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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
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.

October 2016

Important
Due Dates
10/15/2016: Core Data Staff
Assignments & Caseloads
(ePeGs)

10/31/2016: Public Placement

Fund Application (Email Excel
application to
spedfunding@dese.mo.gov)
(Stoney Creek Inn St. Joseph)
9:00AM-4:00PM
October 13, 2016
*Cohort 3-recommended;
Cohort 2 On-Site-required
Register:
http://dese.mo.gov/financialadmin-services/specialeducation-finance/news-andupdates

program of services for

educational
performance. The key
to this service
provision is the
active collaboration
amongst educators,
parents, students and
the community.

Paraprofessional Training:
(NMWSU Campus CIE 1402)
9:00AM-3:00PM
October 14th, 2016
February 3rd, 2017
New Special Education
Teacher Cohort Meetings:
(NMWSU Campus CIE 1402)
9:00AM-3:00PM
November 8th, 2016
January 10th, 2017
March 14th, 2017
LASE Meetings:
(Maryville R-2 Administration)
9:00AM-3:00PM
October 6, 2016
December 8, 2016
January 26, 2017
February 23, 2017
Fiscal Monitoring Training:
(Stoney Creek Inn St. Joseph)
9:00AM-4:00PM
October 13, 2016
*Cohort 3-recommended;
Cohort 2 On-Site-required
Register:
http://dese.mo.gov/financialadmin-services/specialeducation-finance/news-andupdates

Monthly
To Do List

Adopt Local Compliance Plan at

Board Meeting
Begin planning for MAP-A
assessment.
Contact First Steps Transition
Coordinator to establish
relationship, and to get student
transition dates
Finish October Core Data
reporting-staff assignments and
caseloads
Plan & Implement Disability
Awareness Month activities
Review Special Education
Program Review Report-released
in September. Please contact me if
you would like support in
navigating the CAPs.
Begin submitting CAP in IMACS
(Cohort 1)-due November 1st

Tiered Monitoring Cohort

students whose

interfere with their

DESE Due Dates can be found here:

https://dese.mo.gov/sites/default/
files/sef-CalendarFY17.pdf

a comprehensive

academic issues

Fiscal Monitoring Training:

ACES will strive to be

difficulties and

10/17/2016: FER for ECSE

ACES Vision

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
As educators, we receive constant communication through emails, newsletters, meetings, Facebook posts, tweets, and legislative briefs in regards to changes we
should make in our schools. While the topics of these communications may vary, the underlying theme that should guide change is consistent: success for ALL
students. We could take a moment to define student success, but I dont know that we need to. What we do need to define is the idea that success can and does
look different for each student. This is a much more difficult concept for educators to agree on. How do we determine student success, how do we measure it,
and will the outcomes be the same when a student reaches a specific level of success? This very topic is the center of many conversations ACES staff have when
we are in our districts.
In regards to students with disabilities, determining what placement is appropriate and best suited for ensuring student success is often a difficult and rocky
road for the IEP team. There is no single black and white answer, and often the team needs to explore options to find the best fit. This topic brought to mind a
recent article I read regarding student placement following behavior and/or disciplinary procedures.
http://www.oregonlive.com/education/index.ssf/2016/03/injustice_righted_oregon_schoo.html. After reading this, I am reminded that we have to be
actively seeking new ways to work with students with difficult behaviors to help them to learn and succeed within the school environment. This is a
conversation I hope to continue to have with each of you as we work to find a way to make ALL of our students successful in our schools.
Thank you for partnering with us! -Tamara

ACES Board
Meeting Schedule

September 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

ACES
1212A S. Main Street
Maryville, MO 64468
660.582.3768
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

Compliance
Corner

ACES Monthly
Data Report

Educational Decision Makers

Diagnostic Assessments: 29

School Psychologist Behavior Visits: 3

School Psychologist Intern Visits: 13

School Social Worker Visits: 51

Social Worker Trainings Conducted: 2

Director Visits: 7

Director Trainings Conducted: 6

The adult that the student lives with is considered

to be acting as a parent with implicit authority
from the natural parent(s) to act as an educational
decision-maker.
DESE advises the school district to clarify the intent
of the natural parent(s) when a child is living
outside the home.
The district in which the child is living is the district
that serves the student.
A CFS caseworker can serve as a temporary
educational decision maker until an Educational
Surrogate is assigned.
A foster parent, grand parent, other relative or
family acquaintance can serve as the educational
decision maker as long as the child is living under
their care.

Read more at:

https://dese.mo.gov/faqs/educational%20decision%20maker

Education is more than a luxury;

it is a responsibility that society owes to itself.
Robin Cook
Special Education MOSIS Data
The U.S. Department of Education, Office of Special Education Programs (OSEP), requires states to give each local
education agency an annual determination category. As part of the determination criteria, states must evaluate the
timeliness and accuracy of district-reported data.
Timeliness of data will be based on the certified dates of MOSIS data submissions. Each timely submission will earn the
district one credit, for a total of four possible credits.
*The December Student Core must be certified by January 10.
*The October Educator and Assignment files must be certified by January 10.
*The June Student Core and Student Enrollment and Attendance files must be certified by August 1.
*The June Discipline Incidents file must be certified by August 1.
Accuracy of data will be based on districts satisfactorily addressing any errors or inquiries from DESE about the data for
each of the four data collections listed above. Inquiries are generally based on large year-to-year changes or other
significant data anomalies. Data Coordination staff will work with districts to address any of the errors or inquiries. Each
of the four data collections will earn the district one credit for accuracy, unless the district fails to address any areas of
concern.
A total of eight credits can be attained for each district - four for timeliness and four for accuracy. These credits will then be
translated to the four-point scale used in the determination process. Seven or eight credits will translate to 4 points. Five or
six credits will translate to 3 points. Three or four credits will translate to 2 points and fewer than three credits will
translate to 1 point.
Questions about the criteria should be directed to Mary Corey, Director of Special Education Data,
at 573-751-8165 or Mary.Corey@dese.mo.gov

Mental Health Tidbits

By Haley Humes, ACES School Psychologist Intern
September was National Suicide Prevention month, which helps promote resources and awareness around the issues of
suicide prevention, ideas for how you can help, and how to talk about suicide. Teachers and parents can play a major role in
the prevention of suicide by recognizing warning signs, identifying risk factors, and promoting protective factors in
students. Another helpful tool includes knowing your facts, and separating fact from myth can be an important step in the
prevention process. Listed below are a few of the most common misconceptions regarding suicide:

Most suicides are impulsive acts

People who talk about suicide are just looking for attention

Asking about suicide causes suicidal behavior

Young people never think about suicide

People who are thinking about suicide never reach out for help
Check out the following link for more information regarding warning signs and other resources.
http://www.suicidology.org/resources/warning-signs