2003 Conference Proceedings

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REGIONALIZED SERVICE DELIVERY WITHIN A LARGE SCHOOL DISTRICT: ONE MODEL, MULTIPLE REALITIES

Presenters
Sue Lucia-Terry
1333 Fiesta Grande Ct
North Las Vegas, Nevada 89031
Phone: 702-799-2372
Fax: 702-799-2379
Email: Sue_Lucia-Terry@interact.ccsd.net

Julie Colarusso
Monique Portanger
Carolyn Rouse
Chris Scally
Clark County School District
601 N. 9th St.
Las Vegas, NV 89101
Phone: 702-799-2372
Fax: 702-799-237
Email: Julie_Colarusso@interact.ccsd.net 
Email: Monique_Portanger@interact.ccsd.net 
Email: Carolyn_Rouse@interact.ccsd.net 
Email: spin@lvcm.com 

The Clark County School District is the sixth largest school district in the United States. It covers an area over 2100 square miles consisting of both urban and rural schools and serves 260,000 students including 27,000 students with special education needs. The administration of the school district is divided among five geographic regions. Special education services are coordinated at the regional level. Related services are coordinated centrally with service delivery administered through each region.

Assistive Technology Services, like other related services, are coordinated centrally. Specifically, staff, equipment, and training facilities are housed together in a central location. Student data and inventory control are maintained centrally and service delivery is carried out according to a centralized model.

The centralized delivery model is driven by two components:

The first component is the districts' commitment to the vision.

The second component encompasses the realities of CCSD.

The model includes a three tiered system of consideration of assistive technology, a district wide professional development emphasis:

LEVEL 1-School Based Access

Level 1 refers to resources and strategies that are already available at schools. Assistive technologies that are available at schools include computers, computer labs, accessibility features that are pre-installed on all computers, picture based resources, related services, classroom tools, accommodations and modifications made through the IEP, etc. When an IEP team determines that school based Assistive technology supports are appropriate, they are documented in the IEP.

LEVEL 2-Region Kit/Mini-Referral

Assistive devices can be borrowed from Assistive Technology Services and tried out with a student. To access assistive technology through this lending program, an IEP team member fills out a form to document the loan and picks up the device to be tried. If the device successfully supports the student, it can be put into place on a more permanent basis and documented in the IEP.

LEVEL 3-Referral for assistive technology assessment

In cases where the available (Level 1) site based technologies are not appropriate and interventions via the area kit (Level 2) do not provide educational access for the student, the IEP team may decide to initiate a referral to Assistive Technology Services. Referrals are generally necessary for students who have more intricate technological needs requiring more in-depth assessment, training, and follow up.

This model is carried out regionally. Each region is assigned one licensed staff to act as the Assistive Technology liaison for the region. The Region Lead provides assessment and consultation services as requested through the IEP and coordinates all assistive technology services (delivery, set up, repair, training, follow up, etc) as mandated in the IDEA. This staff member also participates in the overall guidance of the region through an administrative team process.

While the model is carried out regionally with the same policy and procedures and service delivery system, the look of service provision varies greatly among the five regions due to various influences:

During the panel discussion, and question and answer session, the five Region Leads will review how the central model plays out within the reality of each of the individual regions emphasizing the implications for model development and service delivery.


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