SPECIAL EDUCATION UPDATES AND MIS TRAINING Kathy Kersenbrock-OstmeyerDirector Kurt Brown-Assistant Director ITS 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 RESULTS DRIVEN ACCOUNTABILITY (RDA) Previously, OSEPs 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
RESULTS DRIVEN ACCOUNTABILITY (RDA) 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
17. State Systemic Improvement Plan (SSIP) LEGAL ISSUES IN KANSAS Lawsuits Due Process Proceedings
Formal Complaints The Uninterrupted Scholars 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 students violent physical behavior or restrict a students freedom of movement. Mechanical restraint means any device or object used to limit a students movement.
PHYSICAL RESTRAINT Physical restraint means bodily force used to substantially limit a students 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 Process Exit Referral
Evaluation (and Eligibility) Progress Reporting Present Levels of Academic Achievement & Functional Performance Services Short-Term Objective and
Benchmarks Prioritize Needs and How Needs Will be Addressed Measurable Annual Goals PLAAFPS Purpose Present Levels of Academic
Achievement & Functional Performance (PLAAFPs): a) are the way you identify and prioritize needs and b) establish baseline performance in order to develop an individualized and meaningful plan. c) identify degree of match between skills & environment
LEVEL OF SUPPORT Examples B R O A D 1)CURRENT PERFORMANCE Learning Strengths Strengths and Weaknesses Standardized Assessments
Instructional Preferences Learning Rate Vocational/Career Interests Skills related to Interests Independent Living Skills Social Issues SPECIFIC
EXAMPLES B R O A D 2) IMPACT OF EXCEPTIONALITY Which Standards are Appropriate Birth-6 Curriculum Measures Instructional Level
Routines Based Assessments Reading Level District Assessments State Assessment Performance on Classroom Tests How Behavior affects ability to progress or access general curriculum
SPECIFIC 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 B R O A D 3) PROVIDE BASELINE DATA FOR EACH IDENTIFIED NEED Words Read Correctly Correct Responses
Mean Length of Utterances Percent Correct Number of Times Behavior Occurs Correctly Answered Questions Correct Math Problems Running Records Error Analysis
REFLECTIVE OF SKILLS ADDRESSED IN STANDARDS SPECIFIC 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 Process Exit Referral Evaluation (and Eligibility) Progress Reporting
Services Short-Term Objectives and Benchmarks Present Levels of Academic Achievement & Functional Performance Post
Secondary Goals Prioritize Needs and How Needs Will be Addressed Measurable Annual Goals CONSIDERATIONS FOR PRIORITIZING NEEDS FOR
DEVELOPING GOALS Functional for the child Priority to the family Usable across settings, people and materials Address multiple areas simultaneously Match the childs developmental level Usable within the childs daily environment Observable and measurable
Builds towards postsecondary goals MEASURABLE ANNUAL GOALS Purpose Measurable Annual Goals describe the anticipated progress that will result from specially designed instruction the student
will receive. MEASURABLE ANNUAL GOAL CHARACTERISTIC #1 Based on data contained in the PLAAFP MEASURABLE ANNUAL GOAL CHARACTERISTIC #2
Has 4 Components: a.Behavior b.Conditions c.Criteria d.Timeframe MEASURABLE ANNUAL GOAL DEVELOPMENT STEP 1 Identify and select a need
from the PLAAFP. MEASURABLE ANNUAL GOAL DEVELOPMENT STEP 2 Consider the general education standards and curriculum for the students grade level and age/grade expectations for other performance skills.
MEASURABLE ANNUAL GOAL DEVELOPMENT STEP 3 Identify the performance to be measured. (Behavior) MEASURABLE ANNUAL GOAL DEVELOPMENT STEP 4
Specify how the progress toward the goal will be measured. (Condition) MEASURABLE ANNUAL GOAL DEVELOPMENT STEP 5 Determine to what level the behavior must occur. (Criteria)
MEASURABLE ANNUAL GOAL DEVELOPMENT STEP 6 Specify amount of time that will be required for the student to attain the criterion. (Timeframe) LETS 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 WordsThere 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?
Psychology Today, Feb 1983 1. Insensitive to others 2. Cold, aloof, arrogant 3. Betrayal of trust 4. Overly ambitious 5. Specific performance problems with the business 6. Overmanaging: unable to delegate or build a team 7. Unable to staff effectively...
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This presentation is for illustrative and general educational purposes only and is not intended to substitute for the official MSHA Investigation Report analysis nor is it intended to provide the sole foundation, if any, for any related enforcement actions.
Vegan and vegetarian Food restrictions. Vegans eliminate all animal products from their diet, including dairy and eggs.. Vegetarians also do not eat products that contain gelatin or other meat-based products. Vegans' tremendous compassion for animals is an abiding, overriding conviction...
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A one-stop shop where you can organize: Teacher notes and examples. student responses to the material. creative analysis and documentation of knowledge attained during the course. any handouts, assignments, quizzes, etc. for easy retrieval and review
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