SOUTH DAKOTA DEPARTMENT OF EDUCATIONSPECIAL …



South Dakota Department of EducationSpecial Education Advisory PanelJanuary 22th, 2016AmericInn, 1981 East King Avenue, Chamberlain, SDChairperson: Marie Ivers Vice Chairperson: Penny McCormick-GillesPanel FunctionsAdvise the SEA of unmet needs within the State in the education of children with disabilitiesComment publicly on any rules or regulations proposed by the state regarding the education of children with disabilitiesAdvise the SEA in developing evaluations and reporting on data to the Secretary under section 618 of the ActAdvise the SEA in developing corrective action plans to address findings identified in Federal monitoring reports under Part B of the ActAdvise the SEA in developing and implementing policies relating to the coordination of services for children with disabilitiesReview and comment on final due process hearing findings and decisionsAdvise on eligible students with disabilities in adult prisons- The advisory panel also shall advise on the education of eligible students with disabilities who have been convicted as adults and incarcerated in adult prisonsPanel PrioritiesAlternate AssessmentTime: Monday, January 9: 9:00 AMLocation: AmericInn, Chamberlain, SD (1981 East King Ave)I. Welcome:Approval of the September/October minutes– made a motion to approve: Stacy Haber– 2nd motion: Donna JohnsonMinutes approvedApproval of the Agenda– made a motion to approve: Stacy Haber– 2nd motion: Penny McCormick-GillesAgenda approvedII. Agenda Topics 1. Comment publicly on any rules or regulations proposed by the state regarding the education of children with disabilitiesCertification rules, Linda TurnerAn overview was given on how the rule has been changed to obtain an in endorsement in early childhood special education to a K-12 special education endorsement and how to add a K-12 endorsement to an early childhood special education endorsementSpecial education alternative certification was also explained to the panel, along with employer requirements and reciprocity requirements.2. Advise the SEA in developing evaluations and reporting on data to the Secretary under section 618 of the ActState Performance Plan Updates, Linda Turner, Jamie Morris, Ambrea Sikes, Ben MorrisonAnnual Progress Report FFY 201517 Indicators, report due Feb 1stIndicator 6: 3-5 Least Restrictive EnvironmentA – Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; andB – Separate special education class, separate school or residential facilityBoth targets met – 6A increased by 2.19% and 6B decreased by 1.85%Indicator 7: Preschool Outcome AOutcome A: Positive social-emotional skills (including social relationshipsTargets for A1 and A2 will remain the same until FY 16A1:Decreased by . 36% (did not meet targetA2: Decreased by 1.31% (Target Met)Indicator 7: Preschool Outcome BOutcome B: Acquisition and use of knowledge and skills (including early language/communication)Targets for B1 increase by 1% and B2 remains the same until FY2016B1: Increase by .12% - met targetB2: Decreased by 5.89% - met targetIndicator 7: Preschool Outcome COutcome C: Use of appropriate behaviors to meet their needsC1 increase by 1% until 2017 then increase by . 5% and C2 remains same until FY2016 then will increase.%% in 2017 and 1% in 2018C1: Decreased by 1.44% - met targetC2: Decreased by 3.49% - met targetIndicator 12: Early Childhood TransitionData collected via electronic submissionThere were 2 distrcits with one student who did not meet having an IEP in place by the students 3rd birthday due to procedural errorDecreased by .22% from FY14 – did not meet targetIndicator 3 A – With the new ESSA (Every Student Succeeds Act), we are no longer required to federally report districts AMO’sIndicator 3B – Participation on Statewide AssessmentData has not yet been uploaded into the systemData pulled from state report cardReading participation 99.23% up from 99.19%Math participation 99.11% down from 99.21%Targets for this yearReading and Math - 99.40%Did not meet the targetsIndicator 3C – ProficiencyNew targets set from new state assessmentsUsing spring of 2015 (FFY2014) assessment data as baseline dataUsing the AMO targets from the report card for Students with DisabilitiesFound at metIndicator 5: 6-21 Least Restrictive Environment5a: Increase of .77% - met target5b: Increase of .10% -met target5c: Decrease of .09% - met targetIndicator 8: Parent Involvement SurveyIncrease of .86% - met targetIndicator 10 – DisproportionalityDisproportionate Representation by race/ethnicity for specific disability categories (SLD, SD, ED, Speech, OHI, and AU).Must meet numerical (min N of 20 and 3.o weighted risk ration) and policy and procedures out of complianceSouth Dakota had 0 districtMeet 0% targetIndicator 11: Initial Evaluation TimelineSouth Dakota has a 25 school day evalution timelineData collected via electronic submission6 districts out of compliance. One district was found out of compliance for a second yearIncreased by .01% - did not meet targetIndicator 1 – Graduation RateTarget is set at an 85% grad rateSouth Dakota’s grad rate was 59.92%South Dakota did not met the targetIndicator is a 1 year lag (2014-15 graduates)Based off of a 4-year co-hortIndicator 2: Dropout RateNumber of youth dropout divide by number of youth age 14-21One year lag behind (2013-2014 data)Target 2.9% - Data 2.76% - SD did not meet targetIndicator 13 – Secondary TransitionData collected through monitoring visitsEach individual file reviews is either compliant or non-compliantTarget = 100%, SD = 82.02% - SD did not meet targetIndicator 14: Post – School OutcomesPost School Outcomes – survey completed one year after graduationA – enrolled in higher educationB – enrolled in higher education or competitively employed with one year of leaving high schoolC - Enrolled in higher education, or in some other postsecondary education or training program; or competitively employed or in some other employment.SD met the targets for A, B, and CEvery Student Succeeds Act presentation, Laura ScheibeWhat is ESSA (Every Student Succeeds Act)New federal law (Dec 2015)Purpose: to provide significant opportunity for all students to receive fair, equitable, and high quality educationReplaces NCLB and Flexibility waiverRolling implementationRequires states to submit a planStates must have challenging academic standards, remain committed to high academic outcomesAssessments are still required in 3-8 and once in high school in the areas of ELA and MathStill required to assess state science standardsAccountability SystemElementary and middle schoolThree academic indicatorsStudent achievementAcademic growthEnglish Language ProficiencyAdditional Indicators requiredSchool Quality or student successHigh SchoolThree academic Indictors requiredStudent achievement4-year cohort graduation rateEnglish Language ProficiencyAdditional Indicator requiredCollege and career readinessOther optionsNew categories for differentiationsComprehensive supportAny title I school in the bottom 5%Any public High School with a grad rate less than 67%Any title I school with a chronically underperforming subgroupTargeted Support (similar to Focus Schools)Any school with at least subgroups performing at the same level as “Priority Schools”Any school with a low performing subgroups defined by the State of South Dakota more freedom in supporting those schoolsSchool ImprovementReport CardsContinue with flexibility waiver report cards for 2016New ESSA report cards in 2017-18New subgroupsStudents in Foster CareMilitaryHomelessNext StepsContinue to gather as much information as possibleContinue consultationsSeek input form stakeholders, publicFormal public comment periodState plan submission goal mid 2017SSIP, Ambrea SikesIndicator 17 – State Systemic Improvement PlanYear 1 – FFY 2013 - Delivered by April 2015Year 2 – FFY 2014 – Delivered by Feb 2016Year 3-6 – FFY 2015-16Pilot DistrictsAberdeen, Andes Central, Kadoka, Rapid City, Sioux Falls, VermillionPhase 2 = Infrastructure DevelopmentDistrict sizeSurvey all staffCollectSupport for LEA implementation of EBP’sCORE Sourcebook trainingCoachingData Workbook trainingDibelsEvaluationTracking of activities (SDPD site)Team process checklistSurvey with 6 month follow up questionsFidelity observation toolPre/post testIntervention tracking formsPhase 3 = reporting on progress including revisions to the SPPStakeholdersWho are we missing?1 pilot district dropped outShould we replace?Resetting baseline and targetsThoughts/concerns3. Advise the SEA in developing and implementing policies relating to the coordination of services for children with disabilitiesDispute Resolutions, Linda Turner2015-16 – Dispute ResolutionIEP Facilitation – 1 IEP facilitationMediation – 5 requests for mediation, 2 successful and 3 not heldDue process hearing – 1 related due process requested and successful mediation2 were requested by parent and with drawn by parentsComplaints : all complaints were within the timelineDue Process: There were 3 due process hearing filed during 15-16 reporting period4. Advise the SEA of unmet needs within the State in the education of children with disabilitiesAlternate Assessment, Ben MorrisonAlternate Assessment to the General Assessment (Smarter Balanced)For Students with the most severe cognitive disabilitiesSimplified assessment that is still linked to the content standardsParticipation CriteriaStudent has a significant cognitive disabilityThe student is learning content linked to State Content StandardsThe student requires extensive direct individualized instruction and substantial supports to achieve measureable gains in the grade and age appropriate curriculumWhat is MSAAMSAA stands for Multi-State Alternate AssessmentCollection of 11 states to build an alternate assessment based on alternate achievement standards (AA-AAs) for student with the most significant cognitive disabilitiesGoal = opportunities for higher academic outcomes to leave high school for post-secondary optionsMSAA is assessed in grades 3-8 and 11 in the subjects of Math and ELA ( reading and writing)Assessment is online4 tiers of questionsScripted AssessmentAssessment Questions TypesSelected Response – student selects answer choiceConstructed Response – student creates responseOpen Response – student communicates answerSample Items for Math and Reading were providedHistorical Data for the percent of student participating in the alternate was provided, along with proficiency by disability, proficiency by LRE, and number of districts plus the percent that are testing over 1% of their districts testing population using the alternate assessmentResults Driven AccountabilitySD Risk AnalysisIndicator 2 – Drop OutIndicator 3C – Reading and Math ProficiencyIndicator 6 – Preschool LREIndicator 7 – Preschool OutcomesIndicator 14 – Post School OutcomesChild CountDispute ResolutionFiscal Issues with Maintenance of EffortData Timelines and accuracyProfessional Development log and Internal ReviewDraft 18 month cycle for RDA Implementation18 month cycle would allow SDDOE teams, TIE, and Sig to develop a comprehensive RDA system, using 5 to 7 districts over 18 monthsProposedBegin process with 3 Pilot Districts: small, medium, and large (select1,2, or 3 on handout)Add two or three district (level 3 only)Options offered to all districtsAdd 5 districts (level 2 or 3)III. Goals IV. Assignments V. Next MeetingPriority Area – Alternate AssessmentPresentation from Project SearchFederal BudgetApril meeting scheduled for April 3rd and 4th at McCrory Gardens in Brookings, meeting will start at 1 on the 3rd and end at 5, then resume on the 4th at 8:30 and end at 11:30September meeting scheduled for September 18th in Sioux Falls.VI. Public CommentVII. AdjournMade a motion to adjourn – Stacy Haber2nd Motion: Larry AyresMembers in attendance:Judy HoscheidLarry AyersShelly ShawLaura Johnson-FrameSara HoogheemPenny McCormick-GillesDr. Donna JohnsonErin SchonsMarie IversStacy HaberLinda TurnerLori LarsonBetsy SchwenkMembers not in attendance:Traci GlanzmanBernie GrimmeKaitlin DonohoeSarah Carda ................
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