October 17, 2019

Special Education Visioning Committee

Please...

1. Sign In2. Get a binder/handouts and

name tag3. On the back of your name

tent, write 1-2 reasons why you are on this committee

Special Education Visioning

Committee

Scott IrwinDirector of Secondary

Student Services

Amy VujovichDirector of

Student Services

Special Education Visioning

Committee

Connections Bingo▸ Introduce yourself▸ Ask 1 question - initial▸ Circulate

Whole Group Introductions (30 secs)▸ Name▸ Role & Organization

Special Education Visioning

Committee

NormsEngage fully

Ask questions

Focus on interests, not people; focus on the message, not the delivery

Assume positive intentions

Be mindful of airtime

Maintain confidentiality; What’s said here stays here, what’s learned here leaves here

Respectfully seek to understand

Listen with compassion

A focus on equity stays present

Purpose of Special

Education Visioning

Committee

On July 15th, 2019, the Shoreline School Board approved the Special Education Program Review committee recommendation to have a diverse group of stakeholders define a clearly articulated vision and develop guiding principles for the special education program. The outcome of this work is specifically intended to:

● Clearly define the Shoreline Special Education program vision and foundational guiding principles in order to provide a "guide" for decision making regarding instruction, supports, training, staffing, etc.

● Ensure the vision and principles are determined by stakeholders that are representative of our community and student population

Individually read Committee Purpose:● Circle key words

● Underline areas that are of most interest to you

● Put a ? next to questions

Circle

Engaging Minds.Inspiring Dreams.

Empowering Lives.

Shoreline Public Schools

Instructional Strategic Plan

Shoreline Public Schools Race & Equity

Policy

June 2017

1. Split the room into halves: A) Instructional Strategic Plan & B) Race & Equity Policy▸ Read your document & highlight

connections to the committee purpose (5 mins)

▸ Group A tells Group B (2 mins)▸ Group B tells Group A (2 mins)

2. Whole Group - share Aha’s

Committee Purpose

You have two different

note-taking guides (1 and 2) available

for your use. Choose one

for today.

Special Education: What it is

and why it is necessary

*OSPI

Priorities

Special Education: What it is and why it’s necessaryOriginally presented by Erin Stewart from PSESD

Purpose of Special Education

“…to ensure that all students with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living” (IDEA, 2004).

What is Special Education?

▸Specially Designed Instruction (SDI):▹a set of organized and planned instructional

activities which adapt, as appropriate, the content, methodology, or delivery of instruction to address the unique needs that result from a student’s disability

▸SDI is individualized and includes:▹Specialized materials▹Specialized teaching techniques▹Specialized equipment and/or facilities▹Related services

“Before 1975, a majority of the then almost 4 million children with disabilities were denied meaningful participation in the public education. A federal study relied upon by the law’s authors found that nearly half of these children were excluded entirely from public schools. The rest were either placed in grossly inadequate, segregated classrooms or in regular classrooms without meaningful support.”Federal Education Budget Project,

http://febp.newamerica.net/background-analysis/individuals-disabilities-education-act-overview

Key Special Education Legislation Timeline

PL 94-142: The Education for All Handicapped Children Act

1975

Americans with Disabilities Act (ADA)

1990 Individuals with Disabilities Education Act

1994

Individuals with Disabilities Education Improvement Act

2004

Special Education Rules and Regulations

Local LevelLocal Policies and Procedures (2161 & 2161P)

State LevelWashington Administrative Code (WAC) & Revised Code of

Washington (RCW)

Federal LevelIndividuals with Disabilities Education Improvement Act (2004) and

Every Student Succeeds Act (2015)

Determining Special Education Eligibility & Services

TeamProcess

(guided by rules & regulations)

IdentificationEligibility

1. Evaluation—Who gets special education services?

3. Placement—Where student will receive special education services?

Adapted from Bateman & Linden (2006)

2. Individualized Education Plan (IEP) Development—What services?

Pillars of IDEA (2004)

6 Pillars of IDEA (2004)

Free Appropriate

Public Education

(FAPE)

Appropriate Evaluation

Individualized Education

Program (IEP)

Least Restrictive

Environment (LRE)

Parent Participation

Procedural Safeguards

Pillar 1:

Free Appropriate

Public Education A school must offer an IEP that is “reasonably calculated to

enable a child to make progress appropriate in light of the child’s circumstances” and every child should have the chance to

meet challenging objectives (U. S. Supreme Court Case Decision Endrew F. v. Douglas County School District Re-1)

Special education and related services that:

Are provided ... without charge...

Include an appropriate public school education Aligns with the IEP

Pillar 2:

Appropriate Evaluation

Students must be assessed by a team of knowledgeable and trained professionals

A variety of sound evaluation methods/assessments should be selected and administered so as not to be racially or culturally discriminatory

Must assess in all areas of suspected disability

Must not subject students to unnecessary testing

Parental/guardian consent must be obtained

Pillar 2: Appropriate Evaluation

“3 Prong Test”

Students eligible for special education services must meet all 3 criteria:

❑Have one of the 13 IDEA (2004) eligible disabilities

AND❑The student's disability(ies) adversely

affect their educational performanceAND

❑The student requires specially designed instruction (SDI).

Pillar 3:

Individualized Education Program

(IEP)

▸“Roadmap” for instruction and supports

▸ IEP Plans include:▹ present levels of performance▹ annual goals▹ supports and services▹ test participation,▹ how the student will participate in

general education settings

▸Developed through a team process

Pillar 3 IEP:

Transition Plans

▸Required for all students ages 16 and up

▸Purpose is to prepare for the transition from high school to adulthood

▸Teams plan and implement academic and non-academic programs of study that help students achieve successful post-school outcomes

Pillar 4: Least Restrictive Environment (LRE)

"...to the maximum extent appropriate, children with disabilities including children in public or private institutions or care facilities, are educated with children who are nondisabled; and special classes, separate schooling or other removals of children with disabilities from regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.” (IDEA, 2004)

Pillar 4: LRE

Special Education

Occurs Across a

Continuum of Services

Pillar 5: Parent/Guardian Participation

▸Equal participation in the special education process ▸Entitled to:

▹ Notification of a planned evaluation▹ Access to planning and evaluation materials▹ Involvement in all meetings regarding their child’s

placement and services. ▸Must be invited to IEP meetings and students must be

invited to the meetings from ages 16 and up

Pillar 6:

Procedural Safeguards

▸Procedures designed to protect the rights of the child with a disability and their parents/guardians

▸Outlines procedures for dispute resolution

▸Ensures that parents receive written notice of any changes to an IEP

▸ Includes rules on gaining informed consent before evaluating and providing services

Pillars of IDEA (2004)

6 Pillars of IDEA (2004)

Free Appropriate

Public Education

(FAPE)

Appropriate Evaluation

Individualized Education

Program (IEP)

Least Restrictive

Environment (LRE)

Parent Participation

Procedural Safeguards

Next Meeting Oct 30th:▸ Special education in Shoreline▸ What questions/information do you need?

(exit slip, send to us)

Homework:▸ For this committee, what % of agreement

should we reach in order to forward our committee’s recommendation to the Board?

▸ We will be sending this ppt to you - as you review that, feel free to send us any additional questions

Exit Slips:Your feedback is important as we determine where and what we cover over the next several months on this committee. Please complete the Exit Slip before leaving tonight!