iseas cable - indiana state universitybaby.indstate.edu/iseas/7-97cable.pdf · 1997-08-01 · iseas...

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Inside . . .Administrators' 5Corner

ISEAS Steering 6Committee MeetingMinutes

ICASE Executive 10Committee Meeting Minutes

ISEAS CableCableJuly 1997 - volume 18 number 7

Supporting Special Education Administrators in Solution Seeking

ISEAS Project • School of Education, Rm 701 • Indiana State University • Terre Haute, IN 47809

Inside . . .

http://www.indstate.edu/iseas/Cable.html

[Editor’s Note: This articleappeared in the Indiana EducationPolicy Center’s newsletter andwas posted on the Division News& Notes bulletin board of theIndiana SECN 6/4/97.]

Appropriate treatment forchildren with the most severedisabilities has long been both apriority and a problem for stateeducators. The problems of suchchildren tend to be complex andmulti-layered, while services maybe unavailable or poorly coordi-nated (Knitzer & Yelton, 1990).

Tracking the Costs of Carefor Indiana’s Most

Severely Disabled Studentsby Russ Skiba, Nick Vesper,Barry Bull, Kwee-Hiong Ong

Indiana EducationPolicy Center

In education, as in mental health,those children tend to be served inthe most restrictive and costlysettings (Kauffman & Lloyd,1992).

In response to such problems,community and state agenciesacross the nation have begun toexplore more effective servicesmodels, attempting to integrate

social services into a “system ofcare” (Stroul & Friedman, 1986).This approach, stressing inter-agency collaboration and pooledresources, focuses on meeting theneeds of children and families intheir home communities. Strate-gies such as wraparound services,intensive family intervention, andday treatment are used to increaselocal resources, so as to betteraddress the complex problems ofmulti-needs children (Burchard &Clarke, 1990).

IAPSS to Recommend 14Performance Standards forDirect-Level Administrators

Governor's Planning 14Council for People withDisabilities PlanningCommittee DisabilityState Plan

Department of Education 15News

OSERS/OSEP . . . 20

Federal Update . . . 22

Announcements 24

1997-98 Program 25Review On-Sites

Cable — vol. 18 no. 7 July 1997

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Since 1970, Indiana’s mostseverely disabled students havebeen served through the state’slegislative mandate for servicesfor special education studentswhose difficulties are such thatthey cannot be served throughtraditional services at the locallevel. Legislative amendment in1991 created a new initiative, theAlternative Services Program.The Alternative Services Programis designed to increase Indiana’scapacity for serving its mostdisabled children, by allowingfunds that had hitherto beenreserved for residential placementto be spent on developing systemsof care to support these students intheir local community.

In its first five years, theinitiative has led to dramatic shiftin placement for the state’s mostseverely involved children inspecial education. In 1989, 72% ofthose students were served in out-of-state residential programs, nowonly 13% are served in thoselocations. Yet funding issues haveremained troublesome, as costs forstudents served under Rule S-5continue to rise at an alarmingrate.

In 1995, the Indiana DOEDivision of Special Educationcontracted with the IndianaEducation Policy Center toperform a fiscal analysis of theAlternative/Residential ServicesProgram that would focus on thetypes of children served, theservices they receive, and the costsof those services. Four primaryquestions were addressed in theanalysis:

1. Which children are most at

risk for different placementsor services?

2. How often are differentplacements used? What isthe relative cost of thoseplacements and the servicesassociated with thoseplacements?

3. How well are the costs forthese services being sharedamong agencies?

4. What factors contribute tothe overall cost of servingthe children in this pro-gram?

Description of Procedures.

To facilitate evaluation of theprogram, the Indiana EducationPolicy Center and the IndianaDivision of Special Educationdevised a standard coding proce-dure for all children and youthserved by the program, providingorganized information aboutdemographics, risk factors, andtypes and costs of services pro-vided. Local service providerswere trained in the use of thecoding procedure, and completedthe coding as part of their applica-tion for state funds under theAlternative/Residential ServicesProgram. In the first year ofimplementation of the codingprocedure, data were collected on299 applications for service ineither residential treatment or localalternative services programs.

Findings

Child and Family Characteristics.

Of the students in the S-5sample, the majority were servedunder the special educationclassification emotional handicap

(64%), followed by autism(12.9%), severe mental handicap(4.7%), and hearing impairment(3.6%). The overwhelmingmajority of the sample (83%) wasmale. About 70% of the samplehad at least one DSM diagnosis.The most common diagnosis wasConduct Disorder/OppositionalDisorder (19.9%).

Factor analysis was used toidentify child and family riskfactors among this population.Children with serious medicalproblems were significantly morelikely to be served in local alterna-tive service programs. Childrenwith serious emotional problemssuch as depression tended to beserved in in-state or out-of-stateresidential programs. Childrenwith overt, acting-out conductproblems are served significantlymore frequently in in-stateresidential programs; they areserved least frequently in out-of-state residential programs.

Types and Costsof Placement/Service.

A majority of students in theprogram are currently beingserved by alternative service plansin their local community (54.7%),while 32.2% of the sample areserved in in-state residentialprograms, and 13.0% are servedin out-of state residential treat-ment. Local alternative serviceprograms averaged slightly lessthan half the cost of residentialplacement. There was no signifi-cant difference in cost between

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July 1997 Cable — vol. 18 no. 7

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in-state and out-of-state residentialplacement.

In terms of the types ofservices received, the mostcommon services included indi-vidual, group, and family counsel-ing, case management, and roomand board. The most costlyservices were room and board,interpreting, and assisted sup-ported living.

Cost Sharing Among Agencies.

When other agencies, such asMedicaid or the Division ofFamilies and Children, do contrib-ute to the program, their contribu-tion can be substantial, up to onethird of the total cost of a child’sprogram. Yet that contributiontends to occur infrequently, inonly about one quarter of all cases.Thus, contributions of the StateDOE outrun other agencies by afactor of about 7:1.

Factors Contributingto Overall Cost.

Multi-variate analyses explor-ing the most important influenceson overall cost of Alternative/Residential services indicated thatneither child nor family factorsappear to bear a substantialrelationship to cost. Rather, themain influence on cost is place-ment in residential treatment.Whether in- or out-of-state,residential placement is, onaverage, over twice as expensiveas alternative services in the localcommunity.

Implications

The data suggest that

Indiana’s Alternative ServicesProgram continues to have asignificant impact on restructuringservice to the most severelydisabled students served by specialeducation. Analysis of expendi-tures indicates that the cost ofresidential treatment continues tobe about twice that of service inthe community. As expected, thestudents served by the program aredistinguished by a number of childand family risk factors that appearto have some influence on the typeof placement the student receives.

What appears to be thestrongest predictor of total cost isthe decision about whether toserve a child in the local commu-nity or in a residential treatmentfacility. Thus, strengthening localcapability could enable localcommunities to provide servicesthat would allow them to avoidplacements in more expensiveresidential placements. Furtheranalyses this year will attempt toidentify factors that drive up costs,as well as cost-effective alterna-tives.

The mechanism for makingfunds available for supportingprogramming in the local commu-nity is a clear strength of theprogram. In the first five years ofthe Alternative Services Program,the number of children served inlocal placements has grown fromnear zero to over 150, representingover 50% of the sample. Giventhat the system of care approach isrelatively new, this shift in servicemust be regarded as a remarkableachievement.

In contrast, interagencycollaboration, particularly collabo-

ration in funding, continues to beproblematic. With both anefficient funding mechanism and amandate for service for education,combined with a lack of contribu-tion from other agencies, it is notsurprising that costs borne by theIDOE continue to grow. It is notunreasonable to ask, however,whether education should continueto bear the lion’s share of costs forchildren whose primary difficul-ties—such as abuse, prior arrest,or placement outside of thehome—are not educational innature.

More and more Indianacommunities are choosing to makethe commitment necessary tosupport children with thesecomplex and difficult problemslocally. By continuing to buildlocal resources, and beginning tobuild effective bridges with otheragencies, those communities canbe supported in an enterprise thatmay be, in the long-term, highlycost effective for the State ofIndiana.

References:

Burchard, J. D., Burchard, S.N., Sewell, R., & VanDenBerg, J.(1993). One kid at a time: Evalua-tive case studies and description ofthe Alaska youth initiative demon-stration project. Washington, DC:Georgetown University ChildDevelopment Center, CASSPTechnical Assistance Center.


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Burchard, J. D., & Clarke, R.T. (1990). The role of individual-ized care in a service deliverysystem for children and adoles-cents with severely maladjustedbehavior. Journal of MentalHealth Administration, 17 (1),87-99.

Dollard, N., Evans, M. E.,Lubrecht, J., & Schaeffer, D.(1994). The use of flexible servicedollars in rural community-basedprograms for children with seriousemotional disturbance and theirfamilies. Journal of Emotional and

Behavioral Disorders, 2 (2),117-125.

Kauffman, J. M., & Lloyd, J.W. (1992). Restrictive educationalplacement of students withemotional or behavioral disorders:What we know and what we needto know. Severe BehaviorDisorders Monograph, 15, 35-43.

Knitzer, J. (1993). Childrensmental health policy: Challengingthe future. Journal of Emotionaland Behavioral Disorders,1 (1), 8-16.

Stroul, B. A., & Friedman,R. M. (1986). A system of carefor children and youth withsevere emotional disturbances.(Rev. ed.). Washington, DC:Georgetown University ChildDevelopment Center, CASSPTechnical Assistance Center.

Contact: Dr. Russ Skiba,Associate Professor, Counselingand Educational Psychologyat Indiana University inBloomington, Indiana at812/856-8343. ❒


July 4Barbara DeNoon

Division of Special Education

Happy Birthday!

July 16Susan Reimlinger


July 28Michael Livovich

West Lake County Special Education

July 28Rick McLeod

Jennings County School Corporation

July 29Don Hartstern



5

ADMINISTRATORS' CORNER

Hank Binder notified directors by e-mail that the final budget bill passed by the General Assemblyincluded the following foundation amounts for State special education (APC) funding:

Child Counts 12/01/97 & 12/01/98Group 1: $7205 $7285Group 2: $1954 $1977Group 3: $ 462 $ 469

Based upon the Division’s child count projections, these foundation amounts should generate an overallfunding increase of 4.5% in the first year and 5.0% in the second year. Also, OHI was moved to Group 2 forfunding purposes effective July 1, 1977.

In addition, the Division plans to mail the fiscal year 1998 Federal application/report packets on June 3,1997. The Part B, IDEA and Preschool grant awards will probably be based upon minimum per child estimates($443 Part B, $610 Preschool). In the event that the final Federal allocations result in more funds available perchild, a one page amendment will be completed by local districts to obligate the additional funds sometime inthe fall of 1997.

FYI: The commissioner of the Indiana Department of Health (IDH) has appointed a task force to con-sider options other than the Indiana Department of Health for governance of the State Schools. The taskforce is made up of parents, legislators, state school staff, students, alumni, labor union representatives, andothers in state government agencies (e.g. DOE Division of Special Education).

For additional information contact the IDH office of the director of special institutions (317/233-7806).

Cris Fulford, project manager for ATTAIN (Accessing Technology Through Awareness in INdiana) hasannounced a new office location. ATTAIN has moved to 1815 North Meridian Street, Suite 200, Indianapo-lis, IN 46202. Telephone numbers are 800/528-8246 or 317/921-8766 or TDD 800/743-3333 and fax 317/921-8774. ❒

The IDEA Reauthorization is now available to Indiana users on the Internet accessible from the IndianaDOE Division of Special Education web site. You may go to the Division web site and click on IDEA Reau-thorization at <http://www.indstate.edu/iseas/dsehtm.html> or directly to the IDEA reauthorization documentat <http://www.indstate.edu/iseas/IDEA.html>

Sharon Knoth, coordinator of communications at the Division of Special Education, has announced themailing to Directors of a CD ROM sign language reference dictionary. The CD ROM is not intended to beused to teach sign language to a student who has a hearing impairment. The intent is to have it used withpeers of a student who uses sign, whose peers would like to learn some signs in order to communicate withthe student without necessarily needing an interpreter.

Each special education planning district, state-supported school, and institution of higher education willreceive a CD ROM. There are a few extra CD ROMs available which will be distributed on a first asked -first given basis by contacting Sharon Knoth 317/232-0570.

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *Vicki Hershman, state coordinator of the PATINS project, has announced that their Recycled Computer

Project has received a donation of software from a New York Publisher (Ziff Davis Publishing). If you areinterested in receiving any of the software, please contact 317/243-1311 for a listing of the software avail-able.

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

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6

ISEASSteering Committee

Meeting Minutes

May 14, 1997

[These minutes are consideredunofficial until approval at thenext meeting on June 11, 1997.]

Members Present:BrettBollinger, Southeast Representa-tive; Phyllis Craig, North CentralRepresentative; Mary Jo Dare,Central Representative; SheilaDecaroli, East Representative;Muriel Downey, NortheastRepresentative; Bob Marra,Director, Division of SpecialEducation; Joan Melsheimer,Southwest Alternate; and, JeffYoung, ICASE Representative

Members Absent: JoanMachuca, Northwest Representa-tive

Others Present: HankBinder, Federal Projects Coordina-tor, Division of Special Education

Staff Present: Gary Collings,ISEAS Executive Director andSusie Thacker, ISEAS ExecutiveAssistant

The meeting was called toorder at 8:30 AM by GaryCollings as ISEAS ExecutiveDirector.

Approvals: Minutes: Minutesfrom the April 16, 1997 meetingwere presented. MOTION: Witha motion by Bollinger/Marra theminutes were approved aswritten.

Salary Committee: SheilaDecaroli, chairperson of theISEAS Staff Salary Committee,which included Bob Marra andBill Littlejohn, presented theCommittee’s recommendations tothe Steering Committee. MO-TION: Decaroli/Bollingermoved that the Salary Commit-tee accept the project director’srecommendation to grant theproject director an annualsalary increase of 2%, grant theexecutive assistant an annualsalary increase of 5%, and grantthe program coordinator anannual salary increase of 5%plus a one-time salary baseadjustment of $2,000 due toextended job responsibilities, allto be effective July 1, 1997,along with whatever benefits areaccrued through the affiliationwith Indiana State University.The motion was carried. TheSteering Committee expressedtheir appreciation to the ISEASstaff for their continued supportand encouragement.

Director’s Position Evalua-tion: Collings has approved theISU Annual Performance ReviewReports of the executive assistantand program coordinator andpresented his to the SteeringCommittee for discussion. MO-TION: A motion by Decaroli/Craig to accept the AnnualPerformance Review Report ofthe Executive Director wasunanimously approved. Thereport will be forwarded to Dr.William Littlejohn, director ofthe sponsoring department forthe ISEAS Project, for hisendorsement and processing tothe Office of the Dean of theSchool of Education. The

signature page was signed by allSteering Committee memberspresent as a sign of support.

Mini-Grants: Expenditures todate of $500 mini-grants:

Central Roundtable $ 0.00East Roundtable 0.00North Central Roundtable 361.82Northeast Roundtable 0.00Northwest Roundtable 0.00Southeast Roundtable 0.00Southwest Roundtable 92.88

Mini-Grant Applications/Reports: Southeast: SoutheastRoundtable will sponsor a one-day forum on issues in educationfrom 9:00 AM - 2:00 PM on June13, 1997 at the Seasons Lodgeand Conference Center in Nash-ville, IN. The forum will befacilitated by Gary Collings andwill provide an opportunity forgeneral and special educationadministrators to identify anddiscuss issues of mutual interest.Dress is casual and lunch isprovided. For more information,contact Dr. Brett E. Bollinger,New Albany-Floyd CountySchools, 812/949-4250.

Northwest: NorthwestRoundtable requested approval oftheir $500 mini-grant to helpoffset room charges for springroundtable meetings. Mini-grantfunds may also be used to helpsupport the room and facilitatorcosts for their June 6, 1997 retreatto be held at the Inn at Aberdeenin Valparaiso. The purpose of theretreat is to involve the roundtable

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membership in relationshipbuilding and to do strategicplanning for the 1997-98 schoolyear. Facilitators trained increative problem solving willassist in this process. MOTION:A motion by Bollinger/Decarolito approve NorthwestRoundtable’s $500 mini-grantrequest was carried.

New Steering CommitteeRepresentatives: VendettaGutshall has been selected asrepresentative of NortheastRoundtable, with an alternate yetto be named, for a three yearappointment (July 1, 1997 - June30, 2000). Susan Price will serveas representative of SouthwestRoundtable with Marilyn Faris asalternate. The ICASE ExecutiveCommittee should select itsrepresentative (usually the pastpresident) for a one-year term(July 1, 1997 - June 30, 1998).The state director of the DOEDivision of Special Education is astanding member of the SteeringCommittee. New representativeswill be invited to attend the June11, 1997 Steering Committeemeeting with the current represen-tatives.

Lighthouse Applications: Nonew Lighthouse applications havebeen received to date.

Administrative Study Keyclub(ASK): No applications have beenreceived.

Calendar of 1997-98 Meet-ings: Collings presented a finaldraft of the ISEAS/ICASE calen-dar of meetings for 1997-98. Theonly dates yet to be confirmed arethose of Phase 2 and 3 of the

ISEAS LEASE Academy. Thecalendar was approved by both theISEAS Steering Committee andthe ICASE Executive Committeeat their April 16 meetings. Alsopresented was a 1997-98 ISEASUniversity Forum calendar ofmeetings which was approved atthe May 2 meeting.

1997-98 Program Review On-Sites: Members received a list ofthose planning districts scheduledfor Program Review On-Sitevisitations during the 1997-98school year and the dates of thesevisitations.

Grant Application: The 1997-98 ISEAS Grant Narrative Budgetwas presented for review. Thetotal dollar amount of the grantwill be $380,000 as it was lastyear.

At the April meeting Marraasked for feedback from theroundtables regarding re-directingfunds now designated for mini-grants, Lighthouse visitations, andAdministrative Study Keyclub(ASK) as there seems to have beena decrease in requests for thesefunds. He stressed he was notsuggesting the total ISEAS grantbe reduced but rather, if there is nolonger the need for these pro-grams, the funds be redirected toother more pertinent initiatives.

There was further discussionat the May meeting. It wasdetermined that the mini-grant,Lighthouse, and ASK programswill be combined under LocalDistrict Initiatives. Roundtablerepresentatives will still make awritten request to the SteeringCommittee for approval of funds

for local initiatives.

Also discussed was theredirecting of funds currentlydesignated for Child ServiceCoordinator meetings as the grantwill no longer be funded by theDOE Division. Collings ex-plained the purpose of the regionalwraparound meetings for which hehas budgeted in 1997-98 is tocontinue to support the childservice network as it becomes lessstructured. These funds could beused for quarterly meetings,training, etc. There was discus-sion about directors being moreinvolved and aware of childservice activities. It was sug-gested an organizational meetingmight be planned at the beginningof the school year for ChildService Coordinators and theirsponsoring directors.

MOTION: by Marra/Dareto approve the 1997-98 ISEASGrant Application in theamount of $380,000 was carried.

1996-97 Events/Reports:Trainers’ Bureau: A draft of aTrainers’ Bureau Directory listingtrainers who might be availablewith their director’s permission toconduct training sessions inanother district was presented forapproval. The directory is a resultof a survey mailed to directors atthe end of February asking them tolist any members of their staff whothey would nominate to conducttraining sessions in anotherdistrict. The final directory willbe made available to directors

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ISEAS • continued from page 6


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across the state. CONSENSUS:It was the consensus of theSteering Committee that thedraft of the Trainers’ BureauDirectory be accepted anddisseminated to directorsthroughout the state.

1997-98 Events/Reports:LEASE Academy III - Phase 1: OnMarch 21 a memo and registrationform were sent to all directors ofspecial education regarding Phase1 of the ISEAS 1997-98 Academyseries. The two-day introductorysession is scheduled for June 16-17, 1997 (8:00 AM - 4:00 PM) atthe Embassy Suites North, India-napolis. The deadline for registra-tion was May 2, 1997. A list ofregistrants was available forconsideration at the May meeting.CONSENSUS: There wasconsensus that the full list ofregistrants be accepted asparticipants for Phase 1 of theAcademy. Confirmations will bemailed to participants immediatelyfollowing the meeting.

The Academy application forfive Continuing Renewal Units(CRU) is now being processed bythe IPSB.

LEASE Academy III - Phase2: A final date has yet to be set forthe Strategic Alliances session,Phase 2 of the Academy.

LEASE Academy III - Phase3: The third phase of the Academywill be a two-day introduction tothe “tools” of Creative ProblemSolving for case conferencecoordinators presented by theBlumberg Center, ISU, for ap-proximately 24 persons. No datehas been selected.

School-Based TherapiesTraining Session: Paul Ash, amember of the IFCEC PlanningCommittee, has introduced theidea of ISEAS sponsoring aSchool-Based Therapies TrainingTopical during the 1998 IFCECConference which will be heldFebruary 26-28, 1998 at theRadisson at Keystone Crossing.Confirmation of acceptance of thetopical is awaited from IFCEC.

Secretaries/Support StaffSeminar: The annual Secretaries/Support Staff Seminar is sched-uled for November 18, 1997 at theHoliday Inn North at the Pyra-mids. The seminar will be dividedinto two concurrent sessions in themorning, repeated again in theafternoon. Each session would beapproximately two hours inlength.

Sue Ann Specht, consultant instress management, HealthPromotion Services, St. VincentHospitals, will build on this year’stheme of Wellness in the Work-place by bringing in dealing withdifficult people and managingchange. Randy Jones and CarrieJackson Van Dyke, who presenteda joint ISEAS/ICASE seminar inDecember 1995 on DealingProactively with the Media, willpresent on effective communica-tion, dealing with angry patrons,volatile issues, and confidentiality.

Conference Sponsorships/Reports: Report - LRP: A letter ofappreciation was distributed fromJoan Machuca, North CentralRoundtable, who representedISEAS at the annual LRP LegalConference held May 4-7, 1997 inSan Diego. As Machuca was not

able to attend this month’s meet-ing, her report will be given at theJune meeting.

Those attending the LRPConference received a copy of theUSDOE/OSEP proposal for theIDEA bill. Collings noted thatevery roundtable was representedat the LRP Conference. Nextyear’s conference will be held inNashville, Tennessee.

Midwest Special EducationLeadership Conference: Thetheme for the 14th Annual Mid-west Special Education Leader-ship Conference is UnifiedLeadership: Facing the Challengesof Tomorrow’s Schools. Theconference will be held inBreckenridge, Colorado on June24-27, 1997. As in the past,ISEAS will sponsor the participa-tion of the ICASE President-elect,Russ Dawson.

University Forum: May 2,1997 Meeting: The UniversityForum met Friday, May 2 at theISEAS office to discuss thefollowing questions: (1) How canIHEs and LEAs work together tosupport first year, experienced,and limited license teachers? and(2) How can IHEs and LEAs worktogether to provide authentic andeffective field experiences? Threespecial education directors joinedin the discussion. After discus-sion it was suggested that the nextsteps would be: (1) Each Forummember would send a memo tohis/her respective dean highlight-

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ing the issues discussed, (2) EachForum member should communi-cate the issues with his/her respec-tive ICASE roundtable directors inperson if possible, and (3) Thechairperson will write a summaryof issues for absent Forum mem-bers and invite them to discuss theissues with their respective deans.Avenues to discuss these issueswith the ICASE Executive Com-mittee and representatives of theCommission on Higher Educationare being considered. A Forumbusiness meeting was held in theafternoon. Copies of the full notesfrom the May 2 meeting areavailable upon request from theISEAS office.

Next Meeting: The nextmeeting of the Forum will be anorganizational meeting on Fridayafternoon, September 26, 1997 inconjunction with the Fall ICASEConference in Terre Haute.

IPSB Draft Standards: A copyof the Indiana ProfessionalStandards Board (IPSB) DraftStandards for Building LevelAdministrators was provided foreach Committee member.

IPSB External StandingCommittee: The IPSB has ap-proved an External StandingCommittee to address standardsfor District Level Administratorsproposed by the Indiana Associa-tion of Public School Superinten-dents (IAPSS). The charge of thiscommittee will be to make recom-mendations to the IPSB concern-ing standards for district leveladministrators including superin-tendents, special educationdirectors, vocational directors,curriculum directors, humanresource directors and businessand finance directors. The com-

mittee will include ten membersincluding one classroom teacher,one superintendent, three adminis-trators with corporation levelresponsibilities, a representativefrom the IPSB, a representativefrom the DOE and an IPSB staffmember. Approximately tenmeetings are planned with thework projected to begin in Sep-tember 1997. An application wasprovided for those interested.Collings noted he had applied andencouraged others to do so.

Other Business: StandingCommittee: Marra proposed usingthe Steering Committee as astanding committee in the futuredirection for the CODA Project.Marra wanted to use an estab-lished committee rather than goingthrough the process of assemblinga new committee for this purpose.As an example of the need for newdirection, Marra noted that IDEArevisions will undoubtedly bringmany changes regarding datacollection. There is also a needfor assistance with electronictechnology. Collings suggestedmembers could submit itemsbefore the meeting which could beadded to the agenda for discus-sion. Marra proposed the firstitem be reviewing the needssurvey now being disseminated byCODA. CONSENSUS: Therewas consensus that CODA beadded as a standing agenda itemfor each Steering Committeemeeting to get feedback fromlocal directors regarding thefuture direction of CODA. MaryAnna Weber, consultant, willconduct an external evaluation andstrategic planning process.

IASP Conference: The IndianaAssociation of School Psycholo-

gists (IASP) will hold its eleventhannual Fall Conference at theRadisson Plaza Suite Hotel,Indianapolis, on October 5-7,1997. School psychologists areencouraged to share their ideasand experiences in regards to bestpractice issues in enhancingchildren’s futures using amultidisciplinary approach. Thedeadline for submission of pro-posed presentations is July 8,1997.

Special Education Law andPractice: The LRP manual“Special Education Law andPractice” has been purchased byISEAS and is available for rota-tion throughout the roundtables.Phyllis Craig, North CentralRoundtable, now has the manual.

Videotapes: “Who are theChildren Being Born Today” and“Look Who’s Laughing” arecurrently in the ISEAS office andavailable for loan.

Next Meeting: The nextmeeting will be held on Wednes-day, June 11, 1997 at the WestinHotel (Downtown Indianapolis)

- 8:00 AM - Coffee andRolls

- 8:30 AM - ISEASSteering CommitteeMeeting

- 10:30 AM - DivisionReport and ICASEExecutive CommitteeMeeting

- 12:00 PM - Joint ISEAS/ICASE Luncheon -Recognition

- 1:30 PM - ICASEExecutive CommitteeMeeting ❒



10

Information from ICASE

ICASEExecutive Committee

Meeting

May 14, 1997

ISEAS Office - Indianapolis

[These minutes are considered adraft until approved at the next

scheduled meeting.]

MEMBERS PRESENT: DaenaRichmond (President), RussDawson (President-Elect), JanRees (Treasurer), Gary Collings(Secretary), Jeff Young (Past-President), Muriel Downey (NE),Mary Jo Dare (C), Brett Bollinger(SE), Sheila Decaroli (E), PhyllisCraig (NC), Joan Melsheimer(SW)

OTHERS PRESENT: BobMarra, Roger Williams, LynnThompson, Tom Doyle, Jim Sands,Mary Jo Sparrow, SharonHenderson, Hank Binder

I. ApprovalsA. MOTION: After a

motion by Decaroli/Rees, theApril 16, 1997 Executive Com-mittee minutes were approved assubmitted.

B. Rees presented a compre-hensive balance sheet and docketof outstanding bills. MOTION:

After a motion by Dare/Bollinger, the April 30, 1997Treasurer’s Report showing abalance of $18,840.92 withoutroundtable funds and a docket ofbills totaling $6,612.97 with oneclaim disallowed were approvedas submitted.

MOTION: After a motion byYoung/Decaroli, the NorthwestRoundtable Professional Develop-ment docket of bills in the amountof $955.52 and the EastRoundtable Professional Develop-ment docket of bills in the amountof $4,172.64 were approved forpayment.

Rees reported that our not-for-profit status with the IRS has beenresolved in favor of ICASE.

II. Strategic Plan: 1996-97A. Goal I: Encourage com-

munication, support, and promo-tion of administrators of specialeducation.

1. Richmond remindedmembers that the June 11 meetingwould be held at the downtownWestin Hotel. The agenda willinclude approval of the 1997-98budget, review of 1997-98roundtable professional develop-ment proposals, the state superin-tendent as guest luncheon speakerand committee reports in the

afternoon. ACTION: Richmondwill mail the professional devel-opment application form toroundtable representatives to becompleted and returned to herby June 2 for compilation.

Melsheimer raised concern aboutthe luncheon and related expensein light of the projected budgetconstraints. [NOTE: After themeeting the ISEAS directoroffered to cover the luncheon costsrelated to the meeting on June ll.ICASE will cover refreshments,meeting room, A/V, and awardexpenses.]

Richmond distributed a CECand CASE paper on IDEA reau-thorization and a CASE member-ship update memo. Indianacurrently has 82 CASE membersin comparison to 435 in Illinois,265 in Michigan, 215 in Ohio, and92 in Kentucky.

2. Rees presented the firstdraft of the ICASE 1997-98 budgetfor a projected total of $44,750.The total does not include theestimated $8,000 for conferencesponsorships which were proposedto be paid from the Executive

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Committee’s share of theroundtable professional develop-ment proceeds. The total onlyincludes $4,000 for a legal liaisonfor the short session.

The current 1996-97 budgetwas approved at $47,000 and hascurrently been exceeded by$21,262. Rees cautioned membersthat the new budget proposal hadbeen tightened and will be adheredto once approved. Rees anticipateshaving a cash carry-over of$10,000+ (in contrast to a$30,000+ carry-over last year).

B. Goal III: Support theacquisition of adequate funding atlocal, state, and federal levels tomeet the needs of children andyouth with disabilities.

Henderson presented a draft ofa Position Statement on StudentAssessment which will need to bepresented to the general member-ship at the Fall Conference.During discussion the proposal wasrevised.

Henderson noted that duringthe summer the Legislative andPolicy Committee will be conduct-ing a major review of the ICASEConstitution. If available, themajor revision will be presented asa first reading at the 1997 FallConference with anticipatedapproval at the 1998 SpringConference.

Dawson reminded the groupthat proposed minor changes to thecurrent Constitution were pendingapproval at the Fall Conference.Henderson suggested the additionof a few more minor changes withthe 30 days notice to be publishedin the August issue of the ISEAS

Cable newsletter.

Henderson noted that at lastmonth’s meeting the members ofthe Executive Committee askedthat the Legislative Committeereview the legislative liaisonposition in comparison to what arethe organization’s needs and makerecommendations. From lastmonth’s discussion and the recentreview there seems to be a majorityopinion that the ICASE organiza-tion needs to maintain a legislativelink. Members of the ExecutiveCommittee endorsed the Legisla-tive Committee’s expectations forthe legislative liaison as presented:

• Works closely with theLegislative Committee

• Assists the LegislativeCommittee and the Execu-tive Committee in thedevelopment of an annuallegislative platform

• Works in collaborationwith COVOH and otherorganizations/agenciesserving individuals withdisabilities

• Regularly communicates(daily) with the membershipthrough electronic mail thecurrent status of legislationand disseminates a call toaction if needed

• Follows the platform andknows ICASE positionstatements; assists theLegislation chair(s) inproviding training andinformational data on theorganization of the GeneralAssembly and responsibili-ties of local administratorswith regard to the passage oflegislation

• Files a formal writtenreport of final legislation

after the close of the GeneralAssembly annual session.

Richmond invited ExecutiveCommittee members to stay afterthe meeting for a dialogue with apartner of a management group.[NOTE: Those attending thissession were Daena Richmond,Tom Doyle, Sharon Henderson,Russ Dawson, and Gary Collings.]

C. Goal V: Promote collabo-ration with the Department ofEducation and the Division ofSpecial Education.

Marra briefed the members onthe May 5 Department of Educa-tion meeting to produce a stateassessment policy statement andguidelines for accommodationsacross the areas of presentation,response, setting/environment, andtiming/scheduling. He distributedcopies of a working draft proposaltitled ISTEP Criteria & Markersfor Appropriate Written Guide-lines. The State Board of Educa-tion (SBE) reviewed the draftproposal on May 7. Its membersseem committed to proceed fullahead with ISTEP+ next year incontrast to it being permissive for1997-98. The SBE may, however,only require three re-takes of thegraduation exam before waiverrequests can be made.

Executive Committee mem-bers discussed the desirability ofhaving students with disabilitiestake the exam as early and often asavailable prior to the graduationexam at 10th grade. Since theISTEP standards are focused in

ICASE • continued from page 10



12

academics such as English, math-ematics, etc., these will drive thecurriculum which may requireexpanded training for specialeducators.

In response to a questionMarra suggested that studentscores in cooperative programswill at least be tracked back to theresident school corporation thisfirst year. (Eventually the studentscores may be tracked back to thebuilding of their attendance zonenot the building where they areserved.)

The graduation exam is athree-day test with stringentsecurity deadlines. If a studentwould miss the final day, the examwill be closed and returned as is forsecurity purposes. This hasimplications for accommodationsand what parts of an exam astudent might take during eachthree-day administration period.Once a student passes English, forexample, that is final and thestudent could focus on mathemat-ics during the next administrationperiod the following semester.

The Department of Educationis developing two videotapes withone for public broadcast stationsand the other for schools. Therewill also be an 800 telephonenumber. The Department ofEducation is planning trainingsessions on test accommodations inearly fall for personnel in Title I,limited English proficiency (LEP),migrant, adult, and special educa-tion.

Marra reviewed the Depart-ment of Education budget appro-priations being considered in theSpecial Session of the General

Assembly. He distributed ahandout with the preschool appro-priations based on the $2,750 perpupil foundation. Any increasewill be due to child count growthas the foundation remains thesame. The increased funding forAlternative Residential Services isdue, in part, to the local directorsresponse to the January ICASEsurvey. The additional pupil countis expected at or near 5% reflectingthe same level as general fundincreases. Richmond requested thatthe minutes reflect the ExecutiveCommittee’s commendation toboth Bob Marra and Hank Binderfor their efforts in behalf ofeducation during this session of theGeneral Assembly.

Marra next presented a DOEDivisions of Finance and SpecialEducation report related to the OHIcensus. The average state percent-age of OHI is 0.177. The percent-age range across planning districtswas from a high of 0.784 to 0.000.Twenty-one planning districts wereabove the 0.177 state average.Members concurred that theDivision had forewarned schoolsuperintendents and directors acouple of years ago regarding acaution on overidentification in theOHI category. The correction inthe distribution formula wasconsidered necessary now andwould likely have been moredetrimental in coming years.

Marra raised the question ofhow the Division can increasinglywork with directors to obtain datareflective of issues of a localimpact e.g. group homes, newindustry, etc. Directors input tolocal business managers for censusprojections will become increas-ingly critical. Members agreed

that training in making projectionsand trend analysis would behelpful in the future.

Marra asked that directors stepback and view the larger financialpicture beyond the OHI issues.The bottom line is that we appearto have maintained an APCappropriations level of$278,700,000. He asked thatdirectors look across preschool,ARS, and APC to better under-stand how well we have beensupported.

There was a consensus ofappreciation expressed by themembers to Marra and Binder forboth their intense level of workand their openness in providing theinformation to directors. Rich-mond reminded roundtablerepresentatives to share thisdiscussion with the directors intheir respective regions.

Williams reported that SB 256was in limbo during the SpecialSession. COVOH reportedly hadrequested that Senator Kovatchhave SB 256 called down duringthe Special Session. Regardless ofthe legislative outcome, Marranoted that the Division is stillcommitted to the need for thisstudy.

In contrast, SB 400 was passedduring the regular session andrequires a fiscal analysis of thestate schools. Its provisions alsoinclude a committee which willmeet quarterly to discuss studentsdenied services at state schools forwhatever reasons. Marra has been




13

appointed to this committee as theDOE representative. He asked thatdirectors inform him of any studentcases. After the committee’s firstmeeting in June, Marra will bringback more information. Marrareported that the Indiana Soldiers’and Sailors’ Home with the MortonSchool at Knightstown is movingahead to establish its own specialeducation programs separate fromthe New Castle Area Programs forExceptional Children.

Binder next discussed IDEAreauthorization as it is unfolding.It was noted that ICASE had 1-4representatives from each of itsroundtables in attendance at therecent LRP Conference in SanDiego. Binder referred to theDavid Hoppe memo/analysis griddistributed at the LRP Conference.He distributed the Article 7/IDEAanalysis just completed by KarenHendrix. It needs to be empha-sized that Hendrix worked from aUSDOE proposal which is notnecessarily the text of languagebeing considered in closed com-mittee sessions by the U.S. Con-gress.

Binder presented IDEAreauthorization as it is unfolding.He referred to the David Hoppememo/grid brought back from LRPwhich was in the ISEAS folder.He also disseminated an alloca-tions sample of selected sitesrepresented by members of theExecutive Committee. However,the formula based on overallcensus and poverty will be thefuture pattern for distribution.

Binder noted that the proposedfederal formula based, in part, onoverall corporation census andpoverty negates his handout on

allocation options. It appears inFY ‘98 (7/1/97) states will receivea 30% increase projected inIndiana at $443 per child in Part Bbased on a $3.1 billion appropria-tion. Once the federal appropria-tion reaches a ceiling of $4.9billion, the new formula stipulationwill be applied on top of the perchild allotments. At the currenttrend levels this ceiling level couldbe reached in 2 or 3 years and wemay be at $700 per child. Itappears districts will continue toreceive the theoretical $700 perchild but all future funds beyondthe $4.9 billion ceiling will bebased on general school population(85%) and poverty levels (15%) asset in the 1990 U.S. Census.

In contrast the census/povertylevel is applied to all FY ‘99 (7/1/98) federal preschool funds with nochild count basis. It is unclear atthis point whether there are anyhold harmless provisions. Thereapparently is a federal definition ofpoverty. The FY ‘98 preschool perchild amount will likely go downto $610 due to child count in-creases. In the event that the finalFederal allocations result in moreavailable funds per child, a singlepage amendment would be com-pleted for local districts in the fallof 1997 to obligate the additionalfunds.

In FY ‘99 (7/1/98) the 75%pass through caps at 20% fordiscretionary local systems im-provement grants and 5% for stateadministrative costs at the FY ‘98level plus an inflation factor.

Binder will have the applica-tion/reports packets in the mail onJune 3, 1997. He suggested wecoordinate our efforts to dissemi-

nate all future IDEA relatedinformation. Roundtable memberswere encouraged to circulateHendrix’s analysis which will berevised once the final IDEAreauthorization document isavailable.

D. Other Matters

Sands presented a legal issuestheme for the 1998 Spring Confer-ence. He suggested LynnBeekman, Esq. from Michigan as akeynote presenter on topics to bedetermined. He also offered Dr.Humor (Stuart Robertshaw, Esq.)from Wisconsin as the after lunchspeaker. Members encouragedSands to proceed.

Richmond noted that AmyCook Lurvey is recovering fromsurgery and that she would askPatti Kem to send a get wellacknowledgment from ICASE.

Next Meeting: The nextmeeting will be held on Wednes-day, June 11, 1997 at the WestinHotel (Downtown Indianapolis)

- 8:00 AM - Coffee andRolls

- 8:30 AM - ISEASSteering CommitteeMeeting

- 10:30 AM - DivisionReport and ICASEExecutive CommitteeMeeting

- 12:00 PM - Joint ISEAS/ICASE Luncheon -Recognition

- 1:30 PM - ICASEExecutive CommitteeMeeting ❒


Cable — vol. 18 no. 6 June 1997

14

The IAPSS is preparing tomake recommendations to theIndiana Professional StandardsBoard (IPSB) concerning stan-dards that will ultimately serve asa basis for the preparation oflicensure of district-level adminis-trators.

In his presentation to theProfessional Standards Board onFebruary 20, 1997, ExecutiveDirector Tracy Dust recognizedthe efforts of the ProfessionalStandards Board to “establish andmaintain rigorous, achievablestandards for educators beginningwith pre-service preparation andcontinuing throughout theirprofessional careers.”

The process to be utilized bythe IAPSS embraces IPSB policy

IAPSS To Recommend PerformanceStandards For District-Level

Administratorspertaining to standing externalcommittees. Functioning withinthese parameters, the IAPSS willmake recommendations fordistrict-level administrativepositions which may includesuperintendents, assistant superin-tendents, directors, businessmanagers, and others.

The initial IAPSS proposalalso included the naming ofElkhart Superintendent Dr. FredBechtold as chairperson. Theproposal was amended later toinclude Decatur Township Super-intendent G. W. Montgomery asco-chairperson.

Co-chairs Bechtold andMontgomery are stressing theimportance of this project asIAPSS begins to pursue applica-

tions for committee membership.The recommendations flowingfrom this endeavor will includedefining the knowledge, disposi-tions, and performances thateducation professionals require ifthey are to function responsibly asdistrict-level administrators.

Applications for committeemembership are being distributedby the IAPSS through the currentround of spring district meetings.The process also requires themailing of applications to theIPSB Bulletin Board. Those whomay be interested in additionalinformation may contact theIAPSS at 317/639-0336.

Source: IAPSS Postscripts inMay 1997. ❒

The Governor’s PlanningCouncil for People with Disabili-ties is seeking input for Indiana’snext three-year State Plan forDisabilities. We have just com-pleted a series of four TownMeetings, and are gathering ideasfrom participants in our DisabilityConference on June 28th -29th.

Governor’s Planning Council forPeople with Disabilities PlanningCommittee Disability State Plan

In addition, we wish to provide anopportunity to all people acrossthe State to give us ideas aboutissues they feel should be ad-dressed in the Plan, unmet needs,and ideas for Council activities.

To assist us, we request thatyou disseminate this information

to your constituents through yourown publicity vehicles — mail-ings, bulletin boards, newsletters,and/or other interested community


15

June 1997 Cable — vol. 18 no. 6

Department ofEducation News

members know about this opportu-nity, and encourage them toparticipate!

We must receive all responsesby Monday July 7th, so theresponses can be included in thePlan before we begin PublicHearings, which will be heldbetween July 23rd and July 30th.If you need further information,additional flyers, or have othersuggestions as to who else we

Plan • continued from page 14

should contact, please give VickiePappas a call at 812/855-6508.

Submit your written input to:Governor’s Planning Council forPeople with Disabilities, HarrisonBuilding, Suite 404, Indianapolis,IN 46204 or fax to 317/233-3712.We especially need ideas aboutthe following:

(1) What issues should theCouncil address over the next

three years?

(2) What action steps shouldthe Council undertake regarding:Employment? Education? Com-munity Living? Health? SystemsCoordination and CommunityEmpowerment? Any Others?

All input must be received byMonday, July 7th in order to beconsidered in the plan develop-ment process. ❒

Minutes of the Meet-ing of the State AdvisoryCouncil on the Education ofChildren and Youth withDisabilities — April 11, 1997;Embassy Suites, North; Indianapo-lis, Indiana

[These minutes are considereda draft until approved at the nextscheduled meeting.]

Members Present: MichaelDalrymple, Becky Kirk, DavidSchmidt, Mary Jo Dare, BillMcKinney, Joan Melsheimer,James Phillips, Liam Grimley,Patricia Loge, Edward Kasamis,Kathy Wodicka, Nancy Cobb andBob Marra. From the Division ofSpecial Education: Sharon Knoth,Lynn Holdheide and Judy Gilbert.Gary Collings, Director of the

ISEAS Project was present as aguest.

Members Absent: RichardGousha, Bruce McKay and MaryStewart.

Interpreters: Betty Criswelland Janet Lancaster.

The meeting was called toorder at 8:48 A.M.

Mrs. Wodicka introducedNancy Cobb with the StateDepartment of Health, SpecialInstitutions, and Gary Collings,Director of the ISEAS Project.

The minutes from the Novem-ber and December meetings weredistributed. Bill McKinney madea motion to approve the minutes aswritten. Seconded by David

Schmidt. Carried.

Legislative Update (SB-256)

Mr. Marra gave an update onthe current progress of Senate Bill256 and distributed copies con-taining the current language to theCouncil for review. He specifi-cally addressed the section of theproposed language which per-tained to a study to be conductedby the Department of Education.Mrs. Dare asked that the Divisionlook at IPS’s desegregation orderto determine its impact on IPS’sadministrative structure during ourstudy. Mrs. Melsheimer askedthat the Division also consider theCODA System and the current



16

DOE News • continued from page 15

inflexibility to enter and print datain formats or reports that areusable to the district. It wouldhelp if the Division could thinkabout the needed data ahead oftime and give districts advancenotice of the need for that data.

State-Mandated Assessment

Mr. Marra brought the Coun-cil up-to-date on specialeducation’s place within ISTEP+and the Indiana GraduationExamination. The Division hasbeen working on the issuesinvolved with all students -including Title I, 504, ESL/LEP,Migrant Education, etc.

The Council would likeclarification on which teacher iseligible to “sign off” on the waiverfor special education students asthe “content area teacher.”

The Department of Educationwill be developing written guide-lines regarding the accommoda-tions which may be made to theIndiana Graduation Examination.After State Board of Educationapproval they will be distributedas quickly as possible throughe:Mail, the Division’s web site incooperation with the ISEASProject <http://www.indstate.edu/iseas>, and Superintendent’s mail.

Cooperative Re-Organization

At the May meeting we willhave two issues: 1) The desire ofJay School Corporation to severthe ties to the Jay-RandolphSpecial Education Cooperative inorder to form their own locallycontrolled entity to provide specialeducation services in Jay County;

and 2) Delaware County SpecialEducation Cooperative andBlackford County Special Ser-vices would like to join in coop-erative efforts to provide specialeducation services. Mr. Marradistributed the information thateach cooperative and/or eachschool corporation has provided tothe Division. Mr. Marra wouldlike the Council to review thisinformation and let the Divisionknow prior to May 1 of anyadditional information membersfeel they will need in order to voteon these proposals. Mrs. Dareasked why, since DelawareCounty and Blackford County arealready operating cooperativeprograms, does this relationshipneed to be formalized? Mr. Marrastated he would relate this inquiryto Janet McShurley (Director ofSpecial Education for DelawareCounty Cooperative) and ask thatshe respond at the May Councilmeeting. The Council indicatedthat they would like to review theinformation and discuss it at theMay meeting, but have the optionto either vote to approve ordisapprove these requests at thattime or to convene the Council fora June meeting to render deci-sions. Dr. Grimley indicated thatthe issues needing Council votesare: (a) approval or disapproval ofa plan; and (b) an effective datefor initiation of the new arrange-ment, if indeed either or both ofthe plans gains Council approval,keeping in mind that the newfiscal year will begin on July 1,1997.

Delaware County Cooperativewill present their proposal at 9:30A.M. and the Jay-Randolphpresentation will begin at 10:30

A.M. at the May, 1997 meeting. Itwas suggested that the Junemeeting be held at the IndianaSoldiers and Sailors Children’sHome at Knightstown, Indiana.The Council was reminded thatthe New Castle Special EducationCooperative will be requestingchanges in that service structurethis next year. The Soldiers andSailors Children’s Home wouldlike to develop their own servicedelivery model for students withdisabilities. Another issue whichwill need to be addressed by theCouncil this coming school year isthe Comprehensive Plan for theState Department of HealthSchools. The Plan will need to bereviewed and approved by theCouncil. Transition needs shouldalso be addressed in this Plan.Moving students back into thehome school from the Departmentof Health schools must be wellplanned in advance. Dr. Kasamiswould like to see RandolphCounty’s Proposed Comprehen-sive Plan prior to the May meetingif possible.

A possible date for the Junemeeting would be June 6, 1997.

IDEA Reauthorization Update

Mr. Marra gave a briefoverview of the current status ofthe IDEA Reauthorization.

Effective Discipline Work-shops and Surveys

Five Thousand (5,000)Effective Discipline Surveys have



17

been distributed and at presentapproximately two thousand(2,000) have been returned. Ms.Knoth gave an overview of theupcoming workshops and willmake sure the Council receives acopy of those brochures.

Mrs. Kirk voiced someconcerns regarding the DisciplineReport discussed at the NovemberCouncil meeting. She feels thedocument (on pages 16/17) leadsthe reader to believe the parentsare the ones who cannot come toagreement and this is simply notthe case. It is often a mutualdisagreement.

Transition - Graduate Follow-Up Survey

Mrs. Holdheide gave anupdate to the Council regardingthe Graduate Follow-Up Surveyand distributed the ProceduralDocument for review. There are21 sites throughout the state whowill be participating in the surveythis year. The sites are alreadyworking on the survey. The intentis to be able to generate a report -by exceptionality area - at both thestate and local levels. The pur-pose of the Indiana GraduateFollow-Up Study has severalimportant implications: 1) toobtain a broad measure of howformer students who receivedspecial education services aredoing; 2) to use this information toimprove policies and practices;and 3) to document continuingneeds for former students for usein making decisions about reformsin school curricula and practices.It is hoped that eventually, everydistrict in this state will be aparticipant in the Graduate Fol-

low-Up Survey to help us gatherthe needed statistical information.Last year’s study results involvingthe participating nine sites werealso distributed to Council mem-bers.

State Department of HealthStrategic Plans

Mr. Marra distributed therequested State Department ofHealth Strategic Plans and askedthe Council to contact him withany additional questions membersmight have in regard to theseplans.

Other Business

Mr. McKinney asked that theCouncil have an opportunity to re-visit the issue of due process. Hewould like to see us look at the 2-tier system and the possibility ofadding the strike provision.

The next Council meeting willbe May 9, 1997 at the EmbassySuites North at 8:30 A.M.

CSC Meeting —Minutes from April 14, 1997

Those CSCs in attendance:Cindy Skoog, Forest Hills; TraceBenedict, Hamilton-Boone-Madison; Steve Scofield, HancockCounty; Karen Hendrix, WCJS;Geneva Vinson, Elkhart Co.;Sandy Wooton, Johnson Co.;Edith Ervin, LaPorte Co. DavidJann, Warren Township; OlaSmith, Shelby Co.; PamBruchette, ISD; KathyMcCormick, Floyd County; JoAnnEngquist, Porter Co.; GregHilligoss, Richmond State Hospi-

tal; Linda Grumley-DeFour, ClarkCo.

IDOE: Carol Eby, KarynRomer, Connie Rahe.

Guest Speaker: John Hill,Program Director, MedicaidWaivers; Cynthia Feaster, HDB,Inc., Michelle Tennell, IndianaJuvenile Justice Task Force.

Review of CSC Action Plan:Trace shared that Boone

County is starting a CommunityTeam, complete with child/familyteaming. Sandy shared that she isimplementing school-basedwraparound in Johnson Co. Steveshared that Ola is wraparoundcoordinator in Shelby Co. Thatcounty’s team includes police, andhospital personnel. Planningoccurs at that level. Then ifadditional planning is necessary,Ola does child/family teaming.She is employed by Gallahue whopays for the match for MRO. Sheis presently working with 8families. Geneva shared thatElkhart is considering hiring awraparound coordinator. Edithshared that community teams areused in a variety of ways. Thisdepends on the Community Team.

Medicaid Waivers:

John Hill from FSSA pre-sented information regardingMedicaid Waivers. Waivers arenot located in Medicaid Division.Waivers allow services above andbeyond the Medicaid State Planfor individuals in their homes and




18

communities. Indiana has 4different waivers - Aged/Disabled;autism; ICF/MR waiver; medi-cally fragile. Waivers are notentitlement programs.

Aged/Disabled - can serve2,500/yr (birth to death);

Autism - 82 at any one time;max of 90 different people (birthto death);

ICF/MR - can serve 1,708(500 is a recent amendment fordeinstitutionalized folks) (birth todeath);

Medically fragile - can serve150/yr. 0-18 yrs. of age available.

Once slot is empty - no onecan fill that spot until the follow-ing waiver year except for autism.There is a bill in General Assem-bly to increase the number to 200.Presently, there are 250 on awaiting list statewide. There areapproximately 2,500 on thewaiting list with an increase ofapproximately 225 being proposedin the General Assembly. Firstcome, first served. ICFMR is alocal waiting list. To get on awaiver list:

1. Application - area agen-cies on aging have beendesignated to do the applica-tions;

2. Targeted for program;3. Assessment & Eligibility;4. Plan of Care Develop-

ment;5. Service Delivery.

This process should only take 60days. Eligibility Criteria:

1. Target Population;2. At-risk of institutionaliza-

tion;



3. Slot Available;4. Medicaid Eligible;5. Level of Care - what it

would take to get into aMedicaid nursing facility;

6. Cost Effective - servicesin community must be lesscostly than in a facility.

Target Population:* Aged & Disability - 65

yrs. Of age or disabled byMedicaid guidelines (i.e. ifunder 65, must be deter-mined disabled by MRT).

* Autism - diagnosis ofautism;

* ICF/MR - developmentaldisability diagnosis;

* Medically Fragile - lessthan 18 yrs. old.

Medicaid Eligibility:* Current Medicaid status;* Spend-Down/liability

information - i.e.. Disabilitypayments, child support isconsidered income;

* S.B. 30 children - allowsparental income to bedisregarded - all waiversexcept aged/disabled - thereare specific processingrequirements;

* Aid Category - underMedicaid;

* Managed care program -recipient must choosebetween HCBS waiver andthe Hoosier HealthwiseProgram. The HoosierHealthwise Program con-sists of:

1. PCCM - Primary care casemanagement - assigned a specificphysician, prior approval is still inplace - can only access regularMedicaid services;

2. RBMC - risk based

managed care - primary carephysician can assign patient to aspecialist within organization - cango beyond regular Medicaidservices;

3. MCPD - managed care forpersons with disabilities - this willbe a volunteer program which isnew. Individual can choosebetween regular Medicaid andHoosier Healthwise programsunless on a waiver - then cannotbe on this plan. Contact forHoosier Healthwise - 1(800)889-9949.

Any child on an AFDCcategory must be on managed careplan, but individual may choosewhich plan they want. Theexception is a Waiver - theycannot access the managed careplans.

Level of Care:1. Aged/Disabled - looking

at medical issues and determinedby local area agency; SNF level -Office Of Medicaid Policy/Planning;

2. Autism - Office of Medic-aid Policy/Planning;

3. ICF/MR - Office Medic-aid Policy/Planning;

4. Medically Fragile - skilledlevel of care - Office of MedicaidPolicy/Planning; Hospital level -Office of Medicaid Policy/Planning

Cost Effectiveness: Servicesin community must be cheaperthan rates assigned to respectivelevels of care in facilities. ICF/MR is most flexible - it is aprogrammatic cap - not an indi-vidual. The medically fragile


19


waiver also has a programmaticcap.

Plan of Care Development -must be comprehensive and mustindicate both formal and informalsupports. The individual has theright to choose any certifiedwaiver provider for waiverservices. State Choice Dollars payonly after Medicaid - thus becom-ing payor of last resort.

Every plan of care must besigned off on the plan usually theArea Agency and sometimes alsothe Bureau of DevelopmentalDisabilities. Federal governmentalso looks at documentation. ThePlan of Care is developed for theyear which is annually assessed.There is an independent agencywhich reviews this information.

ICF/MR Services Available:1. Personal assistance;2. Case Management;3. Adult Day Care;4. Respite;5. Personal Emergency

response;6. Environmental

modifications;7. Assistive Technology;8. Habilitation:A. Day;B. Behavior Management;C. Res.-Based Habilitation/

ADL;D. Supported Employment

(those previously inMedicaid facilities - afterOVR);

E. Pre-Vocational Training(those previously inMedicaid facilities - afterOVR);

F. Physical Therapy;G. Speech Therapy;

H. Occupational Therapy

Medicaid must be accessedfirst, prior approval is required.Waivers cannot be provided inschool setting. Autism waiverservices are slightly different - nopersonal assistance, no assistivetechnology, no adult day care,does provide auditory therapy andcrisis intervention, transportation -to and from hab. services. Medi-cally fragile - services: casemanagement, respite, attendantand environmental modifications.Aged/Disabled - case manage-ment; home maker; attendant;respite; home modification;adaptive aids/devices; adult daycare; home delivered meals.

1997 Wraparound Conference- Oct. 7, 1997:

Cynthia Feaster distributedinformation regarding sessions.An advance registration will beavailable for early birds. Regularregistration is due Sept. 15th. TheCable will run information aboutthe conference. Michelle pre-sented the budget for the confer-ence. The Division of SpecialEducation is supporting some ofthe conference costs through agrant to the Juvenile Justice TaskForce. Sponsorships for costssuch as audio-visual equipment,etc. Sandy suggested exploringlocal Step Aheads for discretion-ary funds. Cynthia requestedsuggestions for sessions. Thesessions will include collaborationfrom a state perspective. It willalso include a panel of juvenilejudges and school personnel, “TheDawn Project”; collaboration as itrelates to transition; variouscommunity teams around theState.

Indiana Department of Educa-tion Updates:

Carol shared that IDOE isgathering information about thosestudents who have attendedSilvercrest in the past 2 years andwho now have alternative orresidential services plan. ArborHospital in Carmel has beenpurchased by Ocnomowoc andmay potentially be open in thenext 8-9 months. Carol is advo-cating for full days of school andworking with local school districtsin putting school programstogether.

Due to the number of renewalapplications, the Program ReviewTeam will be reviewing forcompliance information on theapplications. There are 2 check-lists being used - required compo-nents and the other will focus oncontent. She distributed per dieminformation from some of theproviders. Average increase isabout 3% - most take effectJanuary 1. Do not hold up theapplication due to not knowingprovider rates.

Hope House, group home foradolescent hearing impaired males- there will be a 40% increase intheir rates. Carol also distributedupdated statistics regardingnumbers of ARS students. 541contracts have been processed thisschool year thus far. Almost _ ofthe students are 11 to 14 years ofage.



20

The Dawn Project is holding atraining session on May 20th forCSCs, directors of special educa-tion - IDOE’s contribution will beapproximately $600,000. IDOEis very concerned with the dailycosts of alternative families andcautioned CSCs as to servicesrecommended.

Agenda for June 2, 1997Meeting:

Marsha Mulrooney is agendaplanner in collaboration withKathy McCormick. Marsha willget lunch count for that meeting.Please let her know by May 29th.

For the Good of the Cause:

No new business. The meet-ing adjourned at 2:45 pm.


Lunch Period — [Thefollowing is the text of a letterfrom Robert Marra, director of theIndiana DOE Division of SpecialEducation to a local director andprincipal as posted on the DivisionNews & Notes bulletin board ofthe Indiana SECN 3/31/97.]

I am writing in response toyour March 11, 1997 FAX inquiryof, “Can a thirty-minute lunchperiod be counted as part of astudent’s instructional day if goalsand objectives are written into thestudent’s Individualized EductionProgram.”

The length of instructional dayis addressed in Article 7 at 7-13-2(b) and 7-13-3 (b) with relatedinformation to be found at 7-12-1(k) (4). Essentially, the IEP for anindividual student may address theneed for scheduling, shortenedschool day, medical needs,endurance needs and relatedfactors. Thus, there are situationswhere a shortened school day isneeded.

The counting of a thirty-minute lunch period as instruc-tional time is, again, an individualstudent issue. If the counting ofthe lunch period is somehowrelated to a shortened school dayor reduced instructional time, ajustification and case conferencedecision would be necessary. Ifthere is no effect on the length of

school day or instructional timeissues, then, again, case confer-ence agreement would be needed,but there would not be the need tojustify a shortened school day orreduced instructional time.

A major concern would besituations where an entire class,group or building of studentswould be affected and a shortenedschool day or reduced instruc-tional time would result for all ofthe students. In such cases, thedecisions would not be “indi-vidual” but rather group schedul-ing decisions and issues ofadministrative convenience ortransportation scheduling wouldarise.

In summary, individualdecisions concerning IEPs,scheduling, goals and objectives tobe met during the lunch period andrelated issues can be made on anindividual basis if agreed to by thecase conference committee. Suchdecisions affecting entire groupsor categories of students wouldgenerally not be allowed if ashortened school day resulted. ❒

OSERS/OSEP . . .

Overview: The Individu-als with Disabilities Educa-tion Act (IDEA) — This paperhas been distributed by the federalOffice of Special EducationPrograms as part of the effort todisseminate information aboutPublic Law 105-17, the 1977reauthorization of IDEA. It isdesigned for wide distribution

concerning the rationale for newprovisions in IDEA, and the goodnews about the accomplishmentsof special education under federallaw since 1975.

The Progress

The Individuals with Disabili-ties Education Act (IDEA) has a

long history. Prior to its imple-mentation in 1975, approximately1 million children with disabilitieswere shut out of schools andhundreds of thousands more weredenied appropriate services.Since then, the legislation



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changed the lives of these chil-dren. Many are learning andachieving at levels previouslythought impossible. As a result,they are graduating from highschool, going to college, andentering the workforce as produc-tive citizens in unprecedentednumbers.

Ninety percent of childrenwith developmental disabilitieswere previously housed in stateinstitutions. Today, they are nolonger in those settings. Ascompared to their predecessors,three times the number of youngpeople with disabilities areenrolled in colleges or universi-ties, and twice as many of today’s20-year-olds with disabilities areworking.

Unfulfilled Promises

While this is significantprogress, we can and must dobetter. The status of children withdisabilities still falls short of ourexpectations for them.

* Twice as many children withdisabilities drop out of school (ascompared with their non-disabledpeers).

* Dropouts do not return toschool, have difficulty findingjobs, and often end up in thecriminal justice system.

* Girls who drop out oftenbecome young unwed mothers, ata much higher rate than their non-disabled peers.

* Many children with disabili-ties are excluded from the curricu-lum and assessments used withtheir non-disabled classmates,limiting their possibilities of

performing to higher standards.

Strategies for Success

The new IDEA legislation isan attempt to remedy these andother problems that contribute tothe barriers children with disabili-ties face. IDEA will make thesechanges by:

* Raising expectations forchildren with disabilities;

* Increasing parental involve-ment in the education of theirchildren;

* Ensuring that regulareducation teachers are involved inplanning and assessing children’sprogress;

* Including children withdisabilities in assessments, perfor-mance goals, and reports to thepublic;

* Supporting quality profes-sional development for all person-nel who are involved in educatingchildren with disabilities.

IDEA’s Accomplishments

Over the past four decades,special education research hasprovided practical answers toquestions about how best toeducate infants, toddlers, childrenand youth with disabilities. Theseaccomplishments have translatedinto benefits for all our citizens.

* Over 1 million children,many of whom would have beenplaced in separate schools andinstitutions 25 years ago, are beingeducated in neighborhood schools,

saving an average of $10,000 perchild per year.

* Nine percent more childrenwith disabilities graduated fromhigh school between 1984 and1992.

* Youth served under IDEAare employed twice as often astheir predecessors, older Ameri-cans with similar disabilities whowere not served under the law.

* Nearly half of all adults withdisabilities have successfullycompleted course work in collegesand universities.

* Although less than 1 percentof the annual expenditures toeducate children with disabilitiesis spent on research and develop-ment to improve practice, thesedollars have had exponentialresults. They support programsthat allow children with disabili-ties to become independentlearners and self-supportingadults.

* New knowledge has resultedin technologies that have enrichedall our lives. For example, theKurtzweil Machine, originallydeveloped for taking written textand translating it into Braille andspeech, was the forerunner of thefax machine. Captioning, an aidfor the deaf, has become a boonfor older Americans with poorhearing and for those who arelearning to read and speak En-glish.

SOURCE: GTE INS FederalNewsgroup posting on IndianaSECN 6/9/97. ❒

OSERS/OSEP • continued from page 20


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FEDERAL UPDATE . . .

The Principal’s Rolein Inclusion by CandyLindsey — This article is sharedby the Center for Innovation inSpecial Education (CISE),Parkade Center, 601 BusinessLoop 70 W, Columbia, Missouri..

The principal’s leadership rolein supporting inclusive educa-tional practices is essential intoday’s schools. Principals influ-ence inclusive practices in thefollowing ways:

* Developing a vision* Advocating for all students as

part of the school commu-nity

* Redesigning service configu-ration and delivery ofinstruction

* Building comprehensivesupport systems

* Developing and supportingcurriculum modifications

* Facilitating transitions* Building a professional

development agenda

As schools endeavor to blendpreviously separate special andgeneral education instructionalsystems, principals must develop avision that includes the educationof all students. Principals need notonly to verbalize this vision butdisplay the strength of theirbeliefs, values, and commitmentwith their actions.

In sharing a vision, principalsbegin to develop a climate com-municating that every child isvalued and an important part of

the school community.

“I want every teacher to sharein the responsibility for educatingevery child at Shepard Elemen-tary,” says Teresa Vandover,principal at the Columbia school.“It is the climate that we createtogether that allows students toknow that they belong here, thatevery problem can be solved, andthat we believe that each of themcan be successful.”

In an inclusive atmosphere,teachers are asked to learn andfulfill new roles in their instruc-tional environments. As changechallenges the traditional methodsemployed by teachers, theprincipal’s role is to build trust.Teachers must trust the principalto support the risk-taking involvedin change as they move fromproviding students with informa-tion to developing activities thatgive students the processes, tools,and experiences to find or createinformation themselves.

“Teachers, too, must have a‘climate of acceptance’ in whichthey can problem solve,”Vandover says. “A successfulmodel for inclusion must includestructures to support teachers anda culture which does not permitidentification of a problem to beviewed as a failure.”

As the instructional leader, theprincipal needs to provide ampleplanning time, support, andresources while the delivery ofinstruction under-goes transforma-

tion. Teachers find themselvesimplementing collaborativemodels, using block scheduling,and teaming up as co-teachers asschools restructure for morecreative uses of their time andresources.

Curriculum modifications alsodevelop as new instructionaldelivery systems are implemented.The modifications are not only toaccommodate the diversity ofstudents in general educationclassrooms, but also to correspondto Missouri’s new goals andstandards.

Inclusive practices fail ifsufficient support services andresources are not available. Theprincipal, with all faculty andstaff, must brainstorm, research,and observe inclusive programs todevelop methods for deliveringinstruction in their building andcommunity.

Principals of secondaryschools, with their traditional 50-minute classes, are especiallychallenged as they make changesto facilitate the transition of theirdiverse student populations intoadult life. Principals and their staffwill need to examine new initia-tives, including Tech Prep,School-to-Work, and Career Pathsas they design programs to meetthe needs of all students.

Realignment of staff and


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resources are required at allbuilding levels to provide thenecessary supports for inclusion towork. Principals using specialeducators teamed with generaleducators reduce teacher-studentratios as well as provide servicesfor students with special needs ingeneral education environments.Block scheduling and teamteaching provide flexibility andgive teachers common planningtime to implement effectively thecurriculum initiatives and modifi-cations.

Another component forprincipals to coordinate in theimplementation of inclusivepractices is the continuing profes-sional development of their staff.A professional developmentagenda that addresses wholeschool and individual staff needsin effective practices must bedesigned with input and collabora-tion by principals, teachers,support staff, students, andparents. Opportunities for growthrequire creative use of time,funding, supports, and releasetime.

Effective principals create andmanage the school culture and actas the catalysts in the changeprocess. They enhance develop-ment of inclusive practices andeffective school structures for allstudents as we design schools forthe next century.

References

Burello, L. C., Schrup, M. G.,& Barnett, B. G. (1992, March).

The principal as the specialeducation instructional leader.Bloomington, IN: Indiana Univer-sity. (ERIC Document Reproduc-tion Service No. ED358641)

Burello, L. C. & Wright, P. T.(Eds.). (1992, Fall). Principalleadership (THE PRINCIPALLETTERS, Vol. 9). Indiana:Indiana University, School ofEducation.

The international standards forthe preparation of principalsregarding the education of stu-dents with disabilities. (1996,May/June). LEADERSHIPTIMES, p. 6.

Paris, K. A. (1994). LEAD-ERSHIP MODEL FOR PLAN-NING AND IMPLEMENTINGCHANGE FOR SCHOOL-TO-WORK TRANSITION. Madison,WI: University of WisconsinSystem Board of Regents.

CITATION: Lindsey, C.(1997, April). The principal’s rolein inclusion. MISSOURI INNO-VATIONS IN SPECIAL EDU-CATION, 24(4), 12-1

SOURCE: GTE INSInclusive.Ed newsgroup postingon Indiana SECN 6/12/97.

National Council onDisability Takes Position onPhysician-assisted Suicide —During its quarterly meeting inAlbuquerque, the National Coun-cil on Disability voted to oppose

FEDERAL UPDATE . . . continued from page 22

the legalization of physician-assisted suicide. After reviewingU.S. Supreme Court briefs andcurrent research, and consultingwith organizations with variousviews, NCD found that theinterests of people who wouldbenefit from legalizing physician-assisted suicide are heavilyoutweighed by the probability thatany law, procedures, and standardsimposed to regulate physicianassisted suicide will be misappliedto unnecessarily end the lives ofpeople with disabilities, and thatsuch decisions would also entailan intolerable degree of interven-tion by legal and medical officials.On balance, NCD found that thestatus quo regarding physician-assisted suicide is preferable to thelimited benefits to be gained by itslegalization.

The report called “AssistedSuicide: A Disability Perspective,”was distributed to the HouseCommerce Committee, andseveral other organizations thatalso oppose physician-assistedsuicide. The report will soon beavailable on the NCD home page:http://www.ncd.gov (The reportmay also be requested by contact-ing Stacy Brown at: 202-272-2004.

The U.S. House of Represen-tatives voted 398 to 16 to passlegislation (H.R. 1003) banningfederal funding of physicianassisted suicides. Although no



24

federal funds are currently beingspent on physician-assistedsuicides, proponents said it wasnecessary to pre-empt such actionin the future. H.R. 1003 is nowbefore the U.S. Senate for consid-eration.

FEDERAL UPDATE . . . continued from page 23

The U.S. Supreme Court iscurrently reviewing two casesinvolving physician-assistedsuicide.

CONTACT: National Councilon Disability, 1331 F Street NW,

Suite 1050, Washington, DC20004-1107; 202-272-2004; TT202-272-2074; fax 202-272-2022.

SOURCE: GTE INS Federalnewsgroup posting on IndianaSECN 5/20/97. ❒

Rick Peters, Director ofthe DOE Division of SchoolAssessment (317/232-9050),issued an April 18 memo toSuperintendents about the ISTEP+testing dates for 1997-98. At itsNovember 7 meeting the IndianaState Board of Education desig-nated September 22 throughOctober 1997 as the testingwindow for the administration ofthe ISTEP+ next fall. In develop-ing testing schedules schoolcorporations were reminded to besensitive to the fact that the Jewishholiday Rosh Hashanah begins atsundown on October 1 andcontinues through October 2.

ANNOUNCEMENTS

CPS Training Offered -Through a grant from the Bureauof Child Development, theBlumberg Center through theUnified Training System will beoffering a two day Foundations inCreative Problem Solving to FirstSteps Coordinators and other FirstSteps council members. We havesent invitations to representatives

of each First Steps Council in thestate, but were not able to send toeach individual council member.We would greatly appreciate yourhelp in getting the word out tocoordinators and council membersyou might know to ensure that wereach as many people as possible.

The training will take place atMcCormick’s Creek State park onJuly 31 and August 1. The costfor the training and materials is$140 for the two days. Interestedpersons can contact TeresaReynolds at 812/237-2830 forregistration information.

School Counseling Grant— In 1995, the Indiana GeneralAssembly created the SchoolIntervention and Career Counsel-ing development Program andFund to help kindergarten and/orelementary schools develop orexpand their school counselingprograms.

In order to fund this initiative,

the state legislature in 1996approved a new Indiana educationlicense plate and an accompany-ing funding formula that channelsa portion of the sales of theeducation license plate to theSchool Intervention and CareerCounseling Development Fund.

Now that monies are begin-ning to flow into the fund fromsales of the education licenseplace, an advisory committee hasbeen created to distribute thesefunds to qualifying kindergartenand/or elementary schools. Asdirected by Indiana law, theadvisory committee has created agrant application and informationpacket.

Please contact Matt Fleck at317/232-9134 or e-mail<[email protected]> ❒


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1997-98 Program Review On-sites

Date Planning District Director

September 17-19, 1997 LaRue Carter Hospital Dr. John Somers

October 8-10 East Central Pam Musick

October 15-17 Elkhart County Dr. Mary Beth Hulecki

October 22-24 Gary Community Dr. Judith Green

November 12-14 Elkhart Community Carson Lantis

November 19-21 Wabash-Miami Bob McCaslin

January 14-16, 1998 Covered Bridge Dr. Marilyn Faris

January 28-30 MSD of Warren Township Niles Daggy

February 11-13 South Central Charlie Edwards

February 25-27 Monroe County Mike Horvath

March 4-6 South LaPorte County Dr. Linda Duncan

March 25-27 RISE Chuck Ellis

April 7-9 Anderson Sheila Decaroli

April 22-24 MSD of Martinsville Alan Kosinski

April 29-May 1 Gibson-Pike-Warrick Dr. John Helfen

iseas cable - indiana state universitybaby.indstate.edu/iseas/7-97cable.pdf · 1997-08-01 · iseas...

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