September 16 Newsletter

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Headline
AREA
COOPERATIVE
FOR
EDUCATIONAL SUPPORT
ACES Mission
ACES is committed to
providing a full
continuum of special
education and
at-risk services for
students in member
September 2016
Important
Due Dates
Accept Assurance
Statement (ePeGs)
09/30/2016: Approval of
Local Compliance PlanCertification Statement sent
to Special Education
Compliance Department
http://dese.mo.gov/specia
leducation/compliance/loc
al-compliance-plan
districts from
pre-school through 12th
grade, as well as, to
build the capacity of
the educators and
school systems in
addressing the issues
that interfere with
educational
outcomes.
ACES Vision
ACES will strive to be
a comprehensive
09/30/2016: FY16
Private/Homeschool
MOSIS Data in MOSIS
10/15/2016: Core Data Staff
Assignments & Caseloads
10/17/2016: FER for ECSE
(ePeGs)
DESE Due Dates can be found here:

http://k12reports.dese.mo.gov/Dat
a_acquisition_calendar/
academic issues
interfere with their
educational
performance. The key
to this service
provision is the
active collaboration
amongst educators,
parents, students and
the community.
MO-CASE (Tan-Tar-A):
September 18-20th, 2016
Register: www.mo-case.org
Paraprofessional Training:
(NMWSU Campus CIE 1402)
9:00AM-3:00PM
October 14th, 2016
February 3rd, 2017
New Special Education
Teacher Cohort Meetings:
9:00AM-3:00PM
September 13th, 2016
November 8th, 2016
January 10th, 2017
March 14th, 2017
SI & SLP Training:
9:00AM-3:00PM
September 29th, 2016
LASE Meetings:
(Maryville R-2 Administration)
9:00AM-3:00PM
October 6, 2016
December 8, 2016
January 26, 2017
February 23, 2017
Monthly
To Do List
Schedule Initial & Renewal

CPI Trainings as needed
Update Public Notice & Post
on District Website S&I
100.10-100.40
Adopt Local Compliance Plan
at Board Meeting
Conduct Annual Private/
Homeschool Meeting S&I
100.300
ACES FY17 Installment 1
invoices will be arriving this
month.
Begin preparing for October
Core Data reporting-staff
assignments and caseloads
Begin initial planning for
MAP-A assessment.
Review Special Education
Program Review Reportreleased this month.
Make contact with First Step
Transition Coordinator to
establish relationship, and to
get student transition dates
Tiered Monitoring Cohort
students whose
difficulties and
09/30/2016: FY16 Part B

Final Expenditure
Report (ePeGs)
program of services for

behavioral
Upcoming
Trainings
Maintain
Cohort 1
Albany
Fairfax
King City
Nodaway Holt
Pattonsburg
Stanberry
West Nodaway
2016-17
CAP
Cohort 2
Jefferson
Maryville
North Nodaway
South Holt
Tarkio
Union Star
Worth County
Self-Assessment
Cohort 3
Avenue City
Craig
Mound City
North Andrew
Northeast Nodaway
Rock Port
South Nodaway
Directors Desk
September begins our first full month of school. Even though many of us have been back in the buildings for some time, now is the time
that we start to create routines, and truly get settled in. While we dont want everything we do in schools and in life to be routine, and
bordering on mundane, I do think some routines and procedures can help make us more productive and effective in our daily life. Here
area few notes about routines that you might wish to establish this year:
Be looking for your Special Education Report from DESE Compliance around September 15. Make an effort to review the
items that need correction with your Special Education staff, and begin developing a plan for correction, as well as, a system
for double checking paperwork within your district moving forward.
Encourage your teachers to make the Instructionally Embedded Windows in the DLM (MAP-A) system a part of their regular
instruction. The benefits of using these items as teaching tools are highlighted later in this newsletter!
As a reminder, ACES will continue to complete the following Compliance requirements for Districts:
Public Notice-radio version. Please post the Public Notice on your school districts website and in your school handbook.
Please dont hesitate to contact an ACES staff member if you have questions! -Tamara
ACES Monthly
Data Report
ACES Board
Meeting Schedule
August Statistics
October 20th @12:00
January 23rd @10:30
April 25th @10:30
All meetings will be held
in the CIE 1323 on the
NWMSU campus
Diagnostic Assessments: 3
School Psychologist Behavior Visits: 0
School Psychologist Intern Visits: 6
School Social Worker Visits: 14
Social Worker Trainings Conducted: 5
Director Visits: 9
Director Trainings Conducted: 2
Compliance
Corner
Please review the process for requesting
testing or school psychologist services.
http://www.aces.maryville.k12.mo.us/
Compliance updates will be given in the
newsletter, and at each LASE meeting, so
dont miss them!
Be sure to know what Cohort your
district is in, and stay tuned for Cohort
training updates. I have included the
listing on the front of the newsletter.
Please dont hesitate to contact the ACES
Director or your DESE Compliance
Consultant Susan Borgemeyer at
borgmeyersk@umkc.edu if you have
questions or need Compliance advice!
ACES
The secret of your future is hidden in your daily routine. -Mike Murdock
1212A S. Main Street

Maryville, MO 64468
660.582.3768
We are the children of a technological age. We have found streamlined ways of doing much of our
routine work. Printing is no longer the only way of reproducing books. Reading them, however, has
not changed. -Lawrence Clark Powell
Director
Tamara Lynn
lynnt@maryville.k12.mo.us
Office Manager
Heather Griffith
griffith@maryville.k12.mo.us
Educational Diagnostician
Jodie Kurtz
kurtjod@maryville.k12.mo.us
Social Workers
Debbie Griffith-Fujinami
dfujinami@maryville.k12.mo.us
660.254.6133
Brittnie Morgan
morgan@maryville.k12.mo.us
660.254.6136
School Psychologist Intern

Haley Humes
hhumes@maryville.k12.mo.us
660.254.6135
MAP-A Information
MAP-A Test Windows 16-17
Instructionally Embedded
Opening Date
September 21, 2016
Closing Date
February 28, 2017
The Instructionally Embedded Assessments are used following the completion of the First Contact Survey, and the Personal Needs and
Preferences Profile for students who meet eligibility for MAP-A. The purpose of these Instructionally Embedded Assessments is to
increase the instructional relevance of the Spring Assessment.
These assessments administered through DLM uses technology-enhanced items where they are cognitively appropriate which varies
with the area of the map within which the student is learning. For example, if a map node is about ordering things, then an ordering
technology-enhanced item type (testlet) will be used. Three item types are currently developed: multiple choice; technology-enhanced
item types that support sorting, ordering, and matching tasks; and teacher-administered items.
How they work: The educator selects the EEs for each student from a list of available grade level EEs. Before beginning Instructionally
Embedded Assessments, the educator selects the appropriate level within each EE after reviewing the recommendations from the
system. The system uses the students assessment results to help refine the systems recommendations. During this window only, the
educator instructs on that content BEFORE administering the assessment.
Each time a student takes an Instructionally Embedded Assessment during this window, the system uses the results to update mastery
of all the linkage levels for that EE. The DLM system automatically selects five of the EEs and the levels for each student based on the
students assessment history during the year to administer during the Spring assessment window. The students scores used for
summative purposes (during the Spring window) are based on the students final updated information for all EE and linkage levels by
the end of the year.
From DESE: http://dese.mo.gov/sites/default/files/se-mocase-2014-dynamic-learning-maps.pptx
Mental Health Tidbits

By Haley Humes, ACES School Psychologist Intern
Its that time of year again when so many of us have either already started or will be starting school! Many children,
especially younger, may experience some intense emotions or resistance to those first few days. While it may be
uncomfortable and difficult to witness a child in distress it is important to know that separation anxiety can be a good
sign of healthy development. It is natural for children not wanting to leave a parents side because, up until this point,
they have learned who is responsible for taking care of his or her primary needsthe parent! An important distinction
for educators to keep in mind is how the student continues to handle the separation throughout the rest of the day.
Whether a child can calm themselves down quickly or not can be a possible indication of further difficulties.
Books can be a great way to help children understand a new and potentially difficult situation, and the link below lists 7
books on dealing specifically with separation anxiety.
https://www.disneybaby.com/uncategorized/7-books-to-help-ease-separation-anxiety/

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DESE Due Dates can be found here:

Schedule Initial & Renewal

Tiered Monitoring Cohort

09/30/2016: FY16 Part B

program of services for

School Psychologist Behavior Visits: 0

School Psychologist Intern Visits: 6

School Social Worker Visits: 14

Social Worker Trainings Conducted: 5

Director Trainings Conducted: 2

1212A S. Main Street

School Psychologist Intern

Mental Health Tidbits

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