special education directors’ webinar - gadoe.org · richard woods, georgia’s school...

Richard Woods, Georgia’s School Superintendent“Educating Georgia’s Future”

gadoe.org

Special Education Directors’ Webinar

September 11, 20181:00 pm

http://www.gadoe.org/

Richard Woods, Georgia’s School Superintendent

“Educating Georgia’s Future”gadoe.org



Agenda

• Georgia Autism And Behavior Support Initiative (GABSI)

• Georgia Alternate Assessment 2.0

• Participant Support Cost

• It’s all about transition!

• Transition Planning Compliance Reviews

• GO-IEP Reminder and Updates

• General Supervision and Implementation Updates

• OSEP Letters

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Georgia Autism and Behavior Support Initiative (GABSI)

TOPICS FOR 2018-2019:

Fall

Thursday, October 25

Book study: Teaching Students with Classic Autism in Natural Settings

Friday, October 26 - Using Technology in the Classroom

Winter

Thursday, February 7

Conducting Meaningful Functional Behavior Assessments

Friday, February 8

Selecting and Using Function-Based Interventions

GABSI REGISTRATION LINK: www.autism.georgia.com

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http://www.autism.georgia.com/


gadoe.org

***Albany location only***FALL SESSIONS

Thursday, October 25, 2018 – Book study - Teaching Students with Classic Autism inNatural Settings by Susan Sheridan and Deborah Bahme. This book will be provided to thefirst 30 registrants at each location (this is the same)

Friday, October 26, 2018 – Accessing Internet Modules; Prioritizing Social Skills Instruction;Completing FSSA and VSSPs

WINTER SESSIONS

Thursday, February 7, 2018 – How to determine the most effective intervention...

Friday, February 8, 2018 – Review of the BAU Fidelity Form - a teacher self-assessment form that can be used to determine teacher growth in the areas of Classroom Structure, Classroom Environment, Curriculum and Instruction, Social and Peer Relationships, Challenging Behaviors, Family Involvement, and Building a Positive Instructional Climate

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GABSI REGISTRATION LINK: www.autism.georgia.com


http://www.autism.georgia.com/





Albany – Facilitators: Sheila Swicegood, Sarah Ruddle

SW Georgia GLRS

915 South McKinley Street Albany, GA 31705

Phone: (229) 431-1230

Ellijay – Facilitators: Ruthie Reed-Rule, Suzanne D’Itri, Kim Dudley

Whitfield County Schools Student Services Center

201 East Tyler Street Dalton, GA 30721

Phone: (706) 276-1111

McDonough - Facilitators: Brock Tarno, Karen Barineau, Rachel McCann, Megan Sayago, Shille Ellison

Henry ED Center (Behind Stockbridge Elementary)

109 S. Lee Street Stockbridge, GA 30281

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GABSI Locations







GABSI Locations

October (Facilitators: Denise Duke, Jennifer Simpson, Larissa Beecher)

October - Herman Ragin Center

1100 Main Street, Perry, GA. 31069

February - Houston County BOE Annex

1600 Macon Rd. Suite A Perry, GA 31069

Phone: (478) 919-7073

Waycross – Facilitators: Lori Taylor, Donna McClain, Amy Peavy

Ware County Board of Education

1301 Bailey Street (Room 202) Waycross, GA 31501

Phone: (912) 283-8656

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GABSI Registration

For more information and to register visit:

www.autism-Georgia.com

Debbie Reagin

[email protected]

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http://www.autism-Georgia.com

mailto:[email protected]




gadoe.org

Georgia Alternate Assessment (GAA) 2.0

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The Eligibility Criteria for Participation on GAA 2.0

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The Eligibility Criteria for Participation on GAA 2.0

•Each year, the IEP Team must consider if a student with a disability will be assessed using the regular state assessment or alternate assessment.

•Effective 2018-19 school year, IEP Teams must use the Eligibility Criteria for Participation in GAA 2.0 for each subsequent determination made concerning this area.

• Districts are not required to reconvene IEPs meetings to use this participation criteria; however, teams must use the criteria to make alternate assessment designations moving forward.

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Eligibility Criteria for Participation on GAA 2.0

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(page 2)

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(page 3)

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Allowable Accommodations for

Students with Disabilities

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Allowable Accommodationsfor SWDs

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GAA 2.0 Key Dates

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Prior to Testing

GAA 2.0 Fall Training Webinar:Orientation to new assessmentDeeper look at test design

October 22nd and 24th, 2018

GAA 2.0 Pre-Assessment Training Webinar:Final Test Set-up/Preparation

February 25th and 27th, 2019

Test Materials arrive in systems Early March 2019

Test Window

Spring 2019 Testing Window March 25th – May 3rd, 2019

Systems Return Test Materials to Questar May 10th, 2019







Available GAA 2.0 Resources

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• Eligibility Criteria for Participation on GAA 2.0 (website)

• Allowable Accommodation for SWDs (website)

• Georgia Standards of Excellence (website)

• Blueprints (website)

• Extended Standards (coming September 2018)

• Sample Tasks (coming October 2018)

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GAA_2.aspx



http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GAA_2.aspx





Contact Information

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Crystal R. Callaway

Education Program Specialist

Special Education Services and Supports

[email protected]

(404) 657-9969

Mary Nesbit-McBride

Assessment Specialist

ACCESS 2.0 & GAA 2.0

[email protected]

(404) 232-1207









Participant Support Cost

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Participant Support Costs (PSC)• §200.75 Participant support costs.

• Participant support costs means direct costs for items such as stipends or subsistence allowances, travel allowances, and registration fees paid to or on behalf of participants or trainees (but not employees) in connection with conferences, or training projects. (Contractors/vendors are not considered employees unless they are defined by the LEA as “contracted employees”.)

• §200.456 Participant support costs.

• Participant support costs as defined in §200.75 Participant support costs are allowable with the prior approval of the Federal awarding agency.

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Participant Support Costs (PSC) –Conferences §200.432

• A conference is defined as a meeting, retreat, seminar, symposium, workshop or event whose primary purpose is the dissemination of technical information beyond the non-Federal entity and is necessary and reasonable for successful performance under the Federal award.

• Allowable conference costs paid by the non-Federal entity as a sponsor or host of the conference may include rental of facilities, speakers' fees, costs of meals and refreshments, local transportation, and other items incidental to such conferences unless further restricted by the terms and conditions of the Federal award.

• As needed, the costs of identifying, but not providing, locally available dependent-care resources are allowable. Conference hosts/sponsors must exercise discretion and judgment in ensuring that conference costs are appropriate, necessary and managed in a manner that minimizes costs to the Federal award.

• The Federal awarding agency may authorize exceptions where appropriate for programs including Indian tribes, children, and the elderly. See also §§200.438 Entertainment costs, 200.456 Participant support costs, 200.474 Travel costs, and 200.475 Trustees.

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Participant Support Costs Approval

• For participant support cost approvals, send an email to your Budget Liaison containing the detailed expenditure, cost, and purpose/use of the expense as it relates to cost principles.

• All approvals must be within the period of performance, and if known at the beginning of the year, with budget approval.

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gadoe.org

It’s All About TransitionWhat Does The Future Hold?

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Vision for Transition

• Every student graduates with skills needed to participate in postsecondary activities that are desirable and appropriate.

• Every student has the opportunity to participate in career pathways.

• Every student is included in his/her school.

• Building self-determination skills should be embedded in every aspect of the educational experience.

• Georgia school systems and GVRA work symbiotically (as much as possible) to provide the best services available.

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All About Transition

• Strengthening and embedding the GVRA Collaboration in the Transition Process and Self-Determination Initiatives

• ASPIRE/Student-led IEPs AND Self-Determined Learning Model of Instruction (SDLMI)

• Self-Determination Inventory

• Statewide Transition Process Technical Assistance

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gadoe.org

ASPIRE and SDLMI

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ASPIRE and Student-led IEPs

• Support GLRS to continue to support scale-up by districts of ASPIRE or any student-led IEP (SLIEP) initiative

• Who are the GLRS contacts for ASPIRE/SLIEP?

• Support GNETS to begin, scale-up or maintain current program

• All includes:

• Data driven decision making

• Training

• Monthly webinar series with focus on self-determination and student-led IEPs

• Last Monday of each month

• Self-Determination Community of Practice

• Dates in Friday Email Blast

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Self-Determination Community of Practice

• Seven Sessions beginning October

• Last Monday of each month from 3:00pm - 4:00pm

• Registration Link: Self-Determination Community of Practice: https://attendee.gotowebinar.com/register/6056567835905091842

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https://attendee.gotowebinar.com/register/6056567835905091842





Self-Determination Scale-Up

• Partnership with University of Kansas; Dr. Michael Wehmeyer

• Self-Determined Learning Model of Instruction (SDLMI)

• Self-Determination Inventory (SDI)

• SDLMI and SDI training for implementation and Sustainability (2 webinars and one face-to-face)

• Registration Links in the Friday Email Blast

• September 20th

• October 18th

• October 19th

• Self-Determination Community of Practice

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SDLMI/SDI Trainings

• 2 webinars and one face-to-face

• Registration dates (only register for one)

• Self-Determined Learning Model of Instruction (SLDMI) and Self Determination Inventory (SDI) September 20, 2018

• Self-Determined Learning Model of Instruction (SDLMI) and Self-Determination Inventory (SDI) October 18, 2018

• Self-Determined Learning Model of Instruction (SDLMI) and Self-Determination Inventory (SDI) October 19, 2018

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https://form.jotform.com/82414894129160







Statewide Transition Planning Process

Technical Assistance

• Statewide training in each GLRS featuring:

• AT, interagency linkages, self-determination

• Focus on quality and connectivity

• Full day of training tailored to the GLRS region

• Transition webinar series

• Last Tuesday of the month

• Topics and dates in Friday Email Blast

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Transition Webinar Series

• Last Tuesday of each month from 3:00pm-4:00pm

• September 25, 2018: Family Engagement: https://attendee.gotowebinar.com/register/4759416794013443330

• October 30, 2018: Assistive Technology/Accommodations: https://attendee.gotowebinar.com/register/228279897927096834

• November 27, 2018: Dual Enrollment/ Post Secondary Inclusive Programs: https://attendee.gotowebinar.com/register/5571519380825532930

• January 29, 2019: IGP/Career Pathways/CTAE/CTI: https://attendee.gotowebinar.com/register/3140039575952417794

• February 26, 2019: Transition Programs for 18-22 Year Old Students:https://attendee.gotowebinar.com/register/1832022060643144450

• March 26, 2019: Health Transition Planning/Youth Mental Health: https://attendee.gotowebinar.com/register/6468653798881546242

• April 30, 2019: Guardianship/Supported Decision Making: https://attendee.gotowebinar.com/register/4548819635366088706

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Transition Planning Process TA Dates by GLRS

• October: Regions: 1 (NW GLRS), 2 (N. Central), 3 (N. GLRS)

• November: 4E/4W (Metro East & West), 6 (W. Central GLRS), 7 Metro South)

• December: 14/15 (SE & Coastal GLRS), 13 (E. Central), 8 (Middle Georgia)

• January: 16 (SW GLRS), 17 (S. Georgia GLRS), 18 (S. Central)

• February: 11 & 12 (West Georgia GLRS)

• March: 9 (Oconee GLRS)/10 (E. Georgia)/ 5 (NE GLRS)

• April: Make Up Dates

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gadoe.org

CONTACT INFORMATION

Elise James, Program Specialist

Division for Special Education Services and Supports

404-657-0309 (Office)

404-326-0421 (Cell)

[email protected]

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gadoe.org

Transition Planning Compliance Reviews

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Timeline for Transition Planning Survey FY19 (Tentative)

• November 12 – December 13, 2018 –District Record Review

• December 4 – December 14, 2018 –Verification by GaDOE

• January 2 – January 18, 2018 – Prong 1

• January 21 – February 28, 2018 – Prong 2

• STAYED TUNED:

• October date for face-to-face technical assistance: Writing Compliant Transition Plans

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gadoe.org

CONTACT INFORMATION

Laurie Ponsell, Program Specialist

Division for Special Education Services and Supports

404-657-9972 (Office)

470-303-0516 (Cell)

[email protected]

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http://us




gadoe.org

GO-IEP Reminders & Updates

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REMINDER!!!

GO-IEP will not be available beginning at 5:00 pm this Thursday, September 13, 2018.

Remind all staff to print any draft documents needed for meetings scheduled on Friday, September 14, 2018.

GO-IEP 2.0 will resume at 5:00 am on Monday, September 17, 2018.

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Updates for 9/17/18

Some changes that will be seen regarding the reevaluation process in GO-IEP 2.0 on Monday, 9/17/18 include:

The old Redetermination Form has been renamed. It is now named the Reevaluation Data Review.

The option to conduct a Reevaluation Data Review without a formal meeting of the full committee will be available. It will be similar to the additional meeting notice option for an IEP Amendment in which the parent and LEA can agree that a formal meeting is not necessary.

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The Reevaluation Data Review will work much like it has in the past. It will allow current data for the student to be reviewed and documented.

However, the option to evaluate only for educational planning purposes or purposes other than eligibility will no longer be available.• If additional information is needed for educational

planning purposes or for post-secondary planning, this should be completed as part of a reevaluation.

• If additional information is needed for insurance or for other reasons, this should not be completed as part of a reevaluation.

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The meeting notice and all forms will now show both the IEP Team Member Role (SLP, School Counselor, etc.) and the selected Meeting Role (LEA or Designee, Special Education Teacher, General Education Teacher, etc.).

The GAA option has been updated to reflect GAA 2.0.

Environment code will be included in the FTE Report.

The FTE report will also be modified based on changes in Data Collection. Yes/No responses will show for all appropriate disabilities and related services rather than the Hours per Week for those fields.

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Other Updates

Other changes that are needed regarding the reevaluation process in GO-IEP 2.0 are still being developed. We will update GO-IEP districts when these changes are moved into production.

The Initial Timelines Report will include an additional field – Date of Completion of the Evaluation Process. The 60-day Timeline will refer to that date rather than the Initial Eligibility date.

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The Progress Monitoring page of the Eligibility, which includes the student's response to interventions, will still work much the same as it has in the past.

The SST requirement to provide interventions has not changed.

On the Decision Making page of the Eligibility, a revision will be made to give guidance that the student should not be considered for SLD eligibility if the intervention has not been implemented for sufficient time.

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In the revisions to the Implementation Manual, the following change was shared. A reevaluation must occur at least once every three years, unless the parent and the local education agency (LEA) agree that a reevaluation is unnecessary.

This opportunity is available before the reevaluation process begins. Therefore, a parent and a LEA may agree that a reevaluation is unnecessary before the review of existing evaluation data occurs.

GO-IEP will add an option to allow districts to document this decision. Each district will be able to determine the user types (System Admin, School Admin, Special Education teachers) who should be able to access this new option.

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FTE Errors

If a district is getting an E570 and/or E5941 and they feel that they shouldn’t be, such as the cases where the student has been through the initial placement cycle several times (events 02, 03, 04, 11, then 02, 03, 04, etc.), then those errors are relievable with the comment that the student went through the initial placement, was found not eligible, then went through the placement process again.

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General Supervision and IDEA Implementation Follow Up

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Reevaluation Scenario 1:

Primary: Emotional and Behavioral Disorder (EBD)

Secondary: Speech-Language Impairment (SLI)

During the reevaluation meeting, the Team decides that the existing data for EBD is enough to determine continued eligibility for this area but require additional information for SLI to determine whether the child continues to have a disability under the speech-language impairment eligibility.

• Obtain written informed parental consent before conducting any additional assessments as part of the reevaluation

• Speech-Language Pathologist will complete formal assessments in the area suspected and informal assessments in other areas under speech-language impairment.

• After the assessments are completed, the Team reviews those assessments and determines the child’s continued eligibility and educational needs (This is an eligibility meeting).

• During the review (eligibility meeting), if the speech-language assessments determine that the student no longer meets the eligibility criteria for the speech-language impairment eligibility, the student is exited from SLI services but continues to remain eligible for EBD.

Reevaluation Scenario 2:Primary: Speech-Language Impairment (SLI)

No Other Concern(s)

During the reevaluation meeting, the Team reviews and decides that informally collected data for academic and all other areas do not indicate other concern(s), but additional information is required for SLI to determine whether the child continues to have a disability under the speech-language impairment eligibility.


• Speech-Language Pathologist will complete formal assessments in the area suspected and informal assessments in other areas under speech-language impairment. A referral to psychological services is not warranted.

• After the assessments are completed, the Team reviews those assessments and determines the child’s continued eligibility and educational needs. This is an eligibility meeting and informal collected data for academics and all other areas can be entered into the eligibility report, as well as, the formal and informal data from the speech-language assessments.

• During the review (eligibility meeting), if the speech-language assessments determine that the student no longer meets the eligibility criteria for the speech-language impairment eligibility, the student is exited special education and related services.






• Please note that a parent has a right to request additional, formalized assessment.

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Primary: Speech-Language Impairment (SLI)

Additional Concerns(s)

During the reevaluation meeting, the Team reviews and decides that informally collected data for academic or any other areas indicate additional concern(s). Additional information is needed to determine whether the child continues to have a disability or additional areas of need due to a disability.


• Speech-Language Pathologist will complete formal assessments in the area suspected and informal assessments in other areas under speech-language impairment. The School Psychologist will complete formal and informal assessments for academics, as well as, other local assessment data that may inform academic performance.

• After the assessments are completed, the Team reviews those assessments and determines the child’s continued eligibility and educational needs (This is an eligibility meeting).

• During the review (eligibility meeting), if the speech-language assessments determine that the student no longer meets the eligibility criteria for the speech-language impairment eligibility, the student is exited from SLI but could be eligible for another eligibility category.





Evaluation Timeline

• Does the 60-Day timeline calculate from consent of evaluation to completion of the evaluation report?

• Yes, the 60-day timeline is from receipt of consent to the completion of the evaluation, which is shown by the completion of the evaluation report(s).

• Please note that the completion of report is different than the date assessments were administered.

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Eligibility Timeline

• When should the eligibility determination take place?

• After the 60-day timeline has passed, the LEA must make a determination of eligibility within a reasonable time, which we have indicated as 10 days.

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Child Find

• As part of the child find and referral process, LEAs must not delay evaluation due to the lack of RTI or research-based interventions.

• Correct, it is permitted to continue to implement interventions during the evaluation process.

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RTI Process

• Are we continuing to use the RTI process to support the eligibility determination process for a child determined to have Specific Learning Disability?

• Yes, Georgia State Rule requires the use of the RTI process.

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SLD Determination

• Are we required to implement interventions for 12 weeks to support the determination of a disability in the area of SLD?

• No, the required weeks of interventions for SLD is the period of time indicated on the instructional strategy. If no period of time is indicated, then a minimum of 12 weeks will be required.

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Eligibility Report

• If a student relocates to a district with an "expired" eligibility report, can the district reinitiate prereferral interventions?

• First, it is important to note that the eligibility report does not expire every three years; however, the eligibility report data may no longer support the team to answer the critical questions.

• The district should reinstate prereferral interventions but move forward with the necessary steps to provide FAPE.

• The district must provide FAPE to the child including services comparable to those described in the child’s IEP from the previous public agency until the new public agency conducts an evaluation and develops/implements a new IEP, if appropriate.

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Reevaluation

• If the IEP team reviews current data and determines that a student continues to meet the current eligibility placement, then can the team discuss a Waiver of the Re-evaluation?

• No, if the review of existing data supports the team in addressing the necessary questions, then the review constitutes a reevaluation. A waiver is not necessary.

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• A waiver of the reevaluation is done if the parent and LEA agree that a reevaluation, including a review of existing data, is not necessary.

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Necessary Questions

• present levels of academic achievement and related developmental needs of the child;

• whether the child continues to have a disability or additional areas of need due to a disability;

• whether the child continues to need special education and related services;

• whether the child needs any additions or modifications to the special education and related services to meet the measurable annual goals set in the IEP; and

• whether the child needs any additions or modifications to special education and related services to enable participation, as appropriate, in the general education curriculum

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• If during the course of an evaluation, the child is found to need glasses and the parents do not get the necessary glasses, is the LEA responsible for getting them?

• If the eyeglasses would be needed for the LEA to provide FAPE and for the child to avail himself/herself of the right to an evaluation, then the LEA must provide them. Schools and parents can work with public and private agencies to obtain funding for the glasses.

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When are hearing and vision to be screened?

• Federal regulations list vision and hearing as areas that may be evaluated in a special education evaluation, “as appropriate.” See 34 C.F.R. § 300.304(c)(4).

• However, professional ethics require that a diagnostic evaluation not proceed until it is documented that the child has acceptable levels of vision and hearing. Failure to do this would render test results invalid and might prevent discovery of vision and/or hearing problems as the primary or contributing source of the child’s problem(s). Therefore, if the hearing and vision screening was not conducted prior to receiving parental consent for evaluation, then the child should be screened at the beginning of the 60-day comprehensive evaluation. If the comprehensive evaluation will rely on prior hearing and vision screening (such as screening completed during the Student Support Team (SST) process), such screening should have been completed within one calendar year. If problems with the child’s hearing or vision need medical diagnosis or require the purchase of hearing aids or eyeglasses and the parents are unable to accomplish this, then the LEA must make sure that these devices and services are made available to the child.

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https://www.ecfr.gov/cgi-bin/text-idx?SID=74216b205a57f997242d1952e371b108&mc=true&node=pt34.2.300&rgn=div5#se34.2.300_1304





Student Information System (SIS)

• How will other vendors learn about the implementation changes?

• We will coordinate a public relations plan to address this concern.

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Evaluation Report

• Have you considered the potential hardship for speech/language pathologists to write evaluation reports?

• Please note that a local school district can opt to have an eligibility report comprehensive enough to serve as an evaluation report, as well.

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OSEP Letters

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OSEP Letter to Andel, 67 IDELR 156, February 17, 2016

• A state board of education member asked if a parent is accompanied to an IEP Team meeting by an individual/attorney without notifying the public agency of this prior to the meeting, would it be appropriate or allowable for the public agency to:

• (1) inform the parent that the meeting could proceed without the attorney; and/or

• (2) postpone the meeting specifically because the individual invited was an attorney and the meeting should be rescheduled for a time and date when the public agency can also have legal representation.

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https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/15-017791-il-andel-iepteam-acc.pdf

https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/15-017791-il-andel-iepteam-acc.pdf





Letter to Andel cont’d

• OSEP’s response is “[u]nder 34 C.F.R. §300.322(b), the public agency must inform parents in advance of the IEP meeting, including the purpose, time, and location of the meeting and who will be in attendance. [However, there] is no similar requirement in the IDEA for the parent to inform the public agency, in advance, if he or she intends to be accompanied by an individual with knowledge or special expertise regarding the child, including the attorney.”

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Letter to Andel cont’d..

• “[I]n the spirit of cooperation and working together as partners in the child’s education, a parent should provide advance notice to the public agency if he or she intends to bring an attorney to the IEP meeting. However, there is nothing in the IDEA or its implementing regulations that would permit the public agency to conduct the IEP meeting on the condition that the parent’s attorney not participate, and to do so would interfere with the parent’s right under 34 CFR §§ 300.321(a) and 300.322(a).”

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Letter to Andel cont’d…

• “It would be permissible for the public agency to reschedule the meeting to another date and time if the parent agreesso long as the postponement does not result in a delay or denial of a free appropriate public education to the child.”

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OSEP Letter to Mason, 118 LRP 32330, July 27, 2018

• An attorney asked whether administratively shortened school days to address the problem behaviors of a child were considered disciplinary changes of placement.

• Attorney stated that the shortened school days were not the result of the IEP Team process.

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https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/osep-letter-to-mason-07-27-2018.pdf





Letter to Mason cont’d…

• OSEP’s response is “the Department does not consider the use of exclusionary disciplinary measures to be disciplinary removals from the current placement for purposes of 34 CFR §300.530, so long as the children with disabilities are:• Afforded the opportunity to continue to be involved in

and make progress in the general education curriculum;

• Receive the instruction and services specified on their IEPs; and

• Participate with nondisabled children to the extent they would have in their current placement.

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