Special Education Vision - Action Plan ? Revised - Summit School ...

Summit School District – Special Education Vision - Action Plan – Revised – 5/11/05 

Goal #1 Climate / Environment: The climate and environment of Summit School District will be accepting, respectful, and supportive of all individuals. 

(As measured by annual surveys of parents, students and staff) 

Strategy Rationale Responsible Person / 

Resources Timeframe Status Measurement 

Support Team 

of Success 

1. Educate / train all staff and students in • Survey data 04- • Administrative Team • Purchase publications 

• Ongoing 

• • Documentation 

Caring Community empathic 

05 

• Caring Community Teams • Schedule speaker 

• 2005-06 Fall all-staff 

of Character 

interactions with all students including 

special needs and 504 students to build a 

supportive climate of shared 

responsibility for all learners. (NOTE: 

• Building Staff 

• Principals via teacher 

evaluation process 

• Support Caring Community Team 

initiatives 

welcome back 

gathering 

• Ongoing 

Education Plan 

implementation 

• Survey data 

indicating 

Caring Community signifies a character 

improvement 

education program in which each 

building creates an environment-forsuccess 

plan tailored to meet student 

needs.) 

• Raise staff awareness and communicate 

expectation of District-wide support of 

this strategy. 

• Increased 

survey 

response rate 

2. Continued outreach to parents regarding • Survey data 04- • Special Education Staff • Possible extra-duty pay for • August-September • • Documentation 

their student’s IEP/504. 

05 and positive • Counselors 

placing phone calls before 

2005 

of teacher 

• Fall / Spring phone call / contact (At 

least two contacts per year intended to 

parent response 

to contact Fall 

• Principals 

beginning of school year 

contacts 

detect areas of concern that might 

normally stay “under the radar”). 

2004 

3. Continued outreach and exposure • Survey data 04- • Special Education 

• Copying / postage 

• Ongoing • • On website 

regarding conferences and resources 05 

Coordinator 

• Purchase of materials for each 

• Quarterly 

regarding special needs to staff and 

• Special Education Staff building 

parent 

parents. 

• Counselors 

• Website maintenance 

newsletters 

• Communicate school and district website 

addresses to staff, parents, students 

• Parent / Teacher Conferences 

• Dedicate first page of first school 

newsletter of the year to special 

education. 

sent home 

elementary 

level / via 

email 

secondary 

• Survey data 05- 

06 

• P/T Conference 

attendance 

4. Program improvement implementation. • Committee and • Administrative Team • Create full-time Special 

• August 2005 

• • Staff 

• Communication & problem solving. Admin. Team • Special Education 

Education Coordinator position • Schedule outreach 

allocations 

• Superintendent to communicate 

priorities Coordinator 

with revised job 

coffees 

2005-06 

commitment to this plan and 

environments for success with 

• Special Education Staff 

• Regular Education Staff 

description/priorities based at 

SMS. 

• Parent Survey 

Spring 2006 

administration and all staff. 

• Define and deliver professional 

• BOCES 

• Reallocate 1.5 FTE 

paraprofessional time from 

• Staff Survey 

development needed for regular and 

special education teachers to share 

responsibility for all learners. 

District paraprofessional hours 

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Goal #2 Accountability / Effectiveness: Address students’ specific needs using early identification, effective interventions and strategies which hold all 

stakeholders accountable for student success. (As measured by annual surveys of parents, students and staff) 



Support Team 

of Success 

1. Increase parent involvement at 

Middle and High Schools. 

• Revise Code of Conduct to include 

collaborative problem solving sign 

off. 

2. Investigate and explore models of 

service delivery and identification. 

• Multi-year plan for implementation. 

• Research-based interventions. 

3. Over communicate to staff, parents, 

students: 

• Vision Plan 

• Collaborative problem-solving 

process via Rights & Responsibilities, 

Conduct & Discipline (parent sign-off 

sheet), newsletters. 

• Glossary of terms/acronyms, e.g. 

BOCES. 

• Reasonable communication 

expectations: 

Parents Staff Students 

• Successes 

• Availability of info on website 

functional 

4. Define and deliver professional 

development for all teachers on early 

identification of learning problems 

and strategies for intervention and 

differentiated instruction. 

• Research/communicate, and make 

accessible, high school intervention 

resources. 

5. Model, coach, and monitor in 

classrooms to ensure implementation 

of IEPs, interventions, differentiated 

instruction. 

6. Conduct annual survey of all 

stakeholders. 

7. Hire and retain highly qualified staff: 

• Master teachers at SMS 

• Exit interviews 

• Induction to include training for 

collaborative environment / 

relationships between regular and 

special education 

• Modeling / mentoring 

• Growth for veteran staff 

• Survey data 04-05 

• Research – 

Correlation between 

parent involvement & 

student 

achievement 

• Research-based 

strategies: 

• University of Oregon 

• Heartland Project 

• Cherry Creek 

• Secondary Principals 

• PTAs 

• BAACs / DAAC 


• Staff 

• Special Education Coordinator 

• Administrative Team 

• Instructional Team 

• Survey data 04-05 • Special Education Coordinator 


• Survey data 04-05 

• Research – Increased 

student achieve-ment 

correlating to parent 

involvement 

• Special Education 

Vision Team 

• Continue data 

gathering to measure 

progress of goals 


Vision Team 

• SPDC 



• District Literacy Team 



• All Staff 

• Special Education Coordinator 



• Human Resources 

• Director of Technology 

• Possible funding for parent 

functions 

• Volunteer Coordinator(s) 

• Possible funding for substitutes, 

transportation, bringing speakers to 

District, etc. 

• Time 

• Publication expenses 

• Website 

• Possible purchase of RIDE 

materials for elementary and middle 

schools 

• Time • 2005-06 

• Ongoing 

• Time and materials (Scantron 

Survey) 

• Recruiting expense • 2005-06 

• Ongoing 

• Ongoing • • Parent 

participation 

• Parent feedback 

• Survey data 05- 

06 

• 2005-06 school year • • Report of 

findings 

• Fall 2005 

• Ongoing (newsletters) 

• • Parent sign-off 

sheet 

• Publications 05- 

06 

• Post on website 

• Exit interviews 

of graduates 

• Compliance per 

BOCES tracking 

of number of 

due process 

complaints 

• 2005-06 school year • • Professional 

Development 

offerings / 

participation 

• • Teacher 

evaluations 

• Student growth 

Body of 

Evidence 

• Winter quarter • • Student survey 

• Parent survey 

• Staff survey 

• • Human 

Resources data 


Goal #3 Summit School District believes that self-advocacy is a critical component of success for all students served by special education and 504 plans. The District 

will actively promote self-advocacy in students and build an environment of teachers who support students around this goal. (As measured by annual surveys 

of parents, students and staff) 


Support Team 

1. Conduct Middle School student • Elicit middle • Director of Curriculum 

focus groups. 

school and Instruction 

• Train SMS staff in Discovery student • Special Education 

Model 

experiences Coordinator 

• Schedule Fall Focus Groups of special • Summit Middle School 

• Share results with staff 

education Principal 

program to 

aide in 

transition 

and planning 

for student 

needs. 

• SMS Teacher(s) 

• Special Education Staff 


2. Expand LEAD program at High • Increase • SHS Staff 

School. 

student self • SMS Staff 

• Develop similar type of program 

at Middle School. 

advocacy. • Administrators 

3. Explore strategies for elementary 

self- advocacy programs. 

4. Communicate expectation and 

monitor implementation 

that each IEP and 504 address 

age-appropriate student selfadvocacy 

ultimately 

resulting in age-appropriate studentled 

IEP meetings as determined 

by IEP team. 

• Increase 

student self 

advocacy. 

• Special 

Education 

Vision 

Team. 



Coordinator 


• Special Education staff 



of Success 

• Discovery Model 

• Fall 2005 

• • Professional 

• Time / schedule 

• Ongoing 

Development 

• Student incentives (pizza 

• Student 

lunch, etc.) 

participation 


and feedback 

– 3 times per 

year 

• FTE allocation 

• Time / schedule 

• Discovery Model 

• Caring Community 



Coordinator 

• Character Education, Caring 

Community, Bully-proofing 

programs 

• Staff 

• Students 

• Parents 

• 2005-06 school 

year 

• • LEAD class 

offering 

enrollment 

• Pre and post 

survey 

• 2005-06 • • Report of 

findings 

• 2005-06 • • IEP Plans

Special Education Vision - Action Plan ? Revised - Summit School ...

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