What this means for principals: Principals will establish a culture in their buildings that maximizes the time that each student receives instruction in the core classroom, according to student needs. To accomplish this, principals will monitor the BBST and special education referral processes, while building in more opportunities for students to receive general education interventions. Principals should also work closely with teachers to ensure that effective and appropriate supports are being provided to teachers as they begin servicing students with more diverse needs in their classrooms. Key Milestones: Nov. 1: Feb. 1: May 1: District guidelines for Guidelines for implementing The implementation of district establishing effective have content-based general guidelines for special education been drafted. education interventions have referrals and evaluations is been drafted. being monitored. Measured District guidelines for effective through: referral data; number and a roll of IEPs rejected due to out/implementation monitoring noncompliance with district plan have been finalized. guidelines District guidelines for special The implementation of district education referrals and guidelines for effective is evaluations have been finalized. being monitored. Measured A district plan to roll out and through: BBST meeting monitor the implementation of agendas and participant lists district guidelines for special Guidelines for implementing education referrals and content-based general evaluations has been drafted. education interventions have outcome: District been finalized. will measure key indicators A toolkit for schools to compared to previous year to implement content-based assess level of implementation: general education Assessments used to assess interventions has been academic/cognitive ability developed and disseminated to % of referrals that align with schools (e.g., tool to track new guidelines from each student data to monitor the implementation of entrance school and exit criteria) Look-fors that district-level facilitators can track during their work with schools Roadmap Activity Aug Sep Oct Nov Dec Jan Feb Mar Apr Establish district guidelines for special education referrals and evaluations. Special education director and select staff develop a flow chart that will help staff distinguish between when a student has special education, ELL, and content needs based on student profiles. (Note: This team will need to coordinate with Team 2.1 to identify when a student might need additional social-emotional supports and Team 2.3 to identify when a student might need ELL supports.)
What this means for principals: Principals will establish a culture in their buildings that maximizes the time that each student receives instruction in the core classroom, according to student needs. To accomplish this, principals will monitor the BBST and special education referral processes, while building in more opportunities for students to receive general education interventions. Principals should also work closely with teachers to ensure that effective and appropriate supports are being provided to teachers as they begin servicing students with more diverse needs in their classrooms. Key Milestones: Nov. 1: District guidelines for establishing effective have been drafted. District guidelines for effective and a roll out/implementation monitoring plan have been finalized. District guidelines for special education referrals and evaluations have been finalized. A district plan to roll out and monitor the implementation of district guidelines for special education referrals and evaluations has been drafted. outcome: District will measure key indicators compared to previous year to assess level of implementation: Assessments used to assess academic/cognitive ability % of referrals that align with new guidelines from each school Look-fors that district-level facilitators can track during their work with schools Feb. 1: Guidelines for implementing content-based general education interventions have been drafted. May 1: The implementation of district guidelines for special education referrals and evaluations is being monitored. Measured through: referral data; number of IEPs rejected due to noncompliance with district guidelines The implementation of district guidelines for effective is being monitored. Measured through: BBST meeting agendas and participant lists Guidelines for implementing content-based general education interventions have been finalized. A toolkit for schools to implement content-based general education interventions has been developed and disseminated to schools (e.g., tool to track student data to monitor the implementation of entrance and exit criteria) Roadmap Activity Aug Sep Oct Nov Dec Jan Feb Mar Apr Establish district guidelines for special education referrals and evaluations. Special education director and select staff develop a flow chart that will help staff distinguish between when a student has special education, ELL, and content needs based on student profiles. (Note: This team will need to coordinate with Team 2.1 to identify when a student might need additional social-emotional supports and Team 2.3 to identify when a student might need ELL supports.)
2015-new-bedford.docx