Student Class Overview. Special Education Spring Leadership Conference March 2014

Transcription

1 Student Class Overview Special Education Spring Leadership Conference March 2014

2 What is Student Class? The Student-Class layout is a newly developed format for collecting student schedules. School districts will use this new layout to report data for the Student Course Profile (SCP), Class Rosters, and Class Size data collections. Unlike Student Record, which is a year-end collection, SCP, Class Rosters, and Class Size provide an avenue for identifying students assigned to one or more teachers during the school year.

3 Benefits of Student Class? The Student Class layout collects program information that will allow schools to better describe the types of instructional services students receive in a given class. One of the benefits of this new layout is the ability to report multiple instructional services provided to a student in a class. In previous layouts, a student that received both Special Education and EIP services in a class segment could not report both instructional services. In this new layout, both the EIP service and the Special Education service can be reported. In addition, the Student-Class layout allows the school to identify students who are taking a course online, for credit recovery, or through an alternative education program.

4 Student Class Layout and Application Upload Student Class Layout and Application (Single point of upload) SCP data collection No Signoff Required Class Size data collection Sign off Required Class Roster data collection Signoff Required Reporting Period ( A ) is used when no other Student Class collection is in progress. No superintendent signoff required. Using same Pnn as record counter. Reporting Periods - 2 times per year. ( D and I ) May be concurrent with SCP upload times. Requires a superintendent signoff. Using same Pnn as record counter. Reporting Period is 4 times per year. Using Class Size periods to count for 2 of the required 4 periods. ( C, D, H, and I ) Requires a superintendent signoff. Using same Pnn as record counter.

5 Student Class Application District s View What the district needs to know about reporting periods: District Process JUL AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN Reporting Cycle to Use: A C D A H I A Correct Errors Yes Yes Yes Yes Yes Yes Yes Get Superintendent to SIGN OFF Yes Yes - Both Yes Yes - Both

6 Student Class Application District s View What the district needs to know about reporting periods: District Process JUL AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN Reporting Cycle to Use: A A A D A A A A I A A A Correct Errors Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Get Superintendent to SIGN OFF No No No Yes No No No No Yes No No No

7 Student Class Main Menu

8 Student Class Error Report Student Class Error Report(Cycle D) Error Code Error Description Total ALL Errors E5019 or Additional must be reported in CPI (Cycle 1 or 2)/Virtual Schools with a valid Job Code OR the must equal one of the valid alternate ID's 125 W009 TEACHER ID must be reported either in PSC certification file or 77700xxxx for PSO courses. (Course Profile) Class Size Errors W405 GIFTED DELIVERY MODEL was reported. The first digit after the decimal must = '2'. 632 W500 Reporting more than 1 Parapro per class. 866 W5031 Segment(s) reported in FTE for ESOL Itinerant or ESOL Non- Itinerant. ESOL Delivery Model must be reported in Class Size

9 Things to Know Things to Remember: E Report teachers who provide direct instruction. Service providers such as speech pathologists are not reported in Student Class. Exception: If the person has a teaching assignment providing direct instruction in addition to his/her regular assignment, then this person should be reported in Student Class. In CPI, the teaching assignment record should also be reported. 2. In FY 2015, this edit will be separated into two edits: one that identifies teachers not reported in CPI and one that identifies teachers that do not have a teaching assignment in CPI.

10 Things to Know E5016 COURSE TEACHER ID = ' ' COURSE NUMBER should have 0 (xx.0xxxxxx) or '3' (xx.3xxxxxx) as the first digit after the decimal. Gifted Education See the Regulations Related to Program Delivery Models at Instruction/Pages/Gifted-Education.aspx Early Intervention Program See the EIP Guidance at Instruction/Pages/Early-Intervention-Program.aspx Remedial Education Program See the REP Guidance at Instruction/Pages/Remedial-Education-Program.aspx Special Education See the State Board Rule Personnel, Facilities and Caseloads at Assessment/Special-Education-Services/Pages/Special-Education-Rules.aspx

11 Things to Know What did we learn from the first three cycles of Student Class? E905 and E927 Incorrect reporting of dummy Pre-K course numbers PK and PK instead of PK and PK E905 - Must be in compliance with SBOE Rule or E927 - Course number must be numeric and correct length E925 Invalid teacher IDs to avoid empty field or blank teacher IDs = , , etc. can be deleted online E925 - TEACHER ID must be 9 digit number.. Note: Invalid teacher IDs can be deleted through the Data Deletion function.

12 What s Next? Additional Guidance on Reporting Student Class Program Area Delivery Model Teacher of Record Additional Teacher Comments Course Special Education Special Education Special Education Special Education Special Education Inclusion (Supportive Instruction) Collaborative Co-teaching Consultative Specialized Placement (Outside General Ed) General Ed or Content Area Teacher General Ed or Content Area Teacher General Ed or Content Area Teacher General Ed or Content Area Teacher Special Ed Teacher No Special Ed Teacher (SWD students in class) Special Ed Teacher (all students in class) No. The Special Ed Teacher is providing direct services once a month, but is not reported as an additional teacher for Student Class or Student Record. No Students with disabilities receive service Content Area Course from personnel other than a certified teacher Number in the general education classroom (i.e., a paraprofessional, interpreter, or job coach). A special education teacher works with Content Area Course identified students with disabilities and the Number w/sped general education teacher within the general instruction (XX.9) education classroom (less than full segment daily). The special education teacher provides service in the general education classroom by sharing teaching responsibility with the general education teacher (full segment every day). Students with disabilities receive at least one segment per month of direct service from the special education teacher. The special education teacher provides instruction to students with disabilities in a separate classroom, special schools, home environment, hospitals, or institutions. Content Area Course Number w/sped instruction (XX.9) for SWD students Content Area Course Number w/sped instruction (XX.9) Content Area Course Number w/sped Separate Class instruction (XX.8) DRAFT - Tentative information for discussion

13 Examples of Reporting Scenarios EXAMPLE 1: Students in Reading Grade 2 with teacher (Mrs. Willis). Four EL students are receiving ESOL push in from teacher (Mrs. Davies). Fiscal Year Report Period Sys ID School ID Student ID Course # Course Name Course Section ESOL Delivery Model Additional 2014 D Reading Grade D Reading Grade D Reading Grade D Reading Grade D Reading Grade D Reading Grade D Reading Grade Push-in D Reading Grade Push-in D Reading Grade Push-in D Reading Grade Push-in Push-in model (within reading, language arts, mathematics, science or social studies) students remain in their core academic class where they receive content instruction from their content area teacher along with targeted language instruction from the ESOL teacher,

14 Examples of Reporting Scenarios EXAMPLE 2: Students in Reading Grade 2 with teacher (Mrs. Rhodes). Three EL students are receiving ESOL pull out. No additional teacher ID is required. Fiscal Year Report Period Sys ID School ID Student ID Course # Course Name Course Section ESOL Delivery Model Additional 2014 D Reading Grade D Reading Grade D Reading Grade D Reading Grade D Reading Grade D Reading Grade D Reading Grade Pullout D Reading Grade Pullout D Reading Grade D Reading Grade D Reading Grade D Reading Grade Pullout D Reading Grade D Reading Grade Pull-out model students are taken out of a general education class for the purpose of receiving small group language instruction from the ESOL teacher.

15 Examples of Reporting Scenarios EXAMPLE 2 Revised: Students in Reading Grade 2 with teacher (Mrs. Rhodes). Three EL students are receiving ESOL pull out. No additional teacher ID is required. FISCAL YEAR FISCAL COUNT SYSTEM ID SCHOOL ID STUDENT ID Course # Course Name Course Section ESOL Delivery Model Reading Grade Reading Grade Reading Grade Reading Grade Reading Grade Reading Grade Reading Grade Not on roster for this teacher Reading Grade Not on roster for this teacher Reading Grade Reading Grade Reading Grade Reading Grade Not on roster for this teacher Reading Grade Reading Grade The 3 ESOL students are pulled out and are now on a separate roster for the ESOL teacher ESOL Grade Pullout ESOL Grade Pullout ESOL Grade Pullout Pull-out model students are taken out of a general education class for the purpose of receiving small group language instruction from the ESOL teacher.

16 Examples of Reporting Scenarios EXAMPLE 3: Students in high school English ESOL 1. This is a scheduled class of all ESOL students with teacher (Mrs. Banks). No additional teacher ID is required. Fiscal Year Report Period Sys ID School ID Student ID Course # Course Name Course Section ESOL Delivery Model Additional 2014 D English ESOL I Scheduled Lang Acq D English ESOL I Scheduled Lang Acq D English ESOL I Scheduled Lang Acq D English ESOL I Scheduled Lang Acq D English ESOL I Scheduled Lang Acq D English ESOL I Scheduled Lang Acq D English ESOL I Scheduled Lang Acq D English ESOL I Scheduled Lang Acq D English ESOL I Scheduled Lang Acq D English ESOL I Scheduled Lang Acq D English ESOL I Scheduled Lang Acq A scheduled class period students at the middle and high school levels receive language assistance and/or content instruction in a class composed only of ELs

17 Examples of Reporting Scenarios EXAMPLE 4: Students in a general education 7 th Grade Science ( ) class taught by teacher (Mr. Williams). The class contains 4 SWD students and the others are non-swd students. Three of the four SWD students require services based on their IEP. Fiscal Year Report Period Sys ID School ID Student ID Course # Course Name Course Section Inclusion Code Primary Area Additional 2014 D Science 7th D Science 7th D Science 7th 001 U D Science 7th D Science 7th Para U D Science 7th D Science 7th Para D Science 7th D Science 7th Interp Y D Science 7th D Science 7th INCLUSION indicates that a student with disabilities has an individualized education program (IEP) that identifies the general education classroom as the least restrictive environment for the delivery of special education services for that course. INCLUSION includes both supportive instruction and direct special education services provided in the general education classroom.

18 Examples of Reporting Scenarios EXAMPLE 5: Students in a general education 4 th Grade Math ( ) class taught by teacher (Mr. Peavy). The class contains 3 SWD students and the others are non- SWD students. The school is using a co-teaching/collaborative model to serve the 3 SWD students in the class. Mrs. Merritt ( ) is the special education teacher. Fiscal Year Report Period Sys ID School ID Student ID Course # Course Name Course Inclusion Code Primary Section Area Additional 2014 D Math 4 th Coteach- U Collab 2014 D Math 4 th D Math 4 th Coteach- U Collab 2014 D Math 4 th D Math 4 th Coteach- U Collab 2014 D Math 4 th D Math 4 th D Math 4 th D Math 4 th D Math 4 th D Math 4 th DIRECT SPECIAL ED INSTRUCTION - A general and special education teacher teaching in the same classroom with the special education teacher being in the classroom at least 50% of an instructional segment for collaborative and 100% of an instructional segment for cotaught.

19 Examples of Reporting Scenarios EXAMPLE 6: Students in a general education 4 th Grade Math ( ) class taught by teacher (Mr. Peavy). The class contains 3 SWD students and the others are non- SWD students. The school is using a co-teaching model to serve the 3 SWD students in the class. Mrs. Merritt ( ) is the special education teacher. Fiscal Year Report Period Sys ID School ID Student ID Course # Course Name Course Inclusion Code Primary Section Area Additional 2014 D Math 4 th collab/coteaching U D Math 4 th D Math 4 th collab/coteaching U D Math 4 th D Math 4 th collab/coteaching U D Math 4 th D Math 4 th D Math 4 th D Math 4 th D Math 4 th D Math 4 th Beginning FY 2015, report the co-teacher on the XX.0 and XX.9 sections. New flag for coteaching will also be added.

20 Examples of Reporting Scenarios EXAMPLE 7: There are 8 students in a 3rd Grade English ( ) taught by a general ed teacher for most of the day (Ms. Smasher). An EIP teacher Ms. Young ( ) is augmenting the class during English and is working with 4 students. Fiscal Year Report Period Sys ID School ID Student ID Course # Course Name Course Section EIP DeliveryModel Additional 2014 D ELA 3 rd Grade D ELA 3 rd Grade D ELA 3 rd Grade Augmented D ELA 3 rd Grade Augmented D ELA 3 rd Grade Augmented D ELA 3 rd Grade Augmented D ELA 3 rd Grade D ELA 3 rd Grade D ELA 3 rd Grade D ELA 3 rd Grade EIP Augmented - The augmented model incorporates EIP services into the regular group class size by providing an additional early childhood certified teacher to reduce the teacher/pupil ratio while providing EIP services to EIP eligible students.

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