In This Issue of the OSEEL Newsletter
- KDE’s Office of Special Education and Early Learning (OSEEL) receives nearly $16 million for postsecondary transition opportunities
- OSEEL Launches New Unit to Bolster Postsecondary Transition for Students with Disabilities
- Kentucky’s OSEEL Launches Collaborative Pyramid Model State Leadership Team
- LETRS Early Childhood Training Empowers Educators and Impacts Thousands of Students
- Division of IDEA Monitoring and Results
- Division of IDEA Implementation
- Gifted and Talented
- Extended School Services
- Preschool
- Division of State Schools - KSB and KSD
KDE’s Office of Special Education and Early Learning Receives Nearly $16 Million for Postsecondary Transition Opportunities
The Kentucky Department of Education's Office of Special Education and Early Learning (OSEEL) recently secured a substantial $10 million grant from the U.S. Department of Education's Rehabilitation Services Administration Pathways to Partnership Grant program, and an additional $5.6 million through the Office of Special Education Programs’ (OSEP) State Personnel Development Grant (SPDG) program.
The SPDG is vital for reforming personnel preparation and professional development systems to empower education professionals and improve post-school outcomes for students with disabilities.
The overarching goal of the Kentucky SPDG program, KY EMPOWERS, is to enhance transition programming quality within Kentucky school districts, covering student skills, career development, collaborative systems, policy development, and IEP improvement.
OSEEL is leading Kentucky’s Pathways to Partnership grant program – the Kentucky Transition 360 project – fostering collaborative partnerships among state agencies for postsecondary opportunities and outcomes for students with disabilities. The project ensures robust experiences for underserved areas.
Supported by key partners, including the Kentucky Centers for Independent Living, Kentucky Office of Vocational Rehabilitation, Kentucky Special Parent Involvement Network (KY-SPIN), and KY-SPIN Parent Training and Information Center, OSEEL is working to develop resources and curriculum for transition activities.
OSEEL Launches New Unit to Bolster Postsecondary Transition for Students with Disabilities
 Jason Wheatley and Allison Johnson
In an effort to ensure the sustained progress of postsecondary transition programs for students with disabilities, OSEEL has launched a dedicated Transition Education Unit. This significant step underscores OSEEL's unwavering commitment to the advancement of educational opportunities for this vulnerable student demographic.
Following a successful execution of the American Rescue Plan (ARP) initiatives – which targeted the challenges posed by the pandemic for students with disabilities – OSEEL has shifted its focus toward a long-term strategy for systemic improvement. The newly established Transition Education Unit, led by Jason Wheatley as the unit administrator and Allison Johnson as the unit assistant administrator, aims to capitalize on the momentum gained through the collective efforts of the OSEEL.
This strategic pivot indicates a transition from immediate crisis response to the development of a comprehensive plan for enhancing capacity and ensuring statewide sustainability. Leveraging resources such as the State Personnel Development Grant and the Disability Innovation Fund: Pathways to Partnerships Grant, OSEEL will fortify its groundwork and expand its reach.
"This marks a critical milestone in our trajectory," Associate Commissioner Gretta Hylton said. "The introduction of the Transition Education Unit solidifies our dedication to facilitating seamless postsecondary transitions for students with disabilities. With Drs. Wheatley and Johnson at the helm, alongside the continued commitment of OSEEL's ARP Transition Team, we anticipate our mission to thrive, fostering an educational landscape that is more inclusive and supportive for all students."
The launch of this specialized unit at the office level is projected to cement and amplify the impact of the OSEEL's endeavors in the years to come, ushering in a brighter and more promising future for students with disabilities in the realm of education.
Kentucky’s OSEEL Launches Collaborative Pyramid Model State Leadership Team
Kentucky's new Pyramid Model State Leadership Team is a collaborative effort across sectors aimed at boosting the state's Pyramid Model implementation for enhanced social-emotional development and learning support for all children from birth to 5. Key agencies, including KDE and the Governor's Office of Early Childhood, are focused on nurturing the youngest members of the state.
With representatives from various organizations such as the Kentucky Head Start Association, Early Childhood Regional Training Centers and OSEEL’s Early Learning Unit, the team already has made progress through two productive meetings, laying the foundation for a unified approach to social-emotional development. The commitment of these agencies signifies a promising future for Kentucky's children from birth to 5, further supported by the collaborative efforts of OSEEL and the Pyramid Model Consortium.
LETRS for Early Childhood Training Empowers Educators and Impacts Thousands of Students
Exciting developments are underway as the Early Childhood Regional Training Centers gear up to promote the Language Essentials for Teachers of Reading and Spelling for Early Childhood Educators (LETRS EC).
Two staff members per regional training center have been trained in LETRS EC and they will undergo facilitator training on Nov. 28-29.
Regional training centers are now starting registration for the cohorts they will facilitate, with 470 licenses up for grabs, ensuring a sustainable approach to training even after the conclusion of the current American Rescue Plan funding cycle.
The impact of the Educators LETRS EC already is being felt across the state, with 74 districts and 250 teachers actively participating. This widespread engagement translates to a direct impact on the education of 6,000 students.
Division of IDEA Monitoring and Results
Alternate Assessment Update
Title I of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by Every Student Succeeds Act of 2015 (ESSA), modifies the provision that students with the most significant cognitive disabilities may participate in alternate assessments based on alternate academic achievement standards (AA-AAAS).
The regulation, found at 34 CFR. §200.6(c)(2), requires state education agencies to limit the total number of students assessed in a subject area using an AA-AAAS. The limit on the percentage of students using alternate assessments is set by federal regulation, stating the total number of students assessed with the AA-AAAS per subject area shall not exceed 1.0%. States that anticipate exceeding the 1.0% threshold must submit a waiver request to the U.S. Department of Education. The updated waiver requirements can be found at One Percent Waiver Requirements.
For the 2023-2024 school year, KDE submitted a request to the U.S. Department of Education to extend its waiver based on assessment data from the 2022-2023 school year. Additional information about KDE’s Request to Extend waiver can be found at Kentucky Alternate Assessment Participation Waiver webpage.
OSEEL's SPP/APR Monitoring Activities
OSEEL engages in multiple monitoring activities with local school districts every year. These monitoring activities are outlined in the 2023 Monitoring Brief. Current monitoring activities include desk reviews for State Performance Plan/Annual Performance Report (SPP/APR) Indicators 11, 12 and 13.
Desk reviews for SPP/APR Indicators 9 and 10 began on Oct. 16. Districts that self-reported noncompliance for SPP/APR Indicators 11, 12, and 13 received written reports on Oct. 4. Please check your email and junk email folder to ensure you receive these email notifications and reports.
If you have any questions regarding monitoring notification, please contact Jessica Jones.
OSEEL staff are available to provide updates and answer questions related to upcoming monitoring activities. District staff may connect with OSEEL through virtual office hours via Microsoft Teams from 3-4 p.m. ET on any of the following dates:
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Nov. 16
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Dec. 14
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Jan. 11
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Feb. 8
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March 14
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April 11
Division of IDEA Implementation Updates
A current and updated version of the Child Find Poster and Brochure will be distributed through the Special Education Regional Technical Assistance Centers.
Updated Hearing Impairment (HI) and Visual Impairment (VI) Resources
OSEEL has updated the Resources for Professionals and Families of Students with Visual Impairment and Resources for Professionals and Families of Students Who Are Deaf or Hard of Hearing (DHH) webpages to include additional agencies, organizations and resources related to individuals who have a visual or hearing impairment. If you have questions regarding the resources and organizations listed, please email Tania Sharp or call (502) 564-4970, ext. 4124.
National Instructional Materials Center
The National Instructional Materials Center (NiMAC) is a resource to ensure that students with print disabilities have equitable access to instructional materials. NiMAC serves as a central repository for accessible educational materials, offering a vast collection of textbooks and learning resources in accessible formats such as Braille, digital text and audio.
Kentucky has four authorized users who can access NiMAC to help bring these accessible materials to your students. For more information contact your district’s digital rights manager.
For more information, email Stacy Liguori or call (502) 564-4970, ext. 4525.
KY-SPIN
In partnership and agreement with KDE, the Kentucky Special Parent Involvement Network (KY-SPIN) assists families, schools and communities in providing educational information and training opportunities consistent with the Individuals with Disabilities Education Act.
The group collaborates with KDE and other state and local agencies throughout Kentucky to provide resources and support to individuals with disabilities and their parents/families. They also provide technical assistance and support to professionals who provide services for these individuals to build the capacity of districts to serve students receiving special education and related services.
Gifted and Talented
Presidential Scholars
KDE is seeking nominations for the U.S. Presidential Scholars Program. This is not a scholarship; however, all scholars will be honored for their accomplishments during the National Recognition Program, to be held in June 2024, in Washington, D.C.
Each school may nominate three high school seniors: one male, one female and one career and technical education (CTE) student. Please see the CTE criteria for identification.
KDE is encouraging districts to nominate students who, while demonstrating outstanding scholarship, might not otherwise be nominated through the current ACT/SAT or arts recognition processes. For the arts component, students must participate in the National Young Arts Program.
Please see KDE Seeking Nominations for 2024 U.S. Presidential Scholars, for how to apply and additional details. If you have any questions, email Kathie Anderson or call (502) 564-4970, ext. 4133.
Extended School Services
OSEEL has released the Extended School Services (ESS) District Manual for ESS coordinators. This guidance may be found on the Extended School Services webpage and the ESS coordinator SharePoint.
For more information, please email Gerald Brashear or call (502) 564-4970, ext. 4171.
Preschool
Early Learning Bus Competitive Grant Opportunity
OSEEL announced an Early Learning Bus Grant Opportunity for Kentucky school districts. Districts may apply to receive up to $100,000 to implement a learning bus for after-school and summer programming for preschool children.
All information requests/questions should go to the KDERFP@education.ky.gov inbox. There is the potential for up to seven districts per each Regional Training Center region to receive grant funding for an early learning bus. Applications are due by Nov. 15.
Update to Preschool Least Restrictive Environment (LRE) Settings
The Preschool Special Education Data Standard has been updated to reflect a change in how Kentucky will consider special education placement for students ages 3-5 in preschool. The “exceptions” section on page 9 was removed. School districts will no longer need to consider the percentage of students with a disability in each individual classroom to determine the LRE for the student.
Preschool programs will be determined as a Regular Education Program, or a Special Education Program based on total enrollment for the program. This may include preschool, Head Start and childcare students. Do not include 5-year-old students in kindergarten.
The program type will be determined on Dec. 1 and will remain until the next school year. Once the program is determined, school districts will use the appropriate placement code in Infinite Campus to reflect the program type.
School districts should carefully consider the placement of students with disabilities to ensure that the student is receiving services in their LRE.
Removing the classroom exception from the data standard will provide flexibility for districts to ensure each student is placed according to their needs. A short video presentation entitled, “Update to Preschool LRE Codes,” is available on KDE’s Preschool Administrative Resources webpage.
Division of State Schools: KSB and KSD
New Assistant Director of State Schools
 Emma Riley and Lucy
Emma Riley is set to make a meaningful impact as the new assistant director of state schools at the Kentucky School for the Blind (KSB) and the Kentucky School for the Deaf (KSD). With a heartfelt connection to the schools, Riley said she is dedicated to fostering an inclusive educational environment.
"It has always been a goal of mine to take on a role like this, and now I have been given the opportunity to do so," she said. "I am committed to providing my utmost effort and dedication moving forward."
In her new role, Riley will oversee various administrative tasks, supporting the director in ensuring the smooth operation of KSB and KSD.
What sets Riley apart is her personal experience as someone who is DeafBlind, bringing a unique perspective to the table.
"My number one priority will always be the students of KSB and KSD, as I once was a student there myself," she said.
Riley's appointment marks a significant step toward fostering an inclusive educational environment that celebrates diversity and empowers every student at KSB and KSD.
 KSB students participating in games.
KSB Hosts Bill Roby Track and Field Games
Kentucky School for the Blind (KSB) hosted the Bill Roby Track and Field Games on Sept. 27.
The games were for students who ranged from 6-11 years of age. They competed in a variety of races, long jumps, standing jump and shotput. The young competitors were from KSB, Indiana, Ohio, Tennessee and Jefferson County Public Schools.
 KSD volleyball game.
KSD Student Life
Kentucky School for the Deaf (KSD) Student Life was well represented at the final volleyball game of the season. We are so proud of the Lady Colonels and the progress they have shown this season!
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