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Strengthen Continuum of Supports and Services

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Strengthen Continuum of Supports and Services

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SPED Steering - Brainstorm Document - Visioning - May 9

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Prioritize direct student support over administrative tasks

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Prioritize direct student support over administrative tasks

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Training for both general education and special education on best practices

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It would be very helpful to hire a dyslexia specialist to work with kids/pull out/push in as needed

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PD days that involve collaboration and specific strategies relevant to subject, along with IAs

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PD days that involve collaboration and specific strategies relevant to subject, along with IAs

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Gen Ed Teacher PD to support Students w/ IEPs

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Gen Ed Teacher PD to support Students w/ IEPs

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Strategies and resources

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Behavior supports at home & school

Specifically for parents of students in TS program to help build trust & support student attendance

SPED processes

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Training for gen ed teachers on legal requirements of SPED, their role in the IEP team, inclusion

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Training for gen ed teachers on legal requirements of SPED, their role in the IEP team, inclusion

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Behavioral services/consultation & their roles in supporting (during IEPs, classrooms, data collection, feedback)

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Behavioral services/consultation & their roles in supporting (during IEPs, classrooms, data collection, feedback)

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Is there an opportunity to reallocate some of the $ put towards aides to hire additional teachers to expand coteaching opportunities and the programs available to students?

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Is there an opportunity to reallocate some of the $ put towards aides to hire additional teachers to expand coteaching opportunities and the programs available to students?

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Committee to review SAI Math  curriculum; include SPED teachers on new math framework committee

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Committee to review SAI Math  curriculum; include SPED teachers on new math framework committee

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Clearly articulated vision, expectations, and plan to expand inclusion at middle school level

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Clearly articulated vision, expectations, and plan to expand inclusion at middle school level

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Is is possible to have a training prior to the start of school or during district PD to train IAs so they are not pulled from daily schedules?

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Consistent and regular coteaching trainings for teachers and staff who are working in the classrooms

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Consistent and regular coteaching trainings for teachers and staff who are working in the classrooms

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Consider possibility of having one dedicated case manager for all students at site to release other SPED teachers to focus solely on instruction (other districts have implemented this model)

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Consider possibility of having one dedicated case manager for all students at site to release other SPED teachers to focus solely on instruction (other districts have implemented this model)

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Continue to develop scope & sequence for middle school AP and AC classes

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Continue to develop scope & sequence for middle school AP and AC classes

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There is a large number of incoming 6th graders and many rising 7th and 8th graders receiving services. We need an additional hire to help take the increased caseload and workload -- these are 2 very different things. We have many service minutes that will be tricky to meet with co-taught (SAI gen. ed push-in) now being a service at middle school sites. The current plan is to have 8+ SpEd students in a gen ed class to cover minutes. This puts a tremendous burden on the team as there is not co-taught minutes in science or social studies. Some students have 30 min, other 210. Lots of thoughts on this one.

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Ongoing training for both SPED and gen ed teachers on how to modify general ed curriculum

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Ongoing training for both SPED and gen ed teachers on how to modify general ed curriculum

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Provide opportunities for families to connect outside of school-- CAC family day, Futures dance

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Provide opportunities for families to connect outside of school-- CAC family day, Futures dance

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Training for site admin on inclusive best practices and how to foster an inclusive community at their school site

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Training for site admin on inclusive best practices and how to foster an inclusive community at their school site

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With a BIC at every site, we need them to take the reigns of behavioral issues and the implementation of the BIP (meeting with teachers/aides, communicating home with parents, etc). These responsibilities are falling on case managers.

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More partnership to improve strategies for students struggling with behavior to avoid detentions and suspensions through restorative practices

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Ongoing training for IAs on how to support students with more significant support needs & modifications in general ed setting

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Ongoing training for IAs on how to support students with more significant support needs & modifications in general ed setting

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To reduce the burden on case managers, budget one FTE to do all testing/report writing for initials/triennials.

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Look globally at how many of our resources go into IEP meetings when so many have part 3 and 4 and how to 1) reduce the length of our meetings while still facilitating parent involvement and 2) find other times to hold meetings that don't require related service providers to miss sessions (comp services)

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Look globally at how many of our resources go into IEP meetings when so many have part 3 and 4 and how to 1) reduce the length of our meetings while still facilitating parent involvement and 2) find other times to hold meetings that don't require related service providers to miss sessions (comp services)

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Not sure if this goes under this category

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In order to help AP classes focus on instruction and goal work, how can we create best practices around separate setting and extra time? High schools have testing centers, for example.

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-Build AP curriculum

-Co-taught classes

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Curriculum for AC class

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Neurodiversity training for all students; opportunities to bring in outside speakers to talk about neurodiversity

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Neurodiversity training for all students; opportunities to bring in outside speakers to talk about neurodiversity

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Transition process-- connecting elementary and middle schools earlier in the school year, to help facilitate middle school expectations and structure

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Transition process-- connecting elementary and middle schools earlier in the school year, to help facilitate middle school expectations and structure

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Aide training before school and during PM meetings

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more investment of time and resources on co-teaching

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How do we help families understand the importance of required services

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LEA training for site admin (including how to take notes!)

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LEA training for site admin (including how to take notes!)

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fidelity checklists for observations of BIP implementation

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fidelity checklists for observations of BIP implementation

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PLEASE put energy and time into supporting this program. Unlike other, more established and more respected programs such as the TS or the Future's program (both of which are amazing!) the AC program gets no support. There is no set curriculum which I believe is appropriate but as such, we need to be provided time and space to get together to create and fine tune a scope and sequence, to ensure continuity across schools, and to develop an intake process that mirrors the TS intake process as this class is designed for (and is only effective with) students with a very specific profile. I am the only person left in the District who was part of the cohort that created the program many years ago and I have NEVER been asked for feedback, ideas, etc. The expectations, format, grading, curriculum, etc. is highly inconsistent from school to school. The one time we met as a group we begged for a full day and got barely 1/2 a day on a SDD. It's becoming harder and harder to fight for this program's survival. Help! (Jenny Zine - SLP)

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Workload vs. Caseload - Please hire more SLPs

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Workload vs. Caseload - Please hire more SLPs

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Determining FTE's for Specialists such as SLPs based primarily on caseload does not provide an accurate picture. One student seen 4 times a week is still considered 1 student on my caseload, but the time spent is far greater than the student I see once a week. Special education is becoming more and more challenging, IEPs doing into 2 & 3 parts, student needs becoming more intense, case management for even "speech only" kids often requires hours and hours of extra work (emailing, calling, and emailing again parents, progress reports, IEPs/Triennial assessments, writing and sending 5 & 10 day letters, setting up and sending calendar invites, teacher input forms that require you resend and resent 3-4 times to get responses, etc. etc.). I know compliance has been challenging for some, but I can assure you that if I had a smaller workload and just a little bit more room to breathe, I would guarantee highly throughout and compliant paperwork, legally defensible IEPs, top notch speech therapy services, an increased morale, and improved physical health (many of us special educators are experiencing physical harm due to heightened and sustained stress)

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Our bus drivers need more information regarding accommodations and behavior support for transportation. It would be good to have IEP (and 504) teams complete an at-a-glance communication for bus drivers as well as after school care and activities (e.g. Right at School, PACCC, sports). We are required to provide those programs which we pay for (ELOP), so it would be good to start sharing this info as a part of our routine, like we do for classroom teachers, with more targeted info about behavior and social-emotional needs.