S P E C I A L E D U C A T I O N A D M I N I S T R A T O R P A N E L

SPECIAL EDUCATION UPDATE

2015

WELCOME INTRODUCT IONS OF PANEL

STATE OF THE COUNTY

STATE OF THE COUNTY

Lapeer County Total Special Education % of total students

2011-12 2012-13 2013-14 2014-15 2014-15 %

Center – and PSP

79 (Center only) 103 98 96 100%

Almont 221 191 158 152 10.4%

Dryden 78 79 71 69 11.6%

Imlay City 224 229 213 204 9.7%

Lapeer 871 821 769 745 13%

North Branch 294 296 293 284 11.8%

Chatfield 27 26 37 32 6.6%

Total County 1794 1745 1639 1582 12.2%

State 12.9%

ISD PLAN COMMITTEE

The purpose of the ISD Plan Committee is to analyze the special education needs in the county, identify gaps in the continuum of services, and provide input to potential changes to the ISD Plan.

ISD PLAN COMMITTEE SPECIAL EDUCATION GUIDING PRINCIPLES

• All Students (Birth - 26)…. • All practices and TEAM decisions must align

with…. • A full continuum of programs and services

are necessary to…… • All interventions must include…… • Behavior is……. • Critical Components of Effective Programs: • Professional Partnerships are……

SPECIAL EDUCATION GUIDING PRINCIPLES

All Students (Birth - 26): ● Are General Education Students first ● Should be educated with non-disabled peers in their community to the maximum extent possible ● Can make progress within the general curriculum that is aligned with the individual’s level of functioning and unique needs ● Should leave public education with the highest level of independence and employability possible

SPECIAL EDUCATION GUIDING PRINCIPLES

All practices and TEAM decisions must align with:

● Law (IDEA/MARSE)

● Research/Evidence-Based Practices

● Student Data/Outcomes

SPECIAL EDUCATION GUIDING PRINCIPLES

A full continuum of programs and services are necessary to: ● Program for students with disabilities are based on need ● Provide access to professionals with the certification and training needed ● Students move fluidly within the continuum ● Ensure the safety and dignity of all students ● Bridge the gap to general education; make more restrictive placements less likely while promoting better outcomes. Earlier education and intensive intervention are keys to bridging the gap

SPECIAL EDUCATION GUIDING PRINCIPLES

All interventions must include: ● Problem-Solving process ● Multi-Tiered Systems of Support- MTSS ● Teaching and Reinforcing behavioral and academic skill deficits ● Use of positive behavior interventions and universal supports ● Data which is reviewed regularly and used to drive changes ● Implementation with fidelity (due-diligence, thorough, systematic, accurate)

SPECIAL EDUCATION GUIDING PRINCIPLES

Behavior is: ● A learning opportunity ● Communication ● A skill deficit that requires instruction ● Addressed as part of an overall school climate (PBIS) ● An opportunity to address/re-assess the environment, approach, response, and function

SPECIAL EDUCATION GUIDING PRINCIPLES

Critical Components of Effective Programs: ● Early is better ● Intensity matters ● Active engagement/Structured teaching time is imperative ● Frequent monitoring and team meetings ● Specialized/Individualized instruction ● Effective Student/Staff Ratio ● Specialized training/knowledge to meet the unique needs of the student

SPECIAL EDUCATION GUIDING PRINCIPLES

Professional Partnerships are: ● Essential to effectively collaborate to meet the needs of all students ● Necessary to develop and expand our skills and knowledge ● Critical to serving students with ever-increasing complex needs ● A collaborative activity to share expertise and responsibility

LESSONS LEARNED FROM MONITORING

3 State Complaints

And 1 Surprise General Supervision Monitoring Visit

LESSONS LEARNED FROM MONITORING

• Supplemental Aides and Services • PLAAFP • Data • Logging • Notice

SUPPLEMENTAL AIDS AND SERVICES

Details….Time/Frequency/Condition Be very specific with this section

*If it’s going to happen in the gen ed. setting and/or spec. ed. setting- make sure there is documentation to prove it!

SUPPLEMENTAL AIDS AND SERVICES

Example of a well written “condition” “Personal Care Services” Sally has adult support to supervise her breaks (such as a walk, getting

a drink, or bathroom break) and to help diffuse feelings of anger at school. Adult support is used to re-direct behavior if Sally engages in inappropriate behavior. Sally will also have adult support in general education classes for developing organization and work completion skills and assistance with reading and writing in order to access the general education curriculum. Also, Sally has adult support in order to provide assistance and monitoring to develop appropriate social behavior.

“Location” – Special Education and General Education

SUPPLEMENTAL AIDS AND SERVICES

DO NOT List: • “As needed” • “When requested” • “When directed by teacher” • “At teachers discretion” • “When available”

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE (PLAAFP)

SECTION 2-B Purpose of PLAAFP Provide an overview of the factors that impact the student

Foundation for developing supports

Basis for which all other IEP components are developed

EVERY area identified as a NEED MUST be addressed in another

appropriate section of the IEP

Is used to describe the students CURRENT performances in areas affected by the students disability

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE (PLAAFP)

SECTION 2-B

Review progress data on goals and objectives If you are adding or removing goals and objectives-this is where to include WHY. Did the student meet their goal? Describe the progress!

Use CURRENT data, this can include assessments/observations… *An IEP held in June listing only district-wide assessment data from the Fall is not a good example of current data

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE (PLAAFP) SECTION 2-B: OPTION II

Examples of Data Sources

• Attendance • Checklists • Educational Development Plan (EDP) • Observational Data • Report Card/Grades/Progress reports • Assignments (work samples, portfolio) • Informal Assessment Results • Formal Assessment Results

• Criterion-referenced tests • Standardized tests

• Authentic assessments • Behavior/discipline data/record • Anecdotal written records • Common Core/Essential Elements • State/district assessment • Parent input / outside reports • Progress on previous goals/objectives

PROGRESS REPORTS & DATA

How are you keeping track of the progress students are making on each an every goal and objective listed in their IEP?

At any moment, if you were asked to show the

current progress on any one goal for any student, how easily and quickly could you produce that documentation?

PROGRESS REPORTS & DATA

Be organized with your data Have a tracking system for each goal and objective

Make sure the starting/baseline percentages in the PLAAFP match the baseline data in Section 4 - Goals and Objectives/Benchmarks of the IEP

Know the performance criteria when collecting data

A WELL WRITTEN GOAL HAS 4 CRITICAL ELEMENTS

● Target date for achieving the goal ● Identification of what the student will demonstrate ● Under what conditions or to what level/degree the student will

perform ● How progress will be assessed/evaluated

RECOGNIZING A “SMART” GOAL S = Specific M = Measurable A = Attainable R = Relevant T = Time-bound

GOAL EXAMPLE A WELL WRITTEN GOAL CONTAINS… •The ending date for achieving the goal. •What behavior the student will demonstrate. •What level, degree, or condition the student will perform. •How mastery will be evaluated. •The potential for being attained in one year. MDE Model: By ___________, (the student) will _________________ when/at date skill/behavior __________________ ________________.

condition/criteria assessment/evaluation

SERVICE PROVIDER LOG EXAMPLES

Do you have an organized and systematic way of collecting data on each goal and objective for every student?

“PERSONAL CARE” – PARA SERVICE LOGS

Do you have documentation to prove that personal care services (Parapro Support) were provided, as outlined by the criteria in the student’s IEP?

ACCOMMODATION/MODIFICATION LOGS

General Education & Special Education Teachers need to document what accommodation/modifications, are being provided that are outlined in a students IEP.

A “NOTE” ON NOTICE

Method of Notice Delivery: “In person” is great! “Mail” is good but can get expensive “Sent home with student” can be risky

If you are sending Notice home with a student, get permission from the parent (via phone, person, e-mail) and note the date permission was given.

BEHAVIOR AND FAPE

• Is a student’s behavior causing them to be separated from others?

• Due to behaviors, is the student receiving services in a different

place than what’s listed on the IEP (spending all day in the office, in a separate room)?

• Due to behavior, does the student no longer have access to

peers?

THIS MAY BE A CHANGE IN PLACEMENT…

You must convene an IEP team meeting

in order to provide FAPE 34 CFR 300.101(a) and 300.324 (b)(1)(ii)(E)

YES, THERE IS A THEME…

PROVE IT!

MEDICAID

SCHOOL BASED SERVICES

WHAT IS MEDICAID? •Medicaid is the largest single source of any kind of federal grant provided to states

•Each state sets up its own Medicaid program

IMPORTANCE OF MEDICAID

• The more logs approved for reimbursement, the more money for our districts.

• These funds go directly back to the

Special Education Fund

RANDOM MOMENTS TIME STUDY • RMTS is the tool that Michigan uses to determine the

amount of time school staff spend on activities that are in support of the Medicaid Program (Billable)

• Your quality and speed of response (within 5 days) impacts the rate of reimbursement for the entire state of Michigan.

MEDICAID TIP-SHEETS IN EDPLAN

TRAINING AND HELP • EasyIEP Process • Medicaid Billing

• WebEx available for each - dates and log in information posted on home page in EdPlan

• For training requests or questions, contact:

Hollie Wagner, LCISD

Medicaid Coordinator hwagner@lapeerisd.org

(810) 245-3962

EDPLAN

UPDATES

EDPLAN UPDATES INVITATION LETTER

Can now add Outside Agency the same as you add new Parent

Can indicate attendance at IEP meeting

New “Permission to Invite Outside Agency” Document available

EDPLAN UPDATES IEP/REED /NSP ATTENDANCE

You will be asked prior to finalizing an IEP or REED

EDPLAN UPDATES ASSESSMENT PARTICIPATIONS AND PROVISIONS

PSAT now administered in 9th and/or 10th grade

Can indicate attendance at IEP meeting

No alternate assessment available. Indicate Not Participating. Since not a mandatory assessment, you do not need to provide explanation or administer a district created assessment.

EDPLAN UPDATES ASSESSMENT PARTICIPATIONS AND PROVISIONS

Note that MI-Access is ONLY offered for grade 11.

Can indicate attendance at IEP meeting

DLM no longer the alternate assessment for Michigan. Will continue with MI-Access, but now based on Essential Elements.

EDPLAN UPDATES SPECIAL EDUCATION PROGRAMS AND SERVICES

Participation with non-disabled peers (previous question)

Yes/no question removed – language aligned to IDEA

EDPLAN UPDATES OFFER OF FAPE AND NOTICE

• The Offer of a FAPE date and the Date Notice Delivered are now the same field in the process. You will no longer enter the Offer of FAPE Date in Section 1. Remember, an Offer of FAPE is when the parent receives both the IEP and the Notice.

EDPLAN UPDATES

Please review the handout in your binder

for other important updates

CLICKER ACTIVITY

Now it is time to play a game!