Kathy Kersenbrock-Ostmeyer- Director
Kurt Brown-Assistant Director
A
Review of District Data
 School Teams
 All data is by district except Indicator 20,
Timely and Accurate Data
 2012-2013 data is reported in 2014 and so on
RESULTS DRIVEN ACCOUNTABILITY (RDA)
NEW PROPOSED STATE PERFORMANCE PLAN
(SPP) STATE SYSTEMIC IMPROVEMENT PLAN
(SSIP)
 2013 SUMMER LEADERSHIP CONFERENCE
 EARLY CHILDHOOD, SPECIAL EDUCATION
AND TITLE SERVICES (ECSETS)
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 RESULTS
DRIVEN ACCOUNTABILITY (RDA)
 OSEP is reconceptualizing its accountability
system. That system, Results Driven
Accountability (RDA), is aligned to best
support States in improving results for
students with disabilities.
 RESULTS
DRIVEN ACCOUNTABILITY (RDA)
 Previously, OSEP’s accountability system,
including the SPP/APR, was heavily focused
on compliance with statutory and regulatory
requirements, with limited focus on how the
requirements impacted results for students
with disabilities.
 RESULTS
DRIVEN ACCOUNTABILITY (RDA)
 RDA balances the focus on improved
educational results and functional outcomes
for students with disabilities while
considering compliance as it relates to those
results and outcomes. The SPP/APR is a
critical component of RDA
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PROPOSED FFY 2013 – FFY 2018 SPP/APR
As the result of these proposed revisions, the SPP/APR will include 17 indicators
1. Graduation
2. Dropout
3. Assessments
4. Suspension/Expulsion
5. LRE
6. Preschool LRE
7. Preschool Outcomes
8. Parent Involvement
9. Disproportionate Representation
10. Disproportionate Representation – disability category
11. Evaluation Timelines
12. Preschool Transition
13. Secondary Transition
14. Post-school Outcomes
15. Resolution Sessions
16. Mediation
17. State Systemic Improvement Plan (SSIP)
 Lawsuits
 Due
Process Proceedings
 Formal Complaints
 The Uninterrupted Scholar’s Act
 Extracurricular
 Kansas
Emergency Safety Interventions
Regulations
 (Adopted by the Kansas State Board of
Education on February 13, 2013.
 Became law on April 19, 2013.)
 Article 42. – EMERGENCY SAFETY
INTERVENTIONS
 91-42-1. Definitions. As used in this
regulation and in K.A.R. 91-42-2, each of
the following
 terms shall have the meaning specified in
this regulation:
 Emergency
safety intervention” means the
use of seclusion or physical restraint when a
student presents an immediate danger to self
or others. Violent action that is destructive
of property may necessitate the use of an
emergency safety intervention.
 Chemical
restraint” means the use of
medication to control a student’s violent
physical behavior or restrict a student’s
freedom of movement.
 Mechanical restraint” means any device or
object used to limit a student’s movement.
 Physical
restraint” means bodily force used
to substantially limit a student’s movement.
 “Time-out”
means a behavioral intervention
in which a student is temporarily removed
from a learning activity without being
confined.
 Physical
escort” means the temporary
touching or holding the hand, wrist, arm,
shoulder, or back of a student who is acting
out, for the purpose of inducing the student
to walk to a safe location.
 Seclusion,”
when used with a student, means
that all of the following conditions are met:
 (1) The student is placed in an enclosed area
by school personnel.
 (2) The student is purposefully isolated from
adults and peers.
 (3) The student is prevented from leaving, or
reasonably believes that the student will be
prevented from leaving, the enclosed area.
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Students Exiting
Students Entering
Service Dates and Times
What Happens in the Spring?
SUBMIT!!!!!!!
 Check
all of your data yearly!!!!!!
 KIDS ID number
 AYP school has changed to Accountability
School
 Remember the address switch feature
 Update Screening dates
 The exit date is the last day the student
received services
 The enter date is the first day they come to
school or receive service
A
meeting notice is required
 For an annual IEP, Meeting to discuss
potential changes to the IEP, Determining
Eligibility
 10 days written notice is required unless the
parent waives that right.
 Students 16 and older need to sign the notice
showing that they were invited to the
meeting
 You must document on the meeting notice
the reason why an IEP runs late.
IEP Process
Exit
Referral
Evaluation (and Eligibility)
Progress Reporting
Present Levels of
Academic Achievement &
Functional Performance
Services
Short-Term
Objective and
Benchmarks
Prioritize Needs
and How Needs
Will be Addressed
Measurable Annual Goals
Present Levels of Academic
Achievement & Functional
Performance (PLAAFPs):
a) are the way you identify and
prioritize needs and
b) establish baseline performance in
order to develop an individualized
and meaningful plan.
c) identify degree of match between
skills & environment
Examples
1)CURRENT PERFORMANCE
Learning Strengths
Standardized Assessments
Strengths and Weaknesses
Vocational/Career Interests
Instructional Preferences
Skills related to Interests
Learning Rate
Independent Living Skills
Social Issues
2) IMPACT OF EXCEPTIONALITY
Which Standards are Appropriate
Birth-6 Curriculum Measures
Instructional Level
Routines Based Assessments
Reading Level
District Assessments
State Assessment
Performance on Classroom Tests
How Behavior affects ability to progress or access general curriculum
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Non-Special Education Supports
Program Modifications
Supports for School Personnel
Assistive Technology
Supplementary Aids & Services
Positive Behavioral Supports
Transition Services
Related Services
Measurable Annual Goals
3) PROVIDE BASELINE DATA FOR
EACH IDENTIFIED NEED
Words Read Correctly
Mean Length of Utterances
Correct Responses
Percent Correct
Number of Times Behavior Occurs
Correct Math Problems
Correctly Answered Questions
Running Records
Error Analysis
REFLECTIVE OF SKILLS ADDRESSED IN STANDARDS
 When
you lie awake at night thinking about
your child what is it that you worry about?
 What does the hour from hell look like in
your home?
 What do you hope for when your child
becomes an adult?
 Kansasprojectsuccess.org
 CHAMPS
 LTERS
(Math)
 Does
it pass the stranger test?
 What are the needs?
 How significant are the needs?
 Is there specialized instruction and if so does
it address the needs?
 Say NO to “As Needed”
 Indicator
13
 The Transition plan is the shared
responsibility of all the team members
 Postsecondary Goals are important
 This drives the IEP as per law
IEP Process
Exit
Referral
Evaluation (and Eligibility)
Progress Reporting
Services
Short-Term
Objectives and
Benchmarks
Present Levels of Academic
Achievement & Functional
Performance
Post
Secondary
Goals
Prioritize Needs
and How Needs
Will be Addressed
Measurable Annual Goals
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Functional for the child
Priority to the family
Usable across settings, people and materials
Address multiple areas simultaneously
Match the child’s developmental level
Usable within the child’s daily environment
Observable and measurable
Builds towards postsecondary goals
Measurable Annual Goals
describe the anticipated
progress that will result
from specially designed
instruction the student will
receive.
Based on data contained
in the PLAAFP
Has 4 Components:
a.Behavior
b.Conditions
c.Criteria
d.Timeframe
Identify and select a need from
the PLAAFP.
Consider the general education
standards and curriculum for
the student’s grade level and
age/grade expectations for
other performance skills.
Identify the performance to be
measured.
(Behavior)
Specify how the progress toward
the goal will be measured.
(Condition)
Determine to what level the
behavior must occur.
(Criteria)
Specify amount of time that will
be required for the student to
attain the criterion.
(Timeframe)
 Does
it pass the stranger test?
 Is it based upon a need for specialized
instruction?
 Does it contain the four elements?
 Behavior
 Conditions
 Criteria
 Timeframe
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There will NO KAMM this year!
There are two choices. Either the general assessment
with accommodations or the alternate assessment
New guidelines for qualifying for the alternate
assessment-(Website)
Students taking the alternate assessment will utilize
the new format for Reading and Math
Science will be the old way
Social Studies and Government will be a pilot
On the IEP only write Alternate. DO NOT write any
extended standards on the IEP.
As you write new IEPs change those using the KAMM
to either the general assessment with
accommodations or the alternate whichever is the
most appropriate.
Replace the F service code with G
 New code for Gifted only under long term
suspension. The code is S when a student is no
longer receiving services due to the suspension
 For students who move in the beginning date is
the date they started school
 The end date is the same that they came in with
 Make sure your start dates and end dates are
correct
 You can start over on the services page if you
make it a new IEP
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 Technical
errors can be fixed without a
meeting
 Procedural errors must be fixed with the
parent
 The
parent does only need to sign once.
 Have legitimate potential harmful effects.
 This
is the most important form!
 Make sure it is current to what you are
currently providing
 ESI?
 Still
pockets of excess but much better
overall
 Whether
you utilize new data, existing data
or a combination of both you must always
complete an evaluation report!
 Initial comprehensive evaluations should be
ever increasingly purposeful in regards to the
data collected and the assessments
administered. (What does that mean?)
 We must have good front side communication
in regards to all evaluations!!!
 Dyslexia
 Indicator
11
 We have 60 school days to complete an
initial evaluation!!!!!!
 EC Evaluations
 Hippa
 Must
change the relevant IEP pages including
the services page if appropriate
 Must complete and have the parent sign a
change of placement form
 Must inform all team members of the change
 You need administrative permission to
complete an amendment
 These
paper.
are mandatory whether online or on
 This
is the full IEP team responsibility
 Make sure this is accurate and do not project
or predict future performance
 Random
Moments in Time
 Key Words There is a new one time consent form that
must be signed for every student this year
and whenever a student moves into the
district.
 This form must be signed immediately for
every Medicaid eligible student
 It must signed for all other students when
their IEP comes due
 It must be signed upon referral to special
education
 This
form has been updated again.
 You must complete this form immediately for
every Medicaid eligible student
 This
is to be used in only very unusual and
specific circumstances
 If a local administrator is attempting to be
excused please inform us immediately
 Transcripts
 Letter
to Runkle