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MARCH 2014

SPECIAL ED
PROGRAMMING
CHANGES
FIRST THINGS FIRST
The single biggest problem in communication is the
illusion that it has taken place

-George Bernard Shaw
DISTRICT LEVEL: SHIFTING PARADIGMS
Capacity
Building RTI
High Standards
for ALL
Core Instruction
for ALL
Focus on
Learner and
Learning

Special
Education
Deficit Model
Disabled = Not able
Low Expectations
Replace core

Regular
Education
Focus on Teacher
and Teaching
Outsourcing for
support and core
instruction
Tier 1: High Quality;
World Class Core
Instruction
Tier 3: 5-7
minute
laser
focused
Interventio
ns


Capacity Building RtI
Beth
Swenson
Academic
and
Behavior
interventions
inter-related
Tier 1: High Quality;
World Class Core
Instruction
Literacy
Collaborative
Building
Leadership
Teams
Teaching
and
Learning
Restructuring
Benchmark
Assessment
System
Training
Co-
Teaching
Cohort
ELA Lead
Teacher
Team
Beth
Swenson
Tier 1: High Quality;
World Class Core
Instruction
Reading
Recovery
Advocates
Leveled
Literacy
Intervention
Rosemount
Middle
School
Learning
Team
Beth
Swenson
Tier 1: High Quality;
World Class Core
Instruction
Tier 3: 5-7
minute
laser
focused
Interventio
ns


Beth
Swenson
Parkview,
Echo Park,
and Glacier
Hills Behind
the Glass PD
Tier 3
Intervention
Lead
Teachers
WHERE ARE WE WITH ROLL OUT?
2012-2013:
Elementary Cohort 1 Lead Teacher Training
Focus on building core
Expanded Reading Recover for Center-based
Started LLI as Tier 2 Intervention at Elementary
Benchmark Assessment System for formative assessment in Elementary
Assessment Days during summer for Elementary

2013-2014:
Elementary Cohort 2 Lead Teacher Training
Focus on building core
Expanded Reading Recover for Center-based
Started LLI as Tier 2 Intervention at Elementary and Secondary
Benchmark Assessment System for formative assessment in Elementary/Secondary
Assessment Days during summer for Elementary

2014-2015:
Literacy Collaborative will begin in 6
th
Grade
Phase 1 Sites at Middle School: Rosemount Middle and Valley Middle
Introducing Tier 3 Interventionists at Elementary and VMS
FOCUS FOR SPECIAL EDUCATION IN 196
Align all resources to support students in
accessing the core
Meet the special education needs of students
in the least restrictive environment
Close the gap and increase student
proficiency
Ensure all students are involved in research
based high quality instruction
Ensure all students are engaged in high levels
of learning

PURPOSE OF IDEA 2004
To ensure that all children 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;
HOW DO WE COMPARE?
ISD 196
Workload Guidelines:
42 Elementary
43 Middle School
44 High School
Other Districts
Workloads: Majority
have workload range
of 41-50 across grade
levels
HOW DO WE COMPARE: ELEMENTARY
ISD 196
What % of special
ed students have
speech services on
their IEP?
63%

Other Districts
What % of special
ed students have
speech on their IEP?
Most at or below 40%

HOW DO WE COMPARE: MIDDLE
SCHOOL
ISD 196
What % of special
ed students have
speech services on
their IEP?
52%

Other Districts
What % of special
ed students have
speech on their IEP?
Most below 20%

HOW DO WE COMPARE: HIGH SCHOOL
ISD 196
What % of special
ed students have
speech services on
their IEP?
47 %

Other Districts
What % of special
ed students have
speech on their IEP?
Most below 10%

OUR MODEL
Current Practice
Resource teachers are allocated based on case management
Speech allocated based on students served
Highly variable models of speech services across district and
grade level
Co-teaching
Pull out
Center-based Support
Social Skills
Vocabulary Instruction
Organizational Support
Academic Prep
AAC
Etc.
WHERE ARE WE NOW?
0%
10%
20%
30%
40%
50%
60%
1 2 3 4 5
P
r
o
f
i
c
i
e
n
c
y

BHMS Science 2009-2013
All Students
Special Ed
Science
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
1 2 3 4 5
P
r
o
f
i
c
i
e
n
c
y

BHMS Reading 2009-2013
All Students
Special Ed
Reading
WHERE ARE WE NOW?

0%
10%
20%
30%
40%
50%
60%
70%
1 2 3 4 5
P
r
o
f
i
c
i
e
n
c
y

DHMS Science 2009-2013
All Students
Special Ed Science
0%
20%
40%
60%
80%
100%
1 2 3 4 5
P
r
o
f
i
c
i
e
n
c
y

DHMS Reading 2009-2013
All Students
Special Ed Reading
WHERE ARE WE NOW?
0%
10%
20%
30%
40%
50%
60%
1 2 3 4 5
P
r
o
f
i
c
i
e
n
c
y

FRMS Science 2009-2013
All Students
Special Ed Science
0%
20%
40%
60%
80%
100%
1 2 3 4 5
P
r
o
f
i
c
i
e
n
c
y

FRMS Reading 2009-2013
All Students
Special Ed
Reading
WHERE ARE WE NOW?

0%
10%
20%
30%
40%
50%
60%
70%
1 2 3 4 5
A
x
i
s

T
i
t
l
e

RMS Science 2009-2013
All Students
Special Ed Science
0%
20%
40%
60%
80%
100%
1 2 3 4 5
A
x
i
s

T
i
t
l
e

RMS Reading 2009-2013
All Students
Special Ed Reading
WHERE ARE WE NOW?

0%
10%
20%
30%
40%
50%
60%
1 2 3 4 5
P
r
o
f
i
c
i
e
n
c
y

SHMS Science 2009-2013
All Students
Special Ed Science
0%
20%
40%
60%
80%
100%
1 2 3 4 5
P
r
o
f
i
c
i
e
n
c
y

SHMS Reading 2009-2013
All Students
Special Ed Reading
CHANGES FOR 2014-2015
Between .4 and .8 reduction in speech FTE at
middle school based on student numbers
Additional resource support was put in place
All tenured SLPs were placed in a full time position
We currently have several open positions
THINGS TO KNOW
This is not a budget reduction
SLPs will continue to meet speech and language
specific needs of students
Center-based programs will continue to be
supported by SLPs
SLPs need to continually review service delivery
model to ensure continuous improvement
CONSIDERATIONS MOVING FORWARD
Refine scope of practice
Refocus based on specialized expertise of SLPs
Prioritize highest need students with specialized
support from SLP
Develop more consistent models for service delivery
SLPs role is not to assume role of reading teacher
(ASHA)
Should not replace essential components of a classroom
teachers job
May provide specific planned lesson to address student
needs in the classroom
IMPACT OF SCHEDULING
Literacy Collaborative explores scheduling based
on student needs
Consider
Number of different providers a students sees in a day
The time lost to transitions
Misaligned curriculum and instruction
Impact of fractured schedule on learner identify and sense of
belonging
Student needs drive service
Students should not increase in service time as they get
older unless data supports decision
Goal of special ed is to make progress on goals
Increase time in core/electives = less time in speech


WHY CHANGE
We need continuous improvement for student
outcomes
We need to maximize the expertise of one of our
most valuable student resources (SLPs)
We must align with regular education to support
students in the core
Data has not supported better outcomes for
students over the last 5 years
We continue to serve high numbers of students
through speech and related services

WHY NOW
We are committed to ensuring high levels of
learning, opportunity and expectation for every
student
We will use data to increase mastery of content
and influence student learning
We are responding to several data points that
emerged this spring

WORLDS BEST WORKFORCE
District needs to work together to achieve the goals
for student achievement in the Worlds Best Work
Force for the next 5 years that raises the bar and
closes the gap by 50%
This includes a reduction of the academic
achievement gap by student subgroups which
includes special education



NEXT STEPS
This spring:
Redefine programming to do things differently and improve
results for students
Each building will review IEPs to determine how best to
meet student needs with current staffing
Those students who need direct speech service will continue to
receive that support
Teams should consider the amount of time needed for direct
speech
Those students whose needs can be better be met through
other service providers will need team consideration of
significant changes to IEPs



WHAT SUPPORT WILL BE NEEDED
Continuous professional development with speech,
resource, and center-based programs
Continued training on MDE criteria and ensuring
students are not over identified or over served
Professional development on research based social
skills instruction
Redefinition of roles allowing speech to redefine
their role/services
Consideration of outside consultant to provide
objective view of speech services
NEXT STEPS
Program Review
3
rd
Party
Contact Mary or Coordinator if you are interested