|Purpose and Work Streams 2017-18|
|Student Services: Special Education|
|In alignment to the district’s Strategic Framework the mission of the Department of Student Services is to ensure that all students, especially those with disabilities are engaged in high quality curriculum and instruction within inclusive educational environments leading to deep learning which results in college, career, and community readiness. |
To enact this vision, the Department of Student Services has three overarching areas of responsibility:1. Providing supports/services/instruction to all students in the areas of physical/mental/behavioral health.
2. Providing specialized services and supports such that students with disabilities are appropriately identified and receive a free appropriate public education through special education/related services and/or §504 accommodations resulting in meaningful benefit.
3. Provide state and federal resources to remove educational barriers and equitably support students, staff and families.
Student Services staff provide the necessary resources and supports to assist schools in increasing student access to high quality instruction, especially those experiencing barriers to success in areas such as attendance, achievement, behavior, physical health, mental health, and basic needs. By promoting wellness for the whole child, this department contributes to the district vision of preparing all children to be college, career and community ready upon graduation.
|Data Point Person|
|Major Work Streams|
|Administrative Oversight of IDEA and Section 504||Administrative Oversight of IDEA and Section 504. This includes but is not limited to: state budget documents, annual reporting, self-assessments of IDEA practices, dissemination of new legal/procedural changes, oversight of our electronic IEP and 504 system, accurately maintain all special education/504 student records, completing/submitting all required DPI forms/reports, supervise and evaluate staff, provide professional development on a myriad of topics for >800 staff with responsibilities for ensuring IEP services (special education teachers, related service providers, SEAs, student services personnel). Conduct all required procedural audits. Assistant directors monitor the quality of IEPs in addition to basic compliance expectations. Provide administrative oversight (supervision/evaluation/management) of: Private & Parochial services, Child Find obligations, Project Search, OT, PT, S/L, Assistive Technology, ESY, and Autism. On an annual basis, meet with all private and parochial schools to take input on type/level of services regarding our proportionate share. On approximately a weekly basis, each assistant director meets with program support personnel to review staffing, services, professional development needs/implementation, and problem solve any specific issues. On a quarterly basis, S/L and OT/PT groups are provided intensive professional learning actities. On a monthly basis, review a data set which includes the school by school SPED STAT listing, initial evaluation reports, TLSEA, Oasys reports, and student achievement/behavior data. From this, the team determines schools if more in-depth data is needed and/or is a school is identied for additional support through a diagnostic review. Diagnostic reviews are co-created with the principal/school partner. The assistant director leads the disgnostic review, analyzes the findings, and prepares a report/recommendations for the principal. Lead the implementation of the Special Education Plan.||John Harper|
|Budget Management||Budget Management. Effectively manage a budget of approximately $80 M to administer specialized supports to students as well as special education/related services and Section 504 resulting in meaningful education benefit. Primary tasks include the strategicly allocating staff, material, curricular, professional development, and fincancial resources in an equitable manner that ensures student rights and results in meaningful student learning/outcomes. On a weekly basis, meet with Student Services accountant to review various aspects of the budget. On a weekly basis, discuss various aspects of the budget with the Student Services Administrative Team. During individual Assistant Director/Coordinator meetings (every other week) discuss aspects of various program budgets/purchases. On a monthly basis, review the time-limited SEA data. At the beginning of each semester, review student numbers and staffing patterns to consider movements/adjustments. Beginning in late January, participate in weekly internal meetings related to the budget (snapshot data, formula adjustments, scenarios, projections) to develop our overall staffing needs. During the spring of every year, engage multiple stakeholders in surveys, focus groups, data reviews to determine the following year's professional development priorities and associated purchases/activities (flowthrough budget). Starting in July of every year, begin completion of the DPI flowthrough application. On a daily basis, review all proposed special education requisitions.||John Harper|
|Administration of Alternative Special Education Programs/Services||Administration of Alternative Special Education Programs/Services: Executive Director meets weekly with Assistant Directors/Coordinator on larger issues/problems/status. New for 2017-18, a second administrator was added to provide more administrative oversight in response to program expansion. Also new for 2017-18, Pride evolved into a therapeutic day program for students needing intensive mental health services. Executive Director meets every other week with the Coordinator(s) who have direct supervision/evaluation responsibilities to review data/problem solve individual student or staff situations. Assistant Directors/Coordinator(s) conduct a monthly Central Review Committee with the Instnsive Support Team to evaluate new applications, exiting students, monitor progress, problem solve on individual student issues. Coordinator(s) holds weekly staff meetings (with alternative environment program staff) to review curriculum, assessment, coordination with partnering agencies-families. Coordinator(s) oversee general operations of: LEAP, NEON, Therapeutic Program, SBA, RESTORE, off-campus programming, Replay, Hospital School, Foundations Central, and Campus Connect.||John Harper|
|Technical Assistance, Procedural Guidance and Job Embedded Professional Development for Special Education Teachers and Assistants||Technical Assistance, Procedural Guidance and Job Embedded Professional Development for Special Educators. Provide district staff with specific written procedural guidance on all aspects of educating students with disabilities (IDEA and Section 504). Provide support to staff/families for high need students through the Intensive Support Team. Through multiple sources of data, the administrative/PD team prioritize professioal learning outcomes for the upcoming year. Develop a calendar of professional development activities/topics by month to inform principals and staff. Administrative/PD team meets 2x/month to develop professional development content/identify presenter(s)/project manager(s). Provide twice monthy professional development to our program support teachers (PSTs) in high district/department priorities (literacy, data analysis, IEP compliance) throughout the school year. PSTs in turn lead formal monthly professional learning opportunities in all of our schools. Student Services also provides professional development to groups/individuals around specific students. For example, PSTs provide suppoort, guidance, and professional development for students with unique needs, autism, emotional behaioral/mental health and significant disabilities. Job Embedded Professional Development for Special Education Assistants: Provide professional learning opportunities for Educational Assistants (SEAs, EAs, and BEAs). Annually, the Department of Student Services develops and implements a comprehensive professional development plan for special education assistants (SEAs). This includes providing all the new staff with 6 different required orientation/topical trainings. Collaborate with Human Resources to coordinate the District's "grow your own program," where SEAs are supported in becomming special education teachers. Executive Director meets regularly with PD team regarding SEA learning opportunities to plan and evaluate: summer institutes, staff PD days. conferences, after school/PCT learning opportunities, and school specific professional learning opportunities.||John Harper|