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The State Performance Plan

Special Education Annual Report for 2008-09 to the Board of Education Jamesville-DeWitt Central School District November 2, 2009. The State Performance Plan. SED Target 1: a graduation rate for SWDs greater than 38% JD’s graduation rate for students with disabilities was 69%

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The State Performance Plan

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  1. Special Education Annual Report for 2008-09to the Board of EducationJamesville-DeWitt Central School DistrictNovember 2, 2009

  2. The State Performance Plan SED Target 1: • a graduation rate for SWDs greater than 38% JD’s graduation rate for students with disabilities was 69% SED Target 2: • a drop out rate for SWDs less than 17% • JD’s drop out rate for students with disabilities was 4% SED Target 2: • a drop out rate for SWDs less than 17% • JD’s drop out rate for students with disabilities was 4%

  3. Continuum of Services • Consultant Teacher Services • Related Services • Declassification Support Services • Resource Room Services • Integrated Co-Teaching Services • Special Class Services • Out-of-District Placements (BOCES) • Home/Hospital Instruction • Residential Placement

  4. 2008-2009 Behavior Management Program Review • Designed for identified students that require a high level of support due to behavioral and/or emotional needs that impact educational performance • One program at each level - high school, middle school, and one shared elementary (at Moses) • Provides a high level of integration in general ed • Concerns: Academic success rate Decrease student behaviors

  5. Behavior Management Program Recommendations: • Team approach • Increased targeted academic intervention • Increased targeted behavior • Data supported decision making • Increased communication

  6. Historical Overview of Categories

  7. Committee on Preschool Special Education

  8. Nonpublic Schools - Services

  9. Nonpublic Schools - Evaluations

  10. CSE Meetings

  11. Transition Beginning at age 15 the IEP must include a statement of the needed transition services that promote movement from school to post-school opportunities, before the student leaves the school setting. The IEP must include those transition services/activities in each of the following areas as appropriate • instruction, • related services, • employment and other post-school adult living objectives, • community living experiences,activities of daily living, • functional vocational assessment, if appropriate.

  12. Thank You

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