I.   Moderate Support Needs Subcommittee

We discussed:

• We began the focus on best practices around instructional intervention, focusing specifically on the inclusion facilitator positions
• We identified the communication plan we would need to begin to make this shift in schools
• We began to put specificity around the work that inclusion facilitators might be asked to do.

 II. Significant Support Needs Subcommittee

We discussed:

• The current distribution of ILC’s (Intensive Learning Centers) in the district and began a discussion about how the distribution would ideally look if we want to keep kids as close to their homes as possible.
• What ideal caseload sizes would be in ILC’s vs what they are now; smaller caseloads would allow the ILC person more time with students in their general education classrooms.
• The fact that students with significant support needs (ssn) are in general education first and are only pulled out to meet a particular purpose.
• The need for greater collaboration between general education and special education teachers and brainstormed ways this could occur, including having late starts or early releases once a week.
• Ongoing training for school staffs in order to facilitate success for students with ssn.
   

III. Paraeducators Subcommittee

We discussed:

• Updating job descriptions for paraeducators.
• Require mandatory training for new paraeducators which should occur prior to the start of the school year.
• Develop a survey for paraeducators, teachers and administrators regarding on what’s working and what needs improvement.
• A new and final Request for Paraeducator Support form which would replace the old matrix.

IV. Social/Emotional/Behavioral Subcommittee

We discussed:

• We looked at the Quality Indicators for students with emotional and behavioral concerns and how they interface with the circles of Intervention.
• We analyzed the current array of serves at the elementary, middle and high school levels and their geographical zones.
• We looked at how we interface with agencies in the community.
• We looked at engaging the schools in a district-wide positive behavior support continuum.