October 17, 2012. Welcome- Jeanne, Karen, & Carol Introductions.
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Transcript of October 17, 2012. Welcome- Jeanne, Karen, & Carol Introductions.
Secondary 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 Teacher Certification/Professional
Development MiBlSi
Transition
Transition Grant for the 2012-13 school year
MTSA ConferenceTransition CouncilSix-eight week career exploration for 15 to 20 students
Transition Transition data is collected annually Review of the transition checklist
Transition Begins at the IEP the student will turn 16 or
younger if appropriate Permission from parent is received for
agency to attend the IEP (form is on the website)
Needs an updated transition assessment Scores are reported in the IEP with a
rational if no activities are selected
Transition -MRS How did orientation go? Any concerns or suggestions How 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 Process Two to three days are scheduled for the visit Interviews 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-compliance Over thirty items for the IEP are reviewed If 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 Concern Required Attendees of an IEP Meeting
◦ Administrator◦ Special education teacher◦ General education teacher◦ MET representative◦ Parent◦ Student (if appropriate)
Areas of concern
Areas of Need Supplemental Services
◦ Cannot use “as needed”◦ Should not be the same for all students◦ Think about the student’s needs and the class the
student is in◦ Quick Reference Guide
Areas of Concern
Goals and Objectives◦Team 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 Review
◦ A copy of the record review is in your packet◦ All areas are referred back to the federal law◦ Focus on consistency from one year to another
Student’s Schedule◦ Compare the student’s schedule to what is in the
IEP
Today’s Task We have selected a student from your caseload We will review that student’s 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 IEP
Compare the student’s schedule to what is in the IEP
Documentation of Programs/services Two kinds of documentation of
programs/supplemental service is required Documentation of special education
programs◦ Lesson plans, logs, work samplesDocumentation of accommodations provided by
general education teachers◦ Policy at your school (how do they keep track)
codes, logs, notes on lesson plans)◦ Samples in your packet
IEP Implementation
What: Review of assessments taken and accommodations provided during the MEAP testing window
When: On or before December 1 How:
◦ List of student records in CIMS.◦ Visit the local and review each student’s 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 IEP’s Data comes from your school’s data system New this year in CIMS 89 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 Education
Special education students opting not to participate in special education programs and services◦ Students enrolling in alternative ed.
Revocation of Special Education- the process is very important to protect student rights and your school.
Call us for advice Forms are on the website
Special Education Staff
Professional Development -
Certification hour requirements with
the new State Continuing Education
Clock Hours (SCECHs) - Karen
MAASE Mini-Grants-Carol
Confidentiality
Confidentiality is serious business to schools. Significant consequences come from unintentional remarks:
“It’s 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 doesn’t even live around here.”
Illuminate
What supports do you need with Illuminate?
Keep your dashboard accurate. Talk with Theresa for caseload revisions. Contact Stacey Viers for Medicaid excusals.
Illuminate What to write in “Also Considered”
◦ Including 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 doesn’t 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 Update
RtI and MTSS
Defining the acronyms:◦ RtI: Response to Intervention◦ MTSS: Multi-Tiered System of Supports
Why the shift from RtI to MTSS?◦ Perception of RtI being special education focused◦ Many RtI models addressed only academic
supports◦ MTSS verbiage has been written into draft
versions of ESEA
MTSS: A National Perspective Emphasizes the following:
◦Sustainable systems change◦Effective leadership at all levels◦Using reliable and valid data at all
levels of the system◦Developing local capacity◦Documenting the process and systems
work necessary to implement a continuum of supports
◦Focus on fidelity
MiBLSi/MTSS Infrastructures Cabinet Liaison and MTSS Coordinator Implementation Team
◦ Selection process◦ Process Profile
Engage in monthly training provided by MiBSLi Execute ‘to do’ list Problem solve using data Develop work plans for assisting individual districts and
buildings implement MTSS Continuous learning Effective and frequent communication
Itinerant Staff Roles
Structure of HISDMTSS Implementation
HISD CabinetAdministrators Vision and Policy Support Implementation Barrier Busting Fiscal Accountability
HISD Implementation Team 5 Itinerants, MTTS Coordinator Collect and analyze data Create materials Identify barriers Meets 2 times monthly
Liaison
Work GroupsFlexible groups, selected by Implementation Team from pool of ALL staff, based on identified need or project
Whole StaffIncluded in communication
loop
Families/CommunityIncluded in communication loop
Sep Oct Nov Dec Jan Feb Mar Apr May Sep Oct Nov Dec Jan Feb Mar Apr MayFocus of Work: 2012- 2014
ISD Cabinet
ISD Implementation Team
LEA Cabinet
LEA Implementation Team
ISD Implementation Team
LEA Implementation Team
School Teams
Exploration/Adoption
Installation
Initial Implementation
School Teams
Transition from SAM to MiBLSi
SAME
Focus on early intervention/prevention
Use Universal Screening Measures to identify students needing help and monitor progress
Data-based decisions Research-based
practices ISD Itinerants as
supporting agents (trainers, coaches)
DIFFERENT
Ties more tightly to School Improvement process
Offers Professional Development (PD) to all staff, not just Teacher Leaders
Increased local district control, ex. Districts choose the PD they want to access
Unified Response
How is SAM different than MiBLSi?◦ While SAM and MiBLSi share many guiding
principles, MiBLSi supports a structure that is more local school centered. The focus continues to be on improving student outcomes.
Are there other questions you are getting asked that you see we need a “unified response” for?
MTSS Coordinator Role GOAL (the what): provide assistance for
implementing MTSS practices in our county PLAN (the how):
◦ Communicate, communicate, communicate LEAs, All ISD Staff, Cabinet, Community, Board of Ed,
Implementation Team, Liaison, Muli-County Group, Liaison/MTSS Coordinator from TISD, Superintendents
◦ Lead and coordinate work of Implementation Team Currently building the systems (action plans, PD, long term/short
term goals, communication plan, address problems with the past and make changes for the future, unified approach)
◦ In the future, will be a coach to LEAs to build the same systems
◦ Keep focus on LEA strengths and needs
MTSS: A National Perspective Emphasizes the following:
◦Sustainable systems change◦Effective leadership at all levels◦Using reliable and valid data at all
levels of the system◦Developing local capacity◦Documenting the process and systems
work necessary to implement a continuum of supports
◦Focus on fidelity
RtI and MTSS
Defining the acronyms:◦ RtI: Response to Intervention◦ MTSS: Multi-Tiered System of Supports
Why the shift from RtI to MTSS?◦ Perception of RtI being special education focused◦ Many RtI models addressed only academic
supports◦ MTSS verbiage has been written into draft
versions of ESEA
Record of professional
development
Top to Bottom ListsWhat this means to local
districts
Top to Bottom ListRanking Schools
39 Bad Axe Elementary School
66 Bad Axe High School
Focus 55 Bad Axe Middle School
73 Caseville Elementary School
35 Caseville Middle School
68 Laker Elementary
49 Laker High School
57 Laker Junior High School
67 Harbor Beach Community High School
88 Harbor Beach Elementary School
85 Harbor Beach Middle School
57 North Huron School
62 Owendale-Gagetown Elementary School
62 Ubly Community Elementary School
Reward 83 Ubly Community High School
Top to Bottom List Michigan Department of Education will now use
a “Top to Bottom List” to rank schools. The ranking will be based on current student achievement on the MEAP and MME, improvement from past MEAP and MME scores, graduation rates, improvement in graduations over time, and the gap between the top scoring 30% of students and the bottom scoring 30% of students. Very small schools (less than 30 students) will not be ranked. In addition to the ranking, schools may be identified as a Focus, Reward, or Priority school.
Focus, Priority, or Reward? Focus Schools List - Focus Schools consist of the ten
percent of schools on the Top-to-Bottom list with the largest achievement gaps between its top 30 percent of students and its bottom 30 percent, based on average scale score.
Priority Schools List - Priority Schools (formerly known as Persistently Lowest Achieving Schools) are Michigan public schools identified in the bottom 5% of the statewide Top to Bottom ranking.
Reward Schools List - Reward Schools consist of schools that made AYP and were identified in one of three ways: 1) top 5% of schools on the Top-to-Bottom list 2) top 5% of schools making the greatest gains in achievement (improvement metric) or 3) "Beating the Odds." Beating the Odds schools are those that are overcoming traditional barriers to student achievement and are outperforming schools with similar risk factors and demographic makeup.
TSDL Teacher-Student Data Link
◦ Ties each student to courses taken◦ Ties each teacher to courses taught◦ Looks at impact over time (who taught this
student over the past several years?)◦ How successful was this student = How
successful were the teachers connected to this student
◦ Will likely be tied directly to teacher evaluation ratings given based on student performance (status and growth) – 50% in 2015-16
Teacher Certification Rule Changes
New Teacher with Provisional Certificate Expiring Prior to Sept. 2013
Must hold a teaching certificate (notarized, signed, and turned in to district office) valid for 6 years
Must pass all components of the Michigan Test for Teacher Certification (MTTC)
Must gain at least three years of successful teaching experience within the grade and validity of the provisional certificate
Must earn 18 semester hours in a planned course of study or complete a Master’s or higher degree (If earned outside of Michigan, contact HISD for further information)
Must hold a valid Child and Adult CPR with first aid training certificate from an approved provider
New Teacher with Provisional Certification Expires After Sept. 2013
Must gain at least three years of successful teaching experience since certificate was issued
Earn appropriate reading credits◦ Must have 6 semester hours of teaching reading or reading methods for
elementary and 3 semester hours for secondary◦ Beginning 7/1/2009, all teachers advancing to a professional certificate
must also have 3 semester credits of reading diagnostics and remediation which includes field experience.
And ONE of the following earned between the date of the previously issued certificate and the application for renewal:◦ Earn 6 semester hours in a planned course of study◦ Attendance at all 5 days of District Offered PD each year for 5 years (30
hours per year x 5 years = 150 hours). Cannot earn more than 30 hrs. per year, cannot miss any hours in any year to use this option; however partial hours can be applied toward combination option.
◦ Earn 180 hours of State Continuing Education Clock Hours (SCECHs) appropriate to grade level and content endorsement of the certificate held
Experienced Teacher with Professional Certificate Expired after 5/18/12
Requires ONE of the following, earned between the date of the previously issued certificate and the application for renewal:◦ Completion of 6 semester hours appropriate to grade level
and/or endorsement(s) of the certificate from an approved college.
◦ Attendance at all 5 days of District Offered PD each year for 5 years (30 hours per year x 5 years = 150 hours). Cannot earn more than 30 hrs. per year, cannot miss any hours in any year to use this option; however, accumulated hours can be used toward the combination option.
◦ 180 hours of State Continuing Education Clock Hours (SCECHs). Each previously-earned SB-CEU counts as 10 SCECHs.
Teacher Consultants Follow Rules for Special Education Teachers
– must have valid teaching certification with special education endorsement
180 Hours for Teachers/ConsultantsA combination of the three, totaling 180 clock hours. Clock hours are calculated as:◦1 College Credit Hour = 30 clock hours
◦1 SB-CEU = 10 clock hours◦1 District Offered PD Hour = 1 clock hour
New Students The enrollment form used at your local school
should have a section that specifically asks about Special Education Eligibility.
Requests for evaluation that consider a change of eligibility must be completed within the same 30 day timeline as an initial evaluation – be strategic and coordinate these requests with your locals.
Remember the 30 Day Placement was discontinued. Implement the current IEP or write a new IEP.
Education Setting Criteria for determining setting
The State of Michigan is reporting Education Setting to the Department of Education
Special Education Teachers code this report in their registries.
The State’s goal is
The Dept of Ed’s goal is 80% of Special Education students to receive 80% of their education in a general education setting.
Co-Teaching
Discussion How do you document that the grade is
determined cooperatively How do you document progress on goals
and objectives How do you document the time/activity that
is provided What works/what are your concerns Report out