ÐÏࡱá>þÿ (þÿÿÿþÿÿÿ%&'ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿèdé(€àຠ1+  +× Óº #_ftn1×&Óº#_ftnref1×&Óº#_ftnref1òH/È 0ÒÕ|·DTimes New RomanªžÙbüØbì 0ÙbWo 0·DArial BlackmanªžÙbüØbì 0ÙbWo 0" ·DArialBlackmanªžÙbüØbì 0ÙbWo 0"0·DArial NarrowanªžÙbüØbì 0ÙbWo 0"@·DSymbolarrowanªžÙbüØbì 0ÙbWo 0€ €bÿÿÿÿ$¥ .©  @£nÿý?" dd@ÿÿïÿÿÿÿÿÿ  @@``€€ àðØð°XU!; !  3   !%')+-/14569 :"; 3#   "$&(*,.027&E8>56B<  ð0e‚˜²ƒ0e„˜²…‡ˆ‰¿ ô€‚ƒ„†A‡Áˆ‰Š‹ŒŽ•–—Á˜™š›œ@¿ÀÁÂÿÿÿÄÅAÆÁÇÈÉÊË5%ÌÍÎÏÁÐÑÒÓÔÕÖ×ÿËËË8c8c     ?€‚ƒœ1„…ðù†‡÷¿ÀÁÂdÃÄÅÆÇÈÉÊ0uËÐÌ0íìÿÍ@T‰Î€Ï€ÿÿÐyÿÑ2Ò NÓPÃÔÕ'Öp”×°<ÿÿØÙ'Úp”ÿ@Aš)BCD|ŸE?„…†‡ˆŠ@ñÿÿÿÿ÷ð8ó€ó€Ðµ’žʚ;2NÍÉʚ;úgþý45d5dì 0Ùb~ýÿÿ²ÿÿÿpûppû@ <ý4!d!d® 0ÄÜbðªžb<ý4dddd® 0ÄÜbðªžbÿ <ý4dddd4Ùb. 0ÄÜbÄVbˆ2Š*º___PPT9‹ z?Ù Ú,OÙ Ú=ðYóŸšMODIFIED CONSENT DECREE¡<Ÿª óŸšPresentation ContentŸš6BRIEF BACKGROUND ESSENTIAL ELEMENTS OTHER FEATURES ¡P7óŸšBrief Background¡(Ÿš»1996 - District entered into Chanda Smith Consent Decree (Federal Court) 1996-2001 - 17 implementation plans approved by the Board or ordered by the Court (Consent Decree Administrators)¡2IZZrZŒóŸšBrief Background cont.¡(Ÿ æAugust 2001 District filed motion to modify decree (motion denied) October 2001, District appealed (U.S. Court of Appeals, 9th Circuit) June 2002-April 2003 Mediation with Expert Mediator (all issues addressed through this mediation process)¡:ôZ} uó Ÿš,Modified Consent Decree: Essential Elements ¡N-$ ó,'Ÿš1Essential Elements of the Modified Consent Decree¡22$óŸš6Essential Element: A. Outcome-Based Consent Decree ¡Z7     Ÿšy18 Outcomes Objective and measurable Data driven Achievable by June 30, 2006 Disengagement from outcomes as achieved¡’ZZZ ZZZZ(Z ló Ÿš#PROGRESS IN THE GENERAL CURRICULUM ¡"$"Ÿšš Students with disabilities will participate in state and district assessment programs for accountability for achievement in compliance with IDEA and NCLB¡›Z›ó3-Ÿš#PROGRESS IN THE GENERAL CURRICULUM ¡"$"Ÿš¡By the end of the 2005-2006 school year, 75% of students with disabilities in state-identified grade levels will participate in the statewide assessment program with no accommodations or standard accommodations. The percentage of students with disabilities participating in state-identified grade levels will be comparable to the percentage of nondisabled students participating in the statewide assessment program. ¡(¢Z #ó Ÿš#PROGRESS IN THE GENERAL CURRICULUM ¡"$"ŸšaPerformance scores for students with disabilities on state and district assessments will increase¡bbó4.Ÿš#PROGRESS IN THE GENERAL CURRICULUM ¡"$"Ÿš The Independent Monitor shall develop an outcome measure to require that the performance of students with disabilities increases and that the disparity with general education performance is reduced. The outcome measure shall be based on the key performance indices.¡(  #ó  Ÿš'GRADUATION, COMPLETION, DROP OUT RATES¡"('Ÿš=Graduation rates for students with disabilities will increase¡>>ó5/Ÿš'GRADUATION, COMPLETION, DROP OUT RATES¡"('ŸšÃThe District shall increase the number of grade 12 students with disabilities who receive diplomas based on the 2001-02 data by at least 5% (no less than 42.01% of grade 12 students with disabilities) during the 2003-04 school year, at least 5% (no less than 44.11% of grade 12 students with disabilities) during the 2004-05 school year, and at least 5% (no less than 46.32% of grade 12 students with disabilities) during the 2005-06 school year.[1] [¡8ÄZÂ##§ ¿Ãòó° 0ߟÁòó° 0ßÂÃó Ÿª ŸšfThe rate of students (grades 7-12) completing high school will increase (drop out rate will decrease)¡gZgó60Ÿª Ÿ šThe District s completion rate will increase based on an increase in the number of students who graduate with a diploma, receive a certificate of completion, or age out, as compared to the total number of students with disabilities who graduate with a diploma, receive a certificate of completion, age out, or drop out (grades 7-12)¡0NZMcCó Ÿš2Outcome No. 5: Reduction of Long-Term Suspensions¡ 3 &ŸšJPercent of long-term suspensions (6 or more cumulative days) will decrease¡KKó71Ÿš2Outcome No. 5: Reduction of Long-Term Suspensions¡ 3 &ŸšBy June 30, 2006, the District will reduce the percent of students with disabilities suspended 6 or more days from 9.14% of the total suspensions of students with disabilities occurring in the 2001-2002 school year to 2% of the total suspensions of students with disabilities. ¡@## ó ŸšHOME SCHOOL PLACEMENT/ LRE ¡"$$Ÿš·Students with specific learning disabilities and speech and language disabilities will receive increased instructional time in the general education program with supports and services¡ žZžó82ŸšHOME SCHOOL PLACEMENT/ LRE ¡"$$ŸšBy the end of the 2005-2006, the District will demonstrate a ratio of not less than 73% of students placed in the combined categories of 0-20% and 21-60% and not more than 27% students placed in the 61-100% category according to Federal placement reporting requirements. ¡*Z#ó Ÿš\Outcome No. 7: Placement of Students with Disabilities (6-22) with All Other Eligibilities¡ ] PŸš–Students with all other disability eligibilities will receive increased instructional time in the general education program with supports and services¡——ó93Ÿš\Outcome No. 7: Placement of Students with Disabilities (6-22) with All Other Eligibilities¡ ] PŸšBy the end of the 2005-2006, the District will demonstrate a ratio of not less than 52% of students placed in the combined categories of 0-20% and 21-60% and not more than 48% students placed in the 61-100% category according to Federal placement reporting requirements. ¡DZZ##óŸª ŸškStudents with disabilities will attend the school they would attend if they were not identified as disabled¡lló:4Ÿª Ÿ The Independent Monitor shall establish an outcome regarding home school placement with the objective to ensure that the District is meeting the Least Restrictive Environment ( LRE ) requirement of federal law.  Home school means any school a student with disabilities may attend if the student were not disabled.   The parties agree that special education centers are part of the continuum of program options for a full continuum of special education and related services in the least restrictive environment.¡H<##Ä#óŸšTRANSITION PLANNING ¡0$$$Ÿš|Students with disabilities age 14 and older will have compliant plans for transition into adult living as part of their IEPs¡}}ó;5ŸšTRANSITION PLANNING ¡0$$$Ÿš By the end of the 2005-2006 school year, 98% of all students age 14 and over shall have an Individual Transition Plan developed in accordance with federal law. ¡&¡Ÿ#óŸšEVALUATIONS ¡0 $$$Ÿš~Initial evaluations will be completed and the IEPs to review the evaluations will be convened within timelines required by law¡ó<6ŸšEVALUATIONS ¡0 $$$ŸšüBy the end of the 2005-2006 school year: a.  90% of all initial evaluations shall be completed within 50 days. b.  95% of all initial evaluations shall be completed within 65 days. c.  98% of all initial evaluations shall be completed within 80 days¡Ü)Ô(##!!B!!!!B!!!!A!ó2,ŸšDisproportionality¡"((ŸšŽThe District will submit data/analysis regarding whether African-American students are over-represented as emotionally disturbed to Independent Monitor: Outcome possibly developed¡µµó=7ŸšDisproportionality¡"((ŸšDuring the 2003-2004 school year, the Independent Monitor will review the data and analysis submitted by the District regarding whether African- American students are disproportionally identified as emotionally disturbed and determine whether a performance outcome should be established.¡& #óŸš5COMPLAINTS, DISPUTES, AND INFORMAL DISPUTE RESOLUTION¡"65  ŸšComplaints will be responded to in a timely manner: Remedy and date Information regarding referral Suggested action to take Complaint unfounded¡$4\ó>8Ÿš5COMPLAINTS, DISPUTES, AND INFORMAL DISPUTE RESOLUTION¡"65  Ÿš,The District will provide lawful responses to parents filing complaints in accordance with the following performance standards: a.   25% will be responded to within 5 working days. b.    50% of complaints will be responded to within 10 working days. c.    75% will be responded to within 20 working days. d.    90% will be responded to within 30 working days. The District will be required to report to the Independent Monitor on the status of each complaint not resolved within 30 working days, at 5-day intervals, until the complaint is resolved.¡^-Z€##c/cccc?cccc1cccc0ccŒcCóŸš6COMPLAINTS, DISPUTES, AND INFORMAL DISPUTE RESOLUTION ¡"75ŸšTMost informal dispute resolution procedures will be concluded within 20 working days¡UUó?9Ÿš6COMPLAINTS, DISPUTES, AND INFORMAL DISPUTE RESOLUTION ¡"75ŸšôBy June 30, 2006, the District will increase reliance on informal dispute resolution of disputes by increasing its ability to timely resolve disputes by concluding its informal dispute resolution process within 20 working days in 60% of cases. ¡0ôô#óŸš SERVICES ¡* Ÿš~Performance outcome will be established by Independent Monitor seeking substantial compliance regarding implementation of IEPs¡ó@:Ÿš SERVICES ¡* Ÿ (The Independent Monitor, in consultation with the parties, shall establish a performance outcome to measure the District s delivery of services in accordance with a child s Individualized Education Program. The performance outcome will seek to determine whether or not the District is implementing Individualized Education Programs in substantial compliance with the law. The baseline criteria and subsequent benchmarks shall be based on scientific sampling techniques representative of the disability population in the District.¡btcaaccóŸš'PARENT PARTICIPATION AT IEP MEETINGS ¡0($   Ÿš2Parent participation in IEP meetings will increase¡33óA;Ÿš'PARENT PARTICIPATION AT IEP MEETINGS ¡0($   ŸšXThe Independent Monitor shall establish one or more outcomes to determine if parents are participating in IEP meetings in accordance with law. The District shall provide data by January 2004 and the Independent Monitor shall consider such data in establishing the baseline and outcomes in this area to be included in the 2004-2005 Annual Plan. ¡*YZW#óŸšIEP TRANSLATIONS ¡@$$$$Ÿš5IEP translations will be completed in a timely manner¡66óB<ŸšIEP TRANSLATIONS ¡@$$$$Ÿ ÈBy the end of the 2005-2006 school year, the District shall complete IEP translations requested since July 2003 in the District s seven primary languages as follows: 85% within 30 days 95% within 45 days 98% within 60 days¡*å%ä#óŸšQUALIFIED PROVIDERS ¡0$$$Ÿš{The number of qualified special education teachers will be comparable to the number of qualified general education teachers¡||óC=ŸšQUALIFIED PROVIDERS ¡0$$$ŸšªBy June 30, 2006, the disparity between qualified regular education and special education teachers will decrease from 10.4%, based on the 2001-2002 school year, to 3.4%. ¡:ª©! óŸš1BEHAVIORAL INTERVENTIONS, STRATEGIES, SUPPORTS ¡02.   Ÿš ¡ óD>Ÿš1BEHAVIORAL INTERVENTIONS, STRATEGIES, SUPPORTS ¡02.   Ÿ €The Independent Monitor shall review the District s implementation of IDEA s requirement that, in the case of children whose behavior impedes their learning, IEP teams are appropriately considering strategies, including positive behavioral interventions and supports, to address such behavior and, if appropriate, establish an outcome. ¡2RR#ó Ÿš+Essential Element: B. Independent Monitor¡@,    Ÿš‡Consent Decree Administrators discharged Independent Monitor (Dr. Carl Cohn) Consultant to Independent Monitor (Dr. Thomas Hehir) ¡R>ZZ"ZZZ…óŸš%INDEPENDENT MONITOR Powers and Duties¡F&   Ÿ  Approve an Annual Plan submitted by the District Verify the accuracy of the District s data used to measure District s performance Make determinations of District s achievement of outcomes Order the District to comply with decisions made by Independent Monitor¡óŸš#Essential Element: C. Annual Plan¡6$   ŸšeFor each outcome: Benchmarks Action steps Responsible staff Evidence of completion Completion dates¡(TTóŸš#Essential Element: C. Annual Plan¡6$   ŸšyTimelines Submission of Annual Plan Adoption of Annual Plan by Independent Monitor Decision of Independent Monitor final¡zzóE?ŸšSample Annual Plan¡6óF@Ÿª óGAóHBóICóŸš>Essential Element: D. Disengagement from the Consent Decree¡L? Ÿš4Modified Consent Decree remains in full force and effect until Independent Monitor has certified that: District has achieved each outcome District is in substantial compliance with applicable special education laws and regulations District is in substantial compliance with program accessibility requirements¡6gZÎZgÎó#ŸšOTHER FEATURES¡Ÿ ¶Parent Council Complaint Response Unit Authority of Chief Administrator, Special Education Annual Hearing Accessible Facilities $67.5 million  Renovations, repairs $20 million   on demand requests, minor renovations ¡0€\€\ó0+Ÿš Questions?Ÿª Pÿÿÿbêø(ï `ð !·ÿÿÿ2Ìÿÿ™ÿÌ°ÿffÿmš`ð ÿÿÿ–––fff™ÌÌÿÌÌêêê`ð ÿÿÿ999Ëˈ††MMMêêê`ð ÿÿÌ33ÿf€Ìf€€ÿÌf`ð 3fÿÿÿ9VÝÝÝ=|»*3Ì̖¹Ü`ð ÿÿÿIIDDœ!<ff™ÛÛñ`ð ÿÿÿ3™f3ÿ™3¯éÌ£>ÿý?" dd@ÿÿïÿÿÿÿÿÿ,£€ÿý?" ddØ@ÿÿïÿÿÿÿÿÿ € Ô " Ð@ ð`€»€ £nÿý?" dd@ÿÿïÿÿÿÿÿÿ   @@``€€P£N   @ ` €`£ p£@@€£@@ bðZð ðòð( ð ð ððT ð`Ævà ð  ðˆ"ñ¿ðÆ`vàð~r ð B Ó ðNŠÿ…‡G®,€ƒ‹ŠÿŒdÀÿ €¿ða»vï ð~r ð B Ó ðNŠÿ…‡G®,€ƒ‹ŠÿŒdÀÿ €¿ða vA ð~r ð B Ó ðNŠÿ…‡G®,€ƒ‹ŠÿŒdÀÿ €¿ð`^ u’ð~r ð B Ó ðNŠÿ…‡G®,€ƒ‹ŠÿŒdÀÿ €¿ð`²uàð~r ð B Ó ðNŠÿ…‡G®,€ƒ‹ŠÿŒdÀÿ €¿ðaÆvúð~r ð B Ó ðNŠÿ…‡G®,€ƒ‹ŠÿŒdÀÿ €¿ð`uHð~r ð B Ó ðNŠÿ…‡G®,€ƒ‹ŠÿŒdÀÿ €¿ð`huœðÄ ð à ðH€ð羅‡€ƒ‹ŠÿŒ2Àÿ¿"ñ¿ðÄà ð>Ÿ¡€€$ª ðÄò ð @ à ðH€têž…‡GèR€ƒŒÎÿÿÿÀÿ ¿"ñ¿ð1Y€Ñ ð>Ÿ¡€€$ª ð2 ð ã ðT€`‡€ƒþÿÿ€Ž€€€Àÿ¿"ñ¿ð3"Üàð,$ñ@  0 ð>Ÿ¡€€$ª ð² ð “ ð6€èðž…‡¿Àÿ¿"ñ¿ðµ$œ8 ð>Ÿ¡€€$ª ð2 ð ã ðT€õž…‡€ƒþÿÿ€Ž€€€Àÿ¿"ñ¿ð ©iÍð,$ñ@ 0 ð>Ÿ¡€€$ª ð² ð “ ð6€Xøž…‡¿Àÿ¿"ñ¿ðH ©À ð>Ÿ¡€€$ª ðèðl ð_và ð S ð@ABÉCˆ"ñ¿ð_vàð¬r ð  à ðHŠÿ…‡G®,€ƒ‹ŠÿÀÿ €¿ðaäv ð,$ñ@  0ð¬r ð  à ðHŠÿ…‡G®,€ƒ‹ŠÿÀÿ €¿ða6 vk ð,$ñ@  0ð¬r ð  à ðHŠÿ…‡G®,€ƒ‹ŠÿÀÿ €¿ð`ˆ uŒð,$ñ@  0ð¬r ð  à ðHŠÿ…‡G®,€ƒ‹ŠÿÀÿ €¿ðaìv!ð,$ñ@  0ð¬r ð  à ðHŠÿ…‡G®,€ƒ‹ŠÿÀÿ €¿ð`>urð,$ñ@  0ð¬r ð  à ðHŠÿ…‡G®,€ƒ‹ŠÿÀÿ €¿ð`’uÆð,$ñ@  0ð ð  “ ðî0e‚˜²ƒ0e„˜²…‡ˆ‰¿  ô?@ABCÑDEÁFÁ€ƒ„‰Š‹ŠÿŒŽ˜™œ@¿ÀÁÄÈÉË5%ÌÍÎÖ×ÿ€€€ËËË€8c8c?@Aš)BCD|ŸE?„|Ÿ…†|Ÿ‡ˆðÿŠÑɬ @¬®¬¬`€ðbvÑð ð  “ ðށ0e‚˜²ƒ0e„˜²…‡ˆ‰¿  ô?@ABÉCDEÁFÁ€ƒ„‰Š‹ŠÿŒŽ˜™œ@¿ÀÁÄÈÉË5%ÌÍÎÖ×ÿ€€€ËËË€8c8c?@Aš)BCD|ŸE?„|Ÿ…†|Ÿ‡ˆðÿÉÉ@¬¬`€ð_Ü(àðæ ð £ ð<€€ýž‡¿ƒ¿Àÿ "ñ¿ð[Ððáðà ž ðTŸš Click to edit Master title style¢!ª !ðô ð ƒ ð0€ öƒ¿Àÿ "ñ¿ðà ððà ž ðnŸš.Click to edit Master text styles Second level ¢! ª /ðÞ ð ƒ ð0€šöƒ¿Àÿ "ñ¿ð`ׇ€ðà ö ðXŸ *¡øªðà ð ƒ ð0€à öƒ¿Àÿ "ñ¿ð`×÷€ðà  ö ðZŸ *¡úªðà ð ƒ ð0€”öƒ¿Àÿ "ñ¿ð`G÷€ðà ö ðZŸ *¡ØªðH ð ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmš ºHigh VoltageîÕï € …ð}0ð ðð( ð ðð2ðT ð€à ð ðˆ"ñ¿ð€àð` ð ƒ ð0…‡€ƒÀÿ ð€ðf ð “ ð6…‡€ƒŒdÀÿ ðK €àððT ð`Ævà ð ðˆ"ñ¿ðÆ`vàð~r ðB Ó ðNŠÿ…‡G®,€ƒ‹ŠÿŒdÀÿ €¿ða»vï ð~r ðB Ó ðNŠÿ…‡G®,€ƒ‹ŠÿŒdÀÿ €¿ða vA ð~r ðB Ó ðNŠÿ…‡G®,€ƒ‹ŠÿŒdÀÿ €¿ð`^ u’ð~r ð B Ó ðNŠÿ…‡G®,€ƒ‹ŠÿŒdÀÿ €¿ð`²uàð~r ð B Ó ðNŠÿ…‡G®,€ƒ‹ŠÿŒdÀÿ €¿ðaÆvúð~r ð B Ó ðNŠÿ…‡G®,€ƒ‹ŠÿŒdÀÿ €¿ð`uHð~r ð B Ó ðNŠÿ…‡G®,€ƒ‹ŠÿŒdÀÿ €¿ð`huœðÄ ð  à ðH€|îù…‡€ƒ‹ŠÿŒ2Àÿ¿"ñ¿ðÄà ð>Ÿ¡€€$ª ðÄò ð@ à ðH€Xòù…‡GèR€ƒŒÎÿÿÿÀÿ ¿"ñ¿ð°Y€P ð>Ÿ¡€€$ª ð2 ð ã ðT€ìõù…‡€ƒþÿÿ€Ž€€€Àÿ¿"ñ¿ð£ËPð,$ñ@  0 ð>Ÿ¡€€$ª ð² ð “ ð6€tøù…‡¿Àÿ¿"ñ¿ð¥$Šà ð>Ÿ¡€€$ª ð2 ð ã ðT€`üù…‡€ƒþÿÿ€Ž€€€Àÿ¿"ñ¿ð£ºzPð,$ñ@ 0 ð>Ÿ¡€€$ª ð² ð “ ð6€àû…‡¿Àÿ¿"ñ¿ðË1ºC ð>Ÿ¡€€$ª ðèðl ð_và ðS ð@ABÉCˆ"ñ¿ð_vàð¬r ð à ðHŠÿ…‡G®,€ƒ‹ŠÿÀÿ €¿ðaäv ð,$ñ@  0ð¬r ð à ðHŠÿ…‡G®,€ƒ‹ŠÿÀÿ €¿ða6 vk ð,$ñ@  0ð¬r ð à ðHŠÿ…‡G®,€ƒ‹ŠÿÀÿ €¿ð`ˆ uŒð,$ñ@  0ð¬r ð à ðHŠÿ…‡G®,€ƒ‹ŠÿÀÿ €¿ðaìv!ð,$ñ@  0ð¬r ð à ðHŠÿ…‡G®,€ƒ‹ŠÿÀÿ €¿ð`>urð,$ñ@  0ð¬r ð à ðHŠÿ…‡G®,€ƒ‹ŠÿÀÿ €¿ð`’uÆð,$ñ@  0ð ð “ ðî0e‚˜²ƒ0e„˜²…‡ˆ‰¿  ô?@ABCÑDEÁFÁ€ƒ„‰Š‹ŠÿŒŽ˜™œ@¿ÀÁÄÈÉË5%ÌÍÎÖ×ÿ€€€ËËË€8c8c?@Aš)BCD|ŸE?„|Ÿ…†|Ÿ‡ˆðÿŠÑɬ @¬®¬¬`€ðbvÑð ð “ ðށ0e‚˜²ƒ0e„˜²…‡ˆ‰¿  ô?@ABÉCDEÁFÁ€ƒ„‰Š‹ŠÿŒŽ˜™œ@¿ÀÁÄÈÉË5%ÌÍÎÖ×ÿ€€€ËËË€8c8c?@Aš)BCD|ŸE?„|Ÿ…†|Ÿ‡ˆðÿÉÉ@¬¬`€ð_Ü(àðæ ð £ ð<€Pû‡¿ƒ¿Àÿ "ñ¿ðû×÷ðà û ðTŸš Click to edit Master title style¢!ª !ðÝ ð ƒ ð0€ìûƒ¿Àÿ "ñ¿ð°â¢ ðà û ðWŸš#Click to edit Master subtitle style¢$ª $ðÞ ð ƒ ð0€` ûƒ¿Àÿ "ñ¿ðŒÁq¬ðà û ðXŸ *¡øªðà ð ƒ ð0€|ûƒ¿Àÿ "ñ¿ðŒÁá¬ðà  û ðZŸ *¡úªðà ð  ƒ ð0€`ûƒ¿Àÿ "ñ¿ðŒ1á¬ðà û ðZŸ *¡ØªðH ð ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšðèñ€ 0 šð pðØð8ð( ð ðØð  ðØ Ó ðN€ð–\{`‚>°ƒ{`„>°¿ƒ¿Àÿ ðVðà  \ ðvŸ *¡ ùªŠñ777UUqqð ðØ Ó ðN€¬¢\{`‚>°ƒ{`„>°¿ƒ¿Àÿ ðŠ àðà \ ðxŸ *¡ øªŠñ777UUqqðd ðØ c ð$‡¿ÿ ?ð­»(? 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The essential elements of the MCD serve as a design to achieve Special Education compliance and disengage from the MCD.¡v@ 21  ]     y ðH ð$ ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšîï € Ÿð¶ÐðŽðNð( ð ðŽðr ðŽ S ð€Sö¿ÿ ðóÐðáðà  ö ð žðœ ðŽ ƒ ð0€œ'aƒ¿Àÿ ð` ððt$ñDè 0ˆ@Š8º___PPT9‹¬ ðÀŸšD18 Outcomes Independent Monitor Annual Plan Disengagement Standards ¡@E! C$$ Šø°–ø€`èÈP0ðH ðŽ ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšîï € ÆðŸàððVð( ð ððx ð c ð$€ha…¿ÿ ð  Pðà  a ð žðž ð S ð€Œ-a¿ÿ ðÀàð<$ñD 0à a ð žðH ð ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšîï € ÏðÇðð(ð_ð( ð ð(ðr ð( S ð€h5a¿ÿ ð0  ððà a ð žð¢ ð( ƒ ð0€:a¿ƒ¿Àÿðp0ÀÑ ð£ŸšCOutcome No. 1: Participation in the Statewide Assessment Program¡DD 2 2'ð¢ ð( Ó ðN€d;a…‡¿ƒ¿Àÿ  ˆðP À€ðà  a ð žðH ð( ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšî…ï € 5ð-ðèðÅð( ð ðèðØ ðè c ð„€$Da0e‚˜²ƒ0e„˜²…†‡ˆ‰Š‹¿ƒ¿Àÿ  ˆð  ðàðà a ð žð¢ ðè Ó ðN€ŽDa…‡¿ƒ¿Àÿ  ˆðP À€ðà  a ð žð¢ ðè ƒ ð0€ÌEa¿ƒ¿Àÿð° 0 𣟚COutcome No. 1: Participation in the Statewide Assessment Program¡DD 2 2'ðH ðè ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšî=ï € íðåð0ð}ð( ð ð0ðx ð0 c ð$€ìWa…¿ÿ ðP À€ðà  a ð žðž ð0 S ð€žXa¿ÿ ð€  ðpð<$ñD 0à a ð žð¢ ð0 ƒ ð0€Za¿ƒ¿Àÿð  À ð,$ñDè 0 ð‹Ÿš?Outcome No. 2: Performance in the Statewide Assessment Program¡0@ 2 3ðH ð0 ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšî¡ï € QðI ðìðáð( ð ðìðØ ðì c ð„€8ka0e‚˜²ƒ0e„˜²…†‡ˆ‰Š‹¿ƒ¿Àÿ  ˆð Ð àðà a ð žð¢ ðì Ó ðN€dca…‡¿ƒ¿Àÿ  ˆð] €ðà  a ð žð¢ ðì ƒ ð0€ma¿ƒ¿Àÿð qð,$ñDè 0 ð‹Ÿš?Outcome No. 2: Performance in the Statewide Assessment Program¡0@ 2 3ðH ðì ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšîÛï € ‹ðƒ0ð4ðð( ð ð4ðr ð4 S ð€š|a¿ÿ ð 0P`ðà  a ð žðr ð4 S ð€P}a¿ÿ ð0 0€0 ðà a ð žðï¢ ð4 ã ðT€,oa¿ƒ¿ Àÿ?¿ÿ?„†ðp0À ðkŸšOutcome No. 3: Graduation Rate¡0 2   ðH ð4 ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšîçï € —ð@ððð'ð( ð ðððØ ðð c ð„€ˆŽa0e‚˜²ƒ0e„˜²…†‡ˆ‰Š‹¿ƒ¿Àÿ  ˆðÀ ððà a ð žðœ ðð à ðH€Da‡¿ƒ¿Àÿ  ˆð Ðð`ðà  a ð žðt¢ ðð ã ðT€Àö¿ƒ¿ Àÿ?¿ÿ?„†ðÕÐÏ ððŸ X1] This agreement is based on current diploma requirements; the Independent Monitor will revisit this agreement with the parties if the State s diploma requirements change.¡8­0Z#©#$§ òó° 0ßðï¢ ðð ã ðT€Œa¿ƒ¿ Àÿ?¿ÿ?„†ð° 0 ðkŸšOutcome No. 3: Graduation Rate¡0 2 ðH ðð ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšîlï € ðPð8ð¬ð( ð ð8ðr ð8 S ð€<›a¿ÿ ð`@Ú ðà a ð žðï¢ ð8 ã ðT€hža¿ƒ¿ Àÿ?¿ÿ?„†ð0d ðkŸšOutcome No. 4: Completion Rate¡0 2 ðù ð8 £ ð<€š©a‡¿ƒ¿Àÿ ðð0PD ðŸš'GRADUATION, COMPLETION, DROP OUT RATES¡.('Šðð¢ ð8 ã ðT€Œ±a¿ƒ¿ Àÿ?¿ÿ?„†ðš @P` ð~Ÿ BDiploma  Certificate of Completion  Age Out __________________________________________________________ Diploma  Certificate of Completion  Age Out  Drop Out¡ ¢(¢ðH ð8 ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšîÈï € xðp`ðôðð( ð ðôðØ ðô c ð„€ža0e‚˜²ƒ0e„˜²…†‡ˆ‰Š‹¿ƒ¿Àÿ  ˆð ðPðà a ð žðï¢ ðô ã ðT€8¹a¿ƒ¿ Àÿ?¿ÿ?„†ð`0d ðkŸšOutcome No. 4: Completion Rate¡0 2 ðù ðô £ ð<€Ÿa‡¿ƒ¿Àÿ ðð0PD ðŸš'GRADUATION, COMPLETION, DROP OUT RATES¡.('ŠððH ðô ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšîÈï € xðppð<ðð( ð ð<ðr ð< S ð€ŒÑa¿ÿ ðŒÐððà  a ð žðr ð< S ð€xÒa¿ÿ ð0  ððà a ð žðÜ¢ ð< ã ðT€ØÔa¿ƒ¿ Àÿ?¿ÿ?„†ðœ`p0 ðXŸš SUSPENSIONS ¡0 2 $$ðH ð< ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšîXï € ð€ðøð˜ð( ð ðøðØ ðø c ð„€¬Óa0e‚˜²ƒ0e„˜²…†‡ˆ‰Š‹¿ƒ¿Àÿ  ˆðp ð€ðà a ð žðœ ðø à ðH€€áa‡¿ƒ¿Àÿ  ˆð@Ðð”ðà  a ð žðÜ¢ ðø ã ðT€¬åa¿ƒ¿ Àÿ?¿ÿ?„†ðœ`p0 ðXŸš SUSPENSIONS ¡0 2 $$ðH ðø ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšî#ï € Óðːð@ðcð( ð ð@ðx ð@ c ð$€˜ôa…¿ÿ ðÐðððà  a ð žðr ð@ S ð€Tõa¿ÿ ðð  ððà a ð žð1¢ ð@ ã ðT€Ôúa¿ƒ¿ Àÿ?¿ÿ?„†ð@ÐP¡ ð­ŸšaOutcome No. 6: Placement of Students with Disabilities (6-22) with Eligibilities of SLD and SLI¡0b 2 UðH ð@ ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšî³ï € cð[ ðüðóð( ð ðüðØ ðü c ð„€Ðb0e‚˜²ƒ0e„˜²…†‡ˆ‰Š‹¿ƒ¿Àÿ  ˆðÐÀPðà b ð žð¢ ðü Ó ðN€üb…‡¿ƒ¿Àÿ  ˆðÐðððà  b ð žð1¢ ðü ã ðT€0b¿ƒ¿ Àÿ?¿ÿ?„†ðàÐPA ð­ŸšaOutcome No. 6: Placement of Students with Disabilities (6-22) with Eligibilities of SLD and SLI¡0b 2 UðH ðü ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšîßï € ð‡°ðDðð( ð ðDðx ðD c ð$€db…¿ÿ ðÕ €6ðà  b ð žðr ðD S ð€Ðb¿ÿ ð  ð ðà b ð žðí ðD £ ð<€ä%b‡¿ƒ¿Àÿ ð ð ðŸšHOME SCHOOL PLACEMENT/ LRE ¡.$$ŠððH ðD ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšîoï € ðÀðð¯ð( ð ððØ ð c ð„€t+b0e‚˜²ƒ0e„˜²…†‡ˆ‰Š‹¿ƒ¿Àÿ  ˆð  ðððà b ð žð¢ ð Ó ðN€0,b…‡¿ƒ¿Àÿ  ˆðÕ €6ðà  b ð žðí ð £ ð<€d-b‡¿ƒ¿Àÿ ð ð ðŸšHOME SCHOOL PLACEMENT/ LRE ¡.$$ŠððH ð ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšîTï € ðüÐðHð”ð( ð ðHðr ðH S ð€(8b¿ÿ ð@ ð`ðà b ð žðí ðH £ ð<€ž À`  ð@Ÿ ÚOutcome No. 17: IEP Team Consideration of Special Factors Behavioral Interventions, Strategies, and Supports¡.n`ŠððH ð, ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšîï € Ÿð¶0ð ðNð( ð ð ðr ð S ð€8Ëc¿ÿ ðp ððà c ð žðœ ð à ðH€HÌc‡¿ƒ¿Àÿ  ˆðÀÐðÓðà  c ð žðH ð ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšîäï € ”ðŒ@ðpð$ð( ð ðpðr ðp S ð€ Ôc¿ÿ ðAÐðáðà  c ð žðr ðp S ð€Õc¿ÿ ðà ð ðà c ð žðH ðp ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšîäï € ”ðŒPðtð$ð( ð ðtðr ðt S ð€Ðãc¿ÿ ðÎÐðáðà  c ð žðr ðt S ð€Œäc¿ÿ ðà ððà c ð žðH ðt ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšîäï € ”ðŒ`ðxð$ð( ð ðxðr ðx S ð€$òc¿ÿ ðÎÐðáðà  c ð žðr ðx S ð€dúc¿ÿ ðà ððà c ð žðH ðx ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšîpï €  ðpð%1ð°ð( ð ð0ðx ð0 c ð$€Dýc…¿ÿ ð:€€ ðà  c ð žðH ð0 ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšîÛ$ï € ‹$ðƒ$€ð==@ð$ð( ð ð@ðã#ðL ðýÿÿÿýÿÿÿ1 ð@# ð ˆð`ÐðPð%#ðN ð.  ð@ ðˆð. ðkðN ð.  ð@ ðˆð. ð« ð@ Ó ðN€f‚)ƒ„)¿ƒ¿Àÿð+  ð%Ÿš»OUTCOME #6 Placement of Students with Disabilities (ages 6-22) with eligibilities of Specific Learning Disabilities (SLD) and Language/Speech Impaired (SLI): By the end of the 2005-2006 school year, the District will demonstrate a ratio of not less than 73% of students placed in the combined categories of 0-20% and 21-60% and not more than 23% of students placed in the 61-100% category according to Federal placement reporting requirements¡N ±  #‘# # ðZ ð@ s ð*ƒ¿À   Ëÿð. ð†ðN ð ,7  ð@ ðˆð ,7 ðÆðT ð Ô7  ð@# ð ˆð+ ÿ7 ðô ð @ Ó ðN€ f‚)ƒ„)¿ƒ¿Àÿð Ò( ðnŸš  ¡> ##ª ðf ð @ Ó ðN€ f‚)ƒ„)¿ƒ¿ÀÿðJÔ7  ðàŸš’2003-2004 BENCHMARK: 63% of students with disabilities will not exceed 60% of their instructional day outside of the general education classroom.¡2“#|#ðZ ð @ s ð*ƒ¿À   Ëÿð ,í ðpðN ðí .- ð @ ðˆðí .-ðN ð @ S ðààà¿Àÿðí .-ðŒðN ðí .- ð@ ðˆðí .-ðü ð@ à ðH€\f‚)ƒ„)¿ààà¿Àÿð+í - ð|Ÿš"CENTRAL AND LOCAL DISTRICT LEVELS ¡>" !##ðZ ð@ s ð*ƒ¿À   Ëÿðí .-ðCðN ð- À ð@ ðˆð- ÀðN ð@ S ðààà¿Àÿð- ÀððN ð- À ð@ ðˆð- ÀðÏ ð@ ƒ ð0€0f¿ààà¿Àÿð+-Þ À ðgŸš Action Steps ¡>   # " ðZ ð@ s ð*ƒ¿À   Ëÿð- ÀðHðN ð -¿À ð@ ðˆð -¿ÀðN ð@ S ðààà¿Àÿð -¿Àð”ðN ð -¿À ð@ ðˆð -¿ÀðÔ ð@ ƒ ð0€ð"f¿ààà¿Àÿð4 -”À ðlŸšResponsible Staff ¡> # " ðZ ð@ s ð*ƒ¿À   Ëÿð -¿ÀðMðN ð¿-•À ð@ ðˆð¿-•ÀðN ð@ S ðààà¿Àÿð¿-•Àð™ðN ð¿-•À ð@ ðˆð¿-•ÀðÙ ð@ ƒ ð0€T)f¿ààà¿Àÿðê-jÀ ðqŸšEvidence of Completion ¡> # " ðZ ð@ s ð*ƒ¿À   Ëÿð¿-•Àð?ðN ð•-.À ð @ ðˆð•-.ÀðN ð!@ S ðààà¿Àÿð•-.Àð‹ðN ð•-.À ð"@ ðˆð•-.ÀðË ð#@ ƒ ð0€0f¿ààà¿ÀÿðÀ-À ðcŸš Timeline ¡>  # " ðZ ð$@ s ð*ƒ¿À   Ëÿð•-.ÀðSðN ðÀ ¬ ð%@ ðˆðÀ ¬ð“ ð&@ “ ð6€T6f¿ƒ¿Àÿð+ÀÞ ¬ ð%ŸšÑCommunicate District growth percentage increase of students with SLD and SLI eligibilities placed in combined categories of 0-20% and 21-60% of time spent out of the general education classroom for 2003-2004. ¡8Ñ Ð# " ðZ ð'@ s ð*ƒ¿À   ËÿðÀ ¬ð²ðN ð À¿¬ ð(@ ðˆð À¿¬ðò ð)@ “ ð6€>f¿ƒ¿Àÿð4 À”¬ ð„Ÿš8Associate Superintendent, Division of Special Education ¡08 8# ðZ ð*@ s ð*ƒ¿À   Ëÿð À¿¬ðÛðN ð¿À•¬ ð+@ ðˆð¿À•¬ð ð,@ “ ð6€Cf¿ƒ¿ÀÿðêÀj¬ ð­Ÿš%·  Written communications to schools ¡R% # "!# " ŠÿÀ€ ðZ ð-@ s ð*ƒ¿À   Ëÿð¿À•¬ððN ð•À.¬ ð.@ ðˆð•À.¬ðÐ ð/@ “ ð6€xGf¿ƒ¿ÀÿðÀÀ¬ ðbŸš July 2003 ¡<   # " ðZ ð0@ s ð*ƒ¿À   Ëÿð•À.¬ð×ðN ð¬  ð1@ ðˆð¬ ð ð2@ “ ð6€Wf¿ƒ¿Àÿð+¬Þ  ð©ŸšUProvide knowledge and implementation level professional development to all school-based administrators, general and special education teachers on research-based collaborative service delivery models and supports for schools that promote increased participation in the general education classroom for students with SLD and SLI eligibilities. ¡8U T# " ðZ ð3@ s ð*ƒ¿À   Ëÿð¬ ðœðN 𠬿  ð4@ ðˆð ¬¿ ðý ð5@ “ ð6€h`f¿ƒ¿Àÿð4 ¬”  ðŸšCDirector, Instructional Initiatives, Division of Special Education ¡0C C# ðZ ð6@ s ð*ƒ¿À   Ëÿ𠬿 ðKðN 𿬕  ð7@ ðˆð¿¬• ð‹ ð8@ “ ð6€ef¿ƒ¿Àÿðê¬j  ðŸšc·  Professional Development Calendar/Report, 2003-2004 ·  Individual Personnel Certification Forms ¡†7- # "3# " # "(# " ŠÕÿžÿðZ ð9@ s ð*ƒ¿À   Ëÿ𿬕 ððN ð•¬.  ð:@ ðˆð•¬. ðÐ ð;@ “ ð6€Ühf¿ƒ¿ÀÿðÀ¬  ðbŸš June 2004 ¡<   # " ðZ ð<@ s ð*ƒ¿À   Ëÿð•¬. ðZ ð=@ s ð*ƒ¿À   Ëh+ÿðýÿÿÿýÿÿÿ1ðH ð@ ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð ÿÿÿ€€€Ì™33ÌÌÌÿ²²²îï"ï€ Ÿ"ð—"@ð44Dð/"ð( ð ðDð÷!ðL ðýÿÿÿýÿÿÿ1™  ðD# ð ˆðàÐ Àð9!ðN ð.–  ðD ðˆð.– ðfðN ð _ ðD ðˆð _ðŠ ðD “ ð6€@dû¿ƒ¿Àÿð+Þ _ ð8ŸšäProvide school level training on placement guidelines for IEP teams to be used by IEP teams in determining placement in the least restrictive environment in accordance with the Individuals with Disabilities Education Act (IDEA) ¡8ä ã# " ðZ ðD s ð*ƒ¿À   Ëÿð _ðÐðN ð ¿_ ðD ðˆð ¿_ð ðD “ ð6€(lû¿ƒ¿Àÿð4 ”_ 𢟚JDirector, Compliance and Monitoring Unit, Division of Special Education   ¡<H H# " ðZ ð D s ð*ƒ¿À   Ëÿð ¿_ð•ðN ð¿•_ ð D ðˆð¿•_ðÕ ð D “ ð6€$rû¿ƒ¿Àÿðêj_ ðgŸšy·  Professional Development Report, 2003-2004 ·  Professional Development Calendar, 2003-2004 ·  Agendas; Sign-In Sheets ¡º.L # "*# " # ",# " # "# " ŠÕÿžÿðZ ð D s ð*ƒ¿À   Ëÿð¿•_ððN ð•._ ð D ðˆð•._ðÐ ðD “ ð6€dvû¿ƒ¿ÀÿðÀ_ ðbŸš June 2004 ¡<   # " ðZ ðD s ð*ƒ¿À   Ëÿð•._ðIðN ð_ Ÿ ðD ðˆð_ Ÿð‰ ðD “ ð6€H|û¿ƒ¿Àÿð+_Þ Ÿ ðŸšÇContinue monthly training of LRE Support Teams to provide support schools in increasing the percentage of students with eligibilities of SLD and SLI participating in the general education classroom. ¡8Ç Æ# " ðZ ðD s ð*ƒ¿À   Ëÿð_ ŸðœðN ð _¿Ÿ ðD ðˆð _¿Ÿðý ðD “ ð6€ “û¿ƒ¿Àÿð4 _”Ÿ ðŸšCDirector, Instructional Initiatives, Division of Special Education ¡0C C# ðZ ðD s ð*ƒ¿À   Ëÿð _¿Ÿð•ðN ð¿_•Ÿ ðD ðˆð¿_•ŸðÕ ðD “ ð6€ž˜û¿ƒ¿Àÿðê_jŸ ðgŸšy·  Professional Development Report, 2003-2004 ·  Professional Development Calendar, 2003-2004 ·  Agendas; Sign-In Sheets ¡º.L # "*# " # ",# " # "# " ŠÕÿžÿðZ ðD s ð*ƒ¿À   Ëÿð¿_•ŸððN ð•_.Ÿ ðD ðˆð•_.ŸðÐ ðD “ ð6€(û¿ƒ¿ÀÿðÀ_Ÿ ðbŸš June 2004 ¡<   # " ðZ ðD s ð*ƒ¿À   Ëÿð•_.ŸðzðN ðŸ   ðD ðˆðŸ  ðº ðD “ ð6€ü³û¿ƒ¿Àÿð+ŸÞ   ðLŸšøTrain all elementary Assistant Principals/School Instructional Specialist (AP/EIS) and designated secondary administrators in strategies for planning and establishing research-based collaborative service delivery models and supports for schools.   ¡8ö õ# " ðZ ðD s ð*ƒ¿À   ËÿðŸ  ðÍðN ð Ÿ¿  ðD ðˆð Ÿ¿ ð  ð D “ ð6€ð¹û¿ƒ¿Àÿð4 Ÿ”  🟚GDirector, Program/Fiscal Accountability, Division of Special Education ¡<G F# " ðZ ð!D s ð*ƒ¿À   Ëÿð Ÿ¿ ð•ðN ð¿Ÿ•  ð"D ðˆð¿Ÿ• ðÕ ð#D “ ð6€Ì¿û¿ƒ¿ÀÿðêŸj  ðgŸšy·  Professional Development Report, 2003-2004 ·  Professional Development Calendar, 2003-2004 ·  Agendas; Sign-In Sheets ¡º.L # "*# " # ",# " # "# " ŠÕÿžÿðZ ð$D s ð*ƒ¿À   Ëÿð¿Ÿ• ððN ð•Ÿ.  ð%D ðˆð•Ÿ. ðÐ ð&D “ ð6€ Äû¿ƒ¿ÀÿðÀŸ  ðbŸš June 2004 ¡<   # " ðZ ð'D s ð*ƒ¿À   Ëÿð•Ÿ. ð1ðN ð –  ð(D ðˆð – ðq ð)D “ ð6€Êû¿ƒ¿Àÿð+ Þ –  🚯Identify and analyze research-based strategies for educating diverse learners through differentiated instruction to be integrated into all District instructional initiatives. ¡8¯ ®# " ðZ ð*D s ð*ƒ¿À   Ëÿð – ðÉðN ð  ¿–  ð+D ðˆð  ¿– ð  ð,D “ ð6€Øßû¿ƒ¿Àÿð4  ”–  𛟚CDirector, Instructional Initiatives, Division of Special Education ¡<C B# " ðZ ð-D s ð*ƒ¿À   Ëÿð  ¿– ðçðN ð¿ •–  ð.D ðˆð¿ •– ð' ð/D “ ð6€Äåû¿ƒ¿Àÿðê j–  𹟚9·  Sample integrated professional development materials ¡R9 # "5# " Š ÕÿðZ ð0D s ð*ƒ¿À   Ëÿð¿ •– ððN ð• .–  ð1D ðˆð• .– ðÐ ð2D “ ð6€„éû¿ƒ¿ÀÿðÀ –  ðbŸš June 2004 ¡<   # " ðZ ð3D s ð*ƒ¿À   Ëÿð• .– ðZ ð4D s ð*ƒ¿À   Ëh+ÿðýÿÿÿýÿÿÿ1™ ðH ðD ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð ÿÿÿ€€€Ì™33ÌÌÌÿ²²²î!ï€ ± ð© Pð55HðA ð( ð ðHðÀ ðH “ ð6€ø[¿ƒ¿Àÿð³)ÿ©F ðZŸš  ¡* " ª ðAðL ðýÿÿÿýÿÿÿ1&  ðH# ð ˆð\ð…ðƒðN ð.#  ðH ðˆð.# ðËðN ð ì ðH ðˆð ìð  ðH “ ð6€<[¿ƒ¿Àÿð+Þ ì 𝟚GEstablish and hold bi-monthly parent forums to increase LRE knowledge. ¡:G F# "  ðZ ðH s ð*ƒ¿À   Ëÿð ìðÒðN ð ¿ì ðH ðˆð ¿ìð ð H “ ð6€Ì [¿ƒ¿Àÿð4 ”ì ð€ŸšJSpecialist, Parent Involvement and Support, Division of Special Education ¡>J I# "  ðZ ð H s ð*ƒ¿À   Ëÿð ¿ìð¹ðN ð¿•ì ð H ðˆð¿•ìðù ð H “ ð6€š[¿ƒ¿Àÿðêjì ð‹Ÿš·  Agendas; Sign-In Sheets ¡T # " # "  ðZ ð H s ð*ƒ¿À   Ëÿð¿•ìð’ðN ð•.ì ðH ðˆð•.ìðÒ ðH “ ð6€0[¿ƒ¿ÀÿðÀì ðdŸš June 2004 ¡>   # "  ðZ ðH s ð*ƒ¿À   Ëÿð•.ìððN ðì Ø ðH ðˆðì ØðS ðH “ ð6€„[¿ƒ¿Àÿð+ìÞ Ø ð埚Monitor school level data regarding percentage of students with eligibilities of SLD and SLI participating in the general education classroom. ¡: Ž# "  ðZ ðH s ð*ƒ¿À   Ëÿðì ØðÀðN ð ì¿Ø ðH ðˆð ì¿Øð ðH “ ð6€l$[¿ƒ¿Àÿð4 ì”Ø ð’Ÿš8Associate Superintendent, Division of Special Education ¡>8 7# "  ðZ ðH s ð*ƒ¿À   Ëÿð ì¿ØðÀðN ð¿ì•Ø ðH ðˆð¿ì•Øð ðH “ ð6€@+[¿ƒ¿ÀÿðêìjØ ð’Ÿš·  Data Reports ¡T # " # "  Š ÕÿðZ ðH s ð*ƒ¿À   Ëÿð¿ì•Øð£ðN ð•ì.Ø ðH ðˆð•ì.Øðã ðH “ ð6€.[¿ƒ¿ÀÿðÀìØ ðuŸšDecember 2003 and May 2004 ¡> # "  ðZ ðH s ð*ƒ¿À   Ëÿð•ì.ØðAðN ðØ Ä ðH ðˆðØ Äð ðH “ ð6€4=[¿ƒ¿Àÿð+ØÞ Ä ðŸšœMonitor school level implementation by reviewing one-fourth of the schools through the Coordinated Compliance Review/District Validation Review process, including classroom observations.   ¡:» º# "  ðZ ðH s ð*ƒ¿À   ËÿðØ ÄðÐðN ð Ø¿Ä ð H ðˆð Ø¿Äð ð!H “ ð6€(E[¿ƒ¿Àÿð4 Ø”Ä ð¢ŸšHDirector, Compliance and Monitoring Unit, Division of Special Education ¡>H G# "  ðZ ð"H s ð*ƒ¿À   Ëÿð Ø¿ÄððN ð¿Ø•Ä ð#H ðˆð¿Ø•Äð[ ð$H “ ð6€L[¿ƒ¿ÀÿðêØjÄ ðퟚ5·  CCR/DVR School Reports ·  District Summary Report ¡ˆ # " # " # " # "  Š ÕÿžÿðZ ð%H s ð*ƒ¿À   Ëÿð¿Ø•Äð’ðN ð•Ø.Ä ð&H ðˆð•Ø.ÄðÒ ð'H “ ð6€ðN[¿ƒ¿ÀÿðÀØÄ ðdŸš June 2004 ¡>   # "  ðZ ð(H s ð*ƒ¿À   Ëÿð•Ø.ÄðNðN ðÄ #  ð)H ðˆðÄ # ðŽ ð*H “ ð6€X`[¿ƒ¿Àÿð+ÄÞ #  ð Ÿš¬Randomly monitor schools not subject to the CCR/DVR process for implementation of LRE elements of Single Plan for Student Achievement (comprehensive or abridged versions). ¡X¬ b# ## &# "  ðZ ð+H s ð*ƒ¿À   ËÿðÄ # ðÐðN ð Ä¿#  ð,H ðˆð Ä¿# ð ð-H “ ð6€Ðh[¿ƒ¿Àÿð4 Ä”#  𢟚HDirector, Compliance and Monitoring Unit, Division of Special Education ¡>H G# "  ðZ ð.H s ð*ƒ¿À   Ëÿð Ä¿# ð!ðN ð¿Ä•#  ð/H ðˆð¿Ä•# ða ð0H “ ð6€šo[¿ƒ¿ÀÿðêÄj#  ðóŸšq·  Summary reports to Associate Superintendent, Division of Special Education and Local District Superintendents ¡Tq # " m# "  Š ÕÿðZ ð1H s ð*ƒ¿À   Ëÿð¿Ä•# ð’ðN ð•Ä.#  ð2H ðˆð•Ä.# ðÒ ð3H “ ð6€s[¿ƒ¿ÀÿðÀÄ#  ðdŸš June 2004 ¡>   # "  ðZ ð4H s ð*ƒ¿À   Ëÿð•Ä.# ðZ ð5H s ð*ƒ¿À   Ëh+ÿðýÿÿÿýÿÿÿ1& ðH ðH ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð ÿÿÿ€€€Ì™33ÌÌÌÿ²²²î&ï€ °%ðš%`ðAALð@%ð( ð ðLð%ðL ðýÿÿÿýÿÿÿ1ó  ðL# ð ˆðu0PkðJ$ðN ð.ð  ðL ðˆð.ð ð[ðN ð.@ ðL ðˆð.@ðN ðL S ðààà¿Àÿð.@ð§ðN ð.@ ðL ðˆð.@ðç ðL à ðH€ˆ[‚)ƒ„)¿ààà¿Àÿð+@ ðgŸš SCHOOL LEVEL ¡>   ##ðZ ðL s ð*ƒ¿À   Ëÿð.@ðCðN ð@ Ó ð L ðˆð@ ÓðN ð L S ðààà¿Àÿð@ ÓððN ð@ Ó ð L ðˆð@ ÓðÏ ð L ƒ ð0€h [¿ààà¿Àÿð+@Þ Ó ðgŸš Action Steps ¡>   # " ðZ ð L s ð*ƒ¿À   Ëÿð@ ÓðHðN ð @¿Ó ðL ðˆð @¿ÓðN ðL S ðààà¿Àÿð @¿Óð”ðN ð @¿Ó ðL ðˆð @¿ÓðÔ ðL ƒ ð0€(•[¿ààà¿Àÿð4 @”Ó ðlŸšResponsible Staff ¡> # " ðZ ðL s ð*ƒ¿À   Ëÿð @¿ÓðMðN ð¿@•Ó ðL ðˆð¿@•ÓðN ðL S ðààà¿Àÿð¿@•Óð™ðN ð¿@•Ó ðL ðˆð¿@•ÓðÙ ðL ƒ ð0€Œ›[¿ààà¿Àÿðê@jÓ ðqŸšEvidence of Completion ¡> # " ðZ ðL s ð*ƒ¿À   Ëÿð¿@•Óð?ðN ð•@.Ó ðL ðˆð•@.ÓðN ðL S ðààà¿Àÿð•@.Óð‹ðN ð•@.Ó ðL ðˆð•@.ÓðË ðL ƒ ð0€L¢[¿ààà¿ÀÿðÀ@Ó ðcŸš Timeline ¡>  # " ðZ ðL s ð*ƒ¿À   Ëÿð•@.ÓððN ðÓ Ù ðL ðˆðÓ Ùð_ ðL “ ð6€Œš[¿ƒ¿Àÿð+ÓÞ Ù ðñŸšSet individual school growth percentage increase of students with SLD and SLI eligibilities placed in combined categories of 0-20% and 21-60% for 2003-2004. ¡8 œ# " ðZ ðL s ð*ƒ¿À   ËÿðÓ Ùð‘ðN ð Ó¿Ù ð L ðˆð Ó¿ÙðÑ ð!L “ ð6€Ð¯[¿ƒ¿Àÿð4 Ó”Ù ðcŸš Principals ¡<   # " ðZ ð"L s ð*ƒ¿À   Ëÿð Ó¿ÙðÇðN ð¿Ó•Ù ð#L ðˆð¿Ó•Ùð ð$L “ ð6€¶[¿ƒ¿ÀÿðêÓj٠𙟚+·  School Special Education Strategic Plan ¡R+ # "'# " ðZ ð%L s ð*ƒ¿À   Ëÿð¿Ó•Ùð•ðN ð•Ó.Ù ð&L ðˆð•Ó.ÙðÕ ð'L “ ð6€Œœ[¿ƒ¿ÀÿðÀÓÙ ðgŸšSeptember 2003 ¡< # " ðZ ð(L s ð*ƒ¿À   Ëÿð•Ó.Ùð[ðN ðÙ   ð)L ðˆðÙ  ð› ð*L “ ð6€XÃ[¿ƒ¿Àÿð+ÙÞ   ð-Ÿš»Implement current year phase of LRE elements of Single Plan for Student Achievement (comprehensive or abridged versions) to initiate/expand collaborative service delivery models and supports, to increase the percentage of students with eligibilities of SLD and SLI participating in the general education classrooms, and to expand the capacity for students with disabilities to access the general curriculum through differentiated instruction. ¡V» 0# ## g# " ðZ ð+L s ð*ƒ¿À   ËÿðÙ  ð‘ðN ð Ù¿  ð,L ðˆð Ù¿ ðÑ ð-L “ ð6€LÎ[¿ƒ¿Àÿð4 Ù”  ðcŸš Principals ¡<   # " ðZ ð.L s ð*ƒ¿À   Ëÿð Ù¿ ðÇðN ð¿Ù•  ð/L ðˆð¿Ù• ð ð0L “ ð6€Ô[¿ƒ¿ÀÿðêÙj  𙟚ӷ  School data regarding percent of time SLD/SLI students spending outside the general education classroom ·  Analysis of end of year evaluative data related to evaluation of Single Plan for Student Achievement ¡–ki # "g# " # "A# ## " Š ÕÿžÿðZ ð1L s ð*ƒ¿À   Ëÿð¿Ù• ððN ð•Ù.  ð2L ðˆð•Ù. ðÏ ð3L “ ð6€Ù[¿ƒ¿ÀÿðÀÙ  ðaŸš May 2004 ¡<  # " ðZ ð4L s ð*ƒ¿À   Ëÿð•Ù. ðEðN ð ð  ð5L ðˆð ð ð… ð6L “ ð6€ì[¿ƒ¿Àÿð+ Þ ð  🚥Monitor implementation of Single Plan for Student Achievement (comprehensive or abridged versions) for compliance with benchmarks, action plans and evaluative data. ¡V¥ # ## g# " ðZ ð7L s ð*ƒ¿À   Ëÿð ð ð‘ðN ð  ¿ð  ð8L ðˆð  ¿ð ðÑ ð9L “ ð6€ô[¿ƒ¿Àÿð4  ”ð  ðcŸš Principals ¡<   # " ðZ ð:L s ð*ƒ¿À   Ëÿð  ¿ð ð*ðN ð¿ •ð  ð;L ðˆð¿ •ð ðj ðL ðˆð• .ð ðì ð?L “ ð6€°ý[¿ƒ¿ÀÿðÀ ð  ð~Ÿ &January  May 2004 ¡< # " ðZ ð@L s ð*ƒ¿À   Ëÿð• .ð ðZ ðAL s ð*ƒ¿À   Ëh+ÿðýÿÿÿýÿÿÿ1ó ðH ðL ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð ÿÿÿ€€€Ì™33ÌÌÌÿ²²²îäï € ”ðŒð|ð$ð( ð ð|ðr ð| S ð€|f¿ÿ ð5Ððáðà  f ð žðr ð| S ð€¬|f¿ÿ  ðà ððà f ð žðH ð| ƒ ð0ƒ“ŽŸ‹”Þœh¿ÿ ?ð !·§Óÿ™™ÿÌ°ÿffÿmšîäï € ”ðŒ ðŒð$ð( ð ðŒðr ðŒ S ð€ì‚f¿ÿ ðÐðáðà  f ð žðr ðŒ S 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Outcome-Based Consent Decree $PROGRESS IN THE GENERAL CURRICULUM $PROGRESS IN THE GENERAL CURRICULUM $PROGRESS IN THE GENERAL CURRICULUM $PROGRESS IN THE GENERAL CURRICULUM (GRADUATION, COMPLETION, DROP OUT RATES(GRADUATION, COMPLETION, DROP OUT RATESPowerPoint PresentationPowerPoint Presentation3Outcome No. 5: Reduction of Long-Term Suspensions3Outcome No. 5: Reduction of Long-Term SuspensionsHOME SCHOOL PLACEMENT/ LRE HOME SCHOOL PLACEMENT/ LRE ]Outcome No. 7: Placement of Students with Disabilities (6-22) with All Other Eligibilities]Outcome No. 7: Placement of Students with Disabilities (6-22) with All Other EligibilitiesPowerPoint PresentationPowerPoint PresentationTRANSITION PLANNING TRANSITION PLANNING EVALUATIONS EVALUATIONS DisproportionalityDisproportionality6COMPLAINTS, DISPUTES, AND INFORMAL DISPUTE RESOLUTION6COMPLAINTS, DISPUTES, AND INFORMAL DISPUTE RESOLUTION7COMPLAINTS, DISPUTES, AND INFORMAL DISPUTE RESOLUTION 7COMPLAINTS, DISPUTES, AND INFORMAL DISPUTE RESOLUTION SERVICES SERVICES (PARENT PARTICIPATION AT IEP MEETINGS (PARENT PARTICIPATION AT IEP MEETINGS IEP TRANSLATIONS IEP TRANSLATIONS QUALIFIED PROVIDERS QUALIFIED PROVIDERS 2BEHAVIORAL INTERVENTIONS, STRATEGIES, SUPPORTS 2BEHAVIORAL INTERVENTIONS, STRATEGIES, SUPPORTS ,Essential Element: B. Independent Monitor&INDEPENDENT MONITOR Powers and Duties$Essential Element: C. Annual Plan$Essential Element: C. Annual PlanSample Annual PlanPowerPoint PresentationPowerPoint PresentationPowerPoint PresentationPowerPoint Presentation?Essential Element: D. Disengagement from the Consent DecreeOTHER FEATURES Questions?  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