Secondary Special Education Teachers October 17 2012 Special

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 Mi. Bl. Si

Transition Grant for the 2012 -13 school year MTSA Conference Transition Council Six-eight week career exploration for 15 to 20 students

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 samples Documentation 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 noncompliance 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

Mi. BLSi Update

Rt. I and MTSS � Defining the acronyms: ◦ Rt. I: Response to Intervention ◦ MTSS: Multi-Tiered System of Supports � Why the shift from Rt. I to MTSS? ◦ Perception of Rt. I being special education focused ◦ Many Rt. I 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

Mi. BLSi/MTSS Infrastructures � Cabinet � Liaison and MTSS Coordinator � Implementation Team ◦ Selection process ◦ Process Profile �Engage in monthly training provided by Mi. BSLi �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 HISD MTSS Implementation HISD Cabinet 5 Itinerants, MTTS Coordinator Collect and analyze data Create materials Identify barriers Meets 2 times monthly n iso Lia Administrators Vision and Policy Support Implementation Barrier Busting Fiscal Accountability HISD Implementation Team Whole Staff Included in communication loop Work Groups Flexible groups, selected by Implementation Team from pool of ALL staff, based on identified need or project Families/Communi ty Included in communication loop

Focus of Work: 2012 - 2014 Sep Oct Nov Dec Jan Feb Mar Apr Ma y ISD Cabinet ISD Implementation Team LEA Cabinet LEA Implementation Team School Teams Exploration/Adoption Installation Initial Implementation

Transition from SAM to Mi. BLSi � Ties 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, SAME coaches) � 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 DIFFERENT

Unified Response How is SAM different than Mi. BLSi? ◦ While SAM and Mi. BLSi share many guiding principles, Mi. BLSi 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 �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

Rt. I and MTSS � Defining the acronyms: ◦ Rt. I: Response to Intervention ◦ MTSS: Multi-Tiered System of Supports � Why the shift from Rt. I to MTSS? ◦ Perception of Rt. I being special education focused ◦ Many Rt. I models addressed only academic supports ◦ MTSS verbiage has been written into draft versions of ESEA

Record of professional development

Top to Bottom Lists What this means to local districts

Top to Bottom List Ranking Focus Reward Schools 39 Bad Axe Elementary School 66 Bad Axe High School 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 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/Consultants �A 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 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