Project Overview

THE NEED

The Region 10 Setting III/IV Community of Practice, composed of district-level, building-level, and classroom-level service providers, has identified a need to enhance programming in the setting III and IV classrooms. A regional survey of the Quality Indicators of Progress (QPI) indicated needs in multiple areas:

  • Environmental management
  • Behavior management
  • Affective education
  • Individuation and personalization
  • Academic
  • Career/life skills/transitions

To address these areas of need, the Region 10 Low Incidence Projects has initiated a project using the QPI as a guide for exploring evidence-based practices, procedures, and professional development.

THE HOW

To address this need, we will be installing a program to help teams walk through the process of designing setting III/IV programs that utilize the Quality Program Indicators and have consistently high fidelity in their implementation.

Through an application process and a needs assessment, teams will work together to:

  • identify gaps
  • develop action plans
  • utilize and/or design data collection tools
  • identify/create local/regional professional development opportunities
  • implement best practices

THE OUTCOMES

The expected outcomes are that districts and programs will increase effectiveness for the provision of quality services for students with more intensive needs in more restrictive settings.  The Region 10 BEST Project will utilize the Quality Program Indicators (QPI) for students with emotional behavioral disabilities as their framework. 

The data points that we will use are:

  • number of licensed teachers in the appropriate areas 
  • increase equity for students and provide a continuum of services
  • increase in QPI Survey data that are “in place”
  • completed program handbook
  • increase in positive behavior data

Authority to Affect Change

As part of this pilot project, your district special education director and building administrator provide the authority for the team to implement changes and will provide an appropriate allocation of resources to implement change within reasonable parameters identified in local team action plans.

Team Members

As part of the project, teams and districts will develop a team of support staff including but not limited to: 

  • *Special Education Director
  • *Special Education Administrator (Assistant Director, Coordinator, etc) 
  • *Building Administrator
  • *Classroom Teacher
  • *Internal Coach
  • Behavior Specialist (required if a part of the district)
  • *Related Services
  • Educational Assistants/Paraprofessionals

*indicates required members as part of decision-making, other members are critical to the process and should be included and valued

To learn more or explore this opportunity in your program, please reach out to Micki Breitpsprecher.

Participating Schools

2020-21

  • Faribault Elementary (Setting III)
  • Kasson Mantorville Elementary (Setting III)
  • Northfield High School (Setting III)
  • Northfield Middle School     (Setting III)
  • SMEC Reset (Setting IV)
  • SMEC Success (Setting III)

2021-22

  • NFLD Bridgewater Elementary (Setting III)
  • NFLD Greenvale Park Elementary (Setting III)
  • HVED Achieve (Setting IV)
  • HVED Spectrum (Setting IV)
  • Pine Island Middle School (Setting III)

2022-23

  • CVSEC ALEX (Setting IV)
  • CVSEC SUN (Setting IV)
  • Red Wing Twin Bluffs Middle School (Setting III)
  • Winona High School (Setting III)
  • Winona Jefferson Elementary (Setting III)
  • Winona Middle School (Setting III)