectives, be taught in the general education classroom? For those objectives which cannot be taught in the general education setting, in which special education and community setting can they be taught? What additional settings or activities will provide opportunities for interaction with nondisabled peers? Evaluation of Student Performance Objectives Settings Personnel Supports Accommodations Modifications Georgia Performanc e Standards

12. Determining LRE Placement outside of the general classroom can be considered – Only when the IEP Team has evidence that even with the use of supplementary aids and services, education in the general classroom will not be successful

13. Determining LRE If the student is placed in a setting other than general education for a portion of the school day, high expectations for achievement in the GPS and a plan for moving back into less restrictive settings should continue.

14. Least Restrictive Environment Preschool Age SWD General early childhood programs in the public school or in the community: – Head Start – Bright from the Start Pre-Kindergarten – Public or private child care/day care – Preschool programs Placement in a separate special education program housed in the public school or residential facility, if necessary

15. Least Restrictive Environment Preschool Age SWD Services in the home as the natural environment for a young child Services at the office of a service provider Any combination of the above based on a child’s IEP

16. Full Continuum of Service, 6-21 All Areas of Disabilities Supports in general education settings  personnel supports from paraprofessionals, interpreters, or others) Support from itinerant teachers

17. Full Continuum of Services, 6-21 All Areas of Disabilities Direct special education services  consultative services  collaborative services  co-teaching services  support from itinerant teacher

18. Full Continuum of Services, 6-21 Special education pull-out classes Special schools Home instruction Hospital/Homebound Residential services

19. General Education: Students with disabilities are served in the general education class with no personnel support. Placement and Delivery Options

20. Consultation: Students with disabilities receive at least one segment per month of direct service from the special education teacher.

21. Placement and Delivery Options Supportive Instruction: Students with disabilities receive service from personnel other than a certified teacher in the general education classroom (i.e. a paraprofessional, interpreter, or job coach). This is documented on our IEPs under Supportive Instruction only!!!!

22. Placement and Delivery Options Collaboration: A special education teacher works with identified students with disabilities and the general education teacher within the general education classroom (less than a full segment daily).

23. Placement and Delivery Options Co-Teaching: The special education teacher provides service in the general education classroom by sharing teaching responsibility with the general education teacher (full segment everyday). Both teachers are certified teachers.

24. Placement and Delivery Options Alternative Placement: The special education teacher provides instruction to students with disabilities in a separate classroom, special schools, home environment, hospitals, or institutions such as residential placement.

25. Related Services Related services are services required to assist a child with a disability to benefit from special education. IEP Team determines services needed.

26. Related Services - Audiology - Interpreting - Psychological services-Transportation - Physical therapy- Occupational therapy -Recreation- Counseling -Rehabilitation counseling- School health services -Parent training/counseling- Social work -School nursing services- Medical services (diagnostic or evaluative services only)

27. Related Services Must be documented on our IEP form in the related service section Be sure to include special education transportation if it is necessary – Information was provided in Oct regarding the decision making process for determining transportation needs – Segments indicated for transportation to and from school ARE NOT part of the student’s 30 segment instructional week

28. Least Restrictive Environment Teachers and administrators should be trained in the “Decision Making Model” for determining LRE based on GaDOE State Special Education Rules and IDEA. LRE – Is determined at least annually – May be reconsidered at any time by the IEP Team depending on the individual needs of the child.

29. Discipline for SWDs Reminders – No suspensions beyond 10 cummulative days – Case managers should be monitoring OSS weekly on students having behavioral issues and monthly for all students – PEC Manual explicitly defines what needs to occur upon the first day of suspension through any additional suspensions – District is required to provide services to students who are expelled. Note…. It is NOT the parent’s responsibility to ask for these services…. It is OUR responsibility to offer and provide the services

30. Understanding FTE Powerpoint from DOE

34. Remember why we are here! It’s all about the children!!! Thank you for your hard work, dedication and commitment to our children! Program for Exceptional Children

35. Questions and Answers