Making Special Education Exit & Reintegration Decisions … · Dr. Kelly A. Powell-Smith CASP Convention March 8, 2003 2 Workshop Agenda lIntroduction and Overview lHistory and Legal

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Making Special EducationExit & ReintegrationDecisions Responsibly

Dr. Kelly A. Powell-Smith

CASP ConventionMarch 8, 2003

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Workshop Agendal Introduction and Overviewl History and Legal Foundationsl Overview of Reintegration/Exit

Decision Processl Deciding Who Is Ready to Exitl Planning for Exitl Monitoring Exit Outcomesl Facilitating Successful Exit

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• What is reintegration?

• Foundation of responsiblereintegration procedures.

• Familiar key terms

History…DefiningReintegration/Exit

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l Economic Reasons– Growth & cost of special education

(Parrish, 1999; USDE, 2000)– Few students exit (Lytle & Penn, 1986;

Shinn, 1986)

l Socio-political Reasons– Regular Education Initiative (REI) (Will,

1986)

Why Is Exit Important?

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Why Is Exit Important?l Legal reasons

--LRE

“Undoing eligibility” as the basis forreintegration is not the law

• Key concepts of LRE clause are:--Benefit--Satisfactory achievement

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...to the maximum extent appropriate, childrenwith disabilities, including children in publicor private institutions or other care facilities,are educated with children who are notdisabled, and special classes, separateschooling, or other removal of children withdisabilities from the regular educationalenvironment occurs only when the nature andseverity of the disability of the child is suchthat education in regular classes with the useof supplementary aids and services cannot beachieved satisfactorily. (Section 612, (a)(5)(A)IDEA, 1997).

The LRE Clause States...

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Relevant Court Cases

l Hendrick Hudson District Board of Educationv. Rowley, 1982.

l Daniel R. R. v. Sat Board of Education, 1989

l Greer v. Rome City School District, 1991

l Oberti v. Board of Education of ClementonSchool District, 1993

l Ronker v. Walter,1983

l Sacramento Unified School District v. RachelH.,1994

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1. How do school-based teamsknow when special educationservices are no longer required?

2. How do we know when theproblem(s) that resulted inplacement in special educationare no longer severe enough towarrant such a placement?

Why Isn’t Exit OccurringMore Often?

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l Lack of philosophical consensusregarding the who, when and how ofreintegration

l Prevailing “good will” or “volunteer”model of reintegration (Fuchs, Fuchs,& Fernstrom, 1992).

In Part…A Conceptual Problem

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1. Student considered for reintegrationand exit.

2. Plan for reintegration and exit.

3. “Trial out” of special education andmonitor success.

4. Determine success of reintegratedstudent.

5. Exit in goal or domain area.

Reintegration & Exit Process Steps

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Relevant Questions

1. Is the student making adequateprogress relative to generaleducation (GE) peers?

2. Is there a significant decrease in thediscrepancy that resulted in specialeducation (SE) service provision?

Step 1: Considering StudentsFor Reintegration & Exit

Academic Skillsl Determine possible receiving

environment(s).– All classrooms at the student’s grade

level.– A particular classroom at the student’s

grade level.

l Determine lowest “acceptable” skilllevel for the given domain in thereceiving environment(s).

– Using existing test data– Collecting additional data

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• Potential candidates (PCs) for reintegrationcan be identified using CBM

• The responsible reintegration approach mayidentify numerous students who may beconsidered for reintegration (Shinn,Habedank, Rodden-Nord, & Knutson, 1993).

• GE teachers respond favorably to the CBMinformation provided to them aboutreintegration (Rodden-Nord, Shinn, & Good,1992; Shinn, baker, Habedank, & Good,1993).

Research Suggests That...

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Academic Skillsl Determine necessary “academicsurvival skills” for possiblereceiving environment(s).

– Academic engagement– Organizational skills– Self-management skills– Study skills– Test-taking skills

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Behavioral & Other Domainsl Determine possible receivingenvironment(s).

l Determine lowest “acceptable”behavioral level in the receivingenvironment(s).

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Possible Behaviors & Methods ToExamine Them

l Behaviors:– Follows directions– Accepts

consequences– Listens– Works

independently– Makes need for

assistance known– Controls anger– Cooperates with

others

l Method(s):– Conducting

interviews withstudent, parent, &teacher, reviewingthe student’srecords, andobservations willprovide a goodpicture of thesebehaviors.

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Assessment of Receiving Domainl Dimension

– Instructionalarrangements

– Instructional routines& task dimensions

– Class managementprocedures

– Teacher attention– Teacher tolerances– Number & length of

transitions– Involvement of

others in classroom

l Method(s)– Interview,

conducting a reviewof the existinginstructional plan,and/or observationwill capture nearly allof these dimensions

Sample Instructional Planning FormStudent: Hannah Grade: 3rd Date: 10-8-96Teacher: Mrs. Joseph School: Anytown Elementary

Activity Materials Arrangements Time MotivationalFocus or Skill Teaching Strategy Strategies

Oral Reading Round RobinChoral RespondingTeacher modeling

Better Reading SeriesBook III

Literature books

Teacher led

Small Group (5students) or whole class(20 students)

9:00-9:30each day.

Teacher Praise

Stickers

Silent Reading Modeling

Read for 20 minutes eachnight at home


Literature books

Independent 12:00-12:30each day.

Teacher Praise

"Rocket Chart" of pagesread.

Vocabulary -definitions -spelling

Teacher led instruction;modeling; use words insentence; use keywordstrategy; play spellinggames

Vocabulary list fromBetter Reading SeriesBook III

Teacher led; whole class(20 students)

Practice with peer

20 min.daily

10 min.daily

Teacher praise

Whole class chart ofprogress.

Phonics Skills/Decoding -vowel sounds -blends

Teacher led instructionwith choral responding

Independent practice &teacher feedback

Better Reading SeriesBook III skills exercisesand worksheets

Teacher led; whole class(20 students)

Independent

20 min.daily

15 min. 2xweekly

Teacher praise

Stickers & pencils

Comprehension -literal facts -inference -opinion

Teacher led discussion;question and answer;students take turns


Study guides & skillsbook

Teacher led; whole class(20 students) and smallgroup (5 students)

15 minutesdaily afteroral readingtime.

Teacher praise

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Additional Considerationsl Assessment of opinions about thesuccess of possible reintegration.

– Special Education Teacher– General Education Teacher(s)– Parents– Student

GE Teacher Opinion Survey (Pre)Teacher Name Grade School Date Reintegration Decision and Date:

1. Compared to other students in your low reading group or other low readers inyour classroom, please rate the student on their current level of reading skill.

BelowAverage

1 2 3

Average

4 5 6

AboveAverage

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2. Given what you now know about this student, what do you currently believe is the mostappropriate reading placement? (Circle one).

a. The lowest reading group in my classroom.b. The lowest reading group in my classroom supplemented by Chapter 1

services.c. The lowest reading group in my classroom with collaboration from the

special education teacher.d. A special education resource room.e. A self-contained special education placement.f. Other (please specify) ________________________

3. If the student is reintegrated, how successful is the reading program likely to be inmeeting the student's needs?

VeryUnsuccessful

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Unsuccessful

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SomewhatUnsuccessful

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Neutral

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SomewhatSuccessful

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Successful

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VerySuccessful

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4. If the student is reintegrated, how confident are you that the student would make readingprogress equal to or greater than other students in your low reading group (or other lowreaders in your classroom)?

NotConfident

1 2 3

Neutral

4 5 6

VeryConfident

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Facilitating Successful Reintegration Efforts

5. What would be needed to make the student's reintegration more successful? Pleasecircle all that apply.

a. Instructional Consultation (e.g., specific skills analysis, suggestions for curriculummodifications, alternative instructional curricula)

b. Tutoring (e.g., peer: same age, cross grade, class-wide; parent)c. Study Skills (e.g., note-taking, using an assignment calendar, organizing desk and

materials)d. Interventions for Appropriate Classroom Behavior (e.g., following directions,

completing assignments, improving peer and teacher interactions)

6. Circle the letter(s) indicating the areas in which you would like assistance with thisstudent.



materials)d. Interventions for Appropriate Classroom Behavior (e.g., following directions,completing assignments, improving peer and teacher interactions)

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1. Do you read better now than last month?

1 2 3 4 5definitely not probably not sometimes probably yes definitely yes

2. Do you think you read as well as other kids in Ms/Mr ___(GE)__ ‘s classroom?


3. Do you get along with most of the other kids in Ms/Mr __(GE)__ ‘s classroom?


4. Do you like learning to read in Mr./Ms___(GE)__’s classroom?


5. Do you know how Mr./Ms___(GE)__ wants you to behave in class?


6. Can you do the reading work in Ms/Mr ___(GE)__ ‘s classroom?


7. Do you think you belong in Mr./Ms___(GE)__’s classroom for reading?


8. Do you have problems getting along with some of the other kids in Ms/Mr___(GE)__ ‘s classroom?


9. Do you think you are a good reader?


Remove the student’s 5 point scale and say: “Now I’m going to ask you some questionsabout school where you have to pick the answer that best fits how you feel.”

10. Do you think you learn to read better in Mr./Ms. ____(SE’s)_____ class or inMs./Mr. ____(GE’s)_____ class ?

Circle one: SE teacher GE teacher

11. If you were having a lot of problems in reading and needed extra help wouldyou rather:

(a) get extra help from Mr./Ms. _______SE_______, or

(b) get extra help from Mr./Ms. _______GE_______?

Why would you rather get extra help from (insert a or b, depending on the student'sresponse)?

If the Student chooses answer (a) (would rather get help from the SE teacher), ask:

12. If you were having a lot of problems in reading and needed extra help, wouldyou rather:

(a) go to Mr./Ms. _______SE’s_____ classroom for help, or

(b) have Mr./Ms. _______SE’s_____ come to your classroom to help you?

Why would you rather (insert a, or b, depending on student response)?

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Step 1: Possible DecisionOutcomes

l Reintegrate for trial period andmonitor.

l Reintegrate and provide training,support, and monitoring.

l Wait on reintegration untilstudent’s skills better matchenvironmental demands.

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Case Study Illustration:Brent (3rd Grade)

l Referred in first grade.l Academic issues: reading & written

expression difficultiesl Behavioral issues: social skills deficits,

anger & attention problems.l Initial placement in self-contained

classroom, then moved to resourceservices.

l Recommended for reintegration at timeof IEP review in 3rd grade.

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Brent’s Pre-Reintegration Datal CBM Reading and Written Expression Data(4 weeks pre-reintegration)

l Behavioral Observation of Students inSchools (BOSS) twice weekly (once in eachsetting) for 4 weeks.

l Peer data collected with CBM and BOSS.

l Classroom Ecological Inventory data alsocollected (Interview & Observation).

l Survey data from teachers, parents, andBrent.

Brent - CBM Reading Performance, Grade 3

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Observation

Brent Pre-Reinteg.Brent TrialReinteg.Brent Followup

Peer 1 - Pre

Peer 1 - Trial

Peer 1 - Followup

Peer 2 - Pre

Peer 2 - Trial

Peer 2 - Followup

Peer 3 - Pre

Peer 3 - Trial

Peer 3 - Followup

Annual Goal

Pre Reintegration

Trial Reintegration Followup

Brent Annual Goal

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Brent: CBM Reading Performance, Grade 3 Local Norms

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Observation

FallWinter

SpringPre Reintegration


Brent - CBM Writing Performance - Grade 3

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Observation

Brent Peer 1 Peer 2 Peer 3 Annual Goal

Pre Reintegra

Trial Followup


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Observation

Brent

FallWinter

Spring

Pre Reintegration

Trial Reintegration Follow-up

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Observation DataReIntegration Data for Academic-Engaged Time: Brent

0%10%20%30%40%50%60%70%80%90%

100%

PR-1

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Stud

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Brent Similar Peer

Pre-Reintegration Trial Reintegration

Observation DataReIntegration Data for Off-Task Behaviors: Brent

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PR-1

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Brent Similar Peer


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Survey Datal SE and GE teachers rated the GE

classroom as the most appropriateplacement for Brent for both readingand writing instruction.

l Parents rated the GE class as mostappropriate if consultation provided bySE teacher.

l Brent stated that he thought he coulddo the GE reading & writing work andthat GE is where he belonged forinstruction.

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Case Study: Guadelupe(8th Grade)

l Referred in first grade.

l Academic issues: reading & math difficulties.No significant behavioral concerns.

l Initial placement in ESOL classes full-time forfirst and second grade, then moved toresource services for reading and math inthird grade.

l Tutoring provided in addition to SE services in5th grade.

l Recommended for reintegration at time of IEPreview in 8th grade.

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Guadelupe’s Pre-Reintegration Data

l CBM Reading and Math Data (4 weekspre-reintegration)

l Behavioral Observation of Students inSchools (BOSS) twice weekly (once ineach setting) for 4 weeks.

l Peer data also collected.l Classroom Ecological Inventory Data

also collected (interview & observation).l Survey data from teachers, parents,

and Guadelupe.

Guadalupe - CBM Reading Progress

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Observation

Guad Pre-Reinteg.Guad Trial Reinteg.Guad FollowupPeer 1 - PrePeer 1 - TrialPeer 1 - FollowupPeer 2 - PrePeer 2 - TrialPeer 2 - FollowupPeer 3 - PrePeer 3 - TrialPeer 3 - FollowupAnnual Goal, Guadalupe

Pre Reintegration


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Guadalupe - CBM Reading ProgressLocal Norms

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160

Observation

Pre Reintegration Trial Reintegration Follow-up

Fall Winter Spring

CBM Math Progress - Guadalupe

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Week

Guad Pre-Reinteg.Guad Trial Reinteg.Guad FollowupPeer 1 - PrePeer 1 - TrialPeer 1 - FollowupPeer 2 - PrePeer 2 - TrialPeer 2 - FollowupPeer 3 - PrePeer 3 - TrialPeer 3 - FollowupAnnual Goal

Pre Reintegration


Observation DataReIntegration Data for Academic Engaged Time: Guadalupe

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100%

PR-1

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PR-2

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Writ

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PR-3

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PR-4

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His

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Writ

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Observation DataReIntegration Data for Off-Task Behaviors: Guadalupe

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100%

PR-1

: SLD

Rea

ding

PR-2

: GE

Writ

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PR-3

: SLD

Mat

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PR-4

: GE

Hist

ory

PR-5

: SLD

Rea

ding

PR-6

: GE

Scie

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PR-7

: SLD

Mat

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PR-8

: GE

Writ

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TR-1

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TR-3

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Survey Datal SE teacher and parents rated the GE

classroom as the most appropriateplacement for Guadelupe.

l GE teachers rated GE classroom withconsultative assistance as mostappropriate placement for Guadelupe.

l Guadelupe stated that she thought shecould do the GE work required of her inall subject areas.

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Step 2: Planning ForReintegration/Exit

l When reintegration/exit willoccur

l Monitoring schedulel Persons responsible for monitoringl Supports & accommodationsneeded

l Length of trial out periodl How supports will be faded

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Step 3: Monitoring Success ofReintegrated/Exited Students

l Sample Monitoring for academicskill areas:

– Twice weekly CBM oral reading– Monthly CBM reading maze tasks– Once or twice per week CBM math– Once per week CBM writing– Also consider classroom work

samples as relevant and available

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Step 3: Monitoring Success ofReintegrated/Exited Students

l Sample Monitoring Schedule forbehavioral/social emotional skillareas:

– Weekly observations*– Monthly teacher interviews/ratings

* More/less frequent observations depending onlevel of concern with the behavior.

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Monitoring Successl Every 4 weeks, summarize student data

(e.g., graph & text) to indicate– (a) if student is performing within the

range of peers at the end of that month,– (b) whether the student is making

progress.

l Collect data on key stakeholdersopinions’ about the reintegrationprocess, student skills, & mostappropriate placement once every fourweeks.

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GENERAL EDUCATION TEACHER REPORT:4 WEEKS AFTER CODY MOVED TO THE GENERAL EDUCATION CLASSROOM FOR READING

Two times per week for the past 4 weeks, Cody was given a brief reading test. Each time, Cody read 2 stories out loud for 1 minute.The stories were from the Scribner reading book “Find Your Way.” A group of four readers from your classroom, Cody’s low readingpeers (LRPs), read the same stories out loud. This type of reading test has been shown to give a good measure of students’ readingskills.

Reading Level at Week 4 The picture below on the left shows Cody’s median score on the reading tests given during Week 4 compared to the other students.By looking at the picture, you can see if Cody’s score is similar to or below the other students. The circle is Cody’s reading score.The squares are the reading scores of the other LRPs. The box shows the range of reading skills of the 4 LRPs tested from yourclassroom. Scores near the top of the box mean more words were read correctly than scores near the bottom of the box.

Cody read 82 words correctly in one minute. The highest score earned by the four LRPs was 117 words read correctly in one minuteand the lowest score was 58 words read correctly in one minute. So, Cody’s score was within the range of scores of the low readers inyour classroom.

Cody and General Education Low Reading Peers (LRPs) from Mrs. Cooper’s ClassReading in Scribner, “Find Your Way,” 4 Weeks After Reintegration

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Words Read Correct CodyLRPs

Median Week 4 Reading Scores

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CodyCody's SlopeLRP Slopes

Reintegration Week

Reading Progress (Slope) After 4 WeeksThe graph above on the right shows Cody’s reading progress compared to the other low readers over the last 4 weeks. Cody’s scoresare the dark circles. The thick straight line is Cody’s slope of reading progress of the past 4 weeks. The dashed lines are the progressof the three low readers. A line that goes up means that the student’s reading is improving. The more the line goes up, the more thestudent’s reading is improving. A line that is flat or goes down means that the student’s reading is not improving.

Cody’s slope of reading progress is almost flat. That means that Cody’s reading is not improving. One of the low readers in yourclassroom is showing improvement. The other three low readers from your classroom do not show improvement over the last 4weeks.

GE Teacher Opinion Survey (Monitoring)Teacher Name Grade School Date Date Reintegrated _________ Report for Week #_________

1. Compared to other students in yourlow reading group or other lowreaders in your classroom, pleaserate the reintegrated student on thefollowing items:

BelowAverage Average

AboveAverage

a. Current level of reading skill;

b. Reading progress sincereintegration.

c. Behavior during reading instruction;

d. Quality of peer interactions duringreading instruction;

e. Quality of teacher interactionsduring reading instruction;

f. Number of reading assignmentscompleted;

g. Quality of reading assignmentscompleted.

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2. Given what you now know about this student, what do you currently believe is the mostappropriate reading placement? (Circle one).

a. The lowest reading group in my classroom.b. The lowest reading group in my classroom supplemented by Chapter 1

services.c. The lowest reading group in my classroom with collaboration from the

special education teacher.d. A special education resource room.e. A self-contained special education placement.f. Other (please specify) ________________________

3. How successful is the reading program in meeting the student's needs?

VeryUnsuccessful

1

Unsuccessful

2

SomewhatUnsuccessful

3

Neutral

4

SomewhatSuccessful

5

Successful

6

VerySuccessful

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4. How confident are you that the student will make reading progress equal to or greaterthan other students in your low reading group (or other low readers in yourclassroom)?

NotConfident

1 2 3

Neutral

4 5 6

VeryConfident

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Facilitating Successful Reintegration Efforts

5. What is needed to make the student's reintegration more successful? Please circle allthat apply.



materials)d. Interventions for Appropriate Classroom Behavior (e.g., following directions,

completing assignments, improving peer and teacher interactions)

6. Circle the letter(s) indicating the areas in which you would like assistance with thisstudent.



materials)

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7. List or describe any major changes that have been made in the student's reading program sinceyou completed the last survey (e.g., the length of reading instruction, curriculum materials,motivational strategies, instructional arrangements--instructional strategies, group or individualinstruction, etc.).

8. Describe your impressions of the reintegration's success. Please include suggestions that couldmake this reintegration and future reintegration efforts more successful.

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Steps 4 & 5: Determining Success &Special Education Exit

l Examine all available monitoringdata

l Examine data on teacher, parent,and student opinions about thereintegration trial

l Ask, “Is the student ready toexit?”

l Student exits in goal or domainarea.

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Case Study Illustrations

l Brent (3rd Grade)

l Guadelupe (8th Grade)

For both Brent & Guadelupe a 45day trial reintegration wasplanned.

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Brent - CBM Reading Performance, Grade 3

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Observation

Brent Pre-Reinteg.Brent TrialReinteg.Brent Followup

Peer 1 - Pre

Peer 1 - Trial

Peer 1 - Followup

Peer 2 - Pre

Peer 2 - Trial

Peer 2 - Followup

Peer 3 - Pre

Peer 3 - Trial

Peer 3 - Followup

Annual Goal

Pre Reintegration


Brent Annual Goal

Brent: CBM Reading Performance, Grade 3 Local Norms

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140

Observation

FallWinter

SpringPre Reintegration



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Observation

Brent Peer 1 Peer 2 Peer 3 Annual Goal

Pre Reintegratio

Trial Reintegration

Follow-up

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Observation

Brent

FallWinter

Spring

Pre Reintegration


Observation DataReIntegration Data for Academic-Engaged Time: Brent

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100%

PR-1

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Brent Similar Peer


Observation DataReIntegration Data for Off-Task Behaviors: Brent

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PR-1

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Brent Similar Peer


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Survey Datal SE and GE teachers continued to rate the GE

classroom as the most appropriate placementfor Brent for both reading and writing.

l Parents rated the GE class as mostappropriate.

l Brent stated that he was confident he coulddo the GE reading & writing work and that GEwas where he belonged.

Guadalupe - CBM Reading Progress

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100

120

Observation

Guad Pre-Reinteg.Guad Trial Reinteg.Guad FollowupPeer 1 - PrePeer 1 - TrialPeer 1 - FollowupPeer 2 - PrePeer 2 - TrialPeer 2 - FollowupPeer 3 - PrePeer 3 - TrialPeer 3 - FollowupAnnual Goal, Guadalupe

Pre Reintegration


Guadalupe - CBM Reading Progress Local Norms

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Observation

Pre Reintegration Trial Reintegration Follow-up

Fall Winter Spring

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CBM Math Progress - Guadalupe

0

5

10

15

20

25

30

35

40

45

Week

Guad Pre-Reinteg.Guad Trial Reinteg.Guad FollowupPeer 1 - PrePeer 1 - TrialPeer 1 - FollowupPeer 2 - PrePeer 2 - TrialPeer 2 - FollowupPeer 3 - PrePeer 3 - TrialPeer 3 - FollowupAnnual Goal

Pre Reintegration


Observation DataReIntegration Data for Academic Engaged Time: Guadalupe

0%10%20%30%40%50%60%70%80%90%

100%

PR-1

: SL

D R

eadi

ng

PR-2

: GE

Writ

ing

PR-3

: SL

D M

ath

PR-4

: GE

His

tory

PR-5

: SL

D R

eadi

ng

PR-6

: G

E Sc

ienc

e

PR-7

: SL

D M

ath

PR-8

: GE

Writ

ing

TR-1

: Re

adin

g

TR-2

: M

ath

TR-3

: His

tory

TR-4

: M

ath

TR-5

: Re

adin

g

TR-6

: Sc

ienc

e

Session

Perc

ent

Aca

dem

ic-E

ngag

ed

Tim

e



Observation DataReIntegration Data for Off-Task Behaviors: Guadalupe

0%10%20%30%40%50%60%70%80%90%

100%

PR-1

: SLD

Rea

ding

PR-2

: GE

Writ

ing

PR-3

: SLD

Mat

h

PR-4

: GE

Hist

ory

PR-5

: SLD

Rea

ding

PR-6

: GE

Scie

nce

PR-7

: SLD

Mat

h

PR-8

: GE

Writ

ing

TR-1

: Rea

ding

TR-2

: Mat

h

TR-3

: His

tory

TR-4

: Mat

h

TR-5

: Rea

ding

TR-6

: Sc

ienc

e

Session

Perc

ent

Off

-Tas

k



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64

Survey Datal SE & GE teachers, and Guadelupe’sparents rated the GE classroom asthe most appropriate placementfor Guadelupe.

l Guadelupe stated that shebelieved she would continue tosuccessfully complete the GE workrequired of her in all subjectareas.

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Small Group Discussion #1

Issue #1

Discuss in yourgroup what data,and how much ofit, would beneeded to makethe decision toconduct a “trialout” of specialeducation?

Issue #2

Discuss in yourgroup how youwould like tomonitor outcomesand benefits ofreintegration andexit.

66

Facilitating Exit Successl Use a data-based approach to

reintegration & exit decisions.

l Understand possible barriers and beprepared to deal with them as theyoccur.

l Prepare key stakeholders at the time ofinitial student identification forservices.

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67

Possible Barriersl Parental concerns regarding supports

provided in GE and future studentsuccess.

l GE teacher concerns about meetingstudent needs, accountability issues,and increased class diversity.

l SE teacher concerns with studentsuccess without support from them, andimpact on SE program reduction.

l Administrator concerns with fundingand program reduction.

68

Other Possible Barriers

l Issues with secondary-levelstudents

– Often limited opportunity forspecially-designed instruction

– Impact on future eligibility forvocational education services

– Impact on future eligibility for testaccommodations or other services incollege

69

Prepare Key Stakeholdersl Focus on positive outcomes for allstudents.

l Focus on collaborative nature of theprocess.

l Emphasize that the trial out periodprovides a “safety net.”

l Emphasize the continued supportsstudents will receive in generaleducation.

l Emphasize that this is part of SE theproblem-solving process.

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70

Prepare Key Stakeholders:Parents

l need to know that this is a plannedprocess to assure success and toincrease personal independence in boththe short term and the long term.

l need to feel like they are part of theproblem solving and decision makingprocess.

l need to understand that this is part ofthe problem-solving process in SpecialEducation.

71

Prepare Key Stakeholders:GE Teachers

l need to understand the long termbenefits to students.

l need to understand the importance ofsuccess in the general educationcurriculum.

l need to understand that reintegratedstudents will not be vastly differentthan those they are already teaching.

l need to understand that supports willbe available to them and to the student.

72

Prepare Key Stakeholders:SE Teachers

l need to understand the long termbenefits to the student.

l need to understand the importance ofsuccess in the general educationcurriculum.

l need to understand their importance asconsultants to the GE teachers.

l need to understand the benefits oftheir students becoming self sufficientand more fully integrated.

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73

Prepare Key Stakeholders:Administrators

l need to see that all students should beeducated in GE to the maximum extentpossible.

l need to understand that resources areavailable to help students succeed inGE.

l need to reduce their focus on fiscalnature of staffing decisions.

l need to understand the long termbenefits to the students.

74

Small Group Discussion #2l Discuss in your small groups:

– What information should parentsand staff be given about exiting atthe time a student is identified forservices?

– How would you problem-solveconcerns that might arise?

– What strategies will you use tofacilitate successful reintegrationand exit?

75

Documents

Making Special Education Exit & Reintegration Decisions … · Dr. Kelly A. Powell-Smith CASP Convention March 8, 2003 2 Workshop Agenda lIntroduction and Overview lHistory and Legal