Download pptx - Special Education Updates and MIS Training

SPECIAL EDUCATION

UPDATES AND MIS TRAININGKathy Kersenbrock-Ostmeyer-

DirectorKurt Brown-Assistant Director

IT’S NOT ABOUT THE NAIL!

INDICATOR DATA A Review of District Data School Teams All data is by district except Indicator

20, Timely and Accurate Data 2012-2013 data is reported in 2014 and

so on

WAYNE BALL PRESENTATION

RESULTS DRIVEN ACCOUNTABILITY (RDA) NEW PROPOSED STATE PERFORMANCE PLAN (SPP) STATE SYSTEMIC IMPROVEMENT PLAN (SSIP)

2013 SUMMER LEADERSHIP CONFERENCE

EARLY CHILDHOOD, SPECIAL EDUCATION AND TITLE SERVICES (ECSETS)

SPP

RESULTS DRIVEN ACCOUNTABILITY (RDA)

OSEP is reconceptualizing its accountability system. That system, Results Driven Accountability (RDA), is aligned to best support States in improving results for students with disabilities.

SPP


Previously, OSEP’s accountability system, including the SPP/APR, was heavily focused on compliance with statutory and regulatory requirements, with limited focus on how the requirements impacted results for students with disabilities.

SPP


RDA balances the focus on improved educational results and functional outcomes for students with disabilities while considering compliance as it relates to those results and outcomes. The SPP/APR is a critical component of RDA

NEW PROPOSED INDICATORS PROPOSED FFY 2013 – FFY 2018 SPP/APR As the result of these proposed revisions, the SPP/APR will include

17 indicators 1. Graduation 2. Dropout 3. Assessments 4. Suspension/Expulsion 5. LRE 6. Preschool LRE 7. Preschool Outcomes 8. Parent Involvement 9. Disproportionate Representation 10. Disproportionate Representation – disability category 11. Evaluation Timelines 12. Preschool Transition 13. Secondary Transition 14. Post-school Outcomes 15. Resolution Sessions 16. Mediation 17. State Systemic Improvement Plan (SSIP)

LEGAL ISSUES IN KANSAS Lawsuits Due Process Proceedings Formal Complaints The Uninterrupted Scholar’s Act Extracurricular

EMERGENCY SAFETY INTERVENTIONS Kansas Emergency Safety

Interventions Regulations (Adopted by the Kansas State Board of

Education on February 13, 2013. Became law on April 19, 2013.) Article 42. – EMERGENCY SAFETY

INTERVENTIONS 91-42-1. Definitions. As used in this

regulation and in K.A.R. 91-42-2, each of the following

terms shall have the meaning specified in this regulation:

ESI Emergency safety intervention” means

the use of seclusion or physical restraint when a student presents an immediate danger to self or others. Violent action that is destructive of property may necessitate the use of an emergency safety intervention.

CHEMICAL AND MECHANICAL RESTRAINT Chemical restraint” means the use of

medication to control a student’s violent physical behavior or restrict a student’s freedom of movement.

Mechanical restraint” means any device or object used to limit a student’s movement.

PHYSICAL RESTRAINT Physical restraint” means bodily force

used to substantially limit a student’s movement.

TIME OUT “Time-out” means a behavioral

intervention in which a student is temporarily removed from a learning activity without being confined.

PHYSICAL ESCORT Physical escort” means the temporary

touching or holding the hand, wrist, arm, shoulder, or back of a student who is acting out, for the purpose of inducing the student to walk to a safe location.

SECLUSION Seclusion,” when used with a student,

means that all of the following conditions are met:

(1) The student is placed in an enclosed area by school personnel.

(2) The student is purposefully isolated from adults and peers.

(3) The student is prevented from leaving, or reasonably believes that the student will be prevented from leaving, the enclosed area.

MIS DATA ISSUES Students Exiting Students Entering Service Dates and Times What Happens in the Spring? SUBMIT!!!!!!!

DEMOGRAPHIC DATA Check all of your data yearly!!!!!! KIDS ID number AYP school has changed to

Accountability School Remember the address switch feature Update Screening dates The exit date is the last day the student

received services The enter date is the first day they

come to school or receive service

#1. MEETING NOTICE A meeting notice is required For an annual IEP, Meeting to discuss

potential changes to the IEP, Determining Eligibility

10 days written notice is required unless the parent waives that right.

Students 16 and older need to sign the notice showing that they were invited to the meeting

You must document on the meeting notice the reason why an IEP runs late.

STUCK ON AN ESCALATOR

#2 PRESENT LEVELS

IEP ProcessReferral

Measurable Annual Goals

Short-Term Objective and Benchmarks

Prioritize Needs and How Needs

Will be Addressed

Evaluation (and Eligibility)

Present Levels of Academic Achievement & Functional Performance

Services

Progress Reporting

Exit

PLAAFPSPresent Levels of Academic

Achievement & Functional Performance (PLAAFPs):a) are the way you identify and

prioritize needs andb) establish baseline performance

in order to develop an individualized and meaningful plan.

c) identify degree of match between skills & environment

LEVEL OF SUPPORT

Examples

Learning Strengths Strengths and WeaknessesStandardized Assessments Vocational/Career InterestsInstructional Preferences Skills related to InterestsLearning Rate Independent Living SkillsSocial Issues

1)CURRENT PERFORMANCE

EXAMPLES

2) IMPACT OF EXCEPTIONALITYWhich Standards are Appropriate Birth-6 Curriculum MeasuresInstructional Level Routines Based AssessmentsReading Level District AssessmentsState Assessment Performance on Classroom TestsHow Behavior affects ability to progress or access general curriculum

SOME POSSIBLE WAYS TO ADDRESS NEEDS

— Non-Special Education Supports — Program Modifications— Supports for School Personnel— Assistive Technology— Supplementary Aids & Services— Positive Behavioral Supports— Transition Services— Related Services — Measurable Annual Goals

EXAMPLES

3) PROVIDE BASELINE DATA FOR EACH IDENTIFIED NEED

Words Read Correctly Mean Length of UtterancesCorrect Responses Percent CorrectNumber of Times Behavior Occurs Correct Math ProblemsCorrectly Answered Questions Running RecordsError Analysis

REFLECTIVE OF SKILLS ADDRESSED IN STANDARDS

PARENT CONCERNS When you lie awake at night thinking

about your child what is it that you worry about?

What does the hour from hell look like in your home?

What do you hope for when your child becomes an adult?

SPECIALIZED INSTRUCTION Kansasprojectsuccess.org (Math) CHAMPS LTERS

TAKE A LOOK Does it pass the stranger test? What are the needs? How significant are the needs? Is there specialized instruction and if so

does it address the needs? Say NO to “As Needed”

TRANSITION PLAN Indicator 13 The Transition plan is the shared

responsibility of all the team members Postsecondary Goals are important This drives the IEP as per law

GOALS

IEP ProcessReferral

Measurable Annual Goals

Short-Term Objectives and Benchmarks

Prioritize Needs and How Needs

Will be Addressed

Evaluation (and Eligibility)

Present Levels of Academic Achievement & Functional

Performance

Services

Progress Reporting

Post Secondary

Goals

Exit

CONSIDERATIONS FOR PRIORITIZING NEEDS FOR DEVELOPING GOALSFunctional for the childPriority to the familyUsable across settings, people and

materialsAddress multiple areas simultaneouslyMatch the child’s developmental levelUsable within the child’s daily environmentObservable and measurableBuilds towards postsecondary goals

MEASURABLE ANNUAL GOALS

Measurable Annual Goals describe the anticipated progress that will result from specially designed instruction the student will receive.

MEASURABLE ANNUAL GOALCHARACTERISTIC #1

Based on data contained in the

PLAAFP

MEASURABLE ANNUAL GOALCHARACTERISTIC #2

Has 4 Components:a.Behaviorb.Conditionsc.Criteriad.Timeframe

MEASURABLE ANNUAL GOALDEVELOPMENT STEP 1

Identify and select a need from the PLAAFP.


Consider the general education standards and

curriculum for the student’s grade level and

age/grade expectations for other performance skills.


Identify the performance to be measured.

(Behavior)


Specify how the progress toward the goal will be measured.

(Condition)


Determine to what level the behavior must occur.

(Criteria)


Specify amount of time that will be required for the student to attain the criterion.

(Timeframe)

LET’S TAKE A LOOK Does it pass the stranger test? Is it based upon a need for specialized

instruction? Does it contain the four elements?

4 ELEMENTS Behavior Conditions Criteria Timeframe

STATE ASSESSMENTS There will NO KAMM this year! There are two choices. Either the general assessment

with accommodations or the alternate assessment New guidelines for qualifying for the alternate

assessment-(Website) Students taking the alternate assessment will utilize the

new format for Reading and Math Science will be the old way Social Studies and Government will be a pilot On the IEP only write Alternate. DO NOT write any

extended standards on the IEP. As you write new IEPs change those using the KAMM to

either the general assessment with accommodations or the alternate whichever is the most appropriate.

SERVICES PAGE Replace the F service code with G New code for Gifted only under long term

suspension. The code is S when a student is no longer receiving services due to the suspension

For students who move in the beginning date is the date they started school

The end date is the same that they came in with

Make sure your start dates and end dates are correct

You can start over on the services page if you make it a new IEP

SERVICES PAGE ERRORS Technical errors can be fixed without a

meeting Procedural errors must be fixed with the

parent

TEAM CONSIDERATIONS

#8 SIGNATURE PAGE The parent does only need to sign once. Have legitimate potential harmful

effects.

#9 PRIOR WRITTEN NOTICE This is the most important form! Make sure it is current to what you are

currently providing

PRIVATE SCHOOL PLACEMENT

#10 HEALTH CARE PLAN

#11 BEHAVIOR PLAN ESI?

#12 EXTENDED SCHOOL YEAR

Still pockets of excess but much better overall

#13 SPECIAL EDUCATION REFERRAL

DANCING GUY LEADERSHIP LESSON

#14 CONSENT FOR EVALUATION Whether you utilize new data, existing

data or a combination of both you must always complete an evaluation report!

Initial comprehensive evaluations should be ever increasingly purposeful in regards to the data collected and the assessments administered. (What does that mean?)

We must have good front side communication in regards to all evaluations!!!

Dyslexia

#15 EVALUATION REPORT Indicator 11 We have 60 school days to complete an

initial evaluation!!!!!! EC Evaluations

#17 RELEASE OF HEALTH INFORMATION Hippa

#18 AMENDING THE IEP Must change the relevant IEP pages

including the services page if appropriate

Must complete and have the parent sign a change of placement form

Must inform all team members of the change

You need administrative permission to complete an amendment

#19 MEETING NOTES These are mandatory whether online or

on paper.

#20 SUMMARY OF PERFORMANCE This is the full IEP team responsibility Make sure this is accurate and do not

project or predict future performance

#21 MEETING INVITATION FOR AN OUTSIDE AGENCY

MEDICAID Random Moments in Time Key Words- There is a new one time consent form that

must be signed for every student this year and whenever a student moves into the district.

This form must be signed immediately for every Medicaid eligible student

It must signed for all other students when their IEP comes due

It must be signed upon referral to special education

#22 MEDICAID CONSENT This form has been updated again. You must complete this form

immediately for every Medicaid eligible student

#23 MEDICAID CHARGE TICKET

#24 TEAM MEMBER EXCUSAL This is to be used in only very unusual

and specific circumstances If a local administrator is attempting to

be excused please inform us immediately

#25 EXTENDED SCHOOL YEAR LESSON PLAN

GRADING INFORMATION Transcripts Letter to Runkle

CO-TEACHING

QUESTIONS?