St. Joseph County
Intermediate School District
Plan for Delivery of
Special Education
Programs and Services
TABLE OF CONTENTS DOCUMENT ENDORSEMENT
Local District/ISD Endorsement 1
Local District/ISD Signatures 1
COMPREHENSIVE SPECIAL EDUCATION PROGRAMS AND SERVICES
Special Education Opportunities 2
Public Awareness 2
Types of Diagnostic & Related Services 2
Continuum of Special Education Programs and Services Programs 3
Programs for Students with Autism 3
Progress Reports for Homebound and Hospitalized Students 3 MANAGEMENT OF SPECIAL EDUCATION PROGRAMS AND SERVICES
Special Education Administrators 4
Paraprofessional Personnel 4
Transportation 4
Distribution of Funds 5
PARENT ADVISORY COMMITTEE
Parent Advisory Committee 6
Role and Responsibility of the Parent Advisory Committee 6 Fiscal and Staff Resources Available to the Parent Advisory Committee 6
Surrogate Parent Plan 6
APPENDIX
School District Representatives Appendix A
Diagnostic Services Appendix B
St. Joseph County ISD Levels of Special Education Services Appendix C
DOCUMENT ENDORSEMENT
Local District/ISD Endorsement
The following plan for special education services and programs was developed in cooperation with the St. Joseph County Intermediate School District, each of its constituent school districts, and the Parent Advisory Committee.
Pursuant to Rules 340.1835(a) and 340.1835(b) of the Revised Administrative Rules for Special Education, as amended, each intermediate school district plan or modification thereof shall be signed by all of the following:
• The intermediate school district superintendent signifying approval by the intermediate school district board of education.
• The superintendent of each constituent school district signifying that his or her school district has been involved in the development of the plan.
My signature indicates my school district has been involved in the development of the St. Joseph County Intermediate School District Plan for Special Education Services and Programs in cooperation with the Parent Advisory Committee, constituent school districts, and the intermediate school district.
I have been advised that I may file objections to the Plan in accordance with procedures addressed in Rule 340.1836.
Local District/ISD Signatures
_________________________________________________________________________________________ Dr. Jay Newman - Superintendent, St. Joseph County ISD Date
______________________________________________________________________________________ Terry Conklin - Superintendent, Burr Oak Public Schools Date
______________________________________________________________________________________ William Miller - Superintendent, Centreville Public Schools Date
______________________________________________________________________________________ Lloyd Kirby - Superintendent, Colon Community Schools Date
______________________________________________________________________________________ Norman L. Taylor - Superintendent, Constantine Public Schools Date
______________________________________________________________________________________ Charles Frisbie – Interim Superintendent, Mendon Community Schools Date
______________________________________________________________________________________ Marcia Griffin - Superintendent, Nottawa Community School Date
______________________________________________________________________________________ Robert M. Olsen - Superintendent, Sturgis Public Schools Date
______________________________________________________________________________________ Roger Rathburn - Superintendent, Three Rivers Community Schools Date
______________________________________________________________________________________ Marvin A. Schneider - Superintendent, White Pigeon Community Schools Date
______________________________________________________________________________________ Robert Modaff - Chairperson, SJCISD Parent Advisory Committee Date
COMPREHENSIVE SPECIAL EDUCATION PROGRAMS AND SERVICES
Special Education Opportunities
Students with disabilities and their parents are advised and informed of the special education opportunities in St. Joseph County Intermediate School District (SJCISD) through the Special Education Parent Handbook. This is utilized as a means of communicating a list of organizations, special education representatives, and procedural safeguards for parents of children suspected of and/or are identified as requiring special education services. This handbook outlines for parents and other members of the community the special education opportunities, services and obligations of the school districts in SJCISD. The Handbooks are distributed by the special education staff from the ISD and the local districts.
A list of school district representatives who can be contacted for information regarding special education programs and services is in Appendix A.
Public Awareness
The public is made aware of the availability of special education programs and services through the distribution of Project Find materials and outreach activities. The materials are given to various agencies throughout SJCISD by the Early On and Project Find coordinators. In addition, SJCISD and the local districts share information with parents of students of all eligible ages within the districts as needed. This is done through the referral process. SJCISD staff may promote public awareness by establishing cooperative links with other agencies and professionals who may be potential referral sources.
Types of Diagnostic & Related Services
The chart (Appendix B) describes the type and amount of diagnostic services that are directly available within the ISD and those purchased or contracted for from outside the ISD. Local school districts will not provide ancillary diagnostic services except in cases where the SJCISD does not provide them.
When necessary, additional diagnostic services will be provided through the SJCISD on a contracted basis. Projections of needed services will be based on data from previous years.
Statement of Assurance - SJCISD assures that copies of contracts or service agreements [per
Continuum of Special Education Programs and Services
SJCISD and the local school districts have a continuum of special education programs and services that can best be defined by the St. Joseph County ISD Levels of Special Education Services Chart (Appendix C). This operational plan follows the criteria and complies with R340.1832 Rule 132 (1). Services begin at Level 1 with support to the special education student in general education
programs and progresses through the levels to Level 5 with total instruction in a special education program. The SJCISD Levels of Special Education Services Chart reflects the types of
programming that a student may need as determined at an IEP. The student’s placement would be based on need and type of service rather than defined by the disability or eligibility.
Programs for Students with Autism
St. Joseph County ISD assures that programs and services provided for students with autism under R340.1832(1)(e) meet the following criteria:
Teachers of students with autism will have the opportunity for in-service education in these areas: • Syndrome of autism, including its etiology.
• Child development (language, communication, cognition). • Behavioral management techniques.
• Systematic curriculum development (personal adjustment and pre-vocational). • Home/school interactions.
• Family and community support services.
A specialist knowledgeable regarding autism and programming for students with autism will be available to the teacher and support staff to assist in meeting the unique individual needs of the student.
Ancillary and related service providers who are responsible for the delivery of services to students with autism will receive in-service education relating to the service they provide.
The IEPT will describe its consideration of the ability of the student with autism to function in the program when considering class size and student/staff ratio.
Progress Reports for Homebound and Hospitalized Students
Parents of special education students who are receiving homebound/hospitalized services will be given progress reports on annual goals as frequently as parents of non-disabled students receive progress reports.
MANAGEMENT OF SPECIAL EDUCATION PROGRAMS AND SERVICES
Special Education Administrators
Appendix D lists the special education administrators for the ISD and the local districts. Appendix A lists the local district administrators who are responsible for their district’s implementation of special education.
The Director of Special Education may be employed or contracted provide administrative support to the preschool early intervention program up to 20% of the time. The salary of the director will be prorated according to the division of time. The multi-agency early childhood program has as one of its primary components the reduction of special education. The Director of Special Education is in the most appropriate position to oversee this program at SJCISD. The funding support for this position from this program is not inappropriate since the director is the liaison to special education services and the goal is to reduce the numbers of students requiring special education services.
Paraprofessional Personnel
Paraprofessionals employed by SJCISD or its local school districts will possess a high school diploma or its equivalent and meet any other requirement specified in law or rule as determined appropriate by the administraton.
Transportation
Students will be provided with regular transportation whenever possible. The IEP will determine the need for additional or special transportation and local school districts are responsible for regular and special transportation. The districts work cooperatively with each other and the ISD to provide transportation throughout the county. Contractual agreements are on file as appropriate.
Distribution of Funds Federal Funds:
Flowthrough, EOSD, Preschool Incentive and Transition federal funds are used by SJCISD to support program staff which include, but is not limited to, the following: Level 5 programs, Early Childhood Special Education program, Teacher Consultant services, Physical Education, Community Classroom/Transition and administration. If additional funds are available, each district will be given a share proportional to the total number of students in its general membership count relative to the total general membership count of all constituent districts, based on the audited count from the previous school year.
FUNDS STAFF
Flowthrough Consultants, teachers or assistants for (not limited to) Level 5, EC, HI, VI, PE, EOSD Co-ordination of monitoring and compliance
Transition Community Classrooms Coordinators/Transition Specialists Preschool Incentive Early Childhood Services
ISD Millage:
ISD millage is used by SJCISD to support staff and administration at the ISD that provide direct and indirect services to local district students. Special education revenue available after these costs are covered will be distributed in accordance with R340.1811 with the following modifications:
• Each district will be given a share proportional to the total number of students in its membership count relative to the total membership count of all constituent districts, based upon the audited count from the previous school year.
• No district’s share will exceed 100% of the unreimbursed added special education costs from the previous school year.
• Local administrative and secretarial costs are excluded.
• Distribution of funds will be reviewed by the St. Joseph County ISD Administrator’s Association. • No funds will be appropriated for services or programs for non-ISD resident students.
Parent Advisory Committee
Philosophy: The basic philosophy of the Parent Advisory Committee begins with the premise that
every child is special and that every child brings a unique set of educational needs to school every day, and that parents must have a participant role in the educational process of their child.
Membership Selection: The members of the ISD Special Education Parent Advisory Committee are
nominated by each local district Board of Education and are appointed by the Intermediate School District Board. The members must be parents/guardians of a student receiving special education programs or services provided by the local school district or ISD. The ISD will make every attempt to assure that the membership is comprised of a representative of each impairment category and every local school district. The ISD Board will appoint members for a two-year term.
Role and Responsibility of the Parent Advisory Committee
The PAC responsibilities include the following duties:
cooperate in the development and review of the SJCISD Plan, help assess the needs of students with disabilities,
assist parents with special education laws and procedures,
assist in evaluating the special education programs and services within the ISD,
cooperate with the ISD in conducting in-service programs for parents regarding special education programs and services,
and review budgets.
The PAC chairperson signs the ISD Plan to indicate involvement in the development of the Plan. The Parent Advisory Committee may file an objection to the ISD Plan in accordance with procedures in the Michigan rules.
Fiscal and Staff Resources Available to the Parent Advisory Committee
A special education administrator will act as the PAC liaison. A representative(s) of the special education administrators will attend PAC meetings and activities. Staff and secretarial support are available on a reasonable basis.
The PAC activities are partially supported in the ISD budget. These include postage, duplication of minutes and materials, mileage and conference expenses, which have prior approval by the Director of Special Education, in-service activity materials and mileage for attending PAC meetings.
Surrogate Parent Plan
The ISD and the LEAs will follow the State Board of Education (SBE) approved Policy for the Appointment of Surrogate Parents. A pool of potential surrogate parents will be developed through the PAC when the need arises. Appropriate training may be provided to the surrogate parents as necessary.
APPENDIX A
SCHOOL DISTRICT REPRESENTATIVES FOR SPECIAL EDUCATION INFORMATION
Representative District Address Phone Number
Superintendent Burr Oak Community Schools
326 E. Eagle Street
Burr Oak, MI 49030-0337 269-489-2213 Superintendent Centreville Public
Schools
190 Hogan, P. O. Box 158
Centreville, MI 49032-0158 269-467-5220 Superintendent Colon Community
Schools
400 Dallas St.
Colon, MI 49040-9318 269-432-3231 Superintendent Constantine Public
Schools
260 West Sixth Street
Constantine, MI 49042-1397 269-435-2015 Superintendent Mendon Community
Schools
26393 Kirby Road
Mendon, MI 49072-9704 269-496-8491 Superintendent Nottawa Community
School
26438 M-86
Sturgis, MI 49091-9319 269-467-7153 Superintendent Sturgis Public Schools 216 Vinewood
Sturgis, MI 49091-9505 269-659-1500
Superintendent Three Rivers
Community Schools
17601 Sixth Avenue
Three Rivers, MI 49093-1589 269-279-1100
Superintendent White Pigeon
Community Schools
410 E. Prairie, P.O. Box 488
White Pigeon, MI 49099-0488 269-483-7676 Executive Director of
Special Education
St. Joseph County ISD 62445 Shimmel Road
APPENDIX B
TYPES OF DIAGNOSTIC & RELATED SERVICES
Disability Diagnostic Staff Service Provider
CI School Psychologist SJCISD/Contractor
EI School Psychologist & School Social Worker SJCISD/Contractor
SLD School Psychologist SJCISD/Contractor
ECDD School Psychologist SJCISD/Contractor
SLI Speech Therapist SJCISD
SXI School Psychologist & Other Professionals As Need Per
R340.1707, 1708, & 1709 SJCISD VI Ophthalmologist, O/M Specialist, & VI Specialist SJCISD/Contractor AI School Psychologist, School Social Worker, Speech Therapist, & AI
Specialist SJCISD/Contractor
HI Audiologist Contractor
PI Licensed Physician Contractor
OHI Licensed Physician Contractor
TBI Licensed Physician Contractor
Homebound
Hospitalized Licensed Physician Contractor
Any as needed
Community Classroom Coordinators, Occupational & Physical Therapists, Teacher Consultants, School Social Workers, Speech
Therapists
ST. JOSEPH COUNTY ISD LEVELS OF SPECIAL EDUCATION SERVICES
Role of Special Education Teacher/
Provider & Certification or Endorsement Caseload & Assistants A. Number at one time B. Depart- mentalize Descriptors
L 1 Related service providers give support to student & may only do Level 1 service.
Follow current rules Speech maximum of 60 students
A. N/A B. No
Related services and diagnostic service providers and other support. May be contracted. This includes but is not limited to speech, occupational and physical therapy, school social work and transition. Early Childhood Special Education(ECSE) Services will be done in collaboration with an approved ECSE teacher and related service providers. The required 72 clock hours may be spread across 180 days of instruction through an entire calendar year. If less than the minimum amount of service is provided, membership will be prorated.
L 2 Special education teacher provides instructional support to student & support to general education teacher. May do Level 1 or 2 service. Services will be provided by an endorsed teacher of students with disabilities.
Students: 25 students Maximum 6 Full Time Equivalence (FTE)
A. 15 B. Yes, 12 Average per period
Services may be in the general or special education room.
L3 Special education teacher provides intensive special education service in 1 or more academic area & give grades. May do Level 1, 2 or 3 service. Services will be provided by an endorsed teacher of students with disabilities. Elementary Students: 18 Maximum 8 FTE Secondary Students: 20 Maximum 10 FTE A. N/A B. Yes, 12 Average
Each district must provide at least one level 3 program at the elementary & secondary levels.
L4 Special education teacher provides intensive special education services. Services will be provided by an endorsed teacher of students with disabilities.
Students: 15 Maximum 10 FTE
Add assistant at 12th student. ECSE classroom program: 24 students total. 12 students per session and 1 assistant
A. 15 ECSPED 12 B. Yes, 12 Average
May be a single district, consortium or ISD program. May be self-contained. May be differentiated by student needs. Student’s day may be different from general education building because of transportation scheduling and distances. Early Childhood Special Education program is the same as R340.1754.
L5 Special education teacher provides intensive special education services. Services will be provided by an endorsed teacher of students with
See L5 a,b,c,d,e,f,g for caseload A. caseload maximum B. No Is an ISD program May be a separate facility
Appe
Role of Sped Teacher/
Provider & Certification or Endorsement Caseload & Assistants A. # at one time B. Depart- mentalize Descriptors
L5a Special education teacher provides intensive special education services. Services will be provided by an endorsed teacher of students with disabilities.
.
Students: 8
Add assistant with 3rd & 6th student
A. 8 B. No
Is an ISD program; may be a separate facility; serves students from all local districts; student’s day may be different from general education building because of transportation scheduling and distances; follows R340.1758(1)(a) program rule except for caseload.
L5b Special education teacher provides intensive special education services. Services will be provided by an endorsed teacher of students with disabilities.
Students: 15 Maximum 10 FTE Add assistant with 6th & 11th student
A. 10 B. No
Is an ISD program; may be a separate facility.
L5c Special education teacher provides intensive special education services.
Services will be provided by an endorsed teacher of students with disabilities.
Students: 30
Add assistant with 9th, 17th & 25th student
A. 15 B. No
Is an ISD program; may be in a separate school facility; in session through calendar year for 200 days and at least 1150 hours; expanded age range due to low incidence of students needing this program, student needs& program feasibility; follows R340.1738 program rule except for caseload and days required.
L5d Special education teacher provides intensive special education services.
Services will be provided by an endorsed teacher of students with disabilities.
Students: 12
Add assistant with 4th & 8th student
A. 12 B. No
Is an ISD program; may be in a separate school facility; in session through calendar year for 200 days and at least 1150 hours; expanded age range due to low incidence of students needing this program, student needs & program feasibility; follows R340.1748 program rule except for caseload and days required.
L5e Special education teacher provides intensive special education services.
Services will be provided by an endorsed teacher of students with disabilities.
Students: 15
Add assistant with 6th & 11th student
A. 15 B. No
Is an ISD program; may be in a separate school facility; student’s day may be different from general education building because of transportation scheduling and distances.
L5f Special education teacher provides intensive special education services. Services will be provided by an endorsed teacher of students with disabilities.
Students: 30
Add assistant with 11th & 21st student
A. 30 B. No
Is an ISD program; may be a separate facility in the community; students are 16 years and older.
L5g Special education teacher provides intensive special education services.
Students: 15
th
A. 15 Is an ISD program; may be a separate facility in the community; in session through calendar year for 200 days and at least 1150
APPENDIX D
ADMINISTRATORS RESPONSIBLE FOR THE IMPLEMENTATION OF SPECIAL EDUCATION PROGRAMS & SERVICES
POSITION RESPONSIBILITIES
ISD Director of Special Education
Oversees special education for SJCISD
ISD Special Education Supervisor
Coordinates special education services in the local school districts and supervises diagnostic staff
ISD Special Education Supervisor/
Principal
Supervises ISD programs housed in local districts and center based programs at Pathfinder Center and Life Skills programs
ISD Special Education Supervisor/
Monitor
Supervises ISD special education staff and manages the development, implementation, and monitoring, of special education procedures
