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Special Education Leadership Conference Embassy Suites Hotel, Charleston, West Virginia April 11-12, 2011 John XXIII Pastoral Center, Charleston, West Virginia April 13, 2011. Robert Hull Assistant Superintendent of Schools Division of Curriculum and Instruction . - PowerPoint PPT Presentation
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Special Education Leadership Conference
Embassy Suites Hotel, Charleston, West VirginiaApril 11-12, 2011
John XXIII Pastoral Center, Charleston, West Virginia
April 13, 2011
Robert Hull
Assistant Superintendent of Schools
Division of Curriculum and Instruction
Pat Homberg
Executive Director
Office ofSpecial Programs
SPECIAL EDUCATION UPDATES
United States Department of Education’s Office of Special Education Programs (OSEP) made a verification visit to West Virginia November 29-December 2, 2010.
Purpose of the visit was to review the state’s system for:◦ General supervision◦ Collection of state-reported data◦ Fiscal management◦ Improving child and family outcomes◦ Protecting child and family rights
VERIFICATION VISIT
• OSEP looked at critical elements that were used to guide evaluation of general supervision, data, and fiscal systems – Critical Elements Analysis Guide (CrEAG) Part B used as interview tool.
• OSEP completed a focused monitoring review related to the provision of a Free Appropriate Public Education.
EVALUATION-OFFICE OF SPECIAL PROGRAMS
• OSEP made on-site visits to Berkeley, Jackson, Mason, and Kanawha Counties and the West Virginia Schools for the Deaf and Blind.
• OSEP randomly selected and examined Individualized Education Programs (IEPs) from these sites.
EVALUATION-ON-SITE
• Implementation of online Individualized Education Program (IEP)
• Provision of equal access for students with IEPs to a quality universal pre-kindergarten program
• Promotion of the inclusion of school-age students with disabilities
RECOGNITION OF WV IMPROVEMENT INITIATIVES
Practice of routinely extending the timeline for state complaints received in November or December
Practice of issuing program determinations for the West Virginia Schools for the Deaf and Blind and the Institutional Education Programs
State’s policy of whether LEAs have met their maintenance of effort (MOE) obligation only based on a comparison of State and local funding on a total basis
Ensuring that LEAs are in compliance with the requirements of district-wide assessments
NONCOMPLIANCE IDENTIFIED
• Date: 2014-2015
• Focus: Program Improvement
NEXT VERIFICATION VISIT
West Virginia’s Special Education Improvement Planning Process
• Digging deeper in data via root cause analysis• Use of a logic model when thinking strategically about choosing improvement activities
• Developing an action plan for Implementation of Activities
Program Improvement 14 County Trainings
OSP Webinars
Assist LEAs Special Education Leadership Conference
Fall 2011
TARGETED TECHNICAL ASSISTANCE & PROFESSIONAL DEVELOPMENT
Technical assistance, as part of an effective system of general supervision, must be directly linked to the SPP indicators and to the improvement activities.• Technical assistance and professional development are provided to correct
noncompliance and improve results.• States systematically disseminate information to LEAs about promising and evidence
based practices.• Evaluation of technical assistance and professional development involves evidence of
a change of practice resulting in improved outcomes and compliance as well as building sustainability and capacity.
• Networks exist at the state, local, and agency level to increase technical assistance capacity.
Improve ResultsAcademies: Literacy, Mathematics, &
AutismSpecial Education
Leadership Conference Spring 2011
Establish NetworksNDPC-SD,TACSEI
Autism Training Center WVTCCoP, WVACCoPWVMCCoP, WVLCCoP,NIMAC, NCRTI, NCRRC,
NCIPP, CELL
Correct Non-ComplianceMSRRC
Special Education Leadership Conference
Fall 2011
Math Academies Literacy Academies Autism Academies
Deepen teachers’ understanding of mathematics and their pedagogical knowledge
Yr 1 – Content/ Part AYr 2 – Content/ Part B
Develop instructional expertise in the use of a foundational set of learning strategies that students use to access all content
Yr 1 – ComprehensionYr 2 - Vocabulary
Develop coaching expertise to support teachers of Autism. Train 1-3 coaches per county (based on SWA pop) as an In-County Support/ResourceYr 1
2011 SUMMER ACADEMIES
Mathematics Literacy
Autism
Deborah Calhoun ChapmanTucker County
Steve DavisWVSDB
Rick OylerDoddridge County
Nan WellsMonroe County
Wesley EzellDoddridge County
Kim KehrerPleasants County
Robert “Greg” BartlettRESA 6
Jaime FisherRTI Specialist RESA 7
Barbara NullRTI Specialist RESA 2
Susan BeckWVDE
Jim Guyin memoriam
Phyllis Veith
Assistant Director
Office ofSpecial Programs
Focus on a long-term data driven planning process… shifting from pure emphasis on
compliance to dedicating resources to enhance outcomes.
Students with Disabilities Students without Disabilities
26,079
154,247
3,752
71,874
Reading Language Arts WESTEST2 Data 2009-2010
Grades 3-11Tested Proficient
46.6%
14.4%
Students with Disabilities Students without Disabilities
26,106
154,297
4,721
70,967
MathematicsWESTEST2 Data 2009-2010
Grades 3-11Tested Proficient
18.1%
46.0%
Target = 100%Indicator 13: Secondary Transition
2006-2007 2007-2008 2008-2009 2009-20100
10
20
30
40
50
60
70
80
90
100
50
69
8795
Indicator 13: Compliance Rate
“Making mental connections is our most crucial learning tool, the essence of human intelligence; to forge links; to go beyond the given; to see patterns, relationships, context.”
Marilyn Ferguson(1938-), Author, The Brain Revolution and The Aquarian Conspiracy
WV Council of Administrators of Special Education (CASE)
a division of Council for Exceptional Children