Kick-off Meeting July 7, Provided by Region 4 ESC

I. Review Project Focus II. Explain Logistics and Requirements of Participation BISI Blog Year One Core Training Sessions Optional Training Reimbursements III. BISI Campus Plans BISI Application Patterns/Trends IV. Data Review Special Education Data Indicators Continuous School Improvement: Multiple Measures of Data Campus Data Review: Developing Key Questions V. Refine/Revise Campus BISI Goals VI. Develop Year One Campus Professional Development Plans VII. Understand Next Steps: Implementation Plan VIII. Question/Answer 2Provided by Region 4 ESC

26 Total Campuses AEIS Ratings (7) PPCD-5 (5) PK-5 (2) PPCD-4 (1) 3-5 (1) 4-6 (3) 6-8 (1) 7-8 (6) 9-12 (6) Exemplary (9) Recognized (10) Academically Acceptable (1) Academically Unacceptable Provided by Region 4 ESC3

To build capacity in schools for serving students with disabilities in integrated settings. The purpose of these funds is to provide for capacity building projects directly related to staff initial and follow-up professional development and support for schools. Standard Application System (SAS) Description of IDEA Component B 4Provided by Region 4 ESC

BISI Technical Assistance Data Informed Decision Making Capacity Students Receiving Special Education Services Professional Development & Materials 5Provided by Region 4 ESC

 Are designed to: ◦ Assist campuses in analysis of data indicators for students receiving special education services and facilitating the practice of data-informed decision making ◦ Support the implementation of evidenced based instructional practices for students receiving special education services. ◦ Enable students receiving special education services to access and make progress in the general education curriculum 6Provided by Region 4 ESC

◦ Build the capacity of campuses to support the needs of students receiving special education services within inclusive settings ◦ Provide training for regular and special education administrators and teachers in curriculum content, instructional methodologies and support structures for serving students receiving special education services in inclusive settings 7Provided by Region 4 ESC

Year 1 Core trainings Optional trainings Year 2 Core trainings Optional trainings Year 3 Customized proposals 8Provided by Region 4 ESC

 Home  Campuses  Core Trainings  FAQs  Forms  Kick-off Meeting  Optional Trainings & Technical Assistance (TA) 9Provided by Region 4 ESC

Year One Campus Core Training Requirements:  BISI Kick-Off Session  Universal Design for Learning (UDL)  RTI, Interventions and Strategies for Students Receiving Special Education Services ◦ K-5 Session ◦ Secondary Session  The Continuum of Inclusive Models for Students Receiving Special Education Services  End of Year Administrator Update Meeting 10Provided by Region 4 ESC

 Region 4 Optional Trainings ◦ Must be aligned to Campus BISI Plan ◦ $500 to cover registration fees ◦ Substitute Reimbursement – up to $75 ◦ Mileage Reimbursement  Other BISI Supports ◦ Substitute Reimbursement – up to $75 for Core Training Sessions ◦ Mileage Reimbursement for Core Training Sessions ◦ Technical Assistance/Follow-up ◦ BISI Campus Liaison 11Provided by Region 4 ESC

 Access Region 4 online professional development catalog  Region 4 Subscription for notification of sessions of interest   Subscriptions  Login  Select Your Topics of Interest Provided by Region 4 ESC

 BISI will provide technical assistance support for each year one and year two campus based upon consultant availability and topic.  Technical Assistance sessions are informal, small group question and answer sessions designed around a topic related to supporting student receiving special education services. Provided by Region 4 ESC13

 Attend July 7, 2011 Kick-Off Session  Register participants for Core Training Sessions by September 31, 2011  Ensure participants attend sessions  Ensure session content and materials are shared with campus  Submit data as requested as part of project  Attend EOY Administrator Update Meeting  Submit EOY Administrator Update  Take advantage of BISI support! 14Provided by Region 4 ESC

 Core Training Sessions  Optional Training Sessions  Substitute Reimbursement  Mileage Reimbursement  Technical Assistance BISI Year is July 1, 2011-June 30, Provided by Region 4 ESC

Application Review – Patterns and Trends Provided by Region 4 ESC16

“Kick-Off Meeting” Password “yearone” Provided by Region 4 ESC17

 CIP  Links to special education  Campus goal(s) identified with respect to serving students inclusive settings  How do you plan to meet these goals?  What data do you plan on using to monitor the progress of each goal(s)? Include baseline  Data Components  Comments/Clarification  19 Administrator Campus Perception Questions (Strongly Disagree-Strongly Agree) Provided by Region 4 ESC18

 Current AEIS report (i.e. State assessment results, attendance, graduation)  AYP  Special education referrals for this year (#DNQ and #qualified)  Number of students in RTI interventions above Tier 1  Instructional setting codes for students receiving special education service  PPCD (# of 3-5 year olds receiving special education services coded as a 40 or 41) (if applicable) 19Provided by Region 4 ESC

 PPCD (Total # of 3-5 year old receiving special education services.) (if applicable)  Current District PBMAS Intervention Level  Current Campus ADA  Total number of students with disabilities on your campus  Total number of students on your campus Provided by Region 4 ESC20

 What were we looking for? ◦ Patterns across data submitted (AEIS) ◦ Additional data sources to be reviewed (SPEARS)  Discipline  Disproportionality  Child Count  Instructional Setting ◦ Special Education Focus ◦ Quantitative ◦ Qualitative (Administrator Campus Perceptions) Provided by Region 4 ESC21

Special Education Indicators Provided by Region 4 ESC22

Special Education Population vs. State ◦ Performance ◦ Participation ◦ Graduation ◦ Drop-out ◦ Attendance AEIS AYP- Region 4 “Nuts & Bolts” Resource Provided by Region 4 ESC23

Performance-Based Monitoring Analysis System  System that reports annual performance in selected program areas (Bilingual/ESL, CTE, SPED, Certain Title Programs under NCLB)  18 Special Education Indicators  Special Education impacts other areas as well PBMAS Provided by Region 4 ESC24

 TAKS/TAKS (Accommodated) Passing Rate  Year-After-Exit (YAE) TAKS Passing Rate  TAKS/TAKS (Accommodated) Participation Rate  TAKS-Modified (TAKS-M) Participation Rate  TAKS-Alternate (TAKS-Alt) Participation Rate  3-5 Year-Olds Less Restrictive Environments Placement Rate  6-11 Year-Olds Less Restrictive Environments Placement Rate  Year-Olds Less Restrictive Environments Placement Rate  Annual Dropout Rate (Gr. 7-12)  RHSP/DAP Diploma Rate  Graduation Rate  SPED Representation  African American Representation  Hispanic Representation  LEP Representation.  Discretionary Disciplinary Alternative Education Program (DAEP) Placements  Discretionary Placements to In-School Suspension (ISS)  Discretionary Placements to Out-of-School Suspension (OSS) Provided by Region 4 ESC25

 Special Education Ad Hoc Reporting System ◦ Disproportionality ◦ Child Count ◦ Discipline ◦ Instructional Setting ◦ Exit ◦ ESY (Extended School Year) SPEARS Provided by Region 4 ESC26

 19 Questions  Administrator perception of campus  SA, A, N, D, SD Provided by Region 4 ESC27 “People act based on what they believe and perceive ( Bernhardt, 2000).” Bernhardt, V.L. (2000). Intersections: New routes open when one type of data crosses another. Journal of Staff Development, (21) 1,

Provided by Region 4 ESC28 Continuous School Improvement

 Read article individually  With your campus or table team, respond to the questions on the next slide. Provided by Region 4 ESC29

 Of the four measures of data, which measure(s) does your campus use during data analysis? ◦ If there are measures you do not use, which one(s) and why not?  What is the process for data analysis on your campus?  Are all staff engaged in data analysis? Why or Why Not?  Is your data analysis process reactive or predictive? ◦ If reactive, what shifts are needed to make it predictive? Provided by Region 4 ESC30

The Process can help:  Replace hunches and hypotheses with facts  Identify the root causes of problems, not just the symptoms  Assess needs, and target resources to address them  Set goals and keep track of whether they are being accomplished  Track the impact of staff development efforts Provided by Region 4 ESC31 Taken From: Bernhardt, V.L. (2000). Intersections: New routes open when one type of data crosses another. Journal of Staff Development, (21) 1,

 Think about the questions you could ask with the intersections of different data.  Each campus/table group list four intersection questions on chart paper ◦ One Measure ◦ Intersection of Two Measures ◦ Intersection of Three Measures ◦ Intersection of Four Measures  Each question should be related to the data for students receiving special education services on your campus Provided by Region 4 ESC32

Refine/Revise Provided by Region 4 ESC33

Three TestsOther Tips Dead person’s Stranger “So what” Measurable? Adding a percentage, technical language and/or adding an action verb does not ensure a goal is measurable. Observable? Can you see it and/or count it? Does it have a timeframe, condition, behavior and criteria? Provided by Region 4 ESC34

 Timeframe - the amount of time in the goal period  Condition - specifies manner in which progress toward the goal occurs. Describes the resources that must be present to reach the goal, and should relate to the behavior being measured Provided by Region 4 ESC35

 Behavior - clearly identifies the performance that is being monitored. An action that can be directly observed and measured  Criterion - identifies how much, how often, or to what standard the behavior must occur in order to demonstrate that the goal has been achieved and/or progress had been made Provided by Region 4 ESC36

 With a partner, review the sample goals provided  Put a check next to each element that is present Provided by Region 4 ESC37

By May 30, 2012 given small group reading intervention instruction using the Accelerated Curriculum for Struggling Readers (Region 4) students receiving special education services will gain a minimum of one year’s growth in fluency according to curriculum fluency measures. Baseline – Beginning of the year individual student Accelerated Curriculum fluency measures. Provided by Region 4 ESC38

By June 30, 2012 after attending the BISI Core Training sessions, all campus instructional staff will receive 1 hour mini professional sessions during PLC time covering the main concepts from each core training opportunity as evidenced by teacher sign-in sheets. Baseline – no teachers have received training related to BISI core training session concepts Provided by Region 4 ESC39

 Review the goals on your campus plan/application: ◦ Do they contain the four elements of a goal? ◦ Are they observable and measurable? ◦ Are they clearly and directly linked to students receiving special education services?  Refine/Revise as needed  Save your revised goals as a word document  to or Save to flash Provided by Region 4 ESC40

Develop Year One Core Training Plan Provided by Region 4 ESC41

Develop Optional Training Plan Provided by Region 4 ESC42

 Discuss BISI Project with campus  Register Participants for Core Training Sessions by September 31, 2011  Ensure participants attend sessions  Ensure session content and materials are shared with campus  Submit data as requested as part of project  Take advantage of BISI Support! Provided by Region 4 ESC43

Provided by Region 4 ESC44

Kick-Off Session Implementation Plan Quick Technology Survey Provided by Region 4 ESC45

Region 4 ESC Contacts Kirsten Omelan, PhD Education Specialist Midge Robertson Education Specialist LaTonja Tennard BISI Support Staff Region 4 BISI Campus Liaison Posted on blog under “Campuses” 46Provided by Region 4 ESC