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Local Education Agency (LEA) School District NEW SPECIAL EDUCATION DIRECTOR RESOURCE AND INFORMATION MANUAL 2014-15 Table of Contents 1. Kansas Director Resources 2. New Special Education Directors’ Guide 3. Leadership and Management Skills/Information C:\Users\ssipe\Desktop\New Director Notebook FY15\Final FY15 Notebook\Table of Contents for Notebook.doc 0 KANSAS DIRECTOR RESOURCES 1 Table of Contents Special Education Calendar ...................................................................... 2-3 Kansas Special Education Administrators Monthly Calls and Workshops/Conferences ........................................................................... 4-6 KSDE Early Childhood, Special Education and Title Services Listserv....7 KSDE Contacts for KASEA Regions ............................................................7 KSDE Fact Sheets ...................................................................................... 8-9 Kansas MTSS Briefs ......................................................................................9 KIAS Booklet .......................................................................................... 10-27 Part C Indicators ..........................................................................................28 Acronyms ............................................................................................... 29-33 People First Booklet ..................................................................... front pocket 2 Special Education Services: Important Dates for the 2014-2015 School Year If a date falls on a holiday or weekend, the item moves to the next business day. http://www.ksde.org/Default.aspx?tabid=510 July CLOSE DATE 1 IDEA Fiscal Federal IDEA IV-B Grant Year Begins 6/30 1 Indicator 11 Data Collection Window Opens 9/15 15 IDEA VI-B LEA Fiscal Risk Levels Data Verification Window Opens 7/31 31 IDEA VI-B LEA Fiscal Risk Levels Data Verification Window Closes 15 618 MIS Data Initial Verification Responses for June End of Year (EOY) Data Collection 15 File Reviews IDEA Requirements & Gifted (selected districts), and Fiscal (all LEAs) Window Opens Aug CLOSE DATE Sept 10/31 CLOSE DATE 1 IDEA Fiscal IDEA VI-B Application for Funds Submission Window Opens 15 618 MIS Data June EOY Data Collection Window Closes (all 618 MIS Data must be finalized) 15 Indicator 11 Data Collection Window Closes 29 Categorical Aid Payment 1 Submission Due Date 30 IDEA Fiscal Expiring Federal IDEA VI-B Grant Funds Must Be Encumbered (end of 27 month obligation period) 30 IDEA Fiscal IDEA VI-B Application Submission Window Closes Oct 9/30 CLOSE DATE 1 IDEA Fiscal IDEA LEA Maintenance of Effort (MOE) Reporting Window Opens (including excess cost) 15 Categorical Aid Payment 1 Deposited (25% of total reimbursement) 31 File Reviews IDEA Requirements & Gifted (selected districts), and Fiscal (all LEAs) Window Closes Nov 12/1 CLOSE DATE Dec CLOSE DATE 1 618 MIS Data Child Count “Snap Shot” 1 Categorical Aid Payment 2 Submission Due Date IDEA LEA MOE Reporting Window Closes 1 IDEA Fiscal 15 Categorical Aid Payment 2 Deposited (25% of total reimbursement) 31 IDEA Fiscal Expired IDEA VI-B Grant Funds Must Be Liquidated (funds must be have been obligated by 9/30) Jan CLOSE DATE 1 IDEA Fiscal IDEA Private School Participation Data Collection Window Opens 31 IDEA Fiscal IDEA Private School Participation Data Collection Window Closes 27 Categorical Aid Payment 3 Submission Due Date 28 618 MIS Data December 1 Collection Window Closes (all 618 MIS data must be finalized) 15 Categorical Aid Payment 3 Deposited (17% of total reimbursement) 15 Report from KSDE District IDEA State Performance Plan - Public and Expanded Reports Released (LOD status) 30 Categorical Aid Payment 4 Submission Due Date 1 Catastrophic Aid & Non-Public Data Collection Window Opens 4/30 15 Categorical Aid Payment 4 Deposited (17% of total reimbursement) 6/15 15 Indicator 13 Data Collection Window Opens 30 Catastrophic Aid & Non-Public Data Collection Window Closes 30 Target Improvement Plan (TIP) Application Window Opens Feb CLOSE DATE Mar CLOSE DATE April May 1/31 CLOSE DATE 6/15 CLOSE DATE 3 1 Categorical Aid Payment 5 Submission Due Date 15 KS Deaf-Blind Fund Application Submission Window Opens 1 Categorical Aid Payment 5 Deposited (15% of total reimbursement or balance) 15 Indicator 13 Data Collection Window Closes 15 Target Improvement Plan (TIP) Application Window Closes 30 IDEA Fiscal Previous IDEA VI-B Grant Years End (12 month, 24 month) 30 Kan-Dis IDEA Table 7 Submission Due June CLOSE DATE 4 Kansas Special Education Administrators Monthly Calls and Workshops/Conferences 2014-2015 Facilitators: John Copenhaver, Director of the Center for Technical Assistance for Excellence in Special Education (TAESE) Colleen Riley, Director of the Early Childhood, Special Education and Title Services Team at the Kansas State Department of Education (ECSET, KSDE) Call Information: Please mute your phones by dialing *6 Number: 1-888-387-8686 Room: 4274201 Materials can be located at: http://www.ksde.org/Default.aspx?tabid=636 ALL CALLS ARE AT 9:00 CENTRAL STANDARD TIME **Content of calls is subject to change at any time due to current events** July 23-25, 2014: Preconference and Summer Leadership Conference: Wichita Hyatt Regency August 15, 2014 Welcome and purpose of Monthly Calls………………………………. John Copenhaver Overview of State Performance Plan (SPP) Indicators and General Colleen Riley Supervision Responsibilities-Kansas Integrated Accountability System (KIAS) Kansas Integrated Accountability System (KIAS) Master Calendar…Stacie Martin Kansas Technical Assistance System Network (TASN)…………….. Crystal Davis IDEA Local Education Agency (LEA) Application……………………. Dean Zajic Director Updates…………………………………………………………. Colleen Riley September 4-5, 2014 Kansas Multi-Tier System of Supports (MTSS) Symposium Wichita Hyatt Regency September 26, 2014 KIAS File Review Updates: SPP Indicator 11: Child Find…………. Fiscal File Review……………………………………………….. Gifted File Review……………………………………………….. Licensure Considerations………………………………………………. Stacie Martin Dean Zajic Diana Stanfill Evelyn Alden and Krista Beckley Management Information System (MIS) 618 Data Collection Reminders………………………………………… Mason Vosburgh KIAS Master Calendar Reminders……………………………………… Stacie Martin Director Updates…………………………………………………………. Colleen Riley 5 October 31, 2014 KIAS Updates Fiscal Maintenance of Effort (MOE) LEA Excess Cost………………………………………………… Dean Zajic School Based Medicaid…………………………………………. Stacie Martin State Categorical Aid/ Personnel Web Payment due Date Reminders Evelyn Alden MIS 618 Data Collection Reminders………………………………….. Mason Vosburgh KIAS Master Calendar Reminders……………………………………... Stacie Martin Director Updates…………………………………………………………. Colleen Riley November 6-7, 2014 Tri State Regional Special Education Law Conference: Omaha, NE Embassy Suites Old Town November 21, 2014 KAN Service Update MIS 618 Data Collection Reminders…………………………………… Mason Vosburgh Dynamic Learning Maps (DLM) update……………………………….. Deb Matthews KIAS Fiscal Update – Private School Participation………………….. Dean Zajic KIAS Master Calendar Reminders…………………………………….. Stacie Martin Director Updates…………………………………………………………. Colleen Riley January 9, 2015 KIAS Updates – SPP Indicators 9 and 10: Disproportionate Representation………... Diana Stanfill Personnel Web/Waiver Deadline Reminders…………………………. Evelyn Alden Dispute Resolution and Other Legal Issues………………………….. Mark Ward and Laura Jurgensen KIAS Master Calendar Reminders…………………………………….. Stacie Martin Director Updates…………………………………………………………. Colleen Riley February 20, 2015 Legislative Updates……………………………………………………… Dale Dennis IDEA District Public and Expanded Reports…………………………. Colleen Riley and District Levels of Determination (LOD) Tim Berens Timely and Accurate Data District Rubric SPP Indicator 8: Parent Involvement…………………………………. Diana Stanfill and Vera Stroup-Rentier Early Childhood Updates……………………………………………….. Vera Stroup-Rentier and Gayle Stuber KIAS Master Calendar Reminders…………………………………….. Stacie Martin Director Updates…………………………………………………………. Colleen Riley April 10, 2015 KIAS Updates - LEA Practices, Policies and Procedures…………… Jana Rosborough SPP Indicator 13 Secondary Transition File Review…………. Stacie Martin 6 SPP Indicator 14 Post School Outcomes Data Collection…... Wendy Pickell Significant Disproportionality…………………………………… Diana Stanfill KIAS Master Calendar Reminders…………………………………….. Stacie Martin MIS 618 Data Collection Reminders…………………………………… Mason Vosburgh NPE and Catastrophic Claim Reminders Director Updates…………………………………………………………. Colleen Riley May 8, 2015 Targeted Improvement Plan……………………………………………. Kerry Haag LEA Leadership Stipend Audit Updates……………………………………………………………. Mike Murphy LEA Allocations…………………………………………………………... Dean Zajic Time and Effort Reminders……………………………………………… Evelyn Alden Deaf/Blind Funding Applications……………………………………….. Joan Houghton End of Year 618 Data Reminders……………………………………… Mason Vosburgh KIAS Master Calendar Reminders…………………………………….. Stacie Martin Director Updates…………………………………………………………. Colleen Riley 7 Early Childhood, Special Education, and Title (ECSET) Services Listserv ECSETNEWS is a listserv provided by the KSDE to those who wish to subscribe. Timely information about state and national issues will be sent to the email address you provide. If you would like to subscribe to the ECSETNEWS please send an email to [email protected] with your name, email and agency/organization. You may unsubscribe at any time. KSDE Contacts for KASEA Regions KASEA Region 1 1 2 2 2 2 3 3 4 4 5 5 6 6 7 7 7 7&8 KANSAS DEPARTMENT OF EDUCATION Contact Information Debbie Matthews 785-296-0916 [email protected] Wendy Pickell 785-296-0948 [email protected] Jamie Pfistner 785-296-8965 [email protected] Julie Ehler 785-296-1944 [email protected] Jana Rosborough, Assistant Director 785-296-4941 [email protected] Gayle Stuber PhD, EC Coordinator 785-296-5352 [email protected] Janet Newton 785-296-4964 [email protected] Diana Stanfill PhD 785-296-7262 [email protected] Laura Jurgensen 785-296-5522 [email protected] Dean Zajic 785-296-2425 [email protected] Tim Berens 785-296-3953 [email protected] Mark Ward 785-296-5478 [email protected] Joan Houghton Ed.D 785-296-2515 [email protected] Vera Stroup-Rentier 785-296-5081 [email protected] Doug Boline, Assistant Director 785-296-2600 [email protected] Michele Hayes 785-296-5081 [email protected] Stacie Martin 785-296-6855 [email protected] Chelle Kemper 785-296-2450 [email protected] 8 KSDE Fact Sheets KSDE Fact Sheets are one-page summaries on a variety of topics, terms, areas and issues pertinent to Kansas educators and families. The Fact Sheets are useful guides with general information, website links, and KSDE contact names and numbers. General Information The following Fact Sheets are accessible by clicking on the link http://www.ksde.org/Default.aspx?tabid=526 KSDE Technical Assistance System Network (TASN) Kansas MTSS School-Based Medicaid http://www.ksde.org/Agency/DivisionofLearningServices/EarlyChildhoodSpecialE ducationandTitleServices/SpecialEducation/SpecialEducationFiscalResources.as px Special Education The following Fact Sheets are accessible by clicking on the link http://www.ksde.org/Default.aspx?tabid=526 ECSETS SPP/APR Title Programs The following Fact Sheets are accessible by clicking on the link http://www.ksde.org/Default.aspx?tabid=568 21st CCLC Achievement AMO Adequate Yearly Progress (AYP) Dropout Fact Sheet Expected Gain Fact Sheet Graduation Fact Sheet Homeless Education Fact Sheet Homeless Set asides, Title I Use of Funds Homeless-McKinney-Vento Grantee—Use of Funds Homeschools Migrant Non-Public Schools Parent Involvement Quality Performance Accreditation (QPA) Quality Performance Accreditation Expected Gain Formula State ESOL State Technical Assistance Team (STAT) Fact Sheet 9 Title I Schoolwide Programs Title I Parts A & D Neglected & Delinquent Title IIA Funds Title III Kansas ESEA Flexibility Waiver http://www.ksde.org/Default.aspx?tabid=567 Parental Involvement http://www.ksde.org/Agency/DivisionofLearningServices/EarlyChildhoodSpecialE ducationandTitleServices/TitleServices/FederalPrograms/TitleIPartA/TitleIParentI nvolvement(FamilyEngagement).aspx Kansas MTSS Briefs MTSS Briefs are two-page discussions of topics, areas of interest and/or issues addressed in the field by Kansas educators relating to components of the Kansas MTSS. The MTSS Briefs include timely information for educators and families and may be accessed at the following link: http://www.kansasmtss.org/briefs.html Kansas Reading Initiative and Kansas MTSS Kansas Alignment with Rose Standards The Kansas College and Career Ready Standards and the Kansas Multi-Tier System of Supports The Integration of MTSS and RtI Special Education within a Multi-Tier System of Supports Student Improvement Teams and the Multi-Tier System of Supports Errors of Implementation Differentiated Instruction within MTSS Addressing Dyslexia within MTSS Consideration of Replacement Core School-Wide Behavioral Support and Bullying Prevention within the MTSS Framework 10 Kansas Integrated Accountability System (KIAS) Connecting the General Supervision Pieces July 2014 11 Kansas Department of Education. (2014, July). Kansas integrated accountability system (KIAS): A system overview. Topeka: Special Education Services Team. The Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the nondiscrimination policies: KSDE General Counsel, 120 SE 10th Ave. Topeka, KS 66612 (785) 2963204. 12 Overview of KIAS This overview is designed to provide a description of the general supervision system in Kansas. This system is known as the Kansas Integrated Accountability System (KIAS). The Reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA, 2004) expanded the accountability requirements of the state education agency (SEA) and districts in the areas of compliance with the law; performance of students with exceptionalities; and the timely, accurate, and reliable reporting of data. As a result of the Reauthorization of IDEA (2004), increased accountability at the state and local level, and changes in the Office of Special Education Programs’ (OSEP) monitoring priorities, Kansas shifted from a Focused Monitoring System to the Kansas Integrated Accountability System (KIAS). The KIAS is in alignment with IDEA (2004) and general supervision requirements as outlined by the OSEP and state statutes. The shift to the KIAS results in an integrated continuous process involving data collection; data verification; identification of performance status; district improvement; reporting; and application of rewards and enforcements. The Kansas Integrated Accountability System is designed to ensure both state and district compliance with the federal special education requirements and improved academic results for children and youth with exceptionalities. Technical assistance provided through Kansas’ Technical Assistance System Network (TASN) is embedded within each KIAS component to support districts in meeting state and federal requirements. Many opportunities for professional development are available statewide to support district personnel. Upon district request or from Kansas State Department of Education (KSDE) direction, technical assistance providers deliver both general and targeted support to districts as data are analyzed and plans for improvement are developed, implemented and evaluated. Technical assistance is designed to ensure sufficient intensity of support that will result in successful implementation of improvement plans and ensure correct implementation of regulatory requirements. More information regarding technical assistance is located at www.ksdetasn.org The KIAS includes the following components of general supervision: State Performance Plan and State Goals with Measurable Targets; Fiscal Management; Integration of On-Site and Off-Site Monitoring Activities; Effective Policies and Procedures; Data on Processes and Results; Improvement, Correction, Rewards and Enforcements; Effective Dispute Resolution; Targeted Technical Assistance; and Professional Development. Each component of the system is described throughout this Overview. The graphics on the following pages show the integrated components and continuous improvement process of Kansas’ general supervision; the Kansas Integrated Accountability System (KIAS). 13 KIAS Components 14 KIAS Process Data Collection Identification of District Performance Status District Improvement Reporting Rewards and Enforcements Technical Assistance System Network (TASN) Data Verification 15 Connecting KIAS Components and Processes Data Collection The first step in the KIAS is the collection and submission of district data to the State. The data are derived from multiple sources and the data collection process is continuous. Data are collected through census and representative sample. The following paragraphs describe the sources of data collected within the Kansas Integrated Accountability System. Dispute Resolution The Individuals with Disabilities Education Improvement Act (2004) provides parents certain rights and procedural safeguards under federal and state laws. These safeguards include formal dispute resolution requirements, such as mediation, formal complaints, resolution sessions, and due process hearings. The Kansas State Department of Education collects and analyzes data on an ongoing basis using the dispute resolution database to ensure effective implementation of the dispute resolution system. IDEA Requirements The Kansas State Department of Education conducts the IDEA Requirements File Review to ensure districts are correctly implementing the regulatory requirements of the Individuals with Disabilities Education Improvement Act (2004). Districts are selected for review on a cyclical basis using a representative sample based on student enrollment that includes large, medium and small districts. Every district in Kansas will be reviewed at least once during the five year cycle. Fiscal States must ensure fiscal accountability in the local education agency (LEA) management of IDEA federal funds. Data are collected throughout the year from various sources, such as the annual Local Education Agency Application, KSDE Form 240 federal fund requests, annual local Certified Public Accountant (CPA) and A-133 audit reports, fiscal file review, and other school finance data. The KIAS Fiscal Accountability of Federal IDEA Funds notebook provides additional fiscal accountability information. It is available on the KSDE Special Education Services Team website http://www.ksde.org >Special Education Services Team> Funding. Gifted The Kansas State Department of Education conducts a file review to ensure districts are meeting the requirements of the Kansas Special Education for Exceptional Children Act 2005 related to the gifted category of exceptionality. Districts are selected based on the same criteria used to select districts for the annual IDEA Requirements File Review. 16 Management Information System (MIS) of 618 Data Management Information System (MIS) desk audits are conducted annually as part of the ongoing data verification of MIS 618 data. Districts are selected for review based on the several factors including, but not limited to, inaccurate or untimely data concerns; questionable data policies, practices and procedures employed by the agency; high or low populations in 618 data categories; and requests from local directors. During desk audits, district data are collected by reviewing local MIS procedures and individual student information. Targeted Onsite Visit to Districts The Kansas State Department of Education reserves the right to conduct a targeted onsite visit at any time based on multiple sources of data indicating potential concerns, evidence of repeated concerns, or a pattern of concerns over time. These concerns may come from examining data reported to the SEA as part of the accountability system and other sources of information, such as interactions and conversations with parents and/or district personnel. The purpose of the targeted onsite visit is to monitor compliance and identify areas of need. The scope of each targeted onsite visit is based on presenting concerns including relevant regulatory requirements. This is determined on a case-by-case basis and may include a targeted review of any of the following: State Performance Plan/Annual Performance Report (SPP/APR) Indicators; MIS 618 data; Fiscal Management; IDEA (2004) requirements; or implementation of any other state and federal regulatory requirements. Based on identified needs, ongoing technical assistance is provided to support improvement efforts. Policies, Practices, and Procedures States must ensure that each district has written policies, practices, and procedures (PPPs) to implement special education programs in accordance with federal and state requirements. The Kansas State Department of Education embeds the review of PPPs within existing components of KIAS as an integral part of the continuous review process. This review facilitates both compliance with the special education requirements and improved outcomes for children and youth with exceptionalities. Significant Disproportionality States must collect and examine data to determine whether significant disproportionality based on race or ethnicity is occurring in the State and districts with respect to the identification of children as children with disabilities, including specific disability categories; the placement of children in particular educational settings; and the incidence, duration, and type of disciplinary actions, including student suspensions and expulsions. Significant disproportionality is based on an analysis of numerical information. It is defined in KIAS as a weighted risk ratio greater than 4.0 over two consecutive years for the same race or ethnicity with regard to a disability category, type of disciplinary action, or particular educational setting. Kansas uses 618 data collected for SPP Indicators 4b, 5, 9, and 10 to determine significant disproportionality. 17 Districts identified as having significant disproportionality must reserve the maximum amount of funds (15%) for Coordinated Early Intervening Services (CEIS); review and, if appropriate, revise district PPPs; and publicly report on the revisions of district policies, procedures and practices. Additionally, districts identified as having significant disproportionality are restricted from reducing Maintenance of Effort (MOE) by using the 50% reduction rule. State Performance Plan The State Performance Plan (SPP) is the State’s plan to improve the 17 results and compliance indicators established by the Office of Special Education Programs (OSEP). This plan contains a description of the State’s efforts to implement the requirements of Part B of the IDEA (2004) and how it will improve its performance of the indicators on behalf of students. As part of the SPP, each indicator has a target set by OSEP or the State. All targets set by the State are approved by the Special Education Advisory Council (SEAC). The State Performance Plan is located on the KSDE website at www.ksde.org on the Special Education Services page. The table below summarizes each SPP indicator and corresponding data sources. Part B State Performance Plan Indicator: Data Source Results/ Compliance 1 .Graduation Percent of youth with Individualized Education Plans (IEP) graduating from high school with regular diploma 2. Dropout Percent of youth with IEPs dropping out of high school 3. Statewide Assessment Participation and performance of children with disabilities on statewide assessments: A. percent of districts with a disability subgroup that meets the State’s minimum “n” size that meet the State’s Adequate Yearly Progress (AYP) targets for the disability subgroup; B. participation rate for children with IEPs; and C. proficiency rate for children with IEPs against grade level, modified and alternate achievement standards. Kansas Individual Data on Students (KIDS) EXIT Results KIDS End Of Year (EOYA) Records KIDS EXIT Results KIDS End Of Year (EOYA) Records Annual Measurable Objectives( AMO) Results 18 4. Suspension/Expulsion = Rates of suspension and expulsion: A. percent of districts that have a significant discrepancy in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs; and B. percent of districts that have: (1) a significant discrepancy, by race or ethnicity, in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs; and (2) policies, procedures or practices that contribute to the significant discrepancy and do not comply with requirements relating to the development and implement and implementation of IEPs, the use of positive behavioral supports, and procedural safeguards. 5. Placement of Students, ages 6-21 (LRE) Kansas Disciplinary Incident System (KAN-DIS) A: Results KIDS Enrollment Record, Merge with June MIS 618 Data B: Compliance December 1 MIS 618 Data Results December 1 MIS 618 Data Results Child Outcomes Summary Form (COSF) data collected through the Outcomes Web System (OWS) Results Parent Survey Results KIDS 9/20 Enrollment Record Compliance Percent of children with IEPs aged 6 through 21 served: A. inside the regular class 80% or more of the day; B. inside the regular class less than 40% of the day; and C. in separate schools, residential schools, or homebound/ hospital placements. 6. Placement of Preschool Children ages 3-5 Percent of children aged 3 through 5 with IEPs attending a: A. regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; and B. separate special education class, separate school or residential facility. 7. Outcomes for Preschool Children ages 3-5 Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved: A. positive social-emotional skills (including social relationships); B. acquisition and use of knowledge and skills (including early language/communication and early literacy); and C. use of appropriate behaviors to meet their needs. 8. Parent Involvement Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities. 9. Disproportionate Representation in Special Education and Related Services Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification. December 1 MIS 618 Data 19 10. Disproportionate Representation in Specific Disability Category Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification. 11. Timely Evaluations Percent of children who were evaluated within 60 days of receiving parental consent for initial evaluation or, if the State establishes a timeframe within which the evaluation must be conducted, within that timeframe. 12. Transition from Part C to Part B Percent of children referred by Part C prior to age three, who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays. 13. Transition: ages 16+ Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority. 14. Transition: Post School Outcomes Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were: A. enrolled in higher education within one year of leaving high school; B. enrolled in higher education or competitively employed within one year of leaving school; and C. enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school. 15. Resolution Sessions KIDS 9/20 Enrollment Record Compliance December 1 MIS 618 Data Student records and APR Ind Stu Data Collection website Compliance IDEA Part C Database, student records, electronic transition referral reconciliation electronic system , Indicator 12 Feature Compliance National Secondary Transition Technical Assistance Center (NSTTAC) Indicator 13 Checklist and http://www.sppkansas.org Compliance Kansas Post -School Outcomes Survey Results Dispute Resolution Database Results Dispute Resolution Database Results Percent of hearing requests that went to resolution sessions that were resolved through resolution session settlement agreements. 16. Mediations Percent of mediations held that resulted in mediation agreements. 20 17. State Systemic Improvement Plan Determined by KSDE Results The SSIP is a comprehensive, multiyear plan that focuses on improving results for infants, toddlers, children and youth with disabilities. Data Verification Data are verified by KSDE at multiple stages through a variety of sources. Verification checks are performed on the data during several stages of the collection process. The verification process includes cross checks on the data to ensure accuracy among various source content. Districts have access to applications that analyze data upon entry and detect discrepancies for correction. The Kansas State Department of Education performs additional data verification upon receipt of local data. Verification is conducted at both local and state levels. The Kansas State Department of Education has a series of edit and verification checks with a feedback procedure for districts to address data anomalies, corrections, and verifications. Identification of District Performance Status The state analyzes data to determine performance status with regard to IDEA (2004) requirements, SPP/APR indicator targets, and other state monitoring components. Results The Kansas State Department of Education reviews the collected and verified data to determine district status for results indicators. District data are compared to established state targets for each SPP/APR results indicator. District performance status (target met/not met) is provided through written notification to the districts and the District IDEA State Performance Plan Public Report. Compliance The Kansas State Department of Education reviews the collected and verified data to determine district compliance status. District data are compared to established standards for correct implementation of regulatory requirements. District performance status (compliance/noncompliance) for a compliance monitoring area is provided through written notification of that status to districts. When data reviewed indicate 100% compliance, a written notification of compliance is sent to the district. When KSDE reviews data indicating noncompliance, KSDE will verify the noncompliance. When KSDE determines that the district did not meet 100% compliance, KSDE issues a written notification of noncompliance to the district. The Kansas State Department of Education makes findings of noncompliance regardless of the extent of noncompliance. The notification includes: • a citation of the regulatory requirements; • a description of the data that support the determination of noncompliance with the statute or regulation; and 21 • a requirement that the noncompliance be corrected within the timeframe specified by KSDE but, in no case, later than one year from notification of noncompliance; and instructions for completing the process of correction of noncompliance. Level of Determination (LOD) The State must make an annual “Level of Determination” (LOD) for every district. Specific criteria for each LOD are set by Fiscal Management data and compliance indicator data from the current year's Annual Performance Report. The following criteria are used to determine district levels of determination in Kansas: 1) Meets Requirements Substantial compliance met on General Supervision components: Fiscal Management, and Indicator 4B, Indicator 9, Indicator 10, Indicator 11, Indicator 12, Indicator 13, Correction of noncompliance and submission of Timely and Accurate data. 2) 3) Needs Assistance NA I: Substantial compliance not met during the current year for any combination of one or two of the General Supervision components: Fiscal Management, Indicator 4B, Indicator 9, Indicator 10, Indicator 11, Indicator 12, Indicator 13, and submission of Timely and Accurate data. NA2: For two or more consecutive years, substantial compliance not met during the current year for any combination of one or two of the General Supervision components: Fiscal Management, Indicator 4B, Indicator 9, Indicator 10, Indicator 11, Indicator 12, Indicator 13 and submission of Timely and Accurate data. Needs Intervention* NI 1: Either of these two conditions: NI 2: 1. Substantial compliance not met.. 2. Substantial compliance not met during the current year for any combination of three or four of the General Supervision components: Fiscal Management, Indicator 4B, Indicator 9, Indicator 10, Indicator 11, Indicator 12, Indicator 13, and submission of Timely and Accurate data. Either of these two conditions: 1. For two consecutive years, substantial compliance not met. 2. For two consecutive years, substantial compliance not met for any combination of three or four of the General Supervision components: Fiscal 22 NI 3: Management, Indicator 4B, Indicator 9, Indicator 10, Indicator 11, Indicator 12, Indicator 13 and submission of Timely and Accurate data. Either of these two conditions: 1. For three consecutive years, substantial compliance not met. 2. For three consecutive years, substantial compliance not met for any combination of three or four of the General Supervision components: Fiscal Management, Indicator 4B, Indicator 9, Indicator 10, Indicator 11, Indicator 12, Indicator 13, and submission of Timely and Accurate data. *Due to the seriousness of district failure to correct noncompliance within one year, districts that do not meet substantial compliance for General Supervision will move directly to Needs Intervention LOD. 4) Needs Substantial Intervention Substantial compliance not met during the current year for any combination of five or more of the following General Supervision Components: Fiscal Management, Indicator 4B, Indicator 9, Indicator 10, Indicator 11, Indicator 12, Indicator 13, Correction of noncompliance, and submission of Timely and Accurate data, or The LEA has failed to substantially comply and those actions affect the regulatory requirements of IDEA 2004. District Improvement The Kansas State Department of Education provides TA to all districts for support of district improvement. The focus of TA is assisting districts to develop plans for implementing evidence-based strategies that address the root cause(s) contributing to the area(s) of poor performance. The intensity of the TA support provided to each district varies based on need. Results The Kansas State Department of Education provides resources and services available to all districts for supporting improvement efforts. Districts have access to online resources and TA requests through the TASN at http://www.ksdetasn.org Assistance may be provided in a variety of ways including, guidance documents, resources and tools, workshops, and/or direct district consultation. Additional support is available to districts in need of more intensive assistance. The Kansas State Department of Education staff members and other TA providers review data to determine which districts are in need of targeted technical assistance. Districts are identified for this level of support based on factors, such as missed targets across indicators; extent of the gap between performance and the targets; and patterns of performance concerns over time. Identified districts are invited to participate in facilitated workshops designed to provide assistance with root causes analysis and improvement planning. Follow up is provided to support the implementation and evaluation of district improvement plans. 23 Compliance District Corrective Action Plan (DCAP). Each district with a finding(s) of noncompliance must submit a DCAP to describe a plan for correctly implementing the regulatory requirement(s) identified as noncompliant. Districts may request or KSDE may assign TA to support a district(s) in developing the DCAP. Once submitted, a KSDE committee reviews the DCAP and either approves or provides TA to revise the plan. A DCAP must identify and evaluate the implementation of appropriate strategies that demonstrate a thorough understanding of the root cause of the problem which led to the noncompliance. Individual Corrective Action(s) (ICA). Each district with a finding(s) of noncompliance must correct each individual case of child-specific noncompliance. For any noncompliance that is not subject to a specific timeline requirement, the district is required to submit documentation of correction for each individual case of noncompliance. For corrections with a timeline requirement, a KSDE committee verifies the district has completed the required action, though late, unless the child is no longer within the jurisdiction of the district. A KSDE committee reviews the documentation submitted to verify that the district has corrected each individual case of noncompliance. Updated Data. To verify that the district(s) is correctly implementing the specific regulatory requirement(s), a KSDE committee reviews updated files that are representative of the subset of files that were originally identified as noncompliant. Factors, such as enrollment numbers of the district and demographics represented in the subset of noncompliant files, are considered in establishing the criteria for updated file selection. Updated data are collected during a designated period of time established by KSDE. In districts where updated data are not available during the designated period of time, KSDE verifies that the district has addressed the root cause(s) that resulted in the original noncompliance as outlined in the District Corrective Action Plan. Correction of Noncompliance. The Kansas State Department of Education verifies that each district with findings of noncompliance; (1) has corrected each individual case of noncompliance, and (2) is correctly implementing the specific regulatory requirements (i.e. achieved 100% compliance) based on review of updated data within a timeframe specified by KSDE but, in no case, later than one year from notification of noncompliance, consistent with OSEP Memo 09-02. When KSDE verifies the district has corrected all findings of noncompliance, written notification of correction of noncompliance is sent to the district that includes: (1) the documentation that was reviewed by KSDE; (2) a statement that the district has corrected each individual case of noncompliance and is correctly implementing the specific regulatory requirements; and (3) notice that the district has achieved 100% compliance within the timeframe specified by KSDE but, in no case, later than one year from notification of noncompliance. In the event a district has not corrected all finding(s) of noncompliance within one year from notification of noncompliance, written notification is sent to the district indicating the district will be given a Needs Intervention Level of Determination and enforcement action is taken immediately. 24 Reporting Each year the reporting process provides an opportunity to reflect on how the State and districts performed and determine areas in need of improvement. Upon the completion of all data collection, verification, identification of performance status, and district improvement, data are compiled to create three separate reports. The first report includes State reported data which is submitted to the Office of Special Education Programs. The two additional reports are district level reports. The purpose of these reports is improvement of state and district data which reflect improved student outcomes. Annual Performance Report Annually, the State must report progress in meeting the measurable and rigorous SPP targets to OSEP and the public. The APR is posted on the KSDE website http://www.ksde.org on the Special Education Services page. District IDEA State Performance Plan Public Report The Office of Special Education Programs requires the State to provide annual public reports for each district. This is accomplished through the District IDEA State Performance Plan Public Report. This report is posted on the KSDE website http://www.ksde.org on the Special Education Services page. District IDEA State Performance Plan Expanded Report Expanded reports display district data in multiple ways and serve as a tool to support district improvement planning. Expanded reports also provide information regarding a district’s LOD including rewards and/or enforcements which are described in the below section; Rewards and Enforcements. The expanded reports are available on the Kansas APR website and may be accessed http://www.ksdetasn.org by selecting the link to Current Kansas APR Reports. 25 Rewards and Enforcements The following chart outlines the criteria used in Kansas for determining district Level of Determination (LOD) and the rewards and enforcements associated with each level. Kansas District Levels of Determination-Rewards and Enforcements Fiscal Management, Indicator 4B, Indicator 9, Indicator 10, Indicator 11, Indicator 12, Indicator 13, Correction of noncompliance and submission of Timely and Accurate data. Level of Determination Rewards and Enforcements Fiscal Management, Indicator 4B, Indicator 9, Indicator • Written notification to Special Education Directors, Meets 10, Indicator 11, Indicator 12, Indicator 13, Correction Superintendents, Local Board. Requirements of noncompliance and submission of Timely and Accurate data meets Substantial Compliance. Needs Assistance NA1 Substantial Compliance not met during the current year for any combination of one or two of the following General Supervision components: Fiscal Management, Indicator 4B, Indicator 9, Indicator 10, Indicator 11, Indicator 12, Indicator 13, and submission of Timely and Accurate data. NA2 For two or more consecutive years, Substantial Compliance not met during the current year for any combination of one or two of the General Supervision components: Fiscal Management, Indicator 4B, Indicator 9, Indicator 10, Indicator 11, Indicator 12, Indicator 13, and submission of Timely and Accurate data • LEA may use condensed Targeted Improvement Plan (TIP) application. • SEA provides leadership stipends for participation in professional development. • Official Recognition Banner for Websites. • District may use 50% Maintenance of Effort (MOE) reduction. NA1 One or more of the following will be applied: • • • • Written notification to Special Education Directors, Superintendents, Local Board. SEA advises LEA of TA available to address needs. LEA may request TA from SEA. LEA is prohibited from using a 50% reduction rule to reduce MOE. NA2* One or more of the following will be applied: • • • • • • Any of the above requirements in NA 1. LEA must provide benchmark progress reports of TA accessed. SEA advises LEA of TA available to address needs.* SEA conducts a targeted onsite visit. LEA is prohibited from using a 50% reduction rule to reduce MOE. LEA identified as high risk and SEA imposes conditions on use of funds, including use of the comprehensive TIP application.* 26 Kansas District Levels of Determination-Rewards and Enforcements Fiscal Management, Indicator 4B, Indicator 9, Indicator 10, Indicator 11, Indicator 12, Indicator 13, Correction of noncompliance and submission of Timely and Accurate data. Level of Determination Rewards and Enforcements NI 1 Needs Intervention Either of these two conditions: 1. NI 1, 2, or 3 for The following enforcements are implemented immediately: 1. Substantial compliance not met. • Written notification to Special Education Directors, Superintendents, Local Board. 2. Substantial compliance not met during the current year for any combination of three or four of the • SEA assigns targeted TA based on area(s) of General Supervision components: Fiscal concern. Management, Indicator 4B, Indicator 9, Indicator 10, • SEA conducts targeted on-site visits with LEA staff Indicator 11, Indicator 12, Indicator 13, and and develops District Corrective Action Plan. submission of Timely and Accurate data NI 2 2. NI 1 One or more of the following will be applied: • Written notification to Special Education Directors, Superintendents, Local Board. • SEA conducts targeted on-site visits with LEA staff and develops Corrective Action Plan. • SEA assigns targeted TA based on area(s) of concern. • LEA is prohibited from using a 50% reduction rule to reduce Maintenance of Effort. • LEA identified as high risk and SEA imposes conditions on use of funds, including use of Either of these two conditions: comprehensive TIP application and how TIP 1. For three consecutive years, substantial compliance allocation is expended. not met. • SEA withholds, in whole or in part, further 2. For three consecutive years, substantial payments to the local education agency. compliance not met for any combination of three or four of the General Supervision components: Fiscal Management, Indicator 2. NI 2 or NI 3* 4B, Indicator 9, Indicator 10, Indicator 11, One or more of the following will be applied: Indicator 12, Indicator 13, and submission of • Written notification to Special Education Timely and Accurate data Directors, Superintendents, Local Board. • SEA conducts targeted on-site visits with LEA staff and develops District Corrective Action Plan.* • SEA assigns targeted TA based on area(s) of concern. • LEA is prohibited from using a 50% reduction rule to reduce Maintenance of Effort. • LEA identified as high risk and SEA imposes conditions on use of funds, including use of comprehensive TIP application and how TIP allocation is expended. • SEA withholds, in whole or in part, further payments to the local education agency.* Either of these two conditions: 1. For two consecutive years, substantial compliance not met. 2. For two consecutive years, substantial compliance not met for any combination of three or four of the General Supervision components: Fiscal Management, Indicator 4B, Indicator 9, Indicator 10, Indicator 11, Indicator 12, Indicator 13, and submission of Timely and Accurate data NI 3 27 Kansas District Levels of Determination-Rewards and Enforcements Fiscal Management, Indicator 4B, Indicator 9, Indicator 10, Indicator 11, Indicator 12, Indicator 13, Correction of noncompliance and submission of Timely and Accurate data. Needs Substantial Intervention Level of Determination Rewards and Enforcements Substantial compliance not met during the current year for any combination of five or more of the General Supervision components: Fiscal Management, Indicator 4B, Indicator 9, Indicator 10, Indicator 11, Indicator 12, Indicator 13, and submission of Timely and Accurate data or The LEA has failed to substantially comply and those actions affect the regulatory requirements of IDEA (2004). NSI One or more of the following will be applied: • Written notification to Special Education Directors, Superintendents, Local Board. • SEA determines how state and TIP funds will be directed. • LEA identified as high risk and SEA imposes conditions on use of funds. • SEA withholds, in whole or in part, funds to the local education agency.* • SEA requires the return of federal funds. • SEA refers the matter for appropriate action, which may include the Kansas Attorney General. • Any and all of previous enforcements in this document may apply. *Required enforcements. 34CFR 300.600(a). 28 IDEA Part C Indicators KDHE Part C Infant-Toddler Services Contact: [email protected] Sarah Walters 785.296.2245 Indicator 1: Timely Services Indicator 2: Settings Indicator 3: Early Childhood Outcomes Indicator 4: Family Involvement Indicator 5: Child Find Birth to One Indicator 6: Child Find Birth to Three Indicator 7: Timely Evaluations Indicator 8: Early Childhood Transition Indicator 9: Resolution Sessions Indicator 10: Mediations Indicator 11: State Systemic Improvement Plan (SSIP) 29 ACRONYMS *Used within New Directors’ Notebook ADA: ADHD: *ALIVE: *AMAO: *AMO: *APR: ARRA: *ASD: ASES: *ATBS: *AYP: BCA: CADRE: CAP: CAR: *CAT Aid: *CBER: *21st CCLC: CCR: CCSSO: *CEIS: CEP: CESA: CETE: CIA: CIM: CMO: *COMS: COSF: *CPA: CPE: CPM: CR: CRDC: CRPE: CS: CSAS: CSP: *CSPR: CTE: CTQ: CW Ds: DGB: DOJ: DOJ CRD: DOJ OJJDP: DOL: *DNA: EAG: *EC: ECO: Americans with Disabilities Act Attention Deficit Hyperactivity Disorder All-State Low Incidence Virtual Endorsement Annual Measurable Achievement Objective Annual Measurable Objective Annual Performance Report American Recovery and Reinvestment Act of 2009 Autism Spectrum Disorder Assessment for Special Education Students Autism and Tertiary Behavior Supports (TASN Project) Adequate Yearly Progress Budget Control Act of 2011 Consortium for Appropriate Dispute Resolution In Special Education (OSEP Project) Corrective Action Plan Consolidated Annual Report Categorical Aid Part C to B Electronic Referral System Century Community Learning Centers College and Career Readiness Council of Chief State School Officers Coordinated Early Intervening Services Center on Education Policy Cooperative Educational Service Agency Center for Educational Testing and Evaluation Continuous Improvement Application Continuous Improvement Monitoring Charter Management Organization Certified Orientation and Mobility Specialists Child Outcome Summary Form Certified Public Accountant Continuing Professional Education Case Processing Manual Continuing Resolution Civil Rights Data Collection Center on Reinventing Public Education Charter School Career Standards and Assessment Services Charter School Program Consolidated State Performance Report Career & Technical Education Center for Improving Teacher Quality Children with Disabilities Data Governance Board U.S. Department of Justice U.S. Department of Justice Civil Rights Division U.S. Department of Justice’s Office of Juvenile Justice and Delinquency Prevention U.S. Department of Labor District Needs Assessment Enhanced Assessment Grant Early Childhood Center Early Childhood Outcomes Center 30 ECSE: *ECSET: ECR: ED or USDE: *EDEN: EDGAR: EIS: ELL: ELP: EMO: EPC: *ESEA: ESIP: *ESI: ESL: ETA: F&A Cost: FAM: FAPE: FBO: FERPA FFATA: FFY: FR: FRPL: FSA: FSR: *FTE: *FY: GAAP: GAN: GAO: GAPS: GASB: GEPA: GSA: GSF: GSEG: *GSTAD: HEA: HELP: HEW : HHS: HQT: ICC: ID/ID’d: *IDEA: IDEIA: IEE: IEP: IG: IGDI: IHE: *Infinitec: INKS: JGCP: Early Childhood Special Education Early Childhood, Special Education, and Title Services Early Complaint Resolution U.S. Department of Education Education Data Exchange Network Education Department General Administrative Regulations Early Intervening Services English Language Learners English Language Proficient Education Management Organization Education Program Consultants Elementary & Secondary Education Act Equitable Services Implementation Plan Emergency Safety Interventions English as a Second Language Employment & Training Administration Facilities and Administrative Cost Focused Assistance and Monitoring Free & Appropriate Public Education Faith-Based Organization Family Educational Rights & Privacy Act Federal Funding Accountability and Transparency Act Federal Fiscal Year Federal Register Free or Reduced-Price Lunch Federal Student Aid Financial Status Report Full-Time Equivalent Fiscal Year Generally Accepted Accounting Principles Grant Award Notification Government Accountability Office or U.S. General Accounting Office Grant Administration & Payment System Government Accounting Standards Board General Education Provisions Act General Services Administration Government Services Fund General Supervision Enhancement Grant General Supervision Technical Assistance Dissemination (TASN Project) Higher Education Act Health, Education, Labor, and Pensions U.S. Department of Health, Education, & W elfare U.S. Department of Health & Human Services Highly Qualified Teacher Interagency Coordinating Council Identified Individuals with Disabilities Education Act Individuals with Disabilities Education Improvement Act Independent Educational Evaluation Individualized Education Program Inspector General Individual Growth and Development Indicators Institution of Higher Education Assistive and Instructional Technology (TASN Project) Inclusive Network of Kansas Juniper Gardens Children's Project 31 JJA: KACCRRA: KAMM: *KAN-DIS: KASEA: *KDHE: *KEEB: KERC: KHSA: KHSSCP: *KIAS: KIDMSS: KIDS: *KIRC: KISN: *KITS: KLFA: KLIPP: *KLN: *KPIRC: KSBE: *KSDE: *KSSC: KSTARS: LAS-Links: LCP: LD: *LEA: LEAMIS: LEP: LETRS: *LI: *LOD: *LRE: LRP: LSD: MCREL: MDT: MFS: *MIS: MOA: *MOE: MOU: MPRRC: *MTSS NAICS: NASDCTEC: NASDSE: NASTID: NCELA: NCCRES: NCES: NCLB: NCSEAM: NCSET: NDPC-SD: Juvenile Justice Authority Kansas Association of Child Care Resources and Referral Agencies Kansas Assessment of Modified Measures Kansas Discipline database Kansas Association of Special Education Administrators Kansas Department of Health and Environment Kansas Education Employment Board (TASN Project) Kansas Education Resource Center website Kansas Head Start Association Kansas Head Start State Collaboration Project Kansas Integrated Accountability System Kansas Integrated Data Management and Support System (TASN Project) Kansas Individual Data on Students (TASN Project) Kansas Instructional Resource Center (TASN Project) Kansas Instructional Support Network (TASN Project) Kansas Inservice Training System (TASN Project) Kansas Learning First Alliance Kansas Low-Incidence Personnel Preparation Kansas Learning Network Kansas Parent Information Resource Center AND TASN Partner Kansas State Board of Education Kansas State Department of Education Kansas Secondary Connections (KSDE TASN Project) Kansas Statewide Technical Assistance Resource System Language Assessment System Links Local Consolidated Plan Learning Disability Local Education Agency Local Education Agency Management Information System Limited English Proficient Language Essentials for Teachers of Reading and Spelling Low Incidence Levels of Determination Least Restrictive Environment Least Restrictive Placement Learning Services Division, KSDE Mid-continent Research for Education and Learning Multidisciplinary Team Maintenance of Financial Support Management Information System Memorandum of Agreement Maintenance of Effort Memorandum of Understanding Mountain Plains Regional Resource Center Multi-Tier System of Supports North American Industry Classification System National Association of State Directors of Career Technical Education Consortium National Association of State Directors of Special Education National Association of State Title I Directors National Clearinghouse for English Language Acquisition National Center for Culturally Responsive Educational Systems (OSEP Project) National Council on Education Statistics No Child Left Behind Act of 2011, which amends ESEA National Center for Special Education Accountability Monitoring National Center on Secondary Education and Transition National Dropout Prevention Center for Students with Disabilities 32 NECTAC: NLTS2: NPSO: NRCLD: NSTTAC: N&D: NRS: OCR: OELA: OESE: OGC: OHI: OIG: OMB: ONPE: OPE: *OSEP: OSERS: OT: OVAE: *OW S: PAR: PCRN: PD: PDL PELS: PFY: PII: PIMS: PLAAFP: PLAS: POS PPA Project SPOT: Project STAY: *Project Success: PTA: PTI: RBSD: *RDA: RFP: RMS: RTI: SA: SASA: *SDAC: SEA: SEAC: SEAMIS: SEI: SES: SFA: SGR: SI: SICC: SIT: National Early Childhood Technical Assistance Center National Longitudinal Transition Study 2 National Post School Outcomes National Research Center on Learning Disabilities National Secondary Transition Technical Assistance Center Neglected & Delinquent National Reporting System for Adult Education Programs Office of Civil Rights U.S. Department of Education’s Office of English Language Acquisition U.S. Department of Education’s Office of Elementary & Secondary Education Office of General Counsel Other Health Impairment U.S. Department of Education’s Office of the Inspector General Office of Management and Budget U.S. Department of Education’s Office of Non-Public Education U.S. Department of Education’s Office of Postsecondary Education U.S. Department of Education’s Office of Special Education Programs U.S. Department of Education’s Office of Special Education & Rehabilitative Services Occupational Therapy U.S. Department of Education’s Office of Vocational & Adult Education Outcomes Web System Personnel Activity Report Perkins Collaborative Resource Network Professional Development Program Determination Letter Preschool English Language Survey Preceding Fiscal Year Personally Identifiable Information Performance Information Management Service Present Levels of Academic Achievement and Functional Performance Persistently Lowest-Achieving Schools Programs of Study Per Pupil Allocation Supporting Program Outcomes and Teacher Supporting Teachers and Youth Math, Reading, LRE TASN project Parent Teacher Association Parent Training Information Center (Families Together) Results Based Staff Development Results Driven Accountability Request for Proposal Risk Management Services Response to Intervention State Administered Student Achievement & School Accountability Office School District Administrative Claiming State Education Agency Special Education Advisory Council State Education Agency Management Information System Structured English Immersion Supplemental Educational Services Student Financial Assistance Sustainable Growth Rate School Improvement State Interagency Coordinating Council Student Improvement Teams 33 SIF: SIG: SLD: SNAP: SNS: SOL: SPDG: SPED: *SPP: SPPE: *SSIP: STEM: SW : SW Ds: SW IEP: SW P: SW -PBIS: SY: T&E: TA or T/A: *TAESE: TANF: TAS: *TASN : *TAT: TBI: *TOD: *TVI: *TIP: TPBA: School Improvement Fund School Improvement Grant Specific Learning Disability Supplemental Nutrition Assistance Program Supplement Not Supplant Statute of Limitations State Personnel Development Grant Special Education State Performance Plan State Per Pupil Expenditure State Systemic Improvement Plan Science, Technology, Engineering, Mathematics Schoolwide Students with Disabilities Statewide IEP Schoolwide Program School-W ide Positive Behavior Interventions and Support School Year Time & Effort Technical Assistance Technical Assistance for Excellence in Special Education Temporary Assistance for Needy Families Targeted Assistance School Kansas Technical Assistance System Network Technical Assistance Team Traumatic Brain Injury Teachers of the Deaf Teachers of the Visually Impaired Targeted Improvement Plan Transdisciplinary Play-Based Assessment NEW SPECIAL EDUCATION DIRECTORS’ GUIDE Page |1 TABLE OF CONTENTS 2014-15 Data Locations o Data Entry and Submission Locations ........................................................3 Elementary and Secondary Education Act (ESEA) o ESEA Waiver ..............................................................................................4 o Kansas Learning Network ...................................................................... 4-5 Results-Driven Accountability (RDA) ................................................................6 IDEA Part B Indicators o Part B Indicators and KSDE Contacts ........................................................7 o Part B Indicators with specific calendar dates ........................................ 8-9 Kansas Integrated Accountability System (KIAS) o File Reviews ....................................................................................... 10-11 IDEA Requirements ..................................................................10 Gifted ........................................................................................10 Fiscal .................................................................................. 10-11 618 Data (MIS) .........................................................................11 o Dispute Resolution ...................................................................................12 o Significant Disproportionality ....................................................................12 o Reports APR ..........................................................................................13 District SPP Public Report .................................................. 13-14 District SPP Expanded Report ........................................... 13-14 LOD ........................................................................ 13-14 Categorical Aid o Transportation ..........................................................................................15 o Catastrophic Aid .......................................................................................16 o Non-public Equivalency Contracts ...................................................... 16-17 o Special Teacher Reimbursement ....................................................... 17-18 o Time and Effort .........................................................................................18 IDEA Fiscal o IDEA VI-B LEA Application ................................................................. 19-20 Maintenance of Effort ......................................................... 19-20 Excess Cost ....................................................................... 19-20 Kansas Discipline Incident System (KAN-DIS) ...............................................21 Emergency Safety Interventions (ESI)....................................................... 22-23 Page |2 MIS 618 Data o KAN-SERVICE ................................................................................... 24-25 School-Based Medicaid ....................................................................................26 The KansasDeaf/Blind Fund .............................................................................27 Targeted Improvement Plan (TIP) ....................................................................28 TASN ............................................................................................................ 29-34 Page |3 DATA LOCATIONS Data Entry and Submission Locations For entry of special education data, there are four main points of entry: 1) The Kansas State Department of Education Web Application Website, also called Authenticated Applications is found at the following link: https://svapp15586.ksde.org/authentication/login.aspx After registering for a user name and password, users are able to access a variety of applications specific to Kansas student data. Included on this website you will be able to access to the following applications referenced in this document. Transportation Reimbursement Form 308 Personnel Web System IDEA VI-B LEA Application KAN-SERVICE Indicator 7 Preschool Outcomes Web System (OWS) Targeted Improvement Plan 2) Kansas State Performance Plan Indicator (SPP) Improvement Resources Website is accessed at: http://www.sppkansas.org/resources/login.aspx After logging in, data for the following can be entered: • File Review Data: IDEA Requirements, Gifted, Fiscal • Indicator 13 3) Indicator 14 Post-Secondary Outcomes Survey Data is entered at the following link: http://www.ddehome.com/KSI14 4) Annual Performance Report Individual Student Data Collection Website Indicator 11 District Data System Data entry and submission for Indicator 11 can be completed at www.misdata.org Indicator 12 District Data System Data entry and submission for Indicator 12 can be completed at www.misdata.org Page |4 Elementary and Secondary Education Act (ESEA) Waiver http://www.ksde.org/Default.aspx?tabid=567 KSDE Contacts/Questions: Sandy Guidry 785-296-1101 [email protected] Overview: The Kansas’ ESEA Flexibility Request, granting waivers from certain provisions of the federal Elementary and Secondary Education Act (ESEA) was approved by the U.S. Department of Education on July 19, 2012. The approval allows the state to implement a new and more meaningful accountability system for Kansas schools and school districts. The Secretary of Education announced that States could request flexibility from certain provisions of the Elementary and Secondary Education Act (ESEA) through waivers. The flexibility is offered in order to move forward with State and local reforms designed to improve academic achievement and increase the quality of instruction for all students. To receive this flexibility, states completed the ESEA Flexibility Request form and addressed the four principles: • Principle 1: College- and Career-Ready Expectations for All Students • Principle 2: State-Developed Differentiated Recognition, Accountability, and Support • Principle 3: Supporting Effective Instruction and Leadership • Principle 4: Reducing Duplication and Unnecessary Burden Kansas Learning Network (KLN) http://www.ksde.org/Default.aspx?tabid=573 KSDE Contacts/Questions: Tammy Mitchell 785-296-7929 [email protected] Overview: KSDE is dedicated to the academic success of all students and will support districts with Title I Priority and Focus Schools through the Kansas Learning Network (KLN). Districts that have Focus and/or Priority Title I schools begin the KLN process with a comprehensive District Needs Assessment (DNA) and School Needs Assessments (SNA). Districts and schools then develop action plans that will be implemented over a three year period of time. Work within the action plans must center around the Indicators of Effective Practice, which fall into the following categories. • School Leadership & Decision Making • Curriculum, Assessment and Instructional Planning • Classroom Instruction • Parent, School, and Community • Tiered System of Instruction School improvement efforts must benefit all students. Teachers who work with various subgroups, including students with disabilities and English language learners, should be Page |5 an integral part of the school leadership team and the decision-making that takes place as part of this process. For more information regarding the Kansas Learning Network, please click on the following link: http://www.ksde.org/Default.aspx?tabid=573. Resources: MTSS: Helping your Child Learn, Grow, and Succeed http://www.kpirc.org/uploads/MTSS_lit.pdf Kansas’ Focus and Priority Schools Ramp up Family Engagement http://www.kpirc.org/uploads/EdDaily.pdf Kansas Learning Network Resource Directory http://tasnsupport.greenbush.org/ A Family Guide to School-wide Positive Behavior Supports (SWPBS) http://www.kpirc.org/uploads/PBS1.pdf Page |6 Results Driven Accountability (RDA) KSDE Contact/Questions: Colleen Riley 785-296-3097 [email protected] Overview: The Office of Special Education Programs (OSEP) is reconceptualizing its accountability system. OSEP has announced a major change in the way it evaluates the effectiveness of state special education programs. Under the new plan, called ResultsDriven Accountability (RDA), the Department will be asking for information not just about whether students with disabilities are accessing services and being evaluated, but also if they are actually making academic progress. RDA is aligned to best support States in improving results for students with disabilities. Previously, OSEP’s accountability system, including the SPP/APR, was heavily focused on compliance with statutory and regulatory requirements, with limited focus on how the requirements impacted results for students with disabilities. http://www.ed.gov/news/press-releases/new-accountability-framework-raises-bar-statespecial-education-programs RDA, first introduced by KSDE to Kansas Special Education Administrators at the July 2013 Leadership Conference, balances the focus on improved educational results and functional outcomes for students with disabilities while considering compliance as it relates to those results and outcomes. The SPP/APR is a critical component of RDA. Changes with RDA are: 1. Combine the SPP and APR into one document. 2. Collect SPP/APR through an online submission system – OSEP is currently developing an online reporting and analysis system (GRADS 360) that includes the capability to collect the SPP/APR electronically. 3. Report on slippage only if the State does not meet its target for the reporting year. 4. Develop streamlined and coordinated systems descriptions – Currently, States are required to provide a system description by indicator. 5. States are no longer required to report on Improvement Activities for each indicator; rather States will present a comprehensive State Systemic Improvement Plan (SSIP). 6. Eliminate Indicators 15 and 20. Page |7 IDEA Part B Indicators and KSDE Contacts **Compliance Indicators Indicator 1: Indicator 2: Indicator 3: Indicator 4A: **Indicator 4B: Indicator 5: Indicator 6: Indicator 7: Indicator 8: **Indicator 9: Graduation Rate Drop Out Statewide Assessment Suspension/Expulsion Suspension/Expulsion Placement of Students, ages 6-21 (LRE) Placement of Preschool Children, ages 3-5 (LRE) Outcomes for Preschool Children, ages 3-5 Parent Involvement **Indicator 11: **Indicator 12: **Indicator 13: Disproportionate Representation: Special Education and Related Services Disproportionate Representation: Specific Disability Category Timely Evaluations Transition from Part C to Part B Transition: ages 16+ Indicator 14: Indicator 15: Indicator 16: Indicator 17: Transition: Post School Outcomes Resolution Sessions Mediation State Systemic Improvement Plan General Supervision KIAS (District Risk Rubric) **Indicator 10: Significant Disproportionality File Review File Review File Review File Review File Review IDEA Fiscal Gifted Onsite and TAT 618 (state reported data; timely and accurate) EDEN and CSPR graduation, dropout, discipline and Reports assessment data District IDEA Reports Public Reports and LODs Joan Houghton Joan Houghton Deb Matthews Laura Jurgensen Laura Jurgensen Diana Stanfill Vera Stroup-Rentier Vera Stroup-Rentier Diana Stanfill and Vera StroupRentier Diana Stanfill Diana Stanfill Stacie Martin Vera Stroup-Rentier Julie Ehler, Margy Hornback, Stacie Martin, Jana Rosborough Wendy Pickell Mark Ward Mark Ward Kerry Haag, Chelle Kemper, Kevin Davis Jana Rosborough, Doug Boline, Sandy Guidry, Stacie Martin, Dean Zajic Diana Stanfill, Margy Hornback, Dean Zajic, Laura Jurgensen, Jana Rosborough Stacie Martin Nicole Clark, Dean Zajic, Jana Rosborough Diana Stanfill Jana Rosborough Mason Vosburgh Melissa Tillman and Mason Vosburgh Tim Berens Page |8 Part B Indicators with specific calendar dates Indicator 6 KSDE Contact/Questions: Vera Stroup-Rentier 785-296-5081 [email protected] December 1 District data are submitted in the Kan-Service system July 31 Districts targeted for technical assistance and letters sent to districts to participate in TA or training activities. July- June (of Follow up and TA provided to districts. next year) Indicator 7 KSDE Contact/Questions: Vera Stroup-Rentier 785-296-5081 [email protected] July 1 Preschool Outcomes Data Collection Window Opens • KSDE Outcomes Web System Login https://svapp15586.ksde.org/authentication/login.aspx http://www.ksde.org/Default.aspx?tabid=2291 • Kansas Early Childhood Outcomes User’s Guide http://www.kskits.org/OWS/UserGuide1_18_13Final.pdf • FAQs http://ksde.org/Portals/0/SES/KIAS/indicators/Ind7-ECO_FAQ.pdf July 31 Preschool Outcomes Data Collection Window Closes August 1 Preschool Outcomes Data Verification Window Opens • KSDE Outcomes Web System Login https://svapp15586.ksde.org/authentication/login.aspx August 31 Preschool Outcomes Data Verification Window Closes \ Indicator 8 KSDE Contact/Questions: Diana Stanfill 785-296-7262 [email protected] & Vera Stroup-Rentier 785-296-5081 March 15 Parent Survey Sent to Selected Districts June 30 Parent Surveys due to KSDE (for selected districts) Indicator 11 July 1 [email protected] KSDE Contact/Questions: Stacie Martin 785-296-6855 [email protected] APR Individual Student Data Collection Website • Go to www.misdata.org • Click on the Click here to go to the Indicator 11 District Data System link in the Indicator 11 section. • Indicator 11 General Information http://www.ksde.org/Default.aspx?tabid=511 September 15 Child Find Timely Evaluation Data Collection Window Closes Page |9 Indicator 12 KSDE Contact/Questions: Vera Stroup-Rentier 785-296-5081 [email protected] August 15 Part C to B Transition Data Collection Window Opens – entered into KAN-SERVICE https://svapp15586.ksde.org/authentication/login.aspx • Indicator 12: Transition from Part C to B http://www.ksde.org/Default.aspx?tabid=511 • Part C to Part B LEA/SEA Electronic Referral (CBER) System CBER Login: https://www.ksits.net • CBER Instructions: http://www.ksde.org/Portals/0/SES/KIAS/indicators/Ind12CtoBElectRefUserGuide.pdf September 15 Part C to B Transition Data Collection Window Closes December 1 Part C to B Transition Notification of Compliance Status Indicator 13 April 15 June 30 Indicator 14 March 15 March 15 KSDE Contact/Questions: Stacie Martin 785-296-6855 [email protected] Secondary Transition Data Collection Window Opens • SPP Kansas website Login http://www.sppkansas.org/resources/login.aspx • Indicator 13 General Information http://www.ksde.org/Default.aspx?tabid=511 Secondary Transition Data Collect Window Closes KSDE Contact/Questions: Wendy Pickell 785-296-3860 [email protected] Post-School Outcomes State and District Reports Distributed (District IDEA State Performance Plan Report) District Notified by KSDE for Post School Outcomes Survey to submit/verify student data for collection in June-August • Senior Exit Survey https://svapp15586.ksde.org/authentication/login.aspx • Post Secondary Outcomes Survey Login http://www.ddehome.com/KSI14/ Timely and Accurate Data KSDE Contact/Questions: Mason Vosburgh 785-296-4945 [email protected] April 15 Kansas IDEA State Performance Plan Timely & Accurate Data District Report • Timely and Accurate Data General Information http://www.ksde.org/Default.aspx?tabid=511 P a g e | 10 KANSAS INTEGRATED ACCOUNTABILITY SYSTEM (KIAS) http://www.ksde.org/Default.aspx?tabid=510 KSDE Contact/Questions: Stacie Martin 785-296-6855 [email protected] State Performance Plan Contact/Questions: Colleen Riley 785-296-3097 [email protected] The Kansas Integrated Accountability System (KIAS) results in a continuous monitoring cycle involving data collection, verification, reporting, and improvement activities by both the State and LEAs. The system will ensure both state and district level compliance with the federal special education requirements and monitor those areas most closely associated with improved academic achievement results for children and youth with exceptionalities. The KIAS includes the following components of general supervision: State Performance Plan and State Goals with Measurable Targets; Fiscal Management; Integration of OnSite and Off-Site Monitoring Activities; Effective Policies and Procedures; Data on Processes and Results; Improvement, Correction, Rewards and Enforcements; Effective Dispute Resolution; Targeted Technical Assistance; and Professional Development. File Reviews http://www.ksde.org/Default.aspx?tabid=510 IDEA Requirements Overview: KSDE Contact/Questions: Stacie Martin 785 296-6855 [email protected] The Kansas State Department of Education conducts the IDEA Requirements File Review to ensure districts are correctly implementing the regulatory requirements of the IDEA (2004). Districts are selected for review on a cyclical basis using a representative sample based on student enrollment that includes large, medium and small districts. Gifted Overview: KSDE Contact/Questions: Diana Stanfill 785-296-7262 [email protected] The Kansas State Department of Education conducts a file review to ensure districts are meeting the requirements of the Kansas Special Education for Exceptional Children Act 2005 related to the gifted category of exceptionality. Districts are selected based on the same criteria used to select districts for the annual IDEA Requirements File Review. Fiscal Overview: KSDE Contact/Questions: Dean Zajic 785-296-2425 [email protected] States must ensure fiscal accountability in the local education agency (LEA) management of IDEA federal funds. Data are collected throughout the year from various sources, such as the annual Local Education Agency Application, KSDE Form 240 federal fund requests, annual local Certified Public Accountant (CPA) and A-133 audit reports, fiscal file review, and other school finance data. The P a g e | 11 KIAS Fiscal Accountability of Federal IDEA Funds notebook provides additional fiscal accountability information. It is available at the following link: http://www.ksde.org/Default.aspx?tabid=510 Procedures: IDEA Requirement and Gifted data is reported at the district level based on a 5-year cyclical schedule. • IDEA Requirements and Gifted file reviews are submitted at: SPPKansas, http://www.sppkansas.org/resources/login.aspx Fiscal data is reported annually at the LEA level. • The LEA collects and submits data at: http://www.ksde.org/Default.aspx?tabid=510 Timeline: IDEA Requirement and Gifted data is reported on a 5-year cycle. Fiscal data is reported annually. File Reviews - IDEA Requirements, Fiscal and Gifted August 15 Data Collection Window Opens • Log in to SPPKansas website http://www.sppkansas.org/central/default.aspx • Resources for File Review http://www.ksde.org/Default.aspx?tabid=510 October 31 Data Collection Window Closes (MIS) of 618 Data File Review Overview: KSDE Contact/Questions: Mason Vosburgh 785-296-4945 [email protected] Management Information System (MIS) desk audits are conducted annually as part of the ongoing data verification of MIS 618 data. Procedure: Districts are selected for review based on the several factors including, but not limited to, levels of determination, inaccurate or untimely data concerns; questionable data policies, practices and procedures employed by the agency; high or low populations in 618 data categories; and requests from local directors. During desk audits, district data are collected by reviewing local MIS procedures and individual student information. Timeline: As necessary P a g e | 12 Dispute Resolution http://www.ksde.org/Default.aspx?tabid=597 KSDE Contact/Questions: Mark Ward 785-296-0920 [email protected] Overview: The Individuals with Disabilities Education Improvement Act (2004) provides parents certain rights and procedural safeguards under federal and state laws. These safeguards include formal dispute resolution (Indicator 15) and mediation (Indicator 16). Procedures: The Kansas State Department of Education collects and analyzes data on an ongoing basis using the dispute resolution database to ensure effective implementation of the dispute resolution system. Timeline: Ongoing Significant Disproportionality Kansas Integrated Accountability System (KIAS) document http://www.ksde.org/Default.aspx?tabid=511 KSDE Contact/Questions: Diana Stanfill 785-296-7262 [email protected] Overview: States must collect and examine data to determine whether significant disproportionality based on race or ethnicity is occurring in the State and districts of the State with respect to the: (1) identification of children as children with disabilities; (2) identification of children as children with a particular disability; (3) placement of children with disabilities in particular educational settings; and (4) incidence, duration, and type of disciplinary actions, including suspensions and expulsions. Procedure: The identification of a district with significant disproportionality is based on an analysis of numerical information only, and may not include consideration of the State’s or district’s policies, practices, or procedures. Significant Disproportionality is defined in KIAS as a weighted risk ratio greater than 4.0 over two consecutive years. Kansas uses 618 data to determine Significant Disproportionality. Implications: If a district has been identified with significant disproportionality, the State must: (1) require the LEA to reserve the maximum amount of funds (15%) for Coordinated Early Intervening Services (CEIS); (2) provide for the review and, if appropriate, revision of district policies, practices, and procedures related to identification of children with disabilities; (3) require the district to publicly report on the revision of policies, practices, and procedures; and (4) restrict LEA from reducing Maintenance of Effort (MOE) by using the 50% reduction rule. Timeline: Notification from KSDE by June 1 Significant Disproportionality KSDE Contact/Questions: Diana Stanfill [email protected] June 1 All Districts notified of Significant Disproportionality status. 785-296-7262 P a g e | 13 Reports KSDE Contact/Questions: Tim Berens 913-538-7250 [email protected] Annual Performance Report (APR): http://www.ksde.org/Default.aspx?tabid=520#APR • The SPP is the State's IEP, and the APR is the annual review (report) of the SPP. • The APR is a report of the State Performance Plan progress submitted annually, February 1 to the Office of Special Education Programs. • IDEA Data is collected from all school districts. • The State reports progress on each indicator in the Annual Performance Report and provides in depth progress reports to districts on their performance. • The APR reports on the progress or slippage of each indicator. • OSEP reviews the APR and then makes a determination of one of four levels of performance for the State. • The State makes a determination for each district based on data for the APR and other criteria. District IDEA State Performance Plan Public Report: http://www.ksde.org/Default.aspx?tabid=666 The Office of Special Education Programs requires the State to provide annual public reports for each district. This is accomplished through the District IDEA State Performance Plan Public Report. District IDEA State Performance Plan Expanded Report: http://ksdetasn.org/cms/. Click on left link Current Kansas APR Reports (Login Required) Expanded reports display district data in multiple ways and serve as a tool to support district improvement planning. Expanded reports also provide information regarding a district’s LOD which are described in the below section. Level of Determination (LOD ): The district’s Level of Determination can be found in the District’s Expanded Report http://ksdetasn.org/cms/ . Click on left link Current Kansas APR Reports (Login Required) The State must make an annual “Level of Determination” (LOD) for every district. Specific criteria for each LOD are set by Fiscal Management data and compliance indicator data from the current year's Annual Performance Report. The following criteria are used to determine district levels of determination in Kansas: 1) Meets Requirements 2) Needs Assistance 3) Needs Intervention 4) Needs Substantial Intervention P a g e | 14 Reports from KSDE KSDE Contact/Questions: Tim Berens 913-538-7250 [email protected] March 15 Draft District IDEA State Performance Plan Public & Expanded Reports (LOD status) and Timely and Accurate Data District Report April 15 Kansas IDEA State Performance Plan Timely and Accurate Data District Report, District IDEA State Performance Plan Public & Expanded Reports (LOD status) and Timely and Accurate Data District Report P a g e | 15 CATEGORICAL AID http://www.ksde.org/Default.aspx?tabid=538 For complete information to help users understand and prepare claims for state special education support known as Categorical Aid please refer to the Special Education Reimbursement Guide and link below. Special Education Reimbursement Guide http://www.ksde.org/Default.aspx?tabid=538 Categorical Aid Overview • Categorical Aid consists of three primary components and is distributed in the following order: 1) Transportation Reimbursement 2) Catastrophic Aid 3) Special Teacher Reimbursement (Personnel) In addition to these three components, two additional topics are included in this section: Non-public Equivalency Contracts and Time and Effort. • Categorical Aid helps with the cost of implementing IEP services over and above the regular education that all students are entitled to receive. • All expenditures claimed for reimbursement under categorical aid must have been paid from the Local Education Agency’s (LEA) special education funds. • All Categorical Aid money requested by the LEA must be deposited in its special education fund. • KSDE conducts annual audits of district, cooperative and interlocal special education budgets for verification of accuracy in reimbursements for transportation, catastrophic aid, special teacher reimbursement, and special teacher reimbursement accessed through contracts. Transportation Link to Special Education Reimbursement Guide http://www.ksde.org/Agency/FiscalandAdministrativeServices/FiscalAuditing.aspx KSDE Contact/Questions: Sara Barnes 785-296-4972 [email protected] Overview: Special education transportation is only reimbursable if it is specified as a related service in the student’s IEP. All transportation is reimbursed at 80% of the actual travel expenses incurred. Procedure: All transportation reimbursement is claimed on Form 308, which is only available as an online form through KSDE Web Applications. See Appendix A in the Special Education Reimbursement Guide for instructions on completing Form 308. P a g e | 16 Timeline: LEAs are required to submit Form 308 via KSDE Web Applications due May 10. Catastrophic Aid http://www.ksde.org/Default.aspx?tabid=538 KSDE Contact/Questions: Mason Vosburgh 785-296-4945 [email protected] 5 Overview: • Students are only eligible for catastrophic aid if the costs of providing services exceed twice the per teacher entitlement for categorical aid from the prior school year after deducting all other state and/or federal aid for the student (KSA 2000 Supp. 72-983). • Amounts requested under this act can be used only to reimburse costs for the excessive expenditures in providing special education services for students qualifying for catastrophic aid and must be documented in the student’s IEP or supporting IEP documentation. • Reimbursement is 75% of the costs exceeding the amount of twice the prior year’s teacher entitlement. Example: after deducting all other state and/or federal aid, a student requires $50,000 of services. Last year’s teacher entitlement was $20,000. The student is eligible for catastrophic aid because services exceed twice the amount of last year’s teacher entitlement. The district can claim catastrophic aid reimbursement on the excessive amount ($10,000) which would be reimbursed at 75% ($7500). • Based on actual unduplicated (un-reimbursed) costs for the provision of special education and related services as documented in the IEP. Expenditures may be estimated only if solely based on anticipated services as stated in the IEP, Personnel Web System, or MIS database. Procedures: • Separate claims are made for each student and entered into KANSERVICE. Timeline: Window open April 1; closes April 30. Non-public Equivalency Contracts http://www.ksde.org/Default.aspx?tabid=538 KSDE Contact/Questions: Mason Vosburgh 785-296-4945 [email protected] Overview: For school districts contracting with a private nonprofit corporation or a public or private institution for special education or related services, a contract must be signed between the LEA Board of Education and the contractor. Procedures: A Contract for Provision of Education Services must be completed, signed by both parties and submitted to KSDE. Timeline: Window open April 1; closes April 30 P a g e | 17 Catastrophic Aid / Non-Public Equivalency Contracts KSDE Contact/Questions: Mason Vosburgh 785-296-4945 [email protected] April 1 State Catastrophic Aid and Non-Public Equivalency contract Data Collection Window Opens • Catastrophic Aid form 2013 http://www.ksde.org/Default.aspx?tabid=538 April 30 State Catastrophic Aid and Non-Public Equivalency Contract Data Collection Window Closes Special Teacher Reimbursement http://www.ksde.org/Default.aspx?tabid=538 KSDE Contact/Questions: Evelyn Alden 785-296-3868 [email protected] Overview: The Special Teacher portion of categorical aid distribution is based on the number of full-time equivalent special teachers (professionals) and paraeducators (nonprofessionals) submitted by LEAs. Reimbursement is based on the ratio of the LEA’s total special teacher FTE to the state total special teacher FTE. The resulting percentage is applied to the total categorical aid funds available (after transportation, Medicaid, and catastrophic aid costs have been subtracted) to determine the amount of funds available for distribution for each FTE. Procedures: The primary means of accessing categorical aid for special teachers is through the Personnel Web System at https://svapp15586.ksde.org/authentication/login.aspx. The Special Education Administrator should oversee the process of completing the Personnel Report and should review the report to ensure its accuracy before it is submitted. The Special Education Reimbursement Guide is updated yearly and found at: http://www.ksde.org/Default.aspx?tabid=538. A User’s Guide for the Personnel Web System may be found on the bottom of the same page: http://www.ksde.org/Default.aspx?tabid=538#personnel. Timeline: There are 5 payments during the year, October 15th, December 15th, March 15th, April 15th, June 1st; LEAs should ensure that their data is current before the deadline for each payment. The deadlines for updating Personnel Web System are found in the Special Education Reimbursement Guide and are generally 2-3 weeks before the payment. Categorical Aid Calendar KSDE Contact/Questions: Evelyn Alden 785-296-3868 [email protected] September 29 State Categorical Aid – Payment 1 Due Date October 15 State Categorical Aid-payment deposited – 25% of total reimbursement December 1 State Categorical Aid – Payment 2 Due Date P a g e | 18 December 15 February 27 March 15 March 30 April 15 May 1 June 1 State Categorical Aid-payment deposited – 25% of total reimbursement State Categorical Aid – Payment 3 Due Date State Categorical Aid – Payment deposited – 17% of total reimbursement State Categorical Aid – Payment 4 Due Date State Categorical Aid – Payment deposited – 17% of total reimbursement State Categorical Aid – Payment 5 Due Date Categorical Aid –Payment deposited – 15% of total reimbursement or balance Time and Effort http://www.ksde.org/Default.aspx?tabid=538 KSDE Contact/Questions: Evelyn Alden 785-296-3868 [email protected] Overview: Under the Office of Management and Budget’s (OMB) Circular A-87, certain records must be kept to document employees’ time when they are paid with Federal funds. Federal time and effort records are accepted as documentation for state categorical aid funds as well. The purpose of time and effort documentation is to provide after the fact documentation that state and federal funds are being spent appropriately. Employees who are paid with federal or state categorical aid funds and have a single cost objective (such as special education) —100% of their time—may semi-annually certify to this fact. Employees funded as above who work on multiple cost objectives (such as general education and special education)—must maintain monthly time reports (Personal Activity Reports). Procedures: Sample Time and Effort forms are available on the categorical aid page of the KSDE website and districts are welcome to create their own. Many timesheet systems already, or can be adapted to, collect the required information. This documentation should be kept by the district and made available upon request by either the state or the local education agency’s CPA auditors, and should not be sent to the Kansas State Department of Education. Timeline: Personal Activity Reports must be completed at least monthly, semi‐ annual certificates should be completed around the end of the reporting period, so generally in December and June. P a g e | 19 IDEA Fiscal IDEA VI-B LEA Application https://svapp15586.ksde.org/authentication/login.aspx KSDE Contact/Questions: Dean Zajic 785-296-2425 [email protected] Overview: The completion of the IDEA VI-B LEA Application for funds is the means by which districts, cooperatives, and interlocals access the IDEA federal funds. The application includes a full reporting of the previous year’s actual expenditures of VI-B funds, a budgeting of the coming year’s VI-B funds, and providing federal assurances on the use of funds. Procedures : The first step in requesting federal IDEA VI-B funds is the completion of the IDEA VI-B LEA Application. The LEA application is located on the KSDE Web applications website and may be accessed at: https://svapp15586.ksde.org/authentication/login.aspx Reporting Window: September 1 – September 30 Maintenance of Effort http://www.ksde.org/Default.aspx?tabid=532 KSDE Contact/Questions: Dean Zajic 785-296-2425 [email protected] Overview: The term “Maintenance of Effort,” often shortened to “MOE,” refers to the requirement placed upon many federally funded grant programs that the Local Education Agencies (LEA) demonstrate that the amount of state and local funds expended for the provision of special education not decrease from the amount expended in the previous year. Completion of this report will likely require assistance from the district business office and/or board clerk. Procedures: Maintenance of Effort budget data is entered into the KSDE Web Applications website and may be accessed at: https://svapp15586.ksde.org/authentication/login.aspx. Reporting Window: October 1-December 1. Excess Cost http://www.ksde.org/Default.aspx?tabid=532 KSDE Contact/Questions: Dean Zajic 785-296-2425 [email protected] Overview: There is a cost associated with the education of all students, regardless of whether they have a disability. VI-B funds are only intended to reimburse for the excess cost associated with providing special education services to students with disabilities. The Excess Cost report uses district-wide budget data to determine the average expenditure per pupil separately for both the elementary and secondary grade level in order to calculate the minimum amount of state and local funds that an LEA must expend for the education of students with disabilities before accessing VI-B funds. Completion of this report will likely require assistance from the district business office and/or board clerk. P a g e | 20 Procedures: Excess cost report may be accessed by using the KSDE Web Application and logging in at https://svapp15586.ksde.org/authentication/login.aspx. Reporting Window: October 1-December 1 IDEA Fiscal July 1 July 15 July 31 September 1 September 30 September 30 October 1 October 15 December 1 December 31 January 1 January 31 June 15 June 30 KSDE Contact/Questions: Dean Zajic 785-296-2425 [email protected] New Federal IDEA VI-B grant year begins IDEA VI-B LEA fiscal risk levels emailed to each LEA. Data verification window opens. IDEA VI-B LEA fiscal risk level data verification window closes. IDEA VI-B LEA Application (including CEIS report) submission window opens • IDEA VI-B LEA Application Login https://svapp15586.ksde.org/authentication/login.aspx. Previous Federal IDEA VI-B grant funds (awarded 27 months earlier) must be encumbered IDEA VI-B LEA Application (including CEIS report) submission window closes IDEA VI-B LEA Application Maintenance of Effort (including excess cost report) window opens • IDEA VI-B LEA Application Login https://svapp15586.ksde.org/authentication/login.aspx • Excess Cost and MOE General Information http://www.ksde.org/Default.aspx?tabid=532 • Overview of LEA Application http://www.ksde.org/Default.aspx?tabid=532 IDEA VI-B LEA Application approval and award letters sent to LEAs via email IDEA VI-B LEA Application Maintenance of Effort (including excess cost report) window closes Previous Federal IDEA VI-B Grant funds (awarded 30 months earlier) must be liquidated IDEA Private School Participation window opens • IDEA VI-B Application Login https://svapp15586.ksde.org/authentication/login.aspx. IDEA Private School Participation window closes IDEA VI-B Allocations Chart posted on ECSET funding web page • Federal Flow Through Allocations Chart http://www.ksde.org/Default.aspx?tabid=532#flow Previous Federal IDEA VI-B grant years end (12 month, 24 month) P a g e | 21 Kansas Discipline Incident System (KAN-DIS) http://www.ksde.org/kandis KSDE Contacts/Questions: Teresa White 785-296-7884 [email protected] Overview: The Kansas Discipline Incident System (KAN-DIS) is an online web application that all accredited public schools use to provide information on individual discipline incidents. The application https://svapp15586.ksde.org/authentication/login.aspx (KAN-DIS access) automatically generates the IDEA student discipline data report as well as the ESEA Discipline Report based on the data submitted via KAN-DIS. The goals of KAN-DIS are: to provide a free, useful, KIDS-integrated web application that schools and districts can use to maintain information on a wide variety of discipline-related incidents; to ensure accurate and timely reporting of discipline incidents as required by Federal Special Education (IDEA) and Safe and Drug-Free School programs and; to lay the groundwork for research/analysis by districts regarding the relationship between discipline incidents and academic performance, special education status, demographic data, etc. Reporting: Only the required incident data will be available to the State – all other data will be available only to the districts. Incidents will be entered into KAN-DIS in one of three (3) ways: • Via online individual discipline incident entry • Via batch upload of incidents from a school/district’s local discipline entry system to KAN-DIS • Via online summary data entry for ESEA Discipline reporting only (student level data must be provided for IDEA reporting). P a g e | 22 Emergency Safety Interventions (ESI) http://ksdetasn.org/cms/index.php/esi-resources KSDE Contacts/Questions: Laura Jurgensen 785-296-5522 [email protected] Overview: An Emergency Safety Intervention is the use of seclusion or physical restraint when a student presents an immediate danger to self or others. Violent action that is destructive of property may necessitate the use of an ESI. The use of an ESI should be discontinued the moment the immediate danger has passed. The intention of the regulations is to standardize when an ESI may be appropriate to use, if ever, and if used, to delineate the next steps that must be taken to prevent, or eliminate, the need for the use of an ESI in the future. The use of an ESI should never be taken lightly and always be the last step taken. Again, if an ESI is used with a student, school personnel must follow the process set out in the regulations and in their district’s policies and procedures. Reporting: Districts shall report all incidents of ESIs to KSDE by the date and in the form specified by KSDE. Currently, districts report seclusion and restraint incident data quarterly to KSDE through KAN-DIS, a secure web-based application https://svapp15586.ksde.org/authentication/login.aspx (KAN-DIS access). More information on reporting procedures can be found at www.ksde.org/kandis. To ensure uniformity across the state, quarters for ESI reporting purposes are established annually and do not necessarily match district calendars. ESI reporting dates for the upcoming school year are communicated to administrators in May of the previous school year and ESI reporting reminders are sent to administrators on a quarterly basis. All reported ESI data will be used by KSDE to provide an annual report to the Board about the use of ESI with all students in Kansas. P a g e | 23 Resources: A wealth of information, trainings for professional learning, webinars, and family supports are available on the TASN website at http://ksdetasn.org/cms/index.php/esi-resources (see snapshot below). P a g e | 24 MIS 618 DATA http://www.ksde.org/Default.aspx?tabid=519 KSDE Contact/Questions: Mason Vosburgh 785-296-4945 [email protected] Overview: The system designed to submit data of special education students to KSDE for state and federal data reporting requirements is referred to as KAN-SERVICE http://www.ksde.org/Default.aspx?tabid=519. Its purpose is to serve as the Management Information System (MIS) for special education student data. Procedures: Individuals who do not have access to any KSDE web application will need to register for permissions at a specific user level. Permissions are granted by the superintendent or director of special education based on the organization level requested. Individuals who currently have access to KSDE web applications https://online.ksde.org/authentication/login.aspx can request access to KAN-SERVICE through the “Manage my Account” link. A half day workshop focusing on MIS and KAN-SERVICE is available annually prior to the July Leadership Conference for special education administrators. Timeline: Data Collection Windows are indicated in the chart below. 618 MIS Data KSDE Contact/Questions: Mason Vosburgh 785-296-4945 [email protected] September 15 618 MIS June (EOY) Data Collection Window Closes (all 618 MIS data must be finalized) • KAN-SERVICE web access https://online.ksde.org/authentication/login.aspx. • KAN-SERVICE User’s Guide http://www.ksde.org/Default.aspx?tabid=519 December 1 618 MIS Data Child Count “Snap Shot” No action on the part of the LEA is required • KAN-SERVICE User’s Guide http://www.ksde.org/Default.aspx?tabid=519 December 31 618 MIS – Initial Data Collection Submission Due for December 1 Child Count • KAN-SERVICE web access https://online.ksde.org/authentication/login.aspx. • KAN-SERVICE User’s Guide http://www.ksde.org/Default.aspx?tabid=519 P a g e | 25 January 31 February 28 618 MIS Initial Data Collection Submission Due for December 1 Child Count December 1 collection window closes (all 618 MIS data must be finalized) P a g e | 26 SCHOOL-BASED MEDICAID http://www.ksde.org/Default.aspx?tabid=532#medicaid KDHE Contact/Questions: Hallie Doud, KDHE, HCF 785-368-6260 [email protected] KSDE Contact/Questions: Stacie Martin, 785- 296-6855 [email protected] Overview: The Medicaid statute allows schools to claim Medicaid reimbursement for some school-based related services. The Kansas Department of Health and Environment Division of Health Care Finance http://www.kdheks.gov/hcf/ is the state’s Medicaid program that administers the school-based Medicaid program in Kansas. Services covered include; specialized transportation (only cost based reconciliation), nursing services, occupational therapy, physical therapy, speech language and hearing services, psychology and social work services. • Cost Based Settlement -- At the end of the school year, districts can submit cost reports and be reimbursed the difference between what was already received on the fee for service schedule and the actual cost of providing services. • School District Administrative Claiming (SDAC) -- Designed to recover certain costs for administrative activities routinely performed by school employees and contracted staff. • Fee for Service -- Districts can be reimbursed for every Medicaid eligible service provided to the student. Districts submit claims for reimbursement directly to HP, the State’s Medicaid processing contractor. Procedures & Timeline: Contact the Kansas Department of Health and Environment Division of Health Care Finance at http://www.kdheks.gov/hcf/ or Hallie Doud at 785-368-6280 [email protected]. P a g e | 27 THE KANSAS DEAF/BLIND FUND http://www.ksde.org/Default.aspx?tabid=551 KSDE Contact/Questions: Joan Houghton EdD 785-296-2515 [email protected] Overview: Local education agencies (ages birth through 21 years) who have students certified deaf-blind, including those students with multiple disabilities, and are currently certified on The Kansas Deaf-Blind Census may apply for The Kansas State Deaf-Blind Fund until it is depleted. Students who receive homebound services from the local education agency also ARE eligible to receive deaf-blind funds. Students who are home schooled and do not receive services from the local education agency ARE NOT eligible for deaf-blind funds. Procedures: A Kansas Deaf-Blind Fund Application for a student who currently is certified on The Kansas State Deaf-Blind Census may be submitted NO EARLIER THAN MAY 15 and after, for the fiscal year beginning July 1. Applications will be reviewed for approval on a first come, first serve basis beginning July 1 of each fiscal year. A Kansas Deaf-Blind Fund Application may be submitted for a student with severe intellectual and/or physical disabilities, and who is not certified on The Kansas Deaf-Blind Census NO EARLIER THAN JANUARY 1 for the current fiscal year. Timeline: Due dates for submission and reimbursement are listed in the table below. The Kansas Deaf-Blind Fund KSDE Contact/Questions: Joan Houghton 785-296-2515 [email protected] or Cynthia Penrod 785-296-5474 [email protected] July 1 The Kansas Deaf-Blind Fund Application Approval Process begins • Application for The Kansas Deaf-Blind Fund http://www.ksde.org/Portals/0/SES/Senses/DB/DBGuide.pdf • FAQ’s http://www.ksde.org/Portals/0/SES/Senses/DB/DBQA.pdf May 15 The Kansas Deaf-Blind Fund Applications for Next Fiscal Year Window Opens • Application for the Kansas Deaf/Blind Funds http://www.ksde.org/Portals/0/SES/Senses/DB/DBGuide.pdf May 15 The Kansas Deaf-Blind Fund End of Year Reimbursement Forms and Receipts Due • Reimbursement Forms http://www.ksde.org/Portals/0/SES/Senses/DB/DB-Reimb.pdf June 1 The Kansas Deaf-Blind Fund – End of Year Reimbursement Window Closes Resources: Kansas Deaf-Blind Project – for information about certification registration and other resources, click on the link www.kansasdeafblind.ku.edu P a g e | 28 TARGETED IMPROVEMENT PLAN (TIP) http://www.ksde.org/Default.aspx?tabid=532 KSDE Contact/Questions: Kerry Haag 785-291-3098 [email protected] Overview: The Targeted Improvement Plan (TIP) program is funded through the IDEA with federal IDEA set-aside funds and is administered by the Early Childhood, Special Education and Title Services Team at KSDE. The overall purpose is to support districts by providing supplemental resources so general and special education teachers can participate in professional development. The goal is to increase the achievement of learners with disabilities, which in turn contributes to improvement on the IDEA State Performance Plan Indicators. Each special education LEA has an allocation that consists of two parts: a base allocation and a supplement. Procedures: The online grant application is located on the KDSE Web Application System, the same portal used by KAN-SERVICE, Personnel Web system, and KAN-DIS. The online TIP grant application process will allow eligible LEAs to apply for Federal grant funding under the TIP program and will allow the LEA to electronically complete, sign off on and submit the TIP applications and associated documents including the Annual Financial Report, Grant Award and Budget Revision Form, as applicable. Additionally, allowable costs, instructions and user’s guide are located at http://www.ksde.org/Default.aspx?tabid=532 Timeline: The window for the TIP Application can be found in the chart below. Targeted Improvement Plan (TIP) KSDE Contact/Questions: Kerry Haag 785-291-3098 [email protected] April 30th TIP Application Window Opens • Online Targeted Improvement Plan (TIP) Application https://online.ksde.org/authentication/login.aspx. • TIP Information http://www.ksde.org/Default.aspx?tabid=532 June 20 TIP Application Window Closes P a g e | 29 TECHNICAL ASSISTANCE SYSTEM NETWORK (TASN) www.ksdetasn.org TASN Contact/Questions: Crystal Davis 620-341-2860 [email protected] Overview: TASN's goal is to effectively support Kansas districts’ systematic implementation of evidenced-based practices resulting in improved results for children in Kansas. Many services, as well as opportunities for professional development, are available state-wide to support district personnel. In addition technical assistance provided through TASN is embedded within each KIAS component to support districts in meeting state and federal requirements. Upon district request or from KSDE direction, technical assistance providers deliver both general and targeted support to districts as data are analysed and plans for improvement are developed, implemented and evaluated. Procedures: Kansas educators and families may view available professional development opportunities through the calendar on the TASN website at www.ksdetasn.org. Educators and families may also request technical assistance at the website by clicking the blue button labeled Request Assistance. Upon receipt of the request, the TASN Coordination Team will identify the most appropriate technical assistance provider to ensure the proper support to the requestor. Timeline: Technical Assistance may be requested at any time by any Kansas educator or family. Projects and Descriptions Families Together, Inc. http://www.familiestogetherinc.org Families Together, Inc. collaborates with KSDE to ensure that the interests of families of students with disabilities are taken into account in developing and implementing the MTSS initiative. The project supports family involvement in all aspects of the educational process and disseminates information on MTSS and other initiatives to families. General Supervision Timely and Accurate Data (GSTAD) http://www.misdata.org The purpose of Project GSTAD is to provide data management for the State Performance Plan indicators, Annual Performance reporting, preparation of district performance reports and support for the Kansas Integrated System of Accountability (KIAS). Project staff provide: • KSDE and LEAs with database applications used to collect, verify and report data. • Assistance and support to LEA’s for the Kansas Integrated Accountability System file review process and overall integrated accountability system work at the district level. P a g e | 30 • Support and technical assistance to the SEAMIS/LEAMIS process, including the provision of training, as well as technical support for the writing and submission of the SPP and APR. Infinitec http://www.myinfinitec.org Infinitec is the assistive technology program which offers schools in Kansas access to state of the art assistive technology (AT) information, equipment and training resources as well as a wide variety of instructional resources based on the principles of Universal Design for Learning (UDL). Assistive technology is any type of device or software program that assists in accomplishing a task for someone who cannot achieve it naturally. Examples include synthetic voice for speech, reading programs for those with learning disabilities or blindness, or a wheelchair for one who cannot walk on their own. InfiniTEXT http://www.myinfinitec.org/1695101210122013370/site/default.asp InfiniTEXT is a state-wide on-line repository of digitized instructional materials including textbooks and other classroom related printed materials. The repository is comprised of over 11,000 files. Each file has been submitted by a participating school district and may be available in multiple formats including PDF, MP3, RTF, TXT and Kurzweil. Files from InfiniTEXT may only be used by students with qualifying print related disabilities. Access to InfiniTEXT, which provides the ability to search and download files, is available free of charge to any K-12 school in Kansas by signing an InfiniTEXT Subscriber Agreement. Kansas Education Employment Board (KEEB) http://www.kansasteachingjobs.com The Kansas Education Employment Board (KEEB) has two primary goals: the recruitment of qualified teachers for high-need positions and the retention of effective teachers. Much of KEEB’s work occurs through their online tools. Their recruitment site, the Kansas Education Employment Board, has searchable job postings, accepts online applications, and provides resources on résumé building and finding scholarships and tuition assistance programs. Through a partnership with the New Teacher Center, KEEB offers eMentoring for Student Success (eMSS) to any special education teacher in their 1st, 2nd, or 3rd year of teaching special education. Like the services of KEEB, the retention efforts are also offered at no cost to districts and teachers. To learn more or to apply for eMSS, visit http://www.kansasteacherretention.com . Kansas Inservice Training System (KITS) http://kskits.org/ The Kansas Inservice Training System (KITS) is designed to meet the need for a comprehensive state-wide professional development and technical assistance system for early intervention and early childhood special education and related service professionals, paraprofessionals, and families. Research-validated strategies and results-based professional development are addressed at multiple P a g e | 31 levels — proactive/general issues development, focused staff development and intensive staff development. Kansas Instructional Resource Center (KIRC) http://www.kirc.org/ The Kansas Instructional Resource Center for the Blind and Visually Impaired is an instructional materials center which provides support, materials and services to teachers in the state of Kansas who work with students with visual impairments. We provide textbooks and library books in braille and large type as well as many other educational materials so students can remain and succeed in the most appropriate educational setting, whether public, private, or parochial. The Kansas Instructional Resource Center for the Blind and Visually Impaired is the key organization ensuring that students with visual impairments are provided with the appropriate learning tools to meet proficiency expectations in literacy and numeracy, and is the primary source facilitating ongoing staff development and networking activities that build local capacities to serve this low incidence population with highly qualified teachers. KIRC also assists the citizens of Kansas by providing information about vision, blindness, and resources. TASN - Autism and Tertiary Behavior Supports KansasASD.com The Mission of TASN Autism and Tertiary Behavior Supports is to support Kansas school districts in building local capacity to serve students with diverse learning needs through results based professional development training and technical assistance. Services include: • Lending Library accessible online • Annual two-day training for development of Autism Interdisciplinary Teams • TASN Autism and Tertiary Behavior Supports Training Series provided through the ITV Network • Regional Autism Consultants (RACs) who provide direct observation and consultation to districts who have exhausted local expertise • Consultation for individual students and/or training at district/building level tailored for specific needs Kansas Parent Information Resource Center (KPIRC) http://www.kpirc.org/ The Kansas Parent Information Resource Center (KPIRC) collaborates with KSDE to ensure that the interests of families are taken into account in developing and implementing the MTSS initiative. The project supports family involvement in all aspects of the educational process and disseminates information on MTSS and other initiatives to families. Kansas Secondary Connections (KSSC) http://www.secondaryconnections.org KSSC is a TASN provider through the Transition Coalition at the University of Kansas. KSSC supports Kansas school improvement needs for State Performance Plan Cluster 1 indicators. KSSC training and technical assistance supports schools to improve secondary student engagement, transition services, P a g e | 32 and post-school outcomes for students with disabilities. KSSC provides the TASN Transition Summit, regional workshops, online learning modules, buildingbased professional development and a variety of training and technical assistance resources with follow-up support. Kansas Teachers of Students who are Blind or Visually Impaired (TVI) & Certified Orientation and Mobility Specialist (COMS) Preparation and Mentorship Project http://www.kssb.net/ The Kansas Teachers of Students who are Blind or Visually Impaired (TVI) and Certified Orientation and Mobility Specialist (COMS) Preparation and Mentorship Project, supports the preparation and mentoring of TVIs and COMS, in order to provide effective instruction for students who are blind or visually impaired across the state. KSDE Technical Assistance System Network (TASN) Coordination and Evaluation http://www.taese.org/ The KSDE Technical Assistance System Network (TASN) is jointly administered by Pittsburg State University and the Center for Technical Assistance for Excellence in Special Education (TAESE) at Utah State University. TASN's goal is to effectively support Kansas districts’ systematic implementation of evidenced-based practices resulting in improved results for children in Kansas. KSDE Early Childhood, Special Education and Title Services www.ksde.org The purpose of the Early Childhood, Special Education, and Title Services (ECSET) is to provide effective, evidence-based technical assistance to districts and schools across the state. We support all Kansas students, early childhood through secondary, meeting or exceeding Kansas Standards. This includes the development, implementation, and continuous improvement of the monitoring process that ensures compliance with federal and state laws and administrative regulations, including the engagement of the student, families, and the community. Kansas MTSS Project http://www.kansasmtss.org/ The Kansas Multi-Tier System of Supports Project is primarily responsible for the research, development, and refinement of MTSS training materials as well as ensuring an effective training system for Kansas educators. The goals of MTSS are: Being prevention oriented: knowing who needs support as early as possible each year and putting those supports in place Implementing evidence-based interventions for all students and tailoring interventions based on student’s needs Using progress monitoring data to know when to make a change in instruction. P a g e | 33 Low Incidence Consortium (LIC) http://www.clipp.lsi.ku.edu/ The Low-Incidence Consortium works to solidify relationships and partnerships among participating teacher training programs for students with low-incidence disabilities. Efforts of the consortium are directed at meeting the needs of the state of Kansas for highly qualified teachers. Project Success – Supporting Reading, Math and LRE http://kansasprojectsuccess.org/ Project Success provides technical assistance to districts to enhance performance of students with disabilities in reading and math, and to improve district compliance with requirements for providing instruction in the Least Restrictive Environment. Project Success will: (a) collect and link districts with resources and materials to improve general, targeted and intensive instruction in reading and math for students with disabilities; (b) provide technical assistance and training to districts to analyse their data and develop plans for improvement; and (c) work with other TASN projects to coordinate technical assistance as needed. Project All-State Low Incidence Virtual Endorsement (ALIVE) http://www.kucr.ku.edu/ Project ALIVE (All-State Low Incidence Virtual Endorsement) provides preservice training for teachers, leading to Kansas functional special education endorsement, so that districts throughout the state will have better access to highly qualified special educators for youngsters with significant support needs. At the present time, Wichita State University and the University of Kansas are developing online training modules in various knowledge/skill areas pertaining to low incidence conditions and special education service. As the project expands it will include other Regents institutions in responding to personnel needs for students with low-incidence conditions throughout Kansas. Project ALIVE also is a source of support to retain teachers trained in functional special education in targeted areas of need across the state of Kansas. Kansas Teachers of the Deaf (TOD) Master's Degree Project [email protected] The Kansas School for the Deaf and Kansas Department of Education have partnered with Valdosta State University in Georgia to provide candidates an opportunity to earn a Master’s degree in Deaf Education. This grant will fully fund a person to obtain their endorsement as a teacher of the deaf in the state of Kansas. It will also provide the newly certified teacher of the deaf to receive mentoring for up to three years while they begin their teaching career with students who are deaf/hard of hearing. P a g e | 34 Click below to access documents: TOD Recruitment Brochure Teacher of the Deaf-Kansas Application Leadership and Management In order to be an effective Special Education Director, it is necessary to combine good management and leadership skills. It is important to share your leadership and management principles with your staff. This section has some reminders of good leadership and tools for management. 10 Essential Leadership Activities How 2—A Primer for Critical Management Skills C:\Users\ssipe\Desktop\New Director Notebook FY15\Final FY15 Notebook\1. 01Leadership&Management.doc The School District Special Education Director Essential Leadership Advice 2012 06.003.24 LEA “Keep your eye on the ball - children and youth with disabilities—cultivate the special education program like you would a garden.” You are a leader, but decide what elements of the program you need to manage. 06.003.24 LEA Invent the future—keep the end in mind. Everyone should know the vision and move towards it. Involve your staff in decision making. Be a team, not a group. 06.003.24 LEA When you turn over rocks and look at squiggly things underneath, you can either put the rock down or say, “My job is to turn over rocks,” even if what you see scares the heck out of you! Admit when you are wrong. 06.003.24 LEA You cannot step in the same river twice. Out of chaos comes order. Accept change as a given; learn to live within that reality. However, don’t change for change sake. All roads lead to the same destination. 06.003.24 LEA Scan the educational environment and move forward in a positive and constructive manner. Act on—don’t be acted upon. Base your decisions on changing climate in the State, region, and nation. 06.003.24 LEA Strengthen and develop other service options for children “at risk.” MTSS Section 504 Schoolwide programs Examine the school district reading and math programs to ensure they are evidence based. Be “at the table” with general education. 06.003.24 LEA General Ed + Special Ed = Mr. Ed Encourage and reinforce a “one system” mind set with school staff. Reinforce the concept that special education is support and services to general education. Know each school principal. 06.003.24 LEA Develop or improve techniques on engaging parent involvement in the special education process. 06.003.24 LEA Know and understand your school district APR data and level of determination. Base decisions on current data. 06.003.24 LEA “The heart has its reasons which reason knows not of.” (Pascal) Before reacting, take time to diagnose, to really deeply understand the problem first—listen. “Seek first to understand, then be understood.” Provide your staff ample opportunity for input. 06.003.24 LEA Many rainbows are never seen and enjoyed. Mix with your staff. Take a risk and be vulnerable. Spend the majority of the day out of your office! Invite your critics to the table. Reach out to parents. Send hand written “thank you” notes. 06.003.24 LEA The person who is a servant first, rather than a leader first, will assume the role of a leader. Attend to the needs of your staff, and do whatever is necessary to meet their needs. 06.003.24 LEA Commit yourself to activities that level the playing field and provide quality education for all children and youth with disabilities. 06.003.24 LEA 2 State Education Agency (SEA) and School District Administrators A Primer for Critical Management Skills 15 Skills in Becoming a More Efficient and Effective Manager and Leader 2012 Table of Contents Overview Part One—Conducting Effective Meetings 1.1 How to Conduct Effective Meetings 1.2 How to Write an Agenda 1.3 How to be an Effective Facilitator 1.4 How to Build Consensus Part Two—Managing Priorities 2.1 How to Set Priorities 2.2 How to Write and Manage Email Part Three—Improving Presentations 3.1 How to Deliver Effective Oral Presentations 3.2 How to Create Effective PowerPoint Presentations Part Four—Stakeholders and Marketing 4.1 How to Keep Parents Meaningfully Involved 4.2 How to Market School Programs Part Five—Staff Issues 5.1 How to Write Job Descriptions 5.2 How to Conduct Staff Evaluations 5.3 How to Provide Staff Incentives 5.4 How to Recruit Qualified Staff 5.5 How to Retain Qualified Staff Overview In many respects, management and leadership go hand in hand. We cannot be effective leaders unless the management issues are developed and implemented in a proper way, like developing meeting agendas, conducting meetings, managing email, setting priorities, and so forth. The following information is intended for State Education Agency and school district staff in leadership positions. The purpose for the materials is to enhance critical management skills that are necessary for the day-to-day operation of any State Educational Agency, school district, and/or charter school. These 15 critical management skills are things we probably never were taught at the university or college, but will make or break any good leader. Consider these strategies as tools to achieve your vision and goals. Each of the 15 topics has an overview of the issue followed by a summary presentation that can be used with other staff members. Hopefully these materials will improve your management skills that also impact your ability to lead and improve services for children and youth with disabilities. Part One Conducting Effective Meetings 1.1 How to Conduct Effective Meetings 1.2 How to Write an Agenda 1.3 How to be an Effective Facilitator 1.4 How to Build Consensus How 2 How to Conduct Effective Meetings Purpose It seems our professional life is one meeting after another. If we are going to spend so much time at meetings, it is important to make sure they are productive and lead to positive results. This section covers strategies for conducting effective meetings. Why Meetings? Meetings are important because • They create a venue to establish a consistent message for an organization. • They are where a State’s/school’s culture and climate manifests itself; • They are one of the ways a State/school tells its staff, “You are a valued member”; • They help staff be “on message” and communicate important issues; and • They are a place to network and build partnerships. Determine the Meeting Purpose and Outcomes • Identify the purpose and desired outcomes of the meeting. • Determine if the meeting is necessary or if the issues can be addressed in another meeting. • Meetings should be used for brainstorming, delivering, or and gathering information. • Ask… o Is the meeting essential? o Can we accomplish the task without a meeting? o Can it wait to meet at another time? Participants • In advance of the meetings, ask participants if a certain date/time fits in their schedules. • Identify and invite only the necessary and appropriate staff to the meeting. • Communicate the meeting’s purpose and desired outcomes. • Make sure all participants have an opportunity to express their thoughts • Schedule guests who don’t need to be at the entire meeting, which can be an incentive to stay within the meeting’s time limits. Preparing for a Meeting • Secure an accessible meeting location for those with disabilities. • If appropriate, request suggested agenda items. • Establish purpose and desired outcomes. • Provide the agenda and any other supporting information (e.g., reports, handouts, and spreadsheets) to the staff at least 24 hours prior to the meeting time. • Determine technology needs. • Make the meeting a learning event; incorporate creative and cutting edge information on the topic. • Use a variety of tools and activities to make the meeting productive and fun. Increasing Management and Leadership Skills in Special Education Series (08-50 PPT) 1.1 • • • Always do something a little different and new. Ensure the comfort, quietness, and set-up of the space before the meeting. Provide refreshments, when possible. Agenda • The agenda is your roadmap for the meeting. An organized meeting needs an organized agenda. • Include items to be discussed, and then for each item, specify the person leading the discussion, the desired outcome, and the estimated time. • Limit the number of items to a reasonable amount for the meeting’s time frame. • Be realistic about the time frame for each item. • Schedule breaks periodically for longer meetings. • Always have “Next Steps” as an agenda item. • Provide meeting evaluation time and review next steps. Meeting Facilitator Designate a meeting leader who is familiar with the agenda and is a skilled facilitator. • Opens meeting with welcoming; introducing; setting or reviewing ground rules; and reviewing the agenda, making changes when appropriate. • Clarifies roles within the group. • Maintains focus and keeps the meeting moving at a comfortable pace. • Covers one item at a time and in time. • Summarizes discussion and recommendations at the end of each logical section. • Makes note of any follow-up actions that can be resolved outside of the meeting and moves on to the next point. • Manages discussion and encourages participation, even explicitly inviting everyone to participate. • Uses parking lot list for issues or questions that need to be dealt with outside of the meeting and reviews at the end of the meeting. • Reviews issues discussed at the meeting and identifies each action step with those responsible for the step and the time frame. • Shows everyone’s ideas are valued. • Stays focused on agenda topics. • Helps the group reach consensus. • Establishes next steps/timelines for next steps. • Solicits agenda items for the next meeting. • Reviews time and place for next meeting. • Leads evaluation discussion or collects written evaluations. • Thanks the attendees. Increasing Management and Leadership Skills in Special Education Series (08-50 PPT) 1.1 Prepare to Attend a Meeting (for participants) • Know the purpose and outcomes of the meeting. • Arrive on time and be prepared to stay until at least the planned stop time. • Gather all data that you will need to bring to the meeting. • Review the agenda for the meeting. • Know your role in the meeting. • Turn off cell phones and computers. • Ask questions; provide comments Time • Designate a timekeeper who will work with the meeting leader to keep the pace. • Start and end on time, regardless of late attendees. • Periodically check the time estimates for each time to see how close they were to the time actually spent. Ground Rules • Request that all pagers and cell phones be turned to silent or vibrate. • Determine that each participant’s opinion should be respected. • Encourage participation and openness. • Ask questions for clarity. Minutes • Designate a note taker in advance of the meeting. • Take minutes when the record is important and simple lists of decisions made and actions to be taken (with responsible person identified) when the exact record is not important. • Capture key points for each item; highlight anything that will be deferred until a future meeting. • Include time frames for next steps. • Include parking lot issues with follow-up. Evaluation • Have participants evaluate the meeting using a round-robin, written, or open discussion approach. • Ask questions such as, “what can we do better next time?” and “what parts of the meeting worked well?” Follow-up • Always establish next steps. Without proper follow-up, the meeting is a waste of time. • Return minutes to participants within 24 hours if possible (same day is even better). • Be consistent with meeting habits. Increasing Management and Leadership Skills in Special Education Series (08-50 PPT) 1.1 How 2’s 10 Top Tips • Determine meeting purpose/outcomes. • Invite the right people. • Prepare for the meeting. • Develop an agenda. • As meeting facilitator, keep the meeting focused and within time allotment. • Set ground rules. • Develop minutes of the meeting. • Document next steps and individual assignments. • Have a meeting evaluation. • Follow-up on action items. Increasing Management and Leadership Skills in Special Education Series (08-50 PPT) 1.1 2How 2 How to Write an Agenda Purpose The purpose for this section is to examine the skill of developing an agenda that will result in more effective and efficient staff meetings. Agenda Considerations • Adhere to open meeting requirements is applicable. • Indicate what will happen at the meeting—create a “purpose statement” for each agenda. • Explain the expected outcomes after the purpose. What exactly do you want the participants to know, learn, or do? • Detail the order of business—topics to be discussed. • Set time allocations for each topic and who is responsible for the item. Agenda Preparation • The agenda is prepared well in advance of the meeting. • Participants should be given the opportunity to suggest items for discussion on the agenda. A “stick to it” deadline date should be set. • Once all suggestions for agenda items have been received and the order has been decided on, some items might need a short description of their purpose. This ensures that everyone attending the meeting is clear about not only what things will be discussed but why. • Some items may need information to enable those attending to have a more informed discussion. • Materials should be produced and distributed at the same time as the agenda. • Once the agenda is developed, it should be sent out at least one week prior to the scheduled meeting. Things to Consider It is important to consider the following points when preparing an agenda. • Include the location, date, time, title, and purpose of the meeting. Include the start and end time on the agenda. • Create a welcome message. A quality opening message will help participants to focus and engage in meeting dialogue. • Compile a list of topics to be discussed. The first item should refer to the welcome and introductions. • Include any discussion items other members have requested. Identify persons responsible for those agenda items. • Use descriptive headings, indicating what is to be discussed with each item. Be specific and detailed. No issue should be raised without a recommended course of action and next steps to assist participants with thinking about solutions. Increasing Management and Leadership Skills in Special Education Series (08-51 PPT) 1.2 • • • • • • • • • Consider the order in which items are discussed: o All agenda items are NOT created equal. o Place important items near the top of the agenda. o Place items with shorter discussions at the bottom of the agenda. Do not place too many topics on an agenda if you don’t feel there will be enough time to discuss them all. Allocate time to each agenda item. This will help participants determine the importance of each item and prepare to participate in discussions. Assign “lead” person to each agenda item. Discuss items in the order they appear on the agenda. Include a “Question” section at the end of each section to give participants time for feedback or to clarify information. Leave space for notes next to each agenda item. Create brief closing remarks that sum up the meeting decisions and next steps. Remember—Don’t try to achieve too much! Items to Include on an Agenda • Welcome: the facilitator should welcome meeting participants and ask everyone to introduce themselves. • Purpose: indicate the purpose and outcomes of the meeting. • Minutes of the last meeting: these should be circulated before the meeting and checked for accuracy and approval as an accurate record of the meeting. • Action items arising from the minutes: an update on previous actions from the last meeting and any other issues not covered on the agenda elsewhere • Correspondence: letters, invitations, or emails that have been received and should be shared with the meeting attendees. • Areas of activities: update or reports on the agency’s various activities • Reports from committee: updates from committee representatives • Any other business: additional items not on the agenda that have been brought to the facilitator’s attention at the start of the meeting • Date, time, and place of the next meeting: sent in advance How 2’s Six Top Tips • Invite agenda items from participants. • State a clear purpose and outcomes. • Consider the order of items to ensure important topics are discussed first. • Don’t put more items on the agenda than there is time to discuss them. • Set time limits and leads on agenda items • Circulate the agenda at least one week before the meeting. Increasing Management and Leadership Skills in Special Education Series (08-51 PPT) 1.2 How 2 How to be an Effective Facilitator What is a Facilitator? The facilitator of a meeting plays a critical role in making sure the meeting purpose and outcomes are accomplished. Most educational leaders will frequently facilitate staff and school meetings. This brochure will outline the critical characteristics and skills of a good facilitator. Qualities of Good Facilitators A facilitator is the person who leads or guides a meeting. Good facilitators are: • Good Listeners and non-biased; • Understand the process and aware of content; • Knowledgeable and respected within their field; • Organized and flexible; • Confident but sensitive; • Able to read people’s expressions, emotions, and body language; • Able to politely interrupt if someone is going over time, getting off topic, or changing the course of the meeting; and • Able to help engage all participants. The Many Hats of a Facilitator Physical Preparation Checker • Checks out ahead of time seating, technology needs—lighting, temperature, and airflow in the meeting room. • Ensures the proper supplies and equipment are on-hand. Summarizer and Integrator • Reflects back what is said verbally and visually. • Weaves together diverse points of view. • States clearly any agreements for the record. • Moves the group to consensus. Vibewatcher • Calls for breaks when the group needs them. • Is aware of body language to detect the real “feeling” of individuals and the group. • Brings everyone into the discussion. Increasing Management and Leadership Skills in Special Education Series (08.52 PPT) 1.3 Process Guarder • Assists the group in following any ground rules or processes that have been set up. • Uses a clearly-defined process with a focus on the content of the meeting. Timekeeper • Keeps an eye on the clock and adheres to the agenda. • Warns the group well before any deadlines. Keeper of the Speaker List • Keeps track of whose turn it is to speak. Scribe • Records important points on a flip chart large enough for everyone to read it. Facilitator Tools There are six things every facilitator needs: • An agenda • Fluidity and flexibility • A watch • A friendly smile • An open mind, organized, and non-biased • A willingness to ask for help from the group Strategies for Good Facilitation A Good Facilitator: • Assists with agenda development, getting agreement on the agenda and processes to be used in the meeting. • Opens meeting with setting or reviewing ground rules, reviewing the agenda, and setting up time limits. Uses an icebreaker to get everyone involved. • Welcomes and conducts group introductions. • State the purpose and outcomes for the meeting. • Lets people carry the content and guides the process. • Stays neutral; asks questions and suggests ways to approach parts of the agenda. • Clarifies roles within the group. • Maintains focus and keeps the group on track and the meeting moving at a comfortable pace. • Covers one item at a time. • Manages discussion and encourages participation, even explicitly inviting everyone to participate and making sure no one dominates. • Shows participants their ideas are valued. • Creates a safe and positive environment (protects people from personal attack) using language that makes everyone comfortable. • Intervenes if problems arise and deals with concerns. • Summarizes discussion and recommendations at the end of each section. Increasing Management and Leadership Skills in Special Education Series (08.52 PPT) 1.3 • • • • • • • • • Helps the group reach consensus, decisions, and conclusions, and assignments are divided among the members. Makes note of any follow-up actions that can be resolved outside of the meeting and moves on to the next point. Reviews issues discussed at the meeting and identifies each action step with those responsible for the step and timeframe. Uses parking lot list for issues or questions that need to be dealt with outside of the meeting and reviews at the end of the meeting. Solicits agenda items for the next meeting. Reviews time and place for next meeting. Leads evaluation discussion or collects written evaluations. Thanks the participants. Debriefs with leadership staff. Before the Meeting Begins The facilitator explains how the meeting will be conducted. • Will there be speakers? • Are contributions expected from the facilitator or is he expected to merely guide the meeting? • What is expected from the meeting attendees? • What are the expected outcomes? The facilitator reviews the ground rules. • Explains the meeting process. • Requests that all pagers and cell phones be turned to silent or vibrate. • Establishes a policy disallowing electronic communications during the meeting. • Determines that each participant’s opinion should be respected. • Encourages participation and openness. • Asks questions for clarity. • Requests respect for privacy and confidentiality. The facilitator reviews the agenda. • Receives group feedback. • Determines if anyone has anything to add or revise. • Adds any topic where it fits best, not just at the bottom of the agenda. Techniques for Making Decisions in Meetings • • • • • Consensus building. Prioritizing (ranking items). Straw voting (informal poll to see where people are). Going around to everyone to check for the sense of the group. Use technology to determine the opinion of each participant. Increasing Management and Leadership Skills in Special Education Series (08.52 PPT) 1.3 Great Facilitator Don’ts • • • • • • • • • • • Dominate the discussion. Show favoritism. Direct the content of the meeting—only the process. Make decisions for the group. Bring up issues not relevant to the current subject being discussed. Dwell on past problems. Insist that people support facilitator’s idea. Devalue opinions and ideas Use acronyms or heavily technical or legalistic language. Assume that everyone is familiar with certain historical events or background information. Be dismissive of questions, no matter how basic. Great Facilitator Dos • • • • • • • • • • • Help each person be heard. Focus on issues, not personalities. Be fair and open Listen for common ground and reflect it back to the group as often as necessary. Personally welcome new people. Help set up/clean up the meeting room. Encourage everyone (especially new people) to speak up and participate. Recommend ways to resolve differences. Ensure that decisions, the names of people responsible for their implementation, and deadlines are openly acknowledged and written down. Remain positive and upbeat throughout the meeting—end on a positive note. Move the group to consensus. Increasing Management and Leadership Skills in Special Education Series (08.52 PPT) 1.3 The 10 Commandments for Conducting Meetings 1. Thou shalt not meet if the matter can be resolved by other means. 2. Thou shalt make the purpose and outcomes of the meeting known to those thou summonest. 3. Thou shalt summon only those whose presence is needful. 4. Thou shalt start at the time announced. 5. Thou shalt not run beyond. 6. Thou shalt not wander to other topics. 7. Thou shalt prepare thy thoughts that the minutes not be wasted. 8. Thou shalt schedule not in haste, for the day is brief. 9. Thou shalt combine into one those which need not be separated. 10. Thou shalt fear not to cancel if the need disappears. The Leaders Institute – www.leadersinstitute.com Increasing Management and Leadership Skills in Special Education Series (08.52 PPT) 1.3 How 2 How to Build Consensus Consensus Consensus building is an important part of making group decisions. Consensus is more effective than voting and tends to bring people together rather than dividing individuals into camps. This information provides the essentials of good consensus building. Consensus • • • • • • • Consensus is when everyone does not get everything they want but can publically support the group decision. Consensus is a decision-making process that works to include and equalize the interests of all persons making the decision. It is the most powerful decision process as all members agree with the final decision. This is truly democracy as all participants have a direct voice. Consensus takes into account and validates each participant. Everyone gets the opportunity to voice their opinion or block a proposal if they feel strongly enough. Consensus is based on compromise and the ability to find common ground. Consensus provides Win/Win solutions. Consensus is a decision everyone can publicly support. Consensus Building 11-Step Process 1. Identify the Challenge Stakeholders identify a challenge that needs resolution through the consensus-building process. 2. Identify Stakeholders Identify stakeholders to participate in the consensus process to find solutions to the challenge. 3. Find a Location Find a “neutral” location that is not any one stakeholder’s “home turf.” 4. Select a Facilitator Select a “neutral,” yet knowledgeable, facilitator to assist with the process. 5. Explain the Process Explain the decision-making process and ground rules. 6. Define and Analyze the Challenge • Identify the issues from each stakeholder’s point of view. • A more complete picture of the challenge will emerge as stakeholders share their perceptions and come to understand how all their concerns and interests are interrelated. 7. Identify and Evaluate Alternative Solutions • Brainstorm possible solutions. • Discuss pros and cons of the ideas/solutions. 8. Make a Decision • Narrow down the list of agreed upon approaches, ideas, and solutions to two or three options. • Be sure all group members are satisfied with at least one idea on the list. Increasing Management and Leadership Skills in Special Education Series (08-53 PPT) 1.4 • • • 9. Negotiate, clarify, reframe ideas, and work through conflicts that arise. Narrow down the ideas/solutions to one strategy. Fine tune this approach until all stakeholders involved can agree with the final decision—THERE IS NO VOTE. (If a consensus isn’t reached, review the process, and repeat steps). Publicly Support Consensus means each person will publicly support the final group decision. 10. Implement/Evaluate Implement the solution through joint efforts of the stakeholders. Evaluate the results. Benefits of Setting Ground Rules Establishing and enforcing ground rules will do the following: • Define consensus up-front. • Help structure the discussion and keep it from going in circles. • Downplay the link between an idea and its “author.” • Reduce the tendency to conform to group opinion. • Support decision-making in a manageable framework. • Encourage respect for strong opinions. • Provide for valid comparison of options. Helpful Guidelines • Trust each other. This is not a competition; no one should be afraid to express their ideas and opinions. • Make sure everyone understands the topic/challenge. While building a consensus, make sure everyone is following, listening to, and understanding each other. • All members should contribute their ideas and knowledge related to the subject. • Stay on task. Use good time-management skills. • Each person must be flexible and willing to give something up to reach an agreement. • Separate the issues from the personalities. This is not a time to disagree just because you don’t like someone. • Spend some time on the process. Being quick is not a sign of quality. The thought process needs to be drawn out some. • Understand coming to consensus takes time and compromise. How 2’s Seven Consensus Tips • Develop an effective process prior to the meeting and ensure all participants understand it. • Establish ground rules and encourage their use. • Separate the issues from the people and personalities. • Trust each other and be flexible. • Stay on task. • Strive for Win/Win solutions. • Publicly support the final decisions Increasing Management and Leadership Skills in Special Education Series (08-53 PPT) 1.4 Part Two Managing Priorities 2.1 How to Set Priorities 2.2 How to Write and Manage Email How 2 How to Set Priorities Purpose There are times when individuals and groups take on too much for them to handle and manage. This information is designed to provide some helpful suggestions on how to set priorities and actually get things done. Where are you going? • • • • • Establish the most important goals and priorities. Before setting priorities, it is important to begin with a clear understanding of what you want to accomplish— your destination. By knowing where you’re going, you better understand where you are now and the steps you need to take to head in the right direction. If you don’t know where you are going, how will you know when you’ve arrived? Data should help drive decisions and priorities. Ask Yourself Do you know your destination… • At the start of every morning; do you set daily priorities? • When you plan a new year, week, day? • When you begin a new project? • When you plan a vacation? • Before you begin a crucial conversation? Where are you going? • • The extent to which you understand your destination often determines whether or not you are able to actually plan and make the trip successfully. Most failures happen because time wasn’t spent determining where you and your staff were going. Time Management Once you know where you are going, you need time to get there. It is important to determine what needs to be accomplished in a specified period of time. Clues for Managing Time • Avoid impossible situations. • Don't get trapped into doing too much at work, at home, or in other settings—try to create comfortable balance in your life. • Review your obligations. • Examine each obligation and prioritize from first to last. • Prepare and plan to define top priorities. • Successful time management begins with planning. • Study current data trends. • Use lists to determine top priorities, plan activities, and measure progress. Possible lists might include these: Increasing Management and Leadership Skills in Special Education Series (08-54 PPT) 2.1 o o o Things to Do List—the daily list Week in Review List—the weekly calendar Goals List—long-term planning Covey’s Priority Quadrants Stephen Covey describes a high-level prioritization scheme in his book The Seven Habits of Highly Effective People. In this scheme, tasks are categorized into four quadrants. Highly effective people make time for the QII activities (preparing and planning), and doing so can reduce the time spent in other quadrants. 3. Avoid distractions and lack of focus. • Identify areas of wasteful uses of time. • Avoid procrastination, crises management, and switching from priority to priority. • Watch out for time-wasters, such as the telephone, the television, email, daydreaming, stress, guilt, and anger. 4. De-stress. • Take time each hour to relax and reflect. • Stay physically, mentally, emotionally, and socially fit. • Exercise your mind and body. • Laugh along the way. By working together, destination and time are the keys to finding, focusing, and setting priorities. I’ve managed my time and I know where I’m going. Now what? Set your priorities! Remember: every time you say “yes” to someone or something, you say “no” to someone or something. Prioritization • • It is most commonly recognized that 20 percent of your activities will account for 80 percent of your success (The Pareto Principle). Hence, if you have 10 tasks on your list, probably about 2 of those tasks will be the key ones to focus on. When you have to choose among several tasks, here are 12 prioritization tips to help you. Setting Priorities 1. Plan your work, and work your plan. • Spend quiet time each day to plan, reflect, and prepare. • Focus on your destination and how you plan to get there. • Study data and current trends. 2. Determine values. • Clearly define your values, relationships, and activities. • Look at the things that are most important to you and compare them with how you actually spend your time and money. • Focus first on the goals that matter. • Decide on activities that will help you achieve your goals. These are the highest priorities. 3. Use lists. Increasing Management and Leadership Skills in Special Education Series (08-54 PPT) 2.1 • • Use a paper or computerized list to keep track of your tasks. A list will give you a clear idea of what you want and need to accomplish. Determine which tasks are priority and those that could be handled on another day. 4. Important vs. Urgent Know the difference between important and urgent. Important means a task needs to be done while urgent means it must be done immediately. Knowing the difference between the two will make prioritizing easier. 5. Quality vs. Quantity • Focus on quality, not quantity, of tasks. • Accomplishing a few tasks that are a higher priority is better than accomplishing several lower priority tasks, especially if it moves you on to your destination. 6. Increase your accounts. • What will it cost physically, ethically, emotionally, and over the long-term to increase your account? • Think in terms of how the task will improve your productivity, performance, and relationships. 7. Say “No” to additional commitments. • While it feels great to be in demand, consider what it will cost to take on additional activities. Remember every time you say “yes” to someone, you say “no” to someone else. • Realize that you can't do everything. This will help you to realistically prioritize your tasks. 8. Prepare for internal and external conflict. • Accept personal and relational conflict as part of the process. • Examine how you handle conflict and the demands of home, family, relationships, and work. • Consider your values, desired outcomes, and relationships. 9. Keep the 80/20 rule in mind. • 80 percent of the time is spent doing 20 percent of the work. • Be aware of your peak energy periods and schedule your most critical tasks at those times. • Bring the best of yourself to work on the challenges at hand and complete them more quickly and effectively. 10. Resist wasting time and energy. • Avoid time on the Internet or constantly checking e-mail and making telephone calls. • Schedule those tasks after critical work is completed or in short power bursts. 11. Prepare for tomorrow. • At the end of each day, make a to-do list for the next day. • Keep track of tasks to save valuable time. • Prioritize critical or urgent items. 12. Reward yourself and other for accomplishments. Increasing Management and Leadership Skills in Special Education Series (08-54 PPT) 2.1 Along the Way… • • • If you can put off a task without penalty, do it. Tackle fewer but higher priority tasks—you'll meet your goals faster. Schedule time in your calendar to play, rest, exercise, visit friends, have a date with your significant other or kids, or just be alone. In Summary… • • • • • • • Know where you are going and manage your time to get there. Study current data trends. Plan your work, and then work your plan. Keep priorities consistent with your values, goals, and relationships. Review priorities frequently. All priorities are not “number one”; learn to discriminate. Take time to play along the way. Something to Ponder "When all is said and done, it's a question of knowing where you want to go, planning the best way to get there, and controlling events to conform to the plan." Appley (Mackenzie) Increasing Management and Leadership Skills in Special Education Series (08-54 PPT) 2.1 How 2 How to Write and Manage Email/Texting Purpose The challenge of managing email and text messages continues to increase and consume more and more time each week. This information provides helpful hints on how to compose and manage email. The Challenge of Email/Texting • • • • • • • • • • Email is a great servant but a poor master. Email is the top cause of time consumption and stress for most staff and some staff are increasingly addicted to checking email constantly. Email is a constant demand on our attention, a burden on our time, and a constant task that must be completed over and over again. It’s easy to get email urgency addiction and spend an entire day responding to email. Urgency does not dictate importance, but when looking in the inbox, most of us can’t tell which messages really require attention. Opening email spam can create major computer problems. It is possible to manage email and cut down on messages without declaring email bankruptcy. Email message can create miscommunications and mixed messages. There is an increased expectation of responding to email messages in a rapid manner. Avoid using email for personal reasons. Writing Effective Email There are three reasons to write effective emails. • Professionalism: by using proper email language, you convey a professional image. • Efficiency: emails that get to the point are much more effective than poorly worded and long messages. • Communication: getting your message out in a timely fashion. Basic Legal Considerations • • • • • Email is subject to open record requirements. Email can be subpoenaed by courts. Email is subject to the same laws governing hard copy (public records, FERPA, HIPAA, and others) Emails are a “record” of your position and performance. Emails are subject to misinformation. Top 10 Tips for Effective Messages 1. Think before you write. • Be concise and accurate. • Just because you can send information faster than ever before, be thoughtful before you send a message. • Think about who is receiving the email to make certain that you are sending a message that will be both clear and understandable. Increasing Management and Leadership Skills in Special Education Series (08-55 PPT) 2.2 2. Be Accountable. • If you write it, you may be held accountable for the content. • You may be surprised to find where your message may end up. • Send the email to the correct individual(s). 3. Keep your message concise. • Remember that the view screen in most e-mail programs shows only approximately one half of a hardcopy page. • Save longer messages and formal reports for attachments. On the other hand, do not keep your message so short that the reader has no idea what you’re talking about. • Edit and proof important emails. 4. Remember that e-mail is not necessarily confidential. • Most agencies will retain the right to monitor staff email messages. • Don’t send anything you wouldn’t be comfortable seeing published in your newsletter. 5. Don’t “discipline” your readers. It’s unprofessional to lose control in person—to do so in emails usually just makes the situation worse. 6. Don’t “spam” your readers. Don’t send them unnecessary or frivolous messages and/or attachments. Soon, they’ll quit opening any message from you. 7. DON’T TYPE IN ALL CAPS! IT LOOKS LIKE YOU’RE YELLING AT THE READERS! Remember, if you emphasize everything, you will have emphasized nothing. 8. don’t type in all lower case. (unless you’re ee cummings.) If you violate the rules of English grammar and usage, you make it difficult for the reader to read. 9. Use the “Subject” line to get readers’ attention. Replace vague lines (“Information on XYZ Project,” or “Status Report Q1”) with better “hooks”: “Need your input on Borg Activity ” or “Analysis of Recent Problems.” 10. Take the time to poofread your email before you send it. Spell check and/or grammer check your messages. Even simpl tipos will make you look sloppie and damage you’re proffessional credubility. What to do with incoming email? Things to do with Email • Prioritize (a must) • Delete (preferable), especially spam • Don’t open unfamiliar attachments • Delegate (if possible) • Deal with (if it’s a 60 second task) • Schedule (if it’s going to take longer) • Store (if it’s just FYI) How to File Email • • Save critical email—probably less than 2% of all email you receive. Archive files at least weekly. Over 95% of email over a week old you’ll never look at again. Increasing Management and Leadership Skills in Special Education Series (08-55 PPT) 2.2 • • • • • Keep only the last three months of archive files. Purge archive files at least monthly, eliminating the oldest month. Don’t file in the inbox. Set up file folders in a way that is logical to you. Move a read email to the file folder that best fits your needs and where you can easily find it. How 2 Manage Email • Don’t respond. • There are some emails you need to respond to, that are important, and then there is the good majority that really doesn’t need a response as they are for information only. • Delete emails when appropriate. • Delete spam and don’t open unfamiliar attachments. • Wean from frequent checking. • The biggest cause of email stress is the need to check it every few minutes. It’s an urge, and it’s a learned response that can be unlearned. • Turn off your email notifier, and double the time in between email checking. Very few people need to check more than once an hour, and most of us don’t even need that level of frequency. • Process once or twice a day or on a regular schedule. • Define specific times to check your email. • Try a 10 a.m., 1:00 p.m., and 4 p.m. schedule. • Avoid checking email first thing in the morning as it can take you away from your scheduled work. • Avoid checking email last thing at night before retiring. Bad news makes for poor sleep. • Check to whom you are sending an email to before you hit “send.” • Avoid responding to email on weekends and holidays. • Process your inbox to “empty.” • Whether you choose to process email once an hour or once a day, try to get your inbox to empty each day. • Leaving emails in an inbox is a common practice because people don’t want to deal with each email quickly or they want to leave a reminder of a task that needs to be done. Before long, there are hundreds of emails sitting in the inbox needing action! • Keep reply responses short. • Keep email reply responses to a sentence or two and definitely no longer than five sentences. • Send close-ended, rather than open-ended, messages. • Keep your email processing time to a minimum. Increasing Management and Leadership Skills in Special Education Series (08-55 PPT) 2.2 Tips for Fewer Emails • • • • • • Unsubscribe from newsletters. Remove your name from lists that don’t really apply to you. Get out of the middle of group emails. Don’t send out unnecessary email. Avoid getting involved with individuals sending cartoons, chain requests, or unnecessary listservs. Avoid responding to email on weekends holidays Increasing Management and Leadership Skills in Special Education Series (08-55 PPT) 2.2 Part Three Improving Presentations 3.1 How to Deliver Effective Presentations 3.2 How to Create Effective PowerPoint Presentations How 2 How to Deliver Effective Presentations Purpose For most of the population, the fear of delivering a presentation ranks up there with death and an IRS audit. The purpose of this information is to provide tips and techniques on how to make your public speaking experience more effective. What is a presentation? • • The central purpose of any presentation—written, oral, or visual—is communication. To communicate effectively, you must state your facts in a simple, concise, and interesting manner. A presentation is any communication with one or more people for the purpose of explaining, educating, convincing, or otherwise conveying information. Presentation Preparation 1. Know the Subject Matter • Research every aspect of the subject. • Read reports. • Look up information and know the latest data. • Talk to knowledgeable experts about the subject. 2. Know the Audience • Research the audience, the occasion, and the culture. • Consider the “philosophical” viewpoint of the audience. • Tailor the presentation and presentation style to the audience. Understand the needs, knowledge level, and attitude toward the topic. • Clarify objectives—motivate? inform? persuade? teach? • Clarify the speaker’s role—coach? advocate? teacher? 3. As a Speaker, Know the Limitations • Know the “sacred turf” areas based on the makeup of the audience and the speaker’s relationship with them. • Know what can safely be talked about to avert disaster and embarrassment. 4. Develop a Theme • Design the presentation with a single theme regardless of its complexity. • State the purpose of the presentation at the beginning of the development process—to sell, educate, or entertain. • Keep this purpose in mind always. Increasing Management and Leadership Skills in Special Education Series (08-56 PPT) 3.1 5. Prepare Your Script • Well developed scripts or notes should be prepared depending on the subject and the event. • The script consists of four basic parts: the opening, the body, the summary, and the closing. Prepare Your Script Some points to think about when organizing your script • Begin by placing the topic in context with the audience. • Determine the intended message, expected benefits, and ground rules. • Organize the body of the presentation logically—make it easy to follow—go from the simple to the complex. • Plan ways to encourage audience participation. • Maintain credibility: discuss the pros and cons. • Incorporate stories and a sense of humor. • Conclude on a "high note.” The Opening • Sets the stage for what is to follow. • States the purpose of the presentation. • Provides a brief summary of the points to be covered. • Start with a story or interesting fact. The Body • The body of the presentation contains the bulk of the subject matter. • Separate information into smaller, easily assimilated sub-sections in long presentations. • Each sub-section should make a single point or convey one idea. • Some formats for presenting information: o Rhetorical questions and answers. o Logical progression from point A to B then to C. o Time series information from beginning to end, earlier to later, etc. o Comparison and contrast. o Problems and solutions. o Simple to complex—use of successive building blocks. o Deductive reasoning—moving from general principles or values to specific applications or examples. o Inductive reasoning—from specific examples to reach general principles or conclusions. The Summary Should be very brief and simple. • Reinforce the central theme and the purpose of the presentation. • Emphasize the key points and main ideas. • Review, highlight, and emphasize key points, benefits, and recommendations. • Draw conclusions: o Where are we? Increasing Management and Leadership Skills in Special Education Series (08-56 PPT) 3.1 o o What does all of this mean? What's the next step? The Closing • Answer any questions or point raised during the presentation. • Distribute handout material that emphasizes each key point of the presentation. (Handout material should not be distributed before a presentation unless it is critical to the theme as it can be a distraction for the audience). 6. Select the Proper Visual Aids • Handouts • Flip charts • Pictures • Charts and Graphs • Video Clips • PowerPoint Presentation • Sound Tracks 7. Rehearse, Rehearse, Rehearse • Rehearse the presentation with the visuals. • Adjust and refine content and visuals as needed. • Practice in front of a mirror or with a video recorder or associate. 8. Presentation Day • Arrive and set up early. • Have spare projector bulbs, extra handout material copies, and markers. • Speak clearly and with authority. • Add a little tasteful humor. • Make certain the audience questions have been addressed. • Thank everyone for attending. Presenting with Style Some basic techniques to maintain attention • Convey "controlled enthusiasm" for the subject. Audiences forgive a lot if the speaker is enthusiastic. • Pay attention to posture, tone; don't lean. • Radiate confidence without preaching. The audience will mirror your attitude. • Don't confuse enthusiasm with loudness. Convey a range of emotions from concern, anticipation, excitement, and dismay. • Don’t distract the audience away from the message. • Provide variety and relief, if possible. • Alternative between moving and standing still, speaking and listening, doing and thinking. • Use physical space and body movement to enhance the message. • Add stories, anecdotes, testimonials, analogies, and demonstrations. • Use eye contact as the primary tool for establishing audience involvement. Increasing Management and Leadership Skills in Special Education Series (08-56 PPT) 3.1 • • Use gestures naturally; do what is natural to you. Avoid jingling change in a pocket, toying with notes, shifting from one foot to the other, or any repeated gesture. About Questions Things to know about asking and answering questions • Ask "friendly" questions. • Avoid asking risky questions that may imply lack of knowledge or intelligence. • Make the interchange a mutually satisfying experience; • Don't let respondent wander or attempt to take control of the presentation; politely redirect to get back on track. • Avoid isolated one-on-one dialogues with specific individuals. • Be candid and firm but avoid over responding when challenged. • Maintain control of the session. • Be firm and assertive without being aggressive or defensive. • Don't let interruptions disrupt your composure. • Avoid circumstances that require an apology. • Anticipate questions and prepare responses. • Use questions to strengthen the main message. • Avoid rhetorical questions. • Ask open-ended question with no right or wrong answers. • Understand the question: paraphrase if necessary. • Be honest: if you can't answer the question, say so. • Reinterpret loaded questions. • Use the last question to summarize. 9. Follow Up • Check back with the participants to ensure the presentation goals were met. • Distribute an evaluation survey at the end of the presentation and review the information that is gathered. Relaxation Strategies The following are some techniques to use when coping with presentation fright: • Be prepared and practice. • Be yourself—let the real you come through. • Relax—take some deep breaths. • Find your comfort zone—find one friend in the audience. • Check out the room first—check out the space, the equipment, and the lights. • Concentrate on the message. • Begin with a well-prepared introduction. • Have a confident and clear conclusion. Increasing Management and Leadership Skills in Special Education Series (08-56 PPT) 3.1 How 2 How to Create Effective PowerPoint Presentations Purpose The use of PowerPoint has replaced transparencies and formal speeches. The purpose for this information is to • Provide ideas to increase PowerPoint effectiveness and audience appeal and • Review techniques to standardize formats for editing. Plan the Presentation • • • • • What is the main purpose of the PowerPoint? Who is the target audience? What are the audience’s needs? Why is this of any interest or importance? What outcomes are expected from the audience? Develop a Content Outline • • • • Develop a content outline before beginning the PowerPoint. It tells you where you are going. Consider the environment in which the PowerPoint will be used. What do you really NEED to say in your PowerPoint? Is the information useful, helpful, interesting, or just fluff? Keep It Simple • • • • • • Don’t overuse PowerPoints. Strive for simplicity. Avoid using too much text. Less is actually more. Don’t let the PowerPoint get in the way of your presentation. Use graphics that relate to your topic. Preparation time • • Allow plenty of time for the development of the PowerPoint. Let it evolve over time. Have someone proof your PowerPoint. What is the Goal? • • • • Communicate effectively. Create a positive impression. Get the audience’s attention. Cause the audience to act on the information received. Know Your Role PowerPoint is used to assist, not take the place of, the presenter. Design Elements • • • Develop a consistent look by repeating elements throughout the PowerPoint. Graphics should match the topic and audience. Use large and simple fonts. Increasing Management and Leadership Skills in Special Education Series (08-57 PPT) 3.2 Slide Masters • • • • • • Use master slides (slide template with uniform formatting) to set up the ongoing characteristics of your PowerPoint. They ensure consistent o Background, o Margins, o Fonts and font size, o Spacing, o Indents, o Text wraps, and o Use of graphics and photos. They save time. They make major changes easy. Objects, clip art, or text added to the slide master appear on all slides of the same slide master type. More than one slide master can be used in a presentation. o Title slide o Body text slide o Column slide o Picture, chart, graphics slide Slide Background When selecting a slide background keep in mind that color can be used to • Make text easy to read, • Affect mood, • Make a style statement, • Support an identity, or • Support your main theme. Slide Background Effects • • • • • • • Backgrounds look good if they are graduated. Avoid using a graduation of two strong colors. Dark backgrounds with lighter text tend to be easier to read than light backgrounds with dark or black text. Keep a consistent background throughout the presentation. Consider using a small logo on the background throughout the presentation. When preparing slide background and font colors, be sure they are HIGH in contrast to accommodate persons with visual impairments. Use a consistent color scheme. o Dark Backgrounds—Use light or bright colors for type and graphics. o Light Backgrounds—Use dark type and bright accent graphics. o Strive to achieve high contrast. White Space Limit the words on each slide to ensure adequate white space (open space). • Provides balance through contrast. • Draws attention to content and visuals. • Makes the message more appealing and easier to read. • Focuses the audience’s attention. • Provides rest for the reader. Increasing Management and Leadership Skills in Special Education Series (08-57 PPT) 3.2 Font Personality • • • • • Sophisticated—Serif Fonts Contemporary—Sans Serif Fonts Elegant—Script Fonts Friendly—Rounded Sans Serif Fonts Elementary—Elongated Serif Fonts Body Fonts • • Choose a font type that is simple and legible. Safe choices for body font are serif types (with feet) in medium weights. (This document uses a sans serif font for the body.) o Baskerville Old Face o Bookman Old Style o Century Schoolbook o Garamond o Palatino Linotype o Rockwell o Times New Roman Title Fonts • • • • • Safe choices for title fonts are sans serif types (no feet) in medium weights. (This document uses a serif font for the title.) o Arial o Arial Narrow o Avant Garde BK BT o Berlin Sans FB o Tacoma o Verdana Whether serif or san serif fonts are used in the title, select a font and size that is in contrast with body text. Title fonts are usually larger and bolder. Typically, use a sans serif font to contrast the serif text. Don’t set title font so large and bold that it overwhelms the body font. Font Sizes • • Titles should be at least 36 points. Body text should not go below 24 points. Titles • • • • • Tell a story. Enhance the page. Are written in present tense. Are short and not l—o—n—g sentences. Aren’t abbreviated. For Maximum Impact • • • Italic or Bold-weight Fonts Compressed, slanted letter forms or italics, and dark, thick bold-weights are hard on the audience’s eyes. Use these fonts for titles, subtitles, or side quotes. Increasing Management and Leadership Skills in Special Education Series (08-57 PPT) 3.2 • • As appropriate, use cartoons and photos. Don’t use funky fonts! o They are hard to read. o Many are not installed on a computer that you might use for your presentation. o They can mess up the formatting in a presentation. Helpful Hints • • • Alternate color rows for emphasis. It eliminates the use of underlining. Use bold or italics for emphasis rather than underlining. Avoid orphans—words or syllables isolated at the end of a line or slide. Leaving a word all alone makes it an orphan. About Uppercase • • • • • Audiences are most comfortable reading slides composed of both upper and lower case letters. All-cap words require added effort on the part of the reader. Can cause misreading of the slide content. Reserve uppercase for graphic effects. AVOID USING ALL CAPITAL LETTERS AS THEY ARE VERY HARD TO READ. Too Many Words • • • • • • Avoid overcrowding slides with too much information. It confuses the audience and is difficult to read. The more information in a given area, the less impact the information is likely to have on the audience. By replacing text with white space, you emphasize the information that remains. “Filler text” dilutes the impact of more important content. Don’t give all the information. Photos and Graphics • • • • • • • • Add action to a dull subject. Can be angled to lend excitement. Stimulate emotional response. Force and direct the eyes of the audience. Include photos only if they contribute to the content. Crop photos and clipart to remove all unnecessary elements. Keep graphics and photos simple. Faces should be no smaller than your thumbnail. Charts and Graphs • • • Include charts and graphs to bring numbers to life. Bar graphs and pie charts communicate at a glance. Include a caption with a chart or graph. Animation and Gimmicks • • • • • Be consistent with animation. No more than two or three effects—otherwise the audience focuses on the animation rather than the slide content. Don’t over design the presentation by “playing” with all the animations offered. Gimmicks are not a substitute for well thought out ideas. Stay away from doing things just because you can. Increasing Management and Leadership Skills in Special Education Series (08-57 PPT) 3.2 PowerPoint Timing • • A single slide should not be left on more than 20 seconds unless you are continually adding content to it. Use blank/black slides intermittently throughout the PowerPoint when you need to answer questions or spend time in discussion between slides. Finalizing the PowerPoint • • • • • Spell-check the PowerPoint for spelling and grammar usage. Run the PowerPoint in presentation mode to ensure it is formatted and animated correctly. Print out the PowerPoint and have it proofread by someone else. Load the PowerPoint on the computer to be used. It will open faster than a CD. Always have a backup CD, flash drives, and hard copy of the PowerPoint in case of emergency. Review • • • • • • • • • • • • • • • • • • Determine a purpose for your PowerPoint. Plan the PowerPoint. Develop a content outline. Keep it simple. Use slide masters. Select effective backgrounds. Leave plenty of white space. Use no more than two fonts per PowerPoint. Avoid funky fonts. Avoid the use of uppercase text. Use short titles. No more than six or seven lines of text per slide. Don’t get wordy. Use graphics and photos that add to the PowerPoint. Include charts and graphs to bring numbers to life. Use consistent animation. Use no more than two to three animation effects per PowerPoint. Use no more than two types of slide transitions per PowerPoint. Great PowerPoint presentations are planned, prepared, proofed, practiced, and presented. Increasing Management and Leadership Skills in Special Education Series (08-57 PPT) 3.2 Part Four Stakeholders and Marketing 4.1 How to Keep Parents Meaningfully Involved 4.2 How to Market School Programs How 2 How to Keep Parents Meaningfully Involved Purpose The purpose for this information is to provide strategies on how to keep parents involved and active in their children’s special education programs. Parent Involvement • • • • Parents of a child with special needs must learn to effectively navigate the maze of special education laws and advocate for their child. The more parents become involved with their children’s education, the greater the odds the children will reach their full potential. Parents and experts agree: the most important thing a parent can do is to get involved in their child’s education. Consider using the related services of parent counseling and parent training to inform and involve parents. Involvement that is Meaningful Some ways parents can be involved in their child’s special education program: • Learn all you can about your child's disability. • Information is power; start with the facts about the child's special needs. • Seek fact-based knowledge from doctors, specialists, special education experts, parents of children with similar special needs, attorneys, teachers, and anyone else who can provide information. • Ask lots of questions and listen to answers. • Ask, “who, what, where, when, and why” questions, then listen carefully to the answers. • Research relevant questions and document responses instead of simply relying on your memory. • Learn how to best ask questions, and seek open and honest replies. • Avoid being antagonistic or defensive. • Become a knowledgeable in special education law. Learn the details behind the federal law that effectively created special education, known as the Individuals with Disabilities Education Act (IDEA). • Avoid the blame game. • An adversarial relationship between parents and teachers is never in the best interest of the child. • Try the opposite approach. Keep calm, know the facts, and advocate about meeting your child's unique needs. • Be a problem-solver, not a problem-maker. • Solve problems by working with a teacher or child care provider. • Propose solutions or create a possible plan that works best for child-parent-teacher. • Be open-minded and hear proposed solutions. • Resolve issues in a positive way. Consider the "three-strikes rule": • Strike One: Always try to work things out informally with the staff working with your child. If that doesn’t work, Increasing Management and Leadership Skills in Special Education Series (08-58 PPT) 4.1 Strike Two: Speak to the school principal. If that doesn't work, Strike Three: Take formal steps. If you disagree with your child’s education, consider asking help of a mediator. Think long-term and become a futurist. • Be an active futurist in setting up your child's successful life in the future. • Think beyond the educational needs and requirements of today; think about long-term solutions to today’s challenges. Become a master planner. • Establish goals for your child and establish a strategy to meet the goals. • Seek assistance from those who are knowledgeable in what you child can achieve. Get to know school administrators, specialists, teachers, or child care providers. • Never assume educators or child care providers don't want to meet your child's unique needs. • Do everything possible to establish a positive, partnership-based learning approach and team together. Contact parent organizations. • Associate with other parents whose children have special needs. There is support and strength in numbers. • Make use of "unbiased advice” offered by others who may have parental experience beyond your own. • Become familiar with the State Parent Training and Information Center. Trust your instincts. • Speak up if something doesn’t feel right in the education of your child. • Suggest assessments, goals, and activities that you feel are appropriate and in the best interest of your child. Stay on top of things. • Go to the school periodically and talk with the teacher. • Stay informed as to what is happening school-wide. Being in the loop is a positive step in advocating positive change. Document • Document concerns, progress, requests, and appreciation with regard to your child, teachers, and administrators. • Keep copies of correspondence between you and the school. • Make detailed notes and get copies of everything you sign. • • • • • • • • • Tips for IEP Meetings Never go to an IEP meeting alone. Take your spouse or a relative. Obtain a copy of your child's assessment before the meeting. Write down points you want to raise at the meeting. Never leave a meeting without a follow-up list: • What will be done • Who will be responsible • By when Know Your Rights Become familiar with the parent rights brochure. Increasing Management and Leadership Skills in Special Education Series (08-58 PPT) 4.1 How Schools Can Get Parents Involved Increase Parent Involvement by Identifying and Recruiting Parents. • Ask special education staff to identify parents of children with special needs. • Ask parents already actively involved in the special education of their child to recruit and assist parents who are new to special education or who are less active. • Schedule meetings at parent-friendly times and locations. • Provide childcare or consider transportation expense. • Use your parent center to obtain a list of trained parent-leaders. Increase Involvement through Parent Participation. • Send out an “information packet” to parents to clarify the purpose, mission, and goals of special education in your school. • Encourage personal, individual contact between the special education director and parents to open up communication. • Promote a proactive dialogue between parents and teachers. • Ask “an experienced parent” to provide mentoring to “an inexperienced parent.” • Provide name tags or tent place cards at each meeting. • Start meetings with introductions. • Actively solicit parent input at each meeting. • Provide ongoing training opportunities. • Invite parents to attend relevant trainings, conferences, seminars, and educational opportunities. • Share current literature on disabilities that affect their child. Benefits of Increased Parent Involvement • Reduced time dealing with complaints and due process. • Research says increased parent involvement equates to better student behavior and performance. • Parents, school, and the community gain more accurate and positive views about the education of children with disabilities. • Parents are equipped to act as advocates for schools, community programs, and services that affect children with disabilities. • Parent involvement normally results in better student performance. Increasing Management and Leadership Skills in Special Education Series (08-58 PPT) 4.1 Strategies for Parent Involvement • • • • • • • • • • • • • Locate a space in the school where parents can read to a child or to groups of children. Develop a school parent committee where parents may come for support and information, attend workshops, or work one-on-one with their child. Ask parents to serve as tour guides to parents who are new to the school and the area. Call parents at home and at work to celebrate specific successes. Encourage parents to act as classroom monitors when students have tests or need special attention. Invite parents to attend a special performance or go to the classroom to work on a special project. Consider using the related service of parent counseling and parent training. Hold a showcase night for parents. Allow students to demonstrate something they’ve learned to use or show off their work. Ask parents to assist at book fairs, school picture days, bake sales, field trips, and other school events especially for children with disabilities. Ask parents to provide assistance in the classroom to help student learn appropriate behavior in a group. Host a “Discover your School” day. Ask parents to invite community members, business, churches, and government officials to attend to see what is happening in education for children with disabilities. Encourage parents to help the school acquire needed supplies, equipment, and services to better accommodate children with disabilities. Send home postcards or email to share good news with parents. Increasing Management and Leadership Skills in Special Education Series (08-58 PPT) 4.1 How 2 How to Market School Programs Purpose The purpose of this information is to provide some basic principles that can be used in marketing your school program in your community. Marketing Requires a Product The basis for an effective school marketing campaign is a solid, ongoing public relations program that . . . • Creates a receptive climate for a marketing campaign and • Extends and enhances its messages with many audiences. The Basics: An Overview • • • • • • • Know the product. Know the market. Define the marketing goals. Select the marketing methods and tools. Create a consistent program image. Identify and develop contacts. Evaluate the marketing efforts. PR vs. Marketing Public Relations • Is a broad, ongoing management function designed to help the school earn the support from the public it serves. • Builds overall respect for the all school program. Marketing • Motivates students, parents, and the public at large to understand program services. • Motivates staff, students, parents, and the community to appreciate the school’s expertise. Perception is Reality A school must behave how it wants to be perceived. Example: Our school: • Focuses and cares for each and every student, • Is a safe environment, • Offers quality educational services, • Employs high-quality professional staff, • Has ongoing responsibilities to the community, • Is inviting and welcoming, and • Offers ongoing educational opportunities for all students. Increasing Management and Leadership Skills in Special Education Series (08-59 PPT) 4.2 The Basics: Taking the Pulse • • • • • Decide what aspect of the school program you want to “market.” Why do you want to “market?” Who is the audience?” What does the school program have that isn’t necessarily known or perceived by the community (the public)? What needs is the school not meeting? Steps to Developing a Marketing Plan • • • • Look at the strengths, weaknesses, and needs of the school program. What are the top priority goals(s) for the year? Brainstorm many ideas. List your proposed goals in priority. How Do You Shine? • • What does your school have in its program that is unique? What is the activity, program, or services that you shine in the school district? Who is the internal audience? • • • • • Teachers Staff Students Administrators ___________________ Who is the external audience? • • • • • • • Parents Professional Organizations School Board Community and Civic Leaders Educational Organizations Industry ____________________ Positioning • • Positioning is the creation in the audience’s mind of a unique way of thinking about your program. It is the creation and communication of a simple statement about the benefits of a product. Increasing Management and Leadership Skills in Special Education Series (08-59 PPT) 4.2 Develop A Slogan—Program Signature • • • • • Must be catchy to place the program foremost in the audience’s minds. Must be true. Staff must believe it. Must be expressed simply. Must summarize your most important message. Some Popular Slogans • • • • • “Plop, plop, fizz, fizz, oh what a relief it is!” (Alka Seltzer) “What happens in Vegas, stays in Vegas” (City of Las Vegas) “It’s the real thing.” (Coca Cola) “I’m lovin’ it!” (McDonalds) “Right to Life” (anti-abortion movement) Identify Your Media Outlets • • • • • • • • • Newspapers TV Radio Magazines Websites Newsletters Presentations Posters Brochures • • • • • • • • • Exhibits Pins Banners Bumper Stickers Signs T-shirts Displays Flyers Facebook Marketing Made E-A-S-Y When marketing to school staff and faculty, consider these ideas: • Make use of available technology. • Actively participate in grade-level, team, or departmental meetings. • Participate in workshops and other school-related functions. • Become a member of a school committee. • Work with teachers to develop new ideas and activities. • Develop an orientation program for student teachers and new hires. • Know the names and responsibilities of every teacher in the building. • Invite teachers to attend program courses and review program materials and equipment. • Develop a program newsletter to keep teachers and staff informed as to what is being done in the program. • Make a display in the school media resource center. • Ask the library to assist in showcasing materials and information about the program. Increasing Management and Leadership Skills in Special Education Series (08-59 PPT) 4.2 Things to Consider • • • • • • • • • • • • • • Create a parent newsletter. Invite the PTA to hold meetings in the program area. Offer to write a column for the PTA newsletter. Offer to serve as the PTA contact for the program. Present a program for parents at PTA evening meetings. Make program materials available to parents for review. Provide one-on-one training to parents whose children benefit from the program. Encourage parents to volunteer to help in the program area. Develop a “how to help your child succeed in the . . .” program. Seek out alumni and keep them involved. Build a relationship with local media. Present at public service civic organizations like the Rotary, Lions, Optimists, and Chamber of Commerce. Seek support from community leaders by sharing ongoing activities happening in the program. Develop partnerships with industry to obtain educational and financial resources. Evaluate • • • Along the way, evaluate the success of the efforts. If necessary, make changes to the plan or goals. If needed, give the plan a fresh look or approach. Summary…In a Nutshell • • • • • • • • Have a vision. Know the product. Know the audience. Define the goals. Identify and develop contacts. Select the marketing methods and tools. Create a consistent program image. Evaluate marketing efforts. Increasing Management and Leadership Skills in Special Education Series (08-59 PPT) 4.2 Part Five Staff Issues 5.1 How to Write Job Descriptions 5.2 How to Conduct Staff Evaluations 5.3 How to Provide Staff Incentives 5.4 How to Recruit Qualified Staff 5.5 How to Retain Qualified Staff How 2 How to Write Job Descriptions Purpose It is critical to develop a job description for every position in an educational agency. The job description is a map for an applicant. It provides direction and clarification on what is required and expected. This information provides helpful suggestions on how to create meaningful job descriptions. What is a Job Description? • A job description as a “snapshot” of a job. • It communicates clearly and concisely the responsibilities, tasks, and duties of the position. • It indicates the key qualifications of the job—the basic requirements (specific credentials or skills). • Usually it includes the percentage of time devoted to each task. • It frequently lists the attributes that are needed for superior performance in the position and the performance standards to be achieved. A person should be evaluated based on their job description and performance. Uses for Job Descriptions • Job ads, letters, and recruiting efforts. • Interviewing and selection. • Orientation and training. • Performance standards and goals. • Performance appraisal requirements. • Performance evaluations. • Clarification and renegotiation of roles. • Career progression. Questions to Consider… Before developing a job description, the following questions should be considered: • What will the individual actually do? • What are the essential job functions? • What are the duties and responsibilities? • What kinds of performance are expected? • What qualities, knowledge, skills, certifications, and experience does the individual need to have to do the job? • Does the job description discriminate based on age, disability, gender, or race? Essential Parts of a Job Description • Title of the Position—What the employee will be called, e.g., school principal, paraprofessional, psychologist, teacher. • Department—The area where the employee will perform the work. Increasing Management and Leadership Skills in Special Education Series (08-60 PPT) 5.1 • • • • • • • • • • • Reports to—The direct supervisor’s title. Overall Responsibility Statement—A summary statement providing a brief overview of the job. Essential job Functions—Bulleted points beginning with action verbs outlining each specific task, what the person will actually do, e.g., instructs second grade students, evaluates test scores, tracks budgets. Coworkers and Clients—With whom will the employee work and who will the employee serve. Terms of Employment—Indicates if the position is employment-at-will, contractual, full-time, or part-time. Qualifications—The necessary skills, attributes, and experience that are required to perform the job, e.g., computer skills, teaching skills, and previous employment experience. Physical Requirements—What the employee has to be able to do physically, e.g., lift children with disabilities, stand for long periods, or sit on the floor. Work Environment—Location of the job, e.g., office, classroom, building site, indoors, outdoors. Educational Requirements—Levels of education needed, e.g., HS diploma, college degree, technical training, internship. Credentials—Any licenses, certifications, or permits required to do the job or mandated by regulatory or licensing agencies. Compensation—Pay and benefits (optional). Walking on Water The job you describe • Must be doable; • Should be written in language specific to the field in which you are looking to hire; and • Doesn’t discriminate based on gender, race, age, or disability. Job Description Accuracy Because jobs tend to change, sometimes rapidly, it is important that job descriptions be reviewed annually and updated. Benefits of Job Descriptions • Provides basic information needed for job evaluations—a process of determining the relative worth of jobs within an organization to establish wages and salaries. • Used to think through and develop the avenue for transfers and promotions that lead to advancement in an organization. • Can be used if termination is necessary. • But if job descriptions are written and filed away, they can be a waste of time. Increasing Management and Leadership Skills in Special Education Series (08-60 PPT) 5.1 Example POSITION DESCRIPTION Provide office, reception, and administrative support for the staff, faculty and students at JFK High School. MAJOR DUTIES/RESPONSIBILITIES I. Perform receptionist duties for the school. Screen and route visitors and phone calls, answer questions and inquiries as appropriate, and assist visitors with needs—25% Performance Standards • Greet visitors/staff courteously and assist them as appropriate, giving accurate information or directing them elsewhere as needed. • Answer phones promptly and courteously, routing calls and accurately answering questions. • Contact vendors for equipment maintenance/repairs. • Coordinate social activities for visitors, students and staff. • Assist in maintaining a professional looking and organized office environment. • Oversee car maintenance/checkout. • Maintain stock of office supplies. • Manage mailing system for the high school center, including UPS and FedEx. II. Administrative Support—20% Performance Standards • Record and transcribe information with a high degree of accuracy. • Prepare documents with appropriate format and with a professional appearance. • Meet deadlines and prioritize work appropriately. • Proofread documents applying appropriate spelling, grammar, and punctuation rules; verify that all attachments/enclosures are sent with documents. • Interact effectively with staff, faculty and students in a service-oriented manner, clarifying issues that are unclear or not definitely prescribed by practice, procedure, or precedent. • Assist with the preparation of the annual reports. • Assist with school principal’s PowerPoint and other presentations. • Assist with data entry and report development for the School District and other reporting requirements. • Participate in electronic filing system of the school. III. Coordinate project materials—15% Performance Standards • Coordinate project materials for meetings/events, communicating with staff regarding priorities, progress, and deadlines. Provide copies for the resource library and originator. • Assist in maintaining files according to project. • Prepare outgoing materials for mailing. IV. Assist school principal with email and correspondence—20% Performance Standards • Assist with email for the school principal during travel periods. • Track daily assignments and activities; communicate with the school principal to ensure tasks are completed. Increasing Management and Leadership Skills in Special Education Series (08-60 PPT) 5.1 V. Contract/coordinate with hotels and meeting facilities for conferences and meetings—20% Performance Standards • Contract with meeting facilities for conferences and inservice trainings. Process meeting facility invoices making sure they are in compliance with contract. Interact with staff, and faculty, training/meeting participants in a professional manner, maintaining confidentiality. • Process registrations as needed, send out letters of confirmations and invoices, make name tags, and process payments for meetings. QUALIFICATIONS • Two years advanced education or technical training in office procedures. • Five to seven years previous administrative support in a school setting. • Keyboarding at 80 WPM. • Must be proficient in all Microsoft Office programs. PHYSICAL REQUIREMENTS Sitting, standing, bending, lifting up to 25 lbs, and walking; 90% indoors, 10% outdoors; some driving. WORK ENVIRONMENT • Position is situated in the main office of a major high school with continual interaction with staff, faculty and students. • Moderate noise level. COMPENSATION • Contract Position—August through June, with compensation commensurate with experience. • Full Medical Benefits. HOW TO APPLY FOR THIS POSITION Mail or email a completed Monroe School District application, cover letter and resume to: Human Resources Attn: 1327 875 North Riverside Copeland, MS [email protected] Increasing Management and Leadership Skills in Special Education Series (08-60 PPT) 5.1 How 2 How to Conduct Staff Evaluations Purpose Staff evaluations are among the most effective tools for improving staff performance. They play a vital role in professional development. The purpose of this information is to provide the tips on how to conduct performance evaluations. Staff Evaluations The purpose for staff evaluations • Increase the effectiveness of each staff member and department, thereby increasing the effectiveness of the school. • Increase the staff member's awareness of professional strengths and weaknesses. • Establish a basis for counseling and improving performance. • Identify opportunities for personal and professional growth. The benefits of staff evaluations include • Increasing employee productivity, • Measuring value to the school and providing a context to discuss opportunities for improvement and change, and • Improving school district quality by eliminating mediocrity and identifying and motivating excellent employees. Tips for Effective Evaluations Tip #1: Assist staff to become comfortable about the evaluation process. • Explain the evaluation process, rating system, and forms. • Agree on performance objectives and measurements for the upcoming review period. • Discuss the confidentiality of the evaluation and request comments remain confidential. Tip #2: Set up an evaluation schedule and stick to it. • Provide feedback to staff throughout the evaluation period, not just at the annual review. • Schedule the evaluation weeks, even months, in advance around the anniversary date of a staff member's hiring. • Conduct an evaluation whenever there are changes in staff performance or job description. • Keep the evaluation relatively informal to ensure staff doesn't feel as if they are being judged. Tip #3: Prepare well in advance of the scheduled evaluation (both staff and supervisor). • Review job descriptions and job responsibilities. • Ask staff members to evaluate their own performance. • Focus on key issues, not trivia. • Avoid focusing on the evaluation form. • Forms don't make people better and are simply a way of recording basic information for later reference. Increasing Management and Leadership Skills in Special Education Series (08-61 PPT) 5.2 Preparation Questions Following are some of the questions a staff member should be prepared to address during an evaluation interview: Which duties in my job description do I most enjoy, and why? Which duties do I like least, and why? In which areas do I feel that I excel or perform above expectations? In which areas do I feel I can improve, or require further training? How could I improve my performance and knowledge in these areas? What would I like to achieve in this position? Tip #4: Keep the appraisal portion of the evaluation short and simple. • Avoid spending the entire time appraising. Include time for performance planning and feedback and to open two-sided communication. • Allow staff to express ideas and suggest things that could be changed to improve performance and/or increase productivity. • Avoid comparing staff members to each other. • Never cast blame—focus on improvements. • Keep the evaluation short—no longer than an hour. Tip #5: Use objective evaluation tools. • A rating scale form is NOT an objective, impartial tool. Ratings are subjective and offer only vague judgments that are usually inaccurate. Rating forms are not behaviorally based. • Base standards on specific goals, not general observations. • Measure the overall quality of service. • Evaluate staff at different levels in the school with different standards. One size does not fit all. Tip #6: Consider using “360 degree” evaluations. • Have supervisors, subordinates, and colleagues provide input on the evaluation. • Consider team evaluations. Provide reports on whether the team is meeting specific performance standards. • Ask staff to write up a self-evaluation prior to the evaluation meeting. Tip #7: Take full advantage of the evaluation. • Use evaluation time to explore ways to increase efficiency and effectiveness of staff. • Clarify responsibilities and priorities. • Document performance of the entire review period. • Recognize accomplishments and contributions. • Measure performance based on mutually understood job-relevant criteria. • Identify and suggest actions to improve results. • Appraise staff’s potential for more responsibility. Tip #8: Keep records and encourage staff members to keep ongoing records also. • Document goals and changes to goals, progress reports, and commendations. • Document ongoing coaching discussions, poor evaluation ratings, and deadlines. • Document training programs attended in areas that require improvement. Increasing Management and Leadership Skills in Special Education Series (08-61 PPT) 5.2 Tip #9: Use a factual, complete summary of staff performance. • Keep staff focused on accomplishments, goals, and performance. • Use accurate wording to protect the school in the unlikely event of legal proceedings. Tip #10: Use words that are fair and factual. • Avoid opinion statements. • Avoid defensive behavior. It is lethal for both supervisors and staff. • Give and receive constructive criticism. • Present opinions and perceptions in a calm, factual manner rather than in a defensive, emotional way. Tip #11: Help employees achieve their full potential through recognition and encouragement. • Use positive, constructive words to cite accomplishments and ways for improvements. • Be thorough and honest, but be careful to consider the effect of negatively worded comments. Tip #12: Use evaluations to summarize the year's performance. • Avoid "saving-up" issues of dissatisfaction to present during the evaluation process. Confronting staff with several negative issues at once is unfair and will usually trigger a defensive response from the employee. Tip #13: Write up the final evaluation to include an action plan for improvement areas. • Make the plan’s implementation immediate or with a short-term focus. • Link the plan with any training you recommend assisting the staff reach the goal. • Write a clearly stated, task-related action plan. Tip #14: Sign the evaluation form indicating that both parties understand. • If disagreement is evidenced, staff has the right to include a clear, concise statement of disagreement to the evaluation. • Write from fact, not emotion. • Don’t point fingers. • Be courteous. Disagree in a nice way. Some Don’ts Don’t tie staff appraisals to salary. • Salary increases should be based on merit and contributions to the school, not on how long staff has been employed or simply because a raise is expected each year. • Performance appraisal is FOR improving performance. • Enter into the evaluation process willing to defend your position in a factual and fair way, not thinking about money. Don’t believe you are the only one who is in a position to accurately assess staff. • Most supervisors aren't in a position to monitor staff continually to assess completely. • The evaluation process is a partnership between staff member and supervisor. Increasing Management and Leadership Skills in Special Education Series (08-61 PPT) 5.2 Don’t cancel or postpone evaluation meetings. • Canceling and postponing says to staff that the evaluation is unimportant or phony. • If supervisors can’t commit to the process, the evaluation shouldn’t be conducted. • Staff are smart and notice the low priority placed on evaluations. Conclusion • • • The key to effective staff evaluations is for staff to participate actively and assertively, keep a problem-solving mindset, and focus on how things can be improved in the future. Staff evaluations are about positive, open communication. Staff evaluations should be viewed as a positive undertaking. They provide a balance between staff performance and employer expectations and offer each party an opportunity to better understand the other's roles within the school. Increasing Management and Leadership Skills in Special Education Series (08-61 PPT) 5.2 How 2 How to Provide Staff Incentives Purpose The purpose for this information is to provide information regarding effective incentives that will result in increased motivation in school staff. Motivation for Incentives • • • Teacher salary and fringe benefits represent the largest share of educational expenditures. Teachers play a key role in school quality and student learning. Attracting and retaining qualified teachers and motivating them to do the best work they can is the most important education challenge. Research Research on teacher quality • The most significant school factor that systematically affects student achievement is teacher quality. • Teacher quality cannot be judged reliably by the usual measures: degrees, experience, or even certification. • Very large variations in teacher quality occur within each school, including both those typically rated as "good" schools and those rated as "bad" schools. • The difference between a good teacher and a bad one can have decisive impacts on student outcomes. • Providing incentives can a factor in developing, hiring, and retaining quality school staff. Why Incentives • • • • Reward and motivate employees to increase production, improve quality, and encourage innovation. Improve staff and teacher effectiveness, thereby enhancing student achievement. Increase the number of effective staff and teachers. Create sustainable educational environments. How Good are Your Incentives? Many incentives, although well-intentioned, are damaging to the school or district. • They are tied to longevity rather than results. • They are too complicated. • They are tied to individual or departmental performance rather than school-wide results. • There is usually no connection between the incentives staff receive and the work they actually perform. Incentives Design When designing incentives remember the following: • Keep it simple. • Keep it equitable—everyone has equal access to incentives. • Ensure that the plan is fundable. • Make the incentives broad-based, meaning everyone should be able, at some level, to participate. • Pay off the incentives (financial or otherwise) frequently and continually to get maximum return on shaping behavior. • Base the incentives on what is wanted in overall school results. Increasing Management and Leadership Skills in Special Education Series (08-62 PPT) 5.3 Staff Incentives Examples Stipends • State Certifications—The State or school district pays the cost of obtaining State certification. Signing Bonus • Provide a contract signing bonus for new teachers and staff who graduate. • Provide a financial bonus for experienced staff and teachers who continue their education and complete a higher degree with a grade point average of 3.5 on a 4.0 scale or its equivalent. Tuition Tax Credits • Work with the State legislature pass a law to make teachers eligible for an annual tuition tax credit designed to offset graduate tuition expenses necessary to maintain teaching certification. Reemploy Veteran Staff and Teachers • Provide status recognition and financial compensation to veteran staff, teachers, substitute teachers, or teacher mentors returning to education, especially those who work in an isolated school system or in a subject that has been declared a critical shortage area. Scholarships/Grants • Work with the State Board of Education to develop scholarships to be awarded to graduating high school seniors, undergraduate students, and graduate students with 3.0 GPA who seek to become classroom teachers. Mentoring • Develop a system whereby school systems can apply to receive grants to establish or expand mentoring programs that support new teachers. Funds could be used for mentor salaries, mentor and mentee training, and professional development for all new and beginning teachers. RIGs • Create rapid improvement groups (RIGs) to problem solve specific school-related challenges. Ask novice and experienced staff and teachers to participate. Reward the participants when a suitable solution has been reached. • Make RIGs a permanent part of the school culture so school challenges are always in the process of being solved. Jobs Alike Provide opportunities for staff to visit other school districts/States with someone with a similar job. Creative Incentives • • • • • Low Interest Mortgages First Time Buyer Incentives Loan Forgiveness Incentives Additional Retirement Benefits Incentives Financial Aid for Continuing Education Simple Staff Incentives • • • Offer tuition reimbursement incentives for paraprofessionals. Provide community incentives and training. Provide: o Child care, o Merit pay/performance pay, and/or Increasing Management and Leadership Skills in Special Education Series (08-62 PPT) 5.3 • • o Differentiated salaries. Create teacher and staff leadership opportunities. Assist teachers and staff in passing State tests and obtaining credits in core subjects. Increasing Management and Leadership Skills in Special Education Series (08-62 PPT) 5.3 How 2 How to Recruit Qualified Staff Purpose This information offers some ideas to assist schools and districts on recruiting and hiring effective and qualified teachers and staff. Statistics • • • • School teacher turnover ranges between 8–10 percent nationally. About 25 percent of all beginning teachers leave the profession in the first five years. Younger teachers tend to return to graduate school or to begin families. Most teachers leave positions for “personal reasons.” Research Effective teachers • Are fully certified, • Have in-depth subject and pedagogical knowledge, • Have several years of experience, and • Have good social skills. Recruiting and Hiring Strategies Schools and districts must engage in a thoughtful and focused hiring strategy to recruit and hire qualified teachers and staff. • Have a recruiting plan. • Schools need to recruit widely. • Schools need to make job offers selectively. • Use technology to recruit. Suggestions for the SEA or school district to identify, recruit, and hire highly qualified staff Consider the following 16 points when recruiting and hiring: 1. Consider each position opening as a significant opportunity for school improvement. • Each new hire “adds value” to the school district. 2. Form a hiring committee. • Include the general and special education staff to ensure the needs of all students are addressed. • Include a mentor, a master teacher, and in the upper grades, a student. • Create an electronic employment website that contains job announcements and application forms. Increasing Management and Leadership Skills in Special Education Series (08-63 PPT) 5.4 3. Analyze characteristics of the excellent teachers. • What are the key values of the school? • What does the school want to accomplish during the next five years? • What is unique about the school? • What are the rewards of working at the school? • What are some of the challenges? • What are some common characteristics of effective staff? • What are the common characteristics of staff who have not been a good match? 4. Develop a list of school district needs. • What does the school need in terms of content-area expertise, student service outside the classroom, faculty leadership, cultural balance, or diversity? • What are some other programs and culture areas that could use some development? • What interesting ideas have surfaced that might be helped along by some new expertise? 5. Prepare a brochure detailing the benefits of teaching at the school. • Hand out brochures freely or email in acknowledgement to inquiries. • Provide useful information about the school and community. • Place the brochure on the school district website. 6. Develop a concise job description • Outline the basics of the position. • State in general terms; note specific requirements. • Include a salary range or that salary is commensurate with experience. 7. Advertise the position. • Begin with an internal posting. • Post position on faculty bulletin board and school’s employment website. • Post with government and private placement agencies. • Send copies of the ad to a local or national publication. • Send display ad and brochure to placement offices of colleges and university. • Post openings on employment listing pages of familiar online sources. • Attend university careers days and job fairs. • Use electronic employment bulletin boards. 8. Establish a tracking log list of applicants. 9. Send a card thanking the applicant for his or her interest. 10. Set up initial contact (phone) interviews. • Develop data about prospective teachers. • Develop preliminary questions that assist in narrowing down the candidate pool for face-to-face interviews. • Maintain ongoing contact with the candidates. Increasing Management and Leadership Skills in Special Education Series (08-63 PPT) 5.4 11. Set up and hold on-campus interviews. • Review resumes and applications. • Determine interview procedures in advance. • Develop a list of interview questions to be answered by ALL candidates. • Be aware of questions and topics that cannot be addressed. • Following the interview, discuss strengths and weaknesses. • Make a recommendation using consensus. 12. Schedule a classroom visit. • Ask the candidate to prepare a sample lesson to be taught in the actual classroom in which the candidate would be working. 13. Conduct reference and background checks. • Obtain a written release from a candidate prior to checking references. (EEOC has established strict standards for the job relatedness of information obtained during reference checks). 14. Offer a letter of intent or provisional contract. • Conduct a background check. • Request academic credentials. 15. Communicate personally with finalists who are not offered jobs. • Thank the candidate for applying. • Wish the candidate success. Be personal and direct. 16. Maintain an ongoing employment webpage. • Keep a reserve of interesting candidates even when no specific need exists. Increasing Management and Leadership Skills in Special Education Series (08-63 PPT) 5.4 How 2 How to Retain Qualified Staff Purpose School leaders are faced with the challenge of creating a culture in which staff thrive and grow throughout their careers. Part of that challenge is finding ways to retain experienced and effective staff and reduce turnover. The purpose for this information is to provide some strategies for retaining qualified teachers and staff. Why Teachers and Staff Leave • • • • • • • • • • • • • • • Retirement Pregnancy and/or child rearing Lack of support from administration Pursuit of another career Family or personal move Inadequate pay Dissatisfaction with teaching as a career Lack of influence and respect Lack of networking opportunities Student discipline Lack of respect and support from the community Poor student motivation to learn High-stress environment Poor opportunity for professional advancement Other Factors Other Factors Teachers and staff also leave schools for the following reasons: • They have little or no interest in living in the community in which they work. • There is a disconnect between students and teachers due to philosophy, training, or beliefs. • There is difficulty with teaching demands and the challenge and adjustment of life in a different, sometimes small or isolated, environment. • Teaching styles taught at the university level often do not mesh well and, at times, may even conflict with the learning styles of the students and communities. Increasing Management and Leadership Skills in Special Education Series (08-64 PPT) 5.5 Where to Begin Teaching conditions • Ask teachers and staff frequently what problems they face. • Conduct surveys regularly and hold focus groups with all staff, including principals, to assess the quality of the teaching conditions in the school and district. Adequate Funding • Ensure schools receive a fair share of State resources. • Make sure funding is spent with improved student performance and teacher retention in mind. Bureaucratic Challenges • Eliminate bureaucratic challenges that stand in the way of solving retention issues. • Develop policies and procedures that teachers and staff can count on—ones that support rather than impede their work. Establish professional development opportunities. • Determine the instructional challenges and conditions that are uniquely problematic for special education teachers. • Find ways to overcome each challenge with policies and procedures that encourage involvement at the State, community, school, agency, family, and student level. Refocus school leadership on instructional quality. • Focus attention equally on the quality of instruction and the quality of the school’s teaching and learning conditions. • Remember the work environment is no less essential to the success of the school than effective instruction. Establish Statewide standards. • Select policy makers who have high expectations for quality schools as well as quality teachers and staff. • Support clear Statewide standards for the teaching and learning conditions that all schools are expected to meet. Solutions to Improve Retention University/ College Preparation • Provide early exposure to the classroom so students will be able to determine as early as possible if teaching is really their vocation. • Demand a second career choice of potential teachers. Help them answer the question, "What else could I do?" in case teaching turns out not to be an option. School Superintendent • Budget professional days for faculty members. • Find and suggest professional meetings and courses for faculty to attend. Novice Teacher • Find a mentor in your building or department who can answer your questions but still keep quiet about your weaknesses. • Find a teaching mentor NOT in your system or area to whom you can vent your frustrations. • Ask questions of experienced teachers on “How to” do teaching-related activities. • Watch successful experienced teachers and model your teaching after them. • Find out as much as you can about your community in which you teach or work. Ask questions. Increasing Management and Leadership Skills in Special Education Series (08-64 PPT) 5.5 Get involved in the community. Meet the neighbors. Share a talent or skill. Learn a few words of the language when working with different minorities. Appreciate your new environment and realize it takes time to acclimate. Know why you want to work in education. Avoid isolating yourself from other teachers and staff. Get to know others and ask for support. Avoid complaining about things that you can’t change. Be proactive in changing the things that you can. • Avoid counting down the days until the next school vacation. Work and teach one day at a time. • Resist putting down school administration, other teachers, and the problems in the district and school. Department Chair • Assign each new teacher a buddy teacher to provide information on school politics, clarification of subject concepts, a shoulder to cry on, and who also can keep a secret. • Don't give a new teacher, or any other teacher, all high-stress courses or all low-stress courses as an assignment. Variety is the spice of life! Experienced Teacher • Challenge yourself. Try something different—often!! • Evaluate your teaching every time you finish a lesson. • Give yourself that pat on the back when you've done a good job. • Get away from teaching for the summer. Try working as a temp position in a second career you may have contemplated. • If you become very stressed, find positive ways to relieve it. Write a letter to yourself, exercise, or seek out a friend or colleague to whom you can verbalize, expound, and problem solve. Get it out of your system! • Be prepared for stress out of school to surface in your teaching or interaction with people. • Once something disturbing or stressful occurs, stop and evaluate the degree to which it is worth being remembered. If it's not worth worrying about, forget it! • Learn how to take mental health days. Take one when you need one. • • • • • • Not-So-Simple Solutions Provide Ongoing Applied Professional Growth • Restructure the school schedule so teachers can meet regularly during the school day to focus on improving instruction using a variety of curriculum and instructional philosophies. • Encourage master and mentor teachers to lead professional growth programs that focus on grade or subject areas and individual coaching based on individual teacher needs. Consider Multiple Career Paths as a Career Continuum for Teachers • Consider compensation commensurate with increasing qualifications, roles, and responsibilities as teachers move up the ranks. • Remember the master and mentor teachers, the two highest levels on the continuum. Be sure they earn meaningful additional pay. Increasing Management and Leadership Skills in Special Education Series (08-64 PPT) 5.5 Develop an Instructionally Focused Accountability Program • The program may include a comprehensive system for teacher evaluations based on clearly defined instructional standards and conducted several times during the year by master and mentor teachers and principals. Performance-based Compensation • Provide performance pay for instructional expertise, as measured by classroom observation, schoolwide, and individual classroom student achievement growth. Some retention strategies: • • • • • • • • • • • • • Review how the school operates. Develop new teacher support programs. Support teachers who are not highly qualified. Offer tuition reimbursement incentives for paraprofessionals. Provide community incentives and training. Involve teachers in the decision-making process. Partner with outside programs that support education. Provide incentives such as • Child care, • Merit pay/performance pay, and/or • Differentiated salaries. Create partnerships with universities to improve teacher content knowledge. Improve physical working conditions. Create teacher and staff leadership opportunities. Assist teachers and staff in passing State tests and obtaining credits in core subjects. Treat teachers as professionals. In Summary What will do the most to keep teachers and staff in the profession? • Increase teacher and staff salaries to more competitive levels and/or institute merit-based financial incentives. • Increase professional support through workshops and seminars. • Provide needed classroom support. • Improve school safety and discipline. • Reduce class size and school size. • Improve new-teacher preparation through mentoring, increased classroom time, and other effective practices. • Provide ongoing administrative support. Increasing Management and Leadership Skills in Special Education Series (08-64 PPT) 5.5 DISABILITY AWARENESS: A PRIMER ON PEOPLE FIRST LANGUAGE ADDRESSING INDIVIDUALS WITH DISABILITIES WITH RESPECT The difference between the right word and the almost right word is the difference between lightning and the lightning bug. Mark Twain Revised 2014 The purpose for this booklet on “People First Language” is to help us understand the importance of addressing persons with disabilities in a respectful manner. Practice and reflection will help break our habits of how we verbally address each other. The beginning of wisdom is to call things by their right names. Old Chinese Proverb Language of the Past • Impaired individuals • The handicapped… • People who “suffer” from the “tragedy” of “birth defects”... • Categorically... “the disabled, the retarded, the autistic, the blind, the deaf, the learning disabled” and more. Language of the Present Individuals who have a disability are moms, dads, sons, daughters, employees, employers, scientists, friends, neighbors, movie stars, leaders and followers, students and teachers. They are people. They are people, first. People First Language describes what a person HAS, not what a person IS! Are you myopic or do you wear glasses? Are you cancerous or do you have cancer? Are you freckled or do you have freckles? Are you disabled or do you have a disability? People First Language puts the person before the disability. Disability has been defined as a physical or mental function that operates differently. Contrast that meaning with the past definitions of “handicap”: • A published origin of “handicap” refers to “hand in cap,” a game where winners were penalized or put at a disadvantage. • A legendary origin of the word “handicap” refers to a person with a disability having to beg on the street with “cap in hand.” “Handicapped,” “Disabled,” or “People with Disabilities”: Which description is more accurate? Using “the handicapped,” and even “the disabled,” usually evokes and negative feelings (sadness, pity, fear, more) and creates a stereotypical perception that people with disabilities are all alike. Just as all people who have brown hair are not alike, all people who have disabilities are not alike. Many people who have disabilities would never think of themselves as “handicapped.” In the 1990‟s, the federal special education law dropped the term “handicapped” and replaced it with “disability”. The community of persons with disabilities is the largest minority group in our country. It includes people of both genders and from all religions, ethnic backgrounds, and socioeconomic levels. About the only things people with disabilities have in common with one another are 1) having a body function that operates differently and 2) often encountering prejudice and discrimination. Unique to the community of persons with disabilities is that it’s the only minority group that any person can join in the split second of an accident. The Disability Rights Movement is following in the footsteps of the Civil Rights Movement of the 1960’s and the Women’s Movement of the 1970’s. While people with disabilities and advocates work to end discrimination and segregation in education, employment, and our communities at large, we must all work to end the prejudicial language and perceptions that create an invisible barrier from being included in the ordinary mainstream of life. “Disability is a natural condition of the human experience.” The U.S. Developmental Disabilities Act and The Bill of Rights Act, 1993 Disability is not the “problem”. We need to avoid the word “problem” when talking about people’s needs! A person who wears glasses doesn’t walk around saying, “I have a problem seeing”. They would say, “I wear (need) glasses”. We must recognize that a “problem” is really a need. The real problem is attitudinal barriers. There have always been people with disabilities in our world and there always will be. • If educators — and our society at large — perceive children with disabilities as individuals who have the potential to learn, who have the need to the same education as their peers without disabilities, and who have a future in the adult world of work, we wouldn’t have to push for inclusive education. • If employers — and our society at large — believed adults with disabilities have valuable job skills (because they received a quality education), we wouldn’t have to fight for real jobs for real pay in the real community. • If business owners — and our society at large — viewed people with disabilities as consumers with money to spend (because they’re wage-earners), we wouldn’t have to pass laws for accessible entrances and other accommodations. Most people who do not now have a disability will have one in the future. The odds are great that you will have a short or long term disability in your lifetime. If you acquire a disability in your lifetime, how will you want to be described? How will you want to be treated? Disability issues affect all Americans! Using People First Language is a crucial issue. If people with disabilities are to be included in all aspects of our communities—in the very ordinary, wonderful, typical activities most people take for granted—then they must talk about themselves in the very ordinary, very wonderful, very typical language other people use about themselves. Children with disabilities are children first. The only labels they need are their names! In our society, “handicapped” and “disabled” are all-encompassing terms that are misused. • • • • • People with hearing or vision impairments don’t need “handicapped” parking or restrooms. People with mobility impairments do need accessible parking and restrooms. • If a “handicapped” entrance has a ramp for people who use wheelchairs, does the doorway have Braille signage for people with visual impairments? Accommodations that enable people with disabilities to access a facility—regardless of their disabilities—are accessible! Society has a negative perception of certain words. When the traffic report mentions a traffic jam, you’ll often hear, “There’s a disabled vehicle on the highway.” “Disabled,” in that context, means “broken down”. The terms “disability” and “disabilities” should be used in appropriate situations and with people first language. If a new toaster doesn’t work, we return it, saying “It’s defective,” and get a new one! Instead of babies who have birth “defects,” the proper term is “congenital disability”. When we understand the meanings of words and how they’re misused, we realize they are the tip of the iceberg in relation to inappropriate language and false perceptions. When people with disabilities are referred to by their diagnoses, we have devalued them as human beings. When we devalue others, we devalue ourselves. When we start calling people by their right names, when we recognize that people with disabilities are people first, we can begin to see how people with disabilities are more like people without disabilities than they are different. When we understand that disability labels are simply diagnoses, we can put them in their proper perspective. A Story He loves ice cream and playing on the computer. He has blonde hair, blue eyes, and cerebral palsy. His disability is only one small piece of his life. For many people with disabilities, their diagnoses define who they are and how they are treated. When I introduce myself to people I don’t tell them I’ll never be a prima ballerina. Like others, I focus on my strengths —the things I do well — not on what I can’t do. Don’t you do the same? I don’t say, “My son can’t write with a pencil.” I say, “My son uses a computer to do his school work.” I don’t say, “My son can’t walk.” I say, “My son uses a walker and a wheelchair.” And Benjamin isn’t “wheelchair bound.” He’s free when he uses it — free to go when and where he wants to go. We know that a person’s self-image is strongly tied to the words used to describe that person. We’ve been told that descriptions can become a self-fulfilling prophecy. If a child is told she is retarded or slow or lazy, she will probably live up to that expectation. If told she’s brilliant, she’ll probably exceed at school. People with disabilities, having been described by their labels all their lives, must often convince themselves that they are capable and have potential for success. Parents must convince themselves and their children that their kids are capable and have potential for success. Examples of People First Language People First Language Instead of. . . . . . . . . People with disabilities The handicapped/disabled People with a cognitive delay He has a cognitive impairment The mentally retarded He’s retarded My son has autism My son is autistic She has Down Syndrome She’s a Downs kid, a mongoloid He has a learning disability He’s learning disabled I have paraplegia I’m a paraplelgic He’s short of stature He’s a dwarf/midget She has an emotional disturbance He uses a wheelchair or a mobility chair Typical kids or kids without disabilities He receives special ed services She’s emotionally disturbed He’s wheelchair bound or confined to a wheelchair Normal and/or healthy kids He’s in special ed. Congenital disability Birth defect Accessible parking, bathrooms, etc. Handicapped parking, bathrooms, etc. She has a need for. . . . . . . . She has a problem with. . . . . . . People First Language can change how people with disabilities feel about themselves. People First Language can change how society views and treats people with disabilities. Make People First Language a habit. Acknowledgment Kathie Snow, original author 250 Sunnywood Lane, Woodland Park, CO 80863-9434 Voice: (719) 687-8194 (www.disabilityisnatural.com) Revisions by Mountain Plains Regional Resource Center Utah State University 1780 North Research Parkway, Suite 112 Logan, Utah 84341 Reviewed by PEAK Parent Center January 2009. G:\TA Files\Regional\R-01 Information\Documentation\Disability Awareness Booklet JCls 2-09.doc
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