Department of Elementary and Secondary Education

1. Department of Elementary and Secondary Education Update

2. Compliance

3. End of Course Exams and MAP Documenting Statewide Assessments in the IEP now that we have End of Course Exams Changes in Model IEP form Accommodations and modifications

4. Specific Learning Disability eligibility determinations Districts may use RTI to determine SLD eligibility but need to follow the guidance available RTI Guidance/Guidelines on the web Sample Evaluation Report Special Education Standards and Indicators Other resources available through DESE May have handout of Required components for Evaluation and Reports for SLD May have handout of Required components for Evaluation and Reports for SLD

5. Early Intervening Services (EIS) District may use up to 15% of their Part B funds in a given year for EIS Services To Develop and implement coordinated ei services For students who need additional academic and behavioral support so succeed in a general education environment Services for students K-12 (especially K-3) not eligible for special education and related services

6. EIS (continued) EIS Activities may include Professional development for teachers and other school staff to enable such personnel to deliver scientifically-based academic and behavioral interventions Providing educational and behavioral evaluations, services, and supports May include PD and services- supports related to scientifically based literacy instruction, and, where appropriate, instruction on the use of adaptive and instructional softwareMay include PD and services- supports related to scientifically based literacy instruction, and, where appropriate, instruction on the use of adaptive and instructional software

7. Reporting Requirements for EIS Agencies must annually report to DESE: The number of children served who received early intervening services The number of children served who received early intervening services and subsequently receive special education and related services during the proceeding two (2) years

8. DESE Data Collection

9. MOSIS (Missouri Student Information System) New primary data collection Student/educator level reporting Limited number of files used for many different collections A data file upload is called a TRIAL Certifying a trial populates & overwrites Core Data Screen data OK, let�s move on to the meat of this session � data collection and reporting. DESE has just started to collect data at the student level. How many of you know anything about MOSIS? What is the relationship between MOSIS and Core Data? Basically, Core Data still exists, but will have limited use as a data collection tool. Now MOSIS is the primary data submission tool. Go over bulletsOK, let�s move on to the meat of this session � data collection and reporting. DESE has just started to collect data at the student level. How many of you know anything about MOSIS? What is the relationship between MOSIS and Core Data? Basically, Core Data still exists, but will have limited use as a data collection tool. Now MOSIS is the primary data submission tool. Go over bullets

10. Same Data, Different Concept Core Data the way it WAS MOSIS the way it IS Aggregate reporting � counts of various types of students Often controlled/ owned/entered by program personnel Individual student reporting � all students reported in every file Generally controlled/compiled/ submitted by IT or central office staff

11. Special Education MOSIS / Core Data Go over quickly � refer to reporting tableGo over quickly � refer to reporting table

12. DESE Data Collection Core Data Manual http://www.dese.mo.gov/divimprove/coredata/CDmanual.html MOSIS http://dese.mo.gov/MOSIS/

13. Screen 3 � Contact Info Core Data Screen 3 lists out contact information for district personnel Special Education contact information is CRITICAL

14. Making sense of it all� Core Data Reports MOSIS Reports Verification Reports Special Education Profile Needs Assessment Data Coordination Staff District that submitted two years worth of exiters in one year. Made graduation rate look slightly better, but made dropout rate look much worse. District that submitted two years worth of exiters in one year. Made graduation rate look slightly better, but made dropout rate look much worse.

15. IMACS & ePeGs electronic Planning and electronic Grants System (ePeGs) DESE�s consolidated planning and grant system Used for special education improvement plans Improvement Monitoring, Accountability and Compliance System (IMACS) Special Ed�s web-based monitoring system Used for special education compliance monitoring and CAPs Improvement plan data previously entered in IMACS will not be transferred to ePeGs

16. IP Training

17. Development of improvement plans is mandatory for districts completing self-assessment for monitoring purposes when selected SPP indicators are not met Scoring guide for use in development of IP Training is provided on data analysis and improvement planning RPDC consultants available to districts in the development and implementation of IPs Improvement Planning (IP) Another component of the self assessment is improvement planning, and this represents a significant change from previous monitoring cycles and the strengthened emphasis on performance that runs throughout our monitoring. As with file reviews, Improvement Planning is mandatory for districts completing their self assessment if they did not meet the required thresholds on the SPP indicators I mentioned earlier. When you go through your self assessment training you will learn about the scoring guide that we use to evaluate your plan, and you will use to guide you in writing a good plan. You�ll also learn about the data analysis you will need to conduct and the process of improvement planning in general. The RPDC special education consultants are instrumental in helping districts work through this improvement planning process.Another component of the self assessment is improvement planning, and this represents a significant change from previous monitoring cycles and the strengthened emphasis on performance that runs throughout our monitoring. As with file reviews, Improvement Planning is mandatory for districts completing their self assessment if they did not meet the required thresholds on the SPP indicators I mentioned earlier. When you go through your self assessment training you will learn about the scoring guide that we use to evaluate your plan, and you will use to guide you in writing a good plan. You�ll also learn about the data analysis you will need to conduct and the process of improvement planning in general. The RPDC special education consultants are instrumental in helping districts work through this improvement planning process.

18. Entered in ePeGS Main components Needs assessment (data-based) Objective Evaluation Procedures Strategy Action steps and timelines Impact measures and timelines Budget Improvement Plan I won�t attempt to cover a lot of information about Improvement Plans, but will just mention that the plans are now going to be entered through the ePeGS system. Briefly, the main components in the plan are listed on the slide. The needs assessment is an analysis of your data to determine what needs to be worked on and just as the Present Levels section of the IEP is the foundation of a good IEP, this needs assessment is critical for building your plan. You will develop objectives and strategies based on your needs assessment and determine how you are going to evaluate your progress on objectives and the impact of the strategies you implement. Action steps and timelines are also included. I won�t attempt to cover a lot of information about Improvement Plans, but will just mention that the plans are now going to be entered through the ePeGS system. Briefly, the main components in the plan are listed on the slide. The needs assessment is an analysis of your data to determine what needs to be worked on and just as the Present Levels section of the IEP is the foundation of a good IEP, this needs assessment is critical for building your plan. You will develop objectives and strategies based on your needs assessment and determine how you are going to evaluate your progress on objectives and the impact of the strategies you implement. Action steps and timelines are also included.

19. Timelines for IP For Self-Study Districts � Improvement Plan must be submitted to DESE buy 5:00 p.m. on March 2, 2009. For districts applying for grants- Must submit a letter of intent to DESE by 5:00 p.m. on January 11, 2009. Plan must be submitted to DESE by 5:00 p.m. on March 2, 2009.

20. Transition in Missouri 

21. TRANSITION PARTNERSHIP DESE and Transition Coalition Partnership OSEP funded Evidence based information

22. TECHNICAL ASSISTANCE AND TRAINING Develop and disseminate specific print and web-based materials about transition activities in Missouri Develop a technical assistance document titled 101 Tips for Transition Develop a DESE approved transition training calendar, continue to monitor and update IEP examples and training modules� Continue to update Frequently Asked Compliance Q&As and Provide Technical Assistance to RPDC Transition Consultants provide information related to topics and issues in transition. Collaborate with the RPDC consultants to expand workshop training packages in the areas of interagency collaboration and transition assessments. Develop Missouri Specific Modules Best Practices in Transition Post-Secondary Transition

23. TRANSITION LIAISONS A group of district volunteers who work with transition � Meet together in both face to face and online meetings � Assist in vetting DESE materials � Share best practices between schools � Assist with conference presentations � Receive Training Opportunities

24. COMMUNITY OF PRACTICE Provide a forum for sharing practices, seeking and disseminating other information � Host and archive three �Ask the Expert Events� on the community of Practice Host a closed site for RPDC, MITT, Transition Liaisons on the COP for resource sharing, problem solving and on-going dialogue. � missouritransition.org

25. TRANSITION INSTITUTE Provide a yearly training institute based upon the needs identified in the Quality Indicator of Exemplary Transition Program Needs Assessment Intrument.

26. MISSOURI INTERAGENCY TRANSITION TEAM Consists of members of state agencies and other stakeholders who work with the transition process Develop a comprehensive plan for transition within the state

27. COMMUNITY TRANSITION TEAM A group consisting of members of the community working together to identify resources for transition � Information will be placed into a searchable website of Missouri Regional Resources

28. Targeted Technical Assistance and Professional Development

29. RPDC Consultants Mo Resources (MORE) PD offerings, including Improvement Planning Project ACCESS School wide PBS KU Transition Coalition Online Teacher Mentoring Administrator Mentoring Program DESE website Tools for Improving Student Performance This slide lists a number of the tools that the Department has available to districts to assist them in correcting non-compliance and improving the performance of students with disabilities. We will cover these in more detail.This slide lists a number of the tools that the Department has available to districts to assist them in correcting non-compliance and improving the performance of students with disabilities. We will cover these in more detail.

30. Improvement Consultants Compliance Consultants Regional Positive Behavior Supports Consultants Blindness Skills Specialists http://dese.mo.gov/divteachqual/leadership/rpdc/index.html RPDC Consultants The Division of Special Education supports a number of positions at the Regional Professional Development Centers. These staff are available to provide Professional Development and Targeted Technical Assistance to districts in their region. The Improvement Consultants provide Professional Development and Technical Assistance to districts in the areas of instructional improvement and improvement planning. The compliance consultants work with districts to help them understand and effectively implement IDEA compliance requirements and to develop and implement Corrective Action Plans to ensure that any identified non-compliance is corrected within 12 months. The Regional Positive Behavior Supports Consultants work with districts to implement a system of Schoolwide Positive Behavior Supports and the Blindness Skills Specialists work with students, parents and districts to provide direct services, evaluations, training and technical assistance to address the needs of blind and visually impaired students. To locate the special education consultants in your region go to the website that is shown on the screen.The Division of Special Education supports a number of positions at the Regional Professional Development Centers. These staff are available to provide Professional Development and Targeted Technical Assistance to districts in their region. The Improvement Consultants provide Professional Development and Technical Assistance to districts in the areas of instructional improvement and improvement planning. The compliance consultants work with districts to help them understand and effectively implement IDEA compliance requirements and to develop and implement Corrective Action Plans to ensure that any identified non-compliance is corrected within 12 months. The Regional Positive Behavior Supports Consultants work with districts to implement a system of Schoolwide Positive Behavior Supports and the Blindness Skills Specialists work with students, parents and districts to provide direct services, evaluations, training and technical assistance to address the needs of blind and visually impaired students. To locate the special education consultants in your region go to the website that is shown on the screen.

31. Searchable database organized around SPP indicators Current information about results areas Provides various evidence-based information types http://www.dese.mo.gov/divspeced/ MO Resources (MORE) The MO Resources system is a searchable database that contains the latest evidence-based resources about Special Education outcome indicators such as graduation, dropout and assessment proficiency. It provides current information about a variety of special education results areas. It is intended to assist with enhancing the knowledge base of results teams and to enrich planning activities to improve outcome data. The MO Resources system is a searchable database that contains the latest evidence-based resources about Special Education outcome indicators such as graduation, dropout and assessment proficiency. It provides current information about a variety of special education results areas. It is intended to assist with enhancing the knowledge base of results teams and to enrich planning activities to improve outcome data.

32. DESE PD modules Improvement Planning training Other offerings available through your RPDC Consultants can tailor trainings to meet individual district needs as identified through data/systems analysis and improvement planning Professional Development (PD) Offerings The Division of Special Education as well as the RPDCs have a number of PD offerings that are available to districts. The Special Education Consultants can also tailor trainings to meet the needs of individual districts. One training that I�d like to point out is the improvement planning trainings which cover the development of a good improvement plan, including the scoring guide that will be used to evaluate the plans submitted as a part of the self-assessment or grant application. The Division of Special Education as well as the RPDCs have a number of PD offerings that are available to districts. The Special Education Consultants can also tailor trainings to meet the needs of individual districts. One training that I�d like to point out is the improvement planning trainings which cover the development of a good improvement plan, including the scoring guide that will be used to evaluate the plans submitted as a part of the self-assessment or grant application.

33. Support center for districts and families working with students with Autism Located in Springfield on the campus of Missouri State University�but serves entire state Web site http://education.missouristate.edu/access/ Project ACCESS The Division of Special Education provides a support center called Project ACCESS that provides information, training and technical assistance to schools and families working with children with Autism. Project ACCESS is located in Springfield on the campus of Missouri State University, but it serves the entire state. To learn more about the services that Project ACCESS provides or to contact them, visit the website listed on the screen.The Division of Special Education provides a support center called Project ACCESS that provides information, training and technical assistance to schools and families working with children with Autism. Project ACCESS is located in Springfield on the campus of Missouri State University, but it serves the entire state. To learn more about the services that Project ACCESS provides or to contact them, visit the website listed on the screen.

34. School-wide Positive Behavior Support (SW-PBS): Proactive approach to put strategies in place for all children while building in supports for children at risk for and/or who receive special education services for behavior problems Requires a 3-5 year commitment SW PBS DESE works collaboratively with the MU Center for PBIS and Regional Professional Development Centers to promote SW PBS across the state. To date there are 302 implementing schools in Missouri. School-wide PBS describes a pro-active approach that addresses systems, data, and practices. DESE works collaboratively with the MU Center for PBIS and Regional Professional Development Centers to promote SW PBS across the state. To date there are 302 implementing schools in Missouri. School-wide PBS describes a pro-active approach that addresses systems, data, and practices.

35. Primary Objectives of SW-PBS: Active administrator support & leadership Common purpose and approach to discipline Clear set of positive expectations and behaviors Procedures for teaching expected behaviors Continuum of procedures for encouraging expected behaviors Continuum of procedures for discouraging inappropriate behaviors Data-based decision making for monitoring SW PBS The primary objectives of School-wide PBS include: 1) an active administrator 2) a common discipline approach 3) clear expectations 4) a system for adults to support those expectations (or reinforce appropriate behaviors) 5) a system for adults to consistently address inappropriate behaviors 6) and use of data!!The primary objectives of School-wide PBS include: 1) an active administrator 2) a common discipline approach 3) clear expectations 4) a system for adults to support those expectations (or reinforce appropriate behaviors) 5) a system for adults to consistently address inappropriate behaviors 6) and use of data!!

36. RPDC Transition Specialists KU Transition Coalition State Interagency Transition Team � Special Education/ Vocational Rehabilitation/Career Education/Other state agencies working with adolescents with disabilities Post-Secondary Transition DESE also provides resources to assist school districts and teachers in the area of post-secondary transition. Each RPDC region has a trained transition specialist who is available to provide technical assistance in this area. In addition, DESE has entered into a partnership with the Kansas University Transition Coalition to collaborate in the area of post-secondary transition training. The transition coalition is funded by OSEP and provides up to date information and technical assistance to DESE. Currently, there is a State Interagency team which has come together to pool services and to collaborate on methods of promoting positive outcomes for adolescents with disabilities as they transition from school to post-secondary settings.DESE also provides resources to assist school districts and teachers in the area of post-secondary transition. Each RPDC region has a trained transition specialist who is available to provide technical assistance in this area. In addition, DESE has entered into a partnership with the Kansas University Transition Coalition to collaborate in the area of post-secondary transition training. The transition coalition is funded by OSEP and provides up to date information and technical assistance to DESE. Currently, there is a State Interagency team which has come together to pool services and to collaborate on methods of promoting positive outcomes for adolescents with disabilities as they transition from school to post-secondary settings.

37. DESE is working with Success Link Mentoring tool for teachers Relationship building Lesson plan resources http://www.successlink.org/mentor/index.asp On-line Teacher Mentoring Program The DESE in cooperation with Success Link has made available a web page for the online mentoring of teachers. This tool allows for individuals to post any questions they have, to share resources, to access professional development opportunities and to contact each other. There is an area specifically for the sharing of lesson plans among practicing teachers. This page provides an outlet for teachers to reflect with one another in a community of practice format. This is a good resource for your staff, including special education teachers, in that lesson plans are available, and PD offerings are posted in addition to the community of practice. The DESE in cooperation with Success Link has made available a web page for the online mentoring of teachers. This tool allows for individuals to post any questions they have, to share resources, to access professional development opportunities and to contact each other. There is an area specifically for the sharing of lesson plans among practicing teachers. This page provides an outlet for teachers to reflect with one another in a community of practice format. This is a good resource for your staff, including special education teachers, in that lesson plans are available, and PD offerings are posted in addition to the community of practice.

38. Online presentations IDEA2004 Series http://dese.mo.gov/divspeced/Compliance/IDEA_ReAu2004/ RtI, FBA, Co-teaching http://dese.mo.gov/divspeced/EffectivePractices/web_based.htm NASDSE Series (variety of topics) http://dese.mo.gov/divspeced/EffectivePractices/nasdse.htm Webinars and Q&A http://dese.mo.gov/divspeced/RtiSELSpg.html Miscellaneous Resources Discuss these resources.Discuss these resources.

39. NIMAS/NIMAChttp://www.dese.mo.gov/divspeced/EffectivePractices/NIMAS_Acpage.html Assistive Technology http://www.dese.mo.gov/divspeced/EffectivePractices/assistivepage.html SELS & SELS2 http://dese.mo.gov/divspeced/Listserv_Archives.html New Directors Follow-up Sessions (MOCASE, MOCASE Winter, CEC Miscellaneous Resources Discuss these resources.Discuss these resources.

40. Department of Elementary and Secondary Education