Special Education Leadership Conference 

Embassy Suites Hotel, Charleston, West VirginiaApril 11-12, 2011

John XXIII Pastoral Center, Charleston, West Virginia

April 13, 2011

Robert Hull

Assistant Superintendent of Schools

Division of Curriculum and Instruction 

Pat Homberg

Executive Director

Office ofSpecial Programs

SPECIAL EDUCATION UPDATES

United States Department of Education’s Office of Special Education Programs (OSEP) made a verification visit to West Virginia November 29-December 2, 2010.

Purpose of the visit was to review the state’s system for:◦ General supervision◦ Collection of state-reported data◦ Fiscal management◦ Improving child and family outcomes◦ Protecting child and family rights

VERIFICATION VISIT

• OSEP looked at critical elements that were used to guide evaluation of general supervision, data, and fiscal systems – Critical Elements Analysis Guide (CrEAG) Part B used as interview tool.

• OSEP completed a focused monitoring review related to the provision of a Free Appropriate Public Education. 

EVALUATION-OFFICE OF SPECIAL PROGRAMS

• OSEP made on-site visits to Berkeley, Jackson, Mason, and Kanawha Counties and the West Virginia Schools for the Deaf and Blind.

• OSEP randomly selected and examined Individualized Education Programs (IEPs) from these sites. 

EVALUATION-ON-SITE

• Implementation of online Individualized Education Program (IEP)

• Provision of equal access for students with IEPs to a quality universal pre-kindergarten program

• Promotion of the inclusion of school-age students with disabilities

RECOGNITION OF WV IMPROVEMENT INITIATIVES

Practice of routinely extending the timeline for state complaints received in November or December

Practice of issuing program determinations for the West Virginia Schools for the Deaf and Blind and the Institutional Education Programs

State’s policy of whether LEAs have met their maintenance of effort (MOE) obligation only based on a comparison of State and local funding on a total basis

Ensuring that LEAs are in compliance with the requirements of district-wide assessments

NONCOMPLIANCE IDENTIFIED

• Date: 2014-2015

• Focus: Program Improvement

NEXT VERIFICATION VISIT

West Virginia’s Special Education Improvement Planning Process

• Digging deeper in data via root cause analysis• Use of a logic model when thinking strategically about choosing improvement activities

• Developing an action plan for Implementation of Activities

Program Improvement  14 County Trainings                 

                                     OSP Webinars

Assist LEAs Special Education Leadership Conference 

Fall 2011

TARGETED TECHNICAL ASSISTANCE & PROFESSIONAL DEVELOPMENT

Technical assistance, as part of an effective system of general supervision, must be directly linked to the SPP indicators and to the improvement activities.• Technical assistance and professional development are provided to correct 

noncompliance and improve results.• States systematically disseminate information to LEAs about promising and evidence 

based practices.• Evaluation of technical assistance and professional development involves evidence of 

a change of practice resulting in improved outcomes and compliance as well as building sustainability and capacity.

• Networks exist at the state, local, and agency level to increase technical assistance capacity.

Improve ResultsAcademies: Literacy, Mathematics, &

AutismSpecial Education 

Leadership Conference  Spring 2011

Establish NetworksNDPC-SD,TACSEI

Autism Training Center WVTCCoP, WVACCoPWVMCCoP, WVLCCoP,NIMAC, NCRTI, NCRRC, 

NCIPP, CELL

Correct Non-ComplianceMSRRC

Special Education Leadership Conference  

Fall 2011

Math Academies Literacy Academies Autism Academies

Deepen teachers’  understanding of mathematics and their pedagogical knowledge

Yr 1 – Content/ Part AYr 2 – Content/ Part B

Develop instructional expertise in the use of a foundational set of learning strategies that students use to access all content

Yr 1 – ComprehensionYr 2 - Vocabulary

Develop coaching expertise  to support teachers of Autism.  Train 1-3 coaches per county (based on SWA pop) as an In-County Support/ResourceYr 1 

2011 SUMMER ACADEMIES

Mathematics      Literacy

      Autism

Deborah Calhoun ChapmanTucker County

Steve DavisWVSDB

Rick OylerDoddridge County

Nan WellsMonroe County

Wesley EzellDoddridge County

Kim KehrerPleasants County

Robert “Greg” BartlettRESA 6

Jaime FisherRTI Specialist RESA 7

Barbara NullRTI Specialist RESA 2

Susan BeckWVDE

Jim Guyin memoriam

Phyllis Veith

Assistant Director

Office ofSpecial Programs

Focus on a long-term data driven planning process… shifting from pure emphasis on

compliance to dedicating resources to enhance outcomes.

Students with Disabilities Students without Disabilities

26,079

154,247

3,752

71,874

Reading Language Arts WESTEST2 Data 2009-2010

Grades 3-11Tested Proficient

46.6%

14.4%

Students with Disabilities Students without Disabilities

26,106

154,297

4,721

70,967

MathematicsWESTEST2 Data 2009-2010

Grades 3-11Tested Proficient

18.1%

46.0%

Target = 100%Indicator 13: Secondary Transition

2006-2007 2007-2008 2008-2009 2009-20100

10

20

30

40

50

60

70

80

90

100

50

69

8795

Indicator 13: Compliance Rate

“Making mental connections is our most crucial learning tool, the essence of human intelligence; to forge links; to go beyond the given; to see patterns, relationships, context.”

Marilyn Ferguson(1938-), Author, The Brain Revolution and The Aquarian Conspiracy

WV Council of Administrators of Special Education (CASE)

a division of Council for Exceptional Children