Special Education/504 & GT Program Plans

Colorado Charter School InstituteBOOT CAMP September 1, 2015

Purpose (SPED/504 Plan)• Special Education/504 Program Plan• will then serve as your Special Education/504 Plan for

the administration of your school’s Special Education program. • is designed to be an internal reference guide and an

onboarding and training tool for your staff as well as a point of reference for CSI. • can be modified as your Special Education

programming changes and adapts to your school and students but all changes must still meet state, federal and local rules and requirements and any change must be communicated to the CSI Special Education Director.

SPED/504 Plan SectionsSection 1 • A plan to provide adequate highly qualified staff to meet the needs of all students• An annual evaluation of the effectiveness and efficiency of the program-• A fiscal plan that includes all funding sources that will be used to serve exceptional students

Section 2 & 3• A whole school, data driven, Child Find pre-referral prevention based framework for improving student outcomes

i.e. MTSS, RtI.• A detailed plan for ongoing monitoring of Exceptional Student populations

Section 4 • An Enrollment process of students with special needs that that does not discriminate.

Section 5• A plan to support the needs of special populations, including an identified model of service delivery and

continuum of service option.

Section 6• A plan for a management information system for protecting the rights and confidentiality of students including

record keeping which provides for the collection, IEP documentation and reporting requirements for exceptional students.

• A process for dispute resolution and procedural safeguard to assure rights of students are protected

Section 7• A school plan that address procedures for disciplining exceptional students.

Section 1THE CHARTER SCHOOL INSTITUTE (CSI) SCHOOL RESPONSIBILITIES AND FUNDING REQUIREMENTS• Describe a fiscal plan that reflects an understanding of all funding sources

that will be used to serve SPED/504 students i.e. IDEA, ECEA, PPR including an accountability plan that assures the funds are used for special education vs Section 504.

• Describe a plan to provide adequate (i.e. staff/student ratio)and highly qualified staff (HQ) to meet the needs of all students including identified staff, secured agreements or MOU’s to contract with providers, districts –(see appendix B).

• Describe an Exceptional Students (SPED/504) program evaluation process

that includes an annual evaluation of the effectiveness and efficiency of the program

Section 2Child Find• Describe your school’s problem solving process that includes

a whole school, data driven, Child Find pre-referral prevention based framework for improving student outcomes through a layered continuum of evidenced based practices including progress monitoring to inform instructional practices for continuous growth and identification of student special populations (SPED/504) i.e. MTSS, RtI.

Section 3

Special Education Referral, Evaluation, Eligibility Determination and Reevaluation Processes• Describe a detailed plan for ongoing monitoring of SPED/504

Student populations including methods for disaggregating data and strategies for addressing low achieving students i.e. modification of curriculum in lieu of retention (provide specific strategy methods and benchmarking standards for ongoing monitoring of these populations).

Section 4

Free Appropriate Public Education (FAPE)• Describe the school’s Enrollment process of students with

special needs that that does not discriminate.

Section 5

Individualized Education Programs (IEP) IEP & Timelines• Describe the comprehensive plan to support the needs of

special populations (SPED/504), including an identified model of service delivery and continuum of service option. This plan needs to explicitly align with Federal/State legal requirements as well as with the school’s vision and mission. (Describe the oversight process to insure compliance of IEPs).

Section 6

Confidentiality of Information, Procedural Safeguards and Dispute Resolution Processes for Parents and Children• Describe the detailed plan for a management information

system for protecting the rights and confidentiality of students including record keeping which provides for the collection, IEP/504 documentation and reporting requirements for exceptional students.

• Describe the process for dispute resolution and procedural safeguard to assure rights of exceptional students are protected

Section 7

Student Discipline Procedures• Describe the school plan that addresses procedures for

disciplining exceptional students.

ResourcesCSI Special Education Website• The CSI website has additional information on Special Education procedures, as well

as other information that could support the development of your program plan.

CSI Special Education/504 Comprehensive Manual• The CSI Comprehensive Core manual (User name: sped.manual & Password:

csisped) contains a comprehensive collection of Special Education procedures.

IDEA and Section 504 Rules• This link contains a comprehensive review of IDEA and Section 504 Law.

Colorado Rules for the Exceptional Children's Educational Act (ECEA)• These rules provide the administrative framework for schools and districts for the

provision of services to students. • Each section of the program plan lists the relevant statute/rule at the end of each

section within this document as a reference.

AssuranceAssurance of Compliance Certification- SPED/504 Exceptional Students

I, ______________________________, hereby certify compliance with the laws set forth above. _________________________________________________________Signature, Head of School Date Please list any participants who assisted in reviewing the plan ( i.e. administrators, special education staff)• _____________________________• _____________________________• _____________________________• _____________________________

Gifted Program Plan• Kim Caplan, CSI

Gifted Program Plan

• Section 1: Communication• Section 2: Definition of Gifted Children• Section 3: Identification• Section 4: Programming• Section 5: Evaluation & Accountability• Section 6: Personnel• Section 7: Budget• Section 8: Record Keeping• Assurance

Submission 1 (October16)

• Communication• Identification• Personnel• Budget

Submission 2 (December 1)

• Programming• Evaluation &

Accountability• Record Keeping

Section 1: Communication

Specify how stakeholder groups will be informed and involved in determining programming options (identification, planning and programming for gifted students).

Section 2: Definition

CSI and Institute Schools utilize the definition specified in section 12.01(9) of the rules for the administration of the Exceptional Children’s Educational Act (1 CCR 301-8)

Section 3: Identification

Specify the formal identification process used in the school that aligns with CDE Identification Guidelines.

Section 4: Programming

Describe gifted student programming strategies and academic/talent options or services that will meet the needs matched to identified strengths in the areas of exceptionality.

Section 5: Evaluation & Accountability

Describe methods and tools used for assessment and evaluation of gifted students’ academic performance and growth and affective growth as a result of programming.

Section 6: Personnel

Describe certified and qualified personnel who will be involved in the indirect and direct delivery of services and the development of school staff in the area of gifted education.

Section 7: Budget

Provide a brief narrative about how state funds and contributing funds from the administrative unit will be used to support the program plan. State funds are not expected to fully fund the program plan.

Section 8: Record Keeping

Describe the means by which the school records and sustains the advanced learning plan process as a part of the student record keeping system.

2015-16 SPED/504/GT Timelines• September 1: Boot Camp Introduction to Program Plans

• Oct 16: GT Program Plan Draft Submission 1 (sections 1,3,6,7)

• Nov 6: GT Submission 1 Feedback from CSI

• December 1: SPED/504 Draft Due; GT Revisions and Draft Submission 2 (sections 4,5,8)

• December 30: GT Submission 2 Feedback from CSI

• March 1: Draft with comments/edits returned to CSI Schools

• May 15th : SPED/504 & GT Final Program Plans Due

THANK YOU

•Matt Hudson, CSI•Kim Caplan. CSI