Special Education Action Plan 2017-2020

Special Education Action Plan

2017-2020

The Wachusett Regional

School District

Administrator of Special Education Kimberly Merrick, Ed.D.

Wachusett Regional School District Special Education Action Plan 2017-2020

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Mission and Vision for WRSD Special Education

Vision

The vision of the Wachusett Regional School District’s Department of Special Education Services and Programs is

to provide excellence in the areas of differentiated instruction, best inclusive practices, academics that maximize potential, social emotional learning, and

communication to ensure that all learners can realize their highest potential as active and productive citizens.

Mission

Our mission is to work cooperatively with families, students, community, colleagues, and other professionals in order to promote each student's success and well-being

as he/she prepares for his/her future endeavors.


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Thank you- to the following parents for their participation and input:

Eleanor Loiacono

Adam Young

Maureen Young

Judy Meunier

Stephanie Letts

Stacey Jackson

Maureen young

Christopher Dalton

Jennifer Kremer

Kimberly Bourgeois

Angela Kao


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Leadership, Operations, and Community Connections

Leadership, Operations, and

Community Connections

If the Department of Special Education establishes clearly articulated priority initiatives, receives appropriate federal and state grant funding, and writes grants that support the established priority initiatives, then the Department will have the direction and resources to assist students with disabilities realize their highest potential.

Strategic Objective I

Based on program evaluations, collaboration amongst administrators,

teachers, staff and with input from stakeholders, the WRSD Department of

Special Education will create a plan for a linear leadership structure that

promotes an autonomous, yet unified program structure.

Priority Initiatives

1. Create a linear organizational structure for District Coordinators, BCBAs,

and teachers that provides each team member in the structure with the

authority, training, and supervision to make educational decisions that are

in the best interest of students (NECC Evaluation, 2017).

2. Provide training for all team members in the organizational structure to

ensure that they have the skills to perform the tasks required in their

leadership roles.

3. Define role within the District for the ABA coordinator and the

collaboration within buildings.

4. Define roles for BCBA and ABA teachers and ABA-PA staff.

Outcomes

1. By March 2017, create a linear leadership structure with clearly defined

roles for all members and define an organizational chart.

By April 2017, develop a plan/schedule for training appropriate team

members regarding expectations, functionality, and skills required to

be successful performing the tasks outlined in their new roles.

March 2017-June 2018, design and implement a training schedule

and a checklist for all related team members. This includes (but is

not limited to); Team Chair training for BCBAs, supervisor training

for BCBAs, leadership skills training for ABA teachers.

By September 2018, full implementation of the restructured linear

leadership model with support and consultation for designated

parties.


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Strategic Objective II

Plan and schedule community services, events/programs, and education in collaboration with the Special Education Parent Advisory Council (SEPAC), parents, and families. Create social media resources (e.g., Facebook, continue with Twitter, etc.) to communicate the direction and accomplishments of WRSD special education programs.


1. Invite SEPAC and other interested stakeholders to participate in writing the

SPED Action Plan.

2. Invite NECC and Carbone Clinic to review reports with stakeholders

3. Support and plan WRSD Special Olympics with interested SEPAC members.

4. Support and plan Intramural Sports for students with disabilities with

interested parents, staff, and administration.

5. Support the SEPAC in presentations and events for families of students with

disabilities.

6. Social media –see Domain 4.

7. Expand the District’s Mountaineer Peer group at the high school to include

more schools, across the district.

Outcomes

1. By March 2017, invite the SEPAC and parents to join the Central Office SPED

Administrative staff in writing the SPED Action Plan for 2017-2020.

2. By March 2017 outside evaluators review reports and recommendations

with district stakeholders.

3. March 16th, 2017 WRSD Special Olympics. Additions: Bowling,

cheerleaders, marching band, 140 participants-highest participation to

date! Continue to 2020. (Ongoing –annual)

4. March 2017, continue intramural sports- introduce hockey followed by

track and field in June 2017. Continue program in 2017-18. (Ongoing–

annual)

5. By September 2017, meet with SEPAC Officers to determine and plan

events/ presentations for the 2017-18 SY. Survey parents regarding their

interests, analyze survey results, invite and plan for specified

guests/professionals to present to parents. (Ongoing annual).

6. Expand the district Mountaineer Peer groups.

By fall 2017, meet with selected building principals to discuss

implementation of Mountaineer Peers in their building.

By fall 2017, assist building principals to solicit parents interested

in beginning Mountaineer Peer groups in specific buildings across

the district.

By spring 2018-2020, continue to expand implementation of

Mountaineer Peers across the district.


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Strategic Objective III

Develop a special education budget that supports special education initiatives, communication and climate, professional development, and additional staffing to meet the needs of all special education students in the district.


1. Write grants that support the following priority initiatives: Assistive

Technology and devices for students with disabilities (SPED 240), TEACCH

implementation (SPED 240), Verbal Behavior-training and materials (SPED

240), Transition program evaluation (SPED 240), Transition Planning

training–high school (SPED 240), ELA program materials and training

(SPED 240), social emotional learning (SPED 274), paraprofessional PD

(SPED 274), early childhood needs (SPED 262 and SPED 298), and inclusion

support.

2. Write grants to support the continued collaboration of the ABA- PLC, Special

Education Working Group, Transition PLC (NECC Evaluation, 2017)

3. Write grants to support special education teacher training and development

(NECC, TEACCH, and Carbone Evaluations, 2017)

4. Write grants to increase access to curriculum materials and student

assessment tools (May Institute, NECC, Carbone evaluations, and DESE CPR)

Outcomes

1. By December of each school year, submit grant applications, as appropriate.

2. Determine required related services across schools and programs. Annual

3. Determine contracted services based on student IEPs. Write contracts

accordingly. Annual

4. Determine program locations based on parent input, feasibility, and

resources. Annual

5. Create a fiscally responsible budget based on student special education

needs. Annual

6. Calculate and report Circuit Breaker reimbursement. Annual

7. Report Medicaid required logs. Annual

8. Determine and plan special education transportation needs. Annual

9. Plan ESY services and programming for students with disabilities to prevent

“significant regression”. Annual

10. Place, Chair Team meetings, determine LEA fiscal responsibility for

Devereux students placed in and out of the WRSD. Annual

11. Ensure compliance with federal and state special education laws and

regulations. Respond to complaints filed through DESE-PQA, BSEA and

OCR. Annual


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Strategic Objective IV

Transition special education compliance documentation, evaluations, meeting invitations, IEPs, etc. from paper to electronic filing and recording.


1. Move the plan for electronic filing of special education documents forward.

2. Develop a professional development plan for teachers to ensure full

compliance with the District initiative of electronic filing.

3. Develop a system and training plan for all Central Office secretaries and the

Administrative Assistant to file documents electronically.

Outcomes

1. By 2017-18, continue to provide training and support for all Team Chairs

and special education teachers as needed.

2. By September 2017-2018, provide training to Central Office secretarial and

the Administrative Assistant.

3. By 2018-2019, use electronic filing and recording as the primary system for

record keeping and compliance.


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Aligned Curriculum and Assessment

Aligned Curriculum

and Assessment

If special and general educators implement an aligned curriculum that articulates common, well defined learning outcomes with a focus on post graduate education, career readiness, and overall wellness then special education students will be prepared for the next level of learning and independent living.


The Special Education Curriculum Planning Group with input from

administration, teachers and staff will design a modified Curriculum

Map for students enrolled in the District’s substantially separate –life

skills continuum. Eligible students enrolled in full or partial inclusion

settings will follow the district’s aligned curriculum that articulates

common, well-defined learning outcomes with a focus on depth of

understanding and critical thinking.


1. Receive and interpret feedback from teachers currently piloting PCI–

Reading/ELA program.

2. If appropriate, incorporate PCI in the curriculum map.

3. Purchase PCI curriculum materials.

4. Train appropriate staff.

5. Evaluate the efficacy of the program and math-ELA curriculum map.

6. support partial and full inclusion special education teachers to use

District selected math, ELA, social studies, and science curriculum and

programs.

Outcomes

1. By spring, 2017 meet with all appropriate special education teachers to

solicit feedback regarding the PCI reading/ELA program. Determine next

steps for implementation. Curriculum PLC will insert the PCI program into

the modified curriculum map.

By September, 2017 complete the district’s modified curriculum

map that includes priority learning outcomes and related lesson

plans.

By fall 2017, purchase related PCI materials for district wide

programs and develop a plan for appropriate training.

By spring 2018, full implementation of the program.

Evaluate the efficacy of the program using student growth

measures (below).

2. By December 2017, Curriculum PLC will determine procedures for vetting

lesson plans submitted by teachers for inclusion in the curriculum map.


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Use selected assessments (based on recommendations from program evaluations) data to determine students’ growth and to drive student IEP goals/benchmarks and to drive instruction.


1. Identify and use district wide assessment tools Pre-K to high school that

aligns with each teaching domain to meet the needs of students enrolled in

district wide programs. These assessments include, VB-MAPP, ABBLS,

AFLs, and the Brigance (May Institute evaluation, 2015)

2. Identify district wide assessment tools for communication systems for

learners with weak or defective communicative repertoires that align with

Speech and Language and Assistive Technology department goals.

3. Identify appropriate transition and vocational assessments to be used for

students grades nine to post graduate enrolled in the life skills program at

WRHS.

4. Continue to measure student growth using selected assessments that

measure student growth in the following areas: Articulation,

comprehension, vocabulary, fluency, fine motor, gross motor, etc. AND

assessments selected by the school psychologists that measure students’

social emotional learning.

5. Support partial and full inclusion special education teachers to use district

determined benchmark assessments to evaluate instructional programs

and student growth.

Outcomes

1. 2017-2020, continue to use identified assessments to measure student

growth across contents.

Related service providers will continue to measure student growth

using the CELF-4, Busy BEE articulation screener, QRI, handwriting

screener, PT rubric, etc.

School psychologist will continue to use the BIMAS to measure social

emotional learning specific to DBT.

2. By fall 2017, meet with speech therapists and AT team members to

determine assessment tools to measure the efficacy and appropriate

alternative communication systems for eligible students.

Write guidelines for determining the use of alternative

communication systems.

Purchase communication systems as appropriate. Train appropriate

staff.

3. By fall 2017, meet with Curriculum Specialist and life skills teachers at the

high school to select appropriate transition /vocational assessments and

write guidelines for assessing students’ grade nine to post graduate.

By spring 2018, complete guidelines, purchase assessments, train

staff.


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Student who struggle with social and emotional skills will receive Dialectical Behavior Therapy (DBT) that addresses student’s overall emotional wellness (e.g., mindfulness, emotional dysregulation, anxiety, attention, school phobia, suicide ideation, etc.). Students who struggle with social pragmatics will continue to use the Acting With Purpose (Brian and Teresa Smith, 2017) program as a related service. Conduct an analysis of student data to determine the need for a Transition-Wellness program at WRHS to serve students with more significant social emotional needs in grades 9-12.


1. Continue to provide support and training for school psychologists and

counselors in DBT. Train special education teachers at WRHS in DBT.

2. Continue to provide support, training, and materials for related service

providers and school psychologists for implementation of the Acting with

Purpose program.

3. Review data related to students referred out of district for social and

emotional support.

Outcomes

1. By fall 2017, train special education teachers in DBT.

2. 2017-2020, provide consultation for school psychologists and counselors

related to challenging student cases and use of DBT to address

compromised student’s needs

3. 2017-2020, employ Brian and Teresa Smith to provide consultation and

support as needed for related service providers and school psychologists

related to Acting with Purpose.

4. By summer 2017, review and analyze student data to determine a need to

create a Transition program at WRHS for students with intensive social

emotional needs.


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Effective Instruction and Technology

Effective Instruction and Technology

If special education teachers and providers implement evidence-based, high-quality instructional practices that maximize opportunities for students with disabilities to be included in general education settings while systematically measuring, analyzing, and acting upon student learning data then special education students will be challenged to grow as individuals and live independently.


Implement evidence-based, high-quality instructional practices that

maximize opportunities for students with disabilities to be included in

the general education setting and in the community.


1. Write a plan for successful inclusion practices using UDL across buildings

and grades. This includes methodologies for the generalization of skills

across materials, people, and settings to ensure a strong and skillful skill

set as students move toward adulthood (NECC Evaluation, 2017)

2. Develop strong vocational programs for students with disabilities who

have IEP Transition Plans that include plans for the student to enter the

workplace after high school.

3. Work to develop consistent practices for students with disabilities

transitioning between schools and grades district wide.

4. Continue to implement TEACCH methodologies in developmental

programs across the district.

5. Continue to implement Applied Verbal Behavior across district ABA

programs.

6. Develop a plan for consistent therapeutic practices across district

Transition programs. This includes a plan for assessing students’ social

emotional and academic growth.

Outcomes

Designated staff will participate in professional development for Universal

Design for Learning (UDL) and/or best inclusion practices.

Collaborate with principals and Central Office for opportunities for

successful inclusion.

By spring 2018, begin discussions for common planning time for

special education, general education teachers, and BCBAs if

appropriate.

By fall 2018, develop a written general plan for UDL/inclusion across

schools with programs across the district.

By spring 2019, begin implementation of more meaningful inclusion

across the district.

By spring 2020, evaluate the success of the developed UDL/inclusion

practices.


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Systematically measure, analyze, and act upon student learning data.


1. Create a district wide special education data team to measure, analyze,

and act upon student learning data related to academics, behavior,

inclusion, and social emotional growth.

2. Use the data analysis gathered and reported by the data team to drive

curriculum, instruction, and professional development across district

wide programs and schools.

Outcomes

1. By fall 2017, develop a plan for creating a district special education data

team. This includes; participants, assessment data to be used for each

domain (i.e., academic, social emotional, behavioral, etc.), data collection

systems, framework for presenting data to appropriate staff, training for

use of the data to drive instruction after it is collected and analyzed.

By fall 2017, convene the data team participants.

By spring 2018, data team will create systems for data collection

and analysis.

By fall 2018, data team will report results of data analysis to

appropriate staff and administration.

BY fall 2018, data team will evaluate their systems by gathering and

analyzing staff feedback. Data team will make corrections to

systems as appropriate. A manual for data collection, analysis will

be written. Data collection and analysis will be ongoing.


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Strategic Objective III Staff use technology, as appropriate, to support student communication and learning.


1. Continue to support the existence and functions of the district’s Assistive

Technology Team. This includes supporting the five participants in their

efforts to retain their ATP license, screen students, attend Team meetings,

determine students’ technology needs, provide professional development

for staff and parents, and meet with regularity.

2. Identify district wide assessment tools for learners with weak or

defective communicate repertoires that align with Speech and Language

and Assistive Technology department goals.

Outcomes

1. Continue to meet regularly with the AT team.

Budget for their continued professional development and for the

purchase of determined devices - ongoing.

Annually - create a schedule for ongoing support and professional

development for teachers and support staff.

2. By fall 2017, determine appropriate assessment tools for Speech

Therapists for students with weak of defective communication systems.

By December, 2017 share assessment tools with Speech and

Assistive Technology departments.

By spring 2018, use tools to determine next steps regarding

appropriate modes of communication for students with significant

language and communication disabilities.


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Domain 4: Professional Development & Structures for

Communication and Collaboration

Professional Development & Structures for

Communication and Collaboration

If professional development is determined and provided based on program evaluation recommendations, student data analysis, curriculum implementation, and effective instructional models for students with disabilities then educators will be prepared to meet the needs of all students.


Professional development for special and general education staff related

to “educating the whole child” (i.e., inclusive best practices, Universal

Design for Learning, Differentiated Instruction, data analysis, and social

emotional learning). Professional development for district wide

programs based on program evaluation recommendations (i.e., NECC,

Carbone, TEACCH).


1. Begin professional development and implementation of best practices

related to UDL, differentiated instruction, and/or inclusion.

2. Central Office administration will attend PD in implementation of Data

Teams.

3. ABA staff will continue to participate in Verbal Behavior professional

development to be provided by the Carbone Group. PD will be

determined based on recommendations from the NECC and Carbone

evaluations (2017).

4. Continue with the implementation of TEACCH in Developmental

classrooms.

5. Provide professional development and consultation for school

psychologists and counselors in Dialectical Behavioral Training (DBT).

6. Provide PD for related service providers related to Acting with Purpose

through TDS speech.

7. Provide PD for Team Chairs related to special education laws/regulations

and compliance evaluations for special education, eligibility

determination, and writing meaningful IEPs.

8. Provide appropriate staff with training regarding data collection, analysis,

and using data to drive instruction. Design data teams.

9. Provide appropriate staff at the HS with PD related to Transition Planning

for students ages 15-22.

10. Provide opportunity for interested teachers to obtain certification in

multi-sensory reading, Orton-Gillingham.

11. Provide Crisis Prevention Intervention (CPI) for paraprofessionals across

the district.


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Outcomes

1. Summer/Fall, 2017 CO and appropriate staff will participate in UDL professional development/training. By winter 2017, write a plan for future professional

development/training in UDL and for implementation, at minimum,

plan for piloting UDL in 1-2 schools.

2. All ABA staff will participate in professional development in Verbal

Behavior.

By March 2017, review the NECC and Carbone reports with all staff.

By summer 2017, ABA coordinator will create a plan for professional

development for all staff in Verbal Behavior for 2017-18. At the

close of the 2017-18 SY, the Coordinator will assess the PD needs

and determine steps for moving forward.

3. Continue implementation of TEACCH in developmental classrooms across the district. By fall 2017, share the consultation notes form the consultant from

TEACCH with appropriate teachers and staff. Determine next steps

for PD in 2017-18. Schedule determined PD.

By summer 2017, create two additional TEACCH model classrooms.

Train appropriate principals in the TEACCH checklist. Ask that they

use it to inform their supervision and evaluation of Developmental

teachers.

By spring 2018, assess the implementation of TEACCH and

determine next steps by way of PD.

4. Provide PD for school psychologists, counselors, etc. related to DBT and social emotional learning. By spring 2017, complete current DBT training and determine next

steps for PD.

Provide ongoing DBT consultation and support for psychologists and

counselors.

5. Provide PD for related service providers related to Acting with Purpose through TDS speech. By spring 2017, complete current Acting with Purpose training and

determine next steps for PD.

Provide ongoing pragmatic language intervention support for

related service providers.

6. Provide training for appropriate staff related to data collection, analysis, and use of data to drive instruction. By summer 2017, all CO and invited/interested staff will attend

training in Data Wise (Harvard).

By summer 2017, CO administration will develop a plan to pilot data

teams and data analysis procedures.

By September/October 2017, pilot special education teachers will

perform previously selected classroom assessments Pre-K -12 (May

Institute report, 2015) using evidence based program assessment

tools (e.g., APQI, VB program checklist (Sundberg), VB MAPP,

ABBLS, AFLS, Brigance etc.)

By fall 2017, pilot data teams will collect and analyze data. Teams


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will determine a plan for using the data analysis to drive instruction.

CO staff will review processes (e.g., data collection, analysis, and

plans for instructional practices) and provide feedback for next steps

and PD/training.

Based on the outcome of the pilot, write a plan for the

implementation of data teams across schools and programs.

Continue to add participating classrooms.

Evaluate the success of data teams based on student outcomes

across schools. Adjust practice and provide additional PD as needed.

7. Provide training for appropriate staff at WRHS related to Transition Planning for student ages 15-22. By fall 2017, appropriate staff will attend PD/training in transition

planning.

By winter 2017, the WRHS Curriculum Supervisor and staff will

formally select appropriate transition and vocational assessments

and write procedures and timelines for assessments to be

administered.

By spring 2018, appropriate staff will write additional procedures

for the use of transitional and vocational assessments to drive IEP

goals and objectives, select internship sites for students, and to

create meaningful transition vision/plans for students.

By spring 2019, conduct an administrative review of student files to

determine the success of assessing, placing, and transitioning

students into adult services.

8. Provide opportunities for interested teachers to obtain certification in multi-sensory reading, Orton- Gillingham. By spring 2017, contact the Dyslexia Center of Worcester to provide

OG class in the fall for the selected cohort. By fall 2017, solicit applicants for the class via District News. By fall 2017, review applicants and select a cohort of 5-7 teachers. By January 2018, begin class. By January 2019, cohort will graduate with OG associate certification.

9. Provide CPI for all district paraprofessionals, teachers, and administration as needed. By fall 2017, increase the number of CPI trainers in district (there are

2 currently) by sending interested staff to be certified CPI trainers. Offer CPI full and refresher training throughout each school year-

ongoing.


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Systems, structures, and protocols are in place and used to guide collaborative discussions to improve implementation of special/general education curriculum/programs and instructional practices.


1. Continue to support the following Professional Learning Communities

(PLCs) or Working Groups: ABA, Transition, Curriculum, Inclusion, and

add Data Teams.

2. Central Office administration will meet bi-weekly to discuss the efficacy

and success of each working group.

Outcomes

1. Schedule ABA PLC to support ABA teachers across District programs.

By September 2017-June 2018 schedule meetings for ABA PLC

ongoing, yearly.

The focus of the ABA PLC is the following:

Beginning in September 2017, review program assessment data

annually and develop quarterly goals for each school year.

September 2017

Develop a yearly PLC, Admin and teacher meeting schedule with a

complete agenda, and goal review bi monthly.

Sped Coordinator and BCBA team will develop a district wide

program system of analysis for each classroom/program to monitor

ongoing areas of development monthly.

Develop a feedback communication system for teachers to assist in

their ongoing development, goals and staff supervision monthly.

Work with the PLC team to develop structural procedures and

systems to maintain ongoing bi-weekly meetings and bi-monthly

data reviews. Ongoing

2. Schedule Transition PLC for teachers in Transition programs across the

District.

Meet regularly to discuss consistent methodologies for behavior

data collection, recording, and use.

2017-18, teacher will participate in an evaluation of the Transition

programs K-8.

By spring 2018, review the findings and recommendations of the

evaluation.

Provide determine professional development for Transition

teachers and staff.

3. Support the Curriculum PLC.

See Curriculum and Assessment for next steps.


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4. Support the Inclusion PLC for special education teachers across the

district. By spring 2017, complete the book study of Successful Inclusive

Schools. Designing Successful Inclusion Programs, by Thomas Hehir.

2017-18, PLC will meet to discuss and plan next steps for improving

inclusive practices district wide. Based on the PLCs

recommendations, next steps will be determined.

5. Support a Data Team PLC By Summer/Fall 2017, ensure that all working group members are

trained in Data Wise. Assessments determined. By fall 2018, determine procedures for collecting and analyzing

assessment data. By spring, 2019, determine procedures for using the data analysis

to drive instruction. By fall 2019, begin to implement the full complement of data

analysis in pilot schools. By spring 2020, create data teams in other selected schools. By spring 2021, evaluate the success of data teams.


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Professional development and structures for collaboration are evaluated for their effect on raising student achievement. Other opportunities for Teacher/staff professional growth.


1. Conduct brief surveys after each professional development opportunity to

determine the practicality and perceived efficacy for the offering.

2. Use the data collection and analysis procedures (discussed above) to

determine the efficacy of provided PD opportunities.

3. Develop a literature online library of behavior analytic, performance

management and special education sources for collaborative study groups

to increase professional development, discussion and training.

4. Continue to provide PD opportunities through the Special Education

Office for teachers to receive their required 15 PDPs for license renewal.

Outcomes

1. By fall 2017, begin using teacher satisfaction surveys across all special

education PD offerings.

Central Office administration will write procedures for interpreting

survey results to determine staff perceived benefit form PD

opportunities. Adjust offerings accordingly.

2. By fall 2018, implement an online library of resources.


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Glossary of Terms

CPI Crisis Prevention Intervention

PD Professional Development

TEACCH Treatment of Autistic and Related

Communication Handicapped Children

IEP Individualized Educational Program

ABA Applied Behavior Analysis

BCBA Board Certified Behavior Analyst

ELA English Language Arts

NECC New England Center for Children

DBT Dialectical Behavioral Therapy

PLC Professional Learning Community

AFLS Assessment of Functional Life Skills

ABLLs Assessment of Basic Language and Learning

Skills

VB MAPP Verbal Behavior Milestones Assessment

and Placement Program

UDL Universal Design for Learning

Special Education Action Plan 2017-2020

Documents

Transcript of Special Education Action Plan 2017-2020