Full School Day for Students with Disabilities

1. Full School Day for Students with Disabilities Office of Special Education and Supports (OSES) February 3, 2012

2. Full School Day: Students with Disabilities • OBJECTIVES: • Overview of Legal Requirements Related to Full School Day • Discuss Instructional Opportunities for Students with Disabilities during the Full School Day • Review Role of Clinicians during Full School Day • Demonstrate the NEW eIEP revision process • Review the eIEP development process as it relates to Full School Day • Review the e504 process as it relates to Full School Day Office of Special Education and Supports (OSES)

3. Full School Day for Students with Disabilities – Legal Requirements January 27, 2012 Office of Special Education and Supports (OSES)

4. What’s not new… • Free and Appropriate Public Education (FAPE) • All students with disabilities, ages 3 through 21, are entitled to a free appropriate public education in the least restrictive environment. • Least Restrictive Environment (LRE) • To the maximum extent appropriate, students with disabilities are educated in the general education classroom with their non-disabled peers. • To the maximum extent appropriate, each student with a disability participates with their non-disabled peers in nonacademic and extracurricular services and activities. • The provision of special education supports and services continues to be based on individual student need Office of Special Education and Supports (OSES)

5. What is new!! • Double LRE Grid • One LRE Grid based on current bell-to-bell schedule (863 minutes- half day; 1725 minutes - elementary; 1875 minutes - high school) for remainder of 2011-12 school year • Second LRE Grid based on the full school day bell-to-bell (900 minutes – preschool; 1200 minutes - half day kindergarten; 2250 minutes - elementary and high school) for the 2012-13 school year • Both grids reflect minutes of service from special education teacher and/or related service providers AND whether minutes are to be provided in or out of the general education classroom Office of Special Education and Supports (OSES)

6. IEP Revision Process • Full School Day Revision Process • All IEPs completed from August 2011 through February 13, 2012 can be revised to reflect the 2012-13 school day • If revision done without meeting, MUST have Waiver of Revision Meeting form completed • Full School Day Revision Process will not be available after August 2012 • IEPs should NEVER be copied from year-to-year • All sections of the IEP must reflect changes based on what occurred during the prior school year • Section 7, General Considerations, MUST be changed to reflect what worked and didn’t work the prior school year • Goal MUST change annually based on student’s progress Office of Special Education and Supports (OSES)

7. Revisions to IEP • Section 7 - General Considerations • Need to discuss whether academic, functional development, and/or health/medical issues require additional special education support • Provide data regarding new academic courses offered during Full School Day • Identify medical issues which will now need to be addressed with extension of school day • Section 9 - Areas of Need • If new academic area is being offered which is not reflected in one of the current checkboxes AND special education supports necessary, use “Other” to identify new area • Nonacademic – Discuss additional minutes added to recess to determine if special education support necessary Office of Special Education and Supports (OSES)

8. Revisions to IEP • Section 10a – Accommodations/Modifications Special Factors • Paraprofessional Support • Is it necessary during new/extended areas? • Highlight for parents – IEP spans two school years so paraprofessional support ONLY provided when student in the identified subject area • Section 10b – Accommodations/Modifications General • Consultation/Collaboration – identify school year during which it will be provided • Highlight for parents – IEP spans two school years so accommodations/modifications support ONLY provided when student in the identified subject area Office of Special Education and Supports (OSES)

9. Revisions to IEP • Section 11 – Specialized Instruction • Begin/End Date • For each goal, must identify whether goal is for: • 2011-12 school year only • 2012-13 school year only • BOTH school years • Section 12– LRE • Indicate minutes of service for each school year • Additional minutes in a subject area for ALL students does NOT automatically equal increased minutes of support from the special education teacher for student with disabilities during extended time Office of Special Education and Supports (OSES)

10. IEP Sections Which May Not Be Affected by Full School Day • Section 6, Language and Culture is not affected by the additional minutes added to the school day for the 2012-13 school year so should not be revised in this process • Section 8, Transition - course of study may be impacted if additional subjects are added • Section 13, Grading & Promotion – • grading only affected if new subject added AND requires modified grading; • promotion and graduation are NOT affected by full school day • Section 14, Extended School Year – • only affected if new goal added which will be addressed during ESY; • student eligibility is not impacted by the full school day; however if the school year is extended, ESY should be revisited • Section 15, Transportation – eligibility is not affected by full school day but parent refusal might be impacted because parents may now be available to pick student up Office of Special Education and Supports (OSES)

11. 504 Plans • 504 Plans cannot be revised – a new 504 Plan must be written • A new 504 Plan should be written if: • A new subject area (area of need) will be offered during the Full School Day AND student will need accommodations for that subject area • Medical issues – • Nurse will need to reach out to families to determine if medical needs, such as administration of medications, additional g-tube feedings, etc., were done at home after school but will now have to be done at school during Full School Day • All new medical issues need to be addressed in the new 504 Plan Office of Special Education and Supports (OSES)

12. Full School Day for Students with Disabilities – Instructional Opportunities Office of Special Education and Supports (OSES)

13. Full School Day: Opportunities • UTILIZE TIME within School’s Full School Day Framework to: • Increase Achievement • Increase Independence • Increase Inclusive Opportunities • Increase Intervention Time • Enhance Enrichment • Thoughtful Collaboration between General and Special Education Teachers • At this stage in the planning process, it is imperative that • students with disabilities and their service providers are involved in EVERY conversation! Office name goes here Office name/footer goes here Office of Special Education and Supports (OSES)

14. Full School Day: Our Objective Objective Utilize the data-based decision making process to produce high quality IEPs that consider school’s Full School Day Framework and are a reflection of student need Office of Special Education and Supports (OSES)

15. DON’T PANIC!!The wheel has already been invented… • The IEP remains the vehicle by which we meet student need and deliver services • Full School Day is simply an extension of the length of the school day and provides an additional opportunity to reflect best practice IEP development • Opportunity for increased general education exposure with supports in the age-appropriate extended class and new enrichment class and integration with peers during extended recess Office of Special Education and Supports (OSES)

16. The Big Picture: How the IEP Drives The Educational Process and Student Success Relevant Information: What we know about the student Students Are Successful Team Develops IEP Based on Relevant Information: The plan for delivering the supports the student needs to succeed Teachers and Clinicians Implement the IEP: Supports and Services to Address Areas of Need Students Meet Annual Goals Students Meet Long Term Outcomes -Student strengths & deficits: academic, functional, physical, social/emotional, language/ cultural, - Communication needs - Results / impact fromevaluations, interventions, accommodations & modifications - Parent & student Input - Impact of disability General & Special Ed Teachers Implement Accommodations in Gen Ed Setting Discuss and Analyze Relevant Information Meet / Exceed State Standards General & Special Ed Teachers Implement Modifications in Gen Ed or Sped Setting Identify Expected Student Outcomes - Graduation - Post-Secondary Education - Employment Identify Specific Areas of Need To Reach Outcomes Meet Instructional IEP Goals Special Education Teachers Implement Specialized Instruction in Gen Ed or Sped Setting Identify Supports & Services to Address Areas of Need Meet Related Service IEP Goals Determine Instructional Setting (LRE) Clinicians Deliver Related Services in Gen Ed or Sped Setting

17. Full School Day: IEP Implications Extension of hours in the school day does not automatically equate to additional minutes of service added to the IEP for the student during the extended class or enrichment program. Time should be utilized to positively impact overall student achievement through: Office of Special Education and Supports (OSES)

18. Differences Between Current and Future Schedules – Elementary School

19. Differences Between Current and Future Schedules – High School

20. Seize the Opportunity! This is an opportunity to positively impact student achievement by: Reviewing student data and making informed decisions surrounding inclusive practices in academic instruction Providing meaningful, inclusive enrichment opportunities for students with special needs Demonstrating best practice in IEP development and strengthening the connection between the IEP and instructional planning

21. IEP Revision & Review Things to consider: Additional IEP minutes should be determined by the review of relevant data; not the length of the school day. Decisions must be individualized by student needs Consider LRE in determining where services will be provided – opportunity for additional integration All services provided should equip students with skills necessary to master the Common Core Standards Progress Monitoring tools should demonstrate the student’s response to evidenced- based interventions. All interventions should be researched/evidenced-based Office of Special Education and Supports (OSES)

22. Academic Considerations • What are student’s current academic and functional performance levels, including strengths and deficits? • In what ways are student’s presenting needs impacting on this performance? • What supports and/or strategies have worked and should be continued for FSD? • What supports and/or strategies have not worked and should be changed or discontinued? Office of Special Education and Supports (OSES)

23. Academic Considerations • What LRE transitional strategies and/or instructional strategies can be used to increase access to the general education environment? What additional supports and/or strategies will be required to increase this access, including transition between classes and within the school? • What additional supports and/or strategies will be required to access the curriculum? • Walk through the student’s typical week to determine where supports may be needed. • Remember – Students with disabilities MUST receive instruction in each academic subject for the same amount of time as non-disabled peers Office of Special Education and Supports (OSES)

24. Enrichment Considerations • What are student’s current academic and functional performance levels, including strengths and deficits? • How would said performance levels impact student’s ability to meaningfully access enrichment opportunities? • What supports and/or strategies need to be employed in order for student to meaningfully access enrichment opportunities? • How is student currently supported in similar environment/ setting? • Remember – Students with disabilities MUST receive instruction in an enrichment program for the same amount of time as non-disabled peers Office of Special Education and Supports (OSES)

25. Recess Considerations • All students should be afforded the opportunity to engage in unstructured play, sports activities and/or relatively simple games • All students should be afforded the benefits of increased pro-social interactions with their peers • Remember – Students with disabilities MUST participate in recess for the same amount of time as non-disabled peers

26. Big Ideas to Practice…Scenario One Jake is a student enrolled at Golden Apple School. -identified with having a learning disability and receives social work, speech and language, occupational therapy and physical therapy through related services. -demonstrates age/grade appropriate self-care skills. He uses a handrail to walk up and down the stairs in the school building with an adult walking next to him. -Last school year he was given a portable keyboard from assistive technology to use in place of handwritten assignments secondary to handwriting fatigue. -requires assistance at this time to use this device. -has a diagnosis of asthma and previously had an asthma plan. His inhaler is kept in the main/nurse’s office. - demonstrates immature social skills that appear to be a result of self-esteem issues. Jake has a medical diagnosis of Cerebral Palsy. Jake is a visual learner; he demonstrates strengths in visual organization and processing. He has difficulty understanding curricular vocabulary without multi-modal presentations. Office of Special Education and Supports (OSES)

27. Turn and Talk • Discuss what implication the Full School Day will have on Jake and his services. • Consider an elementary school setting • Consider a high school setting

28. Additional IEP Supports & Services for Jake • Extension of the minutes in the school day does not automatically equate to additional minutes of service added to Jake’s IEP. • Academics: Consider current academic supports that will be necessary to support Jake during additional minutes added to existing subject areas or new subject areas; additional special education teacher support, particularly in a separate setting must be support by data • Related Services: Additional minutes of direct service will be rare; for example, Jake’s need has not changed with the extension of the school day; any additional minutes must be rooted in data-based decisions and must be essential in supporting Jake’s during the fuller school day • Paraprofessional Support: Decision must be based on compelling data that clearly reflects student’s need during additional minutes to an existing subject are or in the new subject area • Assistive Technology: If an existing subject area is extended, rare that additional assistive technology needed; for new subject area, data around current utilization of assistive technology to determine if existing devices can be used in new area • Nursing: Implication of additional time on Jake’s asthma during longer school day and what will now have to be done at school that was previously done at home Office name goes here Office of Special Education and Supports (OSES)

29. Additional Learner Profiles Consider: Students who exhibit difficulty with peer and adult relationships, poor boundaries, inappropriate reactions to redirections Students who function significantly below grade level, engage in a significantly modified curriculum, flat adaptive skill profile Students who are medically fragile, use wheelchairs, require tube feeding, or require personal care Considerations for Support: How will FSD impact students with these profiles? Office of Special Education and Supports (OSES)

30. Areas Most Likely to be Reviewed • Paraprofessional Support • Most restrictive support • Data must justify adding paraprofessional support during additional minutes • Related Services • Rare to add direct service minutes during additional minutes of Full School Day • Data must support additional learning opportunities equating to additional direct support for student from related service provider • Goals • Consider how additional time is being used…is this new? Is this an extension? More time in existing class does not equal increased need? Is this an opportunity to extend time on current goals or to add a goal that data indicates is now needed? Is this an opportunity to provide special education teacher support in the general education classroom? Office of Special Education and Supports (OSES)

31. Full School Day for Students with Disabilities – Role of the Clinicians Office of Special Education and Supports (OSES)

32. Full School Day Role of Clinician • Consult with the general and special education teachers to determine if any additional related service interventions, strategies and/or supports are needed during the fuller school day • NURSES – Reach out to families to determine if medical issues which are currently being dealt with at home and will now have to be addressed at school Office of Special Education and Supports (OSES)

33. Clinicians & Full School Day Office of Special Education and Supports (OSES)

34. Full School Day for Students with Disabilities – SSM – eIEP and 504 Plan January 27, 2012 Office of Special Education and Supports (OSES)

35. Full School Day eIEP - Getting Started for Full School Day • Revise existing IEP ***New Process*** • Write a new eIEP e504- Getting Started for Full School Day • Write a new 504 Office of Special Education and Supports (OSES)

36. Revising the eIEP Revising the eIEP • Revision waiver or revision meeting • Waiver must include all sections of the IEP that will be revised. For example, adding a goal may mean revising the Areas of Need, Specialized Instruction, A & M Special Factors, LRE Grid, LRE Setting and ESY. Office of Special Education and Supports (OSES)

37. Revising the eIEP- Revision Waiver Create the Revision Waiver Office of Special Education and Supports (OSES)

38. Revising the eIEP- Revision Waiver Check off all sections that may be revised. Office of Special Education and Supports (OSES)

39. Revising the eIEP- Revision Waiver Document the nature of the revision. Finalize and send to parent/guardian. Office of Special Education and Supports (OSES)

40. Revising the eIEP- Revision Waiver Notes: • Revision Waiver is good for 1 IEP ONLY • Revision Waiver is valid for 90 calendar days • Only current IEPS (less than 1 year old) may be revised • Section MUST be identified on waiver otherwise it cannot be revised. Office of Special Education and Supports (OSES)

41. Revising the eIEP Revising the eIEP • Navigate to the student’s documents • Open the most recent IEP • Click on more actions • Select Create Revision of This Document Office of Special Education and Supports (OSES)

42. Revising the eIEP – Revision Meeting • Enter the date of the meeting Office of Special Education and Supports (OSES)

43. Revising the eIEP – Revision Meeting • Note that parent DID NOT waived the meeting and check off the sections that will be revised. • Complete the IEP Team section Office of Special Education and Supports (OSES)

44. Revising the eIEP Sections that may be affected by Full School Day • Areas of Need • A & M Special Factors • A & M: General • Specialized Instruction • LRE Grid/Setting Office of Special Education and Supports (OSES)

45. Areas of Need • ½ - full day, 8th -9th grade, Full School Day • Check all Areas of Need required during the life of the IEP • K-7 will last thru 7/1/12; 9-12 will continue Office of Special Education and Supports (OSES)

46. A & M Special Factors Office of Special Education and Supports (OSES)

47. A & M General • A & M General • All accommodations and modifications checked in Areas of Need will auto populate this section. • Select all A & M’s needed. • Answer the questions dealing with consultation/collaboration. Office of Special Education and Supports (OSES)

48. A & M General • A & M General Office of Special Education and Supports (OSES)

49. Specialized Instruction Specialized Instruction Review and give examples of the questions • “ Will the goal last the life of the IEP?” • “Will the goal be for the current year?” • “Will the goal be for the next school year?” Office of Special Education and Supports (OSES)

50. Specialized Instruction Office of Special Education and Supports (OSES)