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 - Indiana Council of ...
OFFICE OF SPECIAL
EDUCATION UPDATE

     ICASE Spring Meeting
       February 16, 2018

      Dr. Pamela Wright
       Nancy Zemaitis
OFFICE OF SPECIAL EDUCATION UPDATE - ICASE Spring Meeting February 16, 2018 Dr. Pamela Wright Nancy Zemaitis - Indiana Council of ...
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.
OFFICE OF SPECIAL EDUCATION UPDATE - ICASE Spring Meeting February 16, 2018 Dr. Pamela Wright Nancy Zemaitis - Indiana Council of ...
Today’s Focus

• DOE/OSE Overview
• Data on Processes and Results
• Fiscal Management
• Integrated Monitoring Activities
• Policies, Procedures & Effective Implementation
• Technical Assistance & Professional Development
OFFICE OF SPECIAL EDUCATION UPDATE - ICASE Spring Meeting February 16, 2018 Dr. Pamela Wright Nancy Zemaitis - Indiana Council of ...
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 UPDATE - ICASE Spring Meeting February 16, 2018 Dr. Pamela Wright Nancy Zemaitis - Indiana Council of ...
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
OFFICE OF SPECIAL EDUCATION UPDATE - ICASE Spring Meeting February 16, 2018 Dr. Pamela Wright Nancy Zemaitis - Indiana Council of ...
IN-DOE 2018 Priorities

https://www.doe.in.gov/sites/default/files/news/2018strategicpriorities.pdf
OFFICE OF SPECIAL EDUCATION UPDATE - ICASE Spring Meeting February 16, 2018 Dr. Pamela Wright Nancy Zemaitis - Indiana Council of ...
Responsibilities of the Office of Special Education
OFFICE OF SPECIAL EDUCATION UPDATE - ICASE Spring Meeting February 16, 2018 Dr. Pamela Wright Nancy Zemaitis - Indiana Council of ...
Data on
 Processes
and Results
OFFICE OF SPECIAL EDUCATION UPDATE - ICASE Spring Meeting February 16, 2018 Dr. Pamela Wright Nancy Zemaitis - Indiana Council of ...
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
OFFICE OF SPECIAL EDUCATION UPDATE - ICASE Spring Meeting February 16, 2018 Dr. Pamela Wright Nancy Zemaitis - Indiana Council of ...
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 grade
Promoting 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            10/16
Improving 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   National
Improving 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   GenED
Improving 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     SpED
Improving 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   16-17
Preschool 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 2016-17
Fiscal
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
    labeled
Funding 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, INVOICES
Medicaid $: 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                      1
Compliance 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                  40
Significant 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 password
Significant 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 year
Significant 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, Marion
COMPLIANCE ?
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-
                 MENT
An 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 practice
An 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                              responses
Certificate 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 USED
Timeline
• 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 Training
Indiana 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 Done
Guidance 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 Done
Mental 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
               student
Mental 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 Schools
Preschool
 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 meetings
March – 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.
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