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Secondary Special Education Teachers October 17, 2012

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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 - PowerPoint PPT Presentation

TRANSCRIPT

Page 1: Secondary Special Education Teachers

Secondary Special Education Teachers

October 17, 2012

Page 2: Secondary Special Education Teachers

Special Education Staff

Welcome- Jeanne, Karen, & Carol Introductions

Page 3: Secondary Special Education Teachers

Overview of the day….We will review: Transition How to write compliant IEPs Illuminate Reminders/Medicaid Personal Curriculum Teacher Certification/Professional

Development MiBlSi

Page 4: Secondary Special Education Teachers

TransitionTransition Grant for the 2012-13 school year

MTSA ConferenceTransition CouncilSix-eight week career exploration for 15 to 20 students

Page 5: Secondary Special Education Teachers

Transition Transition data is collected annually Review of the transition checklist

Page 6: Secondary Special Education Teachers

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

Page 7: Secondary Special Education Teachers

Transition -MRS How did orientation go? Any concerns or suggestions How can we help?

Page 8: Secondary Special Education Teachers

CAN YOU SURVIVE AN MDE AUDIT?

What is behind every piece of MDE data.

Page 9: Secondary Special Education Teachers
Page 10: Secondary Special Education Teachers

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.

Page 11: Secondary Special Education Teachers

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).

Page 12: Secondary Special Education Teachers

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

Page 13: Secondary Special Education Teachers

Areas of Concern Required Attendees of an IEP Meeting

◦ Administrator◦ Special education teacher◦ General education teacher◦ MET representative◦ Parent◦ Student (if appropriate)

Page 14: Secondary Special Education Teachers

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

Page 15: Secondary Special Education Teachers

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

Page 16: Secondary Special Education Teachers

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

Page 17: Secondary Special Education Teachers

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

Page 18: Secondary Special Education Teachers

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

Page 19: Secondary Special Education Teachers

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.

Page 20: Secondary Special Education Teachers

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.

Page 21: Secondary Special Education Teachers

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

Page 22: Secondary Special Education Teachers

Special Education Staff

Professional Development - Certification hour requirements with the new  State Continuing Education Clock Hours (SCECHs) - Karen

MAASE Mini-Grants-Carol Confidentiality

Page 23: Secondary Special Education Teachers

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.”

Page 24: Secondary Special Education Teachers

IlluminateWhat supports do you need with Illuminate?

Keep your dashboard accurate. Talk with Theresa for caseload revisions. Contact Stacey Viers for Medicaid excusals.

Page 25: Secondary Special Education Teachers

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

Page 26: Secondary Special Education Teachers

MiBLSi Update

Page 27: Secondary Special Education Teachers

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

Page 28: Secondary Special Education Teachers

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

Page 29: Secondary Special Education Teachers

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

Page 30: Secondary Special Education Teachers

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

Page 31: Secondary Special Education Teachers

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/AdoptionInstallation

Initial Implementation

School Teams

Page 32: Secondary Special Education Teachers

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

Page 33: Secondary Special Education Teachers

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?

Page 34: Secondary Special Education Teachers

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

Page 35: Secondary Special Education Teachers

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

Page 36: Secondary Special Education Teachers

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

Page 37: Secondary Special Education Teachers

Record of professional

development

Page 38: Secondary Special Education Teachers
Page 39: Secondary Special Education Teachers
Page 40: Secondary Special Education Teachers
Page 41: Secondary Special Education Teachers

Top to Bottom ListsWhat this means to local

districts

Page 42: Secondary Special Education Teachers

Top to Bottom ListRanking   Schools

39    Bad Axe Elementary School66     Bad Axe High School

Focus 55     Bad Axe Middle School73     Caseville Elementary School35     Caseville Middle School68     Laker Elementary49     Laker High School57     Laker Junior High School67     Harbor Beach Community High School88     Harbor Beach Elementary School85   Harbor Beach Middle School57   North Huron School62   Owendale-Gagetown Elementary School62   Ubly Community Elementary School

Reward 83   Ubly Community High School

Page 43: Secondary Special Education Teachers

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.

Page 44: Secondary Special Education Teachers

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.

Page 45: Secondary Special Education Teachers

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

Page 46: Secondary Special Education Teachers

Teacher Certification Rule Changes

Page 47: Secondary Special Education Teachers

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

Page 48: Secondary Special Education Teachers

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

Page 49: Secondary Special Education Teachers

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.

Page 50: Secondary Special Education Teachers

Teacher Consultants Follow Rules for Special Education Teachers

– must have valid teaching certification with special education endorsement

Page 51: Secondary Special Education Teachers

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

Page 52: Secondary Special Education Teachers

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.

Page 53: Secondary Special Education Teachers

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.

Page 54: Secondary Special Education Teachers

Co-TeachingDiscussion 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