Paulette Logsdon, Executive Director of KY-SPIN, has retired leaving a long legacy of service. She has been with KY-SPIN since it began in 1988, she has dedicated 30 years to helping individuals with disabilities and their families at KY-SPIN and prior to that as well. Paulette has paved the way for us all, not just in Kentucky but throughout the US to achieve great things for our families! Although she will be greatly missed, she deserves this more than anyone and she will always be an important part of KY-SPIN.
Rhonda Logsdon was recently name the Executive Director of KY-SPIN. Rhonda has been with KY-SPIN for 30 years in various capacities. She is a sibling of 3 whom have a disability and began as a teenager presenting for KY-SPIN. She is also a proud mom who foster/adopted her child. She is dedicated to assisting families and persons with disabilities to access needed information to be successful. Rhonda believes all children, no matter the severity of their disability, can achieve great things!
Myth: The school does not have a set date to have the initial evaluation for Special Education/IEP (ages 3-21) to be completed by.
Truth: In Kentucky public schools have 60 school days from the date the parent signed the parental consent to evaluate. This is not calendar days, weekends and breaks from school do not count.
If your child attends school on one of our military bases in Kentucky (Fort Knox or Fort Campbell) they are operated by Department of Defense Education Activity (DoDEA). For DoDEA Schools they have 45 school days from the date that you sign the “Parent Permission to Assess” form.
Individuals with Disabilities Education Improvement Act of 2004 (IDEA) Regulations:
Part 300 / D / Sec. 300.301 Initial evaluations. (c) (1) (i) Must be conducted within 60 days of receiving parental consent for the evaluation; or (ii) If the State establishes a timeframe within which the evaluation must be conducted, within that timeframe; and
Kentucky Administrative Regulations (KAR):
707 KAR 1:320. Individual education program. Section 2. ARC Meetings. (3) An LEA shall ensure that within sixty (60) school days following the receipt of the parental consent for an initial evaluation of a child:
DoDEA Parents Handbook on Special Education
FAQ: Kentucky Specific Regulations as related to IDEA 2004 Part B (ages 3-21) Chart (KY-SPIN, Inc.)
How to Get An Evaluation for Your Child Through School (ages 3-21) KY-SPIN, Inc. Information Sheet Series
Communicating with your child’s school through letter writing (NICHCY)
Evaluation: What Does It Mean for Your Child? (PACER)
Just for Parents: Learning about Special Education Evaluation (PACER)
Evaluating children for the presence of disability (NICHCY)
Categories of disability under IDEA (NICHCY)
The Arc of Kentucky holds a vision of a positive future for individuals with intellectual and developmental disabilities; a future of communities with services and supports that will promote lives of value for Kentuckians with intellectual and developmental disabilities. The Arc of Kentucky believes that individuals with intellectual and developmental disabilities are contributing members of schools, work places, churches, synagogues, neighborhoods, and their communities. Learn More
The Office of Special Education and Rehabilitative Services is excited to announce that Laurie VanderPloeg is joining the team as Director for the Office of Special Education Programs (OSEP). We have full confidence that Laurie’s depth of knowledge and experience as well as her dedication to preparing students for success will move us forward in our commitment to raise expectations and improve outcomes for infants, toddlers, children and youth with disabilities across the country.
Laurie has dedicated the past 38 years to ensuring that students with disabilities have access to a high-quality education, and her passion for empowering students to succeed began long before she entered the field. Laurie’s mom was a teacher who helped develop one of the first instructional support models for a school district in Lansing, MI, and her work ethic inspired Laurie to seek a similar career path.
“My mom was my first mentor and role model,” Laurie said. “I watched her commitment to her profession and observed her passion for meeting the individual needs of students.” Read More
Myth: You can only have 1 ARC/IEP Team Meeting a year
Truth: You can request an Admissions and Release Committee (ARC)/IEP meeting at anytime, but you will at least have one annually to review and update the IEP as needed.
Individuals with Disabilities Education Improvement Act of 2004 (IDEA) Regulations Part 300 / D / 300.324 Development, review, and revision of IEP. (b) Review and revision of IEPs. (1) … the IEP Team– (i) Reviews the child’s IEP periodically, but not less than annually, to determine whether the annual goals for the child are being achieved; and
Kentucky Administrative Regulations (KAR)
707 KAR 1:320. Individual education program. Section 2. ARC Meetings. (6) An LEA shall ensure that the ARC: (a) Reviews each child’s IEP periodically, but no less than annually, to determine whether the annual goals for the child are being achieved;
Human Development Institute’s (HDI)
The Parent Involvement Initiative
The Parent Involvement Initiative is part of the Kentucky Department of Education’s State Personnel Development Grant (SPDG), funded by the Office of Special Education Programs and managed by the University of Kentucky. It is designed to promote stakeholder engagement in Kentucky Department of Education initiatives (e.g. State Performance Plan and State Systemic Improvement Plan).
Check out all their great resources like The Kentucky Parent Guide for Special Education (HDI) & they have a very helpful Parent Involvement Video Series!
U.S. Department of Education News RElease 9/20/18
Office of Special Education and Rehabilitative Services (OSERS) Assistant Secretary Johnny Collett has released a framework that communicates the way OSERS will focus its work to advance the Secretary of Education’s priorities and continue to make progress toward achieving its mission to improve early childhood, educational, and employment outcomes and raise expectations for all people with disabilities, their families, their communities, and the nation.
The framework prioritizes rethinking all aspects of how we better serve infants, toddlers, children, youth, and adults with disabilities. It highlights OSERS’ commitment to support states in their work to raise expectations and improve outcomes for individuals with disabilities; to provide states flexibility to implement their programs within the constructs of the law; and to partner with parents, individuals with disabilities, and diverse stakeholders.
As an example of OSERS’ commitment to rethink anything and everything to ensure that it is in the best position to achieve its mission, Assistant Secretary Collett addressed in a blog the need to rethink special education to prepare each individual for successful careers and a meaningful life.
“This work is too important, the need is too urgent, and the stakes are too high for us to settle for anything less than whatever it takes to deliver on the promises we have made to individuals with disabilities and families in our country,” Collett said. “This will require an unwavering commitment to address any barriers that stand in the way of improving opportunities and outcomes for each person with a disability and to make needed changes at the federal, state, and local levels.”
It’s been several years in the making, we are thrilled to release KY-SPIN’s Resource Man Comic Issue 1 for youth! With input from youth and a youth artist we will be focusing on different topics each issue for youth. Check out issue 1 Here
KENTUCKY DEPARTMENT OF EDUCATION (KDE)
NEWS RELEASE Number 18-132 Sept. 5, 2018
BOARD DEFINES SCHOOL PERFORMANCE LEVELS FOR ACCOUNTABILITY; CONTINUES BREATHITT MANAGEMENT; DISCUSSES GRAD REQUIREMENTS
(Frankfort, KY) – The Kentucky Board of Education approved school performance levels for 2018 federal and state accountability during a special meeting in Frankfort today.
By law, the state must identify schools for Comprehensive Support and Improvement (CSI) – those in the bottom 5 percent at each level (elementary, middle, and high school) or high schools with a 4-year graduation rate of less than 80 percent – and schools for Targeted Support and Improvement (TSI) – those with any student group performing as low as CSI schools.
For fall 2018 reporting, schools will be identified based on their performance on three indicators.
Last month, a group of education stakeholders and policymakers evaluated school performance data from the 2017-2018 school year, considered the relative weight ranges for each indicator established by the Kentucky Board of Education, and made a recommendation on the threshold cut scores for each indicator. Interim Commissioner of Education Wayne Lewis made a slight modification to that in his recommendation, which the board approved today. Continue Reading
Publicly-funded community services are provided for Kentuckians who have problems with mental health, developmental and intellectual disabilities, or substance abuse, through Kentucky’s 14 regional Boards for Mental Health or Individuals with an Intellectual Disability (Regional MHID Boards). Regional MHID Boards are private, nonprofit organizations established by KRS Chapter 210 which serve residents of a designated multi-county region.
For information about mental health, developmental and intellectual disabilities, or substance abuse services, contact the local office of your Regional MHID Board. Learn More
Community Mental Health Centers (CMHCs)
and Adult State-Operated or State-Contracted Psychiatric Hospitals
Alphabetically by County
Myth: Special Education is a place
Truth: Special Education is services and supports through Individualized Education Program (IEP) not a place. Under the Individuals with Disabilities Education Act (IDEA), which calls for IEP for students who qualify, children are to be educated in the Least Restrictive Environment (LRE) with supports and accommodations brought in for that to work before an alternative placement is explored. Placement is not to be determined based on the category of disability a child qualifies under.
Least Restrictive Environment is explained in IDEA as follows:
. . . To the maximum extent appropriate, children with disabilities . . . are educated with children who are nondisabled; and . . . special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. [§300.114(a)(2)(i)]
IDEA also requires that the child’s placement:
- is determined at least annually;
- is based on the child’s IEP; and
- is as close as possible to the child’s home. [§300.116(b)]
Click on the graphic from our friends at PEAK Parent Center:
They are in the process of drafting priorities for 2019! Please click on link below and provide them with feedback on the work they are doing now and in the future. Kentucky Protection and Advocacy (P&A) is the designated protection and advocacy system in Kentucky. P&A, an independent state agency, protects and promotes the rights of Kentuckians with disabilities, or who are deaf or hard of hearing, through information and referral, technical assistance, education and training, and legal advocacy.
Myth: A child is too smart for special education
Truth: There are many ways a child may qualify for special education, in fact children who qualify are among some of the brightest children! For children ages 3-21 there are a variety of categories under Individuals with Disabilities Education improvement Act (IDEA), a federal law, a child may qualify for. There are a number of ways a disability can educationally effect a child. Examples are social/emotional, health, vision, hearing, academics, etc.
If they qualify there will be an Individualized Education Program (IEP) developed to meet their needs. An IEP team will meet which includes the parent and student to develop the IEP. If your child has been diagnosed with a disability or you suspect they have one you can refer them to be evaluated. Follow the steps in our How to Get An Evaluation for Your Child Through School (ages 3-21) Information Sheet. A sample letter requesting evaluation can be found on Requesting an Initial Evaluation for Special Education Services (CPIR).
The Office for Children with Special Health Care Needs (OCSHCN) provides comprehensive care to children with special health care needs. They treat children who:
- Are KY residents
- Are under the age of 21
- Meet medical eligibility
- Meet financial eligibility
Their mission is to enhance the quality of life for Kentucky’s children with special health care needs through quality service, leadership, advocacy, education and collaboration.
Their vision is to be the visible leader in supporting the highest quality of life for Kentucky’s children with special health care needs and their families through collaboration and creation of a more accessible community based system of support.
Specialty Medical Care
OCSHCN provides services through a variety of specialty clinics held across the Commonwealth.
- Asthma (Severe)
- Autism Spectrum Disorder
- Cerebral Palsy
- Cleft Lip and Palate
- Communication Disorders
- Craniofacial Anomalies
- Cystic Fibrosis
- Hearing Loss
To learn more OCSHCN
MONDAY SUPERINTENDENT EMAILS:
COMMISSIONER’S MONDAY MESSAGE ON MONDAY, JULY 30, 2018
FROM WAYNE D. LEWIS, JR., INTERIM COMMISSIONER OF EDUCATION
Proposed New High School Graduation Requirements
The Kentucky Department of Education has been working to revise graduation requirements to provide our graduates with greater flexibility in the courses they take and the opportunity to personalize their course of study, while also ensuring they are prepared with the foundational skills they need after high school. Please look at my video on proposed graduation requirements to learn more.
We will take proposed new requirements to the Kentucky Board of Education for a first reading at its meeting on Thursday (8/2). You can find a written overview of the proposed changes in 704 KAR 3:305 online along with a comparison of the old requirements and the proposed graduation requirements.
To read the whole Monday Message goto: https://education.ky.gov/CommOfEd/mon/Pages/July-30-2018.aspx
Myth: Is that Dyslexia is not recognized as a part of the Specific Learning Disability (SLD) category to qualify for Individualized Education Program (IEP) in Kentucky.
Truth: Dyslexia is specifically listed under the Specific Learning Disability (SLD) definition in the Kentucky Administrative Regulations (KAR):
KAR 3:303. (59) “Specific learning disability” or “LD” means a disorder that adversely affects the ability to acquire, comprehend, or apply reading, mathematical, writing, reasoning, listening, or speaking skills to the extent that specially designed instruction is required to benefit from education. The specific learning disability (LD) may include dyslexia, dyscalculia, dysgraphia, developmental aphasia, and perceptual/motor disabilities. The term does not include deficits that are the result of other primary determinant or disabling factors such as vision, hearing, motor Legislative Research Commission PDF Version impairment, mental disability, emotional-behavioral disability, environmental or economic disadvantaged, cultural factors, limited English proficiency, or lack of relevant research-based instruction in the deficit area. (http://www.lrc.ky.gov/kar/707/001/002.pdf)
Kentucky Administrative Regulation regarding SLD eligibility in 707 KAR 1:310. Determination of eligibility (http://www.lrc.ky.gov/kar/707/001/310.pdf)
Kentucky Department of Education (KDE): Specific Learning Disability Guidance Document. The purpose of this document is to assist schools in conducting appropriate and comprehensive educational evaluations for students suspected of having a specific learning disability (SLD).
KDE: Reference tables used to determine student eligibility under the Specific Learning Disability category. The information is supported by the regulation 707 KAR 1:310 Determination of eligibility.
KPFC’s vision is that all families raising youth and children affected by behavioral health challenges will achieve their fullest potential.
KPFC’s mission is to empower families affected by behavioral health challenges to initiate personal and systems change.
In April 1998 the Statewide Partnership of Kentucky for Effective Support (SPOKES-a statewide parent group) and the Kentucky Family Based Services Association (KFBSA-a statewide professional group) merged to become Kentucky Partnership for Families and Children, Inc. This merge allowed KPFC to provide a united voice dedicated to improving services for children in Kentucky with emotional, social, and behavioral challenges. As the name implies, bringing the parents and professionals to the table to truly work in partnership is an important part of KPFC.
KPFC’s united voice works to:
- effect policy changes at the state level,
- educate legislators about the needs of children with severe emotional disabilities,
- improve services so that all children and families will be able to receive appropriate services in their home communities, and
- give a voice to the youth and families that live with this disability every day.
To learn more about KPFC
Center for Accessible Living – Bowling Green Facebook Post
Important Update on Michelle P Waiver waiting list
The Kentucky State Cabinet for Health and Family Services is currently reviewing all names on the waiting list for the Michelle P. waiver for further review for eligibility. This process will take many months to complete.
It is imperative that the state has your current address and phone numbers so they can contact you to conduct the review.
If the state cannot reach you within 14 days of their attempt to schedule a review your family member will be removed from the waiting list.
Please email the state at Sabrina.email@example.com to update your records.
To verify your family member is on the Michelle P waiver waiting list call 502-564-1647 option#4 then option#1
MONDAY SUPERINTENDENT EMAILS:
COMMISSIONER’S MONDAY MESSAGE ON MONDAY, JULY 23, 2018
FROM WAYNE D. LEWIS, JR., INTERIM COMMISSIONER OF EDUCATION
Update on Accountability for 2018-2019 school year
School accountability for the 2018-2019 school year will be based on the content tests given at elementary and middle schools. For high schools, the reading and mathematics subscores on the college admissions examination and scores from the science and writing assessments will be used for accountability.
At high school, end-of-course tests will NOT be administered in spring 2019. Instead, students will take the college admissions examination to assess reading and mathematics and participate in field tests for new Kentucky assessments. A college admissions examination vendor is being secured and an announcement is expected within the next several weeks. At grade 11, a new operational assessment in science will be administered and the on-demand writing test will continue. A social studies assessment will be created once new standards are adopted.
At its upcoming August meeting, the Kentucky Board of Education (KBE) will conduct its first review of the regulations for reading/writing and mathematics content standards and graduation requirements. These topics will impact state testing and accountability for 2018-2019 school year. Content standards are the basis of the state-required tests and much input has been collected on the revision of the content standards over the past two years. With the passage of Senate Bill 1 (2017, Kentucky General Assembly), a formalized process for standards development was established and implemented. As a result, KBE will begin to review revised standards in August.
The KBE will also consider the department’s proposal for revised high school graduation requirements. At its June 2018 meeting, I made the case to the board that receiving a diploma in Kentucky should require the demonstration essential skills and content knowledge necessary for transition to postsecondary and/or the workforce. The proposed regulation requires that students meet a passing point in reading and foundational mathematics on a new state-required test to be administered in the spring of grade 10.
The expected time for the adoption of new content standards and graduation requirements is spring 2019. If you have questions about the state’s assessment plan for spring 2019, please contact Associate Commissioner Rhonda Sims or Director Jennifer Stafford by email or by phone at 502-564-2256.
To read the whole Monday Message goto: https://education.ky.gov/CommOfEd/mon/Pages/July-23-2018.aspx
Date: Sun, October 21 2018
Location: Hilton Garden Inn Louisville Airport’s Ballroom; 2735 Crittenden Drive; Louisville, KY 40209
FREE event for children with disabilities, their siblings and parents/caregivers.
FREE games, trick-or-treating and refreshments.
Wear your costumes (no scary, gory or revealing costumes).
Please RSVP to 800-525-7746 or firstname.lastname@example.org
Sponsored By Hilton Garden Inn Louisville Airport
To make a donation or volunteer for the event please contact
KY-SPIN at the phone number or email address above.