secondary special education teachers
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DESCRIPTIONSecondary Special Education Teachers. October 17, 2012. Special Education Staff. Welcome- Jeanne, Karen, & Carol Introductions. Overview of the day…. We will review: Transition How to write compliant IEPs Illuminate Reminders/Medicaid Personal Curriculum - PowerPoint PPT Presentation
Current Issues in Special education for school administrators
Secondary Special Education TeachersOctober 17, 2012Special Education StaffWelcome- Jeanne, Karen, & CarolIntroductions
Overview of the day.We will review: TransitionHow to write compliant IEPsIlluminate Reminders/Medicaid Personal CurriculumTeacher Certification/Professional DevelopmentMiBlSi
TransitionTransition Grant for the 2012-13 school year
MTSA ConferenceTransition CouncilSix-eight week career exploration for 15 to 20 students
TransitionTransition data is collected annuallyReview of the transition checklistTransitionBegins at the IEP the student will turn 16 or younger if appropriatePermission from parent is received for agency to attend the IEP (form is on the website)Needs an updated transition assessmentScores are reported in the IEP with a rational if no activities are selectedTransition -MRSHow did orientation go?Any concerns or suggestionsHow can we help?CAN YOU SURVIVE AN MDE AUDIT?What is behind every piece of MDE data.
Can you Survive a MDE Audit? The State Department collects data from local districts through MSDS and other reporting venues.This district data is put into CIMS and then compared to the targets the State has set in their continuous State Improvement Plan. The CIMS report your data as a thumbs up or a thumbs down.Last Spring two of our local districts were visited by the State Department as a result of the district not meeting the target for one of these areas.
State Department ProcessTwo to three days are scheduled for the visitInterviews are scheduled with administrators, CIMS coordinators, general and special education teachers.They ask specific questions regarding the area of question AND they also take the opportunity to ask other questions.A record review is conducted for a minimum of 10 special education students (consists of looking at the last two years of IEPs and the student schedule).
Findings of Non-complianceOver thirty items for the IEP are reviewedIf any one area is out of compliance, a student level corrective action plan is developed (new IEP is conducted and area of noncompliance is corrected as soon as possible)For any area out of compliance, a corrective action plan is developed (inservice, collection of data, documentation that our plan was done).The State will come back to visit to verify that the corrective action plan is working (will select another 10 students and look at areas of required compliance), and then if all looks good, finally closeout. All of this information is reported in CIMS
Areas of ConcernRequired Attendees of an IEP MeetingAdministratorSpecial education teacherGeneral education teacherMET representativeParentStudent (if appropriate)Areas of concernAreas of NeedSupplemental ServicesCannot use as neededShould not be the same for all studentsThink about the students needs and the class the student is inQuick Reference Guide
Areas of ConcernGoals and ObjectivesTeam 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.Quick Reference Guide
What are the Areas of Compliance?Record ReviewA copy of the record review is in your packetAll areas are referred back to the federal lawFocus on consistency from one year to anotherStudents ScheduleCompare the students schedule to what is in the IEP
Todays TaskWe have selected a student from your caseloadWe will review that students file using the Student Record Review. Part of that review will look at the previous IEP to determine if the IEP was consistent in the PLAAFP, goal/objective and program/service areas.If the IEP is not in compliance, take notes on areas that need to be adjusted in the IEP through an addendum or a new IEPCompare the students schedule to what is in the IEP
Documentation of Programs/servicesTwo kinds of documentation of programs/supplemental service is requiredDocumentation of special education programsLesson plans, logs, work samplesDocumentation of accommodations provided by general education teachersPolicy at your school (how do they keep track) codes, logs, notes on lesson plans)Samples in your packet
IEP ImplementationWhat: Review of assessments taken and accommodations provided during the MEAP testing windowWhen: On or before December 1How:List of student records in CIMS.Visit the local and review each students IEP to determine the assessment the student should have taken and the accommodations the student should have received.Review district records and conduct interviews to obtain evidence that the student took the correct assessment and received the correct accommodations.
Timely IEPsData comes from your schools data systemNew this year in CIMS89 local districts will have a finding of non-compliance in their CIMS workbook All IEP timelines are being tracked. Be sure IEPs are published and provided to the parents (FAPE date) before the 365 day deadline.Revocation of Special EducationSpecial education students opting not to participate in special education programs and servicesStudents enrolling in alternative ed.Revocation of Special Education- the process is very important to protect student rights and your school. Call us for adviceForms are on the website
Special Education StaffProfessional Development - Certificationhour requirements with the new State Continuing Education Clock Hours (SCECHs) - KarenMAASE Mini-Grants-CarolConfidentialityConfidentiality is serious business to schools. Significant consequences come from unintentional remarks:
Its 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 loves to hear my stories about work. I can tell her about anything because she doesnt even live around here.
IlluminateWhat supports do you need with Illuminate?
Keep your dashboard accurate. Talk with Theresa for caseload revisions. Contact Stacey Viers for Medicaid excusals.
IlluminateWhat to write in Also ConsideredIncluding 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 doesnt 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
MiBLSi UpdateRtI and MTSSDefining the acronyms:RtI: Response to InterventionMTSS: Multi-Tiered System of Supports
Why the shift from RtI to MTSS?Perception of RtI being special education focusedMany RtI models addressed only academic supportsMTSS verbiage has been written into draft versions of ESEA
There are some acronyms that we use somewhat interchangeably. They are RtI and MTSS. Many of us know, RtI stands for Response to Intervention. MTSS stands for Multi-Tiered System of Support. A common question we get is why the shift in acronyms? Well, although RtI was never intended to be a special education driven initiative, unfortunately, because it was written into IDEA, there was a perception that is was sped focused. Also, many RtI models focused solely on academics and did not focus on the integrated with socio-emotional behavior. The thing is, RtI was always intended to include both academic supports and behavior supports. It was uncommon though to walk into a school and ask how they are providing a continuum of supports for students behaviorally only to hear we are too busy spending time doing RtI to focus on behavior. As you can imagine, there was some re-branding that needed to be done to shift that misconception. Finally, draft versions of ESEA (Elementary Secondary Education Act) AKA NCLB include multi-tiered system of supports. 27MTSS: A National PerspectiveEmphasizes the following:Sustainable systems changeEffective leadership at all levelsUsing reliable and valid data at all levels of the systemDeveloping local capacityDocumenting the process and systems work necessary to implement a continuum of supportsFocus on fidelity
From a national perspective, MTSS emphasizes the following (reference the bullets).28MiBLSi/MTSS InfrastructuresCabinetLiaison and MTSS CoordinatorImplementation TeamSelection processProcess ProfileEngage in monthly training provided by MiBSLiExecute to do listProblem solve using dataDevelop work plans for assisting individual districts and buildings implement MTSSContinuous learningEffective and frequent communication Itinerant Staff Roles
Structure of HISDMTSS ImplementationHISD CabinetAdministrators Vision and Policy Support Implementation Barrier Busting Fiscal AccountabilityHISD Implementation Team 5 Itinerants, MTTS Coordinator Collect and analyze data Create materials Identify barriers Meets 2 times monthlyLiaisonWork GroupsFlexible groups, selected by Implementation Team from pool of ALL staff, based on identified need or projectWhole StaffIncluded in communication loopFamilies/CommunityIncluded in communication loop
SepOctNovDecJanFebMarAprMaySepOctNovDecJanFebMarAprMayFocus of Work: 2012- 2014ISD CabinetISD Implementation TeamLEA CabinetLEA Implementation TeamISD Implementation TeamLEA Implementation TeamSchool TeamsExploration/AdoptionInstallationInitial ImplementationSchool TeamsThe timeline we reviewed during our last session will also be important to review today. The colors on this timeline align with the first three stages of implementation (exploration/adoption, installation, initial implementation). We are officially finis