Upload
uttara
View
38
Download
0
Tags:
Embed Size (px)
DESCRIPTION
2012 Principals’ In-service. August 6, 2012. Process Procedure Manual/ Handbook. http :// intranet.rcas.org/administration/SE/Pages/PPM.aspx Points of Interest Timeline for Special Education Teachers (p8-9) Case Manager Responsibilities (p.10) - PowerPoint PPT Presentation
Citation preview
2012 Principals’ In-serviceAugust 6, 2012
Process Procedure Manual/ Handbookhttp://
intranet.rcas.org/administration/SE/Pages/PPM.aspxPoints of Interest
Timeline for Special Education Teachers (p8-9)Case Manager Responsibilities (p.10)Case Manager Overview Checklist for
paraprofessionals (p.12) due October 1st.
Best Practices Regarding Paraprofessional Assigned Responsibilities (p.14) Handout of Roles & Responsibilities
Meetings sent out
Skyward TrainingAugust 21st
1:00-4:00Lincoln Academy
For new Special Ed Staff Make sure new staff bring their caseloads
Sent to the buildings on July 30th
Special Education Staff In-serviceAugust 23rd; 9:00-3:00
Starting an hour later so staff can start at buildings and out earlier so they can get back
Please make sure other staff are not getting planning time during this training as this creates inequities
PresentationsState In-service regarding last year’s review and
corrective actionRTISharepoint/SkywardAccommodationsTransition
Child CountMake sure staff get their caseloads updated
as this has staffing implicationsStaff should send copy of front page to
Specialists after each IEP meeting
BudgetSupply AllocationsBe sure to check your monthly sheets to
monitor expenditures
504 Training
What is Section 504A nondiscrimination law, prohibiting
discrimination based solely on a person’s disabilityRequires that no person with a disability can
be excluded from or denied benefits of any program receiving federal assistance; this include education
Everyone Has Section 504 ResponsibilitiesSchool Principals, Certified, and Classified
StaffConduct nondiscriminatory practices in
classroomsRefer/identify/evaluate students as appropriate
The district must identify and locate every qualified handicapped person residing in the district’s jurisdiction who is not receiving a public education; and
Take appropriate steps to notify handicapped persons and their parents or guardians of the district’s duty under Section 504
How are students identified for accommodations/services?The student has a mental or physical
impairment that substantially limits one or more major life activities
Has a record of such impairment, orIs regarded as having such an impairment
Physical or Mental Impairment?Physical or Mental Impairment means (A) any
physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive, digestive, genito-urinary; hemic and lymphatic; skin; and endocrine; or (B) any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities.
Major life activities?Includes but not limited to functions such as
caring for one’s self, performing manual tasks, walking, seeing, communicating, hearing, speaking, breathing, learning, reading, concentrating, thinking, working, helping, eating, sleeping, standing, lifting, bending, and operation of bodily function
District responsibilitiesProvide a FAPE (Free and Appropriate Public
Education)An appropriate education is the provision of
regular or special education and related aids and services that are designed to meet individual educational needs of handicapped persons as adequately as the needs of nonhandicapped persons
If a child is identified as having an impairment, it is not an option to not provide needed services.
Discipline
Suspension DataClassroom removals have increased in the
last couple of years for our districtLast year we had an increase of 201 removals
from the previous school year Total of 970 removals (SpEd)
AffectsLower graduation rates
Regular Ed 76% graduated in 2009-10, 23% did not 82% graduated in 2010-11, 17% did not
Special Ed 61% graduated in 2009-10, 23% did not 52% graduated in 2010-11, 48% did not
Increased dropout ratesRegular Ed
422 students dropped out in 2009-10; 472 students dropped out in 2010-11
Special Ed 123 students dropped out in 2009-10; 91 students dropped out in
2010-11
Affects continuedDecrease in student achievement
As pointed out in past auditsState Performance PlanOCR concerns
Legal ‘dos’ and ‘don’ts’ of suspensions ‘Dos’
Investigate the facts – is it a violation that can lead to suspensionExamine BIP interventions – were proper interventions provided
prior to the offenseVerify suspension term – is it appropriate and equal to other
student disciplineNotify the student – of your decision to suspend and proposed
length and the evidence of the offenseTake the students verbal statement – let the student present his
viewsAllow a written statement – allow but don't requireInform parentsKeep track of suspensions – count all including partial daysExamine future alternatives – is suspension modifying behavior
Legal ‘dos’ and ‘don’ts’ of suspensions continued ‘Don’ts’
Don’t force students to answer questions about incident that led to the suspension if they decline
Don’t lose track of number of days you have suspended student – as the 10 day mark approaches proactively convene and IEP meeting, conduct a FBA and develop a BIP
Don’t rely on suspensions to modify behavior – suspensions are not likely to eliminate misbehavior
Don’t lose focus of proactive behavior strategies – peer mediation, conflict resolution, instruction for students and staff
Don’t forget to provide notice of suspensions to students and parents
Don’t apply arbitrary limits on services – need to individualize Don’t neglect students’ emotional and behavioral needs during
suspensions while trying to address their academic needs – addressed through FBA/BIP
Special Education Discipline“FAPE Free Zone”
When a student is suspended for less than 10 days the district is not obligated to provide services.
After 10 cumulative days within the same school year services must be provided On the 11th day services must be provided 10 days is the line of demarcation and the 10 day
rule does not start over after completing a “Manifestation Determination Review.”
What counts as a removalISS
Does not count if student is afforded the opportunity to appropriately
progress in the general curriculum Continue to receive the services specified on his/her
IEP and Continue to participate with nondisabled students
to the extent they would have in their current placement
Take caution in this removal also as academic progress can be limited
Bus SuspensionsPartial Days
Can a suspension be longer than 10 days?Under IDEA, school personnel (Katie) may remove a
student in an interim alternative educational setting for not more than 45 school days, without regard to whether the behavior is determined to be a manifestation of the child’s disability, if the child:(i) carries or possesses a weapon to or at school, on school
premises, or to or at a school function Not a pen knife, blade should be 2 ½ inches or more
(ii) knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance, while at school, on school premises, or at a school function
(iii) has inflicted serious bodily injury upon another person while at school, on school premises, or at a school function
Serious Bodily InjuryWhat is Serious Bodily Injury
Substantial risk of deathExtreme physical painProtracted and obvious disfigurementProtracted loss or impairment of the function of a
bodily member, organ, or mental facultyWhat is not Serious Bodily Injury
In general, most “simple assaults by a student upon another student, teacher, or administrator will not meet the definition
Not a school yard scuffle
What to do?Out of school suspensions should be used for
severe misbehavior (dangerous or violent conduct)The state of Maryland
Many suspensions are for nonviolent offenses, such as insubordination or classroom disturbance More than 63% of all school suspensions
Consider strategies to avoid suspensionTarget a students problem behavior before
suspension – teach appropriate replacement behaviors
Build task-completion systems – student gets to do task enjoyed after undesired task has been completed
Allow time-away procedures – option to leave a learning task that has become aversive (designated spot)
Build relationships with students Focus on prevention through positive behavior
supports – Teach behavioral expectations directlyAdjust expectations to studnts abilities
Consider strategies to avoid suspension continuedUse 5:1 ratio of positive-to-negative
attentionFollow predictable schedulesEmbed routines within routines – doing
the same things during specific time of dayTeach peer related social skillsTop 20 trainingPBIS
How does this work with the discipline matrix?