KSDE SETS Special Education Administrators' Quarterly #4

April 19, 2023

Objectives

• Review and application of timely special education requirements

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• Provide opportunities for increased capacity for special education leaders

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• Build collaboration and coordination within special education leadership and with the Kansas State Department of Education (KSDE) and Kansas Technical Assistance System Network (TASN) providers

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Agenda

• Welcome, Purpose, and Agenda
• Mr. PH
• Foundation: Discipline, the Basics
• Application: Scenarios

Lunch

• Updates from KSDE SETS
• Diving In: Seeing the System through Process Mapping
• Application: What’s Next
• Wrap Up and Close

Resources within Reach

• Special Education Administrators Guide can be accessed through the TASN website at https://www.ksdetasn.org .
• On the left side of the page scroll down the side menu and select SPED ADMIN GUIDE
• Direct link to the SPED Admin Guide https://www.ksdetasn.org/tasn/kansas-special-education-administrators-guide-and-resources

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Before We Dive In…

Mr. Potato Head

Hi! You will run a series of PDSA cycles to learn how to build me quickly and accurately.

Adapted from Mr. Potato Head Plan, Do, Study, Act (PDSA) Exercise by TrueSimple, LLC. Williams, DM.

And the Carnegie Foundation for the Advancement of Teaching

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Building Mr. Potato Head (Mr. PH)

What, specifically, are we trying

to accomplish?

What change(s) might we introduce and why?

How will we know that a change is an improvement?

Construct Mr. PH accurately and quickly

Your changes will be based on your group’s theory of how to build Mr. PH accurately and quickly

You will track accuracy and time

Team Roles

• Builder(s): Assembles Mr. PH
• Time Keeper: Uses a device to keep time (minutes and seconds).
• Quality Inspector: Assigns accuracy score. Completes PDSA tracker and records data.

Rules

1. All pieces must be separate before building begins.
2. Reconstruct Mr. PH as shown in the picture.
3. Start only after the time keeper says “Go!”
4. Stop the timer only after a builder removes hands from all parts AND says “Done!
5. Aim to run as many tests as possible within the allotted time.
6. Record your efforts :)

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Data and Measures

Accuracy

Time

Start:

When the time keeper says “Go”

Stop:

When the builder

REMOVES HANDS �and says �“DONE!”

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Mr. Potato Head Wants to Look His Best

When you finish building Mr. PH, he should look like this. Accuracy is important.

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Learnings from Mr. PH

• Rapid, small scale PDSA testing builds profound knowledge quickly.
• Planning a test including prediction and measurement increases learning.
• Collaboration aids knowledge building and speeds learning for improvement.
• Testing creates knowledge faster than discussion and planning.

Foundation: Discipline

Mark Ward, Attorney, Special Education and Title Services (SETS)

Foundation: The Process Handbook

Crista Grimwood, Dispute Resolution Coordinator, SETS

Ashley Niedzwiecki, Attorney, SETS

Taking the Temperature

Describe your knowledge of the Process Handbook

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Thumb Up - Know my way around the Process Handbook.

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Thumb Straight - I’m okay. May take me some time, but I know where things are.

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Thumb Down - It’s been a bit (or a long while) since I’ve used the Process Handbook.

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Why the Process Handbook?

The Handbook was developed to:

• provide guidance, resources and supports for those professionals who work to improve results for exceptional children and
• clarify and define legal requirements of the law and regulations.

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Each chapter includes:

• a brief overview specifying requirements particular to Kansas and
• links to valuable resources, sample forms and references.

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NOTE: Users are encouraged to update any future documents which provide clarification to the law and regulations by KSDE or the Office of Special Education Programs (OSEP).

LET’S RACE!

Amazing Race: Process Handbook Edition

How to Play

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• Your table group is your team. Each table has a Route Info card on it telling you where to go to first in your race around the room.

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• At each station, there will be a crew member there to give you your team’s challenge card. Take the challenge card back to your table to complete the challenge, then take the completed challenge to the station crew member once completed. If you have successfully completed the challenge, the Crew Member will give you your next Route Info card.

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• Continue through all legs/stations of the race. Once your team has completed the final challenge and it has been approved by the crew member, the whole team must check in at the Pit Stop.

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• The first team to check in at the Pit Stop will receive a prize and a Fast Pass to use at lunch. The last team to check in will be eliminated. (j/k – the last team will receive a Speed Bump at lunch.)

Amazing Race: Process Handbook Edition

Rules of the Race

• Each team must designate one runner to get challenges from the station and return the team’s responses to the station crew member to receive their next route info card.
• Each team must complete the challenge at each station before receiving the route info to move on to the next challenge and must take the challenges in the order of the route info received.
• Once you have completed all station challenges, the whole team must check in at the pit stop to complete the race.
• No running, cussing, throwing chairs, or stealing other teams’ challenge cards.

Debrief

Post-Activity Reflection

Describe your knowledge of the Process Handbook

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Thumb Up - Know my way around the Process Handbook.

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Thumb Straight - I’m okay. May take me some time, but I know where things are.

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Thumb Down - I still am lost…

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Application: Scenarios

But First . . . Let’s Review

• What, So What, Now What
• What – identifying issues based on the relevant facts, both technical and adaptive, in a scenario
• So What – considering the applicable laws, requirements, procedures, expectations, or principles to apply
• Now What – the decision-making and action-taking to move forward and address the issues, both technical and adaptive, procedural and substantive

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• Procedural vs Substantive
• Procedural – those requirements in IDEA that are process requirements, like notice, evaluation timelines, IEP meeting participants, etc.
• Substantive – under IDEA, FAPE – Free Appropriate Public Education and procedures that result in a denial of FAPE, including meaningful parent participation

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• Technical vs Adaptive
• Technical – solved by the knowledge of experts
• Adaptive – complex and messy, i.e. the human side

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The What, So What, and Now What

The What : Spot the Issue(s)

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So What: Clarify and Identify Principles for Decision-Making

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Now What: Brainstorm Solutions and Best Next Steps

Scenario

Michael is a 5th grader who receives special education services for a learning disability.

Michael was found visiting prohibited websites the computer lab at his school. His teacher referred him to the assistant principal who issued a three-day suspension.

Upon returning to the classroom to gather his belongings, Michael confronted his teacher. He called her names, threatened to come back to school with a knife to “cut her,” and pretended to swing his fists toward her. The principal, who, in accordance with the student code of conduct at the school, then issued an additional 10-day suspension for Michael, bringing his total days of suspension to 13 days.

• Based on a scenario from the Center for Parent Information and Resources

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Discussion Framework

The “What”

What potential issues do you see? ��The “So What”

Based on the potential issues, what principles or requirements are at play? What procedures does this involve? What information do you need? Be specific - what are you looking to know and why?

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The “Now What” 

Based on what you learn during your investigation, what do you imagine are potential next steps? Think about both technical and adaptive aspects.

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Takeaways & Tips

TAKEAWAY: What takeaways did you have from this scenario?

TIP: Even if not a manifest determination, opportunity to reset expectations around behavior.

CAUTION: Discipline policies that are one-size fit all without support

Up Next

Heading into the Second Half

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• Lunch 12:00 - 12:30 :)
• Updates from KSDE SETS
• Diving In: Seeing the System through Process Mapping
• Application: What’s Next
• Wrap Up and Close

Welcome and KSDE Updates

The Last 100 Days: Revisiting the Checklist for Special Education Administrators

Doug Tressler, GSTAD, TASN

LUNCH & LEARN

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Checklist for Special Education Administrators

Pt. 1 – Tabletop Discussion

Instructions:

1. Locate and review the current quarterly Checklist for Special Education Administrators at www.ksdetasn.org by searching for “checklist for special education administrators” or using one of the copies provided at your table.

2. Discuss the questions provided with your colleagues around the table and take notes of your discussion on the table tent form.

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LUNCH & LEARN

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Checklist for Special Education Administrators

Pt. 2 – Group Reflection & Feedback Form

Instructions:

1. Using this table tent and the feedback questions below, discuss and complete at least one response as a table that reflects the collective experience of the table group.
2. Submit your group table tent to one of the meeting facilitators.
3. Complete and submit additional, individual responses, if desired, via extra survey forms provided.

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LUNCH & LEARN

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Checklist for Special Education Administrators

Pt. 3 – WHOLE GROUP REFLECTION

Based on your tabletop discussions, what is:

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• One word for how often you used the checklist this past year

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• One idea for using the checklist in your work this quarter

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• One suggestion for improving the checklist next year

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Improvement Science

Process Mapping

What do we typically do?

VISION

GAP

CURRENT REALITY

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Improvement Science

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GAP

A definition:

The ongoing effort to improve by:

• taking a systems perspective,
• being problem-oriented,
• using a disciplined methodology, and
• learning from those who most experience the problem

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The Improvement Journey

Identify a gap in performance

Investigate the system

Develop a theory

Learn in practice

Sustain & spread

The Improvement Journey

“We fail more often because we solve the wrong problem than because we get the wrong solution to the right problem.”

– Russell L. Ackoff

Identify a gap in performance

Central law of improvement

Every system is perfectly designed to get exactly the results that it gets

Beginner’s mind

Problem Investigation Tools

• Empathy interviews
• Data
• Process maps

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Problem Investigation Tools

• Process maps

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Start by

seeing WHAT IS

“You can not improve a process if you don’t understand it.”

-Deming

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An Introduction to Process Maps

Also called “flowcharts”

• A tool to help see your system
• Facilitates collaboration
• Identify bottlenecks, breakdowns
• Easier to improve

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Good for regularly occurring processes, involving multiple people, for which failures sometimes occur.

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Process Map Basics

Start and end of process

Steps in the process

• Starts and ends form boundaries
• Arrows show progress of process
• Close all loops (arrows should lead to additional steps or the end)

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Process Map Fresno Recruitment Enrollment

Process Map example

How to create the process map

Determine the beginning and end steps

Each person brainstorm key steps of the process.

Share steps with the group, noting commonalities as well as points of divergence.

Together, create the process as is, noting variation in experiences/perspectives. Avoid trying to “fix” the process.

Include:

• What happens at each step and who does it
• How much time it takes for each step and for the process as a whole
• Decision points that affect which steps are followed

Your visualization does not need to be perfect and will likely change as you gather more information

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An Example

Let’s Try It Out

Diving In

Choose one of the following processes to map:

• 1 - Qualification for para support for a student with a disability
• Potential start: General education teacher raises academic and behavioral concerns about student
• Potential end: IEP team decides para educator required for student
• 2- Identification (eval/eligibility) for special education
• Potential start: General education teacher raises academic and behavioral concerns about student
• Potential end: IEP team decides student is eligible and parent signs consent
• 3- Planning professional development
• Potential start: Need for professional development determined
• Potential end: Professional development session held

Grab the paper; take 5 mins to sketch out your process.

How to Analyze the Map

Review your map to identify existing or potential gaps and problem areas, including:

• Delays and bottlenecks
• Wasted resources or time (unnecessary steps or redundancies)
• Under- or over-utilization of people

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Think: Would a district colleague draw the same process map? Would a special ed teacher? A general ed teacher?

Small Group Opportunity - On the Wall

Identify one person to walk through a process (individual’s choice)

Identify one person to draw the process as it is being talked through.

All other individuals ask clarifying questions.

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If time, switch and do another!

Share Out Questions

How did it feel to go through this group process mapping activity?

• What was easy? What was hard?
• Easier or Harder than doing it as an individual?
• Any bottlenecks or opportunities identified?

How might process mapping help you and colleagues in your work?

What questions do you have about process mapping?

Making Connections

Small Group

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Let’s Discuss (Small Groups)

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• Based on our time together today, what’s on your mind?

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• What are you excited about? What concerns do you have?

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• What other conversations or considerations, did today lift up for you?

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• Use this time with your colleagues as needed.

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Pulling It All Together

For the Community

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What themes/takeaways did you hear?

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What supports and or conversations could be helpful moving forward ?

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Next Steps

Where to Access Support

• KSDE, Special Education and Title Services Team (SETS)
• https://www.ksde.org/Agency/Division-of-Learning-Services/Special-Education-and-Title-Services/Special_Education

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• Kansas Technical Assistance System Network (TASN)
• www.ksdetasn.org

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• Kansas Association of Special Education Administrators (KASEA)
• http://kasea.org

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Resources within Reach

• Special Education Administrators Guide can be accessed through the TASN website at https://www.ksdetasn.org .
• On the left side of the page scroll down the side menu and select SPED ADMIN GUIDE
• Direct link to the SPED Admin Guide https://www.ksdetasn.org/tasn/kansas-special-education-administrators-guide-and-resources

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Until We Meet Again…for a Quarterly

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• KSDE SETS Title/LCP Quarterly #1
• July 25, 2023 in Wichita, KS (Morning)

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Thank you for all you do!��Please remember to fill out the TASN evaluation ☺