Special Education Leadership Network Meeting April 10, 2014

State Performance Plan: 2013-14 Data Submission

Link to recorded webinar

www.bit.ly/spptexas

www.bit.ly/spptexas

SPP Data Submission handout at www.bit.ly/sppteaxs

TEASE Roles

This Week: 1. Identify the certifier for your district 2. Identify who will collect and submit data for each

indicator 3. Log in to TEASE to check your access level and review

navigation

• Certifier: can edit, submit & certify date for the LEA. Only 1 person may assign as certifier for an LEA or SSA. Superintendent must revoke certifier before another staff can be assigned. • Data Entry Agent(s): Can save & edit date for the LEA or campus. Multiple staff can be assigned as data entry agents.

• Resources: Live Binder for SPP: www.bit.ly/spptexas • TEASE log-on: https://seguin.tea.state.tx.us/apps/logon.asp

Indicator 7

What’s New? No changes for 2013-14

Continued? Use the COSF to collect data To add a campus, add 9 digit code to your TEASE application Only enter data from the current school year For help, call Lori Merrell

Indicator 7

Purpose Early Childhood Outcomes

OSEP/TEA Performance

Campuses ALL

Students Ages 3-5

LEA Data Collection Complete Child Outcomes Summary Form for entry/exit

Data Submission TEASE opens January 6 and closes August 29

Target n/a

Indicators 11 & 12

Requirements for these indicators will be published soon. Another webinar will be held when we receive the documents. For help, call Joy Hunsucker or Lori Merrell

Indicator 11 Indicator 12

Purpose Child Find Early Childhood Transition

OSEP/TEA Compliance Compliance

Campuses ALL ALL Students Ages 3-21 All children referred by ECI

LEA Data Collection

List students referred for initial evaluation

List students transferring from ECI

Data Submission

TEASE opens July 1 and closes August 29

TEASE opens July 1 and closes August 29

Target 100% 100%

Indicator 13

What’s New? Compliance correction period Continued? Checklist is the same as last year Documents and procedures = same For help, call Elizabeth Danner

Indicator 13

Purpose Secondary Transition

OSEP/TEA Compliance

Campuses Sampling list*

Students 16+ by June 30, 2014; Sampling procedures

LEA Data Collection Audit IEPs using checklist

Data Submission TEASE opens April 1 and closes August 29

Target 100%

Indicator 14

Purpose Post-School Outcomes

OSEP/TEA Performance

Campuses ALL

Students Grade 12 and expected to graduate/dropout/GED/exit; Sampling procedure

LEA Data Collection Collect demographic and contact information for year-out survey (to be completed by TEA)

Data Submission TEASE opens April 1 and closes August 29

Target n/a

Indicator 14

What’s New? No longer submit TYPE of exit (graduation, drop out, age out, GED) Continued? Get RECENT contact data!! Talk to students and families about the survey!! Demographic and contact info - - PET match will auto complete some data For help, call Elizabeth Danner

TEASE: Data Submission

TEA Secure Applications Information

Help! Trouble-Shooting

Use Internet Explorer for TEASE

Check out the Instructions documents!

Look for the “Help” button in TEASE

Region 13

SPP 7, 11, 12 Lori Merrell & Joy Hunsucker

SPP 13, 14 Elizabeth Danner www.bit.ly/spptexas TEA

spp@tea.state.tx.us computer.access@tea.state.tx.us

Next Steps . . .

This Week: 1. Identify the certifier for your district 2. Identify who will collect and submit data for each indicator 3. Log in to TEASE to check your access level and review

navigation

By the End of April: 1. Develop a timeline for data collection & submission - - the

sooner the better! 2. Contact your ESC if there are concerns about data or

compliance

Questions….?

Graduation Update

The state of learning disabilities

Executive Functioning

• Planning • Organizing • Strategizing, • Paying attention to • Remembering details • Managing time and

space

Gratifying Trends

Troubling Trends

Troubling Trend

Number of students (ages 6-21) served in special education: 2002-2011

Special education students: 2011 by disability category

National Assessment of Educational Progress 2013: How students with and without disabilities perform

Texas Race/Ethnicity of Students with LD 2011

When the percent of students from a particular minority or ethnic group identified for special education in a state exceeds that group’s percentage of the state’s total school enrollment, some argue the group is overrepresented in special education, also know as “disproportionality.”

RTI for ELLs: Considerations for Success with Diverse Learners

Cognitive Processes – The G’s

Cognitive skills are the learning skills

It’s not how much you know (the information that has been crammed into your head) but how effectively you process the information you have received. Cognitive skills are the processors of this incoming information. These are the skills used to : Attend to and retain information Process, analyze, and store facts and feelings; Create mental pictures, read words and understand concepts. Learning is primarily a cognitive function. The information we receive must be processed with a variety of cognitive skills. Important to remember is “Cognitive skills can change” . Teachers change cognitive skills everyday. Every time you introduce a new vocabulary word, a new concept you are changing cognitive skills.

our student is smart. You have the student who is withdrawn in languagellent illustrator. We witness the student who struggles in class, but is alw Kagan)

One of the purposes of a comprehensive assessment is to find out how

arts but really comes alive in science.

We see the student who is not particularly adept in math, but is an exce ays the first pick on the field. Each student is different. Each student is a unique gift! (Spencer and Miguel

“g”eneral mental ability

“g”

Current and Expanded CHC Model of Cognitive Abilities (adapted from McGrew, 2005 and Schneider & McGrew, 2012)

New research has led to an understanding of more broad and more narrow abilities. CHC Theory currently recognizes 16 Broad Abilities and 84 Narrow Abilities

Essentials of Cross Battery Assessment, Third Edition; pg. 15

Current and Expanded CHC Model of Cognitive Abilities (adapted from McGrew, 2005 and Schneider & McGrew, 2012)

Out of these 16 broad abilities and 84 narrow abilities there are some that contribute the most to achievement prediction. These are hard working, unique and some are more influential than others. Essentials of Cross Battery Assessment, Third Edition; pg. 15

The G’s

Psychological processes are highly related to the acquisition and development of academic skills. Some psychological, or cognitive, processes – processing speed, working memory, and long-term recall- are crucial for nearly all types of academic learning, whereas, the influence of others varies by type of achievement. (Dehn,2010) So these G’s – these cognitive skills fit into everyone’s learning process. Points to remember: Strong cognitive skills make learning and working easier, faster, and more efficient. When cognitive skills are strong, academic learning is fast, easy, efficient, and even fun. When cognitive skills are weak, academic learning will be, at best, a struggle. Cognitive skills are the essential tools for learning. These tools can change and improve.

Provided courtesy of ESC Region 4

M E M O R Y

What is memory? There are several types of memory You have sensory memory. Sensory memory lasts ½ sec to 2 seconds. It actually fades too quickly to calculate. Short Term Memory last 15 seconds to 1 minute. You can hold 7 bits of information (+/- 2) in short term memory for 15 seconds to 1 minute. Long Term Memory is considered to be permanent and we really do not know how much information LTM can hold.

Glr – Long term memory

Long-term memory (Glr)

Long Term Memory

Explicit

Episodic memory

Semantic memory

Implicit

Procedures Emotional

Long-term memory refers to the continuing storage of information. It is the ability to both store and recall information for later use . If the ability to store and retrieve information is poor, wrong conclusions and wrong answers will result. Long-term memory is usually divided into two types - declarative (explicit) memory and procedural (implicit) memory. Declarative includes all of the memories that are available in consciousness. Declarative memory can be further divided into episodic memory (specific events) and semantic memory (knowledge about the world). Episodic memory involves the recollection of specific events, situations and experiences. Your first day of school, your first kiss, attending a friend's birthday party and your brother's graduation are all examples of episodic memories. In addition to your overall recall of the event itself, it also involves your memory of the location and time that the event occurred. Procedural memory involves memories of body movement and how to use objects in the environment. It is a memory of how to perform different actions and skills. How to drive a car or use a computer are examples of procedural memories. Riding a bike, tying your shoes and cooking an omelet are all examples of procedural memories. This is the ability to take & store a variety of information, ideas, names, concepts) in ones mind, then later retrieve it quickly and easily using association. Implications for Academics Significant relationship with reading, writing & math, especially during early stages of skill acquisition; basic skill acquisition; organizing for retrieval, strategies for recall, learning & retrieving information.

As fast as you can, spell your first name out loud…..

http://www.vitalconnectionsbook.com/learn-about-brain-training/ Let’s examine the cognitive skills it took to complete this simple task. To do this, Input came as you read or heard the instructions, “Spell your first name out loud.” As a part of Active Processing, • you gave Attention to the request, • held it in your Working Memory, and • began to Process it. You then chose to respond to it. You made the internal, executive Decision that this was an easy request; one that you didn’t really need to think about, because you already had the answer stored in your Knowledge Bank. You drew the appropriate information (the spelling of your name) directly from your Knowledge Bank and spoke it as “Output’ without hesitation. This enabled you to handle this task quickly and easily because it was previously Known or familiar information.

7

As fast as you can, spell the last name of the first American President backwards.

http://www.vitalconnectionsbook.com/learn-about-brain-training/

Let’s examine the cognitive skills it took to complete this simple task. To do this, Again Active Processing enabled you to receive Input – you had to read or hear, attend to, process and remember the request. This time the answer wasn’t automatic – instead, you made the internal, executive Decision that something about the request was New or unfamiliar. You needed to think about it using one or more of your Higher Thinking skills. You had to come up with a plan of action (using Logic and Reasoning). Your plan may have been to create a mental image (using Visual Processing) of the word “Washington”. This may have required you to repeat the name a few times to hear the separate sounds (using Auditory processing) and then retrieve the letter-codes (using Long-Term Memory) that represent those individual sounds before creating the word image and calling out the letters (as output)

Gv

Gsm

Gs

Ga

Glr Gf

Gc

Directors’ Insights on TEA On-Site Visits

IDEA MOE

TEA Kettle – AI/IPI/PGP Accelerated Instruction

+

Intensive Program of Instruction

+

Personal Graduation Plan

=

ARD

Be aware of the new laws related to Students with

Visual Impairments…

Review the Legal Framework : O&M

O https://framework.esc18.net/display/Webforms/ESC18-FW-Summary.aspx?FID=139 O O&M evaluation at each initial referral O A review of need for services at each 3-year O Input related to need for re-eval may be in

writing (we think- regs not yet posted)

Review the Legal Framework : VI

O https://framework.esc18.net/display/Webforms/ESC18-FW-Summary.aspx?FID=119

Expanded Core Curriculum 1. Assistive technology skills, including

optical devices 2. Compensatory skills that permit

access to the general curriculum 3. Career education and planning 4. Recreation and leisure skills 5. Orientation and mobility skills (O&M) 6. Social interaction skills 7. Sensory efficiency (including visual,

tactual and auditory skills) 8. Self-determination 9. Independent living skills

Role of TVI and/or COMS O Evaluation O Direct Instruction O Consultation O Collaboration O Facilitation with community and statewide

resources

Administrator Role O Evidence of ECC assessments in evaluation

reports O Evidence of IEP goals based on evaluations O Evidence of ECC instruction during staff

observations

Your resources… O 2014 Guidelines and Standards for Educating

Students with Visual Impairments in Texas http://www.tsbvi.edu/attachments/EducatingStudentswithVIGuidelinesStandards.pdf

O PDAS Companion for VI Professionals http://www.tsbvi.edu/program-and-administrative-resources/3725-pdas

O Debra.leff@esc13.txed.net

Bonus Slide! O How many undergraduate programs in Texas

have certification for VI? ____

O Please send me recruits!

Inclusion only vs. continuum of services

I think we have to be very careful in describing what "inclusion"

means. It's unfortunate that in many school districts it's defined as

where a student is seated (e.g., inclusion classes) rather than all

students' right to acceptance in their learning community and their

right to have their special needs addressed in a way that enables them

to succeed. I usually suggest that the term inclusion should be used

only at the school level because it reflects a schools overall belief

system about students...all of them. So often the word is just a new

way to segregate and discriminate (e.g., inclusion teachers, inclusion

team, inclusion kids, this department is willing to do inclusion, that

one is not, and so on).

Inclusion is… PG-4-5 MODULE 1 We start with this because so many educators have a different understanding of the word “inclusion”. This is the time to get everyone on the same page and begin to develop a common vocabulary for the work we are going to do from this day forward.

That said, highly inclusive schools have the options available that students

need to access curriculum, receive needed specially designed instruction

and other services, and succeed academically, socially, behaviorally,

vocationally, and emotionally. The bias in inclusive schools is for students

to remain in general education settings, but the most successful inclusive

schools make available separate services as student need dictates...those

separate settings are NOT forever so they are revisited regularly, they

involve extensive data collection, and they are premised on significantly

accelerating student learning through highly intensive instruction using

specialized materials and methods that cannot be offered in the general

education setting (note… cannot be offered because of their nature rather

than because of professional reluctance or other such issues).

Continuum of Student Needs

One component I should mention is that all

teachers have had extensive related professional

development, as have administrators. In addition,

administrators are accountable for ensuring that

appropriate supports and services are available in

their schools and that their teachers understand

that high expectations are non-negotiables for all

students, including those with disabilities.

One more thought...one dilemma is that federal law was written at a time

with level of need was equated to educational setting. Thus, students with

milder needs spent more time in general education with brief periods of

support in resource rooms while students with higher needs spent their days

in separate classrooms. The notion that a student can have significant needs,

require a relatively high amount of special education, and still spend the day

in general education is not really captured in IDEA. States have created

policies to make services much more contemporary, but when they report

data it is about where students sit--which sometimes leads to students being

in general education without receiving the supports they should get. That's

too bad, but I'm not sure any change is on the horizon regarding the

traditional conceptualization of a continuum.

Preparing for

SUCCESS after STAAR

Modified

Stay tuned

STAAR-ALT Updates

Important Dates

May 21, 2014- Student Reports Grades 3-8 June 6, 2014-

Student Reports for EOC

Development So Far…

• Six essence statements • Four questions in a cluster • Questions are scaffolded

What do the questions look like?

• All test items for 2015 are being developed this spring

• Tests will be built using the same procedures as all STAAR tests

• Assessment window • Security • Non-Responsive Students • Visual impairments • Accommodations

ARD committees will no longer need to determine complexity level

Participation Requirement #5 was removed

ELL/Sped Survey http://bit.ly/ELLSPED

s Satellite Workshop

Summer 2014

Summer Announcements: Satellite Workshops – Power of Inclusion • Summer Conferences • SPIN Network – for coordinators and other special education

instructional leadership staff

LETRS Language Essentials for Teachers of

Reading and Spelling

Announcements

Time for Lunch, Networking, and Afternoon Learning (Public Information Act

and Implications for School Leaders)