kathy kersenbrock-ostmeyer- director kurt brown-assistant director
TRANSCRIPT
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SPECIAL EDUCATION
UPDATES AND MIS TRAININGKathy Kersenbrock-Ostmeyer-
Director
Kurt Brown-Assistant Director
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IT’S NOT ABOUT THE NAIL!
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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
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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)
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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.
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SPP
RESULTS DRIVEN ACCOUNTABILITY (RDA)
Previously, OSEP’s accountability system, including the SPP/APR, was heavily focused on compliance with statutory and regulatory requirements, with limited focus on how the requirements impacted results for students with disabilities.
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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
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NEW PROPOSED INDICATORS PROPOSED FFY 2013 – FFY 2018 SPP/APR As the result of these proposed revisions, the SPP/APR will
include 17 indicators 1. Graduation 2. Dropout 3. Assessments 4. Suspension/Expulsion 5. LRE 6. Preschool LRE 7. Preschool Outcomes 8. Parent Involvement 9. Disproportionate Representation 10. Disproportionate Representation – disability category 11. Evaluation Timelines 12. Preschool Transition 13. Secondary Transition 14. Post-school Outcomes 15. Resolution Sessions 16. Mediation 17. State Systemic Improvement Plan (SSIP)
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LEGAL ISSUES IN KANSAS Lawsuits Due Process Proceedings Formal Complaints The Uninterrupted Scholar’s Act Extracurricular
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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:
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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.
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CHEMICAL AND MECHANICAL RESTRAINT Chemical restraint” means the use of
medication to control a student’s violent physical behavior or restrict a student’s freedom of movement.
Mechanical restraint” means any device or object used to limit a student’s movement.
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PHYSICAL RESTRAINT Physical restraint” means bodily force
used to substantially limit a student’s movement.
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TIME OUT “Time-out” means a behavioral
intervention in which a student is temporarily removed from a learning activity without being confined.
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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.
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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.
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MIS DATA ISSUES Students Exiting Students Entering Service Dates and Times What Happens in the Spring? SUBMIT!!!!!!!
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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
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#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.
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STUCK ON AN ESCALATOR
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#2 PRESENT LEVELS
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IEP Process
Referral
Measurable Annual Goals
Short-Term Objective and Benchmarks
Prioritize Needs and How Needs
Will be Addressed
Evaluation (and Eligibility)
Present Levels of Academic Achievement & Functional Performance
Services
Progress Reporting
Exit
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PLAAFPSPresent Levels of Academic
Achievement & Functional Performance (PLAAFPs):a) are the way you identify and
prioritize needs andb) establish baseline performance
in order to develop an individualized and meaningful plan.
c) identify degree of match between skills & environment
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LEVEL OF SUPPORT
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Examples
Learning Strengths Strengths and Weaknesses
Standardized Assessments Vocational/Career Interests
Instructional Preferences Skills related to Interests
Learning Rate Independent Living Skills
Social Issues
1)CURRENT PERFORMANCE
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EXAMPLES
2) IMPACT OF EXCEPTIONALITYWhich 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
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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
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EXAMPLES
3) PROVIDE BASELINE DATA FOR EACH IDENTIFIED NEED
Words Read Correctly Mean Length of Utterances
Correct Responses Percent Correct
Number of Times Behavior Occurs Correct Math Problems
Correctly Answered Questions Running Records
Error Analysis
REFLECTIVE OF SKILLS ADDRESSED IN STANDARDS
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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?
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SPECIALIZED INSTRUCTION Kansasprojectsuccess.org (Math) CHAMPS LTERS
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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”
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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
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GOALS
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IEP Process
Referral
Measurable Annual Goals
Short-Term Objectives and Benchmarks
Prioritize Needs and How Needs
Will be Addressed
Evaluation (and Eligibility)
Present Levels of Academic Achievement & Functional
Performance
Services
Progress Reporting
Post Secondary
Goals
Exit
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CONSIDERATIONS FOR PRIORITIZING NEEDS FOR DEVELOPING GOALSFunctional for the childPriority to the familyUsable across settings, people and
materialsAddress multiple areas simultaneouslyMatch the child’s developmental levelUsable within the child’s daily environmentObservable and measurableBuilds towards postsecondary goals
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MEASURABLE ANNUAL GOALS
Measurable Annual Goals describe the anticipated progress that will result from specially designed instruction the student will receive.
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MEASURABLE ANNUAL GOALCHARACTERISTIC #1
Based on data contained in the
PLAAFP
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MEASURABLE ANNUAL GOALCHARACTERISTIC #2
Has 4 Components:
a.Behavior
b.Conditions
c.Criteria
d.Timeframe
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MEASURABLE ANNUAL GOALDEVELOPMENT STEP 1
Identify and select a need from the PLAAFP.
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MEASURABLE ANNUAL GOALDEVELOPMENT STEP 2
Consider the general education standards and
curriculum for the student’s grade level and
age/grade expectations for other performance skills.
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MEASURABLE ANNUAL GOALDEVELOPMENT STEP 3
Identify the performance to be measured.
(Behavior)
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MEASURABLE ANNUAL GOALDEVELOPMENT STEP 4
Specify how the progress toward the goal will be
measured.
(Condition)
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MEASURABLE ANNUAL GOALDEVELOPMENT STEP 5
Determine to what level the behavior must occur.
(Criteria)
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MEASURABLE ANNUAL GOALDEVELOPMENT STEP 6
Specify amount of time that will be required for the student to attain the criterion.
(Timeframe)
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LET’S TAKE A LOOK Does it pass the stranger test? Is it based upon a need for specialized
instruction? Does it contain the four elements?
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4 ELEMENTS Behavior Conditions Criteria Timeframe
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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.
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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
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SERVICES PAGE ERRORS Technical errors can be fixed without a
meeting Procedural errors must be fixed with the
parent
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TEAM CONSIDERATIONS
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#8 SIGNATURE PAGE The parent does only need to sign once. Have legitimate potential harmful
effects.
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#9 PRIOR WRITTEN NOTICE This is the most important form! Make sure it is current to what you are
currently providing
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PRIVATE SCHOOL PLACEMENT
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#10 HEALTH CARE PLAN
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#11 BEHAVIOR PLAN ESI?
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#12 EXTENDED SCHOOL YEAR
Still pockets of excess but much better overall
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#13 SPECIAL EDUCATION REFERRAL
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DANCING GUY LEADERSHIP LESSON
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#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
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#15 EVALUATION REPORT Indicator 11 We have 60 school days to complete an
initial evaluation!!!!!! EC Evaluations
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#17 RELEASE OF HEALTH INFORMATION Hippa
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#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
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#19 MEETING NOTES These are mandatory whether online or
on paper.
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#20 SUMMARY OF PERFORMANCE This is the full IEP team responsibility Make sure this is accurate and do not
project or predict future performance
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#21 MEETING INVITATION FOR AN OUTSIDE AGENCY
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MEDICAID Random Moments in Time Key Words- There is a new one time consent form that
must be signed for every student this year and whenever a student moves into the district.
This form must be signed immediately for every Medicaid eligible student
It must signed for all other students when their IEP comes due
It must be signed upon referral to special education
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#22 MEDICAID CONSENT This form has been updated again. You must complete this form
immediately for every Medicaid eligible student
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#23 MEDICAID CHARGE TICKET
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#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
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#25 EXTENDED SCHOOL YEAR LESSON PLAN
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GRADING INFORMATION Transcripts Letter to Runkle
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CO-TEACHING
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QUESTIONS?