Embedded Files
Overview
Overview
In DoDEA’s Blueprint for Continuous Improvement, the vision statement, the mission statement and the guiding principles each embrace the notion that ALL students will be successful in our schools. Special educators work collaboratively with general educators and share the responsibility for ensuring that students with identified disabilities will meet with success. ALL students can learn when instruction is geared to their strengths and they are given sufficient opportunity to learn.
Pacific East District operates 20 schools located in Japan across 7 communities, and staffs two SPED ISS’s charged with providing guidance to school leaders and staff for the district's special education program (pre-K through 12). Our SPED ISS’s provide leadership in designing/implementing special education services, model best instructional practice for the Special Education program to community staff and analyze Special Education data to assess the district’s special education program needs.
Connected Cognia Standards
Connected Cognia Standards
Impact Statement
Impact Statement
The Pacific East ensures that students with identified disabilities are positively impacted and met with success in education as evidence by:
Demonstrating continuous academic growth on the district-wide summative Math and Literacy assessments among students on individualized education plans (IEPs)
Improving continuous improvement models for training and support
Establishing remote learning measures to support SPED during the COVID-19 pandemic
Conducting ongoing file reviews 2-3 times per year whereby school-based SPED team, including administrators, work in-partnership with the DSO’s student support team to engage in a self-monitoring process
Timeline
Timeline
SY 2016-2017
SY 2016-2017
The District Office employed two-special education Instruction System Specialists to support the DoDEA schools in the Pacific Region for special education programing.
Provided support to CSC teams, Administrators, Para-Professionals, Related Service Providers.
SPED ISS support district alignment to DoD Manual with ASPEN updates for compliance.
Worked with teams to ensure IEPs were in alignment to current programs through professional development and monitoring:
SY 2017-2018
SY 2017-2018
Pacific East rolled out the Procedural Companion Guide 1342.12 to provide information to assist teachers, administrators, and related service providers when planning for and providing special education and related services to eligible students with disabilities.
SPED ISS engaged in training provided by headquarters on the Companion Guide roll-out, which resulted in Sped ISS training all PAC East schools in compliance with 1342.12.
SPED ISS continued to provided annual profession developed with ongoing training and support (reference chart SY 2016-2017).
Pacific East implemented the Self-Assessment process of program monitoring at specified schools assigned from HQ to support school ownership of compliance through active involvement in monitoring.
SY 2018-2019
SY 2018-2019
Continued with the initiatives and professional learning from SY 16-17, SY 17-18 in addition to continuation of the newly implemented Self-Assessment Monitoring.
Based on the observational and program reviews from the Self-Assessment Monitoring, SPED ISS implemented the first year of Corrective Action Plans for school improvement for special education programs.
Continued to build processes for supporting all school special education staff in alignment with DoDEA’s Strategic Plan.
Increased site-visits to twice a year, to all schools, for targeted IEP compliance reviews.
SY 2019-2020
SY 2019-2020
SPED ISS implemented a coaching model for educators by providing: coaching, advising, advocating, instructional leadership skills, and IEP facilitation to our CSC teams and stakeholders.
SPED ISS began attending CSC business meetings.
Collaborated with Autism ISS to facilitate professional learning behavior support training and implementation of behavioral strategies throughout the Pacific East district.
Continued with the initiatives and professional learning from prior years implementation.
SY 2020-2021
SY 2020-2021
Pacific East continued with the prior year initiatives and professional learning, with the addition of comprehensive support for remote learning due to COVID.
When the unprecedented COVID-19 Pandemic arrived at our schools, DSO and Regional stepped up and rolled out an extensive amount of training, best practice and student support services for remote learning. Below is just a snapshot of the extensive training and resources offered.
Remote Learning Professional Development and Resource provided to support the Pacific East:
3. Due to the unprecedented nature of the COVID Pandemic DSO began to review data to identify the possible need for compensatory education services in collaboration with our Regional ISS. DSO and Regional worked with various stakeholder groups to meet the needs of our students with disabilities.
Impact Evidence at a Glance
Impact Evidence at a Glance
Additional summative data can be found at Summative Data - Student Growth (Tab 11) Power BI-SPED
Additional compliance data can be found at DSO Monitoring Compliance Data (Tab 12) Power BI - Compliance Data
SPED Infographics
Pacific East Annual Professional Development Infographic Annual Professional Development
Remote Learning Professional Development Infographic Professional Development
Supporting Documents
Supporting Documents
DoDEA Special Education - The purpose of special education is to enable students to successfully develop to their fullest potential by providing a free appropriate public education in compliance with IDEA as implemented by DoD 1342.12. (https://www.dodea.edu/Curriculum/SpecialEducation/index.cfm)
DoD Manual - Implementation of Early Intervention and Special Education Services to Eligible DoD Dependents. Implements policy, assigns responsibilities, and provides procedures for managing the provision of early intervention and special education services to eligible DoD dependents. (https://www.esd.whs.mil/Portals/54/Documents/DD/issuances/dodm/134212m.pdf)
DoDEA 1342.12 Companion Guide - Provides information to assist teachers, administrators, and related service providers when planning for and providing special education and related services to eligible students with disabilities. The Companion is aligned with the Individuals with Disabilities Education Act (IDEA) and Department of Defense 1342.12 (DoDM). (https://content.dodea.edu/teach_learn/student_services/sped/companion_07122017/files/assets/common/downloads/publication.pdf)
Monitoring Handbook-It is the policy of the Department of Defense Education Activity (DoDEA) that all students with a disability receiving, or entitled to receive, educational instruction in the Department of Defense Dependents Schools (DoDDS) and the Domestic Dependent Elementary and Secondary Schools (DDESS), are provided a free appropriate public education (FAPE) under the provision of Department of Defense Instruction 1342.12, “Provision of Early Intervention and Special Education Services to Eligible DoD Dependents,” June 17, 2015, DoDI 1342.12). The Instruction assigns responsibility to DoDEA and the Services for ongoing compliance monitoring of their respective programs. (Monitoring Process Handbook)
SY 20/21- Compliance Report- The DoDEA Special Education Monitoring Compliance Report is completed annually by headquarters and provided to the Director, DoDEA, and the Military Community & Family Policy Office of Special Needs (OSN). Information from this report will be consolidated into the annual report provided to OSN. Data collected at the District Level will supplement special education data from the student information systems. The reporting period is from July 1, 2020 to June 30, 2021. (Department of Defense Education Activity Special Education Monitoring Compliance Annual Report)
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