special education director call december 2014. work in progress
TRANSCRIPT
Special Education Director Call
December 2014
Merry Christmasfrom
Special Education Programs
Work in Progress
New Egrant System
• IDEA flow through funds application will have a new system and look.
• Training will be in the Spring of 2015
Future Sped SD-STARS Reports• Coming in Spring of 2015• Sped Exiters
– Assist in accuracy and reporting for Graduation, Dropout, and Post-School Outcomes.
• Statewide Assessment– Participation rate– Proficiency rate– Drilled down to student level
Proficiency in Reading by 4th Grade
Proficiency in Math by 9th Grade
SPP State Determination
• Through 2013, the OSEP used a compliance matrix that included compliance data – SD Met Requirements each year
• Beginning in 2014, OSEP used a compliance matrix and results matrix– Each matrix was weighted 50% for determination
• SD 2014 Determination: Needs Assistance– http://
www2.ed.gov/fund/data/report/idea/partbspap/allyears.html#sd
SPP State Determination
SPP State Determination
Enrollment Reminders
New Ad Hoc Reports• Check status of students in Campus for 504
and registered for alternate assessment
New IRIS STAR Legacy Modules • Evidence-Based
Practices (Part 1):Identifying and Selecting a Practice or Program– discusses the importance of identifying and selecting
evidence-based practices.
• Evidence-Based Practices (Part 2):Implementing a Practice or Program with Fidelity– discusses implementing an evidence-based practice or
program with fidelity
• Evidence-Based Practices (Part 3):Evaluating Learner Outcomes and Fidelity– examines how to evaluate whether an evidence-based
practice is effective
College and Career Ready
Students graduate high school ready for postsecondary or the workforce
Program to Provide Post-Secondary Education for Young Adults with Disabilities
• State Department of Human Services (DHS) has established a program offering post-secondary education to young adults with disabilities in South Dakota.
• Augustana College will implement a program called Augie Access for South Dakota residents 18 to 24 years old who have a diagnosis of an intellectual or developmental disability and who have completed a vocational interest assessment.
• Students would need to have a primary goal of employment as well as the ability to fund the education.
• The program will allow up to five new students annually.. • The post-secondary education pilot program is a collaborative effort
among several South Dakota agencies and initiatives, including DDD, Vocational Rehabilitation Services, Department of Labor and Regulation, Disability Employment Initiative and Department of Education.
Augie Access Eligible• Ages 18-24• Primary goal of employment• Students must have a diagnosis of an
Intellectual/ Developmental Disability• Resident of South Dakota• Ability to fund/tuition/fees/residential/etc..• Have completed a Vocational/Interest
Assessments• More information will be provided
Youth Leadership Forum• June 7-11, 2015• High School Students Apply
– Fill out application– Interviewed by TSLP and Vocational Rehabilitation
counselors– Selections
• Due: December 19, 2014• For more information: http://
www.tslp.org/YLF.htm
Are you ready for post-secondary?
• Catch the Wave Events:– March 4 at Vermillion– March 24 at Mitchell– March 31 at Spearfish– April 1 at Aberdeen– April 16 at Watertown
• Go to www.tslp.org for more information
High School Transition Supports• Transition Services Liaison Project staff
– One-on-one technical assistance at your school– Assist teachers in preparing for Indicator 13 data
collection– Connect districts with appropriate agencies– Talk to classes or parents about transition – Assist teachers in locating evidence-based
transition activities– Assistance in implementing or improving Project
Skills
Effective Teachers and Leaders
Students are supported by effective teachers and leaders.
Paraprofessionals Modules• Direct Step Online Learning Modules• Only for special education paraprofessionals• Units cover:
– Roles and Responsibilities of the Paraeducator– Assessment, Diagnosis and Evaluation– Improving Behavior– Paraeducator Support: Instructional Content and
Practice• See flyer for details
Direct Step Process1. Available after January 1, 2015 until gone2. Fill out the Administrator and Allocation form
(see attachments)3. Email to [email protected]
– If over 30 seat requests, approval from [email protected]
4. Direct Step will provide the Director key codes and training on system.
School Climate
Students enter schools that are provide an environment conducive to learning.
December Behavior Tip:Review Expectations and Rules
• Behavior regression? • Have a plan• Have kids model• Reinforce!
DATA INFORMATION
Data Support• State Performance Plan (SPP) Coordinators
– Regionally located– Connect with districts on-site– Knowledge of SPP data collection and analysis
tools.– Assist in special education data analysis with the
district– Knowledge of changes related to SPP
*Based number on students that graduate with an IEP that graduate with a regular diploma by the number of student with IEP’s eligible to graduate
Indicator 1: Graduation
Indicator 2013-2014
2014-2015
2015-2016
2016-2017
2017-2018
2018-2019
1:Graduaion 83% 84.5% 85% 85% 85% 85%
Indicator 2: Dropout• Percent of youth with IEPs dropping out of high school• Information is collected through SIMS utilizing the special education exit code.• Total number of students who dropped out / Total number of students on IEPs
Indicator 3Indicator 2013-
20142014-2015
2015-2016
2016-2017-
2017-2018
2018-2019
3A: AMO/AYP 16.93% 24.48% 32.03% 39.58% 47.13% 54.68%3B: Participation – Math 99.40% 99.40% 99.40% 99.40% 99.40% 99.40%
3B: Participation – Reading/ELA 99.40% 99.40% 99.40% 99.40% 99.40% 99.40%
3C: Proficiency – Math (Grades 3-8) 47.65% 52.41% 57.17% 61.93% 66.69% 71.45%
3C: Proficiency – Math (Grade 11) 47.65% 52.41% 57.17% 61.93% 66.69% 71.45%
3C: Proficiency – Reading/ELA (Grades 3-8)
47.50% 52.28% 57.05% 61.82% 66.59% 71.37%
3C: Proficiency – Reading/ELA (Grade 11)
47.50% 52.28% 57.05% 61.82% 66.59% 71.37%
Indicator 4A: Suspension/Expulsion• Districts that have 5% of students with
disabilities suspended for >10 days / total number of districts.
• 1.3% allows for two districts
Indicator 5: LRE(Children 6-21) Monitoring Priority: FAPE in the LREResults indicator: Percent of children with IEPs aged 6 through 21 served:
A. Inside the regular class 80% or more of the day;B. Inside the regular class less than 40% of the day; andC. In separate schools, residential facilities, or homebound/hospital placements.
Indicator 6: LRE (3-5)• Results indicator: Percent of children aged 3 through 5 with IEPs attending
A. Regular early childhood program and receiving the majority of special education and related services in the regular early childhood A. program; andB. Separate special education class, separate school or residential facility.
A: You want to increase the # of students receiving services in regular ed settingB: You want to decrease the # of students receiving services in other locations or special settings
Increased A by .5% each yearDecreased B by .5% each year
Indicator 7: Preschool OutcomesPercent of preschool children aged 3 through 5 with IEPs who demonstrate improved:• A1 & A2 Positive social-emotional skills (including social A. relationships);• B1 & B2 Acquisition and use of knowledge and skills (including early language/ communication and
early literacy); and• C1 & C2 Use of appropriate behaviors to meet their needs.
Summary Statement 1: Of those preschool children who entered or exited the preschool program below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program.Summary Statement 2: The percent of preschool children who were functioning within age expectations in each Outcome by the time they turned 6 years of age or exited the program.
Indicator 8- Parent involvement
• Results indicator: Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities.
Indicator 9-Disproportionate Representations
Percent of LEAs with Disproportionate Representation that is a Result of Inappropriate Identification
FFY 2013 2014 2015 2016 2017 2018Target ≥ 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
Indicator 10: Disproportionate Representations in Specific Disability Categories Data are
provided by the State
Percent of LEAs with Disproportionate Representation that is a Result of Inappropriate Identification
FFY 2013 2014 2015 2016 2017 2018Target ≥ 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
Indicator 13 : Secondary Transition
*Number of youth aged 16 and above with IEP’s that contain each of the required components for secondary transition by number of youth with IEP’s aged 16 and aboveIndicator 2013-
20142014-2015
2015-2016
2016-2017
2017-2018
2018-2019
13:Secondary Transition
100% 100% 100% 100% 100% 100%
Indicator 14 – Post School Outcomes
Indicator 14 2013-2014
2014-2015
2015-2016
2016-2017
2017-2018
2018-2019
A: Enrolled in Higher Ed 15.50% 15.50% 15.50% 15.50% 15.50% 15.50%
B: Higher Ed or Competitively Employed 66.50% 66.50% 66.50% 66.50% 66.50% 66.50%
C: Higher Ed, other postsecondary ed, training program, competitively employed or some other employment
81.00% 81.00% 81.00% 81.00% 81.00% 81.00%
CHILD COUNT UPDATE
Child Count
• To Date– Districts that have uploaded
• 95 districts (63%) have uploaded data; • 80 district have signed off
– Deadline January 15, 2015
Who to ask?
• IEP Questions– Special Education Programs at 773-3678
• Entering information into Infinite Campus– Data Collection office at 773-3248
• Submitting official child count– Susan Woodmansey and Bobbi Lieferman at 773-
3248
Private School Child Count• Used for :
– Federal Reporting of Child Count– Proportionate Share funding
• All students, who are eligible, whether receiving services or not
• Email went out on Dec. 3rd to each district with a non-public school• Spreadsheet can be found at
http://doe.sd.gov/ofm/data-childcount.aspx • Child Count Data Elements:
http://doe.sd.gov/oess/documents/SPED-Emts.pdf
• Need to be submitted by Jan. 15, 2015• Submit to [email protected]
OSEP Updates
OSEP- JCD lettersOn December 8, 2014, OSEP released a Dear Colleague Letter on the educational needs of students with disabilities who are in correctional facilities and the requirements of Part B of the IDEA as they apply to States, SEAs, and LEAs in educating these students.
A set of Guiding Principles outlines five principles and supporting core activities to improve education practices, or implement new ones. The guide is meant to help agencies and facilities serving youth in correctional education provide education services comparable to those available to students in community schools.
For more information go to www.ed.gov/correctionaled Dear Colleague Letter: http://www2.ed.gov/policy/gen/guid/correctional-education/idea-letter.pdf Guiding Principles: http://www2.ed.gov/policy/gen/guid/correctional-education/guiding-principles.pdf
OSEP-Effective CommunicationOn November 12, 2014, the U.S. Department of Education and the U.S. Department of Justice issued a joint Dear Colleague Letter on Effective Communication for Students with Hearing, Vision, or Speech Disabilities in Public Elementary and Secondary Schools
For more information go to: Dear Colleague Letter http://www2.ed.gov/about/offices/list/ocr/letters/colleague-effective-communication-201411.pdf
Frequently asked questions on Effective Communication for Students with Hearing, Vision, or Speech Disabilities in Public Elementary and Secondary Schools http://www2.ed.gov/about/offices/list/ocr/docs/dcl-faqs-effective-communication-201411.pdf
IDEA and Title II regs may differ, disticts need to follow both – read case studies for examples of how to apply guidance
Accountability Schedule
2015-16 Accountability ScheduleArlingtonAvonBalticBig Stone City*Bowdle*BisonBridgewater-EmeryCanton*CastlewoodColome-ConsolidatedDakota Valley (North Sioux City)*EdgemontElk Mountain (Dewey)Ethan*Fredrick Area
Groton Area*HerreidHighmore-Harrold*Hitchcock-TulareJones County (Murdo)KimballLeola*McLaughlinMilbank*NewellNorthwestern Area (Mellette)*OelrichsPlankintonPierre
* 4 day school week
Rapid CitySmee (Wakpala)Scotland*SummitTodd County (Mission)*Wall*White River*Winner*Woonsocket
Ability Building Service- YanktonSD Human Service Center- YanktonDakotabilities- Sioux FallsBlack Hills Work- Rapid CityNorthern Hills Training Center- Spearfish
If there are any questions please contact Arlene Maxfield at [email protected]
PROFESSIONAL DEVELOPMENT
Special Education Conference
• Raising the Bar to Achieve Results for All!• March 10 – 11, 2015• Best Western Ramkota in Sioux Falls, South
Dakota
Multi-tiered System of Supports
• Save the Date – Summer MTSS Conference – June 3 and 4 - Pierre
• Contact Rebecca Cain at [email protected] with any questions on beginning implementation with the state initiative.
Autism Spectrum Disorder Evaluation Team TrainingRapid City, SD Sioux Falls, S.D. Jan. 28 -31 Feb. 18 -21Hilton Garden Inn Hilton Garden Inn Downtown
Who may attend:This training will be offered to multidisciplinary evaluation teams in public school districts and educational cooperatives in South Dakota. Teams will be required to submit an application and will be selected on the basis of need and space availability.
Credit for attending:You may receive 2 graduate credits or CEU for completing the training.
If you have any questions please contact Arlene Maxfield at 605.773.2594.
Save the Date:Northern Plains Law Conference
Sept. 22-23, 2015Rushmore Plaza Civic Center
Rapid City, SD
Preconference for New Sped Directors September 21, 2015
Preconference for school attorneysSeptember 21, 2015
If you have any questions please contact Arlene Maxfield at 605.773.2594.
Monthly Topical Calls• Upcoming Calls 3:30-4:30 (central):
– AT (3rd Tues) No call in December– AAC (4th Tues) No call in December– MTSS (1st Tues) January 6 Walking through the MTSS
application– SPED (2nd Tues) Jan 13 – Topic to be determined
• Check Sped Director Monthly Meeting site for webinar links , call in numbers and recordings:– http://doe.sd.gov/oess/speddirectors.aspx
Indicator 17SSIPState Systemic Improvement Plan
SSIP Framework
Reading
Fact #1Achievement Gap
GenderSocioeconomic status
Dropout ratesZip codes
…among others…
General Education
Special Education
Reading
General Education78.29%
Special EducationSWD 53.28%SLD 36.05%
3rd gradeProf/adv.
Reading
General Education72.45%
Special EducationSWD 34.67%SLD 22.73%
8th GradeProf/adv
Performance Reading Gap
General Education70.30%
Special EducationSWD 25.53%SLD 13.46%
11th GradeProf/adv
Fact #24th Grade NAEP
All Students 32%
SWD 10%
8th Grade NAEP
All Students 36% SWD 4%
Fact #3Special Education student performance
Lower Performance Overall
High gap between general education and special education
versus
Data has shown!
• Colony in the district• Native American population• Poverty index• Number of students in district/school• MTSS (Multi Tiered System of Support)• HQT
Discussion
What do you need in your district to improve reading outcomes for K-3rd
grade?
Trainings?
Get More InformationSSIP
• Melissa Flor• [email protected]
• Dawn Wirth• [email protected]
MTSS• Rebecca [email protected]
Next Sped Directors LiveMeeting
January 20, 201510:00 CST
TEACHER OR DISTRICT SHARING
• It is your time to shine: help us celebrate teacher and/or district accomplishments by letting your region rep know
Christmas at the Capitol
