Welcome to SEPPAC

1. Welcome to SEPPAC October 1, 2009

2. The message to teachers A New Year…Same Expectations • Student Growth is our #1 priority • Compliance with all due process requirements is how we document this

3. AYP Data: A review

4. What is Safe Harbor? • The calculations for Safe Harbor are based on student growth • Using the current years’ proficiency measure, if a building increases, by 10%,the number of student’s who grow from non-proficient status to proficient by the next measure. • This can “re-start the clock” on AYP status (e.g. PW and Chip)

5. What it means? Our district is on Step 1 having not made AYP • As a district we are cited as “Needs Improvement” (Stage 1.1) • Any school in grey is individually cited as “Needs Improvement” • Title I schools who are cited as “Needs Improvement” must (VH and BA) must take the action described in Stage 1.1 (School Choice)

6. What do we do? • Every building/ program has a list of the students who did not make proficiency • All student data is available on I-Cue • Focus on Student Growth in order to make “Safe Harbor”

7. Even though we know that our students have disabilities… …and may not make 100% proficiency by 2014, we must continue to have high expectations for their growth and learning

8. And because our students have disabilities, we must…… • Focus on learning for ALL students as our fundamental purpose • Coordinate and collaborate with others (parents and content teachers) • Focus on results to assess our effectiveness with each student

9. Increasingly, • Our students will be measured on their proficiency in reading, math, written language, science • Credits (and homework) will have much less influence on whether a student completes a high school education • Our roles, as special educators will need to adjust accordingly

10. We must ask Four Key Questions • What is it we expect our students to learn? • How will we know when they have learned it? • How will we respond when they don’t learn? • How will we respond when they already know it?

11. We understand this by assessing student’s learning • Summative Assessment • MCA IIs and MAP tests provide summative data • Formative Assessment • Aimsweb, Lexile monitoring, common assessments, benchmarks, gateways, daily/weekly progress charting provide formative data

12. Next Steps • Mary Roden and I will be working with the Principal and SELT from each site to make sure that each special education teacher has the necessary data to answer the four questions • As part of the mid-year ISIIP review process, I will meet with each special ed team to review progress

13. Due Process Compliance • We completed our 100% correction and plan to address systematic non-compliance • There were a number of areas of systemic non-compliance including: -PWN -Annual IEP/ IFSPs -Freq of Re-eval -Team Meeting members -Sec Trans Eval -Students grad/aged out -Eval Reports -LRE statements -Goals and obj -Progress reporting -Adap/Accommodations -Mod of Assessments

14. Due Process Compliance • Due Process Manual • 5 main sections • Team Meetings • Evaluation Planning • Evaluation Reports • IEPs (age 3-gr 8 and gr 9-age 21) IFSP section coming • Prior Written Notice

15. Other Legal/Due Process Updates: • Transition Age“During grade 9, the plan must address the student's needs for transition from secondary services to postsecondary education and training, employment, community participation, recreation, and leisure and home living.’ Used to read: “By grade 9 or age 14”

16. PBIS Three Mounds View elementary schools received MDE PBIS grants that focus on training and implementation We hope to have additional schools apply this next year Other schools have their own planning process to address PBIS in their buildings

17. Stimulus Money • ALL is being invested in special education • Technology • Tech support • Training and Curriculum • PBIS • Due Process Days • Tests and Materials

18. Technology includes: • Document Camera/ projector for each site • Updated computers for special ed staff • Mobile labs • Additional computers for Read 180 and System 44 • Smart Boards • CD players, etc • Upgrade fiber connection for NETS and CLT • Two teachers with added assignments for tech support (Thanks to Krista Young and Becky Ramacher)

19. Training and Curriculum includes: • Orton-Gillingham training • Strategic Instruction Model (SIM) Learning Strategies • System 44 and Read 180 • Math and Science writing projects and training • PBIS • EC to K transition task force • CPI training • Secondary Transition • Support for RtI planning efforts

20. Tests and Materials include: • Additional W-J instruments • Another ADOS Kit • New STAGES and NETS classrooms • Student Plan with the tenSigma license • Flip cameras • Additional Read 180 and System 44 licenses • Additional HM materials • Edmark and Read Naturally Curriculum • Touch Math Curriculum • Additional grade level materials • Adaptive materials

21. Minnesota Dept of Ed Report Card • Each year, districts get a report card on how they are performing on the State’s Performance Indicators • These Performance Indicators were based on the special education review conducted by the federal government in 05-06 and developed in 06-07

22. MDE Report Card • There are 14 Performance Indicators for Part B (ages 3-21) • There are 8 Performance Indicators for Part C (Ages B- 2)

37. Performance Indicator 3 Child Outcome Data, collected for all ECSE students ages B to Kdgn, is reported individually

43. Update on Third Party Billing Efforts • Posting of the position • Hiring of clerical support now in process • New forms and formats being used • Examples of mini grants from last spring