Improving Educational Outcomes for Students with Disabilities

1
Improving Educational Outcomes for Students with
Disabilities
Using State Performance Plan Data

• October 2008

2
Federal Guidelines

• Monitoring Priorities
• Improving educational results and functional
  outcomes for all children with disabilities and
• Ensuring that public agencies meet the program
  requirements under Part B of the Act, with a
  particular emphasis on those requirements that
  are most closely related to improving educational
  results for children with disabilities.

3
What is the SPP?

• SPP State Performance Plan
• District Indicators
• Performance Indicators 1-8 and 14
• State Targets
• Compliance Indicators 9 13
• 100 Target
• State Indicators
• Ind.15 Correction of Non-Compliance in One year
• Ind. 16 Written Complaints
• Ind. 17 and 18 Due Process and Resolution
  Sessons
• Ind. 19 Mediation
• Ind. 20 Valid and Timely Data

4
The Emphasis of IDEA

• Improving educational results for children with
  disabilities is an essential element of our
  national policy of ensuring equality of
  opportunity, full participation, independent
  living, and economic self-sufficiency for
  individuals with disabilities
• (sec. 1400 (c) (1))

5
IDEA Purpose

• (d)(1)(A) to ensure that all children with
  disabilities have available to them a free
  appropriate public education that emphasizes
  special education and related services designed
  to meet their unique needs and prepare them for
  further education, employment and independent
  living.
• 34 CFR 300.1(a)

6
Tree of Influence
7
Special Education Services
How do you know the special education services
you provide contribute toward achieving the IDEA
Purpose?
8
This is a work in progress. (Last revision
7/12/07)
9
Believe in Me

• Dallas Keynote Speaker, Dalton Sherman a 5th
  grader
• He sends the message to teachers about believing
  in their students and believing in one another.
• http//www.youtube.com/watch?vNTY03nrkJo8

10
Think of a Student with Positive Outcome

• What was the outcome?
• What was the characteristics of the student?
• Disability
• Family life
• Supports in life
• Were they in extra curricular activities?
• What was unique about them?

11
State Performance Plan Indicators

• In order of the Tree of Influence

12
Evaluation Procedures

• Indicator 11 Compliance
• Initial Evaluation Timelines
• Data
• Spreadsheet found SPP website
• TA guide to fill out form

13
Indicator 11 Spreadsheet
14
Indicator 11Initial Evaluation Timeline

• Timeline starts (day 1) the day parents signed
  permission or the day the district documents the
  date received
• The last day is the day of the last evaluation
  (this includes functional assessment)
• If timeline is getting close to 25 days
• Ask parents for permission to extend timeline
• Have parents initial prior notice

15
Evaluation Procedures

• Indicator 9 and 10
• Disproportionality Over or Under Representation
  in Race or Ethnic group
• All sped categories
• Sped categories broken down
• SLD
• Other Health Impaired
• Speech
• Autism
• Emotionally Disturbed
• Cognitive Disability

16
Evaluation Procedures

• Disproportionality Ind. 9 and 10 Continue
• Criteria
• Race/Ethnicity including white
• Minimum N of 20
• Weighted Risk Ratio of 3.0
• Appropriate Evaluation Procedures
• Child Find
• Use of Teacher Assistance Teams
• Appropriate Assessment/evaluation instruments

17
Indicator 12

• Measurement
• The percentage of children referred by Part C
  prior to age 3, who are found eligible for Part
  B, and who have an IEP developed and implemented
  by their third birthday.
• TARGET 100
• SD met the target for 06-07!

18
(No Transcript)
19
Indicator 12

• Transition from Part C to Part B
• Begins when the child is two and a half years old
  
• Transition planning meetings can begin as early
  as 9 months prior but no later than 90 days
  before the childs 3rd birthday
• Service Coordinators
• Make written referral to school districts for the
  purpose of evaluations to determine eligibility
• Local school districts
• Conduct evaluations and determine eligibility for
  children who are referred from Part C to Part B
  preschool in cooperation with the local service
  coordinator

20
Indicator 12

• District's need to have policies and procedures
  in place which include
• The families
• Procedures used by the district for notifying the
  local network in which the child resides
• Procedures for convening a conference between the
  network, family, and district
• Convening the conference at least 90 days before
  the child is eligible for the preschool program
• Procedures for reviewing a child's program
  options

21
Parent Involvement

• Where do you find the data?
• What does the data tell teacher or district?
• Questions to Consider?
• Why would it be important to provide a positive
  relationship with a parent from the beginning?
• What are characteristics of a positive
  relationship?
• How can a teacher, administrator or a school
  district initiate or provide that positive
  experience?
• Classroom
• IEP Meeting

22
(No Transcript)
23
Ways to Make an Engaging Environment

• Group Activity
• What are some strategies your district and
  teachers can do to make an IEP meeting inviting?

24
NICHY www.nichcy.org
25
NICHY Topics

• Theme A Welcome to IDEATop 10 Basics of Special
  Education and Key Changes in the Law and
  Regulations
• Theme B IDEA and General EducationSee how IDEA
  aligns with No Child Left Behind (NCLB) and
  explore topics on general education and children
  with disabilities. 
• NCLB
• State and District AssessmentsDisproportionality
  and Overrepresentation Early Intervening
  Services and Response to Intervention Highly
  Qualified Teachers  NIMAS    

• Theme C Evaluating Children for
  Disability Introduction to Evaluation Initial
  Evaluation and Reevaluation Identification of
  Children with Specific Learning Disabilities
• Theme D Individualized Education Programs
  (IEPs) The IEP Team Who is a Member? Content
  of the IEPMeetings of the IEP Team LRE Decision
  Making Children Enrolled by Their Parents in
  Private Schools
• Theme E Procedural SafeguardsPrior written
  notice, informed written consent, access to
  records, just a few of the critical elements in
  IDEA.      Introduction to Procedural
  SafeguardsOptions for Dispute Resolution IDEA's
  Discipline Provisions 

26
NCSEAM

• Parent Involvement Modules
• http//accountabilitydata.org/parent_family_involv
  ement.htm
• (Parent Training Modules)
• (Improving Relationships and Results Building
  Family and School Partnerships)
• Funded through OSEP until October 1, 2008

27
Child is now on an IEP
28
Preschool Indicator

• Indicator 6 Performance Indicator
• Least Restrictive Environment for 3 to 5 year
  olds
• Data
• SIMS and December 1
• How does your district determine LRE for 3 to 5
  year olds?
• Flow Chart

29
(No Transcript)
30
Preschool Indicator

• Indicator 7 Performance
• Preschool children who demonstrate improved early
  childhood outcomes
• Information collected through online Battelle
• When do you give the Battelle for progress
  monitoring?
• Flow Chart
• Data Entry
• Program Notes
• Exporting TA guide
• How do you know if a child is progressing?
• Why does a team want child to make progress in
  this age group?

31
http//doe.sd.gov/oess/Birthto3/docs/BatelleReport
ingForm1.07.doc
32
Exporting BDI2 Data for Indicator 7

• Program Notes
• Entry C
• Exit C
• Transition (student is aging out of Part C and
  determined eligible for Part B)
• Entry B
• Exit B
• NA (student not determined eligible for Special
  Education or assessment was given for purposes
  other than that required by the State Performance
  Plan)
• THIS MUST BE ENTERED EXACTLY AS STATED ABOVE.
  PLEASE DO NOT ADD ADDITIONAL TEXT/WORDING.

33
Battelle Data Valid and Accurate?
34
Indicator 5 - LRE

• Where do you find the data?
• SIMS/Child Count
• What are the 3 measurement areas?
• What are different ways to analyze the data?
• Grade levels
• Disability
• Buildings

35
Least Restrictive Environment

• How do you determine least restrictive
  environment?
• Examples
• Paraprofessional is in the classroom with
  student.
• Student in project skills one hour every day.
• Student in districts alternative school
• Student receives math in the resource room for 55
  minutes. The student receives Speech on
  Wednesday for 20 minutes during this time.

36
Indicator 5 Resources

• Calculator
• Checklist for IEP teams
• Accommodation Manual

37
LRE Calculator
38
Special Education Connections (LRP Publications)
Sample Forms
39
Proficiency Rate

• Where do you find the data?
• AYP and Participation Rate
• Proficiency Rate
• What does the data measure?
• AYP
• Participation
• Proficiency Rate
• Question to consider?
• If a student is not making proficiency, then how
  will they go into post-secondary education?

40
Proficiency Rate Resources

• SIMS
• E-metric
• Judy Sargent Sped Module

41
Charts created from E-metric
42
Charts created from E-metric
43
(No Transcript)
44
Suspension/Expulsion

• Indicator 4A Performance
• Special Education Students Suspended or Expelled
  for 10 days or greater.
• Data
• District collection
• Secure online website
• Retrieve previous year reports

45
Students served under Part B of the IDEA,
suspended or expelled for more than 10 days, all
at once or cumulatively, as a percentage of child
count
46
Suspension/Expulsion

• Questions
• Is there an equality issue when determining
  suspension/expulsion?
• Review number of students in out and in-school
  suspension
• Gender
• Race/Ethnicity
• If there are 10 more Native Americans, in any
  area of suspension, than other groups, what
  should the district do?

47
Suspension/Expulsion

• Resources
• Where can a district administrator(s) or
  teacher(s) find information on changing student
  behavior?
• Does your district for any student even non-IEP
  students
• Conduct a Functional Behavior Assessment?
• All teachers informed and follow the Behavior
  Improvement Plan?

48
High School Transition Indicators
49
Transition Indicators

• Education Outcome for all students
• Transition Services (Ind. 13)
• Keep students in school (Ind. 2)
• Students to Graduate with a regular HS diploma
  (Ind. 1)
• Ultimate Outcome for Students
• Engage in post-secondary activity (Ind. 14)
• Employment
• Post-secondary Education

50
Using Transition Indicators to Improve What We Do
51
Transition Indicators

• Indicator 13 - Compliance
• Secondary IEP with Coordinated Set of Activities
• Hypothesis Appropriate transition goals and
  activities lead to graduation and post-secondary
  engagement
• Data
• How is it collected?
• Professional Development

52
Transition Indicator 13

• Resources
• Indicator 13 checklist
• Transition Training every fall
• TSLP staff
• NSTTAC

53
Transition Indicator

• Indicator 2 Performance
• Dropout Rate for one year
• Indicator 1 Performance
• Graduation Rate (NCLB calculation)
• Data
• Where to input and extract the data?

54
Improve Graduation Rate and Reduce Dropouts
55
According to dropouts, why do they leave school?

• 47 said classes were not interesting
• 43 had missed too many classes to catch up
• 45 said they were poorly prepared for high
  school when they were promoted from elementary
  and middle school
• 69 said they were not motivated to work hard
• 35 said they were failing
• 32 left to get a job
• 25 left to become parents
• 22 left to take care of a relative
• 66 said they would have tried harder if more
  were expected of them.

56
According to dropouts, what would have kept them
in school?

• better teachers
• offer more alternative classes
• link school learning to real-life opportunities
• provide more assistance in the form of mentoring
  and tutoring
• provide more school counselors
• provide greater opportunities to make up work
  (i.e. summer school, evening classes)
• provide greater school-to-home communication
• provide greater opportunities to get a diploma
  (GED)
• provide an opportunity for students to return
  when they are older

57
Keep Kids in School Strategies

• 15 Dropout Prevention Strategies
• Activity
• Read each strategy
• In your district
• Indicate the strategies your district currently
  uses
• Share with your group the strategy your district
  has in place.
• Brainstorm ideas for strategies not implemented
  currently

58
Transition Indicator 1 and 2

• Questions to consider
• Does the district provide a safe learning
  environment?
• Did the student feel connected to someone in the
  district?
• Does the enrollment tabs general and special
  education exit codes are related?

59
Transition Indicators 1 and 2

• Resources
• Where can you get information to assist in
  keeping students in school?
• National Dropout Prevention Center for General
  and Special Education Students
  http//www.dropoutprevention.org/
• Office of Career and Technology
• http//doe.sd.gov/octe/index.asp

60
Transition Indicator

• Indicator 14 Performance
• Post-secondary Outcomes
• Data
• Secured website on SPP page
• Username and Password Dino.Brooks_at_state.sd.us

61
Transition Indicator 14

• Exit Year Checklist
• Review all classes have been completed
• Smooth transition from school to post-secondary
• SIMS entry
• Summary of Performance
• Indicator 14
• Appendix A
• Enter Demographics information into separate
  secured website
• Appendix B
• Black Hills State University will conduct a
  survey one year out

62
Indicator 14 Website

• Appendix A
• Reports
• Appendix B

63
(No Transcript)
64
(No Transcript)
65
Appendix B Report
District Name
66
District Report for Appendix A
District Report for Appendix A
67
District Short Report

• List all of the students named entered that year.

68
Individual Report
69
Using Transition Indicators to Improve What We Do
70
Using Transition Indicators to Improve What SD
Does
71
Other Resources
72
Resources on Sped Web Page

• Site Search
• Special Ed Connections

73
Special Ed Connections

• Free access to every district.
• Passwords were provided to superintendents and
  special education directors.
• Can call the help desk or customer service to get
  password
• Help Desk1-800-515-4577, ext. 6303
• Customer Service1-800-341-7874
• http//doe.sd.gov/oess/specialed/index.asp

74
(No Transcript)
75
Sample Forms and Tools
76
(No Transcript)
77
SPP/APR Calendar
78
Paths Map