CRAEA Counselor Networking

The CRAEA Counselor Advisory Team will be hosting our third Counselor Networking session of the 2021-2022 school year on 2/25/22.  During this session we will be learning about selecting evidence-based SEL curriculum and tools and how to use data to serve all our students in a more intentional way.

For more information contact: Jo Prusha

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2021-2022 District Data Profiles

The 2021-2022 version of the Central Rivers AEA District Data Profiles are currently available for your use.   All data in the profiles are complete and up-to-date. 

Profiles for each district can be found on our staff website under the Integrated Services Link – District Data Information.  To locate a specific district’s Data Profile, simply select the desired district, and then locate the 2021-2022 folder.  It is here you will find the most current District Data Profile, as well as other data documents such as the district’s Equity Report, and Special Education Profile.  Supplemental documents include a District Data Profile Definitions and Talking Points document.  You are encouraged to become familiar with these two documents so you can develop a deeper understanding of the data and how they can and should be used.  

Misc. Notes and Reminders: 

  • These data are to be considered as broad indicators of the health and well-being of a district and are to be used as a tool to become more familiar with a district/school you are assigned to as well as information which can serve as a catalyst for data-based conversations with the district around continuous improvement. These data represent a point in time “balcony level” or “snap shot” look at many areas of student/school performance.  These data are not considered to be diagnostic nor prescriptive.
  • Districts and AEA collaborators are encouraged to “dig deeper” into their data using multiple sources of additional information if these data indicate that a continuous improvement opportunity exists.
  • Not all data from the 2020-2021 school year are currently available on this 2021-2022 edition of the District Data Profiles due to the fact that some data are reported by the Department of Education with a one year (or more) lag.  If this is the case, the data depicted would be from the year before or from the most current that is available.  Additionally, one prominent piece of data, the Iowa School Performance Profile (ISPP) is not yet available.  Thus, it was decided to include the most recent data, which was 2019, into this profile.  These profiles will be updated when this data becomes available.

Every effort has been made to assure that the data contained in the District Profiles are accurate.  If inaccurate data are identified or suspected, please contact Joe Kremer ASAP.

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2020-2021 ISASP on EdInsight

Hello EdInsight users!  

  • ISASP data for 2020-2021 is now available in EdInsight in selected reports:
    • ASMT 1.1.3 – Individual Student List by Grade
    • ASMT 1.1.4 – Individual Student List by Grade – NSS Score History
    • ASMT 1.1.8 – Assessment Profile
    • ASMT 1.4 – Assessment Cube Reports
    • Search by Student
    • APR 4.1 – Student Achievement
    • APR 4.2 – Annual Progress Report Data

If you need assistance in gaining access to the Iowa Education Portal or the EdInsight application, please use the tutorials at the bottom of the DE webpage.  

Please note that some of our staff had their existing EdInsight access removed from their Iowa Educational Portal account over the summer due to some unknown reason.  Thus, you will need to use the tutorials above to request the EdInsight application (#3 How to request access to applications).

 If you are needing assistance in navigating EdInsight or understanding what type of data each report will provide, check out the EdInsight Report Application Guide or contact Joe Kremer.

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Wednesday’s With Amy

Amy Knupp’s weekly Wednesday meetings has new updates from October 6.

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Private Instruction (Homeschooling) Procedures for Dual Enrollment & Revocation

Forms:

If the parent(s) wishes to dual enroll for special education services, 

  1. Complete the Homeschooling for Students in Special Education: Parent Notification and Acknowledgment form documenting the intent to dual enroll for special education services. The form is available in the IEP. Upload the signed form to associated files.
  2. Hold an IEP team meeting to develop an IEP for the student which ensures FAPE.
  3. Provide the parent(s) with a copy of the IEP including the completed Homeschooling for Students in Special Education: Parent Notification and Acknowledgment form and a PWN of the proposed/refused actions.
  4. Parents submit Form A to the district. Support for completing Form A is provided by the district office. 
  5. The district will send Form A to Carolyn Wanatee at Central Rivers AEA for approval of the plan by Amy Knupp. A letter will be sent to the parent(s) and Regional Administrator.
  6. The Regional Administrator will send the letter to appropriate district administrators and AEA staff to complete the communication loop.

If the parent(s) does not wish to dual enroll for special education services,

  1. Complete the Homeschooling for Students in Special Education: Parent Notification and Acknowledgment form documenting the intent to revoke consent for special education services.
  2. Provide the parent(s) with a copy of the completed Homeschooling for Students in Special Education: Parent Notification and Acknowledgment form and a PWN with the proposed action to end services. Offer a copy of the Procedural Safeguards Manual for Parents.
  3. Exit the student from the Web IEP system per parent revocation of consent (PRC).

When a parent notifies the district of their intent and/or request to homeschool their student and does not plan to dual enroll for special education, but will not meet to discuss homeschool options and participate in the completion of the Homeschooling for Students in Special Education: Parent Notification and Acknowledgment form or the parents will not sign the form, the IEP team must:

  1. Complete the form, without parent signature, indicating who reviewed information regarding special education and homeschooling, when the information was reviewed and how parents were informed
  2. Complete the PWN
  3. Provide parents a copy of the form and PWN, and offer a copy of the Procedural Safeguards Manual for Parents
  4. Exit the student using the PRC exit code  

**Exiting a student from special education is a high stakes decision, therefore teams must make multiple attempts in various methods to see a parent signature on the form, as well as to ensure the parent receives the documentation. All attempts should be documented.

References:

I3: Iowa IDEA Information

July 2020 AEA Special Education Procedures Updates

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Iowa Core Standards-Based IEP Development

A course on Iowa Core Standards-Based IEP Development will be starting on Monday, October 11.

Questions? Contact Joe Kremer or Kortney Owen

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Iowa Vocational Rehabilitation

There have been some changes made to Vocational Rehab

Iowa Vocational Rehabilitation Services (IVRS) partners with each Iowa High School in providing potentially eligible students with Pre-Employment and Transition Services (Pre-ETS).  In Central Rivers AEA, an IVRS Counselor is assigned to a high school out of three IVRS Regional Offices: Ames, Mason City or Waterloo.

Each fall, a local school plan is developed in each high school, in collaboration with district, AEA and IVRS staff, to identify and address specific needs in the district.  New for school year 2021-2022, an awareness and support of the plan must be recognized by the signature of the LEA principal, AEA administrator and IVRS supervisor.

For a student to be considered potentially eligible, they must be between the ages of 14 and 21, with a disability.  To participate in Pre-Employment Transition Services (Pre-
ETS), there must be documentation of a disability and a completed Pre-ETS agreement.  Examples of documentation include: IEP, 504 Plan, Health Plan.  A IVRS Counselor will want to have communication with the Professional School Counselor, School Nurse, 504 Coordinator, district Special Education staff and AEA team members serving the district in order to identify students who may potentially eligible for Pre-Employment Transition Services.   

Also new for the 2021-2022 school year is a change in eligibility requirements for individualized, intensive IVRS services.  In order to be determined eligible for services, a student must have a formal diagnosis of a disability.  The IVRS Counselor will do an in-depth review of all existing information prior to testing.  IVRS staff will continue to use the IEP and other information to determine areas of significant limitation; however, for those students who do not have a diagnosis, IVRS will need to send the individual for testing.  IVRS will pay for the testing if needed to determine eligibility.  Local area IVRS offices are working to connect with local providers who are willing to do this testing, if needed.

For Transition Alliance Programs (TAP) and Making the Grade (MTG) programs, potentially eligible students are able to receive Pre-ETS through both programs.  For our Project SEARCH programs, potentially eligible students can tour and learn more about the program through Pre-ETS, but in order to participate through IVRS the student would need to be determined eligible and have this service written into his/her employment plan.  For students to receive any services outside of Pre-ETS for TAP and MTG (or any other program) the student would need to be eligible for IVRS.

Iowa Vocational Rehabilitation has a website with resources to help students, parents and educators understand and access IVRS programs and services.

If you have any questions, please contact Ann Lupkes.

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2021-2022 District Data Profiles

The 2021-22 version of the Central Rivers AEA District Data Profiles are currently available for your use.   All data in the profiles are complete and up-to-date. 

Profiles for each district can be found on our staff website under the Integrated Services Link – District Data Information 

To locate a specific district’s Data Profile, simply select the desired district, and then locate the 2021-22 folder.  It is here you will find the most current District Data Profile, as well as other data documents such as the district’s Equity Report, and Special Education Profile.  Supplemental documents include a District Data Profile Definitions and Talking Points document (currently being updated).  You are encouraged to become familiar with these two documents so you can develop a deeper understanding of the data and how they can and should be used.  

Misc. Notes and Reminders: 

  • These data are to be considered as broad indicators of the health and well-being of a district and are to be used as a tool to become more familiar with a district/school you are assigned to as well as information which can serve as a catalyst for data-based conversations with the district around continuous improvement. These data represent a point in time “balcony level” or “snap shot” look at many areas of student/school performance.  These data are not considered to be diagnostic nor prescriptive.
  • Districts and AEA collaborators are encouraged to “dig deeper” into their data using multiple sources of additional information if these data indicate that a continuous improvement opportunity exists.
  • Not all data from the 2020-21 school year are currently available on this 2021-22 edition of the District Data Profiles due to the fact that some data are reported by the Department of Education with a one year (or more) lag.  If this is the case, the data depicted would be from the year before or from the most current that is available.  Additionally, one prominent piece of data, the Iowa School Performance Profile (ISPP) is not yet available.  Thus, it was decided to include the most recent data, which was 2019, into this profile.  These profiles will be updated when this data becomes available.

Every effort has been made to assure that the data contained in the District Profiles are accurate.  If inaccurate data are identified or suspected, please contact Joe Kremer ASAP.

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2020-2021 ISASP on EdInsight

Hello EdInsight users!  

  • ISASP data for 2020-2021 is now available in EdInsight in selected reports:
    • ASMT 1.1.3 – Individual Student List by Grade
    • ASMT 1.1.4 – Individual Student List by Grade – NSS Score History
    • ASMT 1.1.8 – Assessment Profile
    • ASMT 1.4 – Assessment Cube Reports
    • Search by Student
    • APR 4.1 – Student Achievement
    • APR 4.2 – Annual Progress Report Data

If you need assistance in gaining access to the Iowa Education Portal or the EdInsight application, please use the tutorials at the bottom of the DE webpage.  If you are needing assistance in navigating EdInsight or understanding what type of data each report will provide, contact Joe Kremer.

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Wednesday’s With Amy

Amy Knupp’s weekly Wednesday meetings has new updates from September 29.

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