The Alliance for Systems Change/Mid-South Regional Resource Center (ASC/MSRRC) is one of six Regional Resource Centers (RRCs) funded by the U.S. Department of Education, Office of Special Education programs. ASC/MSRRC provides technical assistance to state early intervention lead agencies, departments of education and other related state agencies in Delaware, Kentucky, Maryland, North Carolina, South Carolina, Tennessee, Virginia, West Virginia and the District of Columbia.
ANNOUNCEMENTS
Conference Call on Coordinated Early Intervening Services
November 17, 2008 2:00 EDT [Posted 11-13-08]
This call included a presentation from the Georgia Department of Education which discussed their Coordinated Early Intervening Services (CEIS) model. States were provided with an overview of their state's supervision role as to how the LEAs report: 1) the budget for CEIS and 2) local districts efforts for identifying high risk students. The discussion covered both academic and behavioral high risk students.
At the beginning of the call, Dr. Williams (OSEP) joined us, as did Joy Markowitx who described the Data Assistance Center (DAC) effort to document issues and practices to inform the OSEP staff technical assistance development activities. The balance of the hour was in the hands of Dr. Zelphine Smith-Dixon and Dr. Harry Repsher. This activity was arranged in collaboration with the Applachian Regional Comprehensive Center through our shared colleague Kay Johnston.
The KCMP is used by school districts and the Kentucky Department of Education (KDE) to continuously collect data in a standardized, consistent manner for self-improvement to help ensure the appropriate implementation of IDEA requirements and to improve outcomes for students with disabilities as outlined in Kentucky's six-year State Performance Plan. When available, KDE provides district level data to districts. These data are to be used to examine trends over time and provide additional information for program planning and to achieve and maintain compliance with federal and state IDEA requirements. It is recommended that the KCMP be utilized in developing and revising the CDIP to the greatest extent possible. The KCMP indicators have been intentionally redesigned this year to match the SPP Indicators. Click HERE for more information. [Posted 11-6-08]
NEW West Virginia Alternate Identification & Reporting (AIR)
This is a demonstration and evaluation of IDEA entitlements without disability labels in 15 WV schools. The West Virginia Department of Education (WVDE), in consultation with the US Department of Education, Office of Special Education Programs (OSEP), has established a three year project in 15 WV schools in 7 counties in WV to explore and evaluate a model of national merit. The WVDE will be exploring the distinction and quality of services for students who have received increasingly intensive services in a response to intervention process and been selected through a multidisciplinary evaluation process to receive an entitlement to the services and protections of IDEA but without a designated disability label. Click HERE for more information, including: a brochure; a questions and answers document; and an AIR selection form. [Posted 11-6-08]
State Systems Improvement: Webinar
October 23, 2008
The Mid-South RRC, in conjunction with national TA partners, conducted a webinar for state Part B and Part C staff involved in the planning, implementation, and/or evaluation of state improvement systems to address state performance on Annual Performance Report Indicators.
The webinar included an exposition of the framework for developing an improvement system to address any APR Indicator, followed by examples presented by state Part B and Part C staff. [Updated 11-6-08]
Posted 9-29-08 N-03: Part C Coordinator Orientation, Support & Professional DevelopmentInitiative This initiative will provide an immediate response to new Part C Coordinators and provide opportunities for Coordinators to network and receive current, accurate, practical, and research-based information about SPP/APR challenges, compliance, and results activities. New Coordinators require immediate support in order to understand the demands on the position and to maintain their states' program. In addition, new Part C Coordinators require on-going support beyond the foundational information as the coordinator faces the continuing challenges of shrinking resources with increased demand for accountability.
The initiative is coordinated by a collaborative committee comprised of RRC early childhood specialists, National Early Childhood Technical Assistance Center (NECTAC) staff, a representative from the Infant Toddler Coordinators' Association (ITCA) and a representative from the Office of Special Education Programs (OSEP).
