1 CSI New leader orientation July 27th & 28th, 2017Student Services CSI New leader orientation July 27th & 28th, 2017

2 Unit Organizational Structure & Staff Student ServicesStudent Services Department Overview The ultimate purpose of the Student Services Unit is to oversee programming, ensure compliance, and provide technical assistance for all special populations within the CSI portfolio of schools through a Tiered Support system. Clare Vickland Director of Student Services Matt Hudson Director of Special Education Kim Caplan School Programs Specialist Nick Stachokus Unit Organizational Structure & Staff Onboarding (Year 0) for new schools School Leader & Regional Meetings Orientation for new school leaders Tiered Support Case Manager MTSS Grant Colorado Preschool Program (CPP) Induction Post-Secondary programs Dir. of Administrative Unit (AU) Student Services Special Education Gifted Education English Language Development Section 504 Health Care Nursing Medicaid PreK-3 School Readiness READ Act Multi-Tiered System of Support (MTSS) Homeless Students Migrant Students Positive Behavior Supports Child Welfare Post-Secondary Individual Career and Academic Plan (ICAP) Concurrent Enrollment & ASCENT Career & Tech Ed Graduation Guidelines Updated June 2017

3 School Staff Suggested school contact person: School RolesResponsibilities Exceptional Students Coordinator CDE licensed special education providers or administrators who act as the SPED Designee. They are responsible for consultation, oversight, collaboration, mediation, PD, and submissions supports at the school. Special Education Designee Coordination of the local school special education program in cooperation with the CSI SPED Director and/or ES Coordinator. This is typically a school Psychologist, Building Leader licensed in SPED, special education teacher or other trained special education service provider. Special Education Teacher General oversight and insuring proper case management of Special Education students including but not limited to: program compliance, referral & identification, and delivery of services. Special Education Service Provider Case management, referral & identification and delivery of services for specific caseload of special education students. i.e. School Psychologist, Speech therapist, Occupational Therapist, etc. This could be a contract provider. Gifted Education Coordinator Coordination of gifted programming, case management, delivery of services, identification of GT students and ALP development. Teacher or administrator who holds gifted specialist endorsement or has experience working with gifted students. ELD Coordinator Overseeing the identification, programming, progress monitoring and redesignation of EL students.

4 School Staff Suggested school contact person: School RolesResponsibilities School Nurse Oversight and coordination school health program including training nurse delegates and implementation of the school nurse comprehensive plan i.e. immunization, vision/hearing screenings, school health/safety, etc. Health Assistant Completion of specific nursing tasks delegated by a contracted school nurse. Front office staff, paraprofessional. 504 Coordinator Coordination of the school 504 program including case management, referral& identification, 504 plan development and serving 504 students. Homeless Liaison Posting notifications regarding services for homeless students and completing identification procedures that include completion of enrollment forms, submission, and family interviews. Early Childhood Programs Contact Overseeing the training, administration, and logistics related to the READ Act (K-3) and School Readiness Act- (PK-K)-usually a staff member at the elementary grade level. Postsecondary & Workforce Readiness Contact Primary point of contact for ICAP, Concurrent Enrollment/ASCENT, Career & Tech Ed, and Student Engagement programs. School Counselors or APs. Induction Coordinator Planning and oversight of school-based professional development activities for inductees; mentor selection and assignment. Assistant Principal, Teacher Coach. Who should be the point person at the school? What are their roles and responsibilities in working with CSI?

5 Key Dates & Trainings Date Event Audience August 29th, 2017Student Services Boot Camp New school Student Services Staff (SPED, 504, ELL, GT) September 7, 2017 Gifted Identification Refresher Training GT staff September 18,21,22, 2017 CSI Regional Meetings School Leaders & Student Services Staff October 10, 12, 13, 2017 Regional Trainings Student Services Coordinators & Staff List the highest priority dates & trainings in the next 4 months. Plug the NEWSLETTER and the Guidebook as an opportunity to get information throughout the year

6 Student Services Screener & Tiers of SupportObjective: Support schools to overcome significant challenges and ensure they are able to provide equal access and quality programs to students who qualify to receive specialized supports.

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8 Student Services Screener

9 Secondary Screener EnrollmentPrimary Screener Percentage compared to state or local data Least Restrictive Environment Diverse range of disabilities served Secondary Screener Training to staff regarding open enrollment Recruitment materials Identification processes MTSS Process Parent rights related to identification Enrollment Deeper dive into why a school may have low scores in an area.

10 Tiers of Support Tiered Performance Continuum Screener Findings School Performance CSI Role Tier 1 0-1 subgroups identified for intervention School is meeting the needs of their special populations. Basic supports, provides intervention in area of need (if applicable) Tier 2 2 subgroups identified for intervention School is demonstrating modest challenges with meeting the needs of one or more of their special populations. Collects additional data to determine what additional supports are needed; provides intervention in areas of need Tier 3 3 - 4 subgroups identified for intervention School is demonstrating significant challenges with meeting the needs of one or more of their special populations CSI collects additional data and provides substantive additional supports to schools; provides intervention in areas of need Please use the following slides to outline the basic functions of the department and how the school will engage with your team throughout the school year

11 Tiers of Support

12 Support Plan Each indicator identified for intervention will have a Support Plan that addresses any areas of need identified in the Primary or Secondary Screener tools. Collaborative approach to addressing areas of need Targeted supports for the school

13 Timeline January February-March April-May August SeptemberStudent Services Screener Determination of Tier February-March Secondary Screener for intervention subgroups Mid-year adjustments based on Screener data, as needed April-May Develop Support Plan August Progress Monitoring Tool to assess school’s progress compared to last year’s data September Finalize Support Plan for each Tier 2 & 3 school

14 Program Specific Requirements for School Leaders

15 Enrollment Determination Procedures: Students with DisabilitiesAn institute charter school shall be subject to all federal and state laws and constitutional provisions prohibiting discrimination on the basis of disability, race, creed, color, sex, sexual orientation, national origin, religion, ancestry, or need for special education services. Enrollment in an institute charter school shall be open to any child who resides within the state; except that an institute charter school shall not be required to make alterations in the structure of the facility used by the institute charter school or to make alterations to the arrangement or function of rooms within the facility, except as may be required by state or federal law. However, under federal law, Section 504 and the ADA the charter school would need to relocate classes to accessible spaces within the facility (benefits or services must be equally effective). FAPE requirements stand. Enrollment decisions shall be made in a nondiscriminatory manner specified by the applicant in the institute charter school application. C.R.S. § (3)

16 Can you ever deny enrollment?School Choice Law: Does not apply to CSI (3) Any school district may deny any of its resident pupils or any nonresident pupils from other school districts within the state permission to enroll in particular programs or schools within such school district only for any of the following reasons: (a) There is a lack of space or teaching staff within a particular program or school requested, in which case, priority shall be given to resident students applying for admission to such program or school (b) The school requested does not offer appropriate programs or is not structured or equipped with the necessary facilities to meet special needs of the pupil or does not offer a particular program requested (c) The pupil does not meet the established eligibility criteria for participation in a particular program, including age requirements, course prerequisites, and required levels of performance. C.R.S. § (3)

17 Can you ever deny enrollment?BUT… School choice law applies to school districts: “[t]he institute shall not be deemed to be a school district for any purpose.” C.R.S. § (7). CSI schools are open to all students in the state, subject to all federal and state laws prohibiting discrimination on the basis of need for special education services, and must follow all necessary state and federal requirements for the evaluation of students with special needs and provision of services. A school may deny enrollment to a student with disabilities in the same manner and for the same reasons as students without disabilities. Examples: Failure to meet age requirements Having been expelled from a school district in the last 12 months Generally can only deny enrollment based on need for special education services if , during the enrollment determination process, it is determined that a FAPE cannot be provided to the student (i.e., the student requires a facility school). Address that some of them have language in their contract that may indicate that the school could deny enrollment based on lack of space, teaching staff, etc. This will be removed during renewal. Speak to the enrollment determination process

18 Enrollment DeterminationThe purpose of the Enrollment Determination meeting is to prepare the school to ensure FAPE is provided for students with disabilities on the first day they arrive at school. 1. It is not to “deny” enrollment. 2. If you do not have the “service” available i.e. PT or OT- it is not grounds to deny enrollment. 3. If you have any questions about the level of services a student has on their IEP or their placement- contact Matt Hudson prior to any discussion about whether or not FAPE can be provided.

19 SPED Providers: QualificationsCSI is responsible for providing oversight of the schools’ obligation for staffing appropriately certified related service providers. CSI Schools are responsible for hiring all Special Education staff including ES Coordinators* and insuring that they are qualified and licensed by CDE. Each CSI school must complete and send to CSI any required HR information validating the credentials. Must be hired upon the start of the 1st day of school or by August 1st whatever comes first By April 1st of each year, the CSI Schools must notify CSI if there are plans to change the system by which special education staff are hired. *The Exceptional Student Coordinator acts as the Special Education Director designee and are hired by the Institute schools. Many CSI schools participate in a Collaboration to hire a regional Coordinator. Although charter schools may obtain state and district waivers for the licensure of regular education personnel, this is not the case for special education staff All special education staff, including coordinators and related service providers must be hired upon the start of the 1st day of school or by August 1st whatever comes first For more information on this collaborative, please contact the CSI Special Education Director.

20 SPED Staff Ratio’s Fiscal Responsibility-It is typical of Colorado Districts to have upwards of 40% of their Special Education budget supported by general funds -Special Education FTE positions are determined based on: 1. needs identified in student IEPs 2. time spent for case management 3. child find identification 4. other related duties such as MTSS, IEP meetings and paperwork. Special Education Staff/Student Recommended Ratio’s -chart (on next slide) is based upon what is “typical” in Colorado

21 SPED Staff: Recommended Ratio’sPosition Staff : Student Ratio Description Mild-Moderate Needs Teacher 1:20 Sped Ratio (Secondary)* 1:200 Gen Ed. Ratio 1:15 (Elementary)* *Compare ratio of moderate needs teachers to moderate needs students and also compare ratio of gen. ed students sped teachers due to RTI for example, students requiring <7.5 hours per week or spending >80% of their day in general education. *Look at amount of hours on IEP to align with recommended Ratios. Allow time for paperwork, meetings, assessments, etc. * Consideration of multiple roles and alignment with SPED funds i.e. 504, GT, RtI, etc. Speech Language Pathologist 1:40-50 ASHA recommends 1:40, numbers can be adjusted upward to some degree if an SLP-A is also employed (do not double caseload) Compare to size of school and identified hours on IEP School Psychologist/Counselor 1.0 FTE 1 mental health FTE per elementary school, 1.2 at MS, 1.8 at HS Consider- 1. size of schools 2. Type of behavioral health model, family engagement/support (i.e. SW), identified needs on IEP CDE Licensed School Nurse Contract as needed Contract as needed per school with judgment based on size/need and delegation to Health Tech. Health Tech/Assistant FTE Based on size/need of school and delegation by Nurse with a recommended minimum .5 FTE per School OT/PT 1:40 If have COTA or PTA these numbers can be adjusted upward to some degree Early Childhood Special Ed. Teacher 1:30 1 licensed ECSE teacher for 1AM and 1PM sections of preschool

22 Understand “Who are the giftedUnderstand “Who are the gifted?” and provide appropriate programming options Ensure Achievement and Growth for Gifted Learners Support Educator Effectiveness for gifted learners Understanding gifted: Lead and encourage referrals for identification Understand and assessments and timelines for identification Ensure communication and shared decision-making with parents Establish structures for programming through scheduling to facilitate acceleration, differentiation, grouping and counseling access Ensuring Achievement and Growth: Analyze interim and state achievement data for gifted students Share outcomes of gifted programming with stakeholders Remember to consider GT needs in school improvement planning Address GT needs in budget planning Supporting Educator Effectiveness: Hire personnel with experience working with gifted students or an endorsement as a gifted education specialist Provide Gifted Coordinator time each week to focus on planning and collaboration for gifted students Provide teachers feedback on classroom instruction through a specific lens on differentiation for gifted students Provide opportunities for professional development on instructional strategies for gifted students Gifted Education Gifted Program Plan ● Identification ● Advanced Learning Plan (ALP) ● Progress Reporting

23 Gifted IdentificationCognitive Test CogAT7, NNAT3 Normed Observation Scale GES, GRS, SIGS Achievement Test Performance Assessment Juried performance Contest/Competition Portfolio Classroom Performance Three qualifying data points  95th percentile or higher Advanced/Distinguished/Exceeds Expectations/Above Grade Level

24 English Language Learners刀削面 / 刀削麵 刀削面 / 刀削麵 宫保鸡丁 Learning a new and different language is difficult.

25 English Language LearnersEnglish Language acquisition Program Plan Assessments (W-Apt, ACCESS) Opt-out Re-designation and/or re-classification All CSI schools are required to submit an EL Program Plan that explains the programming for English Language learners. All students are required to have a Home Language Survey on file. A school has 30 days to administer the W-Apt to determine a student’s eligibility for language programming. All guardians have the option to opt-out of language programming for their student. Guardians may not opt-out of English Language acquisition testing, such as the ACCESS and/or W-Apt. Re-designation and/or re-classification process must be done by October 1st and submitted in your October Count.

26 Section 504 Civil Rights legislation Emphasizes “meaningful access”Students eligible must have a physical or mental impairment that substantially limits one or more major life activities. Section 504 of the Rehabilitation Act of 1973 is a federal law that prohibits discrimination based on disability in any program or activity. Students eligible for services under Section 504 have a mental or physical impairment that substantially limits one or more major life activities. Section 504’s emphasis is on ensuring “meaningful access” for students. School’s 504 plans are audited by CSI once a year over the winter (December/January). Each CSI school is required to have a Section 504 Coordinator. (Any staff member may be designated, except a special education teacher who is fully funded using special education dollars.)

27 McKinney-Vento A student can qualify for assistance if they lack a fixed, regular, and adequate nighttime residence. Sharing the housing of others due to the loss of housing, economic hardship, or similar reason living in motels, hotels, camping grounds living in shelters living in cars youth on their own who lack a primary residence The McKinney-Vento Homeless Assistance Act is a federal law that ensures educational rights and protections for children and youth experiencing homelessness. Each school is required to have a designated Homeless Liaison. Schools receive approximately $150 per student identified by submitting a residency form by September 30th. A student can qualify for assistance if they lack a fixed, regular, and adequate nighttime residence. Sharing the housing of others due to the loss of housing, economic hardship, or similar reason living in motels, hotels, camping grounds living in shelters living in cars youth on their own who lack a primary residence

28 School Nursing & HealthContract or hire certified School Nurse Determine Scope of Work collaboratively Support delegation to Health Assistants Encourage School Team participation Outline communication protocols Develop access to records procedures Certified school nurse = professional registered nurse meeting the certification requirements of the Department of Education. School nurses work under the direction of the principal. Contract vs. Employee – dependent on the health needs and size of building. Scope of Work - Nurse will need to know how many IEP students, 504 students and health plans to determine scope of work that can be delegated Health Assistants – Because School Nurse can not always be present, schools must make use of appropriately trained support staff to meet students’ health-related needs. recommend training more than one person in case of absence. School nurses can provide training and delegate specified tasks that do not require independent, specialized nursing knowledge, skill or judgement. Must receive training. Must comply with School Nurse directives, must document all actions and must report to and receive oversight from the School Nurse. School Teams – IEP is a MUST. School nurse will need to know when initials and re-evals are occurring. Face to face would be great. It is appropriate for the School Nurse to be a member of the 504 team, not required. Communication Protocols – How will you know if your school nurse is meeting the health needs of the students and completing the annual activities required in statute? Regular meeting plan or procedures for a written update. (recommend monthly face to face on regularly scheduled day that School Nurse works in building

29 School Nurse Role Provide Delegation Training to Health AssistantsVerify immunizations and exemptions records are up-to-date (Dec 1 Report) Schedule and conduct vision and hearing screenings Review Health Information and develop Health Care Plans Participate in IEP development and support 504 Team Assist in developing policies and procedures for health related activities Qualifications: DORA = Colorado Division of Regulatory Agencies May hold RN license in another state and is practicing in Colorado pursuant to the nurse licensing compact May demonstrate that they have applied to CDE for the School Nurse license: applicant needs to prove successful completion of field experiences and a supervised practicum as prescribed by the preparing institution, including experiences with school-age children in a community health/public health or school setting

30 Hiring & Equity Review waivers and school hiring policyESSA requires that "poor and minority children are not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers."   Review waivers and school hiring policy Understand “Experienced, In-Field, Effective” Verify Parents Right to Know Notification (student handbook and/or letter) Prepare for Four Week Rule Notification (Title I schools – parent letters for unlicensed teachers) Prepare for the HR Report due in December Waiver to licensure requirement. 2 waivers to Teacher evaluations. Prioritize hiring: Experienced = 3+ years In-field = subject matter competency Effective = Effective rating or higher on CO teacher evaluation All schools must notify parents of the right to know the professional qualifications of their child(ren)’s classroom teacher at the beginning of the school year. If a student in a Title I school is being instructed -- for longer than four weeks -- by a teacher/substitute teacher who does not hold a Colorado license, a letter informing students’ parents of this information must be sent, in a timely manner.

31 In-Field Teachers must meet one of the following for the teaching subject area of their assignment. Elementary High school Hold a CO license with Elementary Education endorsement OR Hold a degree (BA or higher) in Elementary Education Pass an approved elementary content exam (Praxis #5001) Hold a CO license with an endorsement in the subject area of assignment OR Hold a degree (BA or higher) in subject area Earn 36 semester hours in assigned field Pass a Colorado content test in assigned field (PRAXIS) Link to CDE website for endorsement worksheets and approved tests MIDDLE SCHOOL: 3+ subjects MIDDLE SCHOOL: <3 subjects

32 Paraprofessionals Possess a high school diploma or its equivalent (e.g., the GED); AND Demonstrate subject matter competency by: Earning an Associate’s (or higher) degree; OR Completing at least two years (48 credit hours) of study at an institution of higher education; OR Passing a formal state or local assessment measuring one’s knowledge of and ability to assist classroom teachers in reading, writing and mathematics. (ACT-Work Keys or ETS-ParaPro)

33 Induction – Teacher & SSPOne year program (September through May) Content Process CSI Modules Online system for tracking and reflecting on activities School Orientation 30 hours of mentorship List of topics addressed through school PD 1 observation by mentor 1 model teacher observation Based on the Colorado Educator Standards – new teachers, veteran teachers new to your school/instructional model Topics: Evaluation Process, Classroom Management, Parent Communication, Teaming Structures, Diverse Learners & RtI, Curriculum & Instructional Strategies, Technology, Assessments & Use of Data

34 Mentor QualificationsConsiderations Who will be designated as Induction Coordinator? Who needs induction? Who would be a good mentor? What PD do inductees need beyond general staff meetings? What modes will we use to provide ongoing, embedded PD? How will we dedicate time for mentor/inductee collaboration? How will we provide coverage for the two observations? Mentor Qualifications Experienced (3+ years) Effective Knowledgeable in content area and/or school’s instructional practices Competent in interpersonal skills Willingness to serve as a mentor Induction Coordinator is the primary point of contact regarding the program. Select and assign mentors. Provide support/training to mentors. Plan PD for inductees.

35 Beginning of the Year TasksReview Program Plans Create structures for appropriate collaboration Identify Induction candidates and possible mentees

36 School Staff CollaborationProject/Task Time of Year Submissions Staff & Student Services Staff Data Collections -SPED December Count -ELL Redesignation -HR report Ongoing Enrollment/Front Office Staff & Student Services Staff Ensuring non-discriminatory enrollment practices Collection of required documentation During enrollment Discipline Staff & Special Education/504 Staff Ensuring appropriate discipline procedures are in place for SWDs Part of your role as leader is to facilitate successful collaboration between your staff. Here are a few areas that need to be addressed

37 School Staff CollaborationProject/Task Time of Year Assessment Staff & Student Services Staff Accommodations Ongoing Part of your role as leader is to facilitate successful collaboration between your staff. Here are a few areas that need to be addressed

38 Resources Guidebook [Student Services]CSI website [School Resources  Student Services]

39 Orientation Office HoursMore information about content covered in session Preschool Colorado Preschool Program (CPP) School Readiness Post-Secondary Programs ICAP (Middle & High schools) Graduation Requirements Career & Tech Education Concurrent Enrollment Multi-Tiered System of Support (MTSS)

40 Contact Information Staff Member Title Responsibilities/Expertise Phone Clare Vickland Director of Student Services Student Program Compliance and Evaluation State and Federal Program Grants New Leader or Staff Orientation and Resources New/Transfer School Onboarding Kimberly Caplan Schools Programs Specialist Tiered Support Case Manager Gifted Education English Language Learners Section 504 School Health/Nursing Title Programs Postsecondary Programs Induction Matt Hudson Director of Special Education Special Education Nick Stachokus MTSS Early Childhood (READ Act, School Readiness, Colorado Preschool Program)

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