1. Review of Needs Assessment Tanya Bradley Statewide Special Education Directors Meeting January 31, 2013

2. In December 2012, MDE requested all Special Education Directors to complete a Needs Assessment for their School Districts. The Needs Assessment addressed: Policy and Procedures Indicators 1-14 Provision of Special Education Instructional Methodologies Repurposing of the Regional Service Centers Office of Instructional Enhancement and Internal Operations/Office of Special Education 2February 2013

3. One-hundred and five school districts submitted completed surveys. The results of the surveys indicated following areas of high need (high percentage of 4s and 5s): Secondary Transition Autism Addressing Behavior (Discipline, FBA/BIP, Programming for Students with Difficult Behavior) Instructional Methodologies (DI and UDL) Educational Benefit and Standards-Based IEP Co-Teaching and Tiered Instruction Office of Instructional Enhancement and Internal Operations/Office of Special Education 3February 2013

4. Programming for Students with Difficult Behavior 70% of the LEAs identified their need as Moderate to Major Support required (4-5). Autism 64% of the LEAs identified their need as Moderate to Major Support required (4-5). Educational Benefit & Standards-Based IEPs 60% of the LEAs identified their need as Moderate to Major Support required (4-5). Tiered Instruction 55% of the LEAs identified their need as Moderate to Major Support required (4-5). Office of Instructional Enhancement and Internal Operations/Office of Special Education 4February 2013

5. Secondary Transition (Policy and Procedures) 54% of the LEAs identified their need as Moderate to Major Support required (4-5). Discipline 54% of the LEAs identified their need as Moderate to Major Support required (4-5). Co-Teaching 54% of the LEAs identified their need as Moderate to Major Support required (4-5). Indicator 13 (Secondary Transition) 51% of the LEAs identified their need as Moderate to Major Support required (4-5). Office of Instructional Enhancement and Internal Operations/Office of Special Education 5February 2013

6. Indicator 1 (Graduation) 50% of the LEAs identified their need as Moderate to Major Support required (4-5). Secondary Transition (Provision of Special Education) 50% of the LEAs identified their need as Moderate to Major Support required (4-5). Discipline General (Provision of Special Education) 46% of the LEAs identified their need as Moderate to Major Support required (4-5). Discipline (Policy and Procedures) 45% of the LEAs’ identified their need as Moderate to Major Support required (4-5). Office of Instructional Enhancement and Internal Operations/Office of Special Education 6February 2013

7. Example responses include: Help LEAs with compliance issues. Provide on-site, hands-on training in the classrooms. Support LEAs with Results Driven Accountability. Assist with implementing quality programs in LEAs. Assist LEAs with psychological testing/assistive technology assessments. Assist LEAS in reviewing data and building plan to meet district needs. Provide more training opportunities. Answer LEAs questions. Office of Instructional Enhancement and Internal Operations/Office of Special Education 7February 2013

8. Interagency Agreements Homeschooling Private School Children Utilize IEP for scheduling Dyslexia Therapeutic counseling General Educator training on Response to Intervention Office of Instructional Enhancement and Internal Operations/Office of Special Education 8February 2013