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KYCEC News
PROCEDURES FOR THE INCLUSION OF SPECIAL POPULATIONS IN THE STATE-REQUIRED ASSESSMENT AND ACCOUNTABILITY PROGRAMS
Update on 703 KAR 5:070 Inclusion of Special Populations in the State-Required Assessment and Accountability Programs
NOTE: ANOTHER PERSPECTIVE on the PROPOSED REGS
A Special Education Teacher's Discussion of the impact of the Proposed Regs
U.S. DEPARTMENT OF EDUCATION ISSUES RESOURCE DOCUMENT THAT DISCOURAGES RESTRAINT AND SECLUSION
PROCEDURES FOR THE INCLUSION OF SPECIAL POPULATIONS IN THE STATE-REQUIRED ASSESSMENT AND ACCOUNTABILITY PROGRAMS REFILED AND PUBLIC COMMENT PERIOD AND HEARING SCHEDULED
FOLLOW THE LINK BELOW TO OVERVIEW INFORMATION +++ PAY PARTICULAR ATTENTION TO PAGE 4 ABOUT HOW TO MAKE PUBLIC COMMENTS (UNTIL MAY 31)
AND HOW TO ATTEND THE PUBLIC HEARING (MAY 25) +++ AND PAGES 9 AND 10 WHICH OUTLINE SOME MAJOR CHANGES SUCH AS REMOVAL OF READERS FOR READING ASSESSMENT PORTION OF STATE ASSESSMENT.
FOLLOW THE LINK BELOW TO THE REGULATION WHICH WILL OUTLINE ALL CHANGES FOR STUDENTS WITH IEPS AND 504 PLANS AS WELL AS HOME/HOSPITAL, ESL AND ALTERNATIVE/STATE AGENCY PROGRAMS. DETAILS WILL INCLUDE USE OF READERS, CALCULATORS, MANIPULATIVES, ETC.
Update on 703 KAR 5:070 Inclusion of Special Populations in the State-Required Assessment and Accountability Programs - Updated 2/22/12
KDE has proposed various changes to the inclusion of special populations in the state-required assessment and accountability programs, including accommodations.
STATUS:
---There were well over 300 responses including the public hearing January 30, written comments, and a petition. The public hearing was especially emotional with parents sometimes accompanied by their child. KYCEC provided comments at the public hearing.
---Based on recommendations from KDE staff, the Kentucky Board of Education approved some changes to the proposed regs but major items are still in the regulation such as no reader for the reading assessment. KYCEC's executive secretary provided comments at the board meeting.
---On February 7, KDE announced that the regulations will not be implemented until the 2012-13 school year. This had been recommended by many who commented, including KYCEC.
WHAT'S NEXT?
---Public comment period until May 31. Written comments should be faxed to Kevin Brown at 502-564-9321, or e-mailed to kevin.brown@education.ky.gov or mailed to Kevin Brown at:
Ky Department of Education
First Floor
Capital Plaza Tower
500 Mero Street
Frankfort, KY 40601
---Public Hearing: May 25 at 10:00 in the State Board Room, 1st floor, KY Department of Education at the address above.
--All comments, including from the public hearing, and staff responses to those comments will be presented in a Statement of Consideration to the KY Board of Education at the June 6 meeting in Frankfort at the address above. At that time the board may make changes or move forward with the regulations as written. Members of the public may address the board toward the beginning of the meeting (with a 3 minute limit typically).
After the June 6 KBE meeting, the approved Statement of Consideration will show KDE's responses to the hearing and all other comments. The regulations will also have some revisions based on the KBE approved Statement of Consideration. NOTE: Both documents will be posted on this website when they are available.
--After the June 6 KBE meeting, the regulation will go to the Education Assessment and Accountability Review Subcommittee (EAARS). The date is not set but will be on this website. There 8 members. They can be contacted and you can attend the committee meeting. When contacting any member of the General Assembly, bear in mind how busy they are when the Assembly is in session.
Click here to view the members of the EAARS and their contact information.
After EAARS, the regulations will go to the House and Senate Education Committees if time permits during the session. We will post those dates also. Click on the appropriate committees below to view the members of each committee.
More information will be posted soon but since there are several weeks until final approval of these regulations, KYCEC wanted to keep you informed on the process. It is still possible that changes could
be made during the process.
Keep checking the website for more information. If you wish to contact us, go to the top left and then to Contact KYCEC.
NOTE: ANOTHER PERSPECTIVE on the PROPOSED REGS:
Follow the link below to a letter from the State Advisory Panel for Exceptional Children which, by federal and state law, advises KDE on proposed regulations pertinent to special education. The letter is about the issue of accommodations for special populations during assessment. The Panel is composed of parents, teachers, administrators, persons with disabilities, etc, per federal law.
U.S. DEPARTMENT OF EDUCATION ISSUES RESOURCE DOCUMENT THAT DISCOURAGES RESTRAINT AND SECLUSION
Today, the U.S. Department of Education issued a publication that outlines principles for educators, parents and other stakeholders to consider when developing or refining policies and procedures to support positive behavioral interventions and avoid the use of restraint and seclusion.
The goal of this resource document is to help ensure that schools are safe and healthy environments where all students can learn, develop and participate in instructional programs that promote high levels of academic achievement.
“As education leaders, our first responsibility must be to make sure that schools foster learning in a safe environment for all of our children and teachers,” U.S. Secretary of Education Arne Duncan said. “I believe this document is an important step toward this goal. I also want to salute leaders in Congress for their vigilance on this issue.”
The 15 principles that frame the document ultimately highlight how schoolwide behavioral interventions can significantly reduce or eliminate the use of restraint or seclusion. These guiding principles offer states, districts and other education leaders a framework for developing appropriate policies related to restraint and seclusion to ensure the safety of adults and children.
“Ultimately, the standard for educators should be the same standard that parents use for their own children,” Duncan added. “There is a difference between a brief time out in the corner of a classroom to help a child calm down and locking a child in an isolated room for hours. This really comes down to common sense.”
The document also provides a synopsis of ongoing efforts by federal agencies to address national concerns about using restraint and seclusion in schools, and includes links to state restraint and seclusion policies and procedures.
To access this document, click here.
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