Asheboro City Schools Dr. Cayce McCamish EC Director Representing Asheboro City Schools LEA Self- Assessment Team years of excellence!

 8 Schools  Students enrolled: 4,689  Race/ethnicity: American Indian=.2%, Asian= 1.8%, Hispanic= 42.8%, Black= 13.7%, White= 37.6%, Multi-racial= 3.9%  Limited English Proficiency= 17.69%  Students with disabilities= 12.5%  Acknowledgement: Pam Johnson, Ken Hill, Staff and Students of ACS Asheboro City Schools years of excellence!

 Team(s)  Communication  Summarize data  Collecting additional data  Practice Profile  Action planning Asheboro City Schools years of excellence!

 Flexible team membership based on focus  EC Leadership Team  EC Teachers  Superintendent’s Cabinet  Director of Testing and Accountability  Director of Finance  Additional stakeholders Asheboro City Schools years of excellence! EC Director & EC Leadership Cabinet Finance Additional Stake- holders EC Teachers Testing, Account ability & Policy

 Key Messages:  What is the LEA Self-Assessment?  Why are we doing it?  How this might impact our work  What to expect next  Facilitating Change:  Introduction of topic/ item  Assess current implementation effort/strategies (Focus: improvement)  Collect data/feedback to guide next meeting Asheboro City Schools years of excellence!

 Graduation Rate (4 and 5 year cohort for EC students and District)  Performance, proficiency and growth rate for schools (EC as a subgroup)  School and district PBIS and disciplinary data summaries  Developing a master data spreadsheet (combining Powerschool and CECAS data) Asheboro City Schools years of excellence!

 IEP Implementation  IEP goal attainment  LRE  Progress Monitoring  Effectiveness of co- teaching efforts  Evaluation of Supplemental and Intensive Behavior Supports (Tiers 2 and 3) Asheboro City Schools years of excellence!

 Strengths:  Communication & Collaboration  Priorities for Improvement:  IEP Development, Implementation & Outcomes  Problem-Solving for Improvement: Behavior and MTSS Readiness Asheboro City Schools years of excellence!

Asheboro City Schools years of excellence!

Asheboro City Schools Focus AreaDetailsCurrent DataGoal MathIncrease academic proficiency for SWD in Math 5.1% proficiency in grades 3-8 (14/15 SY) 80% ReadingIncrease academic proficiency for SWD in Reading 9.9% proficiency in grades 3-8 (14/15 SY) 80% DisciplineDecrease disciplinary outcomes for SWD SWD are 12% of the population but receive more than 20% of disciplinary referrals (mostly in the disability category LD and SED) proportionate representation (12% of ODR received by SWD) or less than 20% of SWD have 2 or more referrals Family Involvement Increase family/ community participation and collaboration -no specific format for collaborating with parents at the district level develop meeting forum and parents of SWD participate annually PreschoolIncrease outcomes for preschool students 3 indicators suggest no increase in student outcomes for pre-k outcomes (social/emotional, knowledge, and adaptive behavior) in 12/13 APR data set goal based on 14/15 data Graduation/ Post Secondary Outcomes Increase graduation rate for SWD (decrease dropout rate) and support development of effective post-secondary transition plans 78.3= 4 year graduation rate and 70.6= 5 year graduation rate. These rates are lower than district average rates (86.8 and 86.4 respectively) 80%

 Review all available data to identify problems  Used the framework to organize key areas for consideration  Outlined goals based on district/ department objectives  Identify challenges in each area and possible action steps  Next steps- clearly define action steps with dates and people responsible Asheboro City Schools years of excellence!

 Item 4.3: LEA collects and analyzes aggregated data about students with disabilities to establish priorities for improvement. (Graduation, Attendance, Discipline, Disproportionality, and Post- Secondary Transition) Asheboro City Schools years of excellence!

SET Comparison for State, Region and District Average

 = 21%  (through November 2015)= 25%

 Problem: While data indicate schools are implementing PBIS at high levels of fidelity (Tiers 1-3)  key evidences of implementation are not available (ex. Missing Tier 2 interventions)  frequency of requests for support related to behavior are increasing (based on number of requests)  EC teachers request behavioral interventions as highest area of need for PD (based on staff survey).  Priority: impacts all students; increases instructional time; aligns with district goals for improvement; based on requests for support and PD; aligns with MTSS readiness Asheboro City Schools years of excellence!

Hypotheses:Actions: IIO score inflationTransition to TFI, external evaluator and review evidences Strengthen Systems and Practices for Tiers 2 and 3 New team member training and PBIS Coach Meeting focus EC staff and regular education staff will benefit from continued training regarding classroom management, CICO and FBA/BIPs Train PFs, offer district trainings for all staff, train in PBIS Coach meetings Support for administrators in understanding disciplinary considerations for SWD- Collect additional data and develop support materials and PD Evaluate Disproportionality by Disability Category and Race data will be baseline, begin comparison to this year Strengthen team-based problem- solving Train teams to utilize data within a problem-solving process Asheboro City Schools years of excellence!

 Core Element 3: IEP Development, Implementation and Outcomes  Progress toward grade-level standards  Progress on IEP goals  Progress monitoring  Ensuring IEP implemented with fidelity  Priority: significant factor for improving achievement; aligns with MTSS readiness Asheboro City Schools years of excellence!

Hypotheses:Actions: Effective implementation of co- teaching to increase access to SCOS Offer PD regarding co-teaching; support collaborative planning; EC department participation in scheduling; continue evaluating strengths/needs Increase skills related to progress monitoring data collection and summarization Begin awareness activities; explore current efforts; evaluate needs; identify tools; pilot effort with group support Support the development of a system that requires on-going data collection regarding goal progress Planning for procedural changes regarding progress monitoring and reports for decision making and IEP development/revision Ensure that staff compose effective, efficient goals Begin awareness activities to explore current goals; PD regarding goal formation; collaborate with C & I Develop/revise tools to ensure IEP implementation Identify district tools and process for ensuring IEP implementation Asheboro City Schools years of excellence!

Asheboro City Schools years of excellence!  MTSS Readiness  Data  Compliance/ Policy/ Procedures  LEA Self-Assessment

Asheboro City Schools years of excellence! Implementation & Outcome Data LEA Self- Assessment PGP goals EC Department Strategic Plan District Strategic Plan Problem Solving for Improvement MTSS Improved Student Outcomes

 View this process as a way to align district and department efforts  Strive for continuous improvement  Missing data becomes the action step  Prioritizing is necessary  Flexible process that will change and evolve  Communication and Collaboration- allow for effective and efficient action steps Asheboro City Schools years of excellence!

Cayce McCamish: Team members: Barb Skelly, Dr. Drew Maerz, Christina Kennerly, Harold Blair, Jenny White, Bree Smith, Pete Brown, Susan Huff, Laura Trogden, Stephanie Austin and Donna Gentry Asheboro City Schools years of excellence!