Department of Elementary and Secondary Education by iy5zMKP5


									Department of Elementary and
Secondary Education
 End of Course Exams and MAP
• Documenting Statewide Assessments in the
  IEP now that we have End of Course Exams
  – Changes in Model IEP form
  – Accommodations and modifications
     Specific Learning Disability
    eligibility determinations
• Districts may use RTI to determine SLD
  eligibility but need to follow the guidance
  – RTI Guidance/Guidelines on the web
  – Sample Evaluation Report
  – Special Education Standards and Indicators
  – Other resources available through DESE
 Early Intervening Services (EIS)
• District may use up to 15% of their Part B funds
  in a given year for EIS Services
• To Develop and implement coordinated ei
• For students who need additional academic
  and behavioral support so succeed in a general
  education environment
• Services for students K-12 (especially K-3) not
  eligible for special education and related
             EIS (continued)
• EIS Activities may include
  – Professional development for teachers and
    other school staff to enable such personnel to
    deliver scientifically-based academic and
    behavioral interventions
  – Providing educational and behavioral
    evaluations, services, and supports
 Reporting Requirements for EIS
• Agencies must annually report to DESE:
  – The number of children served who received
    early intervening services
  – The number of children served who received
    early intervening services and subsequently
    receive special education and related services
    during the proceeding two (2) years
DESE Data Collection
• MOSIS (Missouri Student
  Information System)
 – New primary data collection
 – Student/educator level reporting
 – Limited number of files used for many
   different collections
 – A data file upload is called a TRIAL
 – Certifying a trial populates &
   overwrites Core Data Screen data
                   Same Data,
                Different Concept
          Core Data                       MOSIS
        the way it WAS                  the way it IS
• Aggregate reporting –        • Individual student
  counts of various types of     reporting – all students
  students                       reported in every file

• Often controlled/            • Generally
  owned/entered by               controlled/compiled/
  program personnel              submitted by IT or central
                                 office staff
Special Education MOSIS / Core Data
          Data                 MOSIS File         Core Data Screen
 Special Education Child   Student Core          11 via MOSIS
 Count                     (December)
 Special Education         Student Core (June)   12 via MOSIS
 Discipline                Discipline Incident   9 via MOSIS
 Educator Course &         Educator Core,        18/20 via MOSIS
 Assignment                Educator School,
                           Course Assignment,
                           Student Assignment
 Graduate Follow-up        Graduate Follow-up    8 via MOSIS
          DESE Data Collection
• Core Data Manual

     Screen 3 – Contact Info
• Core Data Screen 3 lists out contact
  information for district personnel
• Special Education contact
  information is CRITICAL
     Making sense of it all…

– Core Data Reports
– MOSIS Reports
– Verification Reports
– Special Education
– Needs Assessment
– Data Coordination
              IMACS & ePeGs
• electronic Planning and electronic Grants System
  – DESE’s consolidated planning and grant system
  – Used for special education improvement plans
• Improvement Monitoring, Accountability and
  Compliance System (IMACS)
  – Special Ed’s web-based monitoring system
  – Used for special education compliance monitoring and
  – Improvement plan data previously entered in IMACS
    will not be transferred to ePeGs
IP Training
   Improvement Planning (IP)
• Development of improvement plans is mandatory
  for districts completing self-assessment for
  monitoring purposes when selected SPP indicators
  are not met
• Scoring guide for use in development of IP
• Training is provided on data analysis and
  improvement planning
• RPDC consultants available to districts in the
  development and implementation of IPs
           Improvement Plan
• Entered in ePeGS
• Main components
  – Needs assessment (data-based)
  – Objective
    • Evaluation Procedures
    • Strategy
       – Action steps and timelines
       – Impact measures and timelines
       – Budget
            Timelines for IP
• For Self-Study Districts – Improvement
  Plan must be submitted to DESE buy 5:00
  p.m. on March 2, 2009.
• For districts applying for grants-
  – Must submit a letter of intent to DESE by 5:00
    p.m. on January 11, 2009.
  – Plan must be submitted to DESE by 5:00 p.m.
    on March 2, 2009.
Transition in Missouri
• DESE and Transition Coalition Partnership
• OSEP funded
• Evidence based information
• Develop and disseminate specific
  print and web-based materials
  about transition activities in     • Transition Consultants provide
  Missouri                             information related to topics and
                                       issues in transition.
• Develop a technical assistance
  document titled 101 Tips for       • Collaborate with the RPDC
  Transition                           consultants to expand workshop
                                       training packages in the areas of
• Develop a DESE approved              interagency collaboration and
  transition training calendar,        transition assessments.
  continue to monitor and update
  IEP examples and training
                                     • Develop Missouri Specific
• Continue to update Frequently
                                     •    Best Practices in Transition
  Asked Compliance Q&As and          •    Post-Secondary Transition
  Provide Technical Assistance to
• A group of district volunteers who work with transition

• Meet together in both face to face and online meetings

• Assist in vetting DESE materials

• Share best practices between schools

• Assist with conference presentations

• Receive Training Opportunities
• Provide a forum for sharing practices, seeking and
  disseminating other information

• Host and archive three “Ask the Expert Events” on
  the community of Practice

• Host a closed site for RPDC, MITT, Transition
  Liaisons on the COP for resource sharing, problem
  solving and on-going dialogue.

• Provide a yearly training institute based
  upon the needs identified in the Quality
  Indicator of Exemplary Transition Program
  Needs Assessment Intrument.
• Consists of members of state agencies and
  other stakeholders who work with the
  transition process

• Develop a comprehensive plan for transition
  within the state
• A group consisting of members of the
  community working together to identify
  resources for transition

• Information will be placed into a searchable
  website of Missouri Regional Resources
Targeted Technical Assistance
and Professional Development
         Tools for Improving Student
•   RPDC Consultants
•   Mo Resources (MORE)
•   PD offerings, including Improvement Planning
•   Project ACCESS
•   School wide PBS
•   KU Transition Coalition
•   Online Teacher Mentoring
•   Administrator Mentoring Program
•   DESE website
          RPDC Consultants
• Improvement Consultants
• Compliance Consultants
• Regional Positive Behavior Supports
• Blindness Skills Specialists
       MO Resources (MORE)

• Searchable database organized around SPP
• Current information about results areas
• Provides various evidence-based
  information types
   Professional Development (PD)
• DESE PD modules
• Improvement Planning training
• Other offerings available through your
• Consultants can tailor trainings to meet
  individual district needs as identified
  through data/systems analysis and
  improvement planning
            Project ACCESS
• Support center for districts and families
  working with students with Autism
• Located in Springfield on the campus of
  Missouri State University—but serves entire
• Web site
                    SW PBS
• School-wide Positive Behavior Support
  – Proactive approach to put strategies in place for
    all children while building in supports for
    children at risk for and/or who receive special
    education services for behavior problems
  – Requires a 3-5 year commitment
                   SW PBS
Primary Objectives of SW-PBS:
  – Active administrator support & leadership
  – Common purpose and approach to discipline
  – Clear set of positive expectations and behaviors
  – Procedures for teaching expected behaviors
  – Continuum of procedures for encouraging expected
  – Continuum of procedures for discouraging
    inappropriate behaviors
  – Data-based decision making for monitoring
      Post-Secondary Transition
• RPDC Transition Specialists
• KU Transition Coalition
• State Interagency Transition Team – Special
  Education/ Vocational
  Rehabilitation/Career Education/Other
  state agencies working with adolescents
  with disabilities
On-line Teacher Mentoring Program

• DESE is working with Success Link
  – Mentoring tool for teachers
  – Relationship building
  – Lesson plan resources

          Miscellaneous Resources
Online presentations
 ◦ IDEA2004 Series

 ◦ RtI, FBA, Co-teaching

 ◦ NASDSE Series (variety of topics)

 Webinars and Q&A
             Miscellaneous Resources

Assistive Technology


New Directors Follow-up Sessions (MOCASE,
Department of Elementary
and Secondary Education
• The responsibility for compliance with
  IDEA and positive results for students with
  disabilities is shared by responsible
  agencies and individuals at the federal, state
  and local levels.
• An effective system for General Supervision
  helps ensure both of these outcomes.

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