Tukwila Special Education Department Three-Year Framework
Explore the Three-Year Framework for Tukwila's Special Education Department, including compliance goals, audit activities, and the timeline for implementing a consistent referral/pre-referral process. Learn about the department's initiatives to ensure compliance with federal, state, and district procedures, as well as their efforts to enhance special education policies and procedures. Get insights into the strategic planning and improvement activities aimed at supporting students with diverse learning needs in the Tukwila school district.
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Presentation Transcript
Three Year Framework for Tukwila s Special Education Department
Special Education Audit Activity: Outcomes of Audit Review: What did I already know: What do I want to know: What gives me hope: What concerns me: Please be prepared to share out your groups poster
Area #1: Compliance Goal: The Tukwila Special Education Department is in compliance with federal, state and district procedures
Compliance Framework YEAR 1: 2014-2015 YEAR 2: 2015-2016 YEAR 3: 2016-2018 Create committee Pilot a consistent district Pre-referral and Referral Process Implement and adjust Monitor and adjust Design and disseminate Special Education Policy and Procedure Manual Monitor and adjust Monitor and adjust Create staff/student rosters and accountability systems Monitor and adjust Monitor and adjust Review compliance files and adjust as needed Monitor and adjust Monitor and adjust Review Isolation and Restraint Policy & procedures (August 2014) Monitor and adjust Monitor and adjust Create clear and consistent program definitions /Least Restrictive Environment (August 2014) Monitor and adjust Monitor and adjust Implement new procedures for Alternative Assessment (Life Skills Programs) (August/September 2014) Adjust as needed per OSPI Adjust as needed per OSPI Create a system for compliance feedback from Central Office to staff Monitor and adjust Monitor and adjust
Timeline for implementing a consistent Referral/Pre-referral Process Activities: Determine committee members and hold first meeting. Membership to include: Elem, MS & HS SpEd Teachers Elem, MS & HS Gen Ed Teachers Counselor Social Worker Nurse Occupational Therapist Speech/Lang. Pathologist School Psychologist SpEd and Gen Ed Instructional Coaches Principal Ell Representative Determine current pre-referral/referral practices in the district Staff Responsible Joan Lawson Completion Date 10/15/14 Step 1: Joan Lawson/SpEd Instructional Coach 11/1/14 Step 2: Committee to determine best practices using tiered supports that reflects district strategic plan. Committee to develop a pre-referral/referral process to include: School team composition Role descriptions Information and feedback loops to appropriate staff Consistent forms to be used district wide Determine how 504 will be included as a part of this process Record keeping requirements Evaluation of the efficacy of the model developed Train district staff Joan Lawson 11/30/14 Step 3: Joan Lawson 2/2014 Step 4: Joan Lawson/SpEd Instructional Coach 3/2014 Step 5: Implement and evaluate process Joan Lawson 3/2014 Step 6:
Area #2: Staffing Goals: Review and adjust job descriptions Define roles and responsibilities Review staff evaluation process Work with Director of Finance to determine staffing levels Hire qualified, dynamic staff for all positions Define additional needs
Staffing Framework YEAR 1: 2014-2015 YEAR 2: 2015-2016 YEAR 3: 2016-2018 Develop recruitment/retention process (see next slide for further details) Monitor and adjust Monitor and adjust Develop a process for new staff support Adjust as needed Work with Personnel to define responsibilities of all Special Education staff: job descriptions/evaluation tools Review Special Education staff evaluation Work with building principals on the evaluation process Work with Director of Finance to determine staffing levels (August 2014 and January 2015) Begin hiring process in February 2015 Monitor and adjust Monitor and adjust Monitor and adjust Monitor and adjust Monitor and adjust Review in August 2015 and January 2016 Review in August 2016 and January 2017 Review needs and begin hiring process in February 2016 Review needs and begin hiring process in February 2017 Special Education Director will evaluate all itinerant support staff Monitor and adjust Monitor and adjust
Recruitment and Retention Plan Retention On going professional development to include, but not limited to: staff collaboration in writing evaluations and IEP s, FBA/BIP s, Aversive Plans, Monthly Special Education staff meetings (SMART Wednesday s) Develop work groups/PLC s to address needs such as: curriculum, facility and staffing needs. Evaluations regarding best practices Develop a protocol for mentoring new staff Develop a process to recognize staff (SpEd newsletter put out by SpEd Director) Recruitment Identify and connect with education departments in local and national universities and colleges Work in concert with education departments to recruit student teachers Attend job fairs around the region to recruit highly qualified teachers and support staff Begin hiring process each year in February Consider increasing hiring bonus
Area #3: Fiscal and Resource Management Goal: Review and adjust staffing formulas, classroom budgets, facilities (ADA compliance) and technology with consistent communication to necessary staff
Fiscal and Resource Management Framework YEAR 1: 2014-2015 YEAR 2: 2015-2016 YEAR 3: 2016-2018 Establish and publish staffing formulas and process for adjustment Monitor and adjust Monitor and adjust Establish classroom budgets and guidelines for use Monitor and adjust Monitor and adjust Ensure ADA compliance for all facilities/classrooms Address Elementary and Middle School facility needs and implement Monitor and adjust High School to be completed Assess and implement necessary technology for students and staff Monitor and adjust and provide training as needed Monitor and adjust and provide on-going training as needed
Area #4: Student Outcomes Goal: Improve student gains and outcomes by providing staff Professional Development opportunities in compliance, curriculum, and service delivery.
Student Outcomes Framework YEAR 1: 2014-2015 YEAR 2: 2015-2016 YEAR 3: 2016-2018 Define needs of students/staff Monitor and adjust Monitor and adjust Curriculum and assessment tools: Inventory, define needs, purchase and train Monitor and adjust Monitor and adjust Staff Training: IEP writing, IEP Online updates, FBA/BIP, Isolation/Restraint, new Alternative Assessment Provide ongoing training as needed Provide ongoing training as needed Service Delivery: 1. SLP, OT 2. Define continuum of services in TSD 3. LRE Monitor and adjust Monitor and adjust Success by providing support for challenging students (academic & behavioral) Provide ongoing training/support Provide ongoing training/support Develop and implement protocol for transitioning students: 1. Elem to Middle to High 2. ECE into program 3. Leaving the system Monitor and adjust Monitor and adjust
District & Community Relations Goal: To create transparency of how Special Education supports students, academically and behaviorally, while building strong relationships with relevant stakeholders.
District & Community Relations Framework YEAR 1: 2014-2015 YEAR 2: 2015-2016 YEAR 3: 2016-2018 Connect with outside agencies Birth to Three 18-21 Year Old Program Local Community Resource Team (King County Wraparound) Counseling & Mental Health Centers Create a Special Education Staff Advisory Team to meet 4x/year with Director of Special Education Staff Newsletter : publish 4x/year Develop a parent outreach by holding a class on Special Education 101 Monitor and adjust contacts Monitor and adjust contacts Ongoing and adjust participation Ongoing and adjust participation Ongoing. Publish 6x/year Ongoing. Publish 6-9x/year Pilot 2-3x/year and adjust Implement 3-4x/year. Monitor and adjust
Additional areas needing review, adjustment and implementation: Professional development in the following areas for staff Special Education Law Common Core PBIS Specialty areas (OT, SLP, Psychologists) Behavior Interventions Academic Interventions
