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Bureau of Special Education

11 th Annual Back-to-School Meeting. Bureau of Special Education. Diane M. Murphy Performance Office Bureau of Data Collection, Research and Evaluation diane.murphy@ct.gov. Monitoring Updates. SEDAC Desk Audit: 2009-10 was first year

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Bureau of Special Education

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  1. 11th Annual Back-to-School Meeting Bureau of Special Education Diane M. Murphy Performance Office Bureau of Data Collection, Research and Evaluation diane.murphy@ct.gov

  2. Monitoring Updates • SEDAC Desk Audit: 2009-10 was first year • 2 years ago – combined SEDAC Desk Audit, BSE File Review, Assessment Audit, as well as Focused Monitoring Data Review and District Selection. • 2014-15 – resetting monitoring cycle from six years to three (3) years and adding Parent Survey to the cycle of monitoring activities (listed above). • Cohort A – 2015 (56 districts) • Cohort B – 2016 (51 districts) • Cohort C – 2017 (63 districts)

  3. SEDAC Desk Audit – Oct. 1, 2013 Congratulations on a great SEDAC desk audit!!! • Congratulations on a great SEDAC desk audit!!!

  4. BSE File Review – Spring 2014 Congratulations on a great SEDAC desk audit!!! • Congratulations on a great File Review!!!

  5. Cohort A Orange highlight – district will participate in the Parent Survey in both 2013-14 and 2014-15 school years. Green highlight – district will be excluded from SEDAC Desk Audit/BSE File Review in 2014-15.

  6. Cohort B

  7. Cohort C

  8. Restraint and Seclusion Most Common Issues • APSEPs cannot enter R/S Incident within 2 business days Solution:Timely updating of PSIS Registration (Facility Code 1, Facility Entry and Exit Dates) • Injury to the student Solution:Only report injury to student restrained or secluded – not injuries to staff or other students • Injury Details Solution:Provide details of actual injury that the student sustained (e.g. bump, bruise, red mark) http://www.csde.state.ct.us/public/help/sedac/default.aspx

  9. Alternative School Programs Study • Public Act 13-122

  10. Study Recommendations In order to provide in-depth support and oversight, the CSDE developed procedures that require all districts to: • establish a specific organization code within the CSDE data system for ALL Programs under their purview including: off-site locations, multisite programs, and programs that run after school hours. • indicate which of the students reported to the CSDE through student data collections are enrolled at these programs; and • report staff assignment data for educators assigned to those programs. Identifying the programs to which students and staff are assigned will allow for the collection and analyses of participation, engagement, and outcomes of students enrolled in those programs.

  11. Study Recommendations Programs will submit to all applicable student, staff and school-level CSDE data collections. All Programs must have DM organization codes. This includes: off-site locations; district run programs located off-site from the sending school the students would otherwise attend multisite programs; obtain separate codes for each program location/site expulsion programs; and If students can be placed into the program as an alternative setting or by PPT; the expulsion program must have an organization code programs the run after school hours. separate code in DM to represent evening programming

  12. Alternative Education • Alternative programs exist to engage and educate students who may not have realized their fullest potential in the regular class setting.  These programs use curriculum and methods that are nontraditional and offer more flexible programs of study.  Alternative programs can be off-site of the typical school setting or embedded using school-within-a-school models. • Special Education • Programs designed for students with disabilities receiving special education and related services under IDEA. These programs are generally designed to serve students with a specific primary disability and/or behaviors. This code exists for segregated special education programs designed to draw students with disabilities from multiple schools across the district or which are situated in a separate building. Only district-wide special education programs should be reported using this program code; do not use this code to report each special education classroom/resource room in a district. PROGRAM types

  13. Expulsion • Education programming for students serving expulsions or long-term out-of-school suspensions, as required under C.G.S. Section 10-233c. Do not use this code for homebound programs for expelled students. Expulsion programs that require organization codes exist at a separate physical location, are run year-round and can have students placed into them who are not there due to a suspension/expulsion. • Dropout Diversion/Credit Recovery • Dropout diversion programs are designed to provide a positive and rewarding school learning experiences for students who are at risk of dropping out of school. These programs focus on improving work/study habits such as organizational skills and productivity. The purpose of credit recovery programs are to allow students in grades 9-12 to recover academic credit lost due to course failure and to complete coursework required for graduation. PROGRAM types

  14. Facility Code Update • School & Program Codes used to be “smart”. • 01-59 = Elementary School • 60-70 = High School • 90-98 = special ed district-wide programs • Organization Codes (same 7-digit code as before) • No longer Smart (except first 3 digits = district) • Now we collect “Attributes” • Public Elementary School vs. Public Secondary School • Approved Private Special Education Program (“21’s”) • Program: including Program “Type” attribute • Transition; Special Education; Dropout; Alternative

  15. Program Codes and FAPE SettingsRecoding by Hand: 2013-14 & 2014-15

  16. Selecting E.C. Settings (p.12)

  17. “Technical Edits” Guidance Memo • Technical edits can only be made to sections of CT’s document that are not required IEP components (34 C.F.R. § 300.320). District’s do not need to convene PPT meetings or use the IEP amendment process to complete a technical edit. Technical edit steps: • Contact the parents of the child by phone to identify and discuss the proposed technical edit; respond to questions from the parents about the proposed change. • Complete the edit and immediately send the parents a notice that explains the change, with the technical edit highlighted in an updated copy of the IEP. • Provide updated copies of the IEP document to the child’s case manager and place in the student’s file. • IMPORTANT:Any change to: (1) the IEP document that amends or modifies the IDEA required IEP components, or (2) the Prior Written Notice, is considered a substantive change and would not be permissible outside the PPT or IEP amendment process.

  18. English Learner (EL) Disproportionality Public Act No. 13-193 Any LEA identified by the CSDE that disproportionately and inappropriately identifies English language learners as requiring special education services because such students have a reading deficiency shall annually submit a report to the department on the plan adopted that reduces the misidentification of such Englishlanguage learners by improving reading assessments and interventions for students in kindergarten to grade three, inclusive.

  19. EL Disproportionality Analysis Analysis Criteria: Similar two-part analysis used in Disability, Placement, and Discipline disproportionality to identify “data of concern.” • Statistically significant difference between percentage of special education and general education students who are EL (chi-square) • Relative Risk interpretation (RRI ≥ 1.5) • No minimum ‘n’, but includes a requirement that the special education students who are also EL in the district must be ≥ 5.0%.

  20. EL Disproportionality Districts identified with data of concern must conduct a self-assessment (provided by the BSE) to determine if the disproportionality is due to the misidentification of EL students, who have a reading deficiency, as eligible for special education. In these cases, the district must adopt a plan to improving reading assessments and interventions for K-3 students and report annually on the plan to the BSE.Timeline: Timeline: • EL Disproportionality Stakeholder Group: Fall 2014 • Self-Assessment developed and 2013 Data disseminated: Winter 2015 • Review District Plans, where applicable: Winter/Spring 2015 • 2014 Data Review: March/April 2015 EL Disproportionality contact: Marcus Rivera –Bureau of Special Ed 860-713-6932; marcus.rivera@ct.gov

  21. District/School Accountability (3.0) May 2012: ESEA Flexibility was approved as the CSDE’s accountability model (2.0); replacing AYP. Key changes were: Winter 2015: CSDE must submit an ESEA Flexibility Renewal Application. CSDE has been soliciting input from district and school leaders in the development of this model. Extensive public comment will also be sought during the preparation of the official renewal application. Enhancements being considered in the 3.0 model including new metrics relative to:

  22. Data… Data… Data… Improving Results: Supporting Positive Student Behavior

  23. Chronic Absenteeism (<90% attendance)

  24. Chronic Absenteeism

  25. Time With Non-Disabled Peers Trend Data

  26. Time With Non-Disabled Peers 2013-14

  27. Discipline2012-13

  28. Restraint and Seclusion2012-13 *Other includes students with consent to evaluate **Primary Disability on Last Reported Incident for 2012-13

  29. Enjoy the rest of the conference! This Power Point presentation will be posted on September 30th. http://www.ctserc.org/bts14docs

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