"Department of Elementary and Secondary Education"
Department of Elementary and Secondary Education Update Compliance 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 available – 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 services • 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 services 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 Exiting Discipline Discipline Incident 9 via MOSIS (June) Educator Course & Educator Core, 18/20 via MOSIS Assignment Educator School, Course Assignment, Student Assignment (October) Graduate Follow-up Graduate Follow-up 8 via MOSIS (Feb) DESE Data Collection • Core Data Manual – http://www.dese.mo.gov/divimprove/coredata /CDmanual.html • MOSIS – http://dese.mo.gov/MOSIS/ 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 Profile – Needs Assessment – Data Coordination Staff IMACS & ePeGs • electronic Planning and electronic Grants System (ePeGs) – 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 CAPs – 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 TRANSITION PARTNERSHIP • DESE and Transition Coalition Partnership • OSEP funded • Evidence based information TECHNICAL ASSISTANCE AND TRAINING • 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 modules Modules • Continue to update Frequently • Best Practices in Transition Asked Compliance Q&As and • Post-Secondary Transition Provide Technical Assistance to RPDC TRANSITION LIAISONS • 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 COMMUNITY OF PRACTICE • 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. • missouritransition.org TRANSITION INSTITUTE • Provide a yearly training institute based upon the needs identified in the Quality Indicator of Exemplary Transition Program Needs Assessment Intrument. MISSOURI INTERAGENCY TRANSITION TEAM • Consists of members of state agencies and other stakeholders who work with the transition process • Develop a comprehensive plan for transition within the state COMMUNITY TRANSITION TEAM • 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 Performance • 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 Consultants • Blindness Skills Specialists • http://dese.mo.gov/divteachqual/leadershi p/rpdc/index.html MO Resources (MORE) • Searchable database organized around SPP indicators • Current information about results areas • Provides various evidence-based information types • http://www.dese.mo.gov/divspeced/ Professional Development (PD) Offerings • DESE PD modules • Improvement Planning training • Other offerings available through your RPDC • 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 state • Web site http://education.missouristate.edu/ access/ SW PBS • School-wide Positive Behavior Support (SW-PBS): – 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 behaviors – 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 • http://www.successlink.org/mentor/index.asp Miscellaneous Resources Online presentations ◦ IDEA2004 Series http://dese.mo.gov/divspeced/Compliance/IDEA_ReAu2004/ ◦ RtI, FBA, Co-teaching http://dese.mo.gov/divspeced/EffectivePractices/web_based.htm ◦ NASDSE Series (variety of topics) http://dese.mo.gov/divspeced/EffectivePractices/nasdse.htm Webinars and Q&A http://dese.mo.gov/divspeced/RtiSELSpg.html Miscellaneous Resources NIMAS/NIMAC http://www.dese.mo.gov/divspeced/EffectivePractices/NIMAS_Acpage.html Assistive Technology http://www.dese.mo.gov/divspeced/EffectivePractices/assistivepage.html SELS & SELS2 http://dese.mo.gov/divspeced/Listserv_Archives.html New Directors Follow-up Sessions (MOCASE, MOCASE Winter, CEC Department of Elementary and Secondary Education •http://www.dese.mo.gov/divspeced/index.html Conclusion • 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.