Sizzling Topics for the Summer of 2012:

1. Sizzling Topics for the Summer of 2012: Annual Leadership Conference for Special Education Administrators

2. Agenda: Using Effective Practices to Improve Outcomes for Students • Pending Regulations • Emergency Safety Interventions • Monitoring • Kansas Integrated Accountability System • Solutions: • Raising the Bar: Kansas Common Core Standards and NAEP • Important Collaborations and New Staff • Early Childhood • MTSS: School Survey of Effective Instructional Practices

3. Hot Topics: Emergency Safety Interventions Jana Bradfield jbradfield@ksde.org

4. Process of Development Stakeholder Input • 3/14 – Kansas State Board of Education (KSBE) requests recommendation from SEAC • 3/16 – Dr. Ann Matthews, chair of SEAC, meets with Kansas State Department of Education (KSDE) staff to lay groundwork for how to proceed • 3/19 – Meeting with TASN providers who provide technical assistance in and for behaviors • 3/22- Meeting with Kansas Parents Information Regional Center (KPIRC) who work primarily with parents of students who are not identified or receiving special educations services • 3/23- Meeting with the Disability Rights Center (DRC) and Families Together • 3/23- Meeting with Kansas Association of School Boards (KASB) and United School Administrators (USA) of Kansas • 3/26 – Meeting with Project STAY, a contracted provider for technical assistance on behavior • 3/27 – Special Education Advisory Council (SEAC) Meeting via conference call to establish a roadmap leading to the SEAC meeting on 4/10 • 3/27 - Meeting with a parent in Wichita, who provided testimony on the use of Emergency Safety Interventions with his son • 3/28– Follow up meeting with Families Together and KPIRC • 3/30- Teleconference with members of the Kansas Association of Special Education Administrators (KASEA) • 4/ 9 – Follow up meeting with DRC • 4/10 – Meeting of SEAC • 4/13 – Conference call with Families Together • 4/13 – Follow up meeting with DRC and Families Together • 4/17- Presentation of SEAC recommendations to KSBE; KSBE tasked KSDE staff to develop proposed regulations for consideration at May meeting of KSBE • 4/30 – Meeting with DRC • 4/30 – Phone conference with Families Together • 5/9 – Presentation of KSDE recommendations for proposed regulations on the use of Emergency Safety Interventions

5. Process of Development Research • National - “Keeping All Students Safe Act” and Office of Civil Rights (OCR) report • Included a review of key stakeholder responses to the proposed legislation • Insight into what are the national trends on the use of seclusion and restraint in schools • State – State policies and practices across the Nation • Inclusion of a policy and procedure for data collection and review at the local level • Kansas • Review of the on-going process for the development of the Guidelines on Seclusion and Restraint from 2005 to the present • Reviewed notes and revisions made to draft versions for consideration • Studied HB 2444 to consider language and areas of difference from the Guidelines that addressed areas of concern Data Review • Data on the use of seclusion with students with disabilities collected since 2008 • Data on the use of seclusion and restraint with all students is being collected, currently, in Kansas for the 2011-2012 school year • Data is presented annually to SEAC and the Kansas State Board of Education • The collection of data informs the provision of technical assistance to the field and policy recommendations

6. Special Education Advisory Council (SEAC) Recommendations • Regulations are necessary. • Any regulations on the use of Emergency Safety Interventions (ESI) should be for all students.

7. Four Key Standards Proposed Regulations provide standards for: Communication Documentation Training Appropriateness Proposed Regulations speak directly to: What districts need to include and what is prohibited in policy; What is, and is not, an Emergency Safety Intervention; Where responsibilities lie at the local, district, and State level; and What each parent can expect in terms of information on Emergency Safety Interventions regardless of what school a child attends

8. Additional Standard Considerations

9. Local Dispute Resolution Standard • 91-42-2. Requirements. • (a)(6) Local dispute resolution processes. • (a)(6)(A) Each local board of education shall develop policies that, at minimum, shall include: • (i) a complaint investigation procedure • (ii) a procedure for parents to present written complaints to the local board of education to initiate an investigation • (iii) a procedure for parents, the school, and the Kansas state department of education to receive written findings of fact and, if necessary, corrective action from the local board of education within thirty (30) days of the filing of the complaint.

10. Reporting Standard • 91-42-2. Requirements. • (b)(A) Information maintained by the school shall be compiled and submitted, no less than bi-annually, to the district superintendent or district designee. • (b)(B) The Kansas state department of education may ask at any time for a school or a districts' documentation of the use of emergency safety interventions. • (b)(C) Districts shall report incidents of emergency safety interventions to the Kansas state department of education by the date and in the form established by the Kansas state department of education. The Kansas state department of education shall provide an annual report to the Kansas state board of education.

11. Responsibilities of KSDE • Technical Assistance • Directing the assistance provided to the field • Coordinating with stakeholders to develop materials, trainings, etc. • Policy Development • Working with KASB and others to help districts develop policies • Supporting though Technical Assistance Providers how the policies look in application • Data • Looking at the Data at a whole • Providing guidance to schools and districts on how to use their data • Technical Assistance and Training • Education • Making an investment into providing the resources to parents and districts • Families Together • Presentations at Conferences, Webinars to the field and to parents • Review • Annual review of data • Presentation to the Board • On-going discussion about the regulations and what is translating to the field from stakeholder input • Quarterly updates to the Special Education Advisory Council (SEAC)

12. Responsibilities of Schools and School Districts • Development of policies consistent with regulations • Provide training consistent with regulation • Communicate with parents • Document any incidents of ESI and review incidents • Communicate with District regarding ESI incidents • FOLLOW the regulations

13. Responsibilities of Local School Board • Local Board of Education shall establish a local dispute resolution policy and process. • Policies must include: • Local BOE must establish a complaint investigation procedure. • Parent must submit a written complaint to the local BOE to initiate complaint investigation of local BOE • Local BOE investigates parent complaint and provides written findings of fact and corrective action, if necessary, to parent, school, and KSDE within 30 days.

14. Responsibilities of Parents and Advocacy Organizations • Be aware of the regulations and guarantees afforded by the regulations • If regulations are not followed, communicate with the school and, if necessary, take action and utilize the local dispute resolution process • If no redress after utilizing the local process, then take additional action – district court, contacting authorities, etc. • Provide education and training opportunities

15. Since the Regulations… • 15 Principles – U.S. Department of Education • Key themes: • Prevention and Training • Only used in situations where the child’s behavior poses an imminent danger (serious physical harm) • Policies should apply to all children. • A child should be treated with dignity, free from abuse. • Restraint or Seclusion should never be used as punishment or discipline or for convenience. • Review repeated use – student, teacher, classroom

16. In the Next Few Months Regulations are working their way through the approval process. Districts and schools should be operating under the principles of the Guidelines for the use of Emergency Safety Interventions with any student. 15 principles provide information and direction for districts looking to move past the Guidelines in anticipation of regulation. Parent Guide is available for use by schools and families.

17. Hot Topics: Ongoing Monitoring Colleen Riley criley@ksde.org

18. OSEP Fiscal Monitoring Notified on June 15, 2012 that OSEP will conduct monitoring of ALL states during Fall 2012 Followed up with OSEP State Contact for Kansas and that monitoring will “officially” be conducted in October SES team currently reviewing all Fiscal processes in preparation of this Monitoring States will be notified be notified in January 2013 of monitoring results

19. Kansas Fiscal TimeLine Start July: Allocations Posted Aug: Fiscal File Review Opens Sept.: LEA App Part I opens October: Award letters sent and allocations opened February: Confirmations of LEA App Part II sent January: LEA App Part II Opens. Excess Cost will be released during MOE End

20. OSEP Monitoring • Kansas: State Maintenance of Financial Support (2009-10 and 2010-11) • OSEP is shifting to “results based” monitoring • Focus will be on Student Assessment Results • State Assessments • Participation • Performance • Gap • Relative Difficulty of State Assessments using the NAEP

21. Chaos in KIAS: Federal and State General Supervision Updates Stacie Martin smartin@ksde.org

22. Office of Special Education Programs (OSEP): Federal Monitoring of States New guidance on State Performance Plan(SPP)Indicator 13: Secondary Transition

23. SPP Indicator 13: Secondary Transition • Education/Training and Employment goals are to be separated • Effective date for incorporating guidance for compliance review will be with the 2012-13 data collection (July 1,2012-June 30, 2013.) • Resources: • OSEP issued: Questions and Answers on Secondary Transition, updated September 2011 • Posted on the www.ksde.org website under SES, Integrated Accountability, Indicators and Documents page)

24. SPP Indicator 13: Secondary Transition • Education/Training and Employment goals are to be separated • Effective date for incorporating guidance for compliance review will be with the 2012-13 data collection (July 1,2012-June 30, 2013.) • Resources: • OSEP issued: Questions and Answers on Secondary Transition, updated September 2011 • Posted on the www.ksde.org website under SES, Integrated Accountability, Indicators and Documents page)

25. Kansas Integrated Accountability System (KIAS) Kansas General Supervision System • KIAS Updates • Overview • http://www.ksde.org/LinkClick.aspx?fileticket=waFwuIcfyn4%3d&tabid=2037&mid=7706 • Connecting the KIAS components and process • Results

26. Monitoring/File Reviews Updated/revised questions for IDEA Requirements, Gifted and Fiscal Clarification for Indicator 13: Secondary Transition

27. Stakeholder Involvement • KASEA region representative • Provide feedback and input into helping define processes within the KIAS components.

28. Solutions: Raising the Bar for Effective Practices to Improve Instruction: Summary of KCCS and NAEP Debbie Matthews dmatthews@ksde.org

29. National Assessment of Educational Progress • Reading and Mathematics • Administered in odd numbered years • Timed, Paper/Pencil Assessment (no computer) • Grades 4 & 8 • Stratified sample of schools • Selected students take either reading or math – not both • State level results - no district, building or individual student results

30. 2011 Grade 4 Kansas(top) compared to nation Math Reading

31. 2011 Grade 4Students with Disabilities Kansas (top) compared to nation Math Reading

32. Students with DisabilitiesReading Participation % of total exclusions must be = or < 5% classified student exclusions cannot exceed 15%

33. Students with DisabilitiesMath Participation % of total exclusions must be = or < 5% classified student exclusions cannot exceed 15%

34. NAEP Accommodations • Slightly different than state assessments • No read aloud on the reading assessment • Calculators allowed with calculator block only • Similar to the accommodation recommendations for the new SBAC assessment • Enforced equally among all states • Kansas Students with Disabilities have demonstrated that they can take the NAEP – please give them the opportunity to participate.

35. Increased Visibility of NAEP Governor Brownback (Dec 7, 1011) “According to 2011 NAEP results, 29% of Kansas 4th graders read below the ‘basic’ level and 64% of 4th graders scored below the ‘proficient’ level.  We must do better and by working together and focusing on shared goals, I believe we can.” Governor Brownback’s established the following measureable objective: Kansas will be in the top 5 states for average 4th grade reading scores in 2014 (based on 2011 data, this would require an increase of 5 points, from 224 to 229, on Kansas NAEP scores).

36. Beth Fultz NAEP Consultant Career, Standards and Assessment Services Kansas State Department of Education 785-296-2325 bfultz@ksde.org

37. CCSS by KS Assessed Standards Gr 5 Alignment Index: 0.13 Coarse Grain: 0.20 KS Assessed Standards Gr. 5 CCSS Gr. 5 All Content Areas All Content Areas Phonemic awareness Phonics Vocabulary Awareness of text and print features Fluency Comprehension Critical Reading Author’s Craft Writing Processes Writing Components Writing Applications Language Study Listening and Viewing Speaking and Presenting Phonemic awareness Phonics Vocabulary Awareness of text and print features Fluency Comprehension Critical Reading Author’s Craft Writing Processes Writing Components Writing Applications Language Study Listening and Viewing Speaking and Presenting Evaluate Evaluate Analyze Analyze Explain Explain Generate Generate Recall Recall

38. KS Bringing ELAR Instruction Into Focus Spec. Ed. Elem. Gr. 5 CCSS Gen. Ed. Elem. All Content Areas All Content Areas All Content Areas Phonemic awareness Phonics Vocabulary Awareness of text and print features Fluency Comprehension Critical Reading Author’s Craft Writing Processes Writing Components Writing Applications Language Study Listening and Viewing Speaking and Presenting Phonemic awareness Phonics Vocabulary Awareness of text and print features Fluency Comprehension Critical Reading Author’s Craft Writing Processes Writing Components Writing Applications Language Study Listening and Viewing Speaking and Presenting Evaluate Evaluate Evaluate Analyze Analyze Analyze Explain Explain Explain Generate Generate Generate Recall Recall Recall

39. Benefits for Students • Student mobility—comparable education regardless of zip code • Increased alignment between K-12 and post-secondary - narrows gap between high school, college, and career readiness

40. Benefits to Schools • New and better assessments that better measure student learning • Student mobility—increased likelihood of comparable assessments between states allows for longitudinal data tracking • Easier collaboration among states on curriculum, instruction, and assessment • Shifting of resources to focus on improving instructional practices

41. English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

42. Kansas Advantages to Common Core Standards in ELA • A focus on college and career readiness (CCR) • Inclusion of the four strands of English Language Arts: • Reading • Writing • Listening and speaking • Language • The benefits of an integrated literacy approach – all Kansas educators have a shared responsibility for literacy instruction, regardless of discipline or content area.

43. An Integrated Model of Literacy • An advantage to Kansas over our now-retired, isolated standards in reading; writing; and speaking, listening, and viewing. • The four “strands” of the Kansas Common Core Standards are woven together to show the inter-connected nature of communication processes. • Examples: • Writing standard #9 requires that students write about what they read • Speaking and Listening standard #4 sets the expectation that students will share findings from their research Adapted from “Key Design Considerations” (page 4 of the Standards)

44. Key Advances for English Language Arts and Literacy Reading • Balance of literature and informational texts • A focus on appropriate levels of text complexity Writing • Emphasis on argument and informative/explanatory writing • Writing about sources and supplying evidence for claims and ideas Standards for literacy in history/social studies, science, and technical subjects • Complement rather than replace content standards in those subjects • Shared responsibility of all educators regardless of discipline

45. Mathematics

46. Mathematical Practices • Rewards instructional best practices • Clear vision of how students should approach and learn mathematics. • Shifts focus to ensuring mathematical understanding over computation skills

47. About the Critical Areas • Broad topics that can be used to organize instruction around for the entire year • Closely aligned to NCTM’s Focal Points document

48. Resources KSDE Trainer of Trainers Multi Tiered System of Supports (MTSS) Language Essentials for Teachers of Reading and Spelling (LETRS) Kansas Technical Assistance System Network (TASN) Kansas Learning Network (KLN) Kansas Guide to Learning Literacy(KGLL) Co-Teaching Foundation Training for Math

49. Some Helpful Websites • www.corestandards.org • www.ksde.org/kscommoncore • www.ksde.org/Default.aspx?tabid=4605

50. Timeline Formative Processes, Tools, and Practices Development Begins Summative Master Work Plan Developed and Work Groups Launched Writing and Review of Pilot Items/Tasks (including Cognitive Labs and Small-Scale Trials) Writing and Review of Field Test Items/Tasks (throughout the school year) Field Testing of Summative and Interim Items/Tasks Conducted Final Achievement Standards (Summative) Verified and Adopted Procurement Plan Developed Content and Item Specifications Development Pilot Testing of Summative and Interim Items/Tasks Conducted Preliminary Achievement Standards (Summative) Proposed and Other Policy Definitions Adopted Operational Summative Assessment Administered Common Core State Standards Adopted by All Member States