2011 Phase 3 ILCD Review. Cody-Kilgore Unified Schools C – Committed K – Knowledgeable U – Unified S - Successful.

2011 Phase 3 ILCD Review

Cody-Kilgore Unified Schools

C – Committed

K – Knowledgeable

U – Unified

S - Successful

The mission of the Cody-Kilgore Unified School

System is for our students to be dedicated to learning,

self-motivated, and committed to excellence.

Inquiry 1:

How does our school facilitate parental

involvement for children with disabilities?

• Parents are requested to be included in all activities.

• Parents of children with disabilities are included on school committees.

• Personal invitations are sent out to parents when there are special transition activities or presentations at school

such as the WIN Ahead program, Voc Rehab, etc.

• Parents receive a newborn welcome packet and Planning Region Team (PRT) information is handed out at public activities as well as included in

newsletters.

Inquiry 2:

How and what does our school use to identify

students for Special Education?

* Parent/Teacher Referrals

• SAT Teams

* Test Scores

* Title I Inventories

* Child Find

2 FAPE: Identification2A – Child Find

Improvement Goal:Cody-Kilgore Schools will provide preschool screenings and

consultation to parents and educators.

Activities:1. Attend Planning Region Team Meetings

2. Screen preschool students.

Inquiry 3:

How and what does our school do to ensure

students are receiving appropriate services to

progress in the curriculum?

• Quarterly Progress Reports

• Testing

• Accommodations / Modification Sheets are given to each teacher

•Whole school teacher in-service trainings as well as many additional workshops throughout the year.

• Extended School Year services for retention of information.

• Personal parental contact including notes home, telephone contacts, etc.

• High School completion rate is excellent.

3 FAPE: Provision of Appropriate Services3E – ESY Services

Improvement Goal: Cody-Kilgore Unified Schools will ensure ESY services are determined by the IEP team and are provided for those students who qualify.

1. Review IDEA Rule 51 requirements. Consult NDE technical assistance guidance on ESY.

2. Seek guidance from NDE and ESU regarding providing ESY services.

3. Create a brochure outlining ESY Policy and Procedures as well as suggestions for reinforcement activities that could be done at home.

4. Share brochure with parents at IEP meetings.

Inquiry 4:

How does our school provide services to

students whose behavior impedes

learning?

•Parent Contacts

•Guidance Counselor/School Psychologist

•Professional Development

•Mentors

•Support Groups (Circle of Friends)

•Assemblies for At Risk Behaviors

•Outside Agencies

Inquiry 5:

How does our school know Special Education

students are being assessed and making progress or meeting

benchmarks?

•Good communication between students, staff, administration and parents.

•Documentation for progress reports

•State of the Schools Report

•DIBELS and Benchmarks

•End of unit tests

• National Norms & RTI

Inquiry 6:

How does our school district serve our Special

Education students?

How are the students involved in activities?

Inquiry 7:What does our school district do to promote transition from high school to real life work,

school, etc. for students?

Do services continue to be provided to preschoolers

transitioning to an IEP from and IFSP?

Transition from High School

Self-Advocacy Skills

Students host their own IEP meetings

complete with power points as

appropriate

Career and Job Fairs

College Visitation Days

Preschool Transition

• Speech is often provided by the same Speech

Pathologist on an IEP as provided when student

was on an IFSP

• Good communication between

ESU Early Childhood Staff and school staff

Inquiry 8:

Is our school district providing services to students who may

be placed in out of district placements or correctional

facilities?

Is our district reporting on time?

• Tutoring provided in local jail facility.

• Court hearings attended.

•IEP meetings held by conference calls as needed.

•Phone calls and school materials coordinated and sent to tutors in

correctional facilities.

• Good communication between staff and probation officers.