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Special Education Council
Department
Update
March
16, 2006
Topics
•=
Encore
•
•=
Due Process
•=
Major Curriculum Areas
•
•=
Programmatic Issues
•=
Budget
•=
Staff Development
Encore Update
Encore Update
•Exciting changes and
improvements in software, hardware, and data collection
Staff Concerns
•In order to more effective=
ly
address the staff questions and concerns regarding <=
span
style=3D'position:absolute;top:38.5%;left:9.73%;width:94.56%;height:6.75%'=
>Encore,
the Special Education office will be administering an
electronic survey to all Encore users at the end of March 200=
6.
Purpose of the Survey:
•To gage who is using Encore =
and
how often
•To understand the biggest
obstacles regarding hardware and software
•To find the most efficient a=
nd
helpful ways to support users
•To develop a teacher work gr=
oup
to troubleshoot concerns and improve product
effectiveness
Encore Support
•Several avenues for suppor=
t have
been made available to Encore users
•Linda Johnson r=
emains
an integral part of the program’s success and teachers a=
re continuously
raving about her support and caring demeanor
<=
span
style=3D'visibility:hidden'>•
Encore Support
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•Help Desk
=
•Website with up=
dates,
quick tips, and helpful procedural guides
<=
span
class=3DBB style=3D'position:absolute;left:-4.26%'>•Refresher cours=
es for
upgraded sites
•Monday afternoon
sessions for individual help
<=
span
class=3DBB style=3D'position:absolute;left:-3.93%'>•One on one tuto=
rials
with Linda Johnson
Hardware
•4GL has recently completed=
an
evaluation of PUSD servers to determine if our current
hardware is sufficient to support the software version upgr=
ade
and increased data storage we will need
•In addition, this evaluation will provide suggestions
of how PUSD can increase the speed of the program for its use=
rs
Computer
Upgrades
The following school sites have= or will be upgraded this year:
The following school sites have= or will be upgraded this year:
•<=
/span>
•<=
/span>
•MCHS
•WHS
•MBMS
•OVMS
•ABES
•DCES
•WWES
•
•
•<=
/span>
•<=
/span>
•<=
/span>
•SDES
•VAL
•HRES
•SRES
•MID
•POM
Computer Upgrades
•The following sites are
scheduled for upgrades:
•Next Year: CVES, CHES, LPES, MCES, RHES,
SHES, GRES, BMMS, BHMS, RBHS, AHS
Year 3:<=
span
style=3D'mso-spacerun:yes'> CSES, PVES, SCES, TBES, TBK, TPMS,
PHS
Year 4:<=
span
style=3D'mso-spacerun:yes'> PRES, SRES, MBMS, WHS
Software
•4GL is ready to release an
upgraded version of Encore software
•PUSD will upgra=
de to
version 6.8 in the summer of 2006
Upgrades include:
•Forms spell checker
•Report builder
•Quick Links Printing
•Batch Print “Select All”
=
;
•IEP Caseload by Provider report
<=
/div>
•Event document attachments&#=
13;
•Enhanced student data page&#=
13;
•Special Education discipline component
<=
/span>
•=
Encounter Tracker
•Encounter Tracker is a new component of =
Encore to be implemented for the 2006-2007 =
school year
•This program allows service providers to log the <=
/span>=
“encounters” they have with our students and keeps records of these encounters in an efficient =
=
and centralized way
=
•Users to include:
Speech, Psychologists, OT, PT,
APE, and Elementary RSP teachers
Encore and CASEMIS
•The state has recently man=
dated
several changes in the type and amount of data it will
be collecting (largely due to the Reauthorization of IDEA
2004)
•Encore
is directly linked to that data collection and some import=
ant
changes will be made both on the forms as well as on
the back-end of the software
Encore/CASEMIS
Changes
The state is now…=
The state is now…=
•Tracking timelines for referrals to initial eligib=
ility =
meetings
<=
span
style=3D'font-size:88%'>•Allowing for a secondary disability category
<=
/span>
•Documenting % of time inside and ou=
tside of
General Education
<=
span
style=3D'font-size:88%'>•Existence of Transition goals (if appropriate)
=
;
•Objectives/Benchmarks optional for students =
with mild disabilities
<=
span
style=3D'font-size:88%'>•60 day timeline for evaluations
Encore/CASEMIS Changes
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•County Mental H=
ealth
eligibility
•For grades 8 and
higher, student graduation plan (diploma bound or not)
•Post-Secondary =
outcomes
for students who graduate with a diploma or exceed Due Pro=
cess
2005-2006
Due Process Filings
Due Process Outcomes
Due Process Placements
Due Process Issues
Major Curricular Areas
for 2005-2006 School Year
SEACO Curriculum
(Special Education Administrat= ors of County Offices)<= /div>
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(Special Education Administrat= ors of County Offices)<= /div>
•The SEACO Curriculum Guide=
was updated
to align with NCLB to promote standards-based instruction
and IEP’s for students with moderate to severe disabilities
SEACO Curriculum
•Helps teachers navigate curricular standards for <=
/span>=
their students with significant disabilities
<=
/span>=
•Helps teachers align student behaviors to <=
/span>standards and functional performance indicators=
3;•Helps teachers develop IEP goals aligned to standards
•Helps teachers develop standards-based lesson plans
SEACO Audience
•One program specialist and=
three
teachers attended a two-day Trainer of Trainers <=
span
style=3D'position:absolute;top:43.0%;left:9.73%;width:84.45%;height:6.75%'=
>training
•All critical sk=
ills
teachers in the District participated in training with the ne=
w materials
in January
CAHSEE Support Materials
•<=
/span>County
Office Supplemental Supports
– Getting Ready for Algebra
– CAHSEE Prep for Math
=
– CAHSEE Prep for Language Arts
Kaplan CAHSEE Prep Materials
•Selected by high school sp=
ecial
education teacher representatives for pilot purposes
=
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•Currently being=
piloted
at WHS
•Anticipate prop=
osal to
Board for supplemental adoptionOther
CAHSEE Interventions
Under Consideration=
Under Consideration=
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•Renaissance Mat=
h
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•Read 180=
CAHSEE Interventions
•High school teachers are currently analyzing specific interventions (6 ˝ period CAHSEE prep, CAHSEE prep pullout class, CAHSEE 1-day =
tutorial, school-wide CAHSEE seminar, etc.) to determine levels of effectiveness for our <=
/span>=
students
•It is clear that there are varying opportunities f=
or special education students at the different high <=
/span>schools to access general education intervention <=
/span>opportunities
Special
Education Budget
2005-2006
Total I=
ncome
Special Education
•State Fund Contributio=
n $13,790,346
•
•Revenue Limit $3,663,402
•
•CAHSEE $237,005
•
•Local Excess Taxes $767,476
•
•Federal IDEA Part B $4,314,205
•
•State Preschool Entitl=
ement $283,717
•
•Federal IDEA Staff Development=
$14,246
•
•Federal IDEA Low Incidence (Se=
rvice) $8,814
•
•Federal IDEA Early Interventio=
n $117,525
•
• TOTAL<=
/span> $23,344,805
![](3D"slide0022_image009.gif")
![](3D"slide0022_image010.gif")
![](3D"slide0022_image011.gif")
![](3D"slide0022_image012.gif")
![](3D"slide0022_image013.gif")
![](3D"slide0022_image014.gif")
![](3D"slide0022_image015.gif")
![](3D"slide0022_image016.gif")
![](3D"slide0022_image017.gif")
Total
Special Education Budget
2005-2006
2005-2006
Certificated $13,282,056
Classified $5,670,890
Benefits $5,042,231
Supplies $456,334
Contrac=
ted
Serv. $4,116,994
Capital Outlay $550
Other Outgo $418,829
Total Income $23,344,805
Total Expenditu=
res $29,987,884
$=
6,643,079*
•*Supported with “general f=
und
contribution” (ENCROACHMENT)
Total
Special Education Budget
2005-2006
2005-2006
![](3D"slide0024_image020.gif")
Program=
matic
Issues
Programmatic Issues
•Completed:
–=
Alignment of ASD classes (Level 1 and Level II)=
3;
–
•=
Ongoing:
•The following
workgroups will start work this summer
and continue throughout the year with a goal of full implementation in ’07-’08:
–=
SDC alignment (CS/NSH) – JAM
–=
Preschool alignment with new legislation – MB
=
–=
K-12 RSP – explore other models; caseload vs. service; range of disabilities – JAM/MB/TK
–=
Response to Intervention (RTI) – implementation of=
new SLD requirements per IDEIA - JAM=
Preschool Alignment
The
reauthorization for IDEA changed federal
monitoring procedures for states
“The
primary focus of Federal and State monitoring activities shall be on improving education result=
s and functional outcomes for all child=
ren
with disabilities…”
IDEA
2004
Chang=
es for
Preschool Under IDEA
•Federally funded preschools will now be held
accountable for student achievement
<=
span
style=3D'visibility:hidden'>•
IDEA requires a=
State
Improvement Plan for both Part B and Part CAge
of Accountability
Preschool
Preschool
accountable for student
achievement
–Need to report developmental progress between =
entry
and exit for all 3, 4 and 5 year olds
–Need
to report progress in relationship to same age peers
–=
Need
to report to the public about the results
Age
of Accountability
Preschool
Preschool
•In February 2007, all fede=
rally
funded preschool programs will be required to administer
either the DRPR-R or the DRPR-access to students
<=
span
style=3D'visibility:hidden'>•
•Training on the
assessment will begin Fall 2006State
Improvement Plan
Pr= eschool Measures
Pr= eschool Measures
6.Percent
of preschool children with IEPs who received special education and related services in settings with
typically developing peers&=
#13;
7.Percent
of preschool children with IEPs who demonstrated improved
<=
span
style=3D'font-size:86%'>–Positive
social-emotional skills
–Acquistion and u=
se of
knowledge and skills (including early language/communication and early literacy)
<=
span
style=3D'font-size:86%'>–Use of appropria=
te
behaviors to meet their needs
<=
span
style=3D'font-size:86%;visibility:hidden'>–
12.Percent
of children referred by Part C prior to age 3 and who are found eligible for Part B who receive special
education by their =
3rd=
birthday<=
/span>
State
Improvement Plan
Pr= eschool Measures
Pr= eschool Measures
6.Percent of preschool children with IEPs who received special education and related services in settings with typically developing peers
•
•TARGET FOR STATE
•By 2006-2007 54%
Staff
Development Activities for 2005-2006
School Year
(through March 16, 2006)
Concentrated Areas of Focus
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•Curriculum/Stra=
tegies
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•Legal Issues=
3;
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•Behavior
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•Programming/Com=
pliance
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•Assessment
=
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•Disability
Awareness
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•Safety
Scope of Potential Audience
•=
Administration
•=
Program Specialists (9)
•=
Psychologists (23)
•=
Speech Pathologists (42)
•=
Teachers (165)
•=
Itinerants (20)
•=
Nurses (7)
•=
General Education
•=
Parents
Paraprofessional Development
•Instructional assistants a=
re
required to work two of the total non-student days
•On one of these=
days,
special education staff provides in-service opportunities on a variety
of topics
•Additionally,
Personnel paid for about 70 instructional assistants to attend a
follow-up Safety Training in January
Need
for Basic Introductory Training
for Paraprofessionals
•Incorporate use of CD for
instructional assistants to complete on first day at the site
•Special educati=
on is
preparing Study Manual document to support the presentation
and provide ongoing reference source for the employee=
3;
<=
span
style=3D'visibility:hidden'>•
Areas
Addressed in the Training Module
•=
Paraeducator Roles and Responsibility
<=
/span>
•=
Special Education Services
•=
Legal Responsibilities
•=
Increasing Independence in Students
•=
Prompting/Fading
•=
Teamwork
•=
Confidentiality
•=
Reporting Problem Behaviors
•=
Communication
•=
Non-verbal Communication
•(continued)
Areas
Addressed in the Training Module
•
•(continued)
•
•=
Listening Techniques
•=
Facilitating Social Relationships
•=
Peer Partners
•=
Taking Turns
•=
Positive Reinforcement
•=
Challenging Behaviors
•=
ADHD
•=
Role in Inclusive Classrooms
•=
Importance of a Schedule
•=
Instructional Strategies
•=
Modifications and Interventions
=
•=
Adapting Materials
•
' + ENDSHOW_MESG + '
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tes![](3D"buttons.gif")
