Special Education Focus Group

October 18, 2002 Meeting Notes

Attendance:

Sue Alfawicki, Elementary Resource

John Hall, High School Resource

Robin Henrikson, Middle School Resource

Sarah Keating, Emotionally/Behaviorally Disabled

Cindy Pearson, Occupational/Physical Therapy

Mary Lindsey, Lifeskills

Sharon Missiaen, Psychologists/ESSS

Lucille Nollette, Compliance

Jean Prochaska, Principals

Debbie Servoss, Speech-Language Pathologists

Sue Thomas, District Facilitator/ Agent

Jacquolyn Roberts, Notetaker

Judy Heinrich, Facilitator

Review of last meeting:

• There has been improvement in the clean-up/organization of the Y-drive…the forms are to be simplified—Sue, Lucille, and Deanna are doing this now.
• Utilize pre-referral interventions to reduce numbers of students referred for evaluation—This is a district direction, as a response to staff feedback.
• Define the job of special ed teachers and stop doing things that are not “special ed”—Administrators to special ed teacher
• Provide information to principals/special ed teams about requirement for referral & general ed responsibilities—Staff development opportunities are occurring

Continuation from last meeting-------

Decision Making Review

Facilitated by Judy H

The important thing is to be clear on where the authority lies. Ask if it is not clear. Where does the decision-making take place: autocratic, consultative, group or delegated?

• Autocratic – leader decides
• Consultative – leader decides but gets input from whom it affects
• Group – leader gives up veto power; consensus: everyone agrees to support decision
• Delegation – leader says “you decide”. Question is how is group going to decide? via consensus or majority vote.

It is important to be clear on how the decision will be made for this group.

Decision-Making Record was handed out. This is a tool to use in a meeting to document decision-making. Need form for every decision.

Resources for IEP-related activities

To recap the recommendation regarding “IEP-related activities”, Sue stated that the Focus Group recommended that Resource teachers need the opportunity to do IEP related-activities as part of their job during the school day. The Focus Group recommended to Susan Zoller and Dale Kinsley that each Resource teacher have ½ day per week in their schedules to do IEP-related activities. Implementation of this is to be differentiated by building/need, and may include substitutes at the middle and/or high school levels. Dale sponsored the recommendation, and asked for feedback from the principals regarding their particular building needs.

To clarify, the recommendation is that IEP related-activities are to be done during the school day, with students/staff present, and that the process is to collaborative. Clarification specifically for SqHS is to occur at a department meeting on 10/24.

Action item: Email your representative Resource teacher group to see if the recommendation/plan is working, and include principals. Same email message to all: “To Teachers and Principals: Is the plan for IEP-related activities for Resource teachers in your building working? If not, please describe why and what is the plan to make it work. If it is working please share details as to why it is working. Please respond by Friday, Nov. 1^st.” This feedback is to go to Sue to compile before Nov. 5 mtg.

Mary asked that the Group consider a proposal for IEP-related activities for Lifeskills teachers. The Group will consider a proposal for Lifeskills teachers, and for teachers of other self-contained programs in the District.

Mary’s proposal (handout) generated a list of questions from the Group:

• Why is there no guarantee for PE/music/Library for Lifeskills in all locations?
• Does doing IEP related-activities outside of the school day defeat the purpose--collaboration?
• Does a smaller number of students in Lifeskills (than in Resource) suggest a proportional remedy?
• Is the IEP process for Lifeskills different/longer than for Resource?
• Is connection with general ed as close a link/integral part of IEP development?
• What about other programs? Preschool? EBD? (Jean will email her grid to Sue)
• Is time to meet with IAs adequate for the Lifeskills program? Is this a more important need than time for IEP-related activities?
• Is there enough time/training for general ed teachers who do/will receive Lifeskills in their classes….and to collaboratively participate in IEP-related activities?
• What is the district commitment to special programs (i.e. duty-free lunch, plan period, music/art/PE, etc.)

Other questions generated:

• Should special ed teachers be included in general ed teacher meetings (ie grade-level meetings)?
• Are there general ed teacher meetings that special ed teachers are not able to attend?
• Is there already embedded in staffing the opportunity to observe students in general ed (i.e. there are IAs in the program)?

At the last two meetings (June & Sept), priorities were identified. What is the status regarding each?:

Data Collection:

Simplification is in process.

Goals and objectives, and implementing IEP are hard for general ed teachers w/ behavior students to track. Some sort of summary sheet with anecdotal info could be set up. Sue A shared that she and another teacher set up a shared folder on “Y” drive (or other) that only she and the teacher could access in order to share informal data on a continuing basis.

“Spec. Ed. 101”

General ed staff training regarding Special Education, building-by-building presentation--

Ideas:

• 10 minutes, 1 theme each month, at faculty meetings – make the topic timely
• Work up topics and calendar it out. Get sponsorship.
• Baseline of information that goes to new employees
• Have on it email as a follow-up to monthly meetings
• At beginning of school year, special ed support staff in each bldg will get an update and then act as a resource to general ed teachers in their bldg
• Instead of handbook – 1 page statements or handouts
• Special ed team would do the monthly presentations in their respective buildings
• In August, introduce the full itinerant team to general ed teachers

Actions items:

• Sue T will seek sponsorship for monthly mini-presentations. Focus is, “What is it that the general ed teachers need to know about special education to do their job.”
• Lucille to put out 1 page on WASL for 10 minute January mini-presentation in buildings
• In February, Focus Group will begin calendaring these mini-presentations for the 2003-04 school year.
• Mary will provide Sue T with WEA presentation regarding “Special Ed”

Reviewing program continuum

Discussion needed regarding good programming and best practices

Preparation for January meeting:

• Define programs
• Identify “holes” in our current continuum
• Identify common language based on best practice & research

Action Items:

• Lucille/Sue will bring draft of current best practice--programs, descriptors, and research to next meeting.