Presentation Transcript

1. PPD Task Force

   March 2014
2. Operating Standards Changes Probably July, 2014 Cognitive Disability – changed to Intellectual Disability Clarifies initial evaluation team and reevaluation team Updates language: transition, visual impairment, scholarship availability, Adds requirement for initial informed consent to access insurance in provision of related services, and eye exam. IEP can not serve as prior written notice Removed required re-eval for preschool to kindergarten Clarifies DOS and DOR requirements for JP and Autism Scholarship
3. Memorandum to Whose IDEA is This? Memorandum to Amend Whose IDEA IS This? Must now be distributed when Whose IDEA IS This? http://education.ohio.gov/getattachment/Topics/Special-Education/Federal-and-State-Requirements/Operational-Standards-and-Guidance/ODE-OEC-2013-1-Memorandum-PWN-Requirement-for-Initial-and-Annual-IEPs.pdf.aspx
4. PWN/ Whose IDEA is it? Updates 1/24/14 3/7/14 NEW version in MARCH 2014 PWN New Chart and Q and A Document http://education.ohio.gov/Topics/Special-Education/News/Prior-Written-Notice-Guidance PWN should be a summary of the meeting. Include items such as: Did the parents ask questions? What were the answers? Did the team consider anything else on the IEP? It should be an individualized summary of what the conversation was at the meeting.
5. Procedures for IEP meeting Hold the IEP meeting Discuss proposed/refused changes to the IEP (FAPE) After the IEP but BEFORE the implementation of the new IEP – provide PWN Check the “Other” box Complete the 6 questions – The discussion of what was proposed/refused/considered What was agreed upon, What was not agreed upon- but why the district chose what they did, Parents input/concerns It should not be a repeat of the entire IEP, instead, documentation of the discussion that took place on the road to develop the IEP Question 2- “At the IEP meeting on __ the follow proposed action (or refused action) was agreed upon by all members of the IEP team” Summarize All changes on one PWN The PWN must be individualized Can be sent home with copy of IEP (if parent didn’t attend)- but the IEP can not be implemented until the parent receives the PWN – Meeting date = the date the team met, Effective start date = date IEP is actually implemented End date= 1 year minus 1 day from the start date Note: if the meeting date and start date are several days apart, the child must have a valid IEP at all times, therefore the End date on the previous IEP must be the day before the start date on the new IEP Cross out the asterisked sentence about PWN on the IEP
6. More about PWN (PR-01) PWN – initial evaluation Do you need 2 PWN (one prior to conducting an evaluation and one at the conclusion of an initial evaluation)? NO Initial referral by district for suspected disability with PR-05 Initial evaluation and parents refuse services After the IEP prior to implementation (Proposed FAPE change) PWN Disciplinary Change of Placement When a district seek to change the placement as a result of disciplinary violation of student code of conduct. If it is NOT a manifestation of the disability – PWN is required after the decision is made, but before the placement is changed If it is a manifestation of the disability – there is NO change of placement and PWN is NOT needed.
7. ETR Timeline Chart
8. OEC is working on: Updating Parent surrogate training modules and moving them from OCALI to ODE’s website. New training modules for ETR and IEP and will be closely monitoring the training. Revising the Dispute resolution process Had a stakeholders meeting in December and the recommendations include: Change to a 1 tier system (hearing officer and eliminating appeal to state level review) so that districts can go directly to court Standardize procedures for hearing process- which will be put into officer training in August Standardize procedures for qualifications of hearing officers – There will be a review of current hearing officers
9. Clermont County SPP
10. Rule Reviews Autism Scholarship Draft Rule- undergoing 5 yr. Rule Review Accepting Public Comment taken till Feb 7th Instructional Assistant Draft Rule State law requires adoption of a new rules for a one year IA permit Accepting public comments till Feb Both Websites are no longer active For more information on Autism Scholarship go to http://education.ohio.gov/Topics/Other-Resources/Scholarships/Autism-Scholarship-Program/Autism-Scholarship-Program-For-Districts
11. EdResourcesohio.org The website www.edresourcesohio.org is still up and running.  The only items it still contains, however, are the databases of the complaint decisions, due process decisions, and waiver approvals.  If you simply go to the website there are 3 boxes to click in depending on what you want to look at.  DO NOT USE THE IEP/ETR ANNOTATED GUIDES
12. Preschool Transportation Guidance
13. HQT – Wendy Stoica http://education.ohio.gov/Topics/School-Improvement/No-Child-Left-Behind/Highly-Qualified-Teacher-HQT-Toolkit-2013-2014 there will be significant changes to qualifications for HQT for secondary “MH” teachers next year. ODE consultants from Diverse Learners, Curriculum and Assessment, OCALI and HQT offices are developing policy and guidance documents to address the new requirements. The HQT pages in the HQT Toolkit will be revised and updated to address those who teach grades 7-12 to be HQT in the content areas they instruct. We must establish higher expectations to align with the OACS-Extensions and that is why they must become HQT in grade 7-12 content. We intend to utilize the extended content standards online modules as the content component and additional online modules to address the pedagogy component to meet HQT with a phase in/transition period beginning in fall 2014. We expect the policy and guidance to be finalized soon.
14. HQT from OAPSA "ODE is working internally to provide a no or low cost way for teachers to meet this new requirement with a transition or phase-in period for full implementation by 2016-17 school year. Utilizing Ohio's Academic Content Standards-Extended new online content modules as the foundation along with additional online resources and professional learning communities or study groups teachers can meet HQT clock hour requirements for content and pedagogy in each content area of their teaching assignment. We apologize for the delay in providing more complete information to districts and impacted teachers and ask for your patience as we expect to provide these and guidelines for LEAs toward meeting this new requirement soon." Those teachers will still use Form D for now. The modules are meant for those who teach students who take the alternative assessments – so if others have been HQT using the 7-12 form for their assignment as an intervention specialist, this change doesn’t really apply to them and would not have to do the modules. The modules are an option for those who this change pertains to.
15. New OACS- Extended Modules English Language Arts and Math are here! 2 hrs. Each http://www.ohextendedstandards.org/
16. HQT Discussion
17. OCALI Course We are very excited to be able to offer new graduate credit courses for completing the Autism Internet Modules (AIM). As you are probably aware, we have partnered with Ashland University in Ohio to bundle modules for graduate credit. The cost per credit hour is 225.00. Registration is open for the spring courses. We are offering one, two and three credit options: Courses begin April 6, 2014 - Introduction to Autism Spectrum Disorders (1 credit) - Communication and Social Skills in ASD (1 credit) - Creating Classroom Structure for Students with Autism Spectrum Disorders (1 credit) - Evidence-Based Practices 1 (1 credit) - Evidence-Based Practices 2 (1 credit) - Evidence-Based Practices 2 (1 credit) - Transition-Aged Youth and Adults with ASD (1 credit) - Assessment, Characteristics and Evidence-Based Practices (2 credits) - Evidence-Based Practices (3 credit) There is a 2-step registration process for registration, one part is required on the AIM site, and the other is required on the Ashland University site. We suggest you begin on the AIM site (http://www.autisminternetmodules.org/courses).  Step 1: Follow the directions on the AIM site under the College and University Course Credit section of the dashboard. Use the Help button if you need it, and email aim_course@ocali.org if you have questions. Step 2: Complete the Ashland registration http://www.ashland.edu/founders/course-search/online?field_course_topic_value=All&field_course_sponsor_tid=156 and pay for your course on the Ashland University site. A link is also provided within the AIM course description. Within 24-48 hours after you have completed both steps and Ashland has added you to the course, you will receive an email from AIM confirming your registration and letting you know when the course will be available for you. Again, contact aim_course@ocali.org if you have questions. 
18. 3rd GG It is recommended that RIMP be separate from the IEP due to Federal/State Law Praxis: The 5203 Teaching Reading: Elementary Education test will not require educators to take additional coursework but simply pass the exam. Upon passing the exam, nothing additional will be added to a license. This qualification will not be a reading endorsement, but will satisfy the requirements of the law just the same. http://education.ohio.gov/Topics/Early-Learning/Third-Grade-Reading-Guarantee/Third-Grade-Reading-Guarantee-District-Resources/Teacher-Credentials
19. 3rd GG- Alternative Std. Assessment WHAT IS AN ALTERNATIVE STANDARDIZED ASSESSMENT FOR READING? A standardized assessment(s) for reading determined by the Ohio Department of Education for the Third Grade Reading Guarantee. Allows a third grade student to take and demonstrate an acceptable level of reading performance for promotion to the fourth grade. A student may only be promoted to the fourth grade based on their acceptable level of performance on the alternative standardized assessment if they did not earn a 392 or higher on the fall or spring third grade reading Ohio Achievement Assessment (OAA).
20. 3rd GG- Alternative Std. Assessment WHICH ASSESSMENT(S) WAS SELECTED FOR THE ALTERNATIVE STANDARDIZED ASSESSMENT FOR READING? The alternative standardized assessments for reading are: Iowa Assessments Form F Level 9 (grade 3) Northwest Evaluation Association(NWEA)- Measurement of Academic Progress(MAP) Terra Nova 3 For more information, log on to: http://education.ohio.gov/Topics/Early-Learning/Third-Grade-Reading-Guarantee/Third-Grade-Reading-Guarantee-District-Resources
21. Things that make you go “hmmmmmmm” Reading/Writing Diagnostics for students on AASCD Federal Law states that students must be assessed inappropriate on/off track When talking about on/off track – compared to typical? Compared to students with disabilities???? Curious minds would like to discuss…… HOW are YOU handling this
22. Kevin Jamison CPS 3rd Grade Reading Guarantee Decision Framework
23. AASCD NEW DEI FAQ Available on the AASCD portal Note if you skip tasks you will get an error that sections were left blank, just click yes and continue if purposefully left blank http://oh.portal.airast.org/oh_alt/wp-content/uploads/2014/02/SP14-Data-Entry-Interface-FAQ.pdf
24. PARCC Scribe Accommodation For students : with physical disability that limits writing, whose handwriting is illegible, who can write but have a documented disability in the area of writing. Qualifications of Scribe: be trained, sign an agreement form, for student who is deaf- be fluent in sign, should be familiar with student Lots of information about how, when, where….. http://www.parcconline.org/sites/parcc/files/PARCC%20Scribe%20Protocol%201-23-14.pdf
25. PARCC Assistive Technology Guidelines 2 Categories: `1. Plug into computer (keyboards, switch interfaces…)list available at http://PARCC.Pearson.com/AssistiveTechnology that work with TestNav8 platform. This list will be continually updated. Any AT can be tested in secured mode on the Infrastructure Trial site - even those that don’t appear on the list. 2. Stand alone devices- that do not interact directly with the TestNav(speech to text, AAC, Word prediction, self contained word processors…). All grammar checking, internet access and stored file functionalities must be disabled. All responses generated on stand alone AT must be transcribed to the computer/paper based test http://www.parcconline.org/sites/parcc/files/PARCC%20Field%20Test%20Assistive%20Technology%20Guidelines%20March%202014.pdf
26. PARCC ASSESSMENT and Assistive Technology Different levels of accessibility: Some for all Some for students who have a personal needs profile Importance of trying technology to see if it works prior to PARCC testing
27. School Finance Newsletter http://education.ohio.gov/Topics/Finance-and-Funding/Finance-Related-Data/Treasurers-Newsletter
28. 504 Updates Medical Diagnosis is not required Apply to athletics and extra curricular activities? Manifestation Determination for suspensions10+ days Failure to recognize disability based bullying, harassment, or intimidation violates 504 Action to be taken
29. CISAM Modules 1. AIM Introduction and Decision Making 2. Braille and Large Print 3. Audio and Digital Text 4. CISAM Services 5. PALM Initiative – purchase accessible learning materials (PSLM) initiative http://cisam.ossb.oh.gov/ProfessionalDevelopment.php
30. Walter Horn Awards Please nominate an Intervention Specialist and/or a student with disabilities from your district.  Please contact Sharon Rieke at 674-4234 or Sharon.rieke@hcesc.org if you are planning to nominate a teacher or student. Deadline is Friday, March 28th
31. 4 County PPD/Curriculum Meeting Cancelled from April 9 Will probably be rescheduled Stay tuned! Other District/ESC/Agency Announcements