OFFICE OF SPECIAL EDUCATION UPDATE - ICASE Spring Meeting February 16, 2018 Dr. Pamela Wright Nancy Zemaitis - Indiana Council of ...
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OFFICE OF SPECIAL
EDUCATION UPDATE
ICASE Spring Meeting
February 16, 2018
Dr. Pamela Wright
Nancy Zemaitis
OSE Vision
All students, including those
with disabilities, are held to
high expectations and have
equitable access to
educational opportunities
that enrich their lives and
prepare them for future
success.
Today’s Focus • DOE/OSE Overview • Data on Processes and Results • Fiscal Management • Integrated Monitoring Activities • Policies, Procedures & Effective Implementation • Technical Assistance & Professional Development
Changes at IDOE • Ken Folks replaced Kelly Wittman as Chief Academic Officer • Stephanie Thompson has replaced Karen Stein as the Alternate Assessment Specialist (ISTAR-KR and ISTAR) • Karen Stein has assumed the position of Accessibility Specialist (implementation of accommodations and accessibility within all assessment programs)
Office of Special Education Team
Dr. Pamela Wright, Director
Nancy Zemaitis, Dana Long,
Assistant Director Fiscal Team Special Education
Attorney
Monitoring Team Jennifer Thompson Due Process Team
Tracy Brunner
Kristan Sievers-Coffer Robin Parker Patrick Rhodes
Steve Yockey Sarah Fields Traci Tetrick
Kristy Wright Susan Reimlinger Kacie Symes
Sarah Larrison Trennie Waddell Kim Payton
Brandon Myers Leslie Sharp
IN-DOE 2018 Priorities https://www.doe.in.gov/sites/default/files/news/2018strategicpriorities.pdf
Responsibilities of the Office of Special Education
Data on Processes and Results
Statewide Public and Private
2014-15 2015-16 2016-17 2017-18
Enrollment Grades K-12
Total Student Enrollment 1,110,188 1,108,778 1,110,283 1,114,271
Number of students receiving
158,262 159,201 161,136 163,686
special education services
Percent of students receiving
14.26% 14.36% 14.51% 14.69%
special education services
9
CHILD COUNT COMPARISONS (DECEMBER 1, 2016 AND DECEMBER 1, 2017)
SOURCE: DOE-SE AND DOE-SV
AGES 5B-22
UNDUPLICATED STATE TOTALS BY DISABILITY
Primary Exceptionality Category 12-1-16 Count 12-1-17 Count Increase/Decrease
Multiple Disability 2,092 2,055 -37
Orthopedic Impairment 1,463 1,431 -32
Blind or Low Vision 944 927 -17
Deaf or Hard of Hearing 2,224 2,277 53
Emotional Disability – Full Time 6,487 6,595 108
Emotional Disability - All Other 6,318 6,334 16
Specific Learning Disability 54,874 55,068 194
Language/Speech Impairment 34,055 34,225 170
Mild Cognitive Disability 10,224 10,102 -122
Moderate Cognitive Disability 3,654 3,560 -94
Severe Cognitive Disability 389 381 -8
Deaf Blind 28 26 -2
Autism Spectrum Disorder 15,210 15,721 511
Traumatic Brain Injury 469 458 -11
Other Health Impairment 22,705 24,526 1,821
Total Unduplicated Count 161,136 163,686 2,550 (+1.58%)School-aged Students by Disability
PRESCHOOL CHILD COUNT COMPARISONS DECEMBER 1, 2016 AND DECEMBER 1, 2017
SOURCE: DOE-SE
AGES 3-5A
UNDUPLICATED TOTALS BY DISABILITY
Primary Exceptionality Category 12-1-16 Count 12-1-17 Count Increase/Decrease
Multiple Disability 105 104 -1
Orthopedic Impairment 141 133 -8
Blind or Low Vision 42 43 1
Deaf or Hard of Hearing 183 176 -7
Emotional Disability – Full Time 4 4 0
Emotional Disability - All Other 3 2 -1
Specific Learning Disability 24 27 3
Developmental Delay 4,349 4,566 217
Language/Speech Impairment 6,837 6,962 125
Mild Cognitive Disability 100 72 -28
Moderate Cognitive Disability 31 35 4
Severe Cognitive Disability 7 5 -2
Deaf Blind 2 4 2
Autism Spectrum Disorder 605 635 30
Traumatic Brain Injury 13 12 -1
Other Health Impairment 284 286 2
Total Preschool Count 12,730 13,066 336 (+2.64%)Preschool- aged Students by Disability
Data: OSE Priorities • Improving Academic Achievement • Promoting Equity • Increasing Access • Increasing Graduation Rate/Reducing Drop Out Rate • Improving Post School Outcomes • Improving Early Learning Outcomes • Maintaining Positive Relationships with Parents • Compliance Monitoring/Results Driven Accountability
Improving Academic Achievement: Statewide Assessment
ISTEP+ E/LA AND MATH
90%
77.50% 79.00%
80%
73.30%
70%
59.20%
54.17% 54.22% 60%
50%
41.10% 42.00% 42.30%
40%
30%
19.20% 17.60% 17.52% 20%
10%
2011-12 2012-13 2013-14 2014-15 2015-16* 2016-17*
SPED Pass % GenEd Pass %
15 10.
* Includes gradePromoting Equity: Disproportionality
November 2014 November 2015 November 2016 November 2017
Indicator LEAs out of LEAs out of LEAs out of LEAs out of
compliance compliance compliance compliance
4A: Suspension/
Expulsion for all SWD
6 1 0 3
4B: Suspension/
Expulsion by race
5 1 0 5
9: Dispro Rep by race 0 0 1 0
10: Dispro Rep by
race/disability category
11 7 11 10/16Improving Access: Education Environments [ages 6-21]
Inside the general education classroom 80% or more
71.4% 72.6%
70.0% 70.6%
68.8%
62.1% 62.6%
61.5%
2012-13 2013-14 2014-15 2015-16 2016-17
Indiana NationalImproving Outcomes: Graduation Rate Trend Line
100.0%
93.6% 94.2% 93.4%
95.0%
91.4%
90.0% 88.7%
91.9%
85.0% 90.0% 89.1%
80.0%
74.7% 71.7%
75.0% 72.6%
70.0% 73.1%
70.1% 71.8%
65.0%
66.5%
60.0% 63.7%
55.0%
50.0%
09-10 10-11 11-12 12-13 13-14 14-15 15-16 16-17
SpEd GenEDImproving Outcomes
Four Year Dropout Rate Per Cohort Year
12%
11%
10%
9.1%
9%
7.8%
8%
7.0%
6.7%
7%
5.2% 5.3% 6%
4.9%
5%
5.0% 4.7% 3.2% 4%
3.9% 4.2% 3.9% 3%
3.3% 3.2%
2.5% 2%
1%
0%
2010 2011 2012 2013 2014 2015 2016 2017
GenED SpEDImproving Post-school Outcomes
Exited 2014 Exited 2015 Exited 2016
(n=199) (n=70) (n=122)
Youth who enrolled in higher education
within one year of exiting High School 35.68% 30.00% 31.15%
Youth who were competitively employed
within one yr. of exiting High School 27.14% 35.71% 39.34%
Youth who were enrolled in some other
postsecondary education or training 13.57% 17.14% 5.73%
program
Youth who are in some other employment 7.54% 4.29% 9.83%
Unemployed and not in school 16.08% 12.86% 13.93%Improving Early Learning Outcomes
ISTAR-KR RESULTS
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Progress Within Age Progress Within Age Progress Within Age
Expectations Expectations Expectations
Positive Social and Acquiring and Using Taking Appropriate Action
Emotional Skills Knowledge and Skills to Meet Needs
13-14 14-15 15-16 16-17Preschool Environments
Maintaining Parent Relationships
Percentage of parents who report that schools facilitated parent
involvement
100%
92.69% 96.05%
90% 97.11%
88.59%
80%
70.70%
70%
71.10%
60%
50%
40%
2011-12 2012-13 2013-14 2014-15 2015-16 2016-17Fiscal Management
FY19 Part B Grants: Estimated Timeline • Mid to late Feb 2018: LEA Data & Explanation Posted in Learning Connections (LC) • Mid Feb to Mid March 2018: LEA Data Verification Window • Late March 2018: LEA Grant Allocations Posted* in LC • Mid April 2018: Grant System/Submission Training Posted in LC • Mid to late April 2018: Application Walk Thru Webinar Posted in LC • June 1, 2018: Online Grant Submission Platform Available • July 1, 2018: 611 Part 1 and 619 Applications DUE • August 31, 2018: 611 Part 2 Applications DUE • Approval of prior year grant modifications will be temporarily on hold July 1-31, 2018; please submit those before or after July 2018 • No FY 2019 modifications will be accepted until majority of 2019 apps approved (late Sept/early Oct 2018) * Dependent on date OSEP notifies IDOE of allocations
Part B Grants: Helpful Resources Part B Grants for Special Education on Learning Connections • Who should join? Special Ed Director and Business Officer • What’s available? • How To Videos on applications, modifications, etc. • Required forms per Grant Year • Guidance, Examples, Training & ICASE Presentations Did you know? Use Notifications tab in user account Settings to get daily, weekly or immediate email notices of posts in your LC communities.
Part B Grant Apps: Help Us Help You
• Completing and including required application forms
• Please completely fill out cover page; list # of each corporation in grant
• Obtain and scan page(s) with all appropriate signatures required
• Double check that everything on all tabs is complete
• Online submission via Grant Management System
• You will receive email when granted access to system
• If you have multiple applications, double check all before uploading
• Please upload the right form to the right drop box—everything is
labeledFunding of SEEC: Sped Excess Costs
Goal: To fairly help schools with the high costs of serving students with
extraordinary needs, while keeping within a finite budget.
• SEA oversight responsibilities:
• Balance between maintaining legal standards and being flexible in assisting
schools to address extraordinary educational needs of their high cost
students.
• Emergency Measures in place in November to offset the high volume of
applications and the increase in costs of services.
• Stakeholder input:
• Stakeholder group = 18 representatives from around state; meet as needed
• Work group = 8 reps from stakeholder group; meet with OSE 2 x per month
• Continuing need: INVOICES, INVOICES, INVOICESMedicaid $: State Fiscal Year 2017 • Medicaid $ for IEP-required direct medical services (OT, SLP, etc) • 166 districts claimed $15.5 million • 4 of 166 (2% of) participating LEAs were charter schools • Medicaid $ for administrative activities to support all students • 147 districts claimed $5.5 million • 37 of 147 (25% of) participating LEAs were charter schools • Report of Medicaid reimbursements per district at: https://www.doe.in.gov/specialed/school-based-medicaid Learning Connection offers resources: Medicaid in Schools Community
Integrated Monitoring Activities
Compliance Monitoring (11/2017)
384 Total LEAs # Compliant/No Applicable Data 249/40
LEAs (non-duplicated count): Not Compliant 95
New Findings of Noncompliance
4A: Suspension/Expulsion for all SWD 3
4B: Suspension/Expulsion by race 5
9: Sped Identification - Disproportionate rep by race 0
10: Sped ID - Disproportionate rep by race/disability 10
11: Eligibility Timeline 32
12: IEP by 3rd BD (First Steps) 1
13: Transition IEP Elements 44
Uncorrected Noncompliance (did not correct in a year) 12
Longstanding Noncompliance (Out compliance >1 year) 2
Special Conditions 1Compliance Monitoring:
Determinations (Based upon 11/2017 Findings)
The Individuals with Disabilities Education Act (IDEA) requires the
DOE/OSE to determine if each local educational agency (LEA) meets the
requirements of Part B of the IDEA.
# of LEAs that “MEET REQUIREMENTS’ 282
# of LEAs that ‘NEEDS ASSISTANCE’ 31
# of LEAs that ‘NEEDS INTERVENTION’ 30
# of LEAs that are in ‘SPECIAL CONDITIONS’ 1
# of LEAs with No Applicable Data 40Significant Disproportionality
• Kristan Sievers-Coffer will be sending out a courtesy early notice to
one district that they have Significant Disproportionality in discipline
• Kristan Sievers-Coffer will be sending notice to 12 districts that they
are on the ‘bubble’ for Significant Disproportionality in discipline
• Please review data, policies and procedures NOW before the DOE - ES is
due this summer (which is data that will be used for next year’s calculations).
• The official notification that includes all three categories (discipline,
identification and placement) will be sent out in May
• District personnel can access their data (all categories) on IU’s site:
http://indiana.edu/~eiidata/
• Contact Kristan at ksievers@doe.in.gov if you need the passwordSignificant Disproportionality
• The federal regulation on significant disproportionality in special
education was published in December, 2016
• The regulation was designed to develop a uniform methodology for
states to use in identifying disproportionality and to take steps to
address
• OSEP staff has indicated that the U.S. DOE is considering
postponing implementation – Indiana is on hold until U.S.DOE
makes a decision. In the meantime:
• Indiana will continue to use a cell size of 15
• Indiana will use 3 of the 5 discipline categories in calculations
• Will keep the ‘reasonable progress’ definition first used last yearSignificant Disproportionality
Update: State Systemic Improvement
Plan (Indicator 17)
• New SIMR: Indiana will increase reading proficiency
achievement on Indiana’s IREAD-3 assessment by at least .5%
each year for all 3rd grade students, including those with
disabilities, attending elementary schools participating in the
Indiana SSIP initiatives.
• Partnering Schools with IEPRC:
• Schools that chose MTSS comprehensive framework: School City
of Hammond, Gary Lighthouse Charter School, Garrett-Keyser-Butler
• Partnering Schools with ECC:
• Schools that agreed to participate in preschool project: School City
of Hammond, Seymour, MarionCOMPLIANCE ?
RESULTS?
PART B TREE OF INFLUENCE (Excerpt from RRCP)
Compliance
Indicators
(4,9,10,11,
12,13)
Results
Indicators
GRADUATION (XXXXX)
RATE
Differentiated
Monitoring
and Support
?????
DROPOUT
RATE
ASSESS-
MENTAn E-Mail: RDA
• I was overjoyed to hear you are going to be looking at results
instead of compliance. I have seen a lot of great IEP goals (I
used to provide autism consulting to six school districts) and
students with no progress.
• I was a part of the first IIEP cohort improving practices
group. All the tools they gave us were great and I learned a lot,
but at the end of the day it is not that hard to write a good IEP.
What is hard is to put it into practiceAn E-Mail: RDA
What is hard is to put it into practice
• I sit in ACRs and watch teachers report poor test scores and
grades and move on without much alarm
• There seems to still be the idea that they are students with a
disability and they are just going to struggle. In this day and age
of assistive technology and research, we should be closing the
gap.
• We have a lot of great teachers doing great things. It is just that
the emphasis is on the wrong thing.CHALLENGE: Given RDA… What action will you take the next time you are in an ACC and hear a report of poor test scores, grades or limited progress?
Policies, Procedures, & Effective Implementation
POSITION STATEMENT: Diploma First The majority of students with disabilities are capable of earning a high school diploma if given appropriate instruction, supports and services. Students who have been removed from the diploma track by the case conference committee must be presented with and follow a course of study that raises expectations, is aligned with grade level standards and/or alternate standards, and provides opportunities to gain employability skills.
Certificate of Completion Update • Fall 2017 – Training for School Counselors and Data personnel • December 6, 2017 – State Board Approved 60 Applied Courses • Courses based on alternate achievement standards • Course titles/descriptions revised • Ongoing training through Project Success • SIS Vendor Collaboration • Data Reporting amended • Transcript revision
Certificate of Completion Update • Implementation with Freshman Class of 2018-19 • Initial reporting of applied courses during 2018-19 or 2019-20 • First CoC’s awarded under new requirements will be in May 2022 or 2023 • Age appropriate environments/academic and employability instruction is expected
Project Success: CoC Readiness Survey
What is your role? Have you received information
and/or professional
development about the changes
• Teacher – 146 to the CoC?
• Counselor – 93 Yes – 318
• Special Ed director – 67 No – 78
• Building administrator – 19 Willing to serve as a resource to
• District administrator – 20 other districts?
• Other – 51 60 responses!Project Success: CoC Readiness Survey
Considering the changes to the COC, how would you
describe your district/ school/ cooperative?
Informed and ready to implement in the 88
2018-19 school year responses
157
Informed but not ready to implement
responses
Need additional information prior to 151
implementation responsesCertificate of Completion Next Steps • Continued T/A and training, i.e. Project Success spring regional meetings • Using the CoC survey results • Continued information sharing, responding to questions that come in as we evolve • Continued work DOE internally (school improvement, STEM, data, transcript, school counselor information)
Certificate of Completion Next Steps • Additional resources added to the COC resource webpage (link on the OSE webpage) • Work on Content Connectors (science and expand upon others) • Working with Assessment/School Improvement/STEM • Working with subset of statewide transition group on: • Inform/educate employers on what a COC will represent • Development of format for the Portfolio/Summary of Performance
ISTAR: “No mode of communication” • 1st year a student is listed as NMC on ISTAR: The principal must sign off • 2nd year a student is listed as NMC: The principal must sign off AND and the student will be included in a random sampling of IEPs that will be reviewed for a communication goal is present • 3rd year: The principal must sign off AND the student will be included in a random file review AND district must work with PATINS • Contact PATINS if you have questions or concerns about students with little to no mode of communication
ESSA 1% Cap on ISTAR Participation
The total number of students assessed in each subject using an
alternate assessment may not exceed 1% of the total number of
students in the State who are assessed in that subject.
(participation vs performance included in 1% now)Timeline
• September 11, 2017-determine if a waiver is required; if yes,
publically post waiver request
• Indiana, based upon historical data (Spring 2016), anticipated that
approximately 1.4% of students would be assessed using the alternate
assessment. Since this exceeded the limit, Indiana requested a waiver to the
1% cap for one year (34 C.F.R. §200.6(c)(4)).
• In September, the Office of Student Assessment and Office of Special
Education sought public comment on its request for a waiver on the number
of students who could be tested using an alternate assessment on ISTAR
tests.
• September 29, 2017-public comment period closes
• October 2-13, 2017-review public comment; revise request as
appropriate
• October 16, 2017-submit Indiana waiver request to USEDTimeline
• October-November, 2017-analyze Spring 2017 testing data
• Identify Spring 2017 state percentage-1.2% (decrease but not below
1%)
• Identify corporations that had participation rates over 1%
• January, 2018-notify identified corporations and request
rationale for exceeding 1% participation
• The Office of Student Assessment sent an email to Corporation Test
Coordinators, Special Education Directors and Superintendents of
districts that exceeded the 1% participation in the alternate assessment
for the 2016-17 school year. This video was shared in that email. Any
next steps mentioned only have to be completed by districts that
exceeded the 1% cap.Timeline • February-March 2018-review corporation justification and develop technical assistance options • March 2018 and beyond-provide technical assistance to corporations ***ESSA requires disproportionality of the students participating in the alternate assessment (in districts that exceeded 1%) to be reviewed. DOE is working with the Equity Project at Indiana University on how this will be done
1% Contacts • Office of Student Assessment-Karen Stein- kstein@doe.in.gov • Office of Student Assessment-Stephanie Thompson – sthompson2@doe.in.gov • Office of Special Education-Kristan Sievers-Coffer- ksievers@doe.in.gov
Technical Assistance & Professional Development
Top 20 27 Initiatives
ESSA/FAPE Initiative (Short Shares, Spread Indiana School Mental Health Initiative
the Word, Coffee Talks) Collaboration on New Alternate Assessment
MTSS Collaboration Revising Content Connectors
State Systemic Improvement Plan (SSIP) Collaboration on ISTAR-KR Revisions
Certificate of Completion Revisions Virtual Learning Policy and Guidance
Results Driven Accountability No mode of Communication COP
Support for Non-English speaking parents:
Fine Tuning Grant Management Procedures
INSOURCE Translator Training
Revamping SEEC System IIEP Translation Feature
Inclusive Preschool Support Addressing Special Education Staff Shortages
Collaborating to improve DOE Data Recruiting and Retaining High Quality Staff
Management Systems
Medicaid Claiming Support
Article 7 Revisions PD for Charter Schools
Legislative Support Support for Distressed Schools
Collaboration on an On-line Grant Dyslexia Guidance
Management System
Examining Paraprofessional TrainingIndiana Resource Network www.doe.in.gov/specialed/indiana-resource- network
Supporting the ESSA/DCL Framework
Short Shares and Coffee Talks
Short Share T.I.P.S
• August-Intro-Done
• September-Implicit Bias-Done In the works:
• December-UDL Lesson Plan-Done
• January-Classroom Level Data-Done • MTSS-George Batsche/Evan Lesky
• January-Goal Writing Checklist-Done • SHAPE System
• Specially Designed Instruction
Coffee Talks • Superintendent Interview
• September-Certificate of Completion Done
• November-Accommodations, Instruction and
Assessment Done
• November-Dr. Moore Interview Done
• February-Goal writing process DoneGuidance through Spread the Word
SY 2017-18
August 2017
• Educational Perspectives Survey Done
SY 2017-18
• Developmental Delay Done
• Transition from First Steps Done In the works:
September 2017 • SHAPE Stories
Dyslexia, Dysgraphia, Dyscalculia Done • 504
October 2017 • ADHD
• Certificate of Completion Done • Virtual Learning and SWDs
• Communication Done
December 2017
• Developmental Delay Guidance for Students Ages 3-9 Done
February 2018
Specially Designed Instruction DoneMental Health Collaboration:
• Kristan Sievers-Coffer (OSE)
• Christy Berger (Title IV)
• Jeff Wittman (Student Services)
• Cathy Pratt (IIDC-ISMHI)
• Christy Gauss (IIDC-ISMHI)
• Mission: To build local capacity by
providing resources and training
with the goal of supporting schools
and their community partners as
they work together to address the
social, emotional, behavioral, and
mental health needs of Indiana’s
studentMental Health Collaboration
SHAPE:
School Health Assessment and Performance Evaluation System
• The SHAPE System is hosted by the national Center for School Mental
Health (CSMH) at the University of Maryland School of Medicine
• The CSMH is committed to enhancing understanding and supporting
implementation of comprehensive school mental health policies and
programs that are innovative, effective, and culturally and linguistically
competent across the developmental spectrum (from preschool through
post-secondary)
• Includes three tiers of mental health programming (promotion,
prevention, intervention)Congratulations Gold and Silver Star
SHAPE Districts
Gold Star Avon Community School Corp
Gold Star Baugo Community Schools
Gold Star Center Grove School Corp
Gold Star Eastern Hancock Co Com Sch Corp
Gold Star Harrison County Special Education Co-op
Gold Star Jay School Corp
Gold Star Noblesville Schools
Gold Star Seymour Community Schools
Gold Star Triton School Corp
Gold Star Warsaw Community
Silver Star Evansville Vanderburgh
Silver Star Hamilton Southeastern Schools
Silver Star Pioneer Regional School Corp
Silver Star Tippecanoe Valley School Corp
Silver Star Westfield-Washington SchoolsPreschool State Goal to strengthen relationship between Part C (First Steps) and Part B (Special Education Preschool Services) • Establish common transition protocols • Collaboration on possible Professional Development Continued partnership with Early Childhood Center at IU • Preschool Outcomes Project- Seymour, Marion, Hammond • Universal Technical Assistance/Professional Development • Dashboard of district level preschool LRE and Outcomes
Chicago Lawsuit-Translation
Lawsuit claims Chicago schools denied translation services
to parents of students with disabilities
• Equip for Equity filed a class action lawsuit against Chicago Public
Schools on Jan. 29 alleging a failure in the district to adequately serve
students with disabilities and their families who have limited English skills
• The complaint, filed in the District Court for the Northern District of Illinois,
Eastern Division, alleges that CPS acted with "deliberate indifference" in
denying essential translation and interpretation services to parents who
have limited English language skills
• The plaintiffs asked that a federal judge find CPS and ISBE in violation of
the IDEA and require CPS to provide special education documents in
parents' native languages and to provide competent language interpreters
at meetingsMarch – Disability Awareness Month • #BeCoolWeAre • The 2018 Disability Awareness month campaign theme • No matter the differences between people, it is always better to treat others the way you want to be treated, and this is especially true when interacting with friends, co-workers, and other Hoosiers who live with disabilities. • Theme is all about the importance of being comfortable in your own skin and making the conscious decision to be yourself, because acting different around someone with a disability isn’t cool.
OSE Vision
All students, including those
with disabilities, are held to
high expectations and have
equitable access to
educational opportunities
that enrich their lives and
prepare them for future
success.You can also read
