Continuous Improvement Monitoring Process: Self Review Report s1

Continuous Improvement Monitoring Process: Self Review Report

Date of Report: June 30, 2009

District Name: North St. Paul-Maplewood-Oakdale District Number: ISD 622 Director of Special Services: Karon Joyer Superintendent: Patty Phillips

Annual Due Date: June 30

Electronic Report Submission: [email protected] . Reports must be PC Microsoft Word compatible or Send Report to: Donna Nelson Minnesota Department of Education Division of Compliance and Assistance 1500 Highway 36 West Roseville, MN 55113-4266

1. District Demographics DISTRICT CHILD COUNT DECEMBER 1, 2007 2 % Indian1% IndianTotal Percentage of Total Total Part B Percentage of Total Early Childhood Enrollment by Race/Ethnicity Special Education Enrollment Part B (3-21) Special Education Enrollment 51 (General Education plus Special (3-21) Special Education Minority (Part C and Pre-K) 8.9 % Asian Enrollment Education) 16.2 % Black by Race/Ethnicity 5.4 % Hispanic 64.3 % White 1678 2007-2008 13% Asian 11% Black 5% Hispanic 70% White Student Enrollment (General Education plus Special Education)

11,269 2007-2008

MNCIMP: SR Profile Number of Years in Self-Review: Date of last MDE Validation: Date of next MDE Validation: Eight years (April 2001 – plan year) May 22, 2003 2009-2010 (Ken Kalamaha, MDE)

2. District General Information and Significant Trends or Changes 2008-2009- Six year trend data in general education enrollments show a declining enrollment with for all students. Trend data reports that special education enrollments continue to increase due to students moving into the district identified as meeting special education criteria or meeting eligibility criteria through evaluation. Currently 15.6% of students are eligible for special education services; a .3% increase from 2006. When looking at disability areas, six year trend data reports declining identification for SLD and DCD populations and increasing identification with our OHD and ASD populations. Our EBD population has remained the same. With minority populations, the percentage of Asian and African American populations are rising while our Caucasian population is decreasing. In the last three years, the Caucasian population has decreased by 6.5%.

MNCIMP: SR 4/28/2018 District Name: ISD 622 NSP-MPLWD-OAK 2

3. MNCIMP:SR Membership Selection Process The districts CIMP leadership team was established during the first year of self-review (2000-2001). The Director of Special Services solicited members who represented various grade levels and positions from across the district. Up until 2007-2008, the leadership team was split up into two different groups. One part of the team consisted of Special Education Coordinators who lead the File Review Team. The Director of Special Services and Special Education Supervisor lead the Program Evaluation Team. A Special Education Coordinator leads the compliance team.

During 2006-2007school year, the membership selection process and responsibilities were reviewed. It was decided that adhoc members join the leadership committee on an annual basis to aid in planning and implementation of specific initiatives. It was also determined that the entire special education administration team would be regular members to ensure continuation of and focus on critical goals.

During 2007-2008, three additional teacher representatives were added to the CIMP leadership team to represent SLD and EBD services.

In 2008-2009, another parent and an early childhood special education teacher were added to the team. Leadership Team Formation and Membership Team Member Name District Position Membership Expires Membership Responsibility Karon Joyer Director Special Services Ongoing Administrator District Wide, Vision, Funding Duane Woeste Special Ed. Supervisor Ongoing Facilitator Julie Koehler Special Ed. Supervisor Ongoing Secondary Transition Jackie Smith Special Ed. Supervisor Ongoing B-5 Early Childhood Special Education Programming Katie Hoffman Special Ed. Coordinator Ongoing Recorder/Building Programming District Wide Lynn Doerrer Special Ed. Coordinator Ongoing Building Programming District Wide Joe Slavin Supervisor of Educational Programs Ongoing PBIS & RTI Initiative, Work Coordination, Summer Programming Troy Gonzales Equity Specialist Ongoing Equity Office Representative Kerri Town Principal Castle Elementary July 1, 2014 Elementary Administrative Stakeholder Shawn Bromeland Assistant Principal Maplewood Middle July 1, 2010 Middle School Administrative Stakeholder Karen Wollak Assistant Principal Tartan High School July 1, 2013 High School Administrative Stakeholder Cheryl Carver FAN Center based Teacher July 1, 2014 Elementary Center based FAN Stakeholder Stephanie Goeken Special Ed. Teacher July 1, 2012 High School Center based EBD Stakeholder Cathy Czeh ECSE Special Ed. Teacher July 1, 2014 ECSE Teacher Stakeholder Susy Cronic Special Ed. Teacher July 1, 2012 Middle School Center based CID Stakeholder Kelly Young Special Ed. Teacher July 1, 2012 Elementary Center based SLD Stakeholder Karen Mueller Next STEP Special Ed. Teacher July 1, 2012 Elementary School Resource SLD Stakeholder MNCIMP: SR 4/28/2018 District Name: ISD 622 NSP-MPLWD-OAK 3

3. MNCIMP:SR Membership Selection Process The districts CIMP leadership team was established during the first year of self-review (2000-2001). The Director of Special Services solicited members who represented various grade levels and positions from across the district. Up until 2007-2008, the leadership team was split up into two different groups. One part of the team consisted of Special Education Coordinators who lead the File Review Team. The Director of Special Services and Special Education Supervisor lead the Program Evaluation Team. A Special Education Coordinator leads the compliance team.

During 2006-2007school year, the membership selection process and responsibilities were reviewed. It was decided that adhoc members join the leadership committee on an annual basis to aid in planning and implementation of specific initiatives.crg It was also determined that the entire special education administration team would be regular members to ensure continuation of and focus on critical goals.

During 2007-2008, three additional teacher representatives were added to the CIMP leadership team to represent SLD and EBD services.

In 2008-2009, another parent and an early childhood special education teacher were added to the team. Leadership Team Formation and Membership Team Member Name District Position Membership Expires Membership Responsibility Linda Guidera Special Ed. Teacher July 1, 2012 Secondary Transition/Next Step Program Stakeholder Steve Anderson Psychologist July 1, 2010 Psychometrics Janet Boland Parent July 1, 2014 Parent Perspective Tammy Molone Parent July 1, 2014 Parent Perspective Heidi Shaback Psychologist Adhoc Non Publics Paul Brashier Data Specialist Adhoc District Wide Sharon Burrell Curriculum Coordinator Adhoc District Wide 4. MNCIMP:SR Parental & Community Involvement How are parents and community involved in the MNCIMP:SR planning process, analysis of the data, and Action Planning process?

Findings of each year’s self study are shared with the Special Education Advisory Committee (SEAC) and their feedback is utilized to assist in the development of an updated action plan. Additionally, a parent representative serves on the CIMP leadership team.

How is your district’s MNCIMP:SR status and progress disseminated to parents, community, and other stakeholder groups?

The districts planning and implementation activities are reported to district staff during opening workshop meetings and building level meetings with special education supervisors and coordinators. Activities are reported to the SEAC for further dissemination to the community. Relevant portions of the report are shared with district cabinet members at regular meetings. The district posts the CIMP Implementation and Improvement report on its website annually. When program improvement efforts are questioned by various stakeholder groups, the CIMP plan is brought out to guide the discussion and decision-making process.

The mission of North St. Paul-Maplewood-Oakdale School District 622: A community collaborative dedicated to educating and empowering all learners to excel in our changing world.5. Special Education Mission, Belief and Goal Statements Belief  All students can learn and are entitled to a quality education. Statements:Mission  Education of students is a partnership among special education, general education, interagency staff, parents, students, and the community.  Students will make educational progress towards goals when meaningful and appropriate specialized instruction is provided to meet the MNCIMP: SR 4/28/2018 District Name: ISD 622 NSP-MPLWD-OAK 4

The mission of North St. Paul-Maplewood-Oakdale School District 622: A community collaborative dedicated to educating and empowering all learners to excel in our changing world.5. Special Education Mission, Belief and Goal Statements Statement: unique needs of each student.  Student achievement will be supported with appropriate staff training and on-going communication to promote consistent practices. XHave you changed the YES mission and belief statements from your previous report? If yes, provide rationale for the change: NO

Special Education Goal Statements Describe the process for development of the goal statements: Annually, the goals are reviewed and revised if needed by the MN CIMP leadership team and district special education administration. Annually, they are distributed to special education staff and the Special Education Advisory Council for further input and editing if needed. On May 7, 2009, the CIMP leadership team reviewed the mission, beliefs and goals statements; no changes were made. Goal Statements:  Establish guidelines and practices that guide staff in special education decision making and compliance in the areas of due process, staff development, staffing, and program development.  Continue to build positive relationships with our parents, building administration, teaching staff, and community.  Develop a continuum of disability services, so that more students with special needs will attend school with their community age-mates and in their least restrictive environment.  Improve educational results for children and youth with disabilities through the provision of effective special education instruction and meaningful staff development opportunities.  Increase identification of racial and cultural barriers and eliminate those barriers with referrals to special education, with district policies procedures, and with special education programming. Increase input with recommendations with district policies. Have you changed the goal statements from your previous report? YES NO X If yes, provide rationale for the change- 6. Program Evaluation: Student Achievement SPP/APR Part B Indicator 3 A. Did your district make Adequate Yearly Progress (AYP) for the entire special education subgroup in 2007-2008? Yes _____ No __X___ B. Was your district at or above the state rate for proficiencies for grades and skills assessed? C. If your district missed AYP last year for the first time, it is possible that next year your district will officially be in “needs improvement” status. How do you plan to improve the proficiency levels of students with disabilities? Respond below.

6. Program Evaluation: Student Achievement

Skill & Grade Analysis Degree of Level Need Assessed Achievement data reports that the district continues to struggle with making AYP for our special education population. Factors that MNCIMP: SR 4/28/2018 District Name: ISD 622 NSP-MPLWD-OAK 5

Skill & Grade Analysis Degree of Level Need Assessed Math: Grades 3, 4, 5, contribute to proficiency rates: higher rate of mobility among our total student population in the district, bringing more high need 6, 7, 8, and 11 students back to the district, and lack of training with staff with developing options for Setting II students. High Reading: Grades 3, 4,  Permissive summer school now includes opportunities for special education students to be part of those programs. 5, 6, 7, 8, 9, and 10  There seems to be a disconnect between special education involvement with curriculum planning at all levels. Special education resource leads will be in place for the 2009-2010 school year at the elementary, middle school, and high school levels. These leads will be a liaison between the district wide curriculum committee and the special education administrative team and will be involved in planning staff development days, decision making around math curriculum for special education students, and determining future instructional needs in the area of mathematics. Establish a curriculum mapping process that will allow staff to reflect on student needs and determine the curriculum, training or technology needed to improve educational results for students.  At the elementary level, the district adopted and purchased a Mathletics curriculum which can be used will all elementary special education students. The curriculum is aligned with the district mathematics standards. In the fall, training with this curriculum will be available to all elementary resource and center based special education teachers and paraprofessionals.  On August 5-6, 2009, the district special education administrative team will conduct a two day data retreat to study special education math data. Data will be disaggregated by building, grade level, disability, and minority status.

Program Evaluation: High School Graduation, Dropout & Suspensions/Expulsions

Reporting SPP/APR 2007-2008 Analysis Degree of Need Categories Indicator State Data Graduation Rates Part B State Rate = District Rate- 81.9% 1 84.9% At or above state rate? Yes ____ No _X_ At or above state target? Yes ____ No _X__ High State Target If below either state target or rate, provide an analysis. = 82.3% MNCIMP: SR 4/28/2018 District Name: ISD 622 NSP-MPLWD-OAK 6

Program Evaluation: High School Graduation, Dropout & Suspensions/Expulsions

Reporting SPP/APR 2007-2008 Analysis Degree of Need Categories Indicator State Data (Special Up until 2007, trend data showed a gradual decrease in our graduation rates. In 2008, graduation Education Rate) rates data reported a 8.1% increase for the district placing us closer to the state target and state rate. An analysis of this success suggests that the district if offering better special education programming to meet student needs.

Dropout Rates Part B State Rate = District Rate- 4.4% 2 4.5% At or below state rate? Yes __X__ No ___ At or below state target? Yes__X__ No ___ Low State Target If below either state target or rate, provide an analysis. = 4.4% (Special Three year trend data show a gradual decrease in our drop out rates. When compared with our Education Rate) graduation rates, data suggests that the district is graduating more students with special education needs which is improving our dropout rates.

Suspension and Part B State Rate = District Rate- 0.4% Expulsion Rates 4 0.2% At or below state rate? Yes ___ No _X__ >10 days High If below either state target or rate, provide an analysis.

State and district trend data with this indicator is inconsistent to provide further analysis. However, the district does accept the reported data for 2007 and recognizes the need to further administrative training and accommodations for students with special education needs around discipline.

Program Evaluation: Child Find & Least Restrictive Environment Reporting Category SPP/APR 2007-2008 Degree Indicator State Data Analysis of Need

Part C: Part C State Target = Administrative Unit Rate- .97% Child Find 5 .60% At or above state target? Yes __x__ No ___ Birth-1 If below either state target or rate, provide an analysis. Low

The district performed above the state rate and state target.

Part C: Part C State Target = Administrative Unit Rate- 2.7% Child Find 6 1.9% At or above state target? Yes __x__ No ___ Birth-2 If below either state target or rate, provide an analysis. Low

The district performed above the state target rate.

Part C: Part C State Target = Administrative Unit Rate- 84.5% Natural 2 92% At or above state target? Yes ____ No _x__ Environment If below either state target or rate, provide an analysis. High (ages 0-3) Three year trend data suggests the district continues to serve fewer students in their natural environments. We continue to experience an increase in the number of toddlers with autism spectrum disorders who were served in a preschool setting before their third birthday. Although we do a great job with child find, the district continues to struggle with locating natural and typically developing environments.

Part B: Part B State Rate = Administrative Unit Rate- 37.1% Pre-School Settings 6 21.4% At or below state rate? Yes ___ No _X__ LRE (age 3-5) High environments with If below either state target or rate, provide an analysis: During the 2007-2008 school year, we cg typically developing continue to experience a lack of appropriate inclusive sites in the district. We are continuing to peers (including explore appropriate preschool setting opportunities. Although we do a great job with child find, settings 1, 3, & 4) the district continues to struggle with locating natural and typically developing environments.

Program Evaluation: Child Find & Least Restrictive Environment Reporting Category SPP/APR 2007-2008 Degree Indicator State Data Analysis of Need

Part B: Part B State Rate= District Rate– 51.7% Settings/LRE 5A 60.8% At or above state rate? Yes ___ No _X__ High School Age (6-21) State Target At or above state target? Ye s___ No _X__ Rate = 61.5% Removed from class If below either state target or rate, provide an analysis: Four year trend data continues to report a less than 21% of day slow increase in the number of students with disabilities being served in a Setting I. An analysis still suggests that there may be some issues with reporting setting data for students who are instructed through a team teaching model at the secondary levels. There still seems to be some confusion with how students are reported depending on the team teaching model implemented. Even though the data reports a 1.5% increase in the number of students served in a Setting I environment, it’s anticipated that 2008 data will report significant increases based on the implemented iniatives during the last two years.

Part B: Part B State Rate= District Rate– 15.8% Settings/LRE 5B 10.1% At or above state rate? Yes ___ No __X__ High School Age (6-21) State Target At or above state target? Ye s___ No __X__ Rate = 9.4% Inside the regular If below either state target or rate, provide an analysis: Trend data suggests that the district is class less than 40% serving fewer students at Setting III sites. There was a .6% decrease of students being served in a of the day Setting III environment. An analysis still suggests that there may be some issues with reporting setting data for students who are instructed through a team teaching model.

Part B: Part B State Rate= District Rate 10.1% Settings/LRE 5C 4.2% At or below state rate? Yes ____ No __X__ High School Age (6-21) At or below state target? Yes____ No __X__ State Target Served in separate Rate = 5.0% If below either state target or rate, provide an analysis: Trend data suggests that the district is schools, residential, serving fewer students in Setting IV site than previous years. The district made a .4% gain from or homebound or the previous year of serving fewer students in a Setting IV program. Our efforts to serve more hospital placements students in a less restrictive setting will not reflect a decrease until data is reported for the years we implemented our strategies to serve more students in less restrictive settings.

Program Evaluation: Early Childhood Outcome Data Reporting Category SPP/APR 2007-2008 Degree Indicator State Data Analysis of Need

Parts B and C: Part C State Rate Administrative Unit Rate- 38.8% Transition 8A 58.48% At state target? Yes ____ No __X___ High If not at the state target, provide an analysis. Documentation of State Target transition planning 100% The district performed below the state rate & target. While transition conferences took place for on IFSP every student and transition steps were addressed, the date of the transition meeting was not documented in the students IFSP.

Part C: Part C State Rate Administrative Unit Rate- 90% Timely Evaluations 7 83.9% At state target? Yes ____ No __X___ High If not at the state target, provide an analysis. 45-day timeline State Target 100% The district performed above the state rate, yet below the target rate. Additionally, there was some difficulty with getting the referrals in a timely manner from county agencies.

Know their rights Indicator 4A State Target Administrative Unit Rate- 63% Part C: 80% At state target? Yes ___ No _X__ Medium If not at the state target, provide an analysis. The district performed below the state rate..

Effectively Indicator 4B State Target Administrative Unit Rate- 88% Low communicate their 84% At state target? Yes _X__ No ___ children's needs If not at the state target, provide an analysis. Part C: The district performed above the state rate for indicator 4B.

Help their children Indicator 4C State Target Administrative Unit Rate- 88% Medium develop and learn 90% At state target? Yes ___ No __X__ Part C: If not at the state target, provide an analysis.

Since we have around 50 students in Part C services and knowing that only 23% of surveys were returned, the percentages reported could look different if one or two more surveys would have been reported.

Program Evaluation: Disproportionate Representation Reporting Category 2007-2008 Degree Data Source Analysis of Need On June 4, 2009, Lionel Blatchley met with the disproportional team to review district child find and identification data. Two year trend data shows significant improvements with this initiative. In 2007-08, Disproportionate Weighted Risk data reported that the district is moving in the right direction with their disproportionate initiatives. The district was at risk for over representation of African American students in the areas of DCD, SLD & EBD. Now the district is only at risk for with the over representation of African American students in EBD. Although the district is not at critical level, we are going to continue:

Evaluation MDE 3.5 Cultural representatives are involved in evaluations, including collection of information from families, Disproportionate observations, and other appropriate activities. High Representation Checklist

IEP Services & MDE 5.2 The district collects and periodically reviews data on placement decisions and race; the district reviews its Placement Disproportionate decision-making processes if it determines that culturally and linguistically diverse students are more likely to High Representation be placed in restrictive settings. Checklist

Discipline MDE 15.3 The district tracks the race/ethnicity of students subject to disciplinary procedures. Disproportionate High Representation Checklist

7. Stakeholder Information Stakeholders Stakeholder Data School Year(s) Degree of Findings Data Collected Need

General Educator Staff In February 2009, the Department of Teaching &Learning and Special Services developed an online staff 08-09 High development needs survey. Three hundred nineteen regular education staff completed the online survey. The results of the survey indicated that regular education teachers would like more strategies to work effectively with students with behavioral/emotional needs (125 staff). Seventy-seven staff wanted more opportunities for team teaching with special education staff and seventy-two staff wanted more strategies to work with students with academic needs. Lastly, regular education staff wanted strategies for managing a differentiated classroom. Special Education Staff In February 2009, the Department of Teaching &Learning and Special Services developed an online staff 08-09 High Part B development needs survey. Sixty-nine special education staff and three hundred nineteen staff completed the online survey. The results of the survey indicated that fifty-three special education resource and center based teachers felt that the existing staff development activities were useful to meet the instructional needs of students while forty-six did not. An overwhelming eighty-nine resource and center based staff wanted to continue to use staff development time to network with teaching peers. The following topics were ranked as the top four areas where staff would like more training:  Writing PLAAFP statements, goals and objectives and progress reporting 2.17 mean  developing strategies for students returning from more restrictive settings 2.10 mean  assessing augmentative assistive systems 2.08 mean  designing and implementing positive behavioral supports 2.07mean

2008-2009 Year Action Plan(s) Goal Statement One: Establish guidelines and practices that guide staff in special education decision making and compliance in the areas of due process, staff development, staffing, and program development. Desired Outcome Strategies What collected data will Progress/Results Analysis Status give evidence of progress? Record review data will result in Develop due process manual and A paper copy of the special Due Process Manual training was held These outcomes will be systemic compliance with federal conduct training in August 2008 for education due process on August 26, 2008 for all special continued. and state laws and rules. all special education staff. manual will be available to education teachers and related service every special education staff. Chapter 12 was completed and Special education guidelines will be Finish the District's TSES manual by teacher and principal. distributed to all special education staff published via a district due process August 2008 which will outline during the December 2008 building manual and a Total Special guidelines around access to staff The TSES Manual will be meetings. Every staff member received a Education Systems manual. development opportunities, accessible electronically on hard copy of the manual. The manual explanation of staffing models, and the district's website. was posted to the district website in parameters for program September 2008. Chapter 14 of the Due development. MDE record reviews will Process Manual on Staffing and report documentation of Facilities was not completed. Continue meeting with special ESY services. education staff tri-annually during Supervisors held tri-annual building the 2008-2009 school year to review Case managers will meeting to review special education special education updates and to produce a document that updates and to identify ongoing concerns identify ongoing concerns or issues. reflects compliance with or issues. Meetings were held in, the TSES standard. September/October 2008, December During August 2008, training will 2008, and April 2009. Compliance occur for all special education staff issues addressed at these meeting on how to address the need for included: ESY criteria and IEP extended school year services and documentation, Chapter 12 of the Due documenting those services on the Process Manual on Interagency IEP. Collaboration and Mental Health, Adopting an IEP, Chapter 10 of the Due For Individual Non-Compliance Process Manual on Student Records, and issues, the special education Staff Development needs survey. coordinators will meet with case managers and follow up on MDE did not complete a validation individual non-compliant issues for review of ESY services during the 2008- each student. 2009 school year. It was postponed until 2009-2010.

Coordinators met with staff about non compliance issues. MDE reported 96 citation areas that were out of MNCIMP: SR 4/28/2018 District Name: ISD 622 NSP-MPLWD-OAK compliance. To date, 85 of the 96 13

2008-2009 Year Action Plan(s) Goal Statement Three: Develop a continuum of disability services, so that more students with special needs will attend school with their community age-mates and in their least restrictive environment. Desired Outcome Strategies What collected data will Progress/Results Analysis Status give evidence of progress? The district will have a continuum of During the 2008-2009 school year, a MDE Graduation and Drop MDE graduation rate data for the district Continue this outcome. services available to meet the needs high school work group will be Out Rate Data reports a 8.1% increase for the district of students with disabilities in a established to review special placing us closer to the state target and variety of educational settings. education duties, secondary MDE Setting I, III, LRE state rate. transition services, and the Data More students will be served in a continuum of services available and MDE drop out rate data for the district less restrictive setting and in their recommend and implement changes MDE Setting LRE IV Data reports a gradual decrease in our drop community school. to serve more students at the high out rates. We are currently at that target school sites. District Tracking of Out of rate. District Referrals Establish a middle school work MDE Setting I data for the district group to review special education reports a slow increase in the number of duties, secondary transition services, students with disabilities being served in and the continuum of services a Setting I. available and recommend and implement changes to serve more MDE Setting III data for the district students at the middle school sites. reports a .6% decrease of students being served in a Setting III environment. The Special Education Administrative Team will establish a MDE Setting IV data reports the district structure for a non public special made a .4% gain from the previous year education evaluation and service of serving fewer students in a Setting IV delivery team to provide services to program. our non-public sites to be implemented during 2009-2010. The district referred 17 students to out of district programs. We have reduced the The Occupational Therapists (OT) number of purchased slots by 2 for the and Speech & Language Clinicians 09-10 school year. (SPL) will continue to meet monthly and develop a service delivery model High School Work Group: The district in line with professional best wide high school met monthly to outline practices and supports the RtI model. an action plans in the following areas: secondary transition, program The district will expand the Next development, mental health resources, MNCIMP: SR 4/28/2018 District Name: ISD 622 NSP-MPLWD-OAK 18

2008-2009 Year Action Plan(s) Goal Statement Three: Develop a continuum of disability services, so that more students with special needs will attend school with their community age-mates and in their least restrictive environment. Desired Outcome Strategies What collected data will Progress/Results Analysis Status give evidence of progress? Step site for students ages 18-21 by and training. Plans were reviewed with acquiring a new site and adding building teams and administration. The additional staff to serve more majority of the work will begin in the students with their community age Fall 2009. mates. Non Public Work Group: The following The district will add three new center recommendations were made and based programs at our secondary adopted by the district to improve sites to serve more multiple needs special education services for non students with severe/profound publics. A Non Public Pupil Needs disabilities that are currently being Committee (PNC) committee will be served out of the district. established for 2009-2010 and will include the nonpublic nurse, the nonpublic counselors, the school psychologist, and non public resource providers from Castle, Eagle Point and Maplewood Middle. Secondly, non public students will be serviced at the appropriate grade level public site.

Middle School Work Group met and recommended action planning in the following areas: secondary transition, collaboration, and special education programming.

Next Step Status: The district served approximately 20 more students at our Next Step site.

OT/SLP service providers met monthly and to develop a service delivery models in line with professional best practices and supports the RtI model.

Continue to increase the percentage Beginning in the Fall 2008, ECSE 2007-2008 Part B Setting Part B Setting Data for Students Ages 3- Continue this outcome. MNCIMP: SR 4/28/2018 District Name: ISD 622 NSP-MPLWD-OAK 19

2008-2009 Year Action Plan(s) Goal Statement Three: Develop a continuum of disability services, so that more students with special needs will attend school with their community age-mates and in their least restrictive environment. Desired Outcome Strategies What collected data will Progress/Results Analysis Status give evidence of progress? of preschool students (age 3-5) and ECFE classrooms are being Data as reported by the 5 was 37.1%. It fell above the target rate served in an environment with moved to the same site which will MDE. of 22.4%. During the 2008-2009 school typically developing peers to more improve opportunities for ECSE year, we continued to experience a lack closely align with state targets. preschool students (age 3-5) to be of appropriate inclusive sites in the served in an environment with district. We are continuing to explore typically developing peers to more appropriate preschool settings. closely align with state targets. The ECSE and ECFE supervisors met The ECSE and ECFE supervisors three times to discuss placement options will meet monthly to discuss for ECSE preschool students. The placement options, team teaching district increased its number of ECSE models, and training for staff to slots in regular preschool classrooms. serve ECSE preschool students (age 3-5) with typically developing peers.

2008-2009 Year Action Plan(s) Goal Statement Four: Improve educational results for children and youth with disabilities through the provision of effective special education instruction and meaningful staff development opportunities. Desired Outcome Strategies What collected data will Progress/Results Analysis Status give evidence of progress? Improve student achievement for The special services and targeted MDE Student Achievement data reports that the Continue this outcome. students receiving special education services administration will Achievement Data district continues to struggle with (3rd, 4th, 5th, 11th math; 3rd, 5th, 10th reevaluate summer program models making AYP for our special education reading). and determine where they could be population. more inclusive for students with special education needs. On 9/9/08, the assistant superintendent, the director of community education On August 29, 2008, general and Attendance at Training and special services met to discuss special education staff will have Sessions targeted summer services and special opportunities to self select special education ESY services. A task force education training sessions relative was developed to explore how the special education instruction in the district provides summer services. areas of autism spectrum disorders, District practice. As a result, students assistive technology, modified with special education needs will have writing curriculum, and readers opportunities to attend targeted workshop. services.

On August 29, 2008, training sessions were offered to all special education staff to self select training sessions that were meaningful and relevant to their needs. Sessions included: Setting Up Classrooms for Neurobiological Students, Boardmaker, PECS, Communication Skills for Non Verbal Learners, Bridging the GAP between SPED and GEN, ASD Common Strategies, and Written Language Curriculum for SPED, Staff development opportunities The Staff Development Coordinator Staff Development Needs In February 2009, the Department of Continue this outcome will be accessible and meaningful to will attend monthly with the Special Survey Teaching &Learning and Special staff. Education Administration Team to Services developed an online staff discuss to special education staff development needs survey for both needs survey results and propose special and regular education staff. staff development activities for Sixty-nine special education staff and

2008-2009 Year Action Plan(s) Goal Statement Four: Improve educational results for children and youth with disabilities through the provision of effective special education instruction and meaningful staff development opportunities. Desired Outcome Strategies What collected data will Progress/Results Analysis Status give evidence of progress? special and general education staff. three hundred nineteen staff completed the online survey. The results of the Networking groups will be Minutes from Meetings survey are reported in the Survey expanded to include all K-12 center Stakeholder section of this report. based and resource teachers which Secondary networking groups met on will provide them opportunities for 10/10 & 3/6. Elementary networking collaboration, program groups met on 11/26 & 1/20. Groups development, and staff could meet more if so desired. An development. (FAN, MN, CID, overwhelming eighty-nine percent of EBD, and Resource). These teams resource and center based staff wanted will have opportunities to meet tri- to continue to use staff development annually during the 2008-2009 time to network with teaching peers. school year.

2008-2009 Year Action Plan(s) Goal Statement Five: Increase identification of racial and cultural barriers and eliminate those barriers with referrals to special education, with district policies procedures, and with special education programming. Increase input with recommendations with district policies. Desired Outcome Strategies What collected data will Progress/Results Analysis Status give evidence of progress? Insure appropriate assessment and Review the district referral data of Referral information A socio-culture checklist was adapted Continue Outcome special education placement with Asian and African Americans disaggregated by ethnicity to from the MDE model. The checklist will minority students or students with during the Fall 2008. determine when Asians were be added to the districts due process cultural differences. referred for SPED evaluation manual. Review of procedures of African that the evaluation was Insure that recommendations are Americans to determine what other completed A review of the hit rate data for minority made to district policies and procedures are in place to ensure students reported that 28 of 37 African procedures and insure accuracy of placement in special TSES Manual will be in American students referred qualified for implementation of education. place. SPED services, and 6 of 8 Asian recommendations regarding cultural students referred qualified for SPED and racial consideration. Finish the District's TSES manual services. by August 2008 which will outline guidelines around placement Placement procedures were developed procedures. and added to the districts due process manual in Chapter 5. The process now The disproportionate representation Examination of Weighted requires IEP teams to try two additional team will study disaggregated data Risk Ratios for 2007-2008 as interventions prior to moving students to relative to district minority students reported by the MDE. a more restrictive setting. and review future documents that deal with identification and Four year trend data from December 1 elimination of cultural and racial Child Count, show a 1% increase in the barriers for referral to special identification of African American and a education. 2% increase in the identification of Asian students in special education. Each buildings PNC team will complete an online survey that rates MDE data reported that this district has their current proficiency with made improvements with over identification and elimination of representation with African American cultural and racial barriers. population in special education. The district is only at risk in the area of overrepresentation in EBD based on the weighted risk ratio.

Survey wasn’t completed and will be completed during the 2009-2010 school

2008-2009 Year Action Plan(s) year.

2009 2010 Year Action Plan(s) Goal Statement One: Establish guidelines and practices that guide staff in special education decision making and compliance in the areas of due process, staff development, staffing, and program development. Desired Outcome Strategies What collected data will Progress/Results Analysis Status give evidence of progress? Record review data will result in Complete Chapter 14 of the Due MDE record review data systemic compliance with federal Process Manual of Staffing and will report documentation and state laws and rules. Facilities of compliance with special education standards. Case managers will write IEPS that Continue meetings with special are in compliance with the TSES education staff tri-annually during standards. the 2009-2010 school year to review special education systems and compliance standards.

During August 2009, training will occur for all special education staff on :  writing PLAAFP statements  writing goals and objectives  writing progress reports  evaluating secondary transition  writing secondary transition plans for all secondary staff  designing and implementing positive behavioral supports for all elementary staff

During the 2009-2010 school year, conduct training for all BIS assistants and CREED teachers on writing FBAs, BIPs, and Collecting Behavioral Data

On August 26 & 27, 2009, conduct an eight hour new special education teacher training around due process timelines & procedures, CAMPUS support, and IEP facilitation,

2009 2010 Year Action Plan(s) Goal Statement One: Establish guidelines and practices that guide staff in special education decision making and compliance in the areas of due process, staff development, staffing, and program development. Desired Outcome Strategies What collected data will Progress/Results Analysis Status give evidence of progress? During the fall of 2009, update the special education due process manual and disseminate updates in October 2009.

Update the special education portion of Campus with due process form changes.

An assessment inventory of all formal evaluation tools will be completed. The inventory will denote limitations of the tool, age- range, purpose, year published, areas of measurement, test administration qualifications, number of copies and where the test is located.

Program brochures will be completed for the district’s FAN, CREED, CID, and MN center based programs. Brochures will outline purpose, indicators for students who would qualify the program, and contact information.

Staff will continue to increase the During the 2009-2010 school year, MDE Part C 8A Data documentation of transition an ECSE committee will be formed planning on IFSP before a child to outline the chapter development Part C Evaluation reaches the age of 2 years nine of the ECSE due process manual. Timeline Data months. Monthly, ECSE staff will be trained Staff will comply with 45 day on where to document transition Part C evaluation timelines. planning meetings on the Notice of Team Meeting notice.

2009 2010 Year Action Plan(s) Goal Statement One: Establish guidelines and practices that guide staff in special education decision making and compliance in the areas of due process, staff development, staffing, and program development. Desired Outcome Strategies What collected data will Progress/Results Analysis Status give evidence of progress? The ECSE administrative team will explore hiring an ECSE coordinator to improve communication with county staff and parents during the referral process.

2009 2010 Year Action Plan(s) Goal Statement Two: Continue to build positive relationships with our parents, building administration, teaching staff, and community. Desired Outcome Strategies What collected data will Progress/Results Analysis Status give evidence of progress? Parents, staff and administration will Continue Special Education Special education teacher have greater access to and input in Advisory meeting quarterly during and principal stakeholder special education initiatives being the 2009-2010 school year. data. implemented in the district. Special education administration Administrative Focus Parents will understand their roles team will attend monthly K-12 Group Results and rights with special education principal meetings to clarify roles due process and program planning and responsibilities with building for students with disabilities. administrators.

Create three resource lead positions at the elementary, middle and secondary position to serve on the special education leadership team and district-wide curriculum committee.

A principal focus group will be conducted on desired training around special education issues in the Fall of 2009.

The district with partnership with ARC to provide three training opportunities to parents around the following issues: guardianship, secondary transition, and accessing resources in the community.

Parents of children with special needs who are new to the district will be sent a welcome letter from the director outlining department contact information.

2009 2010 Year Action Plan(s) Goal Statement Three: Develop a continuum of disability services, so that more students with special needs will attend school with their community age-mates and in their least restrictive environment. Desired Outcome Strategies What collected data will Progress/Results Analysis Status give evidence of progress? The district will have a continuum of During the 2009-2010 school year, a MDE Graduation and Drop services available to meet the needs high school work group will Out Rate Data of students with disabilities in a implement their action plans in the variety of educational settings. following areas: secondary MDE Setting I, III, LRE transition, program development, Data More students will be served in a mental health resources, and less restrictive setting and in their training. MDE Setting LRE IV Data community school. Develop a middle school action plan to address special education programming.

Provide training on positive behavioral supports for all elementary education special education teachers in the fall 2009.

Nonviolent crisis training will include additional training on prevention and a component for ASD students. This training will occur 13 times during the 2009-2010 school year.

The Special Education Training for all general education staff will be provide on how to work with students with challenging behaviors during the November staff development workshop days.

The Department of Teaching and Learning and the Department of Special Services will research team teaching/co-teaching .training options that are available for MNCIMP: SR 4/28/2018 District Name: ISD 622 NSP-MPLWD-OAK 29

2009 2010 Year Action Plan(s) Goal Statement Three: Develop a continuum of disability services, so that more students with special needs will attend school with their community age-mates and in their least restrictive environment. Desired Outcome Strategies What collected data will Progress/Results Analysis Status give evidence of progress? secondary teaching staff. Models and training programs will be reviewed by the secondary special education workgroups and an implementation plan will be written for 2010-2011.

Continue to increase the percentage The ECSE and ECFE supervisors Part B Setting Data of preschool students (age 3-5) will meet quarterly to discuss Ages 3-5 served in an environment with placement options, teaching models, typically developing peers to more and training for staff to serve ECSE Part C Setting Data closely align with state targets. preschool students (age 3-5) with Birth through Age 2 typically developing peers. Continue to increase the percentage of ECSE students (Birth through Age 2) served in an environment with typically developing peers to more closely align with state targets.

2009 2010 Year Action Plan(s) Goal Statement Four: Improve educational results for children and youth with disabilities through the provision of effective special education instruction and meaningful staff development opportunities. Desired Outcome Strategies What collected data will Progress/Results Analysis Status give evidence of progress? Improve student achievement for On September 2&3, 2009, general Attendance at Training students receiving special education and special education staff will have Sessions (3rd, 4th, 5th, 11th math; 3rd, 5th, 10th opportunities to self select special reading). education training sessions relative special education instruction in the areas of autism spectrum disorders, assistive technology, modified writing curriculum, and readers workshop.

The district purchased a Mathletics curriculum which can be used will all elementary special education students. The curriculum is aligned with the district mathematics standards. In the fall of 2009, training with this curriculum will be available to all elementary resource and center based special education teachers and paraprofessionals on September 2&3.

On August 5-6, 2009, the district MDE Student special education administrative Achievement Data team will conduct a two day data retreat to study special education reading and math achievement data for special education students. Data will be disaggregated by building, grade level, disability, and minority status.

Establish a curriculum mapping process that will allow staff to reflect on student needs and determine the curriculum, training

2009 2010 Year Action Plan(s) Goal Statement Four: Improve educational results for children and youth with disabilities through the provision of effective special education instruction and meaningful staff development opportunities. Desired Outcome Strategies What collected data will Progress/Results Analysis Status give evidence of progress? or technology needed to improve educational results for students.

Staff development opportunities Networking groups will be continue Staff Development Needs will be accessible and meaningful to to include all K-12 center based and Survey staff. resource teachers which will provide them opportunities for collaboration, program development, and staff development. (FAN, MN, CID, EBD, and Resource). These teams will have opportunities to meet tri- annually during the 2009-2010 school year.

Special education resource leads Attendance at CCC will be in place for the 2009-2010 meetings and SSLT school year at the elementary, meetings. middle school, and high school levels. These leads will be a liaison between the district wide curriculum committee and the special education administrative team and will be involved in planning staff development days, decision making around math curriculum for special education students, and determining future instructional needs in the area of mathematics.

2009 2010 Year Action Plan(s) Goal Statement Five: Increase identification of racial and cultural barriers and eliminate those barriers with referrals to special education, with district policies procedures, and with special education programming. Increase input with recommendations with district policies. Desired Outcome Strategies What collected data will Progress/Results Analysis Status give evidence of progress? Insure appropriate assessment and Continue to review the district MDE Disproportionate Data special education placement with referral data of African Americans minority students or students with in EBD services during the Fall cultural differences. 2009.

Insure that recommendations are Continue to review procedures of made to district policies and African Americans placements in procedures and insure special education and determine implementation of what other procedures are in place recommendations regarding cultural to ensure accuracy of placement in and racial consideration. special education.

Each buildings PNC team will complete a survey that rates their current proficiency with identification and elimination of cultural and racial barriers.