Special Education Director Call

August 18, 2015

Welcome Back 2015-2016

2

SPECIAL EDUCATION PROGRAM STAFF

SEP Staff Linda Turner

Director of Special Education Programs

Melissa Flor Assistant Director State Performance Plan Procedural Safeguards

SEP Staff cont…

Arlene Maxfield Region 1 Representative

Northeast Educational Coop

Areas of Expertise Accountability Parent Surveys

Becky Cain Region 2 Program Representative

Cornbelt Educational Coop Southeast Area Educational Coop

Areas of Expertise MTSS/PBS Coordinator Behavior

Suspension/Expulsion Datta Collection School Climate Dyslexia English Language Learners

SEP Staff cont… Beth Schiltz

Region 3 Program Representative Mid-Central Coop South Central Coop James Valley Coop East Dakota Educational Coop

Areas of Expertise Accommodations High School Transition

Wendy Trujillo Region 4 Program Representative

North Central Coop Prairie Lakes Coop

Areas of Expertise Preschool 619 Coordinator Battelle Developmental Inventory – II Sped Listserv ECO Listserv

SEP Staff cont… Ambrea Sikes

Region 5 & 6 Program Representative Oahe Coop Three Rivers Coop Northwest Coop

Areas of Expertise Evidence Based Practices CEIS Personnel Record Form (PRF)

Highly Qualified SPED

Ben Morrison Region 7 Program Representative

STAR Academy Black Hills Special Services Coop Northern Hills Training Center BH Workshop and Training Center Children's Home Society

Areas of Expertise Alternate Assessment

NCSC Grant Community of Practice (COP) AAC Workgroup

Governors Special Education Advisory Panel

Determinations

State Determinations under IDEA

Over the course of the last nine years

OSEP has taken the steps necessary to prepare for a results focused accountability system

• Data timeliness and quality much improved

• Compliance rates much improved

Now, it is time to shift our to student outcomes

10

Vision for RDAAll components of an accountability system will be aligned in a manner that best support States

in improving results for infants, toddlers, children and youth with disabilities, and their

families.

11

Commitment from ED“…we have a shared responsibility to do everything within our power to ensure all students, including students with disabilities, receive a high-quality education…”

“…[OSERS and OESE] are working together to ensure that States, districts, schools, principals, and teachers have the support necessary to address the needs of all students, including students with disabilities.”

“ …a comprehensive, integrated strategy which leverages all available resources, strongly supported by [the State] is essential if we are to fulfill the ideals of IDEA: equality of opportunity, full participation, independent living, and economic self sufficiency for students with disabilities.”

OESE Assistant Secretary Delisle and OSERS Acting Assistant Secretary Yudin

Letter issued to Chief State School Officers – May 21, 2014

12

Core Principles• Principle 1: Partnership with stakeholders

• Principle 2: Transparent and understandable to educators and families

• Principle 3: Drives improved results

• Principle 4: Protects children and families

• Principle 5: Differentiated incentives and supports to States

• Principle 6: Encourages States to target resources and reduces burden

• Principle 7: Responsive to needs13

Components of RDA

• State Performance Plan/Annual Performance Report (SPP/APR) measures results and compliance

• Determinations reflect State performance on results, as well as compliance

• Differentiated monitoring and technical assistance supports improvement in all States, but especially low performing States

14

Determinations• Previously, OSEP only considered compliance

in making State determinations

• Beginning with its 2014 determinations, OSEP will consider results and compliance as factors in making State Determinations under Section 616(d)

15

State Determinations May Be• Meets the requirements (21 states)

• Needs assistance in implementing the requirements of IDEA (Yr 1 – 8 states, Yr 2 – 28 states)

• Needs intervention in implementing the requirements of IDEA ( 1or 2 Yr - 1 state, 3 or more Yr – 2 states)

• Needs substantial intervention in implementing the requirements of IDEA

16

South Dakota’s Determination• Based on the APR submitted in February 2015

• Data set is from FFY 13 (13-14 school year) except lag indicators which are FFY 12 (12-13 school year)

• South Dakota received :• 19 out of 20 points for Compliance for a score of 95

• 14 out of 24 points for Results for a score of 58.33

• The scores are then averaged to yield the final percent and determination of• 76.67% - Needs Assistance (80% would be meets requirements)

18

APR Compliance Indicators• Indicator 4B: Suspension/Expulsion by Race/Ethnicity

• Indicator 9: Disproportionate Representations

• Indicator 10: Disproportionate Representations in Specific Eligibility Categories

• Indicator 11: Child Find

• Indicator 12: Early Childhood Transition

• Indicator 13: Secondary Transition

• Indicator 15: Resolution Sessions

• Indicator 16: Mediation 19

2015 Part B Compliance Matrix • Scoring for indicators 4B, 9, 10, 11,12,and 13

• Two points: State’s FFY 2013 data were valid and reliable and reflect at least 95% compliance (for Indicators 4B, 9, 10 no greater than 5%); State’s FFY 2013 data for the indicator were valid and reliable and reflect at least 90% compliance (for Indicators 4B, 9, 10 no greater than 10%)

• One point: State’s FFFY 2013 data were valid and reliable and reflect at least 75% compliance (for Indicators 4B, 9, 10 no greater than 25%)

• Zero point: State’s FFY 2013 data reflect less than 75% compliance (for Indicators 4B, 9, 10 reflect greater than 25%); data were not valid and reliable; state did not report FFY 2013 data for the indicator 20

21

2015 Part B Compliance Matrix • Scoring for Timely and Accurate Data, Timely Due Process

Hearings and Complaint Decisions

• Two points, if the OSEP-calculated percentage reflects at least 95%.

• One point, if the OSEP-calculated percentage reflects at least 75% and less than 95%.

• Zero points, if the OSEP-calculated percentage reflects less than 75%.

• Other Factors Considered

• Longstanding Non-compliance

• Special Conditions22

23

APR Results Indicators• Indicator 1: Graduation

• Indicator 2: Dropout

• Indicator 3: Statewide Assessment

• Indicator 4A: Suspension/Expulsion

• Indicator 5: Educational Environments

• Indicator 6: Preschool Environments

• Indicator 7: Preschool Outcomes

• Indicator 8: Parent Involvement

• Indicator 14: Post-School Outcomes 24

2015 Part B Results Matrix • The Results Matrix reflects the following data:

• Statewide and NAEP assessment in reading and math at 4th and 8th grade calculated separately: • The percentage of SWD participating in regular Statewide assessments;• The percentage of SWD scoring at basic or above on the NAEP;• The percentage of SWD included in NAEP testing;

• The percentage of SWD exiting school by dropping out; and• The percentage of SWD exiting school by graduating with a regular

high school diploma.

25

APR Indicators• Unlike Compliance Indicators, loose connection in results

determination to Results Indicators:

• Graduation (first year included)

• Data is based on Special Ed federal exiting data for 12-13.

• Students exiting special education age 14-21 that year

• Indicator 1 uses the same calculation as ESEA accountability, reflects a four year cohort

• Dropout (first year included)

• Data is based on Special Ed federal exiting data for 12-13.

• Students exiting special education age 14-21 that year

• Indicator 2 uses the same calculation as ESEA accountability, reflects a four year cohort

26

APR Indicators• Statewide Assessment (second year)

• Results for 4th and 8th grade participation and proficiency on NAEP are from 12-13 school year due to NAEP being administered every other year (same data as used on last year’s determination)

• Not included this year: Results for 4th and 8th grade proficiency on regular statewide assessment. This is due to so many states field testing new assessments and getting flexibility waivers for testing.

• Indicator 3: considers participation and proficiency for 3-8 & 11 on general and alternate assessments.

• NAEP (second year)

• Data is from 13-14 and carried over from previous year as NAEP is only administered every other year.

27

2015 Part B Results Matrix • Scoring (some based on rank ordering)

28

Results Elements RDA Scores0 1 2

Participation Rate of 4th and 8th Grade SWD on Regular Statewide Assessments (reading and math, separately) <=80 81-89 >=90

Percentage of 4th grade SWD scoring Basic or above on reading NAEP <=23 24-29 >=30

Percentage of 8th grade SWD scoring Basic or above on reading NAEP <=29 30-37 >=38

Percentage of 4th grade SWD scoring Basic or above on math NAEP <=51 52-57 >=58

Percentage of 8th grade SWD scoring Basic or above on math NAEP <=26 27-33 >=34

Percentage of SWD Exiting School by Graduating with a Regular High School Diploma <=58 59-76 >=77Percentage of SWD Exiting School by Dropping Out >=23 22-17 <=16

Percentage of 4th and 8th Grade CWD included in NAEP testing (reading or math): 1 point if

0 points if less than 85%.

>=NAGB goal of 85%.

29

30

31

Differentiated Monitoring and Support• Focus on systemic improvement

• One comprehensive improvement plan focused on analyzing current system and redesigning as necessary to improve results

• Targeted TA based on determinations and SSIP

• Low performing States will get more intensive support

• Connecting work with Early Learning, SIG and ESEA Flex

32

Wrap Up• OSEPs results driven accountability framework brings into

focus the educational results and functional outcomes for children with disabilities while balancing those results with the compliance requirements of IDEA.

33

Determination Impact

• 2015 determination already determined based on data from 13-14

• OSEP will work with districts to determine areas of need, and TA center will support district

• Stakeholders will consider how to build results into district determinations

TIP OF THE MONTH

Tip of the Month – Transfers• Move quickly to prevent gap in services when

students transfer 1. Complete in-progress evaluation as expeditiously

as possible• Don't delay evaluation to provide RTI

2. Call previous district for relevant records3. Provide comparable services using previously

implemented IEP4. Know when consent is necessary

http://www.specialedconnection.com/LrpSecStoryTool/index.jsp?contentId=22694273

All Students Graduate College, Career and Life Ready

-DOE Aspiration

Students Graduate high school ready for post-secondary education or the workforce.

Proficiency in Reading by 4th Grade

Proficiency in Math by 9th Grade

Accommodations• What’s new and updated– New and updated documents

• Documents section - http://doe.sd.gov/oess/sped-IEP.aspx– SD Accommodations Manual

• Designated Supports and Accommodations section - http://doe.sd.gov/octe/SMARTERbalanced.aspx – Accommodations Summary– State Assessment Accommodations Worksheet – SD Accommodations Manual – SD Smarter Balanced Usability, Accessibility, and Accommodations

Guidelines– TIDE Settings Worksheet (New)

• Accommodation Training section - http://doe.sd.gov/oats/dakSTEP.aspx – Dstep Accommodations Worksheet

Accommodations

• For Smarter Balance - One of the other – not both (for assessment and in TIDE)

• Deciding if reading passages should be read aloud guidance found in:– SD Accommodations Manual

(pages 90-96) – SD Smarter Balanced Usability,

Accessible, and Accommodations Guideline (pages 49-57)

Text-to-Speech or Read Aloud

College and Career Ready

Students graduate high school ready for postsecondary or the workforce

Transition Services Liaison Website

• www.tslp.org• Valuable resources and training for students,

parents, and teachers in transition planning.

TSLP Staff

• Cindy Kirschman– Aberdeen

• Bev Petersen– Sioux Falls

• Dan Rounds– Central

• Vacant– South Central

• Dave Halverson– Western

Effective Teachers and Leaders

Students are supported by effective teachers and leaders.

CADRE• National Center on Dispute Resolution in Special

Education– http://www.directionservice.org/cadre/index.cfm

• Information:– IEP Meeting Facilitation training videos– Webinars: Parents in conflict– Communication strategies for family members– Documents: dispute guides, translated parent

documents, etc…

Dispute Resolutions

• http://www.doe.sd.gov/oess/sped-complaints.aspx – IEP Facilitation– Mediation– Complaints– Due Process

• New: “IDEA Dispute Resolution Parent Guides also in Spanish” (Not Parental Rights)

DATA INFORMATION

SPP Coordinators• Provide direct technical

assistance to Districts around State Performance Plan (SPP) data

• Regionally located

• Understand SPP requirements

• Review SPP Data• Facilitate data drill

down discussions• Identify data resources• Prepare for Results

Driven Accountability

SPP CoordinatorsOutside Role:• Do not review IEP

documentation for compliance.

• Do not assist with understanding School Performance Index or Title requirements

SPP CoordinatorsLocated on State Performance Plan Page

Northeast and Central Area

– Brandi Gerry brandi.gerry@edec.org

– Jolie Tostenson jolie.tostenson@edec.org

Southeast Area– Marianne Upwardmcbupward@gmail.com

Northwest and North Central– Marjo Peters

mpeters@tie.net

Southwest and South Central

– Janet Rose-Perrenoudjrose@tie.net

BDI Data Manager Updates• Riverside has made updates to be in compliance with HIPPA

– When each user logs in for the first time with current password they will be required to change the password • There is a major glitch in the system where changing the password is still not

allowing the user access. After it prompts you to enter a new password, the system will not allow you to enter, you will need to then go through password retrieval process after your email has been entered by Wendy.

• Wendy no longer has access to passwords only usernames and will continue to add users to the data manager as before.

– Each user will be required to have their own username and password– Wendy is working on entering each users email address so that you

can retrieve password assistance through the data manager system• Each district special education director was emailed a BDI license update form.

Please submit these back to me by August 17th, 2015.

Data Sheet for IEP Teams• Sped Reporting Sheets– IEP teams fill it out after IEP– Sheet would be given person entering the special

education data in campus. – http://doe.sd.gov/oess/sped-IEP.aspx

SCHOOL CLIMATE

http://nces.ed.gov/programs/maped/storymaps/oss/

Studies Show:

• Suspensions don't work—for schools, teachers, or students

Evidence does not show that discipline practices that remove students from

instruction—such as suspensions and expulsions—help to improve either student behavior or school climate.

(Skiba, Shure, Middelberg & Baker, 2011)

Studies Show:• Suspensions have negative consequences

Suspensions are associated with negative student outcomes such as lower academic performance, higher rates of dropout, failures to graduate on time, decreased academic engagement, and future disciplinary exclusion.

(Achilles, McLaughlin, Croninger,2007; Arcia, 2006; Christle, Jolivette, & Nelson, 2005; Costenbader & Markson, 1998; Lee, Cornell, Gregory, & Fan, 2011; Raffaele-Mendez, 2003; Rodney et al., 1999; Skiba & Peterson, 1999)

Studies Show:

• There are effective alternatives to suspensionEvidence-based, multi-tiered behavioral frameworks, such as positive behavioral interventions and supports (PBIS), can help improve overall school climate and safety.

(Bradshaw, C., Koth, C.W., Thornton, L.A., & Leaf, P.J., 2009)

Studies Show:• There are effective alternatives to suspensionInterventions, school-wide and individual, that use proactive, preventative approaches, address the underlying cause or purpose of the behavior, and reinforce positive behaviors, have been associated with increases in academic engagement, academic achievement, and reductions in suspensions and school dropouts. (American Psychological Association, 2008; Christle, Jolivette, & Nelson, 2005; Crone & Hawken, 2010; Liaupsin, Umbreit, Ferro, Urso, & Upreti, 2006; Luiselli, Putnam, Handler, & Feinberg, 2005; Putnam, Horner, & Algozzine, 2006; Skiba & Sprague, 2008; Theriot, Craun, & Dupper, 2010)

REMINDER!• Please take a few moments to discuss with all staff

and administration:– When a student is sent home because of a behavior

issue, it needs to be counted as a suspension– If the parent voluntarily comes to get the student after

the school has called them because of their child’s behavior, it may also need to be counted as a suspension• Calling the parent and having them come get the student could

be reinforcing the behavior• Need to be careful with the language used

August Behavior TipSet Clear Expectations and Rules on

Day One! All student will benefit from a review of the

expectations and rules All staff will benefit too Most kids learn better by doing If there are students who struggled last year, they

will probably struggle this year. Be ready!

Eligibility

Dear Colleague Letter

Autism Spectrum DisorderOSEP Dear Colleague Letter

Speech and Language Services for Students with Autism Spectrum Disorder

• Received reports that a growing number of children with ASD may not be receiving needed speech and language services, and that

• Speech-language pathologists and other appropriate professionals may not be included in evaluation and eligibility determinations

• At times, Applied Behavior Analysis (ABA) therapists are being used exclusively without including, or considering input from, SLP and other professionals who provide different types of specific therapies that may be appropriate for children with ASD.

Reminders:• Assess in all areas related to the suspected

disability • Reminder to ensure that decisions regarding

services are made based on the unique needs of each individual child with a disability.

IEP Technical Assistance Guide

The evaluation information has been removed and placed into the Eligibility in SD Guide Appendix. Access the updates and a crosswalk of the changes http://doe.sd.gov/oess/sped-IEP.aspx

Prior Written Notice• Important document to identify what was

proposed or refused by the district.• If team rejected an option, describe it.• What data or information used to make

determination?• What other factors were addressed?• Refer Webinar: http://

doe.sd.gov/oess/sped-IEP.aspx

Early Childhood Guides Updated• BDI Examiners Guide – Combined Examiners Manual and Export Guide

• LRE 3-5 Decision Tree– Combined the crosswalk and decision tree

• SD BIE Birth to Five Guide – will be posted by October 1st, 2015. Registration for training on October 13th, 2015 is available in GoSignMeUp

Indicator 11 and 12 Updates• Indicator 11 and 12 spreadsheets and directions for the 15-16 school year

have been updated and posted at http://www.doe.sd.gov/oess/sped-SPP.aspx – If you will be tracking students and uploading the spreadsheet you must download the

15-16 spreadsheet for the upload to work correctly.– Examples are no longer on the spreadsheet they are located on the last page of the

spreadsheet directions. – Do not copy and paste from older versions of the spreadsheet, this will cause errors at

upload.

• An email will be sent to sped directors when the 15-16 year is available in launchpad.

• The launchpad guide is available at http://www.doe.sd.gov/oess/sped-SPP.aspx under both Indicator 11 and 12.– If you have any feedback on issues or general comments regarding the launchpad

application or the directions, please email them to Wendy.Trujillo@state.sd.us

Indicator 14• Exiters for 2014-2015 School Year• Indicator 14 website to enter Appendix A student contact

information has been uploaded– Ensure demographic information is correct (make sure to enter a

phone number for each student)– Complete Part 2 information that has not been uploaded– Complete the Contact information for a family member or a friend

• Indicator 14 Secured Website at http://doe.sd.gov/oess/sped_SPP.aspx

• Must be completed by Oct. 1, 2015• Contact: Beth.Schiltz@state.sd.us or call 605-773-4257

Other Information

State and Local CEIS Application

• School district to use 15% of local need to provided coordinated early intervening services.

• Application on CEIS website at http://doe.sd.gov/oess/sped_CEIS.aspx

Medicaid BillingFebruary 2014, SEP had a webinar regarding Medicaid Billing. • Questions on Medicaid billing, please contact

Medicaid office at 773-3495. • http://doe.sd.gov/oess/speddirectors.aspx IDEA Medicaid Consent forms• http://doe.sd.gov/oess/sped_IEP.aspx

CAMPUS

SPED Rollover

• Rollover has been completed– Inform Teri.Jung@state.sd.us if see any issues with

rollover and submit a ticket– Spot check student information for accurate

rollover– Previous issue is exited student’s rolling with an

active sped record

July updatesAdded to the SD Enrollment Extract and Import. – The ASD Severity levels for Behaviors and Communication – Participates in Alt Assessment fields (These fields report data from their respective fields within the Special Ed Fields area of the Enrollment tab.)

Added Graduation Codes– Special Ed Exit Code 03- Graduation (IEP team modified

diploma)

WebinarsThe link will take a user directly to the page in Campus Community that has the SD specific training videos

https://community.infinitecampus.com/kb/display/DOC/South+Dakota+Special+Education+HOVL

Users will need to create a Community account to access the content with this URL. Or you can access Community from with Infinite Campus and do a search for 'South Dakota HOVL' to get to the page.

Understand Reporting and Alerts

Understand Special Ed Terms

Understand Special Ed Plans and Documents

Understand Special Ed Process Alerts

Managing Caseloads Uploading Documents

Generating SD Child Count Report

Creating Team Members Generating simple forms

PROFESSIONAL DEVELOPMENT

To Find PD Opportunities

RESOURCE TO SHARE

Back to School

https://www.understood.org/~/media/68c22f83a3444f73b928aacad2497a3e.pdf

TEACHER OR DISTRICT SHARING

• It is your time to shine: help us celebrate teacher and/or district accomplishments by letting your region rep know

Teacher or District sharing

• Nineteen South Dakota college students are the recipients of a brand new scholarship program for future teachers. The Critical Teaching Needs Scholarship Program covers two years of college tuition for people who commit to teaching in South Dakota in career and technical education, math, science and special ed.

Congratulations Erin

• The Critical Teaching Needs Scholarship encourages high school graduates in the state to pursue a college degree in teaching and work in the profession in the state.

• Erin Tounsley of Pierre was one of the seven and she will be teaching in special education.

Celebrating South Dakota Teachershttp://www.doe.sd.gov/documents/SDTeacher.pdf

Teachers from across South Dakota are being highlighted in this publication.

Kelly Stone, Vermillion Special Education Teacher, featured on page 9.

http://abilityforhire.com/

Features a Message by Governor Daugaard

Next Sped Directors LiveMeeting

September 15, 201510:00 CST

Topics in September:• Workforce Investment and Opportunity Act Update• Transfer of Rights Document