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Introduction.
Vision.
Values
Mission.. 5
Progress Monitoring.. 6
Foundational Strategies 7
Targeted Strategies
12
13
17
19
25
27
Introduction
The Bellevue School District (District) contracted with the Public Consulting Group (PCG) to
provide a comprehensive assessment of the Districts special education services. In response
to this assessment and recommendations contained within the report, a Special Education
Implementation Team has been appointed to address the recommendations and develop action
plans for improvement.
The Special Education Implementation Team has received many questions, including:
How might this project become a catalyst for continuous improvement of special
education services in the District?
This Statement of Work is an attempt to answer these questions, organize our thinking,
communicate about our work, and bring clarity to our task at hand. This is, no doubt, a work in
progress and represents our best thinking at this point in time.
Background:
What prompted the comprehensive assessment of special education services?
Often during leadership transitions in school districts, a new superintendent and leadership
team receive a variety of input from constituentsstaff members, parents, students, and
community members about what is working well and not so well in a school system. It is not
uncommon to receive differing perspectives and some common themes, at the same time. It is
the responsibility of the new superintendent and leadership team to listen to constituents,
understand the context, and determine what is actionable.
Special education services were topics of input during the recent leadership transition in the
District. Because of the complexity and importance of special education in the overall
educational system and the Districts commitment to serving families and students with special
needs, the District opted to enlist the services of an outside evaluator in providing a
comprehensive assessment of the Districts special education services. The assessment was
conceived with an eye toward demonstrating continuous learning and improvement of its special
education programs and services.
Initial Implementation Team:
Who is involved in addressing the recommendations contained in the assessment
report?
An initial implementation team has been established to address the recommendations. This
team was made up of a small number of District staff members and a few parents who have a
history of leadership within the community in support of special education services. Members
include:
Conversations began within the Implementation Team about the need to expand its membership
to create better representation and capacity to take on the work of this project. Importantly, the
Implementation Team recognized that it must:
Build safety and trust within the team, and model this for the larger school district
community.
The Implementation Team sees these actions as foundational to its success and in supporting
families and students across the District.
Organizing the Work:
How will the recommendations and work be prioritized?
The Implementation Team recognized that it must prioritize the recommendations and its work
to be effective and efficient. Some recommendations and actions are fast track and others are
long-term. The Road Map, therefore, is designed to address both short term and long term
actions leading toward sustained improvement.
Although not mentioned in the report and recommendations, to be successful, we believe that a
mindset focused on continuous improvement and collaboration is essential for our staff, families,
and community members.
Moving Forward:
How might this project become a catalyst for continuous improvement of special
education services in the District?
The Implementation Team has established and models a collaborative structure and process to
continuously improve special education services in the District. The team recognizes that it is
an advisory to the school district administration and accountable to many more constituents
4
ultimately serving the best interests of students within the District. The team recognizes that
some solution steps can easily be implemented in the near-term (18-Month Targeted
Strategies), and others require additional work and are long-term in nature (Foundational
Strategies). To that end, the Implementation Team has developed a Strategic Road Map for
Special Education. The Road Map is a work in progress and is intended to be reviewed and
updated on a regular and frequent basis. The Implementation Team will continue to meet in
order to review progress and update the Road Map as needed.
access to and equity in education, including the general education curriculum, and
a focus on knowledge, skills, and technologies for further learning and success in an
ever-changing world.
Welcomed
Supported
Connected
Hopeful
Trusted
Informed
Confident
Heard
Sense of Equity
provide students and families with the skills and resources necessary to make informed
decisions about transitions throughout students educational careers, including post-high
school options.
Building on this mission, in support of students and families, four pillars have emerged as the
framework through which we provide leadership and conduct the work of continuous
improvement:
Student-centered decision-making,
Aligning our work with the Bellevue School District Instructional Initiatives,
6
Prioritizing program improvement, along with the necessary state and federal
compliance standards.
Achievement gap data between students in special education and general education.
(Note: It is reported that grade level performance on standardized assessment
measures is not always equal to actual BSD grade level course expectations. This is an
area for further study and investigation).
Leavers Data
The Special Education Program anticipates that changes will come to how we are monitored for
progress as the Results Driven Accountability (RDA) measures are defined for States and
Districts. RDA is a shift towards measuring student outcomes along with compliance.
8. Integrate pre-school students receiving special education services with their peers who
are typically developing. Target a 1:1 ratio to ensure that classrooms are representative
of 50% students with IEPs and 50% with no IEPs.
a. Partner with the early learning department to create integrated classes, create up
to three neighborhood pre-school centers, increase inclusion, and provide closer
neighborhood placements.
9. Provide direction and support to peer mentors and tutors who work with students.
Provide opportunities for collaboration between and among teachers, paraeducators, and families as a means of increasing differentiation.
ii) Engage with the district wide development of our Multi-Tiered Systems of Support
(MTSS).
2) Analyze and eliminate the unintended consequences of direct instruction curriculum, in
collaboration with the district curriculum department.
3) Increase collaboration and interdependency between and within special education, general
education, schools, and central office departments, with support and sponsorship of cabinetlevel leaders.
4) Increase time for training, planning, and collaboration between teachers at different levels of
transition, i.e., pre-school-elementary, elementary-middle, middle-high, and high-continuing
education, at mid-year.
5) Provide students with access to learning technologies, appropriate to student needs.
6) Recruit and retain high-quality special educators.
i)
3. PROFESSIONAL DEVELOPMENT: Provide professional development that is studentfocused, based on educator needs, and responsive to programmatic directions within
special education department.
Key suggested actions for 2014-2017:
1) Provide online professional development opportunities for para-educators that focus on
identified state and district-level competencies.
2) Implement 30-minutes per week para-educator non-student contact time, as a means of
promoting collaboration.
3) Redesign Share Point site to improve access to instructional procedures, strategies, and
protocols.
4) Continue improving the Special Education Manual.
5) Work with BEA and district administration towards increased paid professional development
opportunities for all staff that is targeted on evidence-based instructional practice.
6) Increase collaboration between and among the district, associations, and educators to
enhance paid, specialized, professional development for staff working in special education
programs.
7) Increase collaboration with Human Resources and employee associations in creating
targeted training opportunities for all staff.
8) Expand digital learning platforms such as Brightspace (currently in use) and opportunities
for special educators and students to access the general education curriculum.
9) Provide professional development in diverse curriculum and instructional methods, in
addition to direct instruction, to assist in creating instructional balance and reducing the
unintended consequences of direct instruction.
10) Expand training in social-emotional learning for all staff in conjunction with district initiatives.
10
ii) Sustain and grow the Implementation Team as an advisory partner in the Special
Education Program. Include student voices in this process.
iii) Enhance communication with parents/families by improving the BSD Special
Education websites and resolving disputes.
iv) Continually renew and share the Strategic Road Map as a means to stay focused on
both the human and technical aspects of the Special Education Program.
2) Provide learning and training opportunities for families and volunteers in supporting
students continuous development.
i)
Expand use of neutral third party options, e.g., Sound Options, Interest-based
Problem-solving.
ii) Continue to provide training opportunities for staff and families in collaboration
strategies.
iii) Collaborate with the BSNPTA to explore additional strategies and trainings related to
reducing disputes.
4) Promote teacher and student involvement in the BSNPTA.
5. TRANSITIONS AND CAREER, COLLEGE, & LIFE READINESS: Create services and
supports for all Birth-21 students and their families, to give them the tools and
resources they need to make successful school and life transitions at every stage of
development.
Key suggested actions for 2014-2017
1) Acknowledge that students with IEPs are general education students first and have access
to a variety of transition support throughout the school system and community.
2) Increase collaboration with Career and Technical Education (CTE) partners.
11
3) Initiate life planning protocols such as the High School and Beyond plan, earlier for students,
e.g., middle school level.
4) Improve graduation rates of students with disabilities.
5) Provide professional development about transition planning for middle and high school
teachers.
6) Relocate the 18-21 Transition Program to an off-campus site that is integrated into the
broader community.
i)
Ensure adequate planning for logistics, rental costs for off-site facility, and
community engagement and development.
Create tiered or two-track models which are differentiated based on student needs.
8) Increase responsibility of the IEP team to decide when and where a student finishes his or
her high school career.
12
1. Increase equity and inclusion for all students through equitable access to
general education and elimination of institutional barriers to quality
instruction.
2. Define, develop, and implement Multi-tiered Systems of Support (MTSS),
ensuring that it includes tiered interventions for all students in partnership
with district-wide work.
3. Provide professional development that is student-focused, based on educator
learning needs, and responsive to the programmatic directions within the
special education department and the school district.
4. Increase support for social-emotional learning for students, in coordination
with the BSD Social-Emotional Learning Initiative.
13
ONE
EQUITY AND INCLUSION: Ensure that the school and district community is equitable
and inclusive.
Foundational
Strategy
18-Month
Targeted Strategy
Rationale
Increase equity and inclusion for all students through equitable access to
general education and elimination of institutional barriers to quality instruction.
Success for 100% of our students requires that we eliminate barriers to opportunities,
access and success. We must acknowledge and address the institutional barriers that
exist for students of color, poverty and diverse cultural and learning backgrounds to
ensure that all students increase academic success, college and career readiness and
preparedness to lead positive and productive lives.
Details
1. Action
Who needs to be
involved
By when
August 2015
Progress
Indicators
Score card with real-time data is available for use across the district.
Disproportionate representation of students by race and disability will be reduced.
Outcomes
Data
Separate systems mean multiple entry points (Aspen, IEP Online, BSD Data Dash
Board) making data analysis more laborious.
14
Weighted Risk Ratio: is a measure of the risk that a student from a specific
racial/ethnic group will be served in a specific disability category compared
to the risk of all other students being served in that category. For example,
a weighted risk ratio of 1.00 means that students from that group are as
likely to be served in the category as all other students. A weighted risk
ratio greater than 1.00 indicates the degree to which students in the
racial/ethnic group are over-represented.
Budget
Implications
2. Action
Who needs to be
involved
By when
June 2015
Progress
Indicators
Outcomes
practices.
Data
3. Action
Current data: student voice is given indirectly through parents and staff.
Partner with Department of Equity to respectfully integrate families from all cultures in
order to increase understanding of with Special Education systems
Who needs to be
involved
By when
March 2015
Progress
Indicators
Outcomes
Increased family engagement leads to support and collaboration for improved student
outcomes.
Data
Budget
Implications
Some cost may be associated with recruiting, training and supporting Special
Education Parent Ambassadors.
4. Action
Who needs to be
involved
By when
Progress
Indicators
Baseline levels related to employee race and cultural demographics are determined.
Growth targets are established.
Recruitment plans are established.
Outcomes
Increased understanding of student/family cultural framework improves studentteacher relationships, instructional pedagogy and quality of student engagement.
Spring 2015
16
Data
Staff 2014
Budget
Implications
Students 2014
Registration and travel to Job Fairs to recruit specifically for special education
leadership staff.
17
TWO
Foundational
Strategies
18-Month
Targeted
Strategy
Rationale
EQUITY AND INCLUSION: Ensure that the school and district community is equitable
and inclusive.
HIGH QUALITY INSTRUCTION AND STUDENT SUPPORT SYSTEMS: Provide
instruction and supports for students that close opportunity and achievement gaps while
accelerating learning for all students.
Define, develop and implement Multi-Tiered Systems of Support (MTSS), ensuring
that it includes tiered interventions for all students.
Increasing MTSS interventions will allow students with IEPs to access more general
education opportunities. Strong MTSS systems potentially eliminate the need for Special
Education services for some students by providing a series of tiered interventions within
the general education program before accessing special education supports.
Details
1. Action
Who needs to
be involved
By when
Progress
Indicators
Develop and implement a data and evidence-based pre-referral process that builds on the
implementation of school-based universal screenings and interventions and Social
Emotional Learning (SEL) interventions.
Special and general educational leadership and providers.
a./b. February 2015 c. October 2015
a. PBIS Readiness Assessment
b. Panorama Student Data
c. A diverse menu of MTSS strategies are implemented district wide. Professional
development is provided for all staff, in partnership with the curriculum
department. Baseline Devereux Student Strengths Assessment (DESSA) Data
collected.
Outcomes
Tier 1 strategies are identified and implemented in all schools thereby meeting the needs
of approximately 80% of all students.
Data
New data is being collected: PBIS Readiness Assessment, Panorama Student Data and
DESSA.
Budget
Implications
MTSS efforts are currently underway as part of the BSD Instructional Initiatives.
2. Action
Who needs to
be involved
By when
Progress
Indicators
Fall 2015
18
Outcomes
Tier 1 strategies are identified and implemented in all schools thereby meeting the needs
of approximately 80% of all students.
Use of ELL Critical Data Matrix will become more standardized throughout the district.
Least Restrictive Environment (LRE) data may change as students spend more time in
general education curriculum.
Data
40
80-100%
30
40-79%
20
0-39%
10
0
3. Action
Partner and collaborate with curriculum department regarding MTSS development with an
equal voice at the table.
Who needs to
be involved
By when
Instructional Team
Progress
Indicators
Outcomes
Long range MTSS professional development plans integrate general education, special
education, ELL, Title I, Equity et al.
Reduced referrals for special education.
April 2015
19
THREE
PROFESSIONAL DEVELOPMENT: Provide professional development that is
student-focused, based on educator needs and responsive to programmatic directions
within the special education department.
Foundational
Strategy
18-Month
Targeted Strategy
Rationale
Details
1. Action
Provide required professional development time for Special Education Teachers, and
target training opportunities for all staff based on staff needs and evidence-based
strategies (e.g., Autism Spectrum Disorder: integrating technology, Best Practices in
Transitions, CCSS and Writing IEPs, Working with Para Educators, and more).
Note: Possible future content ideas include:
Alternatives to restraint and seclusion
IDEA 101
Modifying general education curriculum (for special and general educators; includes
CCSS).
Who needs to be
involved
By when
January 2015
Progress
Indicators
Outcomes
2. Action
Improve the relevance and rigor of professional development by providing an MTSSlike structure which builds a differentiated menu of offerings and support for
educators.
a. Re-envision how professional development is delivered.
b. Include options for coaching.
c. Increase opportunities for job-embedded professional development.
20
Who needs to be
involved
By when
May 2015
Progress
Indicators
Outcomes
3. Action
Possible future content ideas include:
a. Accommodations & Modifications
b. Alternatives to restraint and seclusion
c. IDEA 101
d. Modifying general education curriculum (for special and general
educators; includes CCSS).
Who needs to be
involved
Instructional Team
Special education Curriculum team
District Curriculum team
By when
Spring 2015
Progress
Indicators
Outcomes
4. Action
Who needs to be
involved
Instructional Team
Special education Curriculum Developer and ITCL
Special education central office leadership (Supervisors)
By when
June 2015
21
Progress
Indicators
Outcomes
5. Action
Who needs to be
involved
By when
June 2015
Progress
Indicators
Outcomes
Data
Data on due process, citizens complaints and mediation is currently being collected.
Budget
Implications
6. Action
Who needs to be
involved
Instructional Team
Central office special education staff
Principal PD Team
By when
August 2015
Progress
Indicators
Outcomes
Data
2014 8th grade MSP scores included below as a representative example of the
achievement gap between students without IEPs and students with IEPs.
22
23
7. Action
Who needs to be
involved
By when
Progress
Indicators
Outcomes
Data
Spring 2015
Paraed.Com Trainings
June 2014
Sept. 24, 2014
October 22, 2014
October 29, 2014
November 26, 2014
Unduplicated Count
Attendees
34
21
28
17
12
82
Budget
Implications
8. Action
$30,000 tuition reimbursement for candidates in the BSD Para to Cert Program.
Collaborate with Executive Director of Human Resources and work in conjunction with
employee associations to more fully develop ideas, processes and protocols to ensure
that professional development is implemented consistently and with high-quality
across the district.
Who needs to be
involved
Special education
Human Resources
Instructional Team
BEA
By when
Spring 2015
Progress
Indicators
Outcomes
FOUR
Foundational
Strategy
18-Month
Targeted Strategy
Rationale
Details
1. Action
Partner with student support services to develop an integrated system of socialemotional support for all students. This includes the following:
a. Definition of educator roles.
b. Caseload monitoring and adjustments to ensure appropriate support levels
are provided.
c. Necessary FTE for social workers, counselors, psychologists, behavior
specialists, and family liaisons.
Who needs to be
involved
By when
Summer 2015
Progress
Indicators
When new district initiatives are developed, impact on and intersection with special
education are explicitly considered and implemented.
Professional development for new initiatives is designed and offered for special
educators.
Deployment of social/emotional learning supports are implemented in a differentiated
manner across the district.
Liaisons for the district and community contract services are established.
Participate in the pilot a universal screening with multiple measures, e.g., Devereux
Student Strengths Assessment (DESSA), including use with students with IEPs.
Develop a universal tracking system for student process, beyond the initial universal
screening protocol.
Outcomes
Data
2. Action
Integrate our Special Education Road Map work with instructional initiatives across the
district (e.g., Equity, Social /Emotional Learning, etc.) to build a cohesive and
customized professional development model for the district.
Who needs to be
Instructional team
26
involved
By when
Spring 2015
Progress
Indicators
Outcomes
Shared ownership for students in special education meeting the benchmarks and
standards in the BSD Instructional Initiatives.
27
FIVE
Foundational
Strategy
18-Month
Targeted Strategy
Rationale
TRANSITIONS AND CAREER, COLLEGE & LIFE READINESS: Create services and
supports for all Birth-21 students and their families to give them the tools and
resources they need to make successful school and life transitions at every stage of
development.
Improve and re-envision Transition services.
Smooth transitions foster whole life planning and services for students and families,
ensuring that educational support is consistent, continuous, and cohesive
Details
1. Action
Ensure that post-secondary transition planning is embedded into all students IEPs
beginning at an early age and is continuous throughout students school careers.
a. Use prior year transition/life plans as a starting point for updating students
plans each year.
NOTE: Transition and person-centered planning is a very time-intensive endeavor.
Improved transition planning is a workload issue--to implement it meaningfully, we
need reduced caseloads and/or significantly increased planning time for teachers.
Budget considerations are required. Also, contract negotiations may be necessary to
ensure more time for mandated training and professional development.
Who needs to be
involved
By when
June 2015
Progress
Indicators
Outcomes
28
Data
Distric
t
14
A
14
B
14
C
Budget
Implications
State
2009 Leavers
(0809 SY)
25.1
74.7%
%
48.7
79.5%
%
66.9
81.9%
%
Distric
t
State
2010 Leavers
(0910 SY)
25.5
69.2%
%
46.3
81.3%
%
66.2
89.0%
%
Distric
t
State
2011 Leavers
(1011 SY)
23.5
57.1%
%
49.2
79.2%
%
63.9
90.9%
%
Distric
t
State
2012 Leavers
(1112 SY)
25.0
57.1%
%
47.6
69.0%
%
65.7
82.1%
%
State
Target
25.5
%
46.3
%
66.2
%
Meet
Target?
Yes
Yes
Yes
2. Action
a. Create stronger connections with Career and Technical Education (CTE);
break down access barriers and reinforce the multiple reasons for students to
be involving in CTE.
b. Increase access to counseling services (e.g., access to NAVIANCE and other
High School & Beyond planning tools).
c. Work with the Graduation Alliance or another organization to help students
push past barriers to graduating, addressing the barrier of reading level.
Who needs to be
involved
By when
Spring 2015
Progress
Indicators
Internal district and interagency partnerships are strengthened and result in increased
access to general education career and transitions services.
Outcomes
13. Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable
postsecondary goals that are annually updated and based upon an age appropriate transition
assessment, transition services, including courses of study, that will reasonably enable the student to
meet those postsecondary goals, and annual IEP goals related to the students transition services needs.
No Review' indicates that the district was not reviewed that year. All districts must be reviewed at least
once during the SPP cycle (2005-06 through 2010-13). (Compliance Indicator)
Data
10-11
District
100.0
%
10-11
State
1112
District
96.7%
90.0%
1112
State
98.0
%
12-13
District
12-13
State
Target
Meet
Target?
96.6%
97.1%
100%
No
Budget
Implications
3. Action
By when
Progress
Indicators
Outcomes
Data
30
Budget
Implications
31