Special Education

Focus Group

September 26, 2003 Meeting Notes

Representatives in attendance:

Sue Alfawicki, Elementary Resource

Donna Davis, Middle School Resource

Yvette, Casto, ESSS/Psychologists

Debora Haney, Early Childhood/Preschool

Kathy Gann, Speech Language Pathologists & Deaf/Hard of Hearing

Diane Delahunty, OT/PT & Blind/Vision Impaired

Leslie Knudsen, EBD & Behavior Specialist

Mary Lindsey, Lifeskills

Lucille Nollette, Compliance

Jean Prochaska, Principals

Sue Thomas, Facilitator

• Topic: How we communicate with represented groups

• Summary:

• Use voting buttons on email to poll membership (options-vote) to determine global concerns vs. individual concerns
• Use "dipstick" method
• Use personal contact when possible
• After meetings or when there is something important, Sue T. will send an email to district staff with button to specific site.

• Next Steps:

• Network Services will be given group names and member updated by Special Ed office.
• Individuals will make email personal groups.
• Sue A., Donna and Stew will inquire about how teachers are scheduling the ½ day IEP related activities.

• Topic: Evaluate IA allocation of hours

• Summary:

• Some problems in continuing to request for 1:1 when all hours have been allocated.
• Assessment needed in evaluating amount of aide time needed at each level (preschool, elementary, middle school, high school).
• Which students need continue support, what type are they, and do they need to be in a different program without 1:1?
• Special Ed is starting to create a select group of highly trained Level IV aides in specialized areas (autism, BD)
• Consider limiting 1:1 aides to highly trained aides for specific purpose for limited time.

• Next steps:

• Develop steps to withdraw aide time and encourage more independence
• IEP criteria for diminishing aide time when aide time is listed vocabulary states "1:1" or "student specific"
• Student-specific IA time generally should not appear as a related service on the IEP; however it can appear as "need for IA support in general education" in the supplementary aids and services box on the IEP
• Collect information over the year, monitor and review in the spring
• List on IEP what it is about the student's program IA time that is insufficient for the student's needs
• Jean check job descriptions "no program" aides are listed

• Topic: Time keeper

• Assign for next meeting

• Topic: Budget allocation to programs

• Summary:

• Sue will attempt to allocate funds similar to last year's distribution
• Sue will keep a balance in reserve for large purchases, to be distributed as per her judgment

• Next steps:
• Will the overall special education budget remain the same? (ie. What is the impact, if any, of the teachers' agreement on the budget)
• Size of allotments to programs are to be determined, based on the overall budget