SEAS - Indiana State Universitybaby.indstate.edu/iseas/11Cable.pdf · This column has often...

Supporting Special Education Administrators in Seeking Solutions

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Inside . . .Administrators' 3Corner

ISEAS Steering 3Committee MeetingMinutes

ISEAS University 7Forum

ICASE Executive 9Committee MeetingMinutes

ICASE Business 11Meeting Minutes

New Computerized 12Forms Developedby Local Cooperative

Department of 13Education News

The Special Educator 22and IDE Law Report

Announcements 23

Resources 24

Legend of geese 25

Breckenridge 25Conference

SEASCableCableNovember 1996

volume 17 number 11

[Editor’s Note: Anne C.Lewis, formerly executive editorof Education USA, is a free-lancewriter living in the Washington,D.C., area. Her commentaryappeared in the March 1996 issueof Phi Delta Kappan and is re-printed with permission.]

It is mostly political rhetoric, Iknow. But the justification fordecisions on the federal budget ––that they are “to save the future ofour children” –– is so cynical thatI wince every time I hear it.

Those who indulge in suchsymbolic semantics talk aboutbringing down the budget deficit.They rarely mention that they aredoing so at the time that they areasking the poor and low-incomeworking families to pay to fattenpocketbooks at the Pentagon andamong the wealthy. They neversay that cutting support for educa-tion and for other investments inhuman capital is part of the deal.

In some ways, federal educa-tion funding is also merely sym-

bolic –– never enough to be asignificant contribution except inschools in very poor neighbor-hoods. But federal educationfunding is very important as a wayof getting the country to discusseducational priorities. For morethan 20 years, the focus was onequity; in the 1980s, it shifted moretoward the economy. Today,neither issue seems to be part of thebudget conversations. Instead, eachstate is supposed to conduct adebate about priorities, pittingeducation against a host of otherdemands on state budgets at a timewhen most states are facing adramatic rise in school enrollments.Decisions will be made without theinfluence of a national “standard”of concern.

This column has often de-scribed the impact of these shiftingpriorities on students now inschool. But middle-income fami-lies will share in the struggle ahead.For example, Congress is consider-ing raising the maximum Pell Grant

Words About the Future

This issue of the Cablecontains registration infor-mation regarding the De-cember ICASE TopicalConference.

If this insert is notincluded in your copy,please contact the ISEASProject at Indiana StateUniversity.

Cable — vol. 17 no. 11 November 1996

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Words • continued from page 1

The ISEAS Project in now on the internet. Our web page address ishttp://www.indstate.edu/iseas/iseas.html

Along with information about our project and a link to the IndianaDepartment of Education, there is also a link to view the Cable on-line oran option to download the PDF version.

Check us out on-line!

by only $100 even as it is cuttingoff eligibility to more than360,000 students, most of whomwill come from the lower end ofthe distribution of middle-incomefamilies. These changes are afootdespite the fact that the real valueof the grants has decreased bymore than 25% in the past 15years.

Meanwhile, the income gap inweekly earnings between a highschool graduate and a collegegraduate has grown to 65% (upfrom 27% in 1979). Even asingle year of college –– at two-or four-year institutions ––increases annual earnings bybetween 5% and 13%.

If the plight of individualyoung people is not important,then those making the budgetdecisions ought to match theirpronouncements about “saving-the-future-of-children” to aforecast of what will happen tothe nation’s productivity.

Since the early 1970s, saysJeffrey Madrick, author of TheEnd of Affluence, in a New YorkTimes column, productivity in thiscountry grew at an average rate ofonly 1%. Had it continued at the2% level, American familieswould have earned an average of$5,000 more last year, and “there

would be no federal deficit at allat current levels of governmentspending, but a rather substantialsurplus from which to meet oursocial obligations or reducetaxes.”

What is happening, saysMadrick, is not business as usual,“but a reversal of our nationalexperience” that is severe enoughto explain the malaise of theAmerican public. The answer,Madrick says, is to place moreresources, not less, into capitalinvestments, research and devel-opment, and education.

Underscoring Madrick’sanalysis is that of the Council ofEconomic Advisors. Accordingto its chair, Joseph Stiglitz, duringthe past 30 years increases ineducational attainment added asmuch as three-tenths of a percentper year to the nation’s economicgrowth, “meaning that educationcontributed about 20% to thegrowth in incomes” over theperiod. A well-educated workforce, he explains, “can imple-ment new ideas and innovationsmore quickly, generating techno-logical advancements that are keyto raising productivity andenhancing long-term growth.”

Let’s be crass about the valueof education and look at statisticsrelating education to the costs of

nonproductivity. The council’sfigures show that, for eachindividual who does not graduatefrom high school, the total costsof prison, parole, and welfareover his or her adult lifetimeaverage about $69,000. The costsdrop to $32,000 for each highschool graduate who does notattend college and to just $15,000for each person who has attendedcollege.

Economic arguments foreducation sometimes make usforget the enrichment that weenjoy –– individually and as asociety –– from good education.But the agenda in Washingtonthese days is fixated on moneyand the economy, so the justifica-tions have to be about invest-ments in education as a means ofimproving our productivity. Mostof those attacking educationspending as superfluous areyoung enough to anticipatesharing the “future” that they talkabout with the children who willbe trying to earn a living in it (andsupporting the older generations’retirement at the same time).

The consequences of cuttingback on investments in education,Stiglitz points out, will not be felttomorrow or even next year. Butthey will become more thanrhetoric when the future becomesthe present. ❒

November 1996 Cable — vol. 17 no. 11

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ADMINISTRATORS' CORNER

Cris Fulford, director of the ATTAIN Project, has announced anew address of 1815 North Meridian Street, Suite 200, Indianapolis,IN 46202. The telephone is 317/921-8766. ❒

November 1Susan Sullivan

South BendCommunity Schools

November 2Jane Taylor-Holmes

Division of Special Education

November 4Jacki Lynn

MSD of Pike Township

November 11Tom Adams

Logansport Area JointSpecial Services

November 13Chuck Ellis

South Central Area SpecialEducation Cooperative

November 14Pam vonRahl

Mishawaka-Penn-Harris-Madison Joint Services

November 20Judy Cass

Division of Special Education

Happy Birthday!

ISEASSteering Committee

Meeting Minutes

September 25, 1996

[These minutes are consideredunofficial until approval at thenext meeting on October 23,1996.]

Members Present: BrettBollinger, Southeast Representa-tive; Mary Jo Dare, CentralRepresentative; Sheila Decaroli,East Representative; MurielDowney, Northeast Representa-tive; Patti Kem, North CentralAlternate; Saundra Lange, South-west Representative; JoanMachuca, Northwest Representa-tive; Bob Marra, Director, Divi-sion of Special Education; and,Jeff Young, ICASE Representa-tive

Staff Present: Gary Collings,ISEAS Executive Director; CindaLong, ISEAS Program Specialist;and, Susie Thacker, ISEASExecutive Assistant

Others Present: ICASEExecutive Committee and GwennRingger, Northwest Roundtable

The meeting was called toorder at 2:00 p.m. by GaryCollings as ISEAS ExecutiveDirector. An updated index of

highlights of Steering Committeeminutes was distributed.

Approvals: Motion: Min-utes from the June 13, 1996meeting were presented. With amotion by Dare/Machuca theminutes were approved aswritten.

Mini-Grants: None of theroundtables have expenditures todate in their $500 mini-grants.

Mini-Grant Applications: Theprocedure for applying for andimplementing the $500 mini-grants was reviewed. Collingsasked that each roundtable submita calendar of roundtable meetingsscheduled. ISEAS will duplicatethese calendars and make themavailable to other roundtables.

Reports by Roundtable:Central - Central Roundtable

met the morning of September 25.A calendar of meetings has beenset. There will not be meetings inDecember or February. TheICASE roundtable topical wasdiscussed. Although their topicalwas scheduled for May, theywould like to change it to April.They would also like to change thefocus to a mock hearing withattorneys and questions from theaudience. The hearing would be

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videotaped and copies madeavailable to anyone interested foronly the cost of the tape. As thisis an ICASE sponsored activity,these changes will be discussed atthe ICASE Executive Committeemeeting.

There was discussion at themeeting regarding speech andlicensing. Also discussed was theStandards manual, especially inthe area of autism.

Shirley Amond has asked ifthere is interest in a five-daytraining on signing in exactEnglish.

Indianapolis Public Schoolswill tape a television show onComcast Cable Network onattention deficit as a featured showfor October. The show will bevideotaped and offered to othercable channels.

East - The roundtable has metand started to work on the ICASEroundtable topical. They are alsolooking at computer generatedIEPs with Tranquility Systems.Their calendar of meetings wassubmitted.

North Central - CherylHarshman will serve as alternateroundtable representative forNorth Central. A calendar ofmeetings of the year was submit-ted. Topics for meetings arealternative services (11/25/96) andcollaboration techniques with Dr.Marilyn Friend (12/3/96)

North Central Roundtable willsponsor an ICASE TopicalConference on “BehavioralManagement in the Schools” from

8:30 AM to 3:30 PM on October14, 1996 at the Radisson -Lafayette. Margaret Bannon-Miller, attorney with Bose,McKinney and Evans, Indianapo-lis and Eric Hartwig, Ph.D.,Marathon County Special Educa-tion, Wausau, Wisconsin willpresent. The issues to be ad-dressed are suspension/expulsion -current legal trends from both astate and federal perspective,development of behavior manage-ment plans and their relationshipto IEPs, and behavior managementstrategies.

Northeast - A calendar ofmeetings has been established.The roundtable is looking at topicsfor their ICASE roundtabletopical.

Northwest - A tentativecalendar of the roundtable’smeetings for 1996-97 was submit-ted. Focuses for these meetingsare roundtable planning (9/26/96),job stress (11/7/96), labeling(12/19/96), State Departmentrelations-ongoing communication(2/6/97), incorporating specialeducation into general educationprograms (3/13/97), and Sec-tion 504/ADA (4/24/97).

The roundtable will have aCreative Problem Solving activityon how to meet needs of allplanning districts. There has beensome discussion that the structureof the roundtable is too large.Collings responded that anyrestructuring of a roundtable is anICASE question and wouldrequire a constitutional amend-ment.

Southeast - The roundtable

met in August. The next meetingwill be October 18 with BobMarra attending. Focus for theNovember meeting will be ADDand computerized IEPs withTranquility Systems.

Southwest - The roundtablehas reorganized their calendar andwill submit it to the SteeringCommittee. Lange noted there hasbeen some concern in theroundtable about the cost of thecomputerized IEPs with Tranquil-ity Systems.

Southwest would like tocollaborate with Southeast on theirICASE roundtable topical. Theywill present this to the ICASEExecutive Committee.

1996-97 ISEAS Calendar: Thefinal 1996-97 ISEAS/ICASEcalendar of meetings was re-viewed.

Lighthouse Applications:Information regarding the ISEASLighthouse Visitation programwas available, as well as anupdated list of ISEAS Lighthousevisitation applications from 1980to 1996.

Administrative Study Keyclub(ASK): Collings reviewed thepurpose of ASK as being toprovide financial assistance tobring together fellow directors totalk shop.

ISEAS • continued from page 3

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1996-97 Events/Reports:Report - New Directors/Mentors:Jeff Young reported that the NewDirectors’ Workshop held August15, 1996 at the Holiday Inn North,Indianapolis, was well received.The meeting was sponsored by theICASE Past Presidents’ Counciland provided an opportunity tofamiliarize new directors andsupervisors with such topics as therole of the special educationadministrator in the 1990s, Divi-sion of Special Education initia-tives, ISEAS mentor program,special education finance, federalgrants/applications, child count,Article 7, IDEA update, parentpartnerships, Section 504, andadministrative teams. Fifteen newdirectors and supervisors attended.Mentors have been confirmed foreach of the new directors as shownin the shaded box.

The five new directors willmeet with their mentors during theFall ICASE conference.

OT/PT Topical Session:Registration forms for the EighthAnnual ED-MED Conference tobe held Thursday, October 24,1996 at the Indianapolis Conven-tion Center were distributed.ISEAS will sponsor one of thenine presentations. VickiHershman, State Coordinator forPartnerships for Assistive Tech-nology with Indiana Schools(PATINS) will present. PATINSis a statewide project designed toprovide training, resources andtechnical assistance to publicschool personnel and students whowant access to adaptations andtechnology tools which enablestudents to control and direct theirown lives. Registration forms

have been mailedto Indiana specialeducation direc-tors, OTs, andPTs. Jackie NinkPflug will deliverthe keynoteaddress on“Learning to Livewith a Traumatic Brain Injury”.Jackie survived a gunshot woundto the head during the hijacking ofEgypt Air #648.

Secretaries/Support StaffSeminar: The annual Secretaries/Support Staff Seminar will be heldTuesday, November 12, 1996 atthe Holiday Inn North, Indianapo-lis. Suggested focus topics andpresenters for the seminar werediscussed and a draft of theregistration form reviewed. Afterconsideration, it was determinedthe topics and presenters wouldbe: (1) Conflict Resolution; (2)Parent/Public Relations with MikeLivovich; (3) Small GroupCracker Barrel Discussions onSelected Topics with Jeff Young,Mary Jo Dare, and SheilaDecaroli; and (4) Wellness in theWorkplace. Registration formswill be mailed to those attendingin past years and will be includedin the CABLE newsletter. Partici-pants will be asked to select andattend two of the four topics.Deadline for registration isNovember 5. The $15 registrationfee will include a luncheon.

LEASE Academy II: Membersreceived an application and a copyof the booklet for the ISEASLEASE Academy II. The Acad-emy will be divided into twosessions: November 20-21, 1996and January 20-21, 1997. The

theme for the Academy is “Life inthe Balance” and is hosted byISEAS and presented by theCenter for Organizational Re-sources (COR) of Ball StateUniversity. Registrations formsand booklets will be distributed toall directors at the Fall ICASEConference. Those directors whoare unable to pick up their book-lets at the conference will receivetheirs by mail. The registrationdeadline is October 18.

cc:Mail/GTEINS: Cinda Longreminded the Committee that theNational and State e-calendars arestill available on cc:Mail alongwith the selected newsgroups. Ifanyone knows of any conferencethey would like to have posted onthe calendars or e-mail, theyshould contact her with the date,sponsor, location, fees, andconference contact.

A web page has been estab-lished on the Internet for ISEASwith links to the Indiana Depart-ment of Education (IDEANet) anda link to view the July, August,and September CABLE’s on-line.October’s CABLE is ready andwill be put on-line on October 1.Anyone interested in the address


NEW DIRECTOR MENTOR

Cheryl Corning Brett BollingerLinda Duncan Mike LivovichDarcy Hopko Sheila DecaroliJoan McCormick Jeff YoungTammy Ummel Ann Schnepf

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for the ISEAS page should contactLong or Collings after the meet-ing.

Long has been assisting theDivision of Special Education insetting up a home page. Ulti-mately, they would like to down-load all their documents to a webpage. Article 7, FunctionalLiteracy Assessment Guidelinesfor Students who are Blind orVisually Impaired, Family Educa-tional Rights and Privacy Act(FERPA) and the Parent-CitizenHandbook have already beentranslated into HTML format. Theremainder of the Division’sdocuments will be assigned to apage on the web as she receivesthem.

Marra commented the Divi-sion is encouraging cooperativesto set up their own e-mail postoffices to free the Division phonelines for others. These postoffices would include principals,supervisors, etc. in the coopera-tives.

New Directory of SpecialEducation Administrators: A copyof the new 1996-97 School YearDirectory for Indiana SpecialEducation Administrators wasgiven to each member. Directo-ries will be distributed at FallICASE and the Secretaries/Support Staff Seminar.

Conference Sponsorships/Reports: Report - MidwestSpecial Education LeadershipConference: Collings reportedseven Indiana special educationdirectors attended the MidwestSpecial Education LeadershipConference held in Breckenridge,

Colorado on June 25-28, 1996. Asin the past, ISEAS sponsored theparticipation of the ICASEPresident-elect to attend theconference. Richmond presenteda brief report.

NASDSE: The 59th AnnualNASDSE Meeting will be heldNovember 17-20, 1996 at theRoyal Sonesta Hotel in NewOrleans. The theme of the meet-ing is “Accountability in a WorldClass Education System forIndividuals with Disabilities”.Sheila Decaroli, Anderson, willrepresent ISEAS at the meeting.Muriel Downey volunteered as analternate.

CEC: Salt Lake City will bethe site for the International CECConference April 9-13, 1997.

LRP: The annual LRP Confer-ence will be held May 4-7, 1997 inSan Diego.

University Forum: Septem-ber 27, 1996 Meeting: The ISEASUniversity Forum will hold itsfirst meeting of the year onSeptember 27 at the RadissonRoberts Hotel in Muncie.

Chairperson: The newchairperson for the 1996-98 termis Cathy Shea, Indiana UniversitySoutheast. Marlaine Chase,University of Evansville, willserve as vice-chairperson.

Other Business: ISEAS FinalReport: Collings is beginning tobring together the ISEAS FinalReport which is due Octo-ber 30, 1996. He noted during theproject year 1995-96 ISEAShosted a total of 50 meetings

which included 770 participants.

IDEAS Videotape Series: Thevideotape series “Indiana Designsfor Educating All Students,(IDEAS), is now completed and isbeing duplicated for distribution.The thirteen-tape series is facili-tated by Marilyn Friend, IUPUI,and is expected to be ready inOctober.

“Who are the Children BeingBorn Today”: Anyone interestedin using this video may contact theISEAS office.

“Look Who’s Laughing”:This video is currently with JoanMachuca, Northwest Indiana.

Speakers Bureau: ISEAS hasreceived a number of calls forrecommendations on presenters onInclusion. Collings asked if therewas a need for a list of possiblelocal presenters to be sent todirectors. Representatives wereasked to talk with theirroundtables and the subject wouldbe discussed again at the October23 Steering Committee meeting.

Next Meeting:- October 23, 1996- ISEAS Office- 8:00 AM - Coffee and

Rolls- 8:30 AM - ISEAS Steer-

ing Committee Meeting (to befollowed by Division Report andICASE Executive CommitteeMeeting) ❒



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ISEASUniversity Forum

September 27, 1996

Members Present: CathyShea (IUS), David Mank (ISDD),Cathy Pratt (ISDD), Jane Swiss(St. Francis), Ann Smith (ICASE),Bob Marra (DOE), Mary BethJanes (ISDD), Lyle Lloyd(Purdue), Henry Schroeder(ISDD), Jim Murray (ICASE), BillLittlejohn (Blumberg), LewPolsgrove (ISDD), Judith Smith(Purdue-Calumet), Gary Collings(ISEAS).

Others Present: MikeLivovich (ICASE)

Prior to the meeting themembers had an informal discus-sion over lunch with MikeLivovich regarding personneltraining and professional develop-ment needs from the field perspec-tive.

Marra noted from the townmeetings which he has beenattending around the state thatbusiness leaders are describingwhat attributes they are expectingfrom graduates of the schoolsystem. There seems to be aparallel in finding out what thespecial education administratorsare looking for in universityteacher education graduates.

1. Introductions - CathyShea, chairperson, called themeeting to order and made intro-ductions. The May 3, 1996minutes were accepted as mailedwith a correction to a position asnoted under the Purdue report. An

index of Forum meeting minutesfrom September 1989 to May1996 was distributed.

2. Agenda Revision - Sheaasked that members divide into 3discussion groups: distanceeducation, rally planning, profes-sional development. Each groupwas asked to take thirty minuteson their assigned topics. High-lights from each of the smallgroup meetings were as follows:

a. Distance Education -ACTION: Janes and Polsgrovewill prepare a Listserv ofinternet addresses of all Forummembers and as many otherstate IHE special educators aspossible. Swiss and Janes willreview previous materials, contactAllen Parelius and offer recom-mendations at a future meeting asto direction on dissolution ofcommittee.

b. Rally - Based on discus-sions with past rally committeemembers, Shea recommended theFaculty Rally not be done thisschool year in the previous format(at the IFCEC convention). Shesuggested realigning resources tosupport a meeting with “highprofile” leaders e.g. the Deans ofour Schools of Education.Judith Smith had compiled a paperof Suggestions and Considerationsfrom previous feedback frommembers for the Spring Rally.

Shea made a second sugges-tion that we rotate the location ofselect Forum meetings to each ofthe four state universities through-out the school year. The ideawould be that the respectiveuniversity faculty members could

join with the Forum for a dialoguein the AM perhaps to include localdirectors. The focus of the AMsession might be about theuniversity’s Professional Develop-ment Schools. After lunch theForum members would have astandard meeting without thefaculty. December meeting mightbe the first such rotated location.

c. Professional Development- Swiss recommended that a jointmeeting with members of theICASE Executive Committee andrepresentatives of the Forum todiscuss and outline personnelneeds with implications fortraining programs be arranged.Livovich noted that the nextmeeting of the executive commit-tee was scheduled for October 23in Indianapolis. He offered tocontact Daena Richmond, presi-dent of ICASE, to see if heragenda could include this dia-logue. Forum members whovolunteered to attend were Shea,Pratt, Lloyd and Swiss.

A second suggestion wasmade from the group to explore afuture meeting with Deans of therespective universities to discussthe status of teacher training andpersonnel preparation needs.Marra offered to make arrange-ments for such a meeting throughStan Jones at the Commission forHigher Education if desirable.ACTION: Littlejohn was askedto check with the ISU dean tosee if there are existing meetingdates of deans from across thestate. ACTION: Organize aplanning committee for this

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activity at next meeting.

A third suggestion was forForum members to attend theirlocal Roundtable meeting.

3. IPSB Report - Ann Smithattended the August 15 meeting ofthe Indiana Professional StandardsBoard as a Forum representativeand member of a panel of expertsto react to the draft paper pre-sented by the Exceptional NeedsAdvisory Group. The advisorygroup will make revisions basedon the feedback from this session.The next draft will be availableprior to public hearings whichmay be held in November. AnnSmith distributed her handoutpaper as presented at the sessionwhich outlined her responses to aset of questions in regard to thefirst draft of the exceptional needsgroup. ACTION: membersagreed that Ann Smith shouldcontinue as the contact personand Cathy Shea will join her asan additional Forum representa-tive. ACTION: Shea willdisseminate copies of draft tomembers needing one.

4. Transition Paper - Sheareported that Pat Rogan sent her anote that the advisory council forthe Indiana Transition Initiativewill complete a final edit onOctober 1. Rogan will have thefinal draft paper available for thenext meeting of the Forum.

5. Division Report - Marrawas not able to stay for thecomplete session. Collingsreported that the collaboration/co-teaching videotapes scripted byMarilyn Friend are being dupli-cated for dissemination. He was

not aware, however, if sets wouldbe available for each university.Collings distributed the 1996-97ISEAS directory.

6. University Reports -J. Smith (Purdue-Calumet)commented that her departmenthad Marilyn Scannell and JohnBaker from the Indiana Profes-sional Standards Board (IPSB) attheir faculty retreat. She now hasa better understanding of thestandards process.

David Mank (ISDD) ex-pressed that he was pleased to bein Indiana and now working withthe Forum members.

Shea (IUS) said her campus isnow able to check the sex offenderregistry for all students. Thisregistry is on the WWWeb.Contact Shea for the Internetaddress if interested.

Swiss (St. Francis) reportedthat they have now filled their full-time faculty position. Her campusis in the second phase of mergingall program sections into a singledepartment. They will next beginto merge courses and field experi-ences.

Lloyd (Purdue) commentedthat they are still recruiting for afaculty member in transition andsecondary-age students (notassistive technology as mistakenlynoted in the May 3 minutes). Heobserved that personnel prepara-tion grants were more competitive.Lloyd distributed a list of AACcontinuing education offerings viaIHETS which he requested beattached to the minutes. Hesuggested that the Forum consider

coordinating such IHETS offeringfrom the various institutions ofhigher education.

Polsgrove (IU) presentednames of three new facultymembers as retirement replace-ments for Spicker, Fink, andGushkin. He reported that theSchool of Education is doing aninternal analysis of all of itsprograms.

Littlejohn (Blumberg) recog-nized Henry Schroeder’s pastcontribution to the UniversityForum. He noted Schroeder’swillingness to take on assignmentsand involve the ISDD staff asresources. Littlejohn reported theCenter has been funded for a thirdyear to train facilitators in Cre-ative Problem Solving.

7. Other Business - A copyof the July 12, 1996 memo regard-ing substitute certificates fromElizabeth Schurtz, director ofteacher licensing, was distributed.

Janes reminded the Forum thatthe Assistive Technology TaskForce is ready to report andrequests to be placed on a futureagenda. ACTION: Shea to putAssistive Technology on nextagenda.

8. Next Meeting - Novem-ber 1 (Friday) at 11:00 AM in theISEAS office.

9. Calendar of FutureMeetings: - December 6, 1996;No January meeting; February 7,1997; March 7, 1997; April 4,1997; and May 2, 1997 ❒



9

Information from ICASE

ICASEExecutive Committee

Meeting Minutes

September 25, 1996

Radisson Hotel Roberts - Muncie

[These minutes are considereda draft until approved at the nextscheduled meeting.]

Members Present: DaenaRichmond, Jan Rees, GaryCollings, Jeff Young, MikeLivovich, Patti Kem, Judy Flow-ers, Joan Machuca (NW), MurielDowney (NE), Mary Jo Dare (C),Saundra Lange (SW), BrettBollinger (SE), Sheila Decaroli(E)

Members Absent: RussDawson, Phyllis Craig (NC)

Others Present: Bob Marra,Roger Williams, Susie Thacker,Cinda Long, Gwenn Ringger

I. ApprovalsA. MOTION: After a

motion by Young/Machuca theAugust 15, 1996 minutes wereapproved as submitted.

B. Rees introduced thenew expenditure report format.MOTION: After a motion byKem/Bollinger the August 31,1996 treasurer’s report showinga balance of $32,989.86 and thedocket of outstanding bills

totaling $1,064.75 were ap-proved as submitted.

Rees commented that the IRSis satisfied with the ICASE not-for-profit status but the Indianasecretary of state has not yetaccepted her information. She isconfident that the issues with thesecretary of state will also besuccessfully addressed. Dareasked that the minutes reflect thecompliments of the ExecutiveCommittee in Jan’s persistencewith this task.

II. Strategic Plan: 1996-97A. Goal I: Encourage

communication, support, andpromotion of administrators ofspecial education

1. Report: ColleagueAccomplishments - Kem notedshe will have a form to distributetomorrow to collect informationabout accomplishments of admin-istrators. She typically sendsflowers to immediate family andcards to others. MOTION: Kemcomplimented Livovich onserving as CASE secretary thispast year and nominated him tocontinue in this position. After asecond by Machuca the motionunanimously carried.

2. Report: Membership -Flowers reported that there were181 pre-registrations fortomorrow’s conference. Reesraised the question of how todifferentiate between special

guests or non-members forregistration fees. The answerseemed to be whether the indi-vidual would be eligible formembership.

Flowers submitted threenames for approval under Honor-ary status. MOTION by Young/Livovich that Ron Lewis, BobBaltzell, and Henry Schroederbe granted Honorary (HCASE)status was approved. MOTIONby Dare/Livovich that Greg Daleand Paul Peralda of Baker andDaniels law firm be invited forPatron (PCASE) membershipwas approved.

3. Report: COCASEIssues - Flowers noted there wasconfusion with the COCASElanguage in the constitution whichcaused problems for the treasurerwith membership renewals. As aresult there are currently 142members. The COCASE problemseems to be the inclusion ofsupervisors/coordinators. Adiscussion followed. Livovichoffered his clarification that wegave supervisors/coordinators theoption of either being Activemembers OR COCASE members.Other than the director COCASEmembers are not of active status.Rees suggested that without thisinterpretation we will likely losemembers. MOTION: Livovich

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moved that the presidentpresent the COCASE issue tothe general membership fordiscussion at the businessmeeting. Died for lack of asecond. The discussion will betaken by Flowers to the member-ship committee for discussion atthe roundtables.

B. Goal II: Promote theimprovement of the educationprofession

1. Report: RoundtableDevelopment - Livovich informedthe group of the following re-gional training activities - NorthCentral (Behavior Management -October 14), Northeast (Adapta-tions with Dave Ebeling - June1997), East (Adaptations withDave Ebeling - April 22, 1997),Central (Mock Hearing - April1997), Southeast (Co-teachingwith Marilyn Friend - December4, 1996), Southwest (Co-teaching- may collaborate with Southeast),Northwest (yet to be determined).Livovich asked that eachroundtable determine their costs,set the registration fee and providedetails to him; he will forwardinformation to ISEAS so a regis-tration insert can be included inthe Cable newsletter.

C. Goal III: Support theacquisition of adequate funding atlocal, state, and federal levels tomeet the needs of children andyouth with disabilities

1. Discussion: LegislativeAgenda - Richmond commentedthat Sharon Henderson and TomDoyle are at a federal legislativeconference in to Washington D.C.this week. She called on Roger

Williams to give an overview oflegislative plans for this comingsession. He offered suggestions tomake contact with local represen-tatives and invite them to visitlocal school programs. Therepresentatives need to know whatis working and any items of localneed. General legislation to bemonitored includes: parentalrights, alternative schooling fordisruptive students, and transfertuition. Williams referred to theproposed legislation on assistivedevice consumer protection (SB236) commonly referred to as a“lemon law”. ATTAIN andCOVOH have asked ICASE tosupport this legislation.

Young asked that the legisla-tive committee leave the APCaspect of the formula alone thisyear, but join with other associa-tions in seeking an increase in thegeneral fund formula. Livovichraised the concern of the increas-ing OHI count being compoundedby ADD/ADHD. Marra noted themajority of students on statealternative services were alsodiagnosed as ADD/ADHD. Hehas been asked by the statesuperintendent to conduct thebroad based ADD/ADHD study inbehalf of the Department ofEducation as required by theGeneral Assembly with a 1999deadline.

D. Goal IV: Encourage thedevelopment of an infrastructureto support persons with disabilitiesin their local communities

1. Report: COVOHUpdate - Richmond attended theirlast meeting and had been asked toseek an ICASE endorsement for

SB 236 as noted in the abovelegislative discussion.

E. Goal V: Promote collabo-ration with Department of Educa-tion and the Division of SpecialEducation

1. Report: Division ofSpecial Education - Marra re-ported that the Collaboration/Co-Teaching videotapes with MarilynFriend are being duplicated fordistribution to directors in Octo-ber. He noted that the Divisionendorsed LRE related program“How to Adapt InstructionalCurriculum”, which has beendeveloped through ISDD withinvolvement of Sharon Henderson,is being put on CD-ROM for useby teachers.

Lange inquired about theEmployment Training Specialisttraining program that often has alimited enrollment which makes itdifficult to get staff involved.Marra noted that the delivery oftraining may need to be refocusedmore to the local/region. He willdiscuss this in more detail onFriday along with several othertopics such as the CHINS pre-school survey and the CSPDprocess. Decaroli brought up theimplications of home schoolingand special education. Marraproposed home schooling as atopic which cuts across otherfields of education which couldbenefit from a broad base ofdiscussion. Livovich asked forfuture discussion on studentswhich are returning from hospital-based programs with no evidenceof credits.

ICASE • continued from page 9



11

F. Other Business - Youngreported that there were 15participants at the August 15 NewDirectors meeting presented by thePast Presidents’ Council. Theparticipants included the followingfive new directors: Cheryl Corn-ing, Linda Duncan, Darcy Hopko,Joan McCormick, and TammyUmmel.

G. Next Meeting:October 23, 1996

Location: ISEAS OfficeTime: 8:00 AM Coffee &

Rolls 8:30 AM ISEAS Steering

Committee Meeting10:00 AM Division Report11:00 AM ICASE Executive

Committee Meeting


ICASE BusinessMeeting Minutes

September 27, 1996Muncie, Indiana

[These minutes are considered adraft until approved at the nextscheduled meeting.]

Officers Present: DaenaRichmond, President; Jeff Young,Past-President; Russ Dawson,President-elect; Jan Rees, Treasurer;Gary Collings, Secretary

1. Minutes - Richmond calledthe meeting to order at 8:15 a.m.and requested a motion to approvethe March 7, 1996 minutes. MO-TION: Jozwiak/Bollinger motionfor approval of the minutescarried.

2. Treasurer’s Report: Rees

distributed an August 31, 1996balance sheet showing total assetsof $32,989.86. She explained thenew format for the 1996-97 budgetin the amount of $47,000. MO-TION: Handlon/Kem motion toaccept the treasurer’s report assubmitted was approved.

3. Audit Report: LeonardJozwiak chaired the 1995-96 auditcommittee which included SusanJacobs, Tom Ryan, Jan Rees andaccountant Ruth Kenny. The auditreport included a three year analysisof cash, revenue and expenditures.The committee confirmed that thereceipts and expenditures reconcileand coincide with the adoptedICASE budget for fiscal year 1995-96. The committee report noted thatthe ICASE revenue continues to bein excess of $20,000 annuallyrequiring the filing of IRS Form 990as a not-for-profit organization. Themembers of the committee offeredsix recommendations. MOTION:Melsheimer/Decaroli motion toaccept the audit report as submit-ted was approved.

4. Strategic Plan - Richmondcalled on various committeechairpersons to report on activities.

a. Membership - Richmondcomplimented Judy Flowers, TomAdams, Jim Murray, and Patti Kemon their efforts to support adminis-trators.

b. Education Profession -Young recognized the work ofShirley Amond and LeonardJozwiak with the Indiana SpeechHearing Association (ISHA) whichhas resulted in a recommendation tothe Indiana Professional StandardsBoard (IPSB). ISHA and ICASEcollaborated to propose a rulewaiver requesting the IPSB to


accept the license issued by theIndiana Speech-Language andAudiology Board (ISLPAB) as anappropriate license for public schoolpersonnel. In essence personsholding these licenses have met allrequirements with the exception ofstudent teaching. On June 20, 1996the IPSB executive committeeagreed to support the proposed rulewaiver on a pilot basis. If the fullBoard approves the recommenda-tion, the waiver will be effective,subject to annual review, until theIPSB’s new rules have been pro-mulgated. As part of this review,ISHA and ICASE must submit ajoint report to the IPSB executivedirector regarding the effectivenessof the waiver to date.

Mike Livovich reported on theprogress of Roundtable professionaldevelopment which he compared toUnit development in nationalCASE. The purpose is to revitalizeroundtables in behalf of specialeducation administrators by invit-ing:

1. colleagues to becomemembers;

2. roundtable members toorganize themselves as was done inthe caucuses yesterday; and

3. members to have avested interest in the governancethrough the offering of a topicalconference in each roundtable.

c. Legislative Agenda -Dawson explained that this yearICASE would not have a separateplatform but would be working insupport of the platforms of otherassociations. Topics on the fore-front are parental rights, alternativeschools, transfer tuition, andincreased tuition support in general.


12


He reminded members to get toknow candidates in your localdistricts.

d. ISEAS Update -Collings acknowledged the newDirectory prepared by SusieThacker and the Internet work beingdone by Cinda Long. He an-nounced the Academy II registration

booklet with dates of November 20-21, 1996 and January 20-21, 1997.Collings recognized this year’s newdirectors: Cheryl Corning, LindaDuncan, Darcy Hopko, JoanMcCormick, and Tammy Ummel.He announced that ISEAS wassponsoring a strand for OT/PTs atthe October 24 ED-MED Confer-ence in Indianapolis. Registration

West Central Indiana SpecialServices Cooperative has developeda set of forms, based on thoserecommended by the DOE, thatcovers special education needsduring a case conference.Crawfordsville School Corporationhas computerized these forms. Theforms and the computer programhave been reviewed by severalDirectors and Coop personnel withgreat enthusiasm.

All interest in the forms and thecomputer program have been signedover to: Indiana EducationalComputer Software Consortium(IECSC) under the title MIPS-SpecEd.

IECSC was founded on andpromotes the philosophy of“Schools Helping Schools”. Thisnon-profit organization is composedof school superintendents who wantto promote software that is designedby and for Indiana educators at aslow a cost as possible.

The “MIPS-SpecEd” program:

1. Provides a printout of acase conference summary, ITP/IEPthat’s easy to identify and read.

2. Is designed to organizeand facilitate a case conference inan Article 7 procedural fashion, thatis extremely user friendly.

3. Makes yearly updatesmanageable since all data is savedelectronically.

4. Is easy to learn and use. 5. Saves time for future case

conferences. 6. Provides updated class

lists for the next school year. 7. Includes all data required

to be reviewed by the case confer-ence committee.

8. Allows for almostunlimited reports to be generatedvia Microsoft Access that arenecessary for CODA and monitor-ing.

The software will run onWINDOWS 95 or 3.1 and requires:

486 or faster processor16MB RAMMicrosoft Office Profession or

at least Microsoft Access Database

Cost of the program includestraining and technical assistance.Cost of the program has been keptto a minimum by having eachcorporation/cooperative share in

training and support. After receiv-ing your training, you in turn willserve as a training-mentor foranother corporation/cooperative.

The program monetary cost is:

$1,000.00 per corporation/cooperative plus $2.00 for eachunduplicated December 1 countabove 500 students.

The fee structure would remainthe same for each consecutive year,subject to review.

“ MIPS-SpecEd”, Managementof Indiana Public Schools - SpecialEducation, can be previewed atWCISSC/Crawfordsville and willbe available for purchase January1997.

Contact People: Dr. CraigGlenn - President, IECSC 317/364-3242 Fax 317/364-3237; Dr. JimAuter - Vice President, IECSC 317/342-6641 or Dr. Trent Rager -Secretary, IECSC 812/847-8497.❒

New Computerized Forms Developedby Local Cooperative


forms for the Secretaries Seminarwill be mailed in October.

e. Division Report -Richmond adjourned the businessmeeting and introduced Bob Marra,director of the Indiana DOE Divi-sion of Special Education, to presenton activities, initiatives, anddirectives in progress. ❒

13

Department ofDepartment ofEducation NewsEducation News


Child Services Coordi-nators’ Meeting

Following are the minutes ofthe child service coordinators’meeting held on October 7, 1996.

CSCs present: Steve Scofield,Hancock-South Madison; SandyWooton, Johnson Co.; GingerArvin, IPS; Trace Benedict,Hamilton-Boone-Madison; JoAnnEngquist, Porter Co.; KarenSonderman Hendrix, WCJS;Marsha Mulroony, Dubois-Spencer-Perry; Pam Hilligoss,Richmond Schools; Barb Terry,Koscuisko County; CathyMcCormick, New Albany-FloydSchools; Terry Tahara, SouthBend Schools; Bunny Nash, ClarkCo.; David Jann, Warren Town-ship.

DOE Staff present: CarolEby, Lyn Holdheide, KarynRomer, Connie Rahe

Guest Speakers: Ron Clark,Bowen Center; Michelle Tennell,Juvenile Justice Task Force.

Transfer Tuition: Jo Annpresented several transfer tuitionfact patterns and requested clarifi-cation. One example described analternative family situation.

Marsha Mulroony shared informa-tion distributed by the Division ofSchool Finance. The key totransfer tuition questions isdetermining what entity made theplacement.

Hoosier Assurance Plan: RonClark presented information aboutthis managed care plan beingimplemented as of July 1, 1996.The State is the Managed CareCorporation. The 30 mentalhealth centers are preferredproviders for the first 3 years. ThePlan includes 3 populations:chronically addicted, chronicmentally ill adults, and emotion-ally disturbed children and adoles-cents (persistence in mental illnessarea lasting longer than 6 months).The theory is an attempt tomanage the costs of the mentallyill. The mental health center canbe the preferred provider for acapitated rate, but must have acontinuum of care of services.Phase I is with the chronicallyaddicted. In order to enrollsomeone, the center must be fullyat risk for this person for a oneyear period for a price of $2,500/person. Any loss would be themental health center’s risk. Muchof the money used for deficitfunding is now being diverted tocapitated rates. The focus is on

the clients who are the most ill andfinancially unable to provide forthemselves. July 1, 1997 Phase IIwith SED youth should begin.The fear is that Medicaid andMedicare will be cut after elec-tions. Predicting needs is verydifficult. Discussion at the State isthat the capitated rate for SEDyouth will be very low, i.e. $500/year. The State’s philosophy isthat wraparound services willencourage other funding sourcesthrough collaboration. Phase IIIwill include the chronicallymentally ill adults and also in1998 any provider will be able toapply to the State for managedcare contracts - mental healthcenters will no longer be the onlycontractors. Mental HealthCenters must reach out in collabo-rative ways.

Ron also discussed the MentalHealth Act of 1994, which con-solidated how state hospitals arebeing used with local mentalhealth centers as gatekeepers tolower bed usage. Mental healthcenters will encourage keepingkids out of placement throughwraparound services. Centers areon a bed allocation system so if a



14

bed is not used, that money will bediverted to the center for otherkinds of services. More thanlikely as of July, 1997, kids’ bedswill be done the same way. Kidspresently in beds will be comingback home. The State wants toreduce kids’ beds down to about500 in the next 5 years.

Wraparound Conference“Wrap up” details: MichelleTennell provided the group withinformation regarding the confer-ence. As of today, there are 190registered with anticipation of 40-50 walk-ins. The group willpractice the play at 7:30 p.m.

Review of Goals -95-’96 andpreparation of ’96-’97 Goals: Thegroup started with a discussion ofthe roles which we are playingwithin the State. Linda GrumleyDufour will be the CSC at ClarkCounty with limited abilities toconsult outside of Clark Co. BarbTerry is supervising home-basedservices at the Bowen Center andStep Ahead County in KosciuskoCounty. Cathy Motter will be theCSC from North Central IndianaCo-op. Trace Benedict is withHamilton’s cooperative with hisoffice in Tri-County MentalHealth Center. His duties are verymuch the same although he is in adifferent location. Steve Scofieldis no longer Step Ahead coordina-tor and is doing some “wrap-around” consultations in ShelbyCounty. JoAnn Engquist workssolely for Porter County. GenevaVinson is presently on medicalleave and is very ill. Ginger Arvinis working with IPS’s socialworkers in addition to her regularCSC duties. Pam Hilligoss isassistant director at Richmond andoversees the educational programs

at Richmond State Hospital.Sandy Wooton is providingconsultation to other counties viathe telephone. She is solelyserving Johnson County Servicesas a CSC. That county hassubmitted a request for funds tothe Dept. of Justice in collabora-tion with other agencies within thecounty. Cathy McCormick haspulled together a community teamin Floyd County which is reallybecoming cohesive. She is also atCedar House for a portion of theweek. Terry Tahara is workingclosely with Madison Center withits new residential program.David Jann is assistant director atWarren Township and supervisesmany programs in addition to CSCduties. Marsha Mulroony hasworked to develop communityteams. She is doing extensivestaff development, inservicetraining, working with changingmindsets, handling many difficult“kid” cases. Karen Hendrix isdoing extensive staff development,inservice training along withregular CSC duties. VictoriaBoyd-Devine is only workingpart-time this school year and herdirector has informed the CSCsthat she will not be participating inCSC meetings.

The group then reviewed ’95-’96 goals and recognized thatmany of the specific objectives ofthe goals were met. However, thegoals continue to be appropriate.Based on the review and discus-sion, the following Action Planwas put into place:

GOAL #1: To continue toexpand wraparound in Indiana.

Much regional training had

occurred and continues to becarried out through individualCSCs in their local areas. The1996 Wraparound Conference willbe held on October 8th. This is aregionalized effort on the part ofthe CSCs.

GOAL #2: Ways to servenon-CSC directors of specialeducation.

CSCs continue to serve thosedirectors via telephone access aswell as their participation inregular CSC meetings. IDOE,DSE is encouraged to recommendthis to them. CSCs will not beable to reach out as much as in thepast; however, they will still beavailable to help with any ques-tions. Minutes will continue to bedistributed through E-mail as wellas in the ISEAS Cable. CSCs willcontinue working with ICASE viaits membership. CSCs willcontinue to reach out for trainingto other agencies.

GOAL #3: To encourage theusage of child/family teams andsupportive community teams.

The CSCs will work towardimplementation of the child/familyteams within each’s respectivearea.

Karen will distribute goals atthe December meeting for specificassignments.

IDOE Updates: ARS Team ischanging the one page checklist.It will be a more detailed check-list. Applications will be assignedimmediately to 3 teammembers - Karyn Romer

DOE • continued from page 13



15

(logs them in), Connie Rahe, LynnHoldheide. Once assigned thatteam member will be the keycontact person. Connie will befocusing on residential facilities.Lynn will be focusing on thevarious service providers. Karynwill respond to parent questions.Approximately 21 million dollarshas been allocated with approxi-mately 352 kids in ARS. Out ofstate placement is down to 12%.Residential placements went up to40% from 35%. Carol distributedstatistics on placements as ofSeptember 20, 1996.

The group discussed howbetter to describe the Medicaidstatus on the application. Carolalso shared that juvenile courts insome counties are attempting toput the responsibility for place-ment on DOE because they aretired of paying for placements.Carol urged the group not to beginservices if it is expected that DOEwill be funding it until it is ap-proved by the DSE. JoAnn raisedthe concern that so often contractsdo not expend what they havebeen allocated - it is frustratingthat the Budget Agency cannot seethat kind of information.

Financial Study - IU - RussSkiba: Findings of the financialstudy were presented. The processwill occur again next year withtraining in January. Risk factorsisolated were:

Conduct Disordered-ActingOut Behavior;

Developmental Disability;Juvenile Delinquency;Conduct Disordered-Covert

Behavior;Medical Problems;Serious Internalizing

Disorders;Sexual Problems.

Children who have seriousmedical problems were morelikely to be served in alternativeprograms. Children with emo-tional handicaps were more likelyto be served in residential pro-grams. Children with serioussexual problems were more likelyto be served in residential pro-grams. Total contributions ofother agencies existed with 74kids with an average of $25,337/child. Russ requested suggestionsfor improving the process in thefollowing areas:

1. Any analyses questionswe would like to haveincluded.

2. Forms and how to improveupon them.

3. Surveys and what toinclude regarding the levelof wraparound processunderstanding.

Suggestions given included:1. Outcome measures for

each individual child.2. Make outcome evaluation

a requirement.3. Keep outcome evaluation

very brief and simple.4. Clarify several terms to

make sure that items are clearly understood by all.

5. Have a private providercode so that “zothe” does not always have to beused.

6. Define all termsthoroughly.

7. Re-define “medicalevaluation” and“medication monitoring.”

Russ will be doing e-mail and

hard copy surveys to directors toobtain their comments about theprocess. Marsha raised theconcern that the financial studypiece does not seem to address theneed for getting people andagencies to think differently aboutkids and how we intervene withthese kids. It goes much fartherthan wraparound. More emphasishas to be on school structure andschool climate. Training on howto discipline without suspensionand expulsion. Russ can bereached at [email protected]. Atthis point, dispose of all financialstudy forms, but still complete thebasic data forms for applications.

For the Good of the Cause:Karen shared a recent OSEP lettercautioning schools about placingstudents residentially in facilitiesneeding structural modifications.Responsibility may ultimately befound with the districts. Bunnyrequested assistance on a case.

The meeting adjourned at 3:15p.m. The next meeting is Decem-ber 9, 1996. Sandy Wooton isagenda planner.



DOE Guidelines forTranscripts and HealthRecords — The following is thetext of a document which wasdeveloped and distributed by theOffice of Student Services throughthe Indiana Department of Educa-tion.


16

TRANSCRIPT

A transcript is the academicrecord for a student in Grades 9through 12. An official copy of thedocument contains an officialsignature and the official seal ofthe school. An unofficial copy ofthe transcript is to be furnished tothe student to be included in theportfolio. The portfolio and anunofficial copy of the transcriptwill be taken by the student whenhe/she leaves the school. Thetranscript includes, but is notlimited to, the following:

I. Clarity/Legibility Issues:

A. Typed or computer-generated information only. Nohandwritten items includingcorrections or insertions.

B. Photocopies must be clearand readable.

C. Use of standard courseabbreviations.

D. Student academic recordlisted by semester, chronologi-cally.

II. High School Information:

A. High school name, address,phone number, and Department ofEducation four digit code number.

B. School corporation name,address, phone number, andDepartment of Education codenumber.

C. Grading scale used by theschool.

D. Official school seal andauthorized official signature.

E. CEEB number.

III. Student Information:

A. Full legal name, homeaddress, phone number.

B. Gender.C. Date of birth.D. Student identification

number and/or Social Securitynumber.

E. Name(s) of parent(s) orlegal guardian(s).

F. Immunization records.

IV. Student AcademicInformation, Grades 9-12

A. Courses using titles andcourse numbers from 511 IAC6.1-5.1 and/or abbreviations assupplied with this document.

B. Courses recorded bysemester, chronologically withgrades earned for each course.

C. Cumulative class rank andcumulative grade point average,by semester, chronologically.

D. Honors and/or weightedcourses clearly identified.

E. Notation that student ispursuing or has completed anIndiana Academic Honors Di-ploma, if applicable.

F. PSAT, PLAM, SAT, ACT,ASVAB, Gateway, Vocational,Advanced Placement (AP) orother similar scores.

G. Designation of the award-ing of academic or technicalachievement certification.

V. Attendance Information

A. Date of enrollment andgraduation.

B. Days absent or days presentby school year.

C. Withdraw and/or Exitinterview date.

VI. Optional Student Informa-tion: (local option)

A. School awards and/or

honors, Grades 9-12.B. School extracurricular/

sponsored activities, Grades 9-12.Participation and achievement inschool sponsored activities may benoted on the transcript. Nonschoolsponsored activities also may beincluded at the school’s discretion.

VII. Additional Item ofConcern:

A. Subjective comments,remarks, opinions, or recommen-dations of school official(s)regarding the student are prohib-ited. Should a school wish toprovide such information for thestudent at the student’s requestthat information should be put intoa separate letter.

B. No disclosure of disabilityshould be noted.

DEFINITIONS

The following definitions areto be used in preparing informa-tion for a student’s transcript.

Grade Point Average (GPA)

Grade Point Average iscalculated as follows: totaling allearned points, including allweighted courses, on a four pointscale. If a school chooses to use ascale other than the four pointscale, that grading scale must beexplained either on the transcriptor in an attachment to it. The GPAis a total value of all grades earnedand divided by the total number ofcredits to determine an accumula-tive grade average earned by thestudent for all coursework taken inhigh school. No grades are to be




17

omitted from the GPA calcula-tions.

Class rank

A student’s class rank is theacademic position relative to theall students in the same graduatingclass and is based solely on theearned GPA.

Weighted grades

It is a local option to add anadditional weighted factor forhonors courses taken at the highschool level. For example, An “A”in an honors course is given fivepoints instead of four in thecalculation of the GPA. There isno standard for the use ofweighted grades. It is a localdecision to establish such asystem; however, the use of aweighted grading system must beexplained on the student’s tran-script.

Absence

An absence occurs whenever astudent is not in school whenschool is in session and the studentis not engaged in an educationalactivity approved by the localschool board or school’s adminis-trative staff. Whether the absenceis excused or unexcused, it is to berecorded as an absence on theofficial transcripts. In accordancewith IC 20-8.1-3-23, a school shallmaintain accurate and completeattendance records on each andevery student enrolled in theschool. This attendance record isto be retained as part of thestudent’s transcript.

Full school day

A school day is determined at

the local level by the school boardand based upon the guidelines setforth by the State Board of Educa-tion in 511 IAC 6.1-3-1 and asdefined in IC 20-10.1-2-1. Thefollowing are the minimumstandards for the instructionalportion of a school day: fivehours of instructional time inGrades 1 through 6 and six hoursof instructional time in Grades 7through 12.

Half school day

A half student instructionalday consists of a minimum of twoand one-half hours of instructionaltime in Grades 1 through 6 andthree hours of instructional time inGrades 7 through 12. The classschedule shall be adjusted onpartial days, if necessary, toprevent the partial day fromhaving a disparate effect ondifferent curriculum areas orclasses.

Tardiness

Tardiness is a student’sunexcused lack of attendance atschool for a period of time lessthan one-half school day. Tardi-ness from a class is defined bylocal school policy.

Truancy

Truancy occurs when astudent is absent from class orschool without permission of theschool’s administrative staff.

Compulsory school attendance

Under IC 20-8. 1-3-2 anindividual is bound by law toattend school from the beginning

of the fall school term for theschool year in which the indi-vidual becomes seven until thedate on which the individual (1)graduates, (2) is legally withdrawnvia an official exit interview, or(3) reaches at least eighteen yearsof age.

Expulsion

As defined by IC 20-8. 1-1-10,the term expulsion means adisciplinary or other actionwhereby a student: (1) is separatedfrom school attendance for aperiod in excess of ten (10) schooldays; (2) is separated from schoolattendance for the balance of thecurrent semester or current yearunless a student is permitted tocomplete required examinations inorder to receive credit for coursestaken in the current semester orcurrent year; or (3) is separatedfrom school attendance for theperiod prescribed under IC 20-8.1-5.1-10, which may include anassignment to attend an alternativeschool, an alternative educationalprogram, or a homebound educa-tional program.

Suspension

As defined by IC 20-8. 1-1-11,the term suspension means anydisciplinary action that does notconstitute an expulsion undersection 10 of this chapter, wherebya student is separated from schoolattendance for a period of notmore than ten (10) school days.




18

NOTE: Expulsion and suspen-sion do not cover situations inwhich a student is: (1) disciplinedunder IC 20-8. 1-5. 1-18; (2)removed from school in accor-dance with IC 20-8. 1-7-8; or (3)removed from school for failure tocomply with the immunizationrequirements of IC 20-8. 1-7-10.1.

STUDENT HEALTHRECORDS

The Indiana Department ofEducation and the Indiana Depart-ment of Health recommend thatthe following information beincluded in a student’s healthrecord:

1. Student’s full legal nameand date of birth.

2. Parent or legal guardian’sname, address and phone number.

3. Student’s physician anddentist names and phone numbers.

4. Immunization records(only information recommendedto be included on the student’stranscript).

5. Medical HistoryA. Chronic illnesses B. Genetic and/or

disabling conditionsC. AllergiesD. Pertinent childhood

illnessesE. Major accidents/

injuriesF. Regularly prescribed

treatments and/or health services

6. Screening InformationA. VisionB. Hearing

C. Postural DefectD. Other tests or screen-

ings (e.g., TB)

Additional Recommendations

1. Health records should bemaintained separately from thestudent’s transcript.

2. Only immunizations shouldbe recorded on the transcript.

3. The confidentiality ofhealth records should be strictlymaintained according to federalprivacy regulations.

For additional information,contact the Office of StudentServices at the Indiana Depart-ment of Education 800/833-2199.

SOURCE: Division News &Notes bulletin board posting onIndiana SECN 9/19/96.


Interstate IEPs —[Editor’s Note: The followingarticle appeared in the 1-12:95 issueof Recent Decisions which is aperiodic communication from theLegal Section of the IndianaDepartment of Education to theIndiana State Board of Education,the Indiana Board of SpecialEducation Appeals, AdministrativeLaw Judges/Independent HearingOfficers, Mediators and otherconstituencies involved in orinterested in publicly fundededucation. Full texts of opinionscited or documents referencedherein may be obtained by contact-ing Kevin C. McDowell, GeneralCounsel, at 317/232-6676.]

Federal policy makers have

been in agreement for some timethat an individualized educationprogram (IEP) developed for astudent with disabilities has effectthroughout the State where it wasdeveloped. States are required toensure that the intrastate transfer ofstudents with disabilities does notresult in any interruption of ser-vices. Reiser, EHLR 211:403(OSEP 1986); Campbell, EHLR213:265 (OSEP 1989); Reynolds,EHLR 213:238 (OSEP 1989);Delmuth, EHLR 307:15 (OCR1989); Recent Decisions 4-6:89, 8-9:87 and 1-2:87. However, theOffice of Special Education Pro-grams (OSEP) within the U.S.Department of Education declinedto develop a policy on the legaleffect of IEPs in interstate transfers.Nerney, EHLR 213:267.

Without specific guidance,Indiana determined that an interstateIEP must have some effect becauseit at least indicates a history of adisability as determined through apublic agency in another state. AnIndiana public agency receiving aninterstate transfer student with anIEP could generally: (1) implementthe foreign IEP as written, assumingIndiana requirements are met under511 IAC 7-12-1 (k); (2) treat theforeign IEP as an “interim IEP” andplace the student in a diagnosticteaching evaluation placementunder 511 IAC 7-3-16; or (3) placethe student in general educationclasses while evaluating him for asuspected disability utilizing theprocedures under 511 IAC 7-10-3.In any event, a case conferencecommittee would be convened. Itwas because of the intrastate versusinterstate IEP concern that 511 IAC7-12-1(g) (5) was written to requirethat “[a] case conference



19

committee shall convene...when astudent who has been receivingspecial education elsewhere movesinto the geographic jurisdiction ofthe public agency.”

OSEP has finally issued apolicy on interstate IEPs. OSEPMemorandum 96-5, 24 IDELR 320(OSEP 1995). As a generalpremise, OSEP stated that a statereceiving an interstate transfer is“not required to adopt the mostrecent evaluation and implement themost recent individualized educa-tion program (IEP) developed forthe disabled student” by the previ-ous state. However, the receivingstate “must ensure that the rights ofthe disabled student and his or herparents are not compromised whenan interstate transfer occurs.”

Because education standardsdiffer somewhat from state to state,OSEP recommends that schooldistricts receiving interstate transferstudents with IEPs do the following:

1. Ascertain whether thestudent’s IEP and educationalevaluation meet the receivingState’s education standards.

2. If the evaluation and currentIEP do meet state standards, thereceiving school district couldimplement the IEP. It would not benecessary to convene another caseconference committee (an IEPTeam) if the IEP is current, isappropriate, and can be imple-mented as written.

3. If the receiving schooldistrict or the parent were dissatis-fied with the current IEP, a caseconference committee would haveto be convened as soon as possiblebut no later than thirty (30) calendardays after the receiving school

district accepted the foreign IEP.

4. If the receiving schooldistrict elects not to adopt theevaluation conducted by thestudent’s former school district, thereceiving school district “mustevaluate the student without unduedelay and provide proper notice tothe parents.” The evaluation by thereceiving school district is to betreated as a “preplacement evalua-tion” requiring prior written consentof the parent.

5. While the evaluation is inprocess, the receiving school districtcould serve the student in a specialeducation placement pursuant to an“interim IEP.” This is a diagnosticplacement. If the parent disagreeswith a diagnostic placement, thestudent would be placed in generaleducation classes until the evalua-tion is completed and the caseconference committee convened todetermine eligibility, develop anIEP, and determine placement.(Indiana incorporates these threeresponsibilities into one group.)

6. Should the parent disagreewith the receiving school district’sevaluation or IEP and requests a dueprocess hearing, the student’s“current educational placement” (or“stay put” placement) would not bepursuant to the foreign IEP. The“stay put” would be the placementwhich the parents and school agreeto for the interim or in generaleducation failing any other agree-ment. Under Indiana law, anIndependent Hearing Officer candetermine an interim placement as apreliminary matter at the request ofa party. See 511 IAC 7-15-5(h),(i).

For other recent cases involvingthe legal effect of interstate IEPs,please see the following:

1. Poolaw v. Bishop, 67 F.3d830 (9th Cir. 1995). Parentschallenged IEP and residentialplacement decisions made by anArizona school district based uponevaluations and IEPs developed forthe student in Idaho. “A schooldistrict may, without running afoulof the IDEA, rely upon the reportsof another school district whendeveloping its own IEP for ahandicapped child so long as theinformation relied upon is stillrelevant.” At 835.

2. Natchez-Adams SchoolDistrict v. Searing, 918 F. Supp.1028 (S.D. Miss. 1996). Studentmoved from Texas to Mississippiwith a Texas IEP requiring thirtyminutes a week of occupationaltherapy (OT). The Mississippischool district adopted the TexasIEP (at 1031) with the intent to laterrevise the IEP. However, theparents enrolled the student in aprivate school. The school districtrefused to provide the OT services.A due process hearing officer foundin favor of the parents. The schoolnever revised the Texas IEP. As aresult, the court found that theTexas IEP was still “in effect” and“the [Mississippi] school district isobligated to provide the relatedservices recommended therein.” At1039.



Assistive and TrainingTechnologies — [Editor’s Note:Indiana readers know that our stateis a member of this technologytraining institute through PATINS(Partnerships for Assistive Technol-ogy with Indiana Schools). ShirleyAmond is the project director andVicki Hershman is the state coordi-nator (317/243-1311). Each of


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Creative ProblemSolving Training — TheBlumberg Center for Interdiscipli-

nary Studies in Special Education atIndiana State University has beenproviding training in CreativeProblem Solving (CPS) for twoyears in conjunction with theCreative Problem Solving Group-Buffalo (New York). The trainingprovides a powerful set of tools,concepts and processes for solvingproblems as individuals, andthrough the facilitation of groups.The process provides an over-arching, open-ended framework forsolving problems. It also helps toidentify and protect novel (creative)options which are often needed, butsometimes neglected because oftendencies to revert to past methodsof problem solving.

The training provided duringthe past two years has been prima-rily five consecutive days. A 2- and3-day format was provided inDecember and January, in conjunc-tion with the Indiana SpecialEducation Administrators’ Services(ISEAS) Project, for 1/3 of thestate’s 66 special education plan-ning district administrators. Thefirst two days of the training teachesconcepts, processes, tools andlanguage. The last three days focuson facilitation of groups using CPS.The training is limited to approxi-mately 24 persons per session. Itincludes some pre-training materialsand preparations. Over $100 worthof materials are provided during thetraining. Various post-trainingactivities and information areprovided to keep trainees involved,up-to-date, and to offer opportuni-ties for extended learning, and shareinformation.

By the end of July, approxi-mately 200 people in Indiana were


the five regional sites across thestate also has a site coordinator.]

The University of NewMexico’s Institute for Assistive andTraining Technologies (RIATT)focuses on the application ofassistive technology and newtechniques for education andtraining in public and privateschools, as well as adult educationsettings. RIATT is committed toresearch and training in technolo-gies that lead to improved andincreased access to communication,mobility, education, recreation,vocations, independence, andtherapy/rehabilitation opportunitiesby individuals with disabilities.

RIATT’s training optionsinclude: professional developmentpackages, competency certificatecourses, university credit, continu-ing education units, and degreestudies. Materials for public schoolsto conduct professional develop-ment training are available, as arearrangements for colleges anduniversities to offer these courses aspart of their curriculum.

Delivery of instruction abouttechnology is delivered throughadvanced technologies in a self-contained package that may becompleted independently at home,or through group sessions at manysites. Content is taught through e-mail, video, CD ROM, disk, tape,and print media — although the firstsession of each of the 32 modulescan be received by satellite. Avideo of the satellite transmission isincluded in each Accessible Learn-ing Kit for those who wish to haveit, as well as for those who do notattend group sessions where thesatellite program is received.Electronic mail is used to supportthe training.

Thirty-two courses are offeredin this manner, including: 21courses on assistive technologies;opportunities for advanced study inassistive technology (e.g., courseson assessment procedures); andadditional courses on other aspectsof technology (e.g., IntegratingTelecommunications in SpecialEducation; Multimedia Develop-ment; Software Analysis).

Through its Partnership ofStates model, RIATT distributestraining and information on assistivetechnology to serve providersthroughout the United States.Training is transferred fromRIATT’s faculty and staff to StateCoordinators, to locally trained sitefacilitators, and to training partici-pants. State Coordinators (ap-pointed by the State Department ofEducation) are trained to developand implement a statewide plan forassistive technology training,tailored to the needs and strengthsof the state. In turn, State Coordina-tors train 5 to 50 site facilitators intheir states, who facilitate distanceeducation classes in assistivetechnology. Currently, the partner-ship includes 22 states at varyingdegrees of involvement.

Contact: Gary Adamson,Executive Director, RIATT,University of New Mexico, 801University SW, Suite 105, Albu-querque, NM 87106; 505/272-3500;e-mail: [email protected]

SOURCE: GTE INS InclusiveEducation newsgroup posting onIndiana SECN 9/20/96.


21


trained in CPS. Several localspecial education administrators,Indiana’s Child Service Coordina-tors, ISEAS University Forummembers, local Step Ahead/FirstSteps Coordinators (32 of the state’s92 counties), state agency personnelwho have essential roles impactingon services for families and chil-dren, and key persons in familyadvocacy organizations havecompleted the CPS training.Trainees report they are able toimmediately use the tools andprocesses for individual decisionmaking and problem solving.Trainees also report a time savingsand improved quality of ideas andplans as a result of their use of CPS.Trainees have also appreciated theattention to adult learning styles andneeds in the highly interactivetraining. Several trainees reportedthat the training was a life-changingexperience for them!

Costs, Dates and OtherDetails

The Indiana Department ofEducation, Division of SpecialEducation has funded the training,which has been extended to personson invitation only from the Divisionof Special Education and FamilySocial Services Administration.The CPS training which is worth$1,650/person was provided at nocost. CPS training is providedpublicly, through Creative ProblemSolving Group-Buffalo, four timesduring 1995-96 at a cost of $1,650in Sarasota, Florida, Brussels,Belgium, and Buffalo, New York.

For 1996-97, training throughthe Blumberg Center will be offeredto persons more widely than theinvitation-only basis. One 2-daysession (March 3 & 4, 1997); one 2-day-3-day session (5 days total;

March 5 & 6 + April 1, 2 & 3,1997); and, one session of 5 con-secutive days (May 12-16, 1997) areplanned. Tuition for the sessions ison a three-tiered system (note: thesame training, materials, etc. areprovided to all trainees, regardlessof tier):

Invitation . Tuition fullysubsidized via the grant–in this tier,all materials, breakfast & lunch,tuition and follow-along activitiesare at no cost to the trainee. Personseligible for this tier include Divisionof Special Education staff (IndianaDepartment of Education), FSSAdesignated persons, Indiana StateUniversity faculty/staff, thosedesignated by the Division Director,and one local special educationadministrator per planning districtthat, exempting Child ServiceCoordinators, had not had one ormore persons trained during 1995-96.

Subsidized. Tuition partiallysubsidized via the grant–in this tier,a charge of $100 per day, is madefor persons from local schools, localagencies, parent groups, UnifiedTraining System (UTS) members,ISEAS/University Forum members,and other target pool groupsinvolved in education and servicesfor families and children withdisabilities.

Public. Tuition at full cost–inthis tier, for the 5-day training, acharge of $330 per day (or, for thetwo day training, a charge of $355per day) is made for persons frombusiness/industry. These ratesinclude a membership in theNational Center for Creativity andInnovation (NCCI). Currentmembers of NCCI pay $320 perday.

Travel, lodging and eveningmeals are not included in the tuitionand are the responsibility of thetrainee or sending entity. Thetraining sites will be in the India-napolis area. Hotel lodging costs atthe training sites could vary from$75 to $110 per night. Details areavailable through the BlumbergCenter.

How to Reserve Training andObtain More Information

The Blumberg Center mustoperate with a priority system forthose persons named by the Divi-sion of Special Education, then forthe target pools identified in thegrant. The Center strives fordiversity in each of the trainingsessions to include persons fromeducation, government agenciesand, for 1996-97, will includepersons from business and industry.

With only 24 training slots persession available, and the positiveword-of-mouth about the training,the sessions fill quickly. Personsinterested in taking the training areencouraged to act immediately toseek further information and tocontact the Blumberg Center toplace names on the lists for thetraining.

Contact Sonja Frantz, ProjectManager, Training In ProblemSolving, Blumberg Center, Room502, School of Education, IndianaState University, Terre Haute, IN47809; Tele: 812/237-8115; Fax:812/237-8089; email:[email protected] orTDD: 812/237-3022; ccMail:Frantz, Sonja. ❒


22

The Special Educator, and Individuals with DisabilitiesEducation Law Report

[Editor’s Note: The following captions reference the Individuals with Disabilities Education Law Report,(IDELR), The Special Educator (TSE), The Early Childhood Reporter (ECR), which are published by LRPPublications.]

For reference, the reader is reminded that a set of IDELR and ECR volumes is maintained in both theDivision and ISEAS offices. Issues of The Special Educator newsletter are provided by subscriptionthrough ISEAS for each special education planning district in Indiana.

Individuals With Disabilities Education Law ReportVolume 24, Issue 7September 19, 1996

Judicial Decisions. . .

Court Sees ‘Bright Line’ in Health Services Provided by Doctors, Versus Other Health Care Personnel.Cedar Rapids Community Sch. Dist. v. Garret F. by Charlene F., 24 IDELR 648 (N.D. Iowa 1996).

A school district required to provide a wide array of health care services to a 12-year-old medically fragilestudent. Since it was clear that the services in question did not require a doctor’s attention, the health careservices came within the ambit of related services under the IDEA.

5th Circuit Joins With Other Courts In Refusing To Recognize Presumption In Favor of NeighborhoodSchool. Flour Bluff Indep. Sch. Dist. v. Katherine M. by Lesa T., 24 IDELR 673 (5th Cir. 1996).

Consistent with a recent trend, a Texas district court held that the neighborhood placement was only oneof many factors to be considered in the placement determination.

In Case of Joint Custody Arrangement, Mother’s and Father’s School Districts Shared Responsibility forFAPE. Linda W. v. Indiana Dept. of Educ., 24 IDELR 651 (N.D. Ind. 1996).

Where parents of a student with a disability have divorced and both parents share joint custody over thechild and live in different school districts, which public agency is responsible for the child’s specialeducation? Taking a stab at this difficult question of law, an Indiana district court interpreted a provisionin that state’s education code to mean that the student resided in both the mother’s and the father’s schooldistrict–the effect of which would hold the districts jointly responsible for the student’s FAPE.

Early Childhood ReportVolume 7, Issue 9September 1996

SEA Decisions. . .

LRE for Student With Orthopedic Impairments Was Regular Education–Indiana. North Miami Commu-nity Sch. Corp./Logansport Area Joint Special Serv. Coop., 2 ECLPR 234 (SEA IN 1996).

The least restrictive environment for a 5-year-old with a communication disorder and an orthopedicimpairment was not the full-time special education preschool proposed by the district; rather, the entiretyof the student’s education could be carried out in regular education with pull-out for speech/language andphysical therapy. ❒


23

ANNOUNCEMENTS

The Indiana Deaf-BlindServices Project is sponsoring aconference — “When HearingLoss and Retinitis PigmentosaHappen Together: What IS UsherSyndrome?” on November 13, 1996from 8:00 a.m. - 5:00 p.m. at theHoliday Inn North in Indianapolis,Indiana.

The registration fee is $25 andincludes continental breakfast,luncheon, refreshments, andmaterials (make check payable to:Indiana State University)

For more information, contact:Lisa Poff, Program Coordinator,Indiana Deaf-Blind ServicesProject, Blumberg Center, School ofEducation, Room 502, Indiana StateUniversity, Terre Haute, IN 47809.

Teacher Licensure In TheArea Of Emotionally Handi-capped Available At IndianaState University — Again thisSpring Semester, ISU’s Departmentof Communication Disorders andSpecial Education will be offeringthe following thirteen semester hourteacher licensing program in thearea of emotionally handicapped.The program is designed forteachers currently licensed inspecial education or who havecompleted 12 semester hours ofspecified undergraduate or graduatecourse work in the area of specialeducation. Teachers who are notcurrently licensed in special educa-tion, and who meet the core hourrequirement, are invited to partici-pate and all credit hours earned willapply toward initial certification inspecial education and the Master’sdegree.

Licensure Program consist of:* Three Courses, each 3 hrs.

credit (9 hrs. credit total)* Practicum (3 hrs. credit)* Seminar (1 hr. credit)

Courses will be taught on andoff campus in five week blocks.Off campus sections will be deliv-ered by means of either IHETS orTwo Way Interactive Television.Site selection will be based onstudent interest and availability oftechnical equipment. Each of thethree classes will be conducted forfive weeks (Monday afternoonsfrom 4:30 p.m. until 7:30 p.m.). Inaddition, two Saturday seminars arerequired for each of the threecourses. The required five weekpracticum may be completed ineach student’s local community oras close to the local community as isfeasible during the months of May,June and July. The summer seminarwill be held on campus fromMonday, July 14, through FridayJuly 18, 1997.

If you would be interested inattending either the on campusclasses or in bringing this programto your geographical area pleasegive Dr. Jim Jacobs a call 812/237-3585 and you can discuss yourneeds and interests with him.

Attention Potential 1997DO-IT Scholars! — We areactively recruiting U.S. high schoolSophomores with disabilities toparticipate in the DO-IT Scholarsprogram. Juniors may also apply.Candidates must be interested inscience, engineering, technology ormathematics and plan to attend

college. We are particularlyinterested in attracting studentswho will be come leaders and areinterested in helping others withdisabilities achieve success. DO-ITis primarily funded by the NationalScience Foundation.

New DO-IT Scholars willattend a two-week, live-in summerprogram at the University ofWashington in August of 1997. Ifnot already available, Scholars areloaned computer systems that theykeep in their homes. They gainaccess to the Internet network toobtain information to pursue theirstudies and to communicate withstaff, Scholars, and Mentors. Theycommunicate year-round, return tothe UW for a second SummerStudy program and have opportu-nities to participate in internshipsand other worthwhile experiences.As Scholars move on to collegethey become DO-IT Ambassadors,sharing their experiences withyounger Scholars.

For details about the DO-ITScholars program, check out ourWorld Wide Web home page athttp://weber.u.washington.edu/~doit/ or send electronic mail [email protected]. Ourphone number is 206/685-doit.Call or e-mail us to request a copyof the DO-IT Scholar applicationpacket. Applications are acceptedand reviewed on an on-going basis.Potential applicants should submittheir applications as soon aspossible and no later than Decem-ber 31, 1996. ❒


24

Graduate Follow-Up Study— The ISDD’s Center for Schooland Community Integration’s(CSCI) Indiana Transition Initia-tive (ITI) has developed a softwaresystem designed to collect infor-mation about students with dis-abilities who have exited thepublic school system. The purposeof this graduate follow-up systemis to assist school adult servicepersonnel in adjusting theirservices to better meet the needs ofstudents with disabilities.

The software has been pilottested by nine school corporationsin Indiana including Clark County,Dubois-Spencer-Perry, Hammond,Madison, Lawrence and Washing-ton Townships, New Albany-Floyd County, Northeast IndianaSpecial Education Cooperative,Porter County, and Smith Green-West Allen.

In conjunction with the StateDepartment of Education, Divisionof Special Education, data is beingcompiled for a written summary ofoutcomes. Revisions are beingmade to the survey instrument andeight additional school corpora-tions will begin using the softwarenext spring.

For more information on theISDD and its seven centers,contact: The Office of Informa-tion and Public Relations. Phone:812/855-6508; TT: 812/855-9396;Fax: 812/855-9630; Internet:http://www.isdd.indiana.edu/

RESOURCES

A New Critique of TeacherTraining, Standards, andLicensure — A new report onteacher education and surroundingissues was released on September12, 1996. Financed by theRockefeller Foundation and theCarnegie Corporation, the two-year study was performed by acommission of university presi-dents, governors, teachers, otherleading educators, and chiefexecutive officers of nationalcompanies. It is described as oneof the most comprehensive studiesof USA teachers ever undertaken,and concludes that “an alarmingnumber (of teachers) are hiredeach year without proper creden-tials, rarely get help from schoolsto improve their skills, and oftenleave the profession after only afew years in the classroom” (p.A1). For example, approximately25 percent of high school teachersare not trained in their primaryclassroom subject, and nearly 40percent of math teachers are notfully qualified for their teachingpositions. Among the 1200 schoolsof education in the United States,500 are not accredited. Three inten teachers leave the job withinfive years.

Calling these conditions “anational shame,” the commissionput the responsibility on states andschool districts for failing toemphasize teacher quality. Thecommission does not blameteachers and teachers’ unions forthese problems.

The report cites the burgeon-ing public school enrollment, inthat increased demand for teacherswill make it more difficult to solvethese problems.

CITATION: Sanchez, R.(1996, September 13). Teacherstandards called “national shame.”THE WASHINGTON POST, A1,A22.

SOURCE: GTE INSEd.Personnel newsgroup postingon Indiana SECN 9/17/96.

Guide for Safe Schools — InOctober every school superinten-dent was to receive a new resourcecalled, “Creating Safe and Drug-Free Schools: An Action Guide.”The Guide is a joint publication ofthe U.S. Departments of Educationand Justice. The purpose of theGuide is to help school administra-tors and community leaders toestablish safe and drug-free schoolenvironments where students canlearn to their full potential.

The booklet discusses issuessuch as truancy, alternativeschools, mentoring, and searchesfor weapons and drugs, providingaction steps for students, teachers,parents, and community members.Additional resources are alsoincluded.

You may request a copy of“Creating Safe and Drug-FreeSchools” by calling the Depart-ment of Education at: 1-800-624-0100. ❒


25

This fall when you see geese heading south for thewinter flying along in a “V” formation, you might be interested in knowing what scientists havediscovered about why they fly that way. As each bird flaps its wings, it creates an uplift for thebird immediately following.

By flying in a “V” formation, the whole flock adds at least 71 percent greater flying rangethan if each bird flew on its own. Basic Truth #1: People who share a common direction andsense of community can get where they are going quicker and easier because they are travelingon each other’s thrust.

Whenever a goose falls out of formation, it suddenly feels the drag and resistance of tryingto go it alone and quickly gets back into formation to take advantage of the lifting power of thebird immediately in front. Basic Truth #2: If we take a tip from the geese, we will stay information with those who are headed the same way we are going.

When the lead goose gets tired, he rotates to the back and another goose flies point. BasicTruth #3: It pays to take turns doing hard jobs — with people or with geese flying south.

The geese honk from behind to encourage those up front to keep up their speed. BasicTruth #4: We respond to encouragement from others.

Finally, when a goose gets sick, or is wounded by gunshot and falls out of formation, twogeese fall out with him and follow him down to help and protect him. They stay with him untilhe is either able to fly or until he is dead, and then, they launch out on their own or with anotherformation to catch up with their group. Final Truth: If we follow the example of geese, we willstand by each other like that.

(Ref: excerpted from PARENT LINE, Indiana Dept. of Education)

Breckenridge Conference: The 1997 Midwest Special Education LeadershipConference will again be held in Breckenridge, Colorado during the week of June 23rd,1997. Please mark your calendar. We hope to get registration forms out in January1997. The conference will be held at the Village at Breckenridge Resort (800/800-7829).We are confirming presenters at this time and the theme will be Unified Leadership:Facing the Challenges of Tomorrow’s Schools.

Legend of geese

BULK RATEU.S. POSTAGE

PAIDTerre Haute, INPermit No. 48

The Cable is a newsletter published monthly for special education administratorsas a dissemination activity of the ISEAS Project. This newsletter does not

have any official authority and the information contained thereinshould not be acted upon without professional advice. The reader is invited

to duplicate any part and/or forward the issue to interested persons.No endorsement of contents of this newsletter by either the

Indiana Department of Education or Indiana State University is implied.

Supporting Special Education Administrators in Seeking Solutions

ISEASSCHOOL OF EDUCATION, ROOM 701

INDIANA STATE UNIVERSITYTERRE HAUTE, IN 47809

************ISU ACCT. #: 5-47033

ISEAS CablePublished by:

Indiana Special EducationAdministrators' Services

School of Education, Room 701Indiana State UniversityTerre Haute, IN 47809

812/237-2828FAX 812/237-4326

http://baby.indstate.edu/iseas/iseas.html

Gary D. Collings, EditorInternet: [email protected]

Cinda L. Long, Associate EditorInternet: [email protected]

Becky Phillips, Student AssistantMendy Schultz, Student Assistant

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