1 / 47

ANNUAL SPECIAL EDUCATION PLAN AND APPLICATIONS FOR FEDERAL FUNDS 2019-2020

Annual Special Education Plan and Application (2019-20) Presentations: SPED Leadership Team (5-8-19) Division Leadership Team (5-14-19) Employee Liaison Committee (5-13-19) RCPS SEAC (5-13-19) RCPS School Board (5-14-19).

bowenbarbara
Download Presentation

ANNUAL SPECIAL EDUCATION PLAN AND APPLICATIONS FOR FEDERAL FUNDS 2019-2020

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Annual Special Education Plan and Application (2019-20)Presentations:SPED Leadership Team (5-8-19)Division Leadership Team (5-14-19) Employee Liaison Committee (5-13-19) RCPS SEAC (5-13-19) RCPS School Board (5-14-19)

  2. ANNUAL SPECIAL EDUCATION PLAN ANDAPPLICATIONS FOR FEDERAL FUNDS2019-2020

  3. SWD 2018-2019 SLD=Specific Learning Disability AUT=Autism OHI=Other Health Impaired HI=Hearing Impaired ED=Emotional Disability TBI=Traumatic Brain Injury ID=Intellectual Disability DD=Developmentally Impaired MD=Multiple Disability *SLI=Speech & Language Impaired OI=Orthopedically Impaired

  4. Goals of the Project • Maintain current Special Education Staff • Equalize Staff to Student Ratio (Teachers and Para Professionals) • PD Reading Instruction • PD Math Instruction • PD for Critical Decision Points • PD for FBA/BIP • PD for Evaluation and Eligibility • PD for Trauma Sensitive Schools

  5. Special Education and Related Services (end of school year 2018) • Special Education Teachers (K-12) 14.00 • Assistants/Aide 16.00 • Speech Therapist 2.00 • Preschool teachers 1.00 • School Psychologists 1.50 • Educational Evaluator .50 • Visiting Teacher .50 • Director of Special Education .75 • Special Education Secretary .75 • Contracted OT and PT Services Heartland Rehab. • Parent Resource Center 3 part time staff

  6. Special Education and Related Services (Assignments for 2018-2019) Special Education Teachers (K-12) 15.00: MES 2.0 BHES 4.0 JDIS 3.0 RHS 5.0 Paraprofessionals (PK-12)16.00: MES 5 BHES 5 JDIS 2 RHS 4 Speech Therapist (PK-12) 2.00: MES & Headstart/Preschool 1.0 BHES/JDIS/RHS 1.0 Preschool Teachers MES 1.00: 1.0 OT/PT services as needed: Contracted services

  7. Local Special Education Annual Plan and Report • The application includes the following required components: • The Superintendent's Certification; • Policy Statements; • Statement of Assurances; • Excess Costs & Maintenance of Effort Requirements, Coordinated Early Intervening Services; • The Report on the Implementation of the 2017-2018 Plan; and • The Application for Use of Federal Funds for Sections 611 and 619.

  8. ASSURANCE/POLICY STATEMENTS The Radford City Schools (LEA) assures that it has in effect policies, procedures, and programs, which comply with the federal IDEA implementing regulations, including 34 CFR §§ 300.201-300.213, and which are consistent with the policies and procedures that the Virginia Department of Education (VDOE) has established in accordance with IDEA ’04, and its federal implementing regulations, including 34 CFR §§ 300.101–300.163, and 300.165–300.174, to ensure each of the following: • A free appropriate public education will be available for each child with disabilities, ages two to 21, inclusive. • All children, ages two to 21, inclusive, residing in the LEA who have disabilities and need special education and related services, who have not been parentally-placed in a private or home school, are identified, located, evaluated, and placed in an appropriate educational program.

  9. ASSURANCE/POLICY STATEMENTS • An individualized education program will be maintained for each child with a disability, as required. • To the maximum extent appropriate, children with disabilities will be educated with children who are nondisabled in the Least Restrictive Environment. • Children with disabilities and their parents or guardians are guaranteed procedural safeguards in the process of identification, evaluation, educational placement, or the provision of a free appropriate public education, including the right to access dispute resolution options.

  10. ASSURANCE/POLICY STATEMENTS • Surrogate parents will be appointed, when appropriate, to act as advocates to serve the education interest of children, age two to 21, inclusive, who are suspected of being or are determined to be disabled. • Testing and evaluative materials used for the purpose of classifying and placing children with disabilities are selected and administered so as not to be racially or culturally discriminatory. • The confidentiality of personally identifiable information, which is collected, maintained, or used under IDEA , shall be protected.

  11. ASSURANCE/POLICY STATEMENTS • Children with disabilities, who are participating in Part C early intervention programs, and who will be participating in Part B preschool programs, will experience a smooth and effective transition between the programs. • All children, ages two to 21, inclusive, who have disabilities and need special education and related services, and who are parentally-placed in a private school or home school, which is located within the geographic boundaries of the LEA, are identified, located, evaluated and provided services, in accordance with the results of a timely and meaningful consultation process. • Homeless children with disabilities will be served in accordance with the requirements of the McKinney-Vento Homeless Assistance Act.

  12. ASSURANCE/POLICY STATEMENTS • Special education and related service personnel, including paraprofessionals, are appropriately and adequately prepared and trained, and measurable steps will be taken to recruit, hire, train, and retain highly qualified personnel to provide special education and related services to children with disabilities. • Valid and reliable data is submitted to VDOE, as requested, including regarding the performance goals and indicators established by VDOE to determine the progress of children with disabilities, and the performance of the LEA toward targets outlined in Virginia’s State Performance Plan. • Policies and procedures will be in effect which are designed to prevent the inappropriate overidentification or disproportionate representation by race and ethnicity of children as children with disabilities, including children with disabilities with a particular impairment.

  13. ASSURANCE/POLICY STATEMENTS • Children with disabilities are not required to obtain prescription medication as a condition of attending school, receiving an evaluation, or receiving special education and related services. • Children with disabilities are given the right to participate in the State Assessment System. • There will be on-going parent consultation. • Funding will be used to develop and implement coordinated, early intervening educational services, as required.

  14. ASSURANCE/POLICY STATEMENTS • Children with disabilities who attend charter schools are provided services in the same manner as other children with disabilities, who attend public schools. • Instructional materials will be provided to children with a visual impairment or other print disabilities in a timely manner. • Efforts will be made to cooperate with the United States Department of Education (USED) to ensure the linkage of records pertaining to migratory children with disabilities. • All documents relating to the LEA’s eligibility under IDEA will be made available to the public.

  15. Local Policies and Procedures • 8 VAC 20-80-40 Responsibility of the local school divisions and the state operated programs • 8 VAC 20-80-54 Evaluation (Revising) • 8 VAC 20-80-56 Eligibility (Revising) • 8 VAC 20-80-60 Free Appropriate Education • 8 VAC 20-80-66 Private school placement • 8 VAC 20-80-66 Procedural Safeguards • 8 VAC 20-80-90 Local educational agency administration and governance. • Revised March 1, 2015.

  16. 8 VAC 20-80-54 Evaluation (Revising) • Dynamic Assessments • DA is a method of assessment to identify the skills that a student possesses as well as their learning potential. • DA emphasizes the learning process and examiner and student effort • DA is not static, but rather highly interactive and process-oriented. • DA diagnostic accuracy is documented in the scientific literature • Methods of DA • Graduated Prompting • Testing Limits • Test-Teach-Retest • Use with any type of task to examine potential for learning/growth. • DA Considerations • Mediated Learning Strategies • Modifiablitliy/Responsiveness • Prompts • Errors • Confidence • Rate • DA measures how a student responds to intervention and the difference between what the student can learn unaided, and what he or she can learn with assistance. These methods help identify learning potential and eliminate bias for students with cultural and linguistic differences or social-economic risk factors.

  17. 8 VAC 20-80-56 Eligibility (Revising) • Update SLD Eligibility requirements to reflect the VDOE SLD Worksheet. Evaluation outcomes (check all that apply): □ The student exhibits a pattern of strengths and weaknesses in performance, achievement or both relative to age, Virginia-approved grade-level standards, or intellectual development, or □ Using response to research based intervention (RtI), the student does not make sufficient progress to meet age or Virginia approved grade level standards, or □ Using the discrepancy model, the student obtains scores that demonstrate that a severe discrepancy exists between the student’s achievement and intellectual ability in one or more of the area(s) of Specific Learning Disability

  18. 8 VAC 20-80-56 Eligibility (Revising) • Cultural, Social-economic and Environmental Factors. • IDEA requires that teams consider the impact of these factors. • Teams must document: • Determinant factor • Primarly the result of • Evaluators must consider bias and impact if these factors when selecting evaluation tools, during assessments and when interpreting data. (Dynamic Assessments). • Eligibility committee must consider environmental, cultural and economic influences prior to determining if a child has a disability. • Cultural and Language can create an impact of up to 35 points.

  19. Submission Statements • Under the provisions of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA), and its federal implementing regulations, at 34 C.F.R. Part 300 et seq., a local educational agency, that desires to receive funds under the Act, must provide the following assurances:

  20. Submission Statements • 1. RCPS shall be responsible for (1) the control of funds provided under part B of the Act; (2) title to property acquired with those funds; and (3) the local educational agency will administer such funds and property. • 2. RCPS shall maintain records which show that where Part B funds are used to supplement existing services or to provide additional services to meet special needs, those services shall be at least comparable to services provided to other children with disabilities in the local educational agency with state and local funds.

  21. Submission Statements • 3. RCPS’s application and all pertinent documents related to such application, including all evaluations and reports relative to the application, shall be made available for public inspection. • 4. RCPS shall maintain records showing that Part B funds are used to supplement and, to the extent practicable, increase the level of state and local funds expended for the education of children with disabilities. Part B funds shall, in no case, be used to supplant local and state funds. • 5. The funds provided under Part B of the Act shall be used to employ only those professional personnel who meet appropriate State standards. In addition, all other professional personnel employed, such as therapists, etc., shall be properly licensed.

  22. Submission Statements • 6. The Virginia Department of Education assumes rights to all materials and/or products developed in this project, including equipment purchased with Part B funds. • 7. No person shall, on the grounds of race, color, national origin, sex, disabling condition or age, be excluded from participation in, be denied the benefits of, or be otherwise subjected to discrimination under any program or activity for which the applicant received financial assistance under the provisions of the Act.

  23. Submission Statements • 8. RCPS shall provide students enrolled in private schools an opportunity to participate in programs funded through Part B of IDEA. • 9. RCPS will ensure that projects involving construction, are not inconsistent with overall State plans for the construction of school facilities. In developing plans for construction, due consideration will be given to excellence of architecture and design and to compliance with standards prescribed under section 504 of the Rehabilitation Act of 1973 and subsequent amendments in order to ensure that facilities constructed with the use of Federal funds are accessible to, and usable by, individuals with disabilities

  24. Submission Statement • 10. RCPS has adopted effective procedures for acquiring and disseminating to teachers and administrators participating in Part B programs significant information from educational research, demonstrations, and similar projects, and for adopting, where appropriate, promising educational practices developed through such projects. • 11. RCPS will ensure that none of the funds expended under Part B programs will be used to acquire equipment (including computer software) in any instance in which such acquisition results in a direct financial benefit to any organization representing the interests of the purchasing entity or its employees or any affiliate of such an organization.

  25. Submission Statement • 12. Except when used to provide Comprehensive Coordinated Early Intervening Services or Coordinated Early Intervening Services, RCPS will ensure that funds expended under Part B of IDEA will only be used for the costs which are directly attributable to the education of children with disabilities, and which exceed the average annual per student expenditure during the preceding year as computed in accordance with 34 C.F.R. § 300.202, Appendix A of the IDEA federal implementing regulations, and as documented using the web-based application. • 13. RCPS will ensure that funds expended under Part B of IDEA will not be used to reduce the level of expenditures made from local funds below the amount expended for the education of children with disabilities from state or local funds during the preceding fiscal year, in accordance with 34 C.F.R. §§ 300.203 to 300.205 of the IDEA federal implementing regulations, and as documented using the web-based application.

  26. Submission Statement • 14. The school division will ensure that, in accordance with 34 C.F.R. § 300.133, and Appendix B of the IDEA federal implementing regulations, during the grant award period, a proportionate share of the school division’s Section 611 subgrant will be set aside to be expended for children with disabilities, ages 3 through 21, who are parentally-placed in a private school within the school division, and a proportionate share of its Section 619 subgrant will be set aside to be expended for children with disabilities, ages 3 through 5, who are parentally-placed in a private school within the school division. This school division further assures that if it has not expended for equitable services all of its set-aside funds by the end of the fiscal year for which it was appropriated, the school division will obligate any remaining funds for one additional year to provide special education and related services to children with disabilities who are parentally placed in a private school within the school division. Actual proportionate set-aside amounts will be submitted using the web-based application. • 15. The local educational agency shall maintain records demonstrating compliance with the provisions of IDEA and its federal implementing regulations, including each of the assurances outlined above, and afford the Virginia Department of Education access to those records that it may find necessary to ensure the correctness and verification of the information required under this Act.

  27. Submission Statement • 16. The local educational agency certifies this application as a material representation of its compliance with the following provisions of Education Department General Administrative Regulations (EDGAR), as applicable: 34 CFR Part 82 § 82.110—New Restrictions on Lobbying; 34 CFR Part 85 § 85.105 and § 85.110—Governmentwide Debarment and Suspension (Nonprocurement); and 34 CFR Part 84 §§ 84.200 through 84.230, and 84.300 – “Governmentwide Requirements for Drug-Free Workplace" (Grants).

  28. Section 611 Part B

  29. PROJECT BUDGET AND BUDGET OUTLINE FOR Title VI-B (P.L. 105-17) • 1000 Personal Services $259,028.02 • 2000 Employee Benefits $28,902.78 • 3000 Purchased Services $1,694.95 • 5000 Other Charges $15,000.00 • 6000 Materials and Supplies $44,752.90 • 6000 Materials and Supplies* $6,633.05 * Parentally Placed Home School • Total VI-B Projected Grant Budget Amount: $356,011.00

  30. SPED Personnel from Grant 2019-2020

  31. Other Budget Items • 5000 Other Charges $15,000.00 • Functional Behavior Intervention Programs $5,000.00 • Reading Remedial Programs $5,000.00 • Math Remedial Programs $5,000.00 • 6000 Materials and Supplies (set aside) $6,633.05 • 3000 Purchase Services $1,694.95 • 6000 Materials and Supplies $44,752.90

  32. Section 611 Preschool

  33. Preschool Grant Budget • a. 3000 Purchased Services $6,000.00 • b. 5000 Other Charges $2,000.00 • c. 6000 Materials and Supplies $4,594 .00 TOTAL 619 Funds:$12,594.00

  34. Total Special Education Grants for 2019-2020 • VI-B Grant Application $356,011.00 • 619 Preschool Grant $12,594.00 • PERC Staff Grant $9,999.00 • PERC Activity Grant $3,700.00 • Regional Grant* $216,000.00 • Total SPED Funds $598,304.00

  35. Goals of the Project • Maintain current Special Education Staff • Equalize Staff to Student Ratio (Teachers and Para Professionals) • PD Reading Instruction • PD Math Instruction • PD for Critical Decision Points • PD for FBA/BIP • PD for Evaluation and Eligibility • PD for Trauma Sensitive Schools

More Related