NEW SPECIAL EDUCATION DIRECTOR TRAINING SPONSORED BY ICASE - - PowerPoint PPT Presentation
1 NEW SPECIAL EDUCATION DIRECTOR TRAINING SPONSORED BY ICASE PRESENTED BY THE INDIANA OFFICE OF SPECIAL EDUCATION JULY 13, 2016 P R E S E N TAT I O N AVA I L A B L E O N L E A R N I N G C O N N E C T I O N S P E C I A L E D U C AT I O N
NEW SPECIAL EDUCATION DIRECTOR TRAINING SPONSORED BY ICASE PRESENTED BY THE INDIANA OFFICE OF SPECIAL EDUCATION JULY 13, 2016
P R E S E N TAT I O N AVA I L A B L E O N L E A R N I N G C O N N E C T I O N S P E C I A L E D U C AT I O N A D M I N I S T R AT O R S C O M M U N I T Y: W W W . L E A R N I N G C O N N E C T I O N . D O E . I N . G O V
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Put names with faces at IDOE
Connect with colleagues
Gain information
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1) Overview of Job Responsibilities 2) Understanding of Resources 3) A Plan 4) Confidence
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8:30 Welcome, Introductions, Review of the Day, Ice Breaker 9:00 Special Education in Indiana 9:30 Monitoring: Compliance v. Results Driven Accountability 10:15 Break 10:30 A Walk through the Web: Finding Your Way 10:45 Indiana Resource Network: Valuable Resources for Schools 11:30 Special Education Funding – Part B 12:00 LUNCH
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1:00
Other Special Education Funding (APC/Excess Cost/Medicaid)
1:30
Nonpublic Schools
2:00
Data Collection
2:15
BREAK
2:30
Complaints, Mediation, Due Process, Parent Supports
3:00
Parent Relationships: Recourses and Resources
3:30
Feedback and Follow up Discussion
4:00
Adjourn
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Stay Present and Engaged Interact/Make Connections Respect Time Constraints Seek Answers**
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Do you believe that all students with disabilities are able to learn and make progress toward meeting the Indiana Academic Standards for the grade in which they are enrolled?
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It is our vision that all students with disabilities will
receive an appropriate education…
It is our mission to assist schools in improving
guidance and support for redefining an “appropriate education” as an education that raises expectations by allowing all students the opportunity to learn and progress toward meeting the Indiana academic standards for the grade level in which they are enrolled.
Read All About it!! The Office of Special Education has received guidance from the U.S. Department of Education
November 2015: Dear Colleague Letter December 2015: Every Student Succeeds Act
“Research has demonstrated that children with disabilities who struggle in reading and mathematics can successfully learn grade- level content and make significant academic progress when appropriate instruction, services, and supports are provided.”
Former Director of the USDOE, Office of Special Education Programs
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‘‘The purpose of this title is to provide all children significant
education, and to close educational achievement gaps.’’ "With this bill, we reaffirm that fundamentally American ideal— that every child, regardless of race, income, background, the zip code where they live, deserves the chance to make of their lives what they will." — President Barack Obama
Every Student Succeeds
EVERY STUDENT SUCCEEDS
serving students with disabilities in my schools?
collaborative approach to providing an appropriate education for all students?
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The Office of Special Education has a mandate for the
provision of general supervision
There are a number of areas that the U.S. Department of
Education identifies as general supervision components
Indiana receipt of IDEA federal funds is tied to all elements of
general supervision
Federal Partner: U.S. Department of Education
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General Supervision Components
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OSEP Shifts Focus from COMPLIANCE to
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60 68 74 80 88 94 97 98 40 42 44 46 44 45 47 47
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8
Compliance
Improvement in Compliance vs. Results
Results
Source: SERRC
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New focus:
Compliance remains important New Framework….RDA U.S. DOE will include results and outcomes for students
with disabilities in making the annual state ‘determination’
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IDEA requires the U.S. DOE to make annual decisions for states in
four categories:
meet requirements
need intervention
Calculated using:
Compliance Indicators 4B, 9, 10, 11, 12, 13 Results Indicator 3 (Assessments participation/proficiency of 4th and 8th
graders)
NAEP Information (4th and 8th graders) Graduation and Drop-Out Rates
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indicators. – Schools are put into one of three buckets for Indicators 11-12-13 and fiscal audits. – Indicator 14 (survey on what the student is doing a year out from exiting school) is a sample of a 1/3 of the LEAs each year. – Schools are monitored EACH year for Indicators 4, 9, and 10.
www.doe.in.gov/specialed/monitoring
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LRE Placement Categories/Federal Reporting
Percent of children with IEPs ages 6-21 placed
Inside the regular class ≥ 80% of the day * 5A Inside the regular class < 40% of the day * 5B In separate schools, residential facilities, homebound or hospital
placements *5C
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Special Education is NOT a
and supports. Where a student with a disability receives special education services is that student’s placement.
The first “where” to consider is the general education environment.
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Monitoring & Technical Assistance:
Is the LEA meeting the state targets for the three LRE categories?
http://www.doe.in.gov/specialed/indicator-5-least-restrictive-environment-lre
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Tiered support provided by the Indiana IEP Resource Center Universal, Focused and Targeted TA Targeted TA- Subgroups
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Due Process
Complaint, Due Process, and Mediation Forms
Continuous Improvement Focused Monitoring
Yearly Rotation Monitoring Guidance Findings of Noncompliance Local Determinations
Indiana Resource Network Laws, Rules, and Interpretations
Article 7 Navigating the Course
School-Based Medicaid State Advisory Council
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U.S. Department of Education
http://www.ed.gov/
Office of Special Education Programs http://www2.ed.gov/about/offices/list/osers/osep/index.html
Indiana Department of Education http://www.doe.in.gov/
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www.learningconnection.doe.in.gov
Useful Communities to join for Special Education:
Main communication tool used by the Office of Special Education for From the Director, announcements and updates, location of Part B Grant applications and forms
Information related to special education, targeted to include general education teachers
Layouts and information for all IDOE data collections
Provides the templates, technical assistance, and information needed to complete the Part B grant cycle from start to finish.
Best Practices and information on Medicaid claiming
Information and discussions about the Indiana IEP tool
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The Indiana Resource Network (IRN) is comprised of centers that provide targeted, comprehensive support to schools across the state to improve teaching and learning http://www.doe.in.gov/specialed/indiana-resource-network
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Additional Resources:
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Indiana IEP Resource Center http://www.indianaieprc.org/
Support the use of Indiana IEP Facilitate the development of compliant IEPs Provide technical assistance (TA) and professional development (PD)
for Indiana educators and staff who serve students with disabilities in order to assist them in developing compliant and effective IEPs and to foster inclusive practices.
Support local educational agencies (LEAs) in the development and use
IEPs
Provide an array of professional development and coaching opportunities,
develop resources and materials, facilitate statewide and regional collaborative networks, and advance the use of statewide technology during the case conference committee (CCC) process.
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Indiana Center on Teacher Quality (website coming soon)
ICTQ intends to 1) increase the number of high quality teachers serving
students with disabilities
2) increase the number of students with disabilities who
have access to a high quality teacher by improving recruitment, support and retention of all teachers who teach students with disabilities across the LRE continuum (general education and special education)
3) to improve school transitions and post-school
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Project Success http://www.projectsuccessindiana.com/
Assist schools and school districts in building local capacity to
ensure that students with significant cognitive disabilities can successfully participate in standard curricula and make progress in their educational programs;
Assist educators with assessing and aligning grade-level
content for students with disabilities and identifying instructional activities that relate to standard curricula while embedding communication, motor, and social skills; and
Enhance the knowledge, skills and abilities of school leaders
and educators who teach and support students with significant cognitive disabilities.
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PATINS Project http://patinsproject.com/
State-wide technical assistance network that provides
assistive/accessible technology for assisting LEAs in the utilization and creation of accessible learning environments and instructional materials
Provides a range of support services:
Operation of the Indiana Center for Accessible Instructional Materials
(ICAM) http://www.patinsproject.com/icam/icam
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IN*SOURCE http://www.insource.org/
Provide to parents, educators, and other community service providers
in Indiana, the information and training necessary to assure effective educational programs and appropriate services for children and young adults with disabilities
Set in place a statewide network of staff who serve as program
specialists serving Indiana families
Focus on helping parents, educators and service providers to work
together to address common interests or concerns and to support successful outcomes for all students
Provide support to all of the Resource Centers across all of the
Performance and Compliance Indicators especially relating to parent involvement in improving services and results for students with disabilities
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PASS Project http://indstate.edu/blumberg/pass/
Provide statewide support, technical assistance and professional
development opportunities for educators that will improve instructional quality, promote academic achievement, and foster successful post-secondary transition outcomes for students with sensory loss
Connect materials to support educators:
Deaf-Blind Services Project https://www.indbservices.org/ Improve the quality of educational services available to Indiana's infants, toddlers, children, and youth who are deaf-blind
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The Indiana Secondary Transition Resource Center https://www.iidc.indiana.edu//index.php?pageId=instrc
Build statewide and local capacity to improve post-school
Driven by current transition research and effective practices. Purpose is to develop and enhance professional development
activities and resources for schools, families, students and community
Improving school and post-school outcomes will occur through our
work centered on student-focused planning, student development, family involvement, interagency collaboration and program structures.
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http://www.doe.in.gov/specialed/indiana-resource-network
about training materials and resources for the statewide electronic IEP program (Indiana IEP) ?
OR the Transition Assessment Matrix?
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http://www.doe.in.gov/specialed/indiana-resource-network
and resources for the statewide electronic IEP program (Indiana IEP) ? https://indianaieprc.org/index.php/learning-center/indiana-iep
Assessment Matrix? http://www.iidc.indiana.edu/pages/INSTRC-Resource- Categories&lang_search=INSTRC and http://www.iidc.indiana.edu/styles/iidc/defiles/CCLC/transition_matrix/Transiti
website? http://projectsuccessindiana.com/index.php/ncsc-resources/32- curriculum-resource-guides
http://insource.org/training/online-courses/
http://www.patinsproject.com/home/about-us
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resources?
IMPORTANT!!! IDOE – Part B Grants for Special Education
Location of Part B Grant Applications, Templates,
Announcements, Reminders, etc.
Select “User Created” for Community Type
Learning Connection www.learningconnection.doe.in.gov
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Federal Funding State Funding Funding Source
IDEA Part B Grants APC Funding
Factors in Calculation
Census, Free/Reduced Lunch, & Base Payment December 1 SE (Special Ed) & ME (Membership)
December 1 Count
Unduplicated Duplicated
How Funding Is Determined
Federal Formula Student Exceptionality Codes
Where Grant is Managed
Office of Special Education Office of School Finance
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amount of local or state & local funds on the education of students with disabilities on a yearly basis
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currently identified for special education services
provision of special education and related services to parentally-placed private school students with disabilities located within the boundaries of the public LEA
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Purpose of Funds
To pay the excess costs of providing special
education & related services
To supplement State, local, & other federal funds
and not supplant those funds (supplant = replace, substitute)
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Part B IDEA Grants: Two Possibilities
share
share
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Three factors:
December 1, 1998 count X 75% of pass-through amount for FFY 1999
85% of remaining allocation after subtracting Base Amount
15% of remaining allocation after subtracting Base Amount Current December 1 counts are not a part of the federal formula.
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Three factors:
December 1, 1996 count X 75% of pass-through amount for FFY 1997
85% of remaining allocation after subtracting Base Amount
15% of remaining allocation after subtracting Base Amount Current December 1 counts are not a part of the federal formula.
How Funds are Allocated (619 grant) 34 CFR § 300.816
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Applications: 2 Submission Windows Submitted on/after July 1, 2016 (most LEAs have already submitted)
611, Part 1 619
Due on/before August 31, 2016
611, Part 2 (Includes MOE & Excess Costs) CEIS (if applicable)
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LEA must expend proportionate share of Part B funds on equitable
services for parentally placed private school children with disabilities
Calculated in both 611 & 619 grants (templates will auto-calculate for
you)
Includes:
Proportionate Share…MANDATORY!
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LEA with jurisdiction over the district where nonpublic school is
located is responsible for implementing IDEA requirements for parentally placed students with disabilities (34 CFR 300.131- 300.132)
Public LEA must meet with Nonpublic LEA for consultation to decide
Public LEA CANNOT “give” or allocate funds to Nonpublic schools;
Public LEA is responsible for funds and services
Co-ops/Interlocals/Joint Services cannot comingle funds between
corporations; LEAs must expend proportionate share on nonpublic schools within own jurisdictions
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Quarterly Report for LEAs with calculated proportionate
share from 611 and/or 619 grant
Report expenditures & costs to date by LEA Description of how proportionate share funds were
expended during the given reporting period
Explanation detailing how students with ISPs will
continue to receive services if proportionate share is expended before grant period ends
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One per LEA MOE Exceptions’ documentation Excess Costs CEIS Budget (Mandatory/Voluntary) Assurances’ document (signed by each LEA) DUE ON/BEFORE AUGUST 31, 2016
NOTE: Conditional Approval of Part 1 and Approval of Part 2 must be given before reimbursement requests will be honored.
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A WebEx will be held later this month with detailed instructions on completing the 611 (Part 2)
Excess Cost. Watch for the announcement from the Part B Grants for Special Education community for date and time.
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Mandated use of CEIS is due to the determination of
Significant Disproportionality
Significant Disproportionality=2.5 risk ratio or higher for 2
consecutive years for one or more of the following 15 categories:
Discipline (5):
ISS totaling more than 10 days
OSS/expulsion totaling more than 10 days
OSS/expulsion totaling 10 days or less
Special Education Overall Eligibility (6):
Cognitive Disability
Specific Learning Disability
Emotional Disability
Autism Spectrum Disorder
Language or Speech Impairment
Other Health Impairment
Placement (3):
Resource Room (LRE 51)
Separate Class (LRE 52)
Separate Schools and Residential Facilities (LRE 53, 54)
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Mandated LEAs must expend exactly 15% of 611
and 619 allocations on students who have not been identified as needing special education services; Can only budget from 611 grant
May budget UP TO 15% (does not have to be
exact) voluntarily; Can only budget from 611 grant
CEIS Quarterly Reports completed by LEA
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Collected quarterly for any LEA using Part B funds for CEIS
(mandatory or voluntary)
Itemizes expenditures & costs to date (by LEA) Reports number of students receiving CEIS services &
number of students eligible for special education services after receiving CEIS services during reporting period
Allows LEAs to describe CEIS activities implemented and
sustainability for the required two year time period
FY 15 and FY 16 quarterly reports due in October 2016 for
time period of July 1, 2016-September 30, 2016
FY 2015 (July 1, 2014- September 30, 2016) Last Day to Encumber Funds September 30, 2016 Final Report Due December 15, 2016 Last Day for Reimbursement December 15, 2016 FY 2016 (July 1, 2015- September 30, 2017) Last Day to Encumber Funds September 30, 2017 Final Reports Due December 15, 2017 Last Day for Reimbursement December 15, 2017 FY 2017 (July 1, 2016- September 30, 2018) Last Day to Encumber Funds September 30, 2018 Final Report Due December 15, 2018 Last Day for Reimbursement December 15, 2018
FY 2017 FY 2015 FY 2016
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If moving funds between budget categories that change
the approved budget line +/-10%
When changing Scope of Funding
Proportionate Share When purchasing equipment or technology that totals
more than $500
Before attending a conference, workshop, professional
development, etc.
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Templates & Information” folder for the appropriate grant year.
delays.
Connection.
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Templates & Information” folder for the appropriate grant year.
applicable).
Connection.
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General Questions about Part B Grants:
Jen Thompson (317.234.1002)
jthompson@doe.in.gov
General Questions about Reimbursements/Finances:
Tamara Poteet (317.233.5435)
tpoteet@doe.in.gov
Application, Modification, Final Report Submissions:
partbgrants@doe.in.gov
Reimbursement Submissions:
specialedpartb@doe.in.gov
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Use the Allowable Costs’ Document to determine which costs are not allowed. (Hint: There are 15.)
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NOT Allowed Using Part B Funds:
performing evaluations is allowed)
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NOT Allowed Using Part B Funds:
10.“Alert Now” or other system to alert parents of news, emergencies or announcements in the school
11.Universal Screening for RTI
12.Full-time School Psychologist
13.Computer for Teacher who teaches ½ day special ed and ½ day general ed
14.IPad for Student with Disability if all students are provided with IPads
15.Costs for Claiming Medicaid Funds (i.e., third-party administrators)
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Medicaid Claiming for Covered IEP-Required Services
Pays Medicaid rate for IEP-required direct medical services,
including therapies, psych, nursing & special transportation
In State Fiscal Year 2016: 160 districts claimed $12.1 million In SFY 2016: total per district varied from $615 - $704,682
Learn more at http://www.doe.in.gov/specialed/school-based-medicaid & Medicaid in Schools Community, Learning Connection
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Medicaid Administrative Claiming (“IndianaMAC”)
Pays % of public schools’ local costs for admin activities to
support gen & special ed students with unmet health needs
In Fed Fiscal Year 2015, 119 districts claimed $3.3 million FFY2015 totals for districts participating in all 4 quarterly
claims varied from $416 to $171,391
Visit http://www.doe.in.gov/specialed/school-based-medicaid
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Answers & tips for IN schools interested in Medicaid claiming
Medicaid in Schools Community Info & Resources
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State special education grant (“APC funding”)
Based on the December 1 child count (DOE-SE) Three levels based on exceptionality area: Level 1: $ 8,800 Level 2: $ 2,300 Level 3: $ 500 Preschool: Flat rate per student ($2,750)
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based on 12/1/2015 child count
count
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Smaller APC distributions February through May 2017 June 2017 APC distribution based on 2016 count
Larger APC distribution in February 2017 Remaining APC distributions based on 2016 count
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511 IAC 7-47-1 Application from school corporation
the IEP = an application an application = the IEP
Current application “form” merely lays out the
vendor and financial information.
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Nonresidential services necessary to enable the
student to remain in the community without resorting to residential placement or to return to the local community from a residential placement.
Excel format began October 2014; going well; needs
edits and shortening asap.
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special ed funding?
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Each public agency shall, with regard to any nonpublic school or
facility, including any religious school or home school, within its boundaries:
locate, identify, and evaluate all students with disabilities Consult with nonpublic school representatives (and) representatives of parents of nonpublic school students with disabilities; provide information make available special education and related services to all students with
disabilities. 511 IAC 7-34-1(d)
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Article 7 exceeds the federal requirements Must make some level of special education services
available
Exception for students with disabilities who are
awarded a choice scholarship that includes state special education funds
Federal proportionate share State Special Education funds (APC)
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Consultation
Timely and meaningful 5 topics must be discussed
After the consultation
Final decision about services to be offered Written explanation
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Who conducts?
But can also be conducted by . . .
corporation where nonpublic school is located
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to the services determined via consultation meeting with nonpublic school)
assessments including testing accommodations
Choice Scholarships for Students with Disabilities
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If eligible for special education services:
provider (public school or private school)
provider
If the Choice School Provides Special Education
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Request information from the public school Choice school education plan (CSEP)
Developed by choice school and parents
Measurable goals
Progress reports
Accommodations
Length, frequency, duration of services
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For students receiving special ed from choice school: Reevaluations Independent Educational Evaluations For students choosing public school as provider: Same as for any parentally placed nonpublic student with a disability
What happens if a student receiving special ed services from the choice school...
Leaves the choice school mid-year and enrolls in the public school?
Revokes consent to the choice school providing special ed services?
instructional days of notice
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Who counts the choice scholarship students with disabilities? The school providing special education services to the student on count day counts the student.
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https://ac.doe.in.gov/AppCenter/login.aspx This is where schools login and enter information
administrator
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How is data collection handled in your district/co-
Who is physically reporting your data?
Developing a set of rules and procedures to ensure
data quality and accuracy
Using state guidelines Understanding district systems Working with data staff
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Special Education data collections include:
DOE-SE (Dec 1 and April 1 child count) DOE-EV (Evaluations and First Steps transitions) DOE-TR (Termination – graduation, dropout, etc.) DOE-HB (Homebound/Hospitalized) DOE Layouts:
https://learningconnection.doe.in.gov Data Collections Community\Files and Bookmarks
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SE Collection utilizing Indiana IEP (Dec 1, 2016 and
Apr 1, 2017)
Official SE Collection will still be through STN Application
Center
Pilot for Indiana IEP will be statewide for SY 2016-2017 SE Report available to school district authorized users at any time DOE and Indiana IEP Resource Center will be analyzing
disparities between data
Teachers become direct part of the data reporting system
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data to the IDOE?
system?
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A complaint . . .
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the 11th day
allegations
receipt
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Issue(s) identified Did the School implement the Student’s IEP as written? Specifically, did the School provide 20 minutes of speech therapy weekly? 511 IAC 7-42-8(b) Findings of Fact The IEP required 20 minutes of therapy weekly. The School provided 15 minutes of weekly therapy. Conclusion(s) The School did not provide therapy as required, and a violation of 511 IAC 7- 42-8(b) is found. Corrective Action The School will provide compensatory speech therapy services.
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– voluntary process
issues
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faith intent to resolve issues
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placement, reimbursement
attorney advocate
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disagreement and the proposed resolution
previous two years
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requested by the parent
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methodologies, and opinions about what student needs
as result of CCC meeting.
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after a due process hearing is filed.
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Ensure that all teachers, including gen ed teachers,
know which students have IEPs and are familiar with the requirements of those IEPs;
Keep a “well-papered file” for students with
disabilities…keep a paper trail to document the provision of services and accommodations;
Communicate frequently with parents, using active
listening skills; and
Implement quality programs that comply with the law.
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I-CHAMP portal can now be used to file complaints,
requests for mediation, and requests for due process hearings electronically.
Available at: https://ichamp.doe.in.gov/
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IN*SOURCE is a parent training and information
center.
IN*SOURCE can help families better understand
their children’s disabilities and educational needs.
IN*SOURCE is not part of the Indiana DOE. The following slides will introduce you to
IN*SOURCE.
Last year…
information fairs we attended.
in-person training classes.
information and our PSVs provided individual assistance 532 times.
What Is New with IN*SOURCE? Everyone wins when we work together!
interpreter training to assist schools in ensuring that their interpreters have basic Article 7 knowledge, special education terminology and understand the Code of Ethics for interpreters.
New Projects
youth training program with the goal to train 50 students that are receiving services about self-advocacy/self- determination and we trained 293 students.
focused on our social media presence to help our presence in the state become better known.
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parents?
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within DOE, and with schools
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What other information do you need? What questions do you still have?