SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, - - PowerPoint PPT Presentation

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Director’s Webinar

January 10, 2017

Special Education Idaho State Dept. of Education

Agenda

1. Welcome – Happy New Year! 2. Jeff D. Update 3. OSEP Updates 4. Guidance Documents – RTI & Dual Enrollment

• 4. Assessments/Secondary Transition
• 5. Medicaid
• 6. GSFR Update
• 7. Dispute Resolution Hot Topic
• 8. Upcoming Events

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SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Jeff D Update Youth Empowerment:

Update for SDE — January 2017

• Provide update information about the effort to

build a system of care for children with serious emotional disturbance and how the reform of the children’s mental health program fits in to this effort.

• Provide information so you can participate!

Objectives

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Background

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Jeff D. Class Action Lawsuit: 1980 ‐

Formal Mediation: September, 2013‐December, 2014 Settlement Agreement: June, 2015 Idaho Implementation Plan: May, 2016 Children’s Mental Health Reform Plan: September, 2016: YES Project Children’s System of Care: May, 2020

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

System of Care: Operational Characteristics

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

• Collaboration across agencies
• Partnerships with families & youth (includes family‐run and

youth‐run organizations)

• Cultural and linguistic competence
• Blended, braided, or coordinated funding
• Shared governance (and liability) across systems and with

families and youth

• Organized pathway to services and supports
• Staff supervisors, providers, and families trained and

mentored in a common practice model based on SoC values

• Child & family service‐planning and service monitoring teams

across agencies

System of Care: Operational Characteristics

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

• Single plan of services and supports
• One accountable care manager
• Cross‐agency service coordination and care management
• Individualized services and supports “wrapped” around children,

youth, and families

• Home and community‐based alternative
• Broad, flexible array of services and supports
• Integration of formal services and natural supports and linkages to

community resources

• Integration of evidence‐based and promising practices
• Data‐driven systems supported by cross‐system management

information systems and focused on continuous quality improvement.

Coordinated Programs Communication Coordinated Programs Communication

Services Process Process

SDE

Services Process Process

DJC

Services Process Process

DHW

Where we are today Where we want to go

Opportunities to Participate

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

• Workgroups/Committees
• CANS
• Clinical Advisory
• Workforce Development
• Transformation
• Automation
• Practice Manual
• Interagency Governance Team
• Quality Management, Improvement & Accountability (QMIA) Council
• Data & Reports
• Idaho Implementation Plan Monitoring
• Provider Partnership
• Youth and Family Partnership
• System Improvement
• Clinical Quality

For More Information:

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Pat Martelle, Project Manager 208‐334‐6680 YES@dhw.idaho.gov Youth Empowerment Services: www.YES.idaho.gov and www.YouthEmpowermentServices.idaho.gov CANS Information: www.praedfoundation.org Idaho Department of Health & Welfare: www.healthandwelfare.idaho.gov

1) WHITE HOUSE REPORT: The Continuing Need to Rethink Discipline 2) FACT SHEET: Equity in IDEA 3) Dear Colleague Letter: Preventing Racial Discrimination in Special Education 4) FACT SHEET: Restraint and Seclusion of Students with Disabilities

OSEP Update

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Coming soon:

• Remaining Spanish versions of forms to be posted over the

next few weeks.

• Improvements/Fixes to forms (accompanying list)
• Additional Guidance Documents (RTI, Graduation)

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Special Education Forms

Spanish versions of the new IEP (all in one) and Eligibility (all in

• ne) forms are now available online.

Response to Intervention

Guidance Documents

Response to Intervention refers to the general education practice

• f matching instruction and

interventions to the needs of students as soon as those needs become apparent.

http://www.sde.idaho.gov/topics/rti/

Adapted from Special Ed Connection

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

RTI is NOT the pathway to special education. It is, however, an educational tool that provides intervention and relevant data to support accurate special education identification decisions.

Chapter 3: RTI and Special Education

• All students, including those on IEPs, are serviced within a RTI

framework.

• Ongoing progress monitoring can be used with students on IEPs

to identify when a student has met benchmarks and/or identified goals

• Students requiring special education services may also receive

instructional support through Tier 2 or Tier 3 for needs in areas in which they are not eligible.

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

The use of RTI strategies cannot be used to delay or deny the provision of a full and individual evaluation, pursuant to 34 CFR §§ §§300.304‐300.311, to a child suspected of having a disability under 34 CFR §300.8.

Problem Solving Team: Match tier 2 and 3 interventions to the needs of students to ensure adequate progress is being made.

• May determine a student should be referred to the special education

evaluation team.

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Chapter 4 Process Chapter 4 RTI data as part of the SLD Identification Process

Evaluation Team: Make decisions regarding evaluation, assessment, and eligibility for special education services.

• Must have parental consent if data is gathered for the purpose of

evaluation because a disability is suspected.

Additional Information

• To access the guidance documents visit:

Chapter 3‐ RTI and Special Education Chapter 4‐ RTI as a part of SLD Eligibility http://sde.idaho.gov/sped/sped‐manual/

• Communicating with the Problem Solving Team

Webinar (Archived December 2016) http://idahotc.com/Webinars/entryid/213/Default

• Response to Intervention: From Theory to Practice

Online Course with 9 modules

http://idahotc.com/lms

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

New Guidance Document

Guidance Document Posted!

August 2015 page 5 SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Don’t know where it is posted. But we will. Hopefully before the webinar.

Assessments/ Secondary Transition

NAEP assessment window January 30 thru March 9

Your support and expertise is needed to help make sure that students with disabilities are not excluded from this assessment. Only students who meet (or met) participation criteria for the Idaho Alternate Assessment may be excluded from any NAEP assessment. All other students with disabilities should participate in NAEP with or without accommodations. Results are NOT reported at the student or school level Participation Ensures meaningful representation of the student population & helps to inform educational policy.

National Assessment of Educational Progress

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

ISAT Alternative Science Portfolio

Artifacts can be submitted January 1 through March 31

• Staff Registered in ISEE and IPASS roles assigned
• Students assigned to teachers

IPASS QUICK GUIDE

http://sde.idaho.gov/assessment/sped/files/assessment/general/IPASS‐Quick‐Guide.pdf  ISEE support call 208‐332‐6987 or support@sde.Idaho.gov

• Collect evidence and submit to IPASS

IPASS Science Portfolio Manual

http://apps.sde.idaho.gov/ipass/Content/Files/ISAT‐Alt%20Science%20Portfolio%20Manual%202016‐2017.pdf  Collection/Submission Support call Kendrick Lester 208‐332‐6918 or klester@sde.Idaho.gov

COMING SOON… Alt‐Science Student Response Check (SRC)

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

 The Test Administrator (TA) Certification Course is now available for completion for Teachers administering the Idaho Alternate Assessment (ID‐ AA) tests in the spring of 2017. This course is mandatory, which means Teachers will not be able to administer an ID‐AA test until this course is completed. Other resources that will be available by the end of January:

• Alternate Assessment Test Administration Manual
• Short (8 minute) video walking teachers through the

test administration steps – currently scheduled for release at the end of January/first of February.

March 20 through May 19

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Updated SDE Website & Assessment Resources Location

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

• Brief, transition related trainings
• Resources
• Transition Planning and Document Compliance
• Evidenced based practices that lead to transition results
• Beginning this month (January 30 @ 2:30 MST) through May
• All webinars will be posted and available on the Idaho Training

Clearinghouse

• Direct share information about transition related resources, trainings,

events

• Maintained solely by the SDE
• Verify your districts Secondary SPED contacts if you would like for them to

be involved

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Email Distribution List For Secondary Staff Serving Transition Age Youth

Medicaid

Project Children’s DD Services Enhancement Project

http://healthandwelfare.idaho.gov/Medical/Develop mentalDisabilities/ChildrensDDServices/ChildrensDDS ervicesEnhancementProject/tabid/3566/Default.aspx

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SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Volunteers needed for two Workgroups: Career Ladder Assessment Looking for Representation from each region including: 1 ½‐3 hours per month, during business hours Current Advisory Groups: Provider Advisory Group – Ludee Vermaas, Kuna School District Stakeholders Advisory Group – Shannon Dunstan, SDE

Medicaid Enhancement Project

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SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Special Education Teachers Special Education Directors ‐ Elementary School Psychologists ‐ Secondary Building Administrators

Medicaid Audits

Civil Penalties

Suspended from 2012‐July 1, 2015 The SDE is working with Medicaid to develop guidance on what this means for school district. The practice of civil penalties is for ALL Medicaid providers. This is reflected in the Medicaid Provider Agreement.

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SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Telehealth Policy

January 1, 2017

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SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Updated Technical Requirements = Easier Access

General Supervision File Review

GSFR Update

The Process:

34

• All LEA files successfully submitted.
• SESTA will complete all GFSR Checklists by Jan. 17th

and notification letters will be sent from the SDE to LEAs who have issues on their checklists.

• If LEAs choose, they have 60‐days to correct issues.
• Your SESTA Coordinator is available to assist and

LEAs have the responsibility to contact SESTA directly.

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

GSFR Update

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SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

After 60‐days (on March 20th) letters of non‐compliance or compliance will be sent to LEAs.

Today’s Hot Topic: Progress Monitoring and Reporting

From the Dispute Resolution Files

Where do the Hot Topics come from?

August 2015 page 5

We choose one or two topics per webinar that:

• 1. we have noted have occurred more

than once in the state, or

• 2. we’re reporting on a national trend, or
• 3. the feds have indicated this is something

to highlight.

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

An essential part of measuring a student's progress is a properly drafted statement of the student's

Present Level of Academic Achievement and Functional Performance.

This statement helps establish a baseline for measuring the student's progress. Much like IEP goals, the IEP should express this statement in objectively measurable terms.

Progress Monitoring and Reporting

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

August 2015 page 5

The IDEA requires that every IEP include a description of:

• 1. How the child's progress toward meeting the annual

goals will be measured; and

• 2. When periodic reports on the progress the child is

making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be

• provided. 34 CFR 300.320 (a)(3)

Progress Monitoring and Reporting

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

August 2015 page 5

If a student fails to make progress within a reasonable period of time, the district must convene an IEP meeting to address the student's lack of progress.

34 CFR 300.324 (b)(ii)(A).

The IDEA requires:

Progress Monitoring and Reporting

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

An IEP's statement that a student would "improve his functional academic skills from a level of not completing assignments independently to a level of being able to read, write and do basic math skills independently" was too vague to permit measurement of the student's progress.

See: Independent Sch. Dist. No. 701 v. J.T., 45 IDELR 92 (D. Minn. 2006)

Progress Monitoring and Reporting

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

A Hearing Officer found that the lack of clear, measurable goals in a child's IEP meant there was not an

• bjective measurement of the

child's progress – meaning FAPE was denied.

See: Anchorage Sch. Dist., 51 IDELR 230 (SEA AK 2008), aff'd, 54 IDELR 29 (D. Alaska 2009)

Progress Monitoring and Reporting

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

A district's continuation of inadequate services was found to be a denial of FAPE because the district should have addressed a child's reading deficiencies when it became apparent that the student was not making progress.

See: District of Columbia Pub. Schs., 49 IDELR 267 (SEA DC 2008) and Department of Educ., State of Hawaii, 47 IDELR 238 (SEA HI 2007)

Progress Monitoring and Reporting

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

A district's reporting of progress only as:

• 1. Goal has been met
• 2. Goal is in progress
• 3. Goal has not been met
• 4. “Other”

was found out of compliance due lack of data to address whether the measurable goals had been met.

Progress Monitoring and Reporting

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Suggestions for Improving Practice:

• Start with present levels of academic achievement

and functional performance statements based on data to establish clear baselines;

• Describe measurable annual goals, but also include

benchmarks to be achieved by progress reporting periods;

• Report data with progress reports; and
• Hold an IEP meeting if progress is stagnant or

declining to modify goals if necessary.

Progress Monitoring and Reporting

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

You young pups can get someone older to explain this reference to you.

“And hey . . . let’s be compliant

• ut there!”

Progress Monitoring and Reporting

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Spring 2017

April 4, 2017 – Boise Centre, Boise Keynote featured: Sharon Walsh Preview of workshop sessions:

• SESTA – Policy and strategies for guiding school‐based team

members faced with behavioral support challenges.

• Idaho Assistive Technology Project
• Vocational Rehab – Pre‐employment transition

Blue Jeans Conference

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

April 5‐7, 2017 – Boise Centre, Boise

Keynotes featured:

• Luis Cruz
• Professor MK Asante
• Charlotte Danielson
• Diane Staehr Fenner

Attendance Options for the 2017 Federal Programs Conference: One day registration – $110.00 Two day registration – $220.00 Three day registration – $285.00

2017 Federal Programs Conference

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

• Dr. Charlie Silva

Special Education Director

(208) 332‐6806

Ivana Hotchkiss

Data & Reporting Coordinator

(208) 332‐6919

Alisa Fewkes

Data Program Specialist

(208) 332‐6925

Shannon Dunstan

Early Childhood & Interagency Coordinator

(208) 332‐6908

Jeff Brandt

Special Populations Coordinator

(208) 332‐6915

Alayna Gee

Special Populations Coordinator

(208) 332‐6915

Wendy Lee

Funding & Accountability Coordinator

(208) 332‐6916

Grace Dehner

Contracts & Fiscal Program Specialist

(208) 332‐6910

Kendrick Lester

Secondary Special Education Coordinator

(208) 332‐6918

• Dr. Melanie Reese

Dispute Resolution Coordinator

(208) 332‐6914

Jessica Spoja

Dispute Resolution Program Specialist

(208) 332‐6912

SPECIAL EDUCATION SDE STAFF

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE