KSDE SETS Special Education Administrators' Quarterly #2
October 22, 2022
Objectives
Agenda
Lunch
Resources within Reach
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Before We Dive In
Let’s Chat
In the Room with Us
Question of the day: “Why You Got Into Education”
Welcome
Bert Moore
Director, Special Education and Title Services (SETS), Kansas State Department of Education (KSDE)
Revisiting the 100 Days Extended Checklist
Doug Tressler, GSTAD, TASN
Getting everyone on the right PAGE
Foundation: IEP Requirements
Key Features of an Annual Goal
Let’s Calibrate!
As an Individual (2 minutes)
As a Table ( 3 minutes)
IEP per IDEA Sec. 300.320
IEP per IDEA Sec. 300.320
…and as the child gets older…
THE FOUNDATION
The cornerstone of the IDEA is the entitlement of each eligible child with a disability to a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet the child’s unique needs and that prepare the child for further education, employment, and independent living. 20 U.S.C. §1400(d)(1)(A).
Under the IDEA, the primary vehicle for providing FAPE is through an appropriately developed IEP that is based on the individual needs of the child. An IEP must take into account a child’s present levels of academic achievement and functional performance, and the impact of that child’s disability on his or her involvement and progress in the general education curriculum. IEP goals must be aligned with grade-level content standards for all children with disabilities.
Dear Colleague Letter https://sites.ed.gov/idea/files/policy_speced_guid_idea_memosdcltrs_guidance-on-fape-11-17-2015.pdf
FAPE CLARIFICATION
With the decision in Endrew, F., the Court clarified that for all students, including those performing at grade level and those unable to perform at grade level, a school must offer an IEP that is “reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” This standard is different from, and more demanding than, the “merely more than de minimis” test applied by the Tenth Circuit. As the Court stated, “[t]he goals may differ, but every child should have the chance to meet challenging objectives.”
137 S.Ct. at 1000.
https://sites.ed.gov/idea/idea-files/qa-endrew-f-v-douglas-county-school-district-case-qa/
What does “reasonably calculated” mean?
The “reasonably calculated” standard recognizes that developing an appropriate IEP requires a prospective judgment by the IEP Team. Generally, this means that school personnel will make decisions that are informed by their own expertise, the progress of the child, the child’s potential for growth, and the views of the child’s parents. IEP Team members should consider how special education and related services, if any, have been provided to the child in the past, including the effectiveness of specific instructional strategies and supports and services with the student. In determining whether an IEP is reasonably calculated to enable a child to make progress, the IEP Team should consider the child’s previous rate of academic growth, whether the child is on track to achieve or exceed grade-level proficiency, any behaviors interfering with the child’s progress, and additional information and input provided by the child’s parents. As stated by the Court, “any review of an IEP must consider whether the IEP is reasonably calculated to ensure such progress, not whether it would be considered ideal.”
137 S.Ct. at 999.
https://sites.ed.gov/idea/idea-files/qa-endrew-f-v-douglas-county-school-district-case-qa/
Compliance: Who’s job is it?
§ 300.341 Responsibility of SEA and other public agencies for IEPs.
(a) The SEA shall ensure that each public agency-
(1) Except as provided in §§ 300.450-300.462, develops and implements an IEP for each child with a disability served by that agency; and
(2) Ensures that an IEP is developed and implemented for each eligible child placed in or referred to a private school or facility by the public agency.
(b) Paragraph (a) of this section applies to-
(1) The SEA, if it is involved in providing direct services to children with disabilities, in accordance with 300.370(a) and (b)(1); and
(2) Except as provided in § 300.600(d), the other public agencies described in § 300.2, including LEAs and other State agencies that provide special education and related services either directly, by contract, or through other arrangements.
(Authority: 20 U.S.C. 1412(a)(4), (a)(10)(B))
https://www2.ed.gov/parents/needs/speced/iepguide/index.html#writing
Annual Goals (34 CFR §300.347(a)(2))
"The IEP for each child with a disability must include . . . a statement of measurable annual goals”
"(i) Meeting the child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum (i.e., the same curriculum as for nondisabled children), or for preschool children, as appropriate, to participate in appropriate activities; and
"(ii) Meeting each of the child's other educational needs that result from the child's disability;"
Progress Reporting (34 CFR §300.347(a)(7)(i))
"The IEP for each child with a disability must include . . . a statement of how the child's progress toward the annual goals described in 34 CFR §300.347(a)(2) will be measured;"
Progress Reporting (34 CFR §300.347(a)(7)(ii))
"The IEP for each child with a disability must include . . . a statement of how the child's parents will be regularly informed (through such means as periodic report cards), at least as often as parents are informed of their nondisabled children's progress, of
"(A) Their child's progress toward the annual goals; and
"(B) The extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year."
Behind the Scenes:
File Review
Goal Basics
Measurable Annual Goal�Characteristic #1
Based on data contained in the PLAAFP
Measurable Annual Goal�Characteristic #2
4 Components:
Measurable Annual Goal Development �
Identify the performance to be measured.
(Behavior)
Examples of Behavior
Examples:
Non-Examples:
Measurable Annual Goal Development
Specify how the progress toward the goal will be measured.
(Condition)
Examples of Condition
Note: This is a measurement condition, not an instructional condition
Measurable Annual Goal Development
Determine to what level the behavior must occur.
(Criteria)
Examples of Criteria
Measurable Annual Goal Development
Specify amount of time that will be required for the student to attain the criterion.
(Timeframe)
The Timeframe should specify a point in time when the goal will be reached
Acceptable examples:
Unacceptable examples:
File Review: Measuring and Reporting Progress Toward Annual Goals
Was the student’s progress toward meeting each annual IEP goal measured and reported using the method and frequency described in the IEP? (Q16)
Q 16: Progress Toward Annual Goals
The team must have documentation that shows ALL of the following:
Common File Review �findings for Q 16
An Example of a Goal for a SWD
An Example of a Progress Report for a SWD
An Example of a Goal for Gifted
An Example of a Progress Report for Gifted
Example of a Goal and �Progress Report
(Question for the team: Will she meet her goal? Do we need to amend the IEP?)
IEP Progress Report Checklist
THE LEA MUST
Provide for the review and, as appropriate, revision of the IEP.
Each public agency must ensure that, the IEP Team reviews the child’s IEP periodically, but not less than annually, to determine whether the annual goals for the child are being achieved and revises the IEP, as appropriate, to address:
Any lack of expected progress toward the annual goals and in the general education curriculum, if appropriate;
The results of any reevaluation;
Information about the child provided to, or by, the parents, as described under 34 CFR 300.305(a)(2) (related to evaluations and reevaluations);
The child’s anticipated needs; or
Other matters.
In conducting a review of the child’s IEP, the IEP Team must consider the special factors described in 34 CFR 300.324(a)(2) (development of the IEP).
A regular education teacher of the child, as a member of the IEP Team, must, consistent with 34 CFR 300.324(a)(3) (participation of regular teacher in development of the IEP), participate in the review and revision of the IEP of the child.
[34 CFR 300.324(b)] [20 U.S.C. 1414(d)(4)]
Break!
We will resume in 7 minutes ☺
You Be the File Reviewer!
Application
15. Are all of the annual goals in the IEP measurable? 34 C.F.R. 300.320(a)(2)(i); K.S.A. 72-3429(c)(2)
METHOD: Review all of the annual goals in the IEP. Determine if each of the annual goals is measurable. Read about the four critical components of a well-written goal in the Kansas Special Education Process Handbook, Chapter 4, Section E.2.b.
16. Was the student’s progress toward meeting each annual IEP goal measured and reported using the method and frequency described in the IEP? 34 C.F.R. 300.320(a)(3); K.S.A. 72-3429(c)(3)
METHOD: First, review the IEP to determine if the IEP includes a description of how the student’s progress toward meeting each of the annual goals will be measured. This information could be contained within each goal or in a separate section of the IEP. Next, review the IEP to determine if the IEP includes a description of when periodic reports on the progress the student is making toward meeting each of the annual goals will be provided. Finally, compare these descriptions in the IEP to progress reports in the education record to determine if there is documentation to show a) the student’s progress toward meeting each annual IEP goal was measured as described in the IEP, and b) periodic reports on the progress were provided to the parents (or legal education decision-maker) at the times/intervals required by the IEP.
Your Turn!
File Review Instructions
As an Individual,
As a Small Group,
Let’s Discuss
Community Discussion
Let’s Debrief!
Up Next
Heading into the Second Half…
Thank you! ��We will see you at 12:00pm for the Afternoon Session!
Welcome Back!
Objectives
Agenda
District Corrective Action Plan (DCAPs)
Diving In
What is a District Corrective Action Plan?
A DCAP is an approvable, but most importantly, an effective plan to ensure correct implementation of regulatory requirements.
Completing a DCAP
Conduct root cause analysis using the following steps for the identified problem:
(1) Identify and discuss data analyzed for determining root cause (i.e. data patterns including who, what and where)
(2) What was the root cause of problem (i.e. why)?
(3) Was root cause at procedural, policy and/or practice level?
Develop strategies for addressing the root cause of the problem:
(1) Strategies must have a logical link to the identified root cause (i.e. professional development for staff, targeted technical assistance, sufficient supervision, revision of practices and related policies and procedures).
(2) Identify resources needed for each strategy identified.
(3) Include timelines for implementation of strategies.
Evaluate how effective the strategies were in correcting the problem.
(1) Describe what data will be reviewed (i.e. record review)
(2) Identify how often the data will be reviewed.
(3) Describe how the data reviewed will indicate correction of the problem.
For KSDE monitoring purposes indicate where supporting documentation (e.g., root cause analysis, strategies and evaluation data) will be located.
Improvement Science and
Problem Investigation
What do we typically do?
VISION
GAP
CURRENT REALITY
Improvement Science
VISION
CURRENT REALITY
GAP
A definition:
The ongoing effort to improve by:
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
Your Problem
We want to focus on a problem that...
Problem Scoping
Vague and broad
SPECIFICITY
The absence of a specific solution
“I’m always late!”
“I don’t give myself enough transition time!”
“I don’t set my clocks 10 minutes early”
Your Problem
We want to focus on a problem that...
Draft/example problem statements
The Improvement Journey
Every system is perfectly designed to get exactly the results that it gets
-Paul Batalden
Identify a gap in performance
Investigate the system
Root Cause Analysis: Fishbone Diagram
A tool for organizing your understanding of the causal system.
KEY: A means to understand a problem BEFORE you seek solutions.
Our mantra: Possibly wrong, definitely incomplete.
Root Cause Analysis: Fishbone Diagram
PROBLEM
STATEMENT
CATEGORY
CAUSE
CAUSE
CAUSE
CATEGORY
CATEGORY
CATEGORY
CATEGORY
CATEGORY
Filled out Fish bone Diagram
Variability in Principal Instructional Support to Teachers
Insufficient Professional Development
Limited time for planning / implementation
Limited time for Admin PLC focused on equity
Limited attention to focusing educator efforts
No clear vision
No strategic PD for admin
Limited reflection time
Union constraints
Large Number of Responsibilities
Meetings
Compliance
Special Ed
T.I.S.
Facilities
Advocacy (to get things done)
Slow response from CO
Urgent Problems that Disrupt Schedule
Discipline
Conflict
Emotional support
Procedures / processes
Everything is urgent
Lack of Relational Trust with Teachers
Limited time spent learning from teachers
Limited time spent building relationships
Contract negotiations
Limited support from Central Office
No Shared Understanding of Quality Instruction
Limited time to support Co-Admins
Turnover
Not enough people
Limited attention to staff well-being
Budget cuts (FTE)
Insufficient Staff Support
No calibration
No clear purpose
No decision-making
No equity lens/shared understanding of equity
No common assessments
No student input
No common definitions / language
Steps to Create a Fishbone Diagram
Key Notes about the Fishbone
Fishbone Model
Application
Root Cause Analysis: Fishbone Diagram
I cannot fall asleep.
CATEGORY
CATEGORY
CATEGORY
CATEGORY
CATEGORY
CATEGORY
Break
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Application
Let’s Fishbone!
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Our problem statement
We are not adequately supporting teachers in developing measurable annual goals.
Steps to Create a Fishbone Diagram
Community Discussion
Let’s Debrief!
What did we find in our fishbones as categories? Causes?
Where did you suggest we start?
Updates from KSDE SETS
Making Connections
Small Group
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Let’s Discuss (Small Groups)
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Pulling It All Together
For the Community
What themes/takeaways did you hear?
What supports and or conversations could be helpful moving forward ?
Next Steps
Where to Access Support
Resources within Reach
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Until We Meet Again…for a Quarterly
Thank you for all you do!��Please remember to fill out the TASN evaluation ☺