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VIRGINIA DEPARTMENT OF EDUCATION DIVISION OF SPECIAL EDUCATION AND STUDENT SERVICES OFFICE OF DISPUTE RESOLUTION AND ADMINISTRATIVE SERVICES
Local Special Education Annual Plan and Report 2010 – 2011
Submitted by:
Suffolk Public Schools P. O. Box 1549 Suffolk, VA 23439 May 24, 2010
Questions regarding this plan should be directed to:
Sandra H. Witcher, Ed.D. (757) 925-6764 [email protected] Director of Special Education
In accordance with the attached instructions, please ensure that on or before May 24, 2010, the original and one complete copy of the Local Special Education Annual Plan and Report is received at the following address:
Melissa C. P. Smith, Coordinator of Administrative Services Office of Dispute Resolution & Administrative Services Department of Education P. O. Box 2120 Richmond, VA 23218-2120 TABLE OF CONTENTS
Page
General Instructions...... 3
Part I
Superintendent’s Certification for School Divisions...... 5
Policy Statements ...... 6
Part II
Local Special Education Advisory Committee...... 9
Special Education in Local and Regional Jails...... 12
Report on the Implementation of the 2008-2009 Plan...... 13
2 GENERAL INSTRUCTIONS ANNUAL PLAN PROCESS 2009-2010
All local educational agencies (LEAs), which include local school divisions, state-operated programs (SOPs), and the Virginia School for the Deaf and the Blind at Staunton (VSDB), are required to establish their eligibility to receive funding under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA ’04). IDEA ’04, at 20 USC § 1413(a)(1), and its federal implementing regulations, at 34 CFR § 300.201, require that each LEA, in providing for the education of children with disabilities within its jurisdiction, has in effect policies, procedures, and programs that are consistent with the Virginia Department of Education’s (VDOE’s) policies and procedures, which have been established in accordance with IDEA ’04. This Annual Plan is a component of VDOE’s overall responsibility to ensure each LEA’s compliance with the implementation of the requirements of IDEA ’04, and its federal implementing regulations. A copy of the 2006 federal IDEA implementing regulations is available online at http://www.ed.gov/legislation/FedRegister/finrule/2006-3/081406a.pdf. The December 2008 revisions to the federal regulations are available online at http://www.ed.gov/legislation/FedRegister/finrule/2008-4/120108a.pdf.
3 PART I
Superintendent’s Certification for School Divisions
Policy Statements
4 SUPERINTENDENT’S CERTIFICATION For Annual Plan Year 2010-2011
For the purpose of implementing the provisions of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA ‘04), I certify that throughout the period of the 2010-2011 grant award, Suffolk Public Schools will comply with the requirements outlined in each of the following:
(1) Part B of IDEA ‘04, including the eligibility requirements of Section 613;
(2) The IDEA federal implementing regulations, dated October 13, 2006 and revised December 31, 2008, at 34 C.F.R. Part 300 et seq.; and
(3) Virginia’s “Regulations Governing Special Education Programs for Children with Disabilities in Virginia, at 8 VAC 20-81 et seq., effective July 7, 2009, and any revisions.
I certify that Suffolk Public Schools has developed local policies and procedures for the provision of special education and related services, which are kept current, and which ensure compliance with the requirements of, and any revisions to, the IDEA ’04, its federal implementing regulations, and the Virginia Board of Education’s regulations.
I certify that this school division’s local policies and procedures for the provision of special education and related services, and any revisions, were developed in consultation with the local Special Education Advisory Committee and were approved by the School Board.
I certify that all students, including those who may be placed in regional programs by this agency, are afforded all assurances as delineated in this document.
Finally, I certify that this Annual Plan was approved by the School Board on May 13, 2010.
______Milton R. Liverman, Ed.D. Date Superintendent
5 POLICY STATEMENTS
Suffolk Public Schools assures that it has in effect policies, procedures, and programs, which comply with the federal IDEA implementing regulations, including 34 CFR §§ 300.201-300.213, and which are consistent with the policies and procedures that the Virginia Department of Education (VDOE) has established in accordance with IDEA ’04, and its federal implementing regulations, including 34 CFR §§ 300.101–300.163, and 300.165–300.174, to ensure each of the following:
A free appropriate public education will be available for each child with disabilities, ages two to 21, inclusive.
All children, ages two to 21, inclusive, residing in the LEA who have disabilities and need special education and related services, who have not been parentally-placed in a private or home school, are identified, located, evaluated, and placed in an appropriate educational program.
An individualized education program will be maintained for each child with a disability, as required.
To the maximum extent appropriate, children with disabilities will be educated with children who are nondisabled in the Least Restrictive Environment.
Children with disabilities and their parents or guardians are guaranteed procedural safeguards in the process of identification, evaluation, educational placement, or the provision of a free appropriate public education, including the right to access dispute resolution options.
Surrogate parents will be appointed, when appropriate, to act as advocates to serve the education interest of children, age two to 21, inclusive, who are suspected of being or are determined to be disabled.
Testing and evaluative materials used for the purpose of classifying and placing children with disabilities are selected and administered so as not to be racially or culturally discriminatory.
The confidentiality of personally identifiable information, which is collected, maintained, or used under IDEA ’04, shall be protected.
Children with disabilities, who are participating in Part C early intervention programs, and who will be participating in Part B preschool programs, will experience a smooth and effective transition between the programs.
All children, ages two to 21, inclusive, who have disabilities and need special education and related services, and who are parentally-placed in a private school or home school, which is located within the geographic boundaries of the LEA, are identified, located, evaluated and provided services, in accordance with the results of a timely and meaningful consultation process.
6 Homeless children with disabilities will be served in accordance with the requirements of the McKinney-Vento Homeless Assistance Act.
Program evaluation shall be conducted annually.
Special education and related service personnel, including paraprofessionals, are appropriately and adequately prepared and trained, and measurable steps will be taken to recruit, hire, train, and retain highly qualified personnel to provide special education and related services to children with disabilities.
Valid and reliable data is submitted to VDOE, as requested, including regarding the performance goals and indicators established by VDOE to determine the progress of children with disabilities, and the performance of the LEA toward targets outlined in Virginia’s State Performance Plan.
Policies and procedures will be in effect which are designed to prevent the inappropriate overidentification or disproportionate representation by race and ethnicity of children as children with disabilities, including children with disabilities with a particular impairment.
Children with disabilities are not required to obtain prescription medication as a condition of attending school, receiving an evaluation, or receiving special education and related services.
Children with disabilities are given the right to participate in the State Assessment System.
There will be on-going parent consultation.
Funding will be used to develop and implement coordinated, early intervening educational services, as required.
Children with disabilities who attend charter schools are provided services in the same manner as other children with disabilities, who attend public schools.
Instructional materials will be provided to children with a visual impairment or other print disabilities in a timely manner.
Efforts will be made to cooperate with the United States Department of Education (USED) to ensure the linkage of records pertaining to migratory children with disabilities.
All documents relating to the LEA’s eligibility under IDEA will be made available to the public.
______Milton R. Liverman, Ed.D. Date Superintendent
7 PART II
Local Special Education Advisory Committee
Special Education in Local and Regional Jails
Report on the Implementation of the 2008-2009 Plan
8 LOCAL SPECIAL EDUCATION ADVISORY COMMITTEE
There shall be a local advisory committee for special education appointed by each local school board to advise the school board through the division superintendent. The composition of the committee shall include parents of children with disabilities, persons with disabilities and one teacher.1
A. Membership.
1. A majority of the committee shall be parents of children with disabilities or individuals with disabilities.
2. The committee shall include one teacher.
3. Additional local school division personnel shall serve only as consultants to the committee.
B. The function of the local advisory committee shall be as follows:
1. Advise the local school division of needs in the education of children with disabilities;
2. Participate in the development of priorities and strategies for meeting the identified needs of children with disabilities;
3. Submit periodic reports and recommendations regarding the education of children with disabilities to the division superintendent for transmission to the local school board;
4. Assist the local school division in interpreting plans to the community for meeting the special needs of children with disabilities for educational services;
5. Review the policies and procedures for the provision of special education and related services prior to submission to the local school board; and
6. Participate in the review of the local school division's annual plan.
C. Public notice shall be published annually listing the names of committee members and including a description of ways in which interested parties may express their views to the committee.
D. Committee meetings shall be held at least four times in a school year and shall be open to the public.
1 See the Virginia Regulations, at 8 VAC 20-81-230 D. 9 Suffolk Public Schools
2009-2010 LOCAL SPECIAL EDUCATION ADVISORY COMMITTEE (Local SEAC) VOTING MEMBERS NAME FULL MAILING ADDRESS AND AGENCY OR ZIP CODE GROUP REPRESENTED Babiy, Dan 808 Dumville Ave. Parent [email protected] Suffolk, VA 23434 757-539-2731 757-338-2012 Bagley, Louis (Vice Chair) 1472 Cherry Grove Rd. North Parent [email protected] Suffolk, VA 23432 757-717-5882 Carpenter, Mitzi 1000 Commercial Ln. WTCSB [email protected] Suffolk, VA 23434 757-942-1069 Dunn, Anne 6309 Cheshire Dr. Parent [email protected] Suffolk, VA 23435 757-638-2538 Evett, Vivian (Chair) 1249 Barnes Rd. Parent [email protected] Suffolk, VA 23437 757-635-2139 Fischer, Anne (Secretary) 133 Brittany Ln. Parent [email protected] Suffolk, VA 23435 757-538-1464 757-285-6847 Gardner, Laura 4108 Berwyn Way Parent [email protected] Suffolk, VA 23435 757-465-9364 Godinez, Saul 129 Hawks Nest Ln. Parent [email protected] Suffolk, VA 23435 757-686-2376 Hall, Regina 1161 Nansemond Pkwy., #118 Parent [email protected] Suffolk, VA 23434 757-809-1127 Harris, Sharon 202 S. Main St. Grandparent [email protected] Suffolk, VA 23434 757-934-6976 Howell, Anne 8901 S. Quay Rd. Parent Suffolk, VA 23437 757-657-9088 Huie, Sonya 135 Rochdale Ln. Parent [email protected] Suffolk, VA 23434 757-538-0555 LaPoint, LuAnne 9301 Southwestern Blvd. Teacher [email protected] Suffolk, VA 23437 757-934-6213 Novak, Tiffany 1102 Driver Point Ct. Parent [email protected] Suffolk, VA 23435 757-392-1620 Ruffin, Grashaun 6104 Brookwood Dr., Apt. A Parent [email protected] Suffolk, VA 23435 757-237-7099 Weaver, Beth 1416 Moore’s Point Rd. Parent [email protected] Suffolk, VA 23433 757-333-2977
Date the Local SEAC reviewed the 2010-2011 Annual Plan and Application: 3/17/2010 – 5/13/2010
10 Suffolk Public Schools
2009-2010
LOCAL SPECIAL EDUCATION ADVISORY COMMITTEE (Local SEAC)
CONSULTANTS
NAME FULL MAILING ADDRESS AGENCY OR GROUP AND ZIP CODE REPRESENTED Debra Bagley 2316 William Reid Dr. SPS Parent Resource Center [email protected] Suffolk, VA 23434 (Special Education Facilitator) 925-5579 Antoine Hickman P. O. Box 1549 SPS Supervisor [email protected] Suffolk, Va. 23439 Special Education Dept. 925-6764 Dona Hindlin P. O. Box 1549 SPS Supervisor [email protected] Suffolk, Va. 23439 Special Education Dept. Thelma Hinton P. O. Box 1549 SPS School Board Member Suffolk, Va. 23439 Julie Masters 2316 William Reid Dr. SPS Assistive Technology Specialist [email protected] Suffolk, Va. 23434 Special Education Dept. Jamillah Smith P. O. Box 1549 SPS Supervisor [email protected] Suffolk, Va. 23439 Special Education Dept. Patricia Steverson 351 King’s Fork Rd. SPS Transition Specialist [email protected] Suffolk, Va. 23434 Special Education Dept. Cynthia Wadley 1304 Barn Owl Ct. SPS Substitute Teacher [email protected] Suffolk, Va. 23434 Suffolk Public Schools Sandra Witcher P. O. Box 1549 SPS Director [email protected] Suffolk, Va. 23439 Special Education Dept.
11 Suffolk Public Schools Superintendent’s Region 2
2010-2011 SPECIAL EDUCATION IN LOCAL AND REGIONAL JAILS
Each local school division with a regional or local jail in its jurisdiction shall establish an interagency agreement with the sheriff or jail administrator responsible for the operation of the jail. The interagency agreement shall address staffing and security issues associated with the provision of special education and related services in the jail. It is suggested that you review your agreement annually.
Interagency Agreement
Name of Local or Regional Jail: Western Tidewater Regional Jail
Directions: Please check the appropriate response. Either yes or no must be checked for question 1 .
1. Is there a local or regional jail located within the geographic boundaries of your school division?
Yes. Check and continue on to question 2.
No. ______You have completed the special education in jails section of the annual plan.
2. Has the Interagency Agreement between your school division and the jail been revised since the submission of your most recent annual plan?
Yes.______Check and submit your revised Interagency Agreement with the 2010-2011 annual plan.
No. Your existing Interagency Agreement will remain in effect until revisions are made. You do not need to submit it.
12 Suffolk Public Schools
REPORT ON IMPLEMENTATION OF THE 2008-2009 ANNUAL PLAN
Submit a report indicating the extent to which the annual plan for the 2007-2008 school year has been implemented (Code of Virginia § 22.1-215).
A. INSTRUCTIONAL PROGRAMS SUPPORTING THE STANDARDS OF LEARNING AND OTHER EDUCATIONAL OBJECTIVES
1. Continued implementation of Assistive Technology planning meetings to address potential needs of students with disabilities (2004-09). This includes maintaining 2 personnel positions – an Assistive Technology Specialist and a Technician.
2. Integrating Technology Enrichment Camp (ITEC), beginning summer 2004 and continuing each summer through 2007, incorporates instruction in 4-square writing and technology tools in order for students to produce multimedia presentation
3. Ongoing participation by students in Special Olympics.
4. A total of 32 high school students with disabilities participated in the CEE-US program, which provides on-the-job work training at participating community sites. The 2008-2009 sites were:
Big Lots
Dollar Tree
Family Dollar
Goodwill
Hilton Garden Inn
K-Mart
Lake Prince Woods
McDonald’s
Walmart
5. Practical Assessment and Exploration System (PAES) Labs maintained participation at middle and high schools for job-skills training.
13 6. Koffee Kennel, an onsite coffee service for teachers run by student workers, continued its fourth year of operation at King’s Fork High School. Cavalier Café continued its third year of operation at Lakeland High School.
7. ACCESS testing to determine appropriate vocational education choices for 97 high school students: King’s Fork High School 38 Lakeland High School 36 Nansemond River High School 23
8. Fifteen high school students participated in One-Stop Training in Suffolk as part of Community Based Instruction.
9. Three Transition Specialists participated in a total of 355 Transition/Exit IEP meetings for the three high schools and the four feeder middle schools.
Transition Exits Total King’s Fork High School 112 26 138 Lakeland High School 96 33 129 Nansemond River High School 65 23 88
10. Free and appropriate public education in the least restrictive environment was provided to 1,710 students under Virginia’s 14 disability categories (totals reported in December 1, 2008 Child Count).
Autism 69 Orthopedic Impairment 6 Deaf/Blindness 0 Other Health Impairment 365 Developmental Delay 207 Severe Disabilities 15 Emotional Disturbance 84 Speech or Language Impairment 146 Hearing Impairments/Deaf 14 Specific Learning Disability 608 Mental Retardation 146 Traumatic Brain Injury 1 Multiple Disabilities 42 Visual Impairment 7
11. Inclusive educational environments are encouraged and available in the regular education summer school programs.
12. Continuum of educational placement options includes regional, public day school services provided for 83 students by Southeastern Cooperative Educational Program (SECEP 08-09)
Autistic Childrens’ Program (ACP) = 42 Re-education for seriously Emotionally Disturbed children (Re-ED) = 29 Educational and Behavioral Interventions for Challenging Students (EBICS) = 11 Raising Expectations and Abilities for children with Complex Health needs (REACH) = 1
14 13. Extended School Year services provided according to IEPs.
14. Child Check event held at Head Start facility.
15. Continuation of site-based, pre-referral intervention team meetings (SOS).
16. Material/equipment purchases to support student programming include the following examples:
Materials/Supplies 2008-2009 Abilitations Disco Sit Jr., Ben Filled Core Disc
Adaptive Mall Versa Form Plus Half Mattress, Versa Form Vacuum Pump
AHA Process, Inc. Audio: Workshop Kit – A Framework for Understanding Poverty
Attainment Co. CAL-T01 Talking Calculator
American Theroform Corp. Swell Touch Paper
Commonwealth Autism Service Joanne Cafiero Workshop Registration
Crick Software Clicker 5 (Single User Licenses), Clicker Paint
Different Roads to Learning WEB ABLLS License & Kit with Manual, Handy Tally, Audible Timer
Don Johnston, Inc. Simon SIO Reading Program
Electronic Systems HP Compaq dc5750, HP L1750 Flat Panel Display, HP Silver Flat Panel Speaker Bar, HP Compaq dc7800 Small Form factor PC, HP2008 (SFF) Wall Mount, Laser Jet P4015N Black & White Printer, HP SFF Lightscribe AMD, Office Professional Plus 2007
Enable Mart and Enabling Devices Magic Touch Screen, Go Boards 8 Icons
Exceptional Teaching Aids Braille Student Workbooks
15 Flaghouse Deluxe Folding Mat, Beanbag Chunkie Recliner, Foam Wedge
Franklin Electronics Speaking Dictionary & Thesarus, Webster Spelling Collector
Grant Wood Area Education Complete Braille Too Instruction Program Print, Teacher and Student Editions
Hawthorne Educational Services ESPS-2 Home Version Rating Forms
Integration Tech Group, Inc. Pictures in a Flash, Duxbury Braille Translation Software
Lakeshore Sight Words Set 1 Audio Cards, Listening to Sounds Audio Cards, Action Words 2 Audio Cards, Make Your Own Audio Cards, Language Audio Card Reader
Pearson DAS-II Forms, WIAT-III Kit with Scoring Assist., WIAT-III Record Forms and Response Booklets, WISC-IV Record Forms, CELF-4 Kit, CELF-4 Record Forms
Pro-Ed, Inc. WIST Word Cards Regular, WIST Word Cards Irregular, WIST Spelling Cards, WIST Secondary Record Booklets, TOSWRF Form B Record Forms
Rifton Equipment Large Seat, Large Mount, Mounting Bar, Large High Back, Anterior Support, Footboard, Pan
Riverside Publishing BDI 2 Test Booklets, SIB-R Short Forms, DAR Classroom Kit, WJ-III Cog. Test Booklets
School Health Powder Free Latex Gloves, Underpads
School Specialty Inc. Mt. Shasta Carpet 8.4’ x 12’
Special Education Solutions Large Noisy Box, Accessory Object Package, Dizzy Doodler
Techsmith Corp. Camtasia Studio/Snag-It bundle, Maintenance Bundles
TSBVI Business Office Braille Fundamentals Vols. 1-4
16 Wilson Language Training WRS Starter Kits, FUNdations Teacher & Student Kits, Large Sound Cards, WRS Level 1 Professional Development Start-up Seminar & Implementation Meetings, Wilson Basic Online Academy, Dry Erase Writing Tablets, Advanced Word Cards
B. ACCREDITATION, OTHER STANDARDS, AND EVALUATION
1. Summary of special education impact on Adequate Yearly Progress (AYP) for Reading and Math. Division AYP Results for Reading 2005 - 2009
AYP Benchmark 65% 69% 73% 77% 81% 2005 2006 2007 2008 2009 % % % % % Reading Performance by Subgroup Passed Passed Passed Passed Passed All Students 79 80 84 84 86 Black Students 73 73 78 79 81 Hispanic Students 81 89 87 89 91 White Students 88 88 92 92 92 Students with Disabilities 43 45 *52 52 56 Students Identified as Disadvantaged 68 68 74 74 77 Limited English Proficient Students TS TS TS TS TS
Yellow Highlight: AYP not made *Safe Harbor **3 Year Average TS = Too Small (n < 50)
Percentage Pass Rates by Grade Level on Reading SOL Test for Students with Disabilities
Yr/Gr Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 2005 35 62 28 52 2006 50 62 53 34 37 37 51 2007 43 67 67 45 49 42 62 2008 49 54 53 41 56 40 74 2009 54 57 64 48 48 52 77
17 Division AYP Results for Math 2005 - 2009
AYP Benchmark 63% 67% 71% 75% 79% 2005 2006 2007 2008 2009 % % % % % Mathematics Performance by Subgroup Passed Passed Passed Passed Passed All Students 77 68 74 79 83 Black Students 70 60 **66 *73 *78 Hispanic Students 79 73 80 88 94 White Students 86 78 84 89 89 Students with Disabilities 44 37 42 48 58 Students Identified as Disadvantaged 68 55 *61 *69 *75 Limited English Proficient Students TS TS TS TS TS Yellow Highlight: AYP not made *Safe Harbor **3 Year Average TS = Too Small (n < 50)
Percentage Pass Rates by Grade Level on Math SOL Test for Students with Disabilities
Grade Grade Grade Grade ALG Grade 3 4 Grade 5 6 7 8 ALG I GEOM II 2005 56 47 26 45 46 43 2006 53 46 53 14 9 31 66 40 < 2007 59 38 64 29 24 32 57 49 64 2008 50 49 55 44 38 39 61 51 45 2009 70 56 59 51 43 58 73 45 65 2. Special Education Supervisors participated on the local Academic Review Teams for all schools.
18 19 C. STUDENT ACHIEVEMENT AND GRADUATION REQUIREMENTS
1. Graduation Totals: 116 students between the ages of 14-22 exited special education as follows:
Graduated with Advanced Studies Diploma 13 Graduated with Standard Diploma 23 Graduated with Modified Standard Diploma 9 Graduated with Special Diploma 37 Received Certificate of Program Completion 2 Received GED Certificate 0 Dropouts 32
2. Special Diploma is an option for students with disabilities who have completed the requirements of their individualized education programs.
3. Special education students participate fully in the Virginia Accountability Program.
4. Provided day treatment and counseling services for students as follows:
Status Provider Locations Continued Booker T. Washington Elementary Elephant’s Fork Elementary Western Tidewater Oakland Elementary Community Services Board King’s Fork Middle Implemented Kilby Shores Elementary (2008) Continued John F. Kennedy Middle (2006) Turlington Woods School (2007) Family Systems II and Mack Benn, Jr. Elementary (2008) Implemented New Life Programs Mount Zion Elementary (2008)
Implemented Youth Challenged and Hillpoint Elementary (2008) Positively Promoted Nansemond Parkway Elementary (2008) (Y-CAPP) Robertson Elementary (2008)
D. TEACHER QUALITY AND EDUCATIONAL LEADERSHIP
1. Nine additional personnel earned Wilson Reading System Level I certification bringing the division total to twenty-nine.
2. Provided special education training sessions to teachers, assistants, therapists, evaluation teams, and administrators in the following topics:
20 Academic Content Reading Access through Technology for All Students Wilson Language--FUNdations Presenter Workshop Designing & Implementing a Curriculum Framework for All Children Professional Collaboration & Inclusive Education Symposium Strengthening Your Inclusive Classroom It’s Magnificent in the Middle: Interactive Mathematics Heart of Classroom Management for Co-teaching Pairs Wilson Reading System 13th Annual Conference 10th Annual JMU Content Teaching Academy
Autism Virginia Autism Spectrum Disorders (ASD) Project Autism Specialist Network Meeting Verbal Behavior Milestones Assessment & Placement Program (The VB-MA) Picture Exchange Communication System (PECS) Basic Training Workshop Visuals and Songs in the Classroom of Autistic Children Making It Work for Everyone – Supporting Students with Autism/Asperger’s Syndrome in General Education ASD Seminar Early Intervention for Young Children with ASD
Behavior Building on the Foundations: Targeted Behavior Strategies Effective School-wide Discipline (ESD) in Virginia Working with Problem Behavior Functional Behavioral Assessment (FBA), Behavioral Intervention Plans (BIP), and Positive Intervention and Supports
Early Childhood Shining Stars 2008: Virginia's 5th Annual Early Childhood Special Education (ECSE) Conference The High Scope Approach for Young Children Preschool “Coaches’ Corner” Oral Preschool Program Training
Efficient and Legal Special Education Services Virginia Alternate Assessment Program (VAAP), Virginia Grade Level Alternative Assessment (VGLA) and Virginia Substitute Evaluation Program (VSEP) Regional Meeting 2008 Standards of Learning (SOL) Assessment - Special Test Forms Review Committee 2008 VGLA Range Finding Committee VSEP Range Finding Committee Virginia Psychological Association Convention 2008-09 Leadership Series for Administrators - Effective Special Education 2009 Inclusive Leadership Series, Preparing & Empowering Schools for Inclusive Practices VASSP Americans with Disabilities Act (ADA)/504 Seminar Special Education & Comprehensive Services Act (CSA): Law/Regulations/Best Practices
21 Virginia Council of Administrators in Special Education (VCASE) 2009 Spring Conference
Hearing Hollywood’s Answers to Educational Interpreter’s Questions Guidelines for Working with Students Who Are Deaf or Hard of Hearing in Va. Public Schools English to American Sign Language (ASL) Skill Development ASL Expressive Skill Development Receptive Skill Development Deaf Forum Advanced Transliteration Expressive Skill Development Content Based Vocabulary Expressive Skill Development: “Live and Up Close” Cochlear Implant Symposium Divisional Interpreter Meeting Optimizing Auditory Learning for Students with Hearing Aids and/or Cochlear Implants Vocabulary Development: Family Life Education VA Quality Assurance Screening (VQAS) Prep: Receptive/Expressive Fingerspelling and Numbers Cochlear Implant Workshop – What Do We Do Now?
Jail Education 9th Annual Technical Assistance Forum for Special Education Programs in Jails
Medicaid Medicaid Random Moment Time Study (RMTS) Training Medicaid & Schools Annual Training Health Issues Affecting Our Children Today
Psychological Services Signs of Suicide (SOS) Program Training New Approaches in Understanding, Assessing, & Treating Persons who Self-Harm & Self- Mutilate Threat Risk Assessment Workshop
School Social Work Visiting Teachers/School Social Workers (VT/SSW) State Executive Board Meeting VT/SSW Tidewater Region Fall Meeting Family Access to Medical Insurance Security (FAMIS) Training Pharmaceutical Interventions for SSW Gangs: Ritual Crime & the Occult SSW Week – Social Work: Purpose & Possibility Virginia Children’s Services System Transformation Forum Communication & Collaboration with Parents Tidewater SSW Spring Conference Tidewater VT/SSW 2008 Summer Training Institute
22 Severe Disabilities 2009 VAAP Scoring Training VAAP Range Finding Committee
Speech and Language Speech-Language Hearing Association of Virginia (SHAV)--Conference Planning Committee SHAV--Annual Conference Hands-On Computer Workshop for Speech-Language Pathologists Speech-Language Pathologist (SLP) Coordinators’ Meeting
Technology TechKnowledgy Conference Accessible Instructional Materials (AIM-VA) Training
Transition VA Division on Career Devleopment and Transition (DCDT) Summer Institute 2008 Training/Technical Assistance Center (T/TAC) Fall Transition Professional Development T/TAC Secondary Transition Community of Practice Department of Rehabilitative Services(DRS) School Counselors Meeting Lighting a Path to a Brighter Future: Assessment that Supports Transition Planning Say Yes to College 2008-09 Transition Forum Transition Practitioners Council Meeting Virginia Transition Forum 2009 Supplemental Security Income (SSI)/Social Security Disability Insurance (SSDI) and Work Incentives Seminar Exceptional Family Member Forum Conference
Vision Regional Vision Teachers Meeting Braille Assistive Technology Training ATIA Assistive Technology Conference 2009 Conference on Visual Impairments and Blindness Regional Vision Teacher’s Meeting
3. New special education teachers to Suffolk provided a veteran teacher as a mentor.
4. Special education teachers new to the profession participated in individualized professional development plans.
5. Various training opportunities offered at reduced or no cost to teachers for the purpose of meeting “Highly Qualified” definitions of the No Child Left Behind Act.
6. Special education administrators assisted in interviewing during the division’s annual Job Fair.
23 7. Nominations submitted for various Recognition/Award Programs (Service Awards, PILOT Club Awards, STAR Employees of the Quarter, Teacher of the Year Awards). E. PLANNING AND PUBLIC INVOLVEMENT
1. Matters of concern can be discussed in an orderly and constructive manner between employees, administrative teams and the school board using the following means of communication.
Cabinet meetings -- staff communications of progress and issues to Superintendent. School Board work sessions and retreat – for staff communications to board on progress and proposals. Local Special Education Advisory Committee (SEAC) meetings held six times per academic year. A committee representative typically speaks before the School Board twice a year.
2. Selection and evaluation of all instructional materials includes special education representation and adherence to national print accessibility standards for all publications after August 1, 2006.
3. Special Education Department maintains a webpage.
4. Topics and attendance of monthly programs provided by Parent Resource Center’s Special Education Facilitator:
September – PRC Open House (3)
October – Sign Language Class (16); SECEP Parent Group Web Resources (4); How to Help Your Child Succeed in School (8)
November – Sign Language Class (20); Understanding Special Education (USE) course (5); The Motivation Breakthrough-Secrets to Turning on the Tuned-Out Child (2)
December –Sign Language Class (18)
January – Sign Language Class (30); Using Visual Supports to Help Students Succeed (5); Raising Resilient Children (5)
February – Sign Language Class (24); Child USA America’s Protector of Children (3)
March – Sign Language Class (25); (USE) course (6); Learning Disabilities-Look What You’ve Done (5); Internet Safety (9)
April – Sign Language Class (21); Learning Disabilities-How Difficult Can This Be? (6); ADD Kids & Welcome to ADDLand & ADD Goes to School (6)
May – Sign Language Class (20); Diploma Options (9); Social Security Administration Benefits (9); Western Tidewater Community Services Board (7)
June – Movie Night (2)
July – Sign Language Class (13 & 15)
24 August – Sign Language Class (15) 5. An up-to-date copy of the school division's policy manual is available to the public online, in school libraries, in public libraries, and in each department of the School Administrative Offices.
6. Locally developed IEP Writer database is used to make staffing and placement decisions.
7. Special Education personnel participate in the development of division’s Comprehensive Plan.
8. The PILOT club annually recognizes an outstanding teacher, teacher assistant, and bus driver of students with disabilities nominated by school personnel.
9. Home School/Private School parents and representatives are invited to participate in an annual consultation meeting with special education administrators.
F. COMPLIANCE
1. Compliance Specialists’ positions were maintained at the five schools with 1000+ enrollment. A sixth Compliance Specialist was added for the middle school that also housed the Southeastern Cooperative Education Program’s Re-Education Center.
2. There were three formal dispute resolution cases with outcomes as follows:
Due process requested by school division regarding least restrictive environment resulted in decision in favor of parent. Mediation was attempted but not successful. Parent withdrew state complaint as service issues were resolved to parent’s satisfaction via IEP meeting. Mediation agreement reached with parent regarding staff assignment. No formal state was complaint filed nor was a due process hearing requested.
The school division used Part B funds from the 2008-2009 grant award to implement coordinated early intervening ______ services. Yes No
IF YES: Total Expenditures Not applicable
25 Total Number of Students Served Not applicable
26