Director of Specialzied Instruction

 

Mr. Edward Archer

The Director, Special Education Program is responsible for assisigng school leadership in special education compliance and coordinting with the school Psychologist to ensure the delivery of special education services to students. 

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Assists school leadership in special education compliance by: 

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• Monitoring guidelines, timelines, and completion of student assessments, evaluations, IEP development and renewals according to federal, state, and district guidelines.

• Establishes procedures for team meetings and data collection in the Special Education Data System (SEDS).

• Provides assessment reports to supervisors. Reviews Hearing Officer Decisions/Settlement Agreements requirements, determines assessment needs, and ensures compliance by deadline and standards.

• Provides professional development to school staff relative to special education mandates, guidelines, and compliance issues.

• Assists staff with the development and implementation of school accuracy management systems and/or internal audit systems.

• Monitors students’ records for accuracy and compliance.

• Monitors data collection for SEDS and Medicaid. 

 

Coordinates with the school psychologist to ensure the delivery of special education services to students in the school by:

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• Assists classroom and special education teachers with the of development of Behavior Intervention Plans (BIP) and Functional Behavior Assessments (FBA). 

• Assists school staff with providing effective student interventions based on IEP and team recommendations. A ends and facilitates meetings related to student performance, evaluation, and programs. Provides parent outreach and information about the special education program. Provides professional development to school staff relative to special education research-based instructional strategies.

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LEA Representative

Dr. Darion James

 

The Local Educational Agency Representativ is responsible for ensuring (at a local level) that DCPS is complying with the procedural and substantive requirements of the IDEA, and that students are receiving a FAPE

 

Understand Achievement

 

• Ensuring that all IEP team members come prepared to share information about the student, (e.g. data, observations, analysis)

• Assisting the team in understanding the academic standards and functional expectations that apply to all students. 

• Ensuring academic and functional performance data and descriptions are documented in the IEP in a way that is current and helps provide accurate baseline information

• Ensuring that academic and functional performance of the student are described in relation to the expectations of grade level peers.

• Ensuring parent input is included a student’s present level of performance

• Ensuring present level information includes information is current, accurate, and objective.  

• Ensuring assessment results include sufficient information so the IEP team can consider the student’s previous rate of academic growth, whether the student is on track to achieve or exceed grade-level standards and expectations, and the effectiveness of instructional interventions

 

Identify Effects of Disability and Disability-Related Needs

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• Encouraging a discussion from all team members on “why” the student may be struggling to access, engage, or make progress in identified grade level academic standards and functional expectations. 

• Encouraging the IEP team to explore areas and environments in which the student is achieving success to identify ways to capitalize on student strengths. 

• Understanding and reminding IEP team members that disability-related needs go beyond eligibility criteria and impairment label(s). 

• Ensuring that any and all academic and functional achievement gaps are emphasized when discussing the student’s effects of disability and disability-related needs.

 

 Develop IEP Goals

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• Ensuring IEP goals are linked to the student’s disability-related needs.

• Assisting IEP teams in understanding how baseline, level of attainment, and procedures for monitoring progress are all connected.

• Following up with staff once the IEP is implemented to ensure the measures to monitor progress documented in the IEP are systematically utilized to track IEP goal progress at regular intervals.

 

Align Services

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•  Sharing the resources available to the public agency that may be helpful in addressing an individual student’s disability-related needs.   

• Ensuring all disability-related needs and goals are addressed through some type of special education service.  

• Highlighting how many special education services can be provided in the regular education environment.  

• Ensuring the student’s “Label” does not determine the student’s curriculum and environmental placement

• Supporting the beliefs, skills, and systems that educators require for effective IEP implementation.   

 

Analyze Progress

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• Ensuring IEP services, including specially designed instruction, related services, and supports and accommodations (supplementary aids and services) are provided to the student, as written

• Ensuring that any IEP goals that did not show reasonable progress in light of a student’s circumstances are thoroughly discussed by the IEP team and that the IEP is revised as needed.

• Ensuring communication systems are in place between general and special education staff to share information and data on the effectiveness of general and special education instruction and supports as well as data that monitors progress of IEP goals. 

 

Case Managers

CES: Julius (Pre-K),  Williams (Kinder - 2),  Wright (3rd-5th),   Thompson (6th - 8th)

Resource: Sears (Pre-k-Kinder),   Lunde (1st),   James (2nd-3rd),   Stewart (4th-5th),   Lee (6th-8th),   Smith (6th-8th) 

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• Review Caseload Assignment

• Document 3 different modes of outreach on 3 different days to confirm meeting in SEDS Communication Log

• Provide LOI to parent/guardian

• Provide documents to be discussed at meeting

• Send finalized documents to parent/adult student

• Complete progress reports quarterly for assigned students on caseload

• Monitor and address continuum of services

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Hayes (Mental Health/Behavioral Support)

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The Mental Health and Behavioral Support Services team consists of DCPS social workers who work with students on issues they face at school, at home, and in the community, that affect their ability to participate in and benefit from their education. These services can include group or individual counseling; home visits; and social, emotional and behavioral assessments. 

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Khan (Occupational Therapy)

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Occupational therapy practitioners support a child’s participation in activities throughout the school day. School-based practitioners support academic achievement and social participation by promoting occupation within all school routines, including recess, classroom, and cafeteria time. 

 

Simon (Physical Therapy) 

 

Physical therapists are health care professionals who help individuals maintain, restore, and improve movement, activity, and functioning, thereby enabling optimal performance and enhancing health, well-being, and quality of life. The physical therapist performs therapeutic interventions, including compensation, remediation and prevention strategies and adaptations, focusing on functional mobility and safe, efficient access and participation in activities and routines in natural learning environments.

 

Loker (Psychology) 

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The psychologist supports students and educators by giving psychological and developmental tests, analyzing information about a child’s behavior and cognitive functioning, and interpreting these results with school staff and parents. 

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Friar (Speech-Language) - Leiter (Speech-Language)

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The speech-language pathologist identifies and supports children with specific disorders and delays related to oral language and communication. Speech-Language pathologists use current intervention techniques and strategies to help students become more independent.

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