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2011-2012. http:// austinisd.org/academics/specialeduc/index.phtml. STATE OF THE DISTRICT FOR SPECIAL EDUCATION. Janna Lilly, Director Special Education. August 2011. Meeting Purpose: To inform stakeholders of: 2010-2011 Activities in Review Current Status of Critical Indicators

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slide1

2011-2012

http://austinisd.org/academics/specialeduc/index.phtml

slide2
STATE OF THE DISTRICT FOR SPECIAL EDUCATION

Janna Lilly,

Director Special Education

August 2011

slide3
Meeting Purpose:

To inform stakeholders of:

2010-2011 Activities in Review

Current Status of Critical Indicators

2011-2012 Goals for Improvement

Outcome:

As a result of this information, stakeholders will understand what has been done, where we are now and where we are going.

Alignment to AISD Strategic Plan

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FOR STUDENTS:

  • Tier 3 Reading
  • Child study teams
  • District Response to Intervention/Tiered Academic Plan
  • ARRA funded bilingual speech training program
  • Planning for all Rosedale teachers ESL certified
  • Adding bilingual special education teacher at Rosedale
slide6

FOR STUDENTS CONTINUED…

  • Decreased wait time for In Home Training services to begin
  • Reviewed all English Language Learners identified as Autistic
  • 2011-2012 – piloting Social Behavior Skills model
slide7

FOR EDUCATORS

  • IEP Best Practice on line course
  • On-going ARD/LPAC training
  • District wide training for bilingual special education teachers
  • District RTI/Tiered Academic Plan
slide8

FOR EDUCATORS CONTINUED…

    • Campus IEP
  • Special education curriculum specialists to differentiate curriculum
  • 105 campus teams completed Model Inclusion Us+ training
  • 6000 licenses for differentiated coursework to campuses
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FOR EDUCATORS CONTINUED…

  • Intensive summer professional development
  • Standards ‘Improved and Aligned to Us+’
  • 2 additional behavior specialists to be BCBA certified
  • Summer PD – Behavior strategies for bus monitors
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FOR PARENTS

  • 1000+ home pre-literacy sessions with parents and PPCD students
  • Advancement letters to students and parents
  • SEEDs progress monitoring reports
  • Spanish IEP piloted
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FOR PARENTS

  • 2 Community Forums
  • Platicas, Co op
  • SECAC
    • Continue IEP at a Glance
slide12

ORGANIZATIONAL

  • Stronger connections to:
    • General education curriculum
    • Social Emotional Learning (SEL) Initiative
    • Associate superintendents
    • Technology
    • Bilingual
    • Response to Intervention (RTI)
  • Shifting responsibilities to general education:
    • Homebound
    • Nurses
    • Parent support
    • Funding
slide13

ORGANIZATIONAL CONTINUED…

  • Social Communication Behavior (SCB) Supervisor hired and is working with Social Emotional Learning (SEL) Director
  • Coaching model - building campus capacity
  • Cross training of autism and behavior specialists
slide14

PROCESSES AND PROCEDURES

  • .
  • TAKS M review – 60% aligned to TEA criteria
  • Graduation cohort analysis: 60% on track to graduate
  • 12% need additional supports to graduate on time
  • Operating Guidelines for Special Education.
slide15

PROCESSES AND PROCEDURES CONTINUED…

  • .
  • Equitable Staffing Distribution:
    • SOP 2 – Tiered staffing model
slide16
Where Are We Now?

Academic Outcomes

Parent outcomes

Compliance outcomes

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Results: TAKS

2011 TAKS results for special education students showed significant gains for the 2nd year in a row.

slide20

Special Education Students Test Results

(excluding passers exceeding the 3% cap)

* Required improvement target

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Results: TAKS

AISD Will NOT Meet AYP

Need 70% of special education students on each campus taking and passing the the non-modified assessment.

Consequences to a ‘modified’ assessment decision:

If the child takes a modified assessment, they are automatically

Graduating on a minimum plan

Loose all access to a 4 year college

3rd grade sets the stage for the child’s life

9th grade is generally too late to change to a

non modified assessment

5) ‘Pobrecito’ versus high expectations

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Results: Parents Receiving ARD Notice

31+ Days or No Notice prior to ARD Meeting

2%

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Results: Federal Compliance

IMPROVEMENTS HAVE BEEN MADE IN EVERY FEDERAL

100% COMPLIANCE AREA SINCE 2007

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2011 Vision:

  • AISD will be nationally recognized for providing all students who receive special education services with a high quality educational experience that promotes their independence and individual success.
  • Mission:
  • The Department of Special Education exists to design and deliver quality supports that ensure:
  • Students are successful,
  • Parents are partners and
  • Educators are empowered.
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By Sept. 1 2012, special education students district wide will be successful as evidenced by:

S1. 2% increase in SWD graduation rate from 2011 cohort to 2012 cohort

S2. 10 % increase in SWD participating in reading STAAR

10% increase in SWD participating in math STAAR

S3. Increase STAAR passing rate for reading to 62% and math to 59%

(passing rate in STAAR not available until Nov. 2012)

S4. Increase completion of IEP goals to 50%

S5. 1% decrease in difference rate for discretionary DAEP removals

S6. 5 % decrease in discretionary ISS removals

S7. 5 % decrease in discretionary OSS removals

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Continued…By Sept. 1 2012, special education students district wide will be successful as evidenced by

S8. An increase to 66% of SWD served 80% or more of day in general

education

S9. Secondary Campuses set quantitative targets to increase enrollment of

SWD in extracurricular classes (ie band, athletics, drama, yearbook etc)

S10. Campuses set quantitative targets to increase participation of SWD % in

school organizations/clubs/identified social opportunities

S11a - 10% reduction of staff assigned to campuses for intensive supports

S11b –10% reduction in total temp assignments provided

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By July 1 2012, special education parents are partners as evidenced by:

P1. 75% of ARDs have a parent in attendance

P2. 5% increase in parent attendance at community events including Co-

op, community forums, Platicas

P3. 25% (11) decrease in due process cases (formal mediation, TEA

complaints, filed hearings)

P4. 25% decrease in number of parents who file for any type of due process

listed above

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Continued: By July 1 2012, special education parents are partners as evidenced by:

P5. SECAC campus parent rep program established on 8 campuses

P6. SECAC membership increase to 12 members that includes 2 ELL parents

P7. 82% of parents surveyed in SPP indicator 8 indicate satisfaction with special

education services

P8 100% of Spanish speaking families will received the IEP in Spanish: either

audio or written copy

slide41

Educators are Empowered

as Evidenced by:

E1 – E16

slide42

By July 1 2012, educators are empowered as evidenced by:

E1. .5% reduction in identification rate

E2. Increase to 70% of ARDs that provide parent 7-30 day notice

E3. Increase % of students ages 16 and above with an IEP that includes

measureable post secondary goals to 96%

E4. ______% of random IEP sampling reflect meaningful PLAAFP and

measureable IEP goals

slide43

Continued…By July 1 2012, educators are empowered as evidenced by:

E5. 100% of students have current IEPs and current evaluations

E6. 75% of randomly sampled IEPs with modified state assessments align to TEA criteria

E7. Establishment of new baseline for % of students served in off home campus

placements

E8. 100% of children referred by ECI prior to age 3 who are found eligible have an IEP

developed and implemented by 3rd birthday

E9. 100% of children are evaluated within 60 days of receiving parental consent

E10. Reduce % of disproportionate identification of Hispanic and African American students

in special education and by disability: Autism, OHI, MR, ED, LD

E11. Reduce % difference between district representation rate and special identification rate

for African American students in special education to 5.9%.

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Continued…By July 1 2012, educators are empowered as evidenced by:

E12. Creation and implementation of SOPs (Standard Operating Procedures) for:

a) Purchasing and contracting

b) IEP assessment manual

c) Hiring procedures

d) Related services manual

e) Due process debrief

E13. Support responsibilities shifted from special education to other district departments:

a) Nursing to Student Health Services

b) Homebound to Community & Family Education

c) FASST to Community and Family Education

d) ASH – to ALC Principal

e) Funding to State & Federal Accountability

f) 504 Assistive Tech to 504

slide45

Continued…By July 1 2012, educators are empowered as evidenced by:

E14. MAPS are created, distributed, trained on and implemented in 5 critical

compliance areas

E15 Identify performance measures in the appraisals of

principals, teacher, support staff appraisals to use performance

measures

E16 Improve systems to reduce paperwork for teachers

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So What Do We Do With This Information?

Spread the good news!

Attend SECAC meeting. Consider application.

Attend those ARDs.

Encourage others to attend ARDs.

Attend Co-op meetings to stay current on STAAR etc.

Promote efficiency and advocate for rights.

For More Information Contact:

Janna Lilly

Janna.lilly@austinisd.org

414-3272

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Never doubt that a small group of thoughtful, committed people can change the world.  Indeed, it is the only thing that ever has. 

~Margaret Meade