SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, - PowerPoint PPT Presentation

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

Director’s Webinar January 10, 2017 Special Education Idaho State Dept. of Education

Agenda 1. Welcome – Happy New Year! 2. Jeff D. Update 3. OSEP Updates 4. Guidance Documents – RTI & Dual Enrollment 4. Assessments/Secondary Transition 5. Medicaid 6. GSFR Update 7. Dispute Resolution Hot Topic 8. Upcoming Events SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE 3 SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

Youth Empowerment : Update for SDE — January 2017 Jeff D Update

Objectives • Provide update information about the effort to build a system of care for children with serious emotional disturbance and how the reform of the children’s mental health program fits in to this effort. • Provide information so you can participate! SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

Background Jeff D. Class Action Lawsuit: 1980 ‐ Formal Mediation: September, 2013 ‐ December, 2014 Settlement Agreement: June, 2015 Idaho Implementation Plan: May, 2016 Children’s Mental Health Reform Plan: September, 2016: YES Project Children’s System of Care: May, 2020 SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

System of Care: Operational Characteristics • Collaboration across agencies • Partnerships with families & youth (includes family ‐ run and youth ‐ run organizations) • Cultural and linguistic competence • Blended, braided, or coordinated funding • Shared governance (and liability) across systems and with families and youth • Organized pathway to services and supports • Staff supervisors, providers, and families trained and mentored in a common practice model based on SoC values • Child & family service ‐ planning and service monitoring teams across agencies SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

System of Care: Operational Characteristics • Single plan of services and supports • One accountable care manager • Cross ‐ agency service coordination and care management • Individualized services and supports “wrapped” around children, youth, and families • Home and community ‐ based alternative • Broad, flexible array of services and supports • Integration of formal services and natural supports and linkages to community resources • Integration of evidence ‐ based and promising practices • Data ‐ driven systems supported by cross ‐ system management information systems and focused on continuous quality improvement. SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SDE Where we are today Process Process Services Coordinated Programs Communication DHW Process Process Services Coordinated Programs Communication DJC Process Process Where we want to go Services

Opportunities to Participate • Workgroups/Committees • CANS • Clinical Advisory • Workforce Development • Transformation • Automation • Practice Manual • Interagency Governance Team • Quality Management, Improvement & Accountability (QMIA) Counci l • Data & Reports • Idaho Implementation Plan Monitoring • Provider Partnership • Youth and Family Partnership • System Improvement • Clinical Quality SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

For More Information: Pat Martelle, Project Manager 208 ‐ 334 ‐ 6680 YES@dhw.idaho.gov Youth Empowerment Services: www.YES.idaho.gov and www.YouthEmpowermentServices.idaho.gov CANS Information: www.praedfoundation.org Idaho Department of Health & Welfare: www.healthandwelfare.idaho.gov SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

OSEP Update 1) WHITE HOUSE REPORT: The Continuing Need to Rethink Discipline 2) FACT SHEET: Equity in IDEA 3) Dear Colleague Letter: Preventing Racial Discrimination in Special Education 4) FACT SHEET: Restraint and Seclusion of Students with Disabilities SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

Special Education Forms Spanish versions of the new IEP (all in one) and Eligibility (all in one) forms are now available online. Coming soon: • Remaining Spanish versions of forms to be posted over the next few weeks. • Improvements/Fixes to forms (accompanying list) • Additional Guidance Documents (RTI, Graduation) SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

Response to Intervention

Guidance Documents Response to Intervention refers to the general education practice of matching instruction and interventions to the needs of students as soon as those needs become apparent. http://www.sde.idaho.gov/topics/rti/ RTI is NOT the pathway to special education. It is, however, an educational tool that provides intervention and relevant data to support accurate special education identification decisions . Adapted from Special Ed Connection SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

Chapter 3: RTI and Special Education • All students, including those on IEPs, are serviced within a RTI framework. • Ongoing progress monitoring can be used with students on IEPs to identify when a student has met benchmarks and/or identified goals • Students requiring special education services may also receive instructional support through Tier 2 or Tier 3 for needs in areas in which they are not eligible. The use of RTI strategies cannot be used to delay or deny the provision of a full and individual evaluation, pursuant to 34 CFR §§ §§ 300.304 ‐ 300.311, to a child suspected of having a disability under 34 CFR § 300.8. SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

Chapter 4 Chapter 4 RTI data as part of the SLD Identification Process Process Problem Solving Team: Match tier 2 and 3 interventions to the needs of students to ensure adequate progress is being made. • May determine a student should be referred to the special education evaluation team. Evaluation Team: Make decisions regarding evaluation, assessment, and eligibility for special education services. • Must have parental consent if data is gathered for the purpose of evaluation because a disability is suspected. SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

Additional Information • To access the guidance documents visit: Chapter 3 ‐ RTI and Special Education Chapter 4 ‐ RTI as a part of SLD Eligibility http://sde.idaho.gov/sped/sped ‐ manual/ • Communicating with the Problem Solving Team Webinar (Archived December 2016) http://idahotc.com/Webinars/entryid/213/Default • Response to Intervention: From Theory to Practice Online Course with 9 modules http://idahotc.com/lms SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

New Guidance Document

Guidance Document Posted! Don’t know where it is posted. But we will. Hopefully before the webinar. August 2015 page 5 SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

Assessments/ Secondary Transition

National Assessment of Educational Progress NAEP assessment window January 30 thru March 9 Your support and expertise is needed to help make sure that students with disabilities are not excluded from this assessment. Only students who meet (or met) participation criteria for the Idaho Alternate Assessment may be excluded from any NAEP assessment. All other students with disabilities should participate in NAEP with or without accommodations. Results are NOT reported at the student or school level Participation Ensures meaningful representation of the student population & helps to inform educational policy. SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

ISAT Alternative Science Portfolio Artifacts can be submitted January 1 through March 31 • Staff Registered in ISEE and IPASS roles assigned • Students assigned to teachers IPASS QUICK GUIDE http://sde.idaho.gov/assessment/sped/files/assessment/general/IPASS ‐ Quick ‐ Guide.pdf  ISEE support call 208 ‐ 332 ‐ 6987 or support@sde.Idaho.gov • Collect evidence and submit to IPASS IPASS Science Portfolio Manual http://apps.sde.idaho.gov/ipass/Content/Files/ISAT ‐ Alt%20Science%20Portfolio%20Manual%202016 ‐ 2017.pdf  Collection/Submission Support call Kendrick Lester 208 ‐ 332 ‐ 6918 or klester@sde.Idaho.gov COMING SOON… Alt ‐ Science Student Response Check (SRC) SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION