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Developing Leaders Notes
Date: 12/6/17
Session Title: Providing SE in Adult Ed
Focus Area:SDI
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MAASE Focus Areas:
We will align and organize the strategic priorities and work of MAASE to focus on the following elements:
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High Quality Student Evaluations
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Specially Designed Instruction
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Skilled Staff
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Program Evaluation
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Through the platforms of:
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Association Partnerships
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Legislative Action and Advocacy
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Professional Learning
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Membership Services
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EdCamp is an open format where group members share thoughts to help one another in implementation of "real life" practice. These notes reflect the thinking of someone in the group but do not represent an official position on behalf of MAASE. Anyone using this as a resource is encouraged to use their best judgement in interpreting the suggestions.
MAASE EdCamp Format:
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Clarify the Problem of Practice to Solve
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Collaborate around the Problem of Practice by offering suggestions and resources
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Give feedback to the committee on how to improve next time
Notes:
Problem of Practice: How are other districts meeting the needs of adult education students, especially when these services are provided in a consortium format? This includes non-traditional students in transition programs, jails, etc.
Traditional Adult Ed:
-Who is eligible and who isn’t?
-Where did the “urban legend” come from where you can no longer access special education services in Adult Ed?
-Is there a difference in terms of what funding people are accessing? Is this why people operate under different assumptions?
-One district services student until 22 with K-12 funding and then uses adult ed grant funding after that.
-One district services students from 16-19 in Adult Ed attempting a diploma and then after 19 they are put on a GED track.
-One district allows Alternative Ed until age 20 and then Adult Ed after age 20. They do not provide special education services to individuals over the age of 20. What about compliance with ADA and accommodations required for an individual with a disability?
-Kent just took Adult Ed over from their locals. They access grant dollars but it isn’t based on per pupil funding, it is a set amount. They work on their GED, provide ESL, and will be starting to do training related to the Tech Campus (evening classes).
-One thing we are wondering is the difference between a student deciding against the district’s offer of FAPE and pursuing Alt Ed and the district offering Alt Ed as FAPE.
-If the student declines the district’s offer of FAPE then do we accommodate them under ADA and not IDEA?
-If we as an IEP team decide Alt or Adult Ed is our offer of FAPE then how do we address needs in that IEP to appropriately provide FAPE in this setting?
-The other question we need to ask is what specially designed instruction do they need in Adult Ed as that is a requirement to be eligible under IDEA.
We need to keep our conversations about Adult Ed and Alternative Ed apart because there are different rules for each. When we lump them together we risk making decisions that don’t work for both programs.
Special Populations and Transition Programs:
-How do we think about eligibility in these programs and when a student has “completed” the program?
-Can we model something after Project Search?
-Char-Em really thinks about this in the context of Post-Secondary goals, “Post Secondary Outcome Process”, a list of questions based on categories that gives them a picture of what they have learned and what is left to learn. They start this at age 14. They bring everyone to the table to avoid the conflict with CMH and the concept of payer of last resort. Bringing everyone to the helps create shared understanding and avoid misconceptions about who is able to do what in order to support a student. Transition Council covers these things and utilizes Adaptive Schools strategies. These strategies create trust and rapport in order to have difficult conversations.
-Char-Em is presenting at CEC on their Post-Secondary Transition Process. Check it out!
Feedback:
Clarification of what other districts are doing.
Learning something new.
Prompted thinking to look into what other people are doing and if there are missed opportunities that can be provided for students.
A table for drinks!
