Special Education Updates and MIS Training

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Special Education Updates and MIS Training. Kathy Kersenbrock-Ostmeyer- Director Kurt Brown-Assistant Director. Its not about the nail!. Indicator Data. A Review of District Data School Teams All data is by district except Indicator 20, Timely and Accurate Data - PowerPoint PPT Presentation


Special Education Updates and MIS Training

Special Education Updates and MIS TrainingKathy Kersenbrock-Ostmeyer- DirectorKurt Brown-Assistant DirectorIts not about the nail!

Indicator DataA Review of District DataSchool TeamsAll data is by district except Indicator 20, Timely and Accurate Data2012-2013 data is reported in 2014 and so on30 MinutesKKO4Wayne 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) SPPRESULTS 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.

SPPRESULTS DRIVEN ACCOUNTABILITY (RDA) Previously, OSEPs 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.

SPPRESULTS 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

New Proposed IndicatorsPROPOSED 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)

Legal Issues in KansasLawsuitsDue Process ProceedingsFormal ComplaintsThe Uninterrupted Scholars ActExtracurricularEmergency safety interventionsKansas 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 INTERVENTIONS91-42-1. Definitions. As used in this regulation and in K.A.R. 91-42-2, each of the followingterms shall have the meaning specified in this regulation:

esiEmergency 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.

Chemical and mechanical restraintChemical restraint means the use of medication to control a students violent physical behavior or restrict a students freedom of movement.Mechanical restraint means any device or object used to limit a students movement.

Physical RestraintPhysical restraint means bodily force used to substantially limit a students movement.

Time outTime-out means a behavioral intervention in which a student is temporarily removed from a learning activity without being confined.Physical escortPhysical 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.

SeclusionSeclusion, 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.

MIS Data IssuesStudents ExitingStudents EnteringService Dates and TimesWhat Happens in the Spring?SUBMIT!!!!!!!Demographic DataCheck all of your data yearly!!!!!!KIDS ID numberAYP school has changed to Accountability SchoolRemember the address switch featureUpdate Screening datesThe exit date is the last day the student received servicesThe enter date is the first day they come to school or receive service

#1. Meeting NoticeA meeting notice is required For an annual IEP, Meeting to discuss potential changes to the IEP, Determining Eligibility10 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 meetingYou must document on the meeting notice the reason why an IEP runs late. Stuck on an escalator

#2 Present LevelsIEP ProcessReferralMeasurable Annual GoalsShort-Term Objective and BenchmarksPrioritize Needs and How Needs Will be AddressedEvaluation (and Eligibility)Present Levels of Academic Achievement & Functional PerformanceServicesProgress ReportingExit24IDEA04 continues the expectation that special education programming be based on high academic standards and clear performance expectations. These two expectations are based on more than two decades of research which shows that educational programs that had high academic expectations and clearly defined measures of success produced significantly better student achievement than did more broad programs. With the reauthorization the expectations have even been further expanded beyond academic achievement to include functional performance also.

These high academic standards need to be consistent with the standards that all students in our educational system are held to. The purpose of special education is to provide appropriate and effective instructional strategies and methods (specially designed instruction). In doing so, we give students the maximum opportunity to learn what everyone else in school gets to learn.

PLAAFPsPresent Levels of Academic Achievement & Functional Performance (PLAAFPs):a)are the way you identify and prioritize needs andestablish baseline performance in order to develop an individualized and meaningful plan.identify degree of match between skills & environmentPurpose25In IDEA04 they now refer to a childs present levels of academic achievement and functional performance (PLAAFPs)

Present Levels of Academic Achievement & Functional PerformanceContain information that ranges from very broad to highly specific.All kinds of information, from broad to very specific, are required to develop a legal and meaningful plan.

It is through the PLAAFP that you will:a) identify and prioritize the specific needs of the childb) establish baseline levels performance in relation to the general curriculum academic standards in order to develop an individualized and meaningful planc) and identify the degree of match between skills of the child and the instructional environment for the purpose of guiding decision making.

Level of Support

26PLAAFPs provide the foundation upon which all other decisions in the students IEP will be made. From PLAAFP information we determine the supports that need to be built into a students plan to improve that students academic achievement and functional performance.

In special education we need to be aware about how much support were providing the student and always be looking for ways to help the student to become more independent and not rely on us for support all the time.

When prioritizing needs keep asking yourself and the teamhow much support does this student need to be successful?are there skills that we could teach the student in order to reduce the amount of support he/she needs?are we really focusing every year on making the student as independent as possible?

A good way to think about this is as scaffolding a temporary support provided to do specific task. If youre going to be painting a house how much scaffolding do you need to support you so that you can reach the top? What would happen if we doubled the amount of support? Would you still be successful? Yesbut how much work will it be to provide that much support? How much will it cost? Will you become accustomed do that much support and always assume that your scaffolding will be high enough and never worry about it?

We must be very careful when selecting the supports for any given student. Too little and they wont progress, too much and they become dependent on others. We have a menu of options for providing support. Remember, the PLAAFP provides us the basis to select from that menu of choices.

Are we from the very beginning (EC) talking about whether we are making this student as independent as possible. The decrease of a support is should be seen as a success for the student. We need to help people understand that one of our goals is helping the student develop independence.

BROADSPECIFICExamplesLearning StrengthsStrengths and WeaknessesStandardized AssessmentsVocational/Career InterestsInstructional PreferencesSkills related to InterestsLearning RateIndependent Living SkillsSocial IssuesCURRENT PERFORMANCE27Some examples of the type of information that is considered current performance are:Learning StrengthsParent ConcernsStandardized Assessments like the state assessments, MTSS schools would have universal screening and Progress Monitoring data that could be usedInstructional preferencesLearning rateStrengths and weaknessesSocial Issues Vocational/Career interestsSkills related to interestIndependent living skillsPost-school training/education interests

Think about what the childs performance tells us about what needs the child has and what steps need to be taken so the child can be successful toward the vision that was discussed in Module 1.

Examples2) IMPACT OF EXCEPTIONALITYBROADSPECIFICWhich Standards are AppropriateBirth-6 Curriculum MeasuresInstructional LevelRoutines Based AssessmentsReading Level District AssessmentsState AssessmentPerformance on Classroom TestsHow Behavior affects ability to progress or access general curriculum28Examples of descriptions about General Academics:Description of level/which books student reads Reading fluency measures or grade level of performanceInstructional Level again, much information can be gleaned from MTSS screening or Progress Monitoring probesHow student performs on classrooms quizzes and tests. Or state assessments Which set of state standards for each academic area is the student performing in?For those students with significant disabilities, we may need to include pre-reading strengths, such as the ability to orient to a book, engage in joint attention and so forth.Behavior examples For behavior it includes information about how the behavior affects the childs ability to progress or access the general curriculum. Remember, behavior is a result of not only the student, but the students environment. So we need to make sure that statements are prefaced with given a large group instructional environment, or in activities that encourage movement so that the reader has an understanding of behavior within context.Severe Disabilities:For students with severe disabilities consider using extended state standards for the link to the general curriculum.Also, it is appropriate to discuss the students current performance compared to their past performance. Do not underestimate students with significant needs, always consider using traditional standards first, and then look at extended standards. Tying instruction to standards (traditional or extended) ensures that the program developed is directed at the same end goal as programs developed for non-disabled learners.Early Childhood:For early childhood students it is participation in developmentally appropriate activities.Look at the Kansas Early Learning Standards and consider standards for kindergarten.Also consider Birth to 6 curriculum based measures as well as an analysis of how the child participates in daily routines.Transition Related Issues:Current skills related to post-school employment, independent living, post-secondary training/education should be addressed by IEP team and included in the PLAAFP.Description of degree of match between the students current skills and the students post-school outcomes in each of these areas is necessary for a comprehensive transition plan. Transition planning is essential when developing the IEP. More on this in later modulesSome Possible Ways to Address NeedsNon-Special Education Supports Program ModificationsSupports for School PersonnelAssistive TechnologySupplementary Aids & ServicesPositive Behavioral SupportsTransition ServicesRelated Services Measurable Annual Goals

29The IEP team must then consider the needs and determine how best to meet them. These are some of the many ways that students needs might be met. Not every need will be met by a special education service or through a measurable annual goal. The IEP team needs clear information to base decisions on, the PLAAFP is that source of information.

The IEP team must prioritize the students needs and determine how each will be met. As a general rule, the IEP goals should be concerned primarily with the highest-priority needs, with other needs being met through other means. Too many goals can lead to an IEP that is difficult to implement and can create a situation where a student is working on too many skills at once, setting them up to not achieve succes. In general, five goals or less will ensure that goals will be addressed thoroughly.

In this module, we will discuss the use of Measurable Annual goals as a way to address student needs.

Examples3) PROVIDE BASELINE DATA FOR EACH IDENTIFIED NEEDBROADSPECIFICWords Read CorrectlyMean Length of UtterancesCorrect ResponsesPercent CorrectNumber of Times Behavior OccursCorrect Math ProblemsCorrectly Answered QuestionsRunning RecordsError AnalysisREFLECTIVE OF SKILLS ADDRESSED IN STANDARDS30Anything that is:1) Specific 2) Measurable3) Objective4) Able to be given frequently and show growthCan be used as baseline data. This is important when deciding whether something can be used as baseline data. The MOST Important part of baseline is that it is reflective of the skills addressed in the standards that the student will be working on.We encourage teachers to use natural data collection methods for baseline data. There is no requirement that data be collected using a formal test. Try to use a method of data collection that accurately measures the skill you are working on but does not require a significant time commitment on your part.

Consider how you are going to do frequent progress monitoring of the student and use the same measurement as your baseline.The collection of data is only the first step in developing a data driven program, after we have data, we must analyze the data we have collected and understand what it is and isnt telling us. Remember, data collection starts with determining which behaviors we want to address and then defining those behaviors in measurable terms. Parent ConcernsWhen you lie awake at night thinking about your child what...