Special Education Updates and MIS Training

1. Special Education Updates and MIS Training Kathy Kersenbrock-Ostmeyer- Director Kurt Brown-Assistant Director

2. It’s not about the nail!

4. Indicator Data • A Review of District Data • School Teams • All data is by district except Indicator 20, Timely and Accurate Data • 2012-2013 data is reported in 2014 and so on

5. Wayne Ball Presentation • RESULTS DRIVEN ACCOUNTABILITY (RDA) NEW PROPOSED STATE PERFORMANCE PLAN (SPP) STATE SYSTEMIC IMPROVEMENT PLAN (SSIP) • 2013 SUMMER LEADERSHIP CONFERENCE • EARLY CHILDHOOD, SPECIAL EDUCATION AND TITLE SERVICES (ECSETS)

6. SPP • RESULTS DRIVEN ACCOUNTABILITY (RDA) • OSEP is reconceptualizing its accountability system. That system, Results Driven Accountability (RDA), is aligned to best support States in improving results for students with disabilities.

7. SPP • RESULTS DRIVEN ACCOUNTABILITY (RDA) • Previously, OSEP’s accountability system, including the SPP/APR, was heavily focused on compliance with statutory and regulatory requirements, with limited focus on how the requirements impacted results for students with disabilities.

8. SPP • RESULTS DRIVEN ACCOUNTABILITY (RDA) • RDA balances the focus on improved educational results and functional outcomes for students with disabilities while considering compliance as it relates to those results and outcomes. The SPP/APR is a critical component of RDA

9. New Proposed Indicators • PROPOSED FFY 2013 – FFY 2018 SPP/APR • As the result of these proposed revisions, the SPP/APR will include 17 indicators • 1. Graduation • 2. Dropout • 3. Assessments • 4. Suspension/Expulsion • 5. LRE • 6. Preschool LRE • 7. Preschool Outcomes • 8. Parent Involvement • 9. Disproportionate Representation • 10. Disproportionate Representation – disability category • 11. Evaluation Timelines • 12. Preschool Transition • 13. Secondary Transition • 14. Post-school Outcomes • 15. Resolution Sessions • 16. Mediation • 17. State Systemic Improvement Plan (SSIP)

11. Legal Issues in Kansas • Lawsuits • Due Process Proceedings • Formal Complaints • The Uninterrupted Scholar’s Act • Extracurricular

12. Emergency safety interventions • Kansas Emergency Safety Interventions Regulations • (Adopted by the Kansas State Board of Education on February 13, 2013. • Became law on April 19, 2013.) • Article 42. – EMERGENCY SAFETY INTERVENTIONS • 91-42-1. Definitions. As used in this regulation and in K.A.R. 91-42-2, each of the following • terms shall have the meaning specified in this regulation:

13. esi • Emergency safety intervention” means the use of seclusion or physical restraint when a student presents an immediate danger to self or others. Violent action that is destructive of property may necessitate the use of an emergency safety intervention.

14. Chemical and mechanical restraint • Chemical restraint” means the use of medication to control a student’s violent physical behavior or restrict a student’s freedom of movement. • Mechanical restraint” means any device or object used to limit a student’s movement.

15. Physical Restraint • Physical restraint” means bodily force used to substantially limit a student’s movement.

16. Time out • “Time-out” means a behavioral intervention in which a student is temporarily removed from a learning activity without being confined.

17. Physical escort • Physical escort” means the temporary touching or holding the hand, wrist, arm, shoulder, or back of a student who is acting out, for the purpose of inducing the student to walk to a safe location.

18. Seclusion • Seclusion,” when used with a student, means that all of the following conditions are met: • (1) The student is placed in an enclosed area by school personnel. • (2) The student is purposefully isolated from adults and peers. • (3) The student is prevented from leaving, or reasonably believes that the student will be prevented from leaving, the enclosed area.

19. MIS Data Issues • Students Exiting • Students Entering • Service Dates and Times • What Happens in the Spring? • SUBMIT!!!!!!!

20. Demographic Data • Check all of your data yearly!!!!!! • KIDS ID number • AYP school has changed to Accountability School • Remember the address switch feature • Update Screening dates • The exit date is the last day the student received services • The enter date is the first day they come to school or receive service

21. #1. Meeting Notice • A meeting notice is required • For an annual IEP, Meeting to discuss potential changes to the IEP, Determining Eligibility • 10 days written notice is required unless the parent waives that right. • Students 16 and older need to sign the notice showing that they were invited to the meeting • You must document on the meeting notice the reason why an IEP runs late.

22. Stuck on an escalator

23. #2 Present Levels

24. IEP Process Exit Referral Evaluation (and Eligibility) Present Levels of Academic Achievement & Functional Performance Progress Reporting Services Prioritize Needs and How Needs Will be Addressed Short-Term Objective and Benchmarks Measurable Annual Goals

25. PLAAFPs Present Levels of Academic Achievement & Functional Performance (PLAAFPs): a) are the way you identify and prioritize needs and • establish baseline performance in order to develop an individualized and meaningful plan. • identify degree of match between skills & environment Purpose

26. Level of Support

27. Examples BROAD • CURRENT PERFORMANCE Learning Strengths Strengths and Weaknesses Standardized Assessments Vocational/Career Interests Instructional Preferences Skills related to Interests Learning Rate Independent Living Skills Social Issues SPECIFIC

28. Examples BROAD 2) IMPACT OF EXCEPTIONALITY Which Standards are Appropriate Birth-6 Curriculum Measures Instructional Level Routines Based Assessments Reading Level District Assessments State Assessment Performance on Classroom Tests How Behavior affects ability to progress or access general curriculum SPECIFIC

29. Some Possible Ways to Address Needs • Non-Special Education Supports • Program Modifications • Supports for School Personnel • Assistive Technology • Supplementary Aids & Services • Positive Behavioral Supports • Transition Services • Related Services • Measurable Annual Goals

30. Examples BROAD 3) PROVIDE BASELINE DATA FOR EACH IDENTIFIED NEED Words Read Correctly Mean Length of Utterances Correct Responses Percent Correct Number of Times Behavior Occurs Correct Math Problems Correctly Answered Questions Running Records Error Analysis REFLECTIVE OF SKILLS ADDRESSED IN STANDARDS SPECIFIC

31. Parent Concerns • When you lie awake at night thinking about your child what is it that you worry about? • What does the hour from hell look like in your home? • What do you hope for when your child becomes an adult?

32. Specialized Instruction • Kansasprojectsuccess.org (Math) • CHAMPS • LTERS

33. Take a look • Does it pass the stranger test? • What are the needs? • How significant are the needs? • Is there specialized instruction and if so does it address the needs? • Say NO to “As Needed”

35. Transition Plan • Indicator 13 • The Transition plan is the shared responsibility of all the team members • Postsecondary Goals are important • This drives the IEP as per law

36. Goals

37. IEP Process Referral Exit Evaluation (and Eligibility) Present Levels of Academic Achievement & Functional Performance Progress Reporting Post Secondary Goals Services Prioritize Needs and How Needs Will be Addressed Short-Term Objectives and Benchmarks Measurable Annual Goals

38. Considerations for Prioritizing Needs for Developing Goals • Functional for the child • Priority to the family • Usable across settings, people and materials • Address multiple areas simultaneously • Match the child’s developmental level • Usable within the child’s daily environment • Observable and measurable • Builds towards postsecondary goals

39. Measurable Annual Goals Measurable Annual Goals describe the anticipated progress that will result from specially designed instruction the student will receive. Purpose

40. Measurable Annual GoalCharacteristic #1 Based on data contained in the PLAAFP

41. Measurable Annual GoalCharacteristic #2 • Has 4 Components: • Behavior • Conditions • Criteria • Timeframe

42. Measurable Annual GoalDevelopment Step 1 Identify and select a need from the PLAAFP.

43. Measurable Annual GoalDevelopment Step 2 Consider the general education standards and curriculum for the student’s grade level and age/grade expectations for other performance skills.

44. Measurable Annual GoalDevelopment Step 3 Identify the performance to be measured. (Behavior)

45. Measurable Annual GoalDevelopment Step 4 Specify how the progress toward the goal will be measured. (Condition)

46. Measurable Annual GoalDevelopment Step 5 Determine to what level the behavior must occur. (Criteria)

47. Measurable Annual GoalDevelopment Step 6 Specify amount of time that will be required for the student to attain the criterion. (Timeframe)

48. Let’s take a look • Does it pass the stranger test? • Is it based upon a need for specialized instruction? • Does it contain the four elements?

49. 4 Elements • Behavior • Conditions • Criteria • Timeframe