Huron ISD Special Services Staff

1. Huron ISD Special Services Staff October 12, 2012

2. Special Education Staff • Welcome- Carol • United Way Presentation – Steve Harmon • How to use Skyward for donations • Food Drive the week of Thanksgiving • Christmas Party - Karen

3. Special Education Staff • Professional Development - Certification hour requirements with the new  State Continuing Education Clock Hours (SCECHs) - Karen • MAASE Mini-Grants-Carol • Confidentiality

4. Confidentiality is serious business to schools. Significant consequences come from unintentional remarks:“It’s not a breech of confidentiality, because I tell it after school hours.”.“I only told people who already knew the family.”“My mother-in-law finds my stories about students fascinating. I can tell her anything. She doesn’t even live around here.”

5. Huron ISD Itinerant Staff October 12, 2012

6. Overview of the day…. • We have a day together as Itinerant staff. Brief round table of what you would like to get out of the day today. • Local Itinerant Teams – report out the topics you discuss, any positive or negative • Thank you for reporting (and encouraging teachers to report) assessments more accurately on IEPs. Please remember to include the location of testing in the IEP. • All IEP timelines are being tracked. Be sure IEPs are published and provided to the parents (FAPE date) before the 365 day deadline. • Keep your dashboard accurate. Talk with Theresa for caseload revisions. Contact Stacey Viers for Medicaid excusals.

7. Feedback on Various Topics • Transition News – Update from Joanne Bourdo • What supports do you need with Illuminate? • Behavior Needs – new compliance issues • All IEP timelines are being tracked. Be sure IEPs are published and provided to the parents (FAPE date) before the 365 day deadline. • Keep your dashboard accurate. Talk with Theresa for caseload revisions. Contact Stacey Viers for Medicaid excusals. • Revocation of Special Education- the process.

8. MiBLSi Update

9. RtI and MTSS • Defining the acronyms: • RtI: Response to Intervention • MTSS: Multi-Tiered System of Supports • Why the shift from RtI to MTSS? • Perception of RtI being special education focused • Many RtI models addressed only academic supports • MTSS verbiage has been written into draft versions of ESEA

10. MTSS: A National Perspective • Emphasizes the following: • Sustainable systems change • Effective leadership at all levels • Using reliable and valid data at all levels of the system • Developing local capacity • Documenting the process and systems work necessary to implement a continuum of supports • Focus on fidelity

11. MiBLSi/MTSS Infrastructures • Cabinet • Liaison and MTSS Coordinator • Implementation Team • Selection process • Process Profile • Engage in monthly training provided by MiBSLi • Execute ‘to do’ list • Problem solve using data • Develop work plans for assisting individual districts and buildings implement MTSS • Continuous learning • Effective and frequent communication • Itinerant Staff Roles

12. Structure of HISDMTSS Implementation Work Groups Flexible groups, selected by Implementation Team from pool of ALL staff, based on identified need or project HISD Implementation Team 5 Itinerants, MTTS Coordinator Collect and analyze data Create materials Identify barriers Meets 2 times monthly HISD Cabinet Administrators Vision and Policy Support Implementation Barrier Busting Fiscal Accountability Liaison Families/Community Included in communication loop Whole Staff Included in communication loop

13. Focus of Work: 2012- 2014 ISD Cabinet ISD Implementation Team ISD Implementation Team LEA Cabinet LEA Implementation Team LEA Implementation Team School Teams School Teams Exploration/Adoption Installation Initial Implementation

14. Transition from SAM to MiBLSi SAME DIFFERENT Ties more tightly to School Improvement process Offers Professional Development (PD) to all staff, not just Teacher Leaders Increased local district control, ex. Districts choose the PD they want to access • Focus on early intervention/prevention • Use Universal Screening Measures to identify students needing help and monitor progress • Data-based decisions • Research-based practices • ISD Itinerants as supporting agents (trainers, coaches)

15. Unified Response • How is SAM different than MiBLSi? • While SAM and MiBLSi share many guiding principles, MiBLSi supports a structure that is more local school centered. The focus continues to be on improving student outcomes. • Are there other questions you are getting asked that you see we need a “unified response” for?

16. MTSS Coordinator Role • GOAL (the what): provide assistance for implementing MTSS practices in our county • PLAN (the how): • Communicate, communicate, communicate • LEAs, All ISD Staff, Cabinet, Community, Board of Ed, Implementation Team, Liaison, Muli-County Group, Liaison/MTSS Coordinator from TISD, Superintendents • Lead and coordinate work of Implementation Team • Currently building the systems (action plans, PD, long term/short term goals, communication plan, address problems with the past and make changes for the future, unified approach) • In the future, will be a coach to LEAs to build the same systems • Keep focus on LEA strengths and needs

17. Record of professional development

21. RtI and MTSS • Defining the acronyms: • RtI: Response to Intervention • MTSS: Multi-Tiered System of Supports • Why the shift from RtI to MTSS? • Perception of RtI being special education focused • Many RtI models addressed only academic supports • MTSS verbiage has been written into draft versions of ESEA

22. MTSS: A National Perspective • Emphasizes the following: • Sustainable systems change • Effective leadership at all levels • Using reliable and valid data at all levels of the system • Developing local capacity • Documenting the process and systems work necessary to implement a continuum of supports • Focus on fidelity

23. Top to Bottom ListsWhat this means to local districts

24. Top to Bottom Ranking

25. Top to Bottom List

26. Top to Bottom List • Michigan Department of Education will now use a “Top to Bottom List” to rank schools. The ranking will be based on current student achievement on the MEAP and MME, improvement from past MEAP and MME scores, graduation rates, improvement in graduations over time, and the gap between the top scoring 30% of students and the bottom scoring 30% of students. Very small schools (less than 30 students) will not be ranked. In addition to the ranking, schools may be identified as a Focus, Reward, or Priority school.

27. Focus, Priority, or Reward? • Focus Schools List - Focus Schools consist of the ten percent of schools on the Top-to-Bottom list with the largest achievement gaps between its top 30 percent of students and its bottom 30 percent, based on average scale score. • Priority Schools List - Priority Schools (formerly known as Persistently Lowest Achieving Schools) are Michigan public schools identified in the bottom 5% of the statewide Top to Bottom ranking. • Reward Schools List - Reward Schools consist of schools that made AYP and were identified in one of three ways: 1) top 5% of schools on the Top-to-Bottom list 2) top 5% of schools making the greatest gains in achievement (improvement metric) or 3) "Beating the Odds." Beating the Odds schools are those that are overcoming traditional barriers to student achievement and are outperforming schools with similar risk factors and demographic makeup.

28. TSDL • Teacher-Student Data Link • Ties each student to courses taken • Ties each teacher to courses taught • Looks at impact over time (who taught this student over the past several years?) • How successful was this student = How successful were the teachers connected to this student • Will likely be tied directly to teacher evaluation ratings given based on student performance (status and growth) – 50% in 2015-16

29. How Does This Impact Itinerants?

30. Teacher Certification Rule Changes

31. New Teacher with Provisional Certificate Expiring Prior to Sept. 2013 • Must hold a teaching certificate (notarized, signed, and turned in to district office) valid for 6 years • Must pass all components of the Michigan Test for Teacher Certification (MTTC) • Must gain at least three years of successful teaching experience within the grade and validity of the provisional certificate • Must earn 18 semester hours in a planned course of study or complete a Master’s or higher degree (If earned outside of Michigan, contact HISD for further information) • Must hold a valid Child and Adult CPR with first aid training certificate from an approved provider

32. New Teacher with Provisional Certification Expires After Sept. 2013 • Must gain at least three years of successful teaching experience since certificate was issued • Earn appropriate reading credits • Must have 6 semester hours of teaching reading or reading methods for elementary and 3 semester hours for secondary • Beginning 7/1/2009, all teachers advancing to a professional certificate must also have 3 semester credits of reading diagnostics and remediation which includes field experience. • And ONE of the following earned between the date of the previously issued certificate and the application for renewal: • Earn 6 semester hours in a planned course of study • Attendance at all 5 days of District Offered PD each year for 5 years (30 hours per year x 5 years = 150 hours). Cannot earn more than 30 hrs. per year, cannot miss any hours in any year to use this option; however partial hours can be applied toward combination option. • Earn 180 hours of State Continuing Education Clock Hours (SCECHs) appropriate to grade level and content endorsement of the certificate held

33. Experienced Teacher with Professional Certificate Expired after 5/18/12 • Requires ONE of the following, earned between the date of the previously issued certificate and the application for renewal: • Completion of 6 semester hours appropriate to grade level and/or endorsement(s) of the certificate from an approved college. • Attendance at all 5 days of District Offered PD each year for 5 years (30 hours per year x 5 years = 150 hours). Cannot earn more than 30 hrs. per year, cannot miss any hours in any year to use this option; however, accumulated hours can be used toward the combination option. • 180 hours of State Continuing Education Clock Hours (SCECHs). Each previously-earned SB-CEU counts as 10 SCECHs.

34. Teacher Consultants • Follow Rules for Special Education Teachers – must have valid teaching certification with special education endorsement

35. 180 Hours for Teachers/Consultants • A combination of the three, totaling 180 clock hours. Clock hours are calculated as: • 1 College Credit Hour = 30 clock hours • 1 SB-CEU = 10 clock hours • 1 District Offered PD Hour = 1 clock hour

36. New School Psychologists • Required to hold a valid Preliminary School Psychologist certificate. • In order to advance to school psychologist certificate • Must complete at least an additional 15 semester credits in an approved program. The preliminary school psychologist certificate is valid for 3 years and may be renewed once upon completion of at least 6 additional semester credit hours. • In addition, the candidate must have completed one year of satisfactory work experience as a school psychologist under the supervision of a fully certified school psychologist since his/her preliminary school psychologist certificate was issued.

37. Experienced School Psychologists • Requires ONE of the following: • Completion of 6 semester hours at any four-year or community college listed in the Directory of Michigan Institutions of Higher Education. * • 180 State Continuing Education Clock Hours (SCECHs) • Combination of the two. • Semester credits or SCECHs (formerly SB-CEUs) must have been completed within the five-year period preceding the date of application and after the date of issuance of the previous certificate. • * Credits completed at approved out-of-state four-year teacher preparation institutions are also acceptable.

38. 180 Hours for Psychologists • A combination of the two, totaling 180 clock hours. Clock hours are calculated as: • 1 College Credit Hour = 30 clock hours • 1 SB-CEU = 10 clock hours

39. No Changes for… • School Social Workers • Speech Therapists • Occupational and Physical Therapists • School Nurse

40. CAN YOU SURVIVE AN MDE AUDIT? What is behind every piece of MDE data.

42. New Students • The enrollment form used at your local school should have a section that specifically asks about Special Education Eligibility. • Requests for evaluation that consider a change of eligibility must be completed within the same 30 day timeline as an initial evaluation – be strategic and coordinate these requests with your locals. • Remember the 30 Day Placement was discontinued. Implement the current IEP or write a new IEP. • Michigan Administrative Rules for Special Education –http://www.michigan.gov/documents/mde/MARSE_Supplemented_with_IDEA_Regs_379598_7.pdf

43. Education Setting • Criteria for determining setting • The State of Michigan is reporting Education Setting to the Department of Education • Special Education Teachers code this report in their registries. • The State’s goal is • The Dept of Ed’s goal is 80% of Special Education students to receive 80% of their education in a general education setting.

44. Itinerant Meetings at LEA • Student watch list – on paper • Mutual support • Things going well • Usually monthly meeting with times range from 5- 45 min or so • Build communication with sped rep

45. Preschool Dismissal • Preschool students that are dismissed because the parent does not make the student available must have documentation and copy of letter in file. Please provide a copy of your documentation to Theresa. An MSDS data exit code must be entered for that student.

46. Measureable Goals and Progress Resporting

47. IEP Goal Development • Team work to support teachers in writing appropriate IEPs. When you get into a sticky situation – teacher not addressing need (in your opinion) how do you proceed? • IEP team is responsible to ensure that each identified need is responded to within the IEP. • Data entered in real time. Offer of FAPE date and publish date are important. • Elementary STEPS behavior Elare will review. how to access, how to track, itinerant responsibilities • ASD – how is it working? Questions from the team.

48. What to write in the “also considered” boxes at the end of the IEP. • Including a basket weaving goal was considered based on the identified student need. • This option was rejected as the teacher never writes a goal for basket weaving and the school doesn’t test for basket weaving skills anyway. • How do you address it when a need is identified, but you recognize that it is not properly addressed in the IEP? • Strengths in Illuminate 5.0

49. Communication & Sharing • Private site for posting from Departments and Admin Team • MARSE, MI-SER • STANDARD ACCOMMODAITONS BAA DOCUMENT • APP RECOMMENDATIONS • PPT FROM TRAININGS, HANDOUTS, LINKS TO MAASE MINI-GRANT FORMS… • Think about and plan what you would like you public site to contain.

50. Other Items….