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Office of Student Placement

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Office of Student Placement

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    1. 1 Principals’ Meeting October 23, 2008 IP Update Mary Minter, Ed. D. Chief Academic Officer Kim Lewis Executive Director Special Education

    2. 2

    3. 3 Baltimore City Public Schools

    4. 4 History of “Vaughn G” 1984 – original complaint filed by MDLC on behalf of a student (Vaughn G.), et al. (Class action suit) Basis for complaint was failure to provide assessments and timely development and implementation of IEPs 1988 – School district and MDLC entered into the original Consent Decree 1994 – MSDE became a join defendant in the Decree 1997 – Long Range Compliance Plan (LRCP) for Special Education became the 1st systemic plan agreed upon by all parties. LRCP was a 70 page document outlining actions and verifiable and measurable outcomes identifying all senior administrative staff as responsible for implementation LRCP required broad systemic reform – it was not just a special education issue

    5. 5 2000 Consent Order Currently in effect Appointed Amy Totenberg as Special Master Set forth 15 ultimate measurable outcomes that replaced the LRCP The plan became the “Implementation Plan” Of the original 15 outcomes, 7 outcomes remain in effect

    6. 6 Outcomes Dismissed by the Court Report post-secondary employment (2002) Participation in vocational programs at same rate as total high school population (2003) Evaluation Meetings on Time (2002) CAP IEPs implemented on time (2002) SETS accuracy (2002) IDEA Parent Complaint Resolution (2006) OSEMC IEP Report Card Standards (2006) CAP OSEMC IEP Content Standards (2002) CAP

    7. 7 Our Goals Good decision making for our students through the IEP process Individualized decisions for students Focus on Best Practices to improve results for students

    8. 8 Remaining Outcomes

    9. 9

    10. 10 Objectives of Outcomes #3 and #4 Maximize student choice for enrollment and participation in high school programs. Strengthen and expand the educational programming for students with disabilities at the high school level. Increase the percentage of students with disabilities graduating from high school with a high school diploma by 5 percentage points and increase the percentage of students with disabilities passing the High School Assessments. Improve attendance rate of SWD in BCPS secondary schools by 5%.

    11. 11 High School Choice- Goal: 100% participation 8th Grade participation in HS Choice 86.6% Participation for SWD 90.3%

    12. 12

    13. 13 Objectives of Outcome #7 Ensure that only students legally suspended from school on an in-school suspension, a short-term suspension, extended suspension, or expulsion will be denied access to their routine daily instructional program. Ensure that all disciplinary removals are appropriately documented. Ensure that the IEP team meets to determine change of placement, manifestation, conduct/ review of FBA, and develop/review/revise BIP and modify the IEP for AES placement, including need for transportation services for all students with disabilities subject to greater than ten cumulative or consecutive days of removal in a school year. Ensure that all procedures are followed for students with disabilities assigned to alternative educational settings (AES). The principal will ensure that students return from all disciplinary removals on a timely basis. Central office staff and offices will work collaboratively to support schools and area staff in their assessment of student discipline data, trends, issues, and programmatic and intervention needs.

    14. 14 Rate of Full Compliance (manifestation meeting, FBA and BIP) Goal: 100% SY 06-07 75.7% SY 07-08 89.4%. SY 08-09 71.08% (as of 9/30/08)

    15. 15 Schools with 5 or more Discipline Data Accuracy Issues Elementary/K-8 School #s 27, 44, 51, 66, 75, 76, 81, 89, 105, 125, 157, 164, 204, 210, 211, 220, 221, 225, 234, 235, 236, 314 Secondary School #s 42, 46, 80, 130, 162, 230, 239, 324, 331, 342, 345, 400, 403, 405, 406, 407, 410, 416, 418, 419, 420, 422, 423, 424, 427, 428, 429, 430, 431, 435, 450

    16. 16 Accurate completion of all required documentation at the time of all incidents. Accurate and timely entry into SMS of all incidents resulting in office referrals, detentions, in and out of school suspensions, etc. Timely completion and documentation of required manifestation meetings, FBAs and BIPs. Completion and documentation of required reviews of discipline records.

    17. 17

    18. 18 Objectives of Outcomes #8 and 9 The principal with the school Inclusion Action Committee and School Improvement Team will develop or modify the Inclusion Action Plan to ensure (a) it is an integrated part of the school improvement plan and (b) that it focuses on effective delivery of IEP services to SWD in the LRE. The principal will assume overall responsibility for ongoing review of effective delivery of students’ IEP required services in the general education and LRE environments and shall collaborate with staff to ensure that feedback is provided to staff and the principal on an ongoing basis. Schools and staff will develop IEPs reflecting higher standards of quality, individualization, and compliance with legal requirements. Provide quality principal leadership to guide and assist principals in exercising leadership responsibility for successful implementation of students’ IEPs in the LRE. Use inclusion action plans, reports, monitoring data, class size demographics, teaching assignment and distribution information and information collected from Educational Specialists as a basis for infusing additional resources and technical assistance into identified schools for effective support of IEP service delivery in the LRE.

    19. 19 Goal: 58.8% SWD placed in LRE A and B SY 07-08 65.3% SWD in LRE A and B SY 08-09 66.9% SWD in LRE A and B* *Schools Below Goal as of 9/30/08: Elementary/K-8 School #s 16, 27, 61, 67, 75, 76, 105, 122, 134, 144, 163, 164, 223, 241, 251, 260 Secondary School #s 42, 46, 80, 130, 133, 209, 419, 435

    20. 20 Ensure teachers and related service providers have a copy of the most recent IEP. Ensure student’s schedules matches their LRE. Effective use of collaborative planning time to provide the opportunity to address the requirements of IEP indirect classroom instructional hours. Utilization of the classroom visitation checklist and the folder review checklist to improve decision making and provision of instruction.

    21. 21

    22. 22 Objectives of Outcome #11 Principals will ensure that all required IEP services are provided and timelines are met. School-based staff will implement the Prevention Plan Process when unable to deliver required related services, within the required timelines. School-based staff will utilize Encounter Tracker to document the provision of IEP required services. The Related Services Unit will implement an effective school-based management and supervisory model for Related Services that results in improved service coverage and higher performance standards.

    23. 23 Goal: No more than 2% SWD will have an interruption We were noncompliant for SY 07-08 The following issues resulted in interruptions which resulted in non-compliance: Lack of documentation of indirect classroom instruction Transfer issues that resulted in timeline violations Lack of documentation to support monitoring of service delivery by principals Scheduling issues. Inadequate monitoring to identify all students with interruptions in services: Self reported interruption rate of 4.5% MSDE Audit reported interruption rate of 30.5%

    24. 24

    25. 25 Schools with Late Annual Meeting (data as of 10/21/08) School #s 4, 7, 8, 21, 37, 45, 46, 58, 61, 67, 75, 78, 79, 97 ,98, 105, 134, 177, 178, 206, 207, 212, 220, 226, 234, 237, 239, 301, 325, 333, 335, 338, 400, 401, 403, 405, 406, 413, 416, 418, 420, 422, 424, 426, 427, 428, 429, 430, 431, 432, 433, 434, 435, 450

    26. 26 Ensure all teachers and service providers have a copy of the most recent IEP. Utilize the School Compliance Report from ET within the monthly service review meeting required by the Related Services Guidance document/Circular 8. Document of completion of the monthly review of service provision. Completed forms must be submitted to RSU. Documentation of indirect classroom instruction. Implement procedures to ensure all services are provided in a timely manner to transfer students. Utilize the 60 day make up rule for missed related services Ensure annual, evaluation, and reevaluation are held within the required timelines.

    27. 27

    28. 28 Objectives of Outcome #13 The principals at each BCPSS schools will implement the revised attendance policy and dropout procedures for students with disabilities.

    29. 29

    30. 30 Work with the IEP team to ensure that meetings are held for all students with attendance issues to document strategies to improve attendance. Ensure required documentation to support all exit codes is present in the cum and confidential record. Ensure consistent codes are recorded in MDOIEP and SASI.

    31. 31 Monitor data cleansing reports to ensure your data is accurate and your school is meeting compliance requirements. Establish building management practices that facilitate communication between staff for all issues pertaining to students with disabilities. Seek assistance for self or staff at the first sign of an issue. Maintain documentation for IP status updates on an ongoing basis.

    32. 32 Support / Guidance

    33. 33 Materials Distributed IP STAT Agenda from 10/21/08 meeting Data Cleansing Directions and Report Descriptions Circular #8 School wide Compliance Report Step by Step (attached) Special Education Management Plan (previously distributed and to be posted on TSS).

    34. 34 Resource: School wide Compliance Report (Step by Step)

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    37. 37

    38. 38 Help Us Help You List the professional development support you or your staff need to meet all required outcomes. List the preferred method of professional development delivery: on site? school-based? on-line? other? Which topics/outcomes require additional support? How else can we help you?

    39. 39 We look forward to celebrating your future success!!! Thank you for your diligence and your contributions to Great Kids, Great Schools!

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