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2011 Phase 3 ILCD Review
Cody-Kilgore Unified Schools
C – Committed
K – Knowledgeable
U – Unified
S - Successful
The mission of the Cody-Kilgore Unified School
System is for our students to be dedicated to learning,
self-motivated, and committed to excellence.
Inquiry 1:
How does our school facilitate parental
involvement for children with disabilities?
• Parents are requested to be included in all activities.
• Parents of children with disabilities are included on school committees.
• Personal invitations are sent out to parents when there are special transition activities or presentations at school
such as the WIN Ahead program, Voc Rehab, etc.
• Parents receive a newborn welcome packet and Planning Region Team (PRT) information is handed out at public activities as well as included in
newsletters.
Inquiry 2:
How and what does our school use to identify
students for Special Education?
* Parent/Teacher Referrals
• SAT Teams
* Test Scores
* Title I Inventories
* Child Find
2 FAPE: Identification2A – Child Find
Improvement Goal:Cody-Kilgore Schools will provide preschool screenings and
consultation to parents and educators.
Activities:1. Attend Planning Region Team Meetings
2. Screen preschool students.
Inquiry 3:
How and what does our school do to ensure
students are receiving appropriate services to
progress in the curriculum?
• Quarterly Progress Reports
• Testing
• Accommodations / Modification Sheets are given to each teacher
•Whole school teacher in-service trainings as well as many additional workshops throughout the year.
• Extended School Year services for retention of information.
• Personal parental contact including notes home, telephone contacts, etc.
• High School completion rate is excellent.
3 FAPE: Provision of Appropriate Services3E – ESY Services
Improvement Goal: Cody-Kilgore Unified Schools will ensure ESY services are determined by the IEP team and are provided for those students who qualify.
1. Review IDEA Rule 51 requirements. Consult NDE technical assistance guidance on ESY.
2. Seek guidance from NDE and ESU regarding providing ESY services.
3. Create a brochure outlining ESY Policy and Procedures as well as suggestions for reinforcement activities that could be done at home.
4. Share brochure with parents at IEP meetings.
Inquiry 4:
How does our school provide services to
students whose behavior impedes
learning?
•Parent Contacts
•Guidance Counselor/School Psychologist
•Professional Development
•Mentors
•Support Groups (Circle of Friends)
•Assemblies for At Risk Behaviors
•Outside Agencies
Inquiry 5:
How does our school know Special Education
students are being assessed and making progress or meeting
benchmarks?
•Good communication between students, staff, administration and parents.
•Documentation for progress reports
•State of the Schools Report
•DIBELS and Benchmarks
•End of unit tests
• National Norms & RTI
Inquiry 6:
How does our school district serve our Special
Education students?
How are the students involved in activities?
Inquiry 7:What does our school district do to promote transition from high school to real life work,
school, etc. for students?
Do services continue to be provided to preschoolers
transitioning to an IEP from and IFSP?
Transition from High School
Self-Advocacy Skills
Students host their own IEP meetings
complete with power points as
appropriate
Career and Job Fairs
College Visitation Days
Preschool Transition
• Speech is often provided by the same Speech
Pathologist on an IEP as provided when student
was on an IFSP
• Good communication between
ESU Early Childhood Staff and school staff
Inquiry 8:
Is our school district providing services to students who may
be placed in out of district placements or correctional
facilities?
Is our district reporting on time?
• Tutoring provided in local jail facility.
• Court hearings attended.
•IEP meetings held by conference calls as needed.
•Phone calls and school materials coordinated and sent to tutors in
correctional facilities.
• Good communication between staff and probation officers.