Special Education

Focus Group

November 29, 2007  Meeting Notes

Representatives in attendance:

Yvonne Sorter, Elementary Resource

Trinn Murray, Middle Resource

Bethany Verner, High Resource & Community Transitions

Deborah Monroe, Psychologist

Cindy Pearson, OT/PTs & VI

Linda Kovol, Life Skills

Desiree Casson-Wald, SLP & DHH

Leslie Knudsen, EBD

Laurie Russell, Elementary Paraeducator

Amelia Lunde, Secondary Paraeducator

Lucille Nollette, Directors

Gordon Grissom, Secondary Admin

Sue Thomas, Meeting Facilitator

Representatives unable to attend:

Jennifer Woods, EC-Preschool

Topic:  Dec 1st count

Summary:

• Important to get students on count – this is the only count per school year for federal funds
• As of this date, 60 IEPs potentially off-count unless paperwork comes asap

Next steps:

              N/A

Topic: Student-specific paraeducator support (ongoing discussion)

Summary:

• Clarify para’s role with parents/families
• Need clarification about who supervises paras and what that means to the para & the administrator
• Clarification reg protocol for IA (para) requests
• How do we assess (on a timely basis) the student’s need (or not) for IA?
• Can an IA be moved from one building to another if they are attached to a specific student? – No if a student changes placement to a district program, he/she no longer needs student-specific IA support as the support is built into the program
• There is a need for flexibility – we need to be able to move paras as student & program needs change (eg Autism Level IV IA)
• Can there, should there be a new job description? – Student-specific permanent vs temporary.  Actually, one already exists.  We could potentially build a cadre of student-specific permanent & move them around to follow the students – would build job security & higher skill level.  However, there are problems with this model. - Some have skills that are specific to the position (ie Autism vs SLD vs EBD etc).  Physical demands are different.  The temporary status gives flexibility to the staffing/budget process - When there has been a need for more cert support the time has come from temporary IA hours (20 hrs = 1.0 cert).
• All procedures regarding student-specific IAs need clarity, dissemination, understanding – It seems we continue to use an old belief system & historical practices which need revison.
• Should IA hours be converted to develop a program for high needs Resource students, but less than Life Skills?  Northern Hts has had a “trial” program for high needs Resource – a second teacher provides small group instruction for students with MR – students are making good progress – Would they do as well if placed in Life Skills? – Probably not, as they would model immature behavior, have few good social models, might lack non-disabled peer support.
• Student needs change over time – developmentally they may need more support, but over time (hopefully) student independence is increased & the need for direct adult support is decreased.

Next steps:

• This discussion is to be continued as we begin the staffing/budget/program conversation in January

Topic:  What would it take to increase the capacity of the Resource program to address high needs students?

Summary:          

• 1-2 FTE teachers + 2-4 program IAs per building (and maybe additional student-specific support)
• Appropriate, consistent instructional materials
• Professional development
• Collaborative time – special ed teachers + general ed teachers + paras
• Revision in para’s job description & daily roles/responsibilities
• Intentional, ongoing supervision

Next steps:

• Possible conversion of classified to cert FTE – table discussion to Jan or Feb meeting
• There are approx 113 temp classified hrs – if converted to cert FTE, this could be about 17 certs!
• Organize an Instructional Materials subgroup of Focus Group (this is a follow-up from the Resource meeting earlier this school year)
• Talk with HR (& BASE) regarding the classified permanent pool hours
• Develop a plan for collaborative time