Spring Regional Meeting 2014

People First Language Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from “People First Language puts the person before the disability and describes what a person has, not who a person is.”

Welcome! Project Updates Budget Update for nd Quarter Reimbursement was due 1/3/14 3 rd Quarter Reimbursement due 4/4/14 Family Facilitators-Reminder to log all activities in database by 2/28/14; you have a print out of current activities in your district manila folder Reminder-Consultant Documentation Submission; activity report must be submitted (in your district manila folder)

*Hard copy in your folder *Reminder to check calendar *Monthly s will still be sent

Webinar Wednesday Topics (All webinars 10 am) Each district has a set of Webinar Wednesday Flyers in their district manila folder *February 5 - Family Engagement | Tech Talk: Integrating technology to enhance two-way communication with families *February 12 - Culturally Responsive Practices | Creating a Classroom Culture of High Expectations *February 19- Inclusive Practices- | 10 Steps to Implementing Effective Inclusive Practices: A guide for Site Leaders *February 26 - Data Based Decision Making | Data Discovery: Placement- Educational Environment (Ages 6-21)

Other Upcoming Events Inclusion Matters Conference (LAPTIC) *June 5-7 New Orleans No Room for Bullying-Dealing with the Bullying Cycle *February 18 -8:30 – 11:15 am -5:30 – 7:30 pm *hosted by Calcasieu Parish Refer to your district district manila folder

Reminder All resources from today can be found at – ABOUT US- REGIONAL MEETING

Networking/Collaboration Activity There are 6 groups; each person from your district team needs to go to a different group Introduce yourself to group (District & Position) Share something your district did (event/activity/resource) in the Fall as a result of participating in SPDG Share something your district has planned for the Spring (event/activity/resource)

Refer to pink sheet in folder on left side

Culturally Responsive Practices

Resource Spotlight- Louisiana Assistive Technology Initiative (refer to handout on left side of folder)

Louisiana Deafblind Project

Family Engagement

School-Home Communication Communication strategies should reflect practices that encourage two- way feedback, use a variety of formats based on demographics, and use family-friendly language.

….91% of American adults own mobile devices? (Pew Research Center, 2010) ……Gen X are technologically adept and flexible? Did you know….. ……Generation X parents/families value options and they seek customization to individual circumstances. (Why School Communication Matters, 2008) …… Millennials perceive technology as a necessity to everyday life rather than just an “innovation”? (Pew Research Center, 2010) American Generations (Name and Birth Years) WW II Silent Boom Generation X Millennial Homeland (or Generation Z) (Howe and Strauss, 2007)

Integrate technology to enhance two- way communication

Website Hunt Need Your mobile device Name of one school in your district Be prepared to answer the following question: “What’s for lunch today?”

Mobile Apps can enhance communication with families Tip #1: Get ideas Tip #2: Research mobile app developers Tip #3: Consider the cost/fees Tip #4: Develop plan to market mobile app Tip #5: Highlight important communications Quick Tips

Resources The iSchoolBox App is a no-cost service for administrators to create mobile apps for schools. This book contains ideas for those looking to begin or enhance the use of social media tools in their school communities for enhanced communication and learning.

Collaborative Lunch

DISTRICT & SCHOOL QUALITY INDICATOR DATA Inclusive Practices Family Engagement Culturally Responsive Practices

Next Steps QI data is one of many data points used in determining needs and growth by LEA, schools, project QI data can track longitudinal changes over time by focus area broken into domains & indicators QI data can support activities in the action plan QI data is used in OSEP report to federal government

LEA QI Report -Log into LaSPDG Data System At “Main Menu” – Select “View Reports for Quality Indicators” -Go to

Under “Quality Indicator Report” Select - √ “LEA (completed by LEA Leadership Team)” Under “School Year” Select – “ (7/1/13 – 6/30/14)” Select “Generate Report”

LEA QI Report for Keep up on computer screen as a reference

Go to Handout “Quality Indicator Reports” Summary of Focus Area for ? Parish

Summative Longitudinal LEA QI Report

Review Longitudinal QI “LEA” Report *Discuss and answer the following: Focus Area of greatest growth ___________ -Contributing factors to growth: Focus Area of greatest need _____________ -Steps to address need: Go to Handout “Reviewing QI Report Activity” (refer to yellow handout)

“All Schools” QI Report -Log into LaSPDG Data System At “Main Menu” – Select “View Reports for Quality Indicators” -Go to

Review QI Report “All Schools” Under “School Year” Select – “All Years Select “Generate Report” Under “Quality Indicator Report” Select - √ “All Schools Who Participated in your LEA (completed by…)”

School A School B School C School D School A School B School C School D QI Report All Schools

Focus area of greatest growth ___________ -Is this greatest growth focus area the same as LEA? – Yes or No - Contributing factors to growth: Focus area of greatest need _____________ -Is this greatest need focus area the same as LEA? – Yes or No -Steps to address need: Review QI Report “All Schools” *Discuss as a team the following: Go to Handout “Reviewing QI Report Activity” (refer to yellow handout)

Quality Indicator Report All Years Go to “All Schools QI Summary” School Year – “All Years” Select “Generate Report”

Quality Indicator Report All Years (refer to handout)

Quality Indicator Report All Years List Schools with highest Total QI: List top 3 schools with highest FE % List 3 schools with lowest FE% List top 3 schools with highest CRP % List 3 schools with lowest CRP% List top 3 schools with highest IP % List 3 schools with lowest IP% Go to Handout “Reviewing QI Report Activity” (refer to yellow handout)

Inclusive Practices

5 Year Plan & Budget Review

Group 2 (stay in room with Monica) for 5 Year Plan Pointe Coupee EBR WBR Group 1 (move to next room with Pam, Melanie, Summer) for Budgets Vermilion Livingston Calcasieu First Line Acadia St. Helena

SPDG Annual Plan Year 1 ( ) Year 2 ( )

LEA SPDG Pan LEA SPDG Plan addresses 2 areas:  Track activities by goals -LEA (attend or hosted) -Project Led  Annual end of year synopsis (requirement on letter of intent) *Keep documentation of events (agenda, Sign-in sheet, etc.) on-site (district/school)

Spring Jan.‘13 Regional Meeting

School Year (Year 1)

Fall Sept.‘13 Regional Meeting School Year

Enter Events into Electronic SPDG Plan 1 st - Log into LaSPDG Data System – 2 nd - At “Main Menu” – Select “SPDG Plan”

Main Menu Page Year -Default to current year ( (7/1/13-6/30/14)) -To change year, select drop down arrow next to year Note: No activities for

3 Sections to Add Information ADD LEA events attended and/or hosted SELECT Project led events attended (you do not have the ability to add events in this section) Annual Summary of the year (complete this section in May/June)

2 nd –Select “Edit/View” for Goal 1 Enter Events into SPDG Plan for st – select year “ ”

-Select “+Add Activity” for Webinars 1st) Add activity for LEA Activities After selecting “+Add Activity” – Select “Date”, Type “Name of event”, Submit *Repeat above steps to add activities for “Workshops” and “Other” *Practice - Select “today’s Date” and Name “test”  Submit. *New event will appear under webinars. *To Delete  Select “Edit”, Check “Delete”  “Submit”

2nd) Select SPDG Project Activities -Check the activities attended by staff in district/school -Webinars -Workshops -Other *Reference to print out of events logged into system by district.

3rd) Annual Summary -In May/June, type in a narrative based on activities and strategies from the year for this focus area. -Share what worked, next steps, etc. *Select “Save” and “View PDF”

To make changes/edits… -Go to “Goal” and select “Edit/View” -Uncheck/change text and select “Save”

Activity Log into Online SPDG Plan *Enter activities School Year School Year -Due date to enter Year 1 and Year 2 activities is March 1, 2014

Data Based Decision Making

Monica Ballay Data Discovery: Placement Data

Ultimate Goal Improve Graduation Rate for SWD Improve Performance (ELA & Math) Where do we start? ◦ Placement Data

Placement Data ◦ Where are students placed? ◦ How are they performing academically (class grades & standardized test)? ◦ How are they doing behaviorally? ◦ Are they coming to school (Attendance)?

SPP Indicator 5 Educational Environment – (Placement) setting where SWD are served ◦ SPP 5a - Inside the regular class 80% or more of the day (General Education Placement) ◦ SPP 5c - Inside the regular class less than 40% of the day (Self-Contained Placement)

General Education Placement What does LEA data look like… SPP Indicator 5a Inside Reg. Ed. 80% or more of day YearLDOE AvgSPP Target LEA %65.15% ? %67.61% ? %62.5% ? TBA62.5% ?

General Education Placement District Target 62.5% What does School data look like…

SPP Indicator 5c Inside Reg. Ed. less than 40% of day YearLDOE AvgSPP TargetLEA %11.35% ? %9.76% ? %12.5% ? TBA12.0% ? Self-Contained Placement What does LEA data look like…

Self-Contained Placement What does School data look like…

What is placement? Least restrictive environment (LRE) Decided by Team (IEP Team) IEP Decision Data-driven decision

When Determining LRE Placement should be: ◦ Based on student support needs and abilities ◦ A continuum and not an absolute ◦ Determined with the least restrictive placement first Placement should not be: ◦ A financial decision ◦ Based on teacher/personnel ◦ Determined with the most restrictive placement first

Keep In Mind… These exceptionalities do NOT have a negative impact on intelligence: ◦ Learning Disability ◦ Emotional Disturbance ◦ Other Health Impairment ◦ Speech/Language ◦ Autism

Placement Data

School Level Data Analysis General Education Placement: Inside Reg. Class 80% or ↑ of day Students: Grade Exceptionality Gender Days Absent DisciplineAcademics ISSOSSODROtherEngMathSciSS # Days # 1st 2nd 1st 2nd 1st 2nd 1st 2nd Resource Placement: Inside Reg. Class 79-40% or ↑ of day Students: Grade Exceptionality Gender Days Absent DisciplineAcademics ISSOSSODROtherEngMathSciSS # Days # 1st 2nd 1st 2nd 1st 2nd 1st 2nd Self-Contained Placement: Inside Reg. Class < 40% of day Students: Grade Exceptionality Gender Days Absent DisciplineAcademics ISSOSSODROtherEngMathSciSS # Days # 1st 2nd 1st 2nd 1st 2nd 1st 2nd Disaggregate School Placement Data by Student & Placement: School Name: ______________________________ School Year: # of SWD _______________

Building Capacity When you leave today, what will you do with this information? How will you share it with others in your district? When will you share it? (Timeline)

Please complete an evaluation- Safe Travels!