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Special Education Director Call
October 20, 2015
BOOKSHAREChristine Jones
Bookshare UpdatesOctober 2015
We’ve Been Listening!
• New Student Logins save time, increase independence.
• Parents can now “e-sign to save time” when authorizing students’ Individual Memberships.
• Improved search capabilities help you find just the right book, or a wide selection of desirable books.
• Self-service improvements make life easier!
– All members can update their own email addresses, school information, etc.
– Sponsors can now re-activate students’ IM accts.
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Create Student Logins to Allow Independent Access
5
Students Access Shared/ Assigned Books
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Enjoy Improved Searching
• 99% of titles now have category metadata
• 16 new search categories, including Language Arts, Social Studies, Psychology
• Search by ISBN and get related ISBNs of alternate versions (paperback, hardback, state edition)
• Search for books with images and image descriptions
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Get Answers to All Your Bookshare Questions
• Visit the Bookshare Academy (www.Bookshare.org => Help Center => Training and Resources)
• Find step-by-step guides, video tutorials, brochures
• Register for upcoming live Reading Tools Webinars:
– “Reading on Mobile & AT Devices”: Oct. 27, 12pm PDT. Featuring: Read2Go, Voice Dream Reader, Go Read, Victor Reader Stream
– “Reading on Computers”: Oct. 28, 10am PDT. Featuring: Capti Narrator, Open LORE Read, Bookshare Web Reader, Snap & Read Universal, BeeLine Reader
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How to Contact Me
Christine Jones, MBA
Sr. Education Program Manager
Benetech Global Literacy
Tel. 650-352-0210
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Connect
www.bookshare.org
http://blog.bookshare.org/
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Thank you.
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Center for Disabilities TBI Assistance
Helping Students reintegrate successfully back to school following a traumatic brain injury (TBI)
Center for Disabilities Technical Assistance Plan of Action
Contact Nancy Saufley: [email protected] or Sara Hansen:[email protected] with a request for assistance regarding a student who is experiencing academic/behavioral difficulties following a TBI.
Process• Nancy or Sara will make initial phone/email contact within 2 business days. • Initial contact will gather basic non-identifying information regarding the individual
with a TBI in order to best guide the direction of technical assistance• using the information provided by Nationwide Children’s Hospital “An Educator’s
Guide to Concussions in the Classroom, 2nd Edition”. • Teachers will fill out the classroom concussion assessment form and implement
accommodations appropriate to their student for an agreed upon amount of time• Following the implementation of appropriate accommodations for an agreed upon
amount of time, Center for Disabilities staff will initiate a follow-up phone call or email to discuss student progress and decide if further intervention is needed
• If further intervention is not needed, school district staff will be encouraged to contact Center or Disabilities on an as needed basis.
• If further intervention is needed, Center for Disabilities staff will contact Linda Turner /Rebecca Cain to decide upon next steps of action.
All Students Graduate College, Career and Life Ready
-DOE Aspiration
Students Graduate high school ready for post-secondary education or the workforce.
Proficiency in Reading by 4th Grade
Proficiency in Math by 9th Grade
Indicator 17SSIPState Systemic Improvement Plan
SSIP
Framework
ReadingSpecific Learning Disability
(SLD)
Where are we today?
Stakeholders will be joining one another in Chamberlain, SD in December to work on components of Phase II and various tools we may have available to put in place.
ALTERNATE ASSESSMENT
Alternate Assessment Criteria• 1. The student has a significant cognitive disability. Review of student records indicate a
disability or multiple disabilities that significantly impact intellectual functioning and adaptive behavior essential for someone to live independently and to function safely in daily life.
• 2. The student is learning content linked to (derived from) the Common Core State Standards (CCSS). Goals and instruction listed in the IEP for this student are linked to the enrolled grade-level CCSS and address knowledge and skills that are appropriate and challenging for this student.
• 3. The student requires extensive direct individualized instruction and substantial supports to achieve measurable gains in the grade and age-appropriate curriculum. The student:
• (a) requires extensive, repeated, individualized instruction and support that is not of a temporary or transient nature, and
• (b) uses substantially adapted materials and individualized methods of accessing information in alternative ways to acquire, maintain, generalize, demonstrate and transfer skills across multiple settings.
• Please keep in mind, these student generally are not on track to finish their education career with a regular diploma and will most likely continue until they are 21 years of age.
Alternate Assessment enrollments• Students must be enrolled in Infinite Campus correctly, in
order for them to participate in Alternate Assessments• Districts are not allowed to manually add students to the
platform, have encountered errors with student ID’s• If student is identified after the file is pulled from
Campus, contact [email protected] – 605-773-6119
• If you have additional questions, please contact Ben Morrison
Alternate Assessment
NCSC Results• Results were made available Monday October
12th.• Platform will stay open to access those reports
until November 6• Please ensure that you pull this data because
it becomes much more difficult to obtain this information when the platform is closed
1% Exception • We have had approximately 20 districts exceed their 1%
exception• Calculation:
a) Total Tested Populationb) Total number of eligible students taking the alternatec) Percent of proficient student scores that can be applied
to the 1% cap (b/a)*100= cap on proficient scores• You will be notified if you exceed your 1% exception• Determinations will not change for this year because they
have already been established, however you will need to plan ahead for future years.
College and Career Ready
Students graduate high school ready for postsecondary or the workforce
GuardianshipTerrific Transition Tip• Guardianship or Not?• Are you unsure of informing parents regarding establish guardianship at
age 18 and the process of transfer of rights?• The following link offer beneficial information for you, parents and
students --- http://supporteddecisionmaking.org/impact• Transfer of Rights/Guardianship Infographic documents for Parents and
Students, available from SD Advocacy, SD Parent Connection and TSLP, provide excellent information regarding this process in an eye appealing, easy to understand manner. Please contact any of these agencies if you are interested in obtaining the documents.
Youth Leadership Forum
• The Youth Leadership Forum, YLF, will be held at NSU, Aberdeen on June 5 – 9, 2015.
• New & updated applications can be found at www.tslp.org, under the YLF tab.
School Climate
Students enter schools that are provide an environment conducive to learning.
Restraint and Seclusion Stakeholders group
• Working on regulations for Emergency Behavioral Interventions
• Still in draft form• Hoping to have the first reading to the Board
of Education in January• If you have any questions please feel free to
email me at [email protected]
In School Suspension (ISS)
1. The student is afforded the opportunity to continue to appropriately participate in the general curriculum,2. The student continues to receive the services specified on his IEP, AND3. The student continues to participate with nondisabled peers to the extent he would have in the current placement 71 Federal Register 46715
October Behavior TipSelf-Monitoring Behaviors
• Define the target behavior• Identify reinforcers• Decide on age appropriate data collection
method• Teach student to recognize behavior• Teach student to use data collection• Use a short time frame to start • Fade out over time
:
Was I working?Time 8:00 8:10 8:20 8:30 8:40
Yes
No
Effective Teachers and Leaders
Students are supported by effective teachers and leaders.
Early Childhood IEPs
• Who can write and implement IEPs?– must have EC endorsement and meet HQ status to oversee IEP– 24:53:07:03. Birth through age eight early childhood and birth throug
h age eight special education program and Praxis Test http://doe.sd.gov/oatq/documents/WhatPrax2.pdf
• Who can provide special education services to 3-5 year olds?– If special education is listed as a service on the IEP the person
responsible for overseeing must be HQ .
EC Sped Endorsement• If your district has chosen to hire a sped teacher that
does not hold an EC Sped Endorsement you are required to:– Submit a Plan of Intent (POI), which is an agreement between the
district and the personnel outlining the path to meeting the requirements for that specific position.
– This individual will need to be supervised by someone who is properly certified (EC SPED). They must NOT sign off as the SPED teacher, but can assist in assessing, writing IEPs, conducting IEP meetings, and working with students with disabilities.
– POI are valid for one school year and districts are allowed two POIs– More information can be found at http://
doe.sd.gov/oatq/documents/HQT_Q&A.pdf or by contacting your regional representative
Facilitating Challenging and Complex meetings - TAESE
• Training Objectives– Understand the role of the facilitator;– Know the essential elements of participative meetings;– Learn a structured process for preparing yourself and others to engage
in challenging conversations;– Learn to manage the emotional, substantive, and procedural
dimensions of the work.
• Offered at 2 locations– Sioux Falls, SD Wednesday November 18th
– Rapid City, SD Thursday November 19th
• Click here to register and for more information.
Autism Spectrum Disorder Evaluation Team TrainingDecember 9-12, 2015 February 3-6, 2016
Rapid City, SD Sioux Falls, SD Location TBD Location TBD
Who may attend:This training will be offered to multidisciplinary evaluation teams in public school districts and educational cooperatives in South Dakota. Teams will be required to submit an application and will be selected on the basis of need and space availability.
Team Applications: Due October 31, 2015
Credit for attending: You may receive 2 graduate credits or CEU for completing the training.
If you have any questions please contact Arlene Maxfield at 605.773.2594 or [email protected]
New Sped Director Training
• Opportunity to meet state staff, learn resources, and fiscal background.
• 3 years or less• November 23 at MacKay Building (DOE) in
Pierre• 10:00 am to 4:00 pm• Register at Go Sign Me UP: https://
southdakota.gosignmeup.com/public/course/browse?courseid=3707
Register at: https://lrptraining.webex.com/lrptraining/k2/j.php?MTID=tc6bccd8b75e04bcc992afc100881618f
Each district has a “Complete” subscription and a “Practical” subscription for the school district. Contact Michael for username at 1-800-515-4577(ext.6372) [email protected]
DATA
Student Desk Guide• How do I code student/situation in campus?• Requirements for Child Count Reporting (Dec 1)• Exiting codes: enrollment and special education
crosswalk• Infinite Campus Student Desk Guide:
– http://doe.sd.gov/ofm/documents/DataGd-15d.pdf
COMPREHENSIVE PLAN
Comprehensive Plan• New Template Available
– Not required to use template, but must assure all content is addressed– The state template which outlines the content requirements for the comprehensive
plan can be found at: http://doe.sd.gov/oess/sped-accountability.aspx
• No specific timeline for completion– Comprehensive plans must be reviewed and recertified by the Board annually– Assurance of annual review and recertification will occur with Flow Through Application,
must be within the current year
• The district will not submit the annual plan to the Department of Education. The district will certify annually through the IDEA flow through application that the comprehensive plan has been reviewed and recertified by the Board.
• It is not expected that the comprehensive plan be rewritten from a previously adopted version, however any previous content pulled forward should be reviewed for accuracy and comprehensiveness.
• The plan is divided into 20 sections and in most sections a sample of a district response is included in blue text. This is only an example and should be review and revised as necessary to reflect district policy and procedures.
• The narrative should not simply restate the administrative rule referenced but should include a comprehensive description of the policies and procedures in place to implement that component or cite the location of the policies and procedures such as in the District Parent Handbook as outlined on…..
• Cooperatives, CASE or other groups may work together to develop policies and procedures that could be utilized by districts for their comprehensive plan, however it is expected that each comprehensive plan be individualized to the district.
• The Department of Education will verify that the comprehensive plan is current during onsite monitoring. If the Department has knowledge that the district is not implementing state or federal rules a more in-depth review will occur and corrective actions may be required.
Comprehensive Plan
Comprehensive PlanSECTION IV: Individualized Education Program (IEP) 34 C.F.R. 300.112; ARSD 24:05:27The district/cooperative and all member schools/districts will ensure that an individualized education plan (IEP), or an individual family service plan (IFSP) that meets the requirements of section 636(d) of the Act, is developed, reviewed, and revised for each child with a disability in accordance with 34 C.F.R. §§ 300.320 – 300.324, except as provided in 300.300(b)(3)(ii). Specific reference must include:• Content of the IEP; 300.320(a)(1-7); ARSD 24:05:27:01.03 • Transition services; 300.320(b); ARSD 24:05:27:13.02 • Transfer of rights at the age of majority; 300.320(c); ARSD 24:05:27:01.03 • The IEP team; 300.321; ARSD 24:05:27:01.01 • Parent participation in the IEP; 300.322; ARSD 24:05:25:16 • When the IEP must be in effect; 300.323; ARSD 24:05:25:22 • Development of the IEP; 300.324; ARSD 24:05:27:01.02 • Routine checking of hearing aids and external components of surgically implanted medical
devices, 300.113; ARSD 24:05:27:05
Comprehensive PlanSECTION V: Least Restrictive Environment (LRE), 34 C.F.R. §§ 300.114 – 300.120; ARSD 24:05:28The district/cooperative and all member schools/districts will ensure that, to the maximum extent appropriate, children with disabilities, including those in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature and severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Specific reference must include:• A continuum of alternative placements; 300-115; ARSD 24:05:28:02 • Placements; 300.116; ARSD 24:05:28:03 • Non-academic settings, 300.117; ARSD 24:05:28:06 • Children in public or private institutions; 300.118; ARSD 24:05:28:07 • Teachers and administrators are provided with technical assistance and training; 300.119;
ARSD 24:05:28:11 • Monitors placements, 300.120; ARSD 24:05:28:12
SECTION VI: Procedural Safeguards, 34 C.F.R. § 300.121; ARSD 24:05:30 The district/cooperative and all member schools/districts will ensure that all children with disabilities and their parents are afforded procedural safeguards required by 34 C.F.R. §§300.500 through 300.536, and consistent with South Dakota Administrative Rule. Specific reference must include:• Opportunity to examine records; parent participation in meetings; 300.501(a)(b)(c); ARSD
24:05:30:02 • Independent educational evaluations; 300.502; ARSD 24:05:30:03 • Prior written notice; content of notice; 300.503; ARSD 24:05:30:04 • Procedural safeguards notice; 300.504; ARSD 24:05:30:06.01, ARSD 24:05:30:06.02 • Use of electronic mail; 300.505; ARSD 24:05:30:06.03 • Availability of mediation; 300.506; ARSD 24:05:30:09 • Filing of due process complaints; 300.507; 300.508; 300.509; ARSD 24:05:30:07.01 • Resolution process; 300.510; ARSD 24:05:30:08.09-.12 • Impartial due process hearing; 300.511; ARSD 24:05:30:09.04
Comprehensive Plan
Comprehensive PlanSECTION VI: Procedural Safeguards, 34 C.F.R. § 300.121; ARSD 24:05:30 Cont. • Hearing rights; 300.512; ARSD 24:05:30:12 • Hearing decisions; 300.513; 300.514; 300.515; 300.516; 300.517; ARSD 24:05:30:11 • Status of child during due process proceedings; 300.518; 24:05:30:14 ARSD.• Surrogate parents; children who are wards of the state; homeless youth; 300.519; ARSD
24:05:30:15 • Transfer of rights at age of majority; 300.520; ARSD 24:05:30:16.01 • Discipline procedures and manifestation determination; 300.530; ARSD 24:05:26:09.03 • Determination of setting; 300.531; ARSD 24:05:26:09.2 • Right of appeal of the determination of setting; 300.532; ARSD 24:05:26:09.05 • Placement during appeals; 300.533; ARSD 24:05:26:09.06 • Protections for children not determined eligible for special education and related services;
300.534; ARSD 24:05:26:14 • Referral to action by law enforcement and judicial authorities; 300.535; ARSD 24:05:26:15 • Change of placement due to disciplinary removals; 300.536; ARSD 24:05:26:02.01
Results-Driven Accountability
Level 3: Directing
Level 2: Assisting and Coaching
Level 1:Supporting and Guiding
South Dakota Results Driven Monitoring Framework
SEA Responsibility for General Supervision:
Results and Compliance
SD Guiding Principles
Risk Analysis for Determination of Differentiated Levels of Support and
Intervention: APR/Indicator Data/Risk Analysis Rubric
Internal Monitoring Process for Compliance (All Districts- Annually);
Compliance Cycle (5 years)
Small Districts Medium Districts Large Districts
On-Site Compliance Review
Improvement Plan
Off-Site/Internal Monitoring
Action Plan
Off-Site/Internal Monitoring
Action Plan
Timeline2015-2016 SY: • Finalize the selection process• Develop an internal monitoring procedure• Identify levels of support• Draft a monitoring manual
2016-2017 SY: • Piloting field testing• Revising
Final outcome by June 2017: A results-and data-driven monitoring process with checks and balances for compliance and inclusive of all districts will be in place and ready for full implementation.
TEACHER OR DISTRICT SHARING
• It is your time to shine: help us celebrate teacher and/or district accomplishments by letting your region rep know
Thanks to the Special Ed
Superheroes
Next Sped Directors LiveMeeting
November 17, 201510:00 CST
Topics in November:• Child Count
