New Egrant System IDEA flow through funds application will have a new system and look. Training will be in the Spring of 2015
Future Sped SD-STARS Reports Coming in Spring of 2015 Sped Exiters – Assist in accuracy and reporting for Graduation, Dropout, and Post-School Outcomes. Statewide Assessment – Participation rate – Proficiency rate – Drilled down to student level
Proficiency in Reading by 4 th Grade Proficiency in Math by 9 th Grade
SPP State Determination Through 2013, the OSEP used a compliance matrix that included compliance data – SD Met Requirements each year Beginning in 2014, OSEP used a compliance matrix and results matrix – Each matrix was weighted 50% for determination SD 2014 Determination: Needs Assistance – http://www2.ed.gov/fund/data/report/idea/partb spap/allyears.html#sd http://www2.ed.gov/fund/data/report/idea/partb spap/allyears.html#sd
New Ad Hoc Reports Check status of students in Campus for 504 and registered for alternate assessment
New IRIS STAR Legacy Modules Evidence-Based Practices (Part 1):Identifying and Selecting a Practice or Program Evidence-Based Practices (Part 1):Identifying and Selecting a Practice or Program – discusses the importance of identifying and selecting evidence-based practices. Evidence-Based Practices (Part 2):Implementing a Practice or Program with Fidelity Evidence-Based Practices (Part 2):Implementing a Practice or Program with Fidelity – discusses implementing an evidence-based practice or program with fidelity Evidence-Based Practices (Part 3):Evaluating Learner Outcomes and Fidelity Evidence-Based Practices (Part 3):Evaluating Learner Outcomes and Fidelity – examines how to evaluate whether an evidence-based practice is effective
College and Career Ready Students graduate high school ready for postsecondary or the workforce
Program to Provide Post-Secondary Education for Young Adults with Disabilities State Department of Human Services (DHS) has established a program offering post-secondary education to young adults with disabilities in South Dakota. Augustana College will implement a program called Augie Access for South Dakota residents 18 to 24 years old who have a diagnosis of an intellectual or developmental disability and who have completed a vocational interest assessment. Students would need to have a primary goal of employment as well as the ability to fund the education. The program will allow up to five new students annually.. The post-secondary education pilot program is a collaborative effort among several South Dakota agencies and initiatives, including DDD, Vocational Rehabilitation Services, Department of Labor and Regulation, Disability Employment Initiative and Department of Education.
Augie Access Eligible Ages 18-24 Primary goal of employment Students must have a diagnosis of an Intellectual/ Developmental Disability Resident of South Dakota Ability to fund/tuition/fees/residential/etc.. Have completed a Vocational/Interest Assessments More information will be provided
Youth Leadership Forum June 7-11, 2015 High School Students Apply – Fill out application – Interviewed by TSLP and Vocational Rehabilitation counselors – Selections Due: December 19, 2014 For more information: http://www.tslp.org/YLF.htm http://www.tslp.org/YLF.htm
Are you ready for post-secondary? Catch the Wave Events: – March 4 at Vermillion – March 24 at Mitchell – March 31 at Spearfish – April 1 at Aberdeen – April 16 at Watertown Go to www.tslp.org for more informationwww.tslp.org
High School Transition Supports Transition Services Liaison Project staff – One-on-one technical assistance at your school – Assist teachers in preparing for Indicator 13 data collection – Connect districts with appropriate agencies – Talk to classes or parents about transition – Assist teachers in locating evidence-based transition activities – Assistance in implementing or improving Project Skills
Effective Teachers and Leaders Students are supported by effective teachers and leaders.
Paraprofessionals Modules Direct Step Online Learning Modules Only for special education paraprofessionals Units cover: – Roles and Responsibilities of the Paraeducator – Assessment, Diagnosis and Evaluation – Improving Behavior – Paraeducator Support: Instructional Content and Practice See flyer for details
Direct Step Process 1.Available after January 1, 2015 until gone 2.Fill out the Administrator and Allocation form (see attachments) 3.Email to email@example.com@lrp.com – If over 30 seat requests, approval from Melissa.Flor@state.sd.us Melissa.Flor@state.sd.us 4.Direct Step will provide the Director key codes and training on system.
School Climate Students enter schools that are provide an environment conducive to learning.
December Behavior Tip: Review Expectations and Rules Behavior regression? Have a plan Have kids model Reinforce!
Data Support State Performance Plan (SPP) Coordinators – Regionally located – Connect with districts on-site – Knowledge of SPP data collection and analysis tools. – Assist in special education data analysis with the district – Knowledge of changes related to SPP
*Based number on students that graduate with an IEP that graduate with a regular diploma by the number of student with IEP’s eligible to graduate Indicator 1: Graduation Indicator2013- 2014 2014- 2015 2015- 2016 2016- 2017 2017- 2018 2018- 2019 1:Graduaion83%84.5%85%
Indicator 2: Dropout Percent of youth with IEPs dropping out of high school Information is collected through SIMS utilizing the special education exit code. Total number of students who dropped out / Total number of students on IEPs
Indicator 4A: Suspension/Expulsion Districts that have 5% of students with disabilities suspended for >10 days / total number of districts. 1.3% allows for two districts
Indicator 5: LRE(Children 6-21) Monitoring Priority: FAPE in the LRE Results indicator: Percent of children with IEPs aged 6 through 21 served: A. Inside the regular class 80% or more of the day; B. Inside the regular class less than 40% of the day; and C. In separate schools, residential facilities, or homebound/hospital placements.
Indicator 6: LRE (3-5) Results indicator: Percent of children aged 3 through 5 with IEPs attending A. Regular early childhood program and receiving the majority of special education and related services in the regular early childhood A. program; and B. Separate special education class, separate school or residential facility. A: You want to increase the # of students receiving services in regular ed setting B: You want to decrease the # of students receiving services in other locations or special settings Increased A by.5% each year Decreased B by.5% each year
Indicator 7: Preschool Outcomes Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved: A1 & A2 Positive social-emotional skills (including social A. relationships); B1 & B2 Acquisition and use of knowledge and skills (including early language/ communication and early literacy); and C1 & C2 Use of appropriate behaviors to meet their needs. Summary Statement 1: Of those preschool children who entered or exited the preschool program below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program. Summary Statement 2: The percent of preschool children who were functioning within age expectations in each Outcome by the time they turned 6 years of age or exited the program.
Indicator 8- Parent involvement Results indicator: Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities.
Indicator 9-Disproportionate Representations Percent of LEAs with Disproportionate Representation that is a Result of Inappropriate Identification FFY2013 20142015201620172018 Target ≥ 0.00%
Indicator 10: Disproportionate Representations in Specific Disability Categories Data are provided by the State Percent of LEAs with Disproportionate Representation that is a Result of Inappropriate Identification FFY2013 20142015201620172018 Target ≥ 0.00%
Indicator 13 : Secondary Transition *Number of youth aged 16 and above with IEP’s that contain each of the required components for secondary transition by number of youth with IEP’s aged 16 and above Indicator2013- 2014 2014- 2015 2015- 2016 2016- 2017 2017- 2018 2018- 2019 13: Secondary Transition 100%
Indicator 14 – Post School Outcomes Indicator 142013- 2014 2014- 2015 2015- 2016 2016- 2017 2017- 2018 2018- 2019 A: Enrolled in Higher Ed 15.50% B: Higher Ed or Competitively Employed 66.50% C: Higher Ed, other postsecondary ed, training program, competitively employed or some other employment 81.00%
Child Count To Date – Districts that have uploaded 95 districts (63%) have uploaded data; 80 district have signed off – Deadline January 15, 2015
Who to ask? IEP Questions – Special Education Programs at 773-3678 Entering information into Infinite Campus – Data Collection office at 773-3248 Submitting official child count – Susan Woodmansey and Bobbi Lieferman at 773- 3248
Private School Child Count Used for : – Federal Reporting of Child Count – Proportionate Share funding All students, who are eligible, whether receiving services or not Email went out on Dec. 3 rd to each district with a non-public school Spreadsheet can be found at http://doe.sd.gov/ofm/data- childcount.aspx http://doe.sd.gov/ofm/data- childcount.aspx Child Count Data Elements: http://doe.sd.gov/oess/documents/SPED-Emts.pdf http://doe.sd.gov/oess/documents/SPED-Emts.pdf Need to be submitted by Jan. 15, 2015 Submit to Beth.Schiltz@state.sd.usBeth.Schiltz@state.sd.us
OSEP- JCD letters On December 8, 2014, OSEP released a Dear Colleague Letter on the educational needs of students with disabilities who are in correctional facilities and the requirements of Part B of the IDEA as they apply to States, SEAs, and LEAs in educating these students. A set of Guiding Principles outlines five principles and supporting core activities to improve education practices, or implement new ones. The guide is meant to help agencies and facilities serving youth in correctional education provide education services comparable to those available to students in community schools. For more information go to www.ed.gov/correctionaledwww.ed.gov/correctionaled Dear Colleague Letter: http://www2.ed.gov/policy/gen/guid/correctional- education/idea-letter.pdfhttp://www2.ed.gov/policy/gen/guid/correctional- education/idea-letter.pdf Guiding Principles: http://www2.ed.gov/policy/gen/guid/correctional- education/guiding-principles.pdfhttp://www2.ed.gov/policy/gen/guid/correctional- education/guiding-principles.pdf
OSEP-Effective Communication On November 12, 2014, the U.S. Department of Education and the U.S. Department of Justice issued a joint Dear Colleague Letter on Effective Communication for Students with Hearing, Vision, or Speech Disabilities in Public Elementary and Secondary Schools For more information go to: Dear Colleague Letter http://www2.ed.gov/about/offices/list/ocr/letters/colleague-effective- communication-201411.pdf http://www2.ed.gov/about/offices/list/ocr/letters/colleague-effective- communication-201411.pdf Frequently asked questions on Effective Communication for Students with Hearing, Vision, or Speech Disabilities in Public Elementary and Secondary Schools http://www2.ed.gov/about/offices/list/ocr/docs/dcl-faqs-effective- communication-201411.pdfhttp://www2.ed.gov/about/offices/list/ocr/docs/dcl-faqs-effective- communication-201411.pdf IDEA and Title II regs may differ, disticts need to follow both – read case studies for examples of how to apply guidance
2015-16 Accountability Schedule Arlington Avon Baltic Big Stone City *Bowdle *Bison Bridgewater-Emery Canton *Castlewood Colome-Consolidated Dakota Valley (North Sioux City) *Edgemont Elk Mountain (Dewey) Ethan *Fredrick Area Groton Area *Herreid Highmore-Harrold *Hitchcock-Tulare Jones County (Murdo) Kimball Leola *McLaughlin Milbank *Newell Northwestern Area (Mellette) *Oelrichs Plankinton Pierre * 4 day school week Rapid City Smee (Wakpala) Scotland *Summit Todd County (Mission) *Wall *White River *Winner *Woonsocket Ability Building Service- Yankton SD Human Service Center- Yankton Dakotabilities- Sioux Falls Black Hills Work- Rapid City Northern Hills Training Center- Spearfish If there are any questions please contact Arlene Maxfield at firstname.lastname@example.org@state.sd.us
Special Education Conference Raising the Bar to Achieve Results for All! March 10 – 11, 2015 Best Western Ramkota in Sioux Falls, South Dakota
Multi-tiered System of Supports Save the Date – Summer MTSS Conference – June 3 and 4 - Pierre Contact Rebecca Cain at email@example.com with any questions on beginning implementation with the state initiative. firstname.lastname@example.org
Autism Spectrum Disorder Evaluation Team Training Rapid City, SD Sioux Falls, S.D. Jan. 28 -31Feb. 18 -21 Hilton Garden Inn Hilton Garden Inn Downtown Who may attend: This training will be offered to multidisciplinary evaluation teams in public school districts and educational cooperatives in South Dakota. Teams will be required to submit an application and will be selected on the basis of need and space availability. Credit for attending: You may receive 2 graduate credits or CEU for completing the training. If you have any questions please contact Arlene Maxfield at 605.773.2594.
Save the Date: Northern Plains Law Conference Sept. 22-23, 2015 Rushmore Plaza Civic Center Rapid City, SD Preconference for New Sped Directors September 21, 2015 Preconference for school attorneys September 21, 2015 If you have any questions please contact Arlene Maxfield at 605.773.2594.
Monthly Topical Calls Upcoming Calls 3:30-4:30 (central): – AT (3 rd Tues) No call in December – AAC (4 th Tues) No call in December – MTSS (1 st Tues) January 6 Walking through the MTSS application – SPED (2 nd Tues) Jan 13 – Topic to be determined Check Sped Director Monthly Meeting site for webinar links, call in numbers and recordings: – http://doe.sd.gov/oess/speddirectors.aspx http://doe.sd.gov/oess/speddirectors.aspx
Indicator 17 SSIP State Systemic Improvement Plan