Department of Special Education Division of Special Programs in the Office of Academics 1111 W. 6 th Street Phone: (512) Austin, Texas Fax: (512) AISD Special Education Webpage The Department of Special Programs exists to design and deliver quality supports to students, educators, families and the community for the success of students with disabilities Austin Independent School District

Department of Special Education Differentiated Special Education Support... for CAMPUSES! [it's not just for kids anymore] Ann Jinkins John Fuerst

Department of Special Education Purpose: Think about your Campus IEP data from Training & support will be differentiated based on your data. As a result of this training attendees will: 1)Know the 5 special education focus areas for )Understand how campuses will be divided into categories 1-4 3)Understand how supports will be differentiated

Department of Special Education Priority Areas  Increase graduation rate for SWD  Increase the # of SWD taking and passing the non modified STAAR  Decrease overall and African American representation in special education  Decrease the # of SWD in disciplinary placements  Increase compliance with state and federal regulations

Department of Special Education Data associated with each priority area:  Increase graduation rate for SWD - AISD graduation decreased from 61.3% in 2010 to 60.9% in An increase of at least 1% is prerequisite for use of Safe Harbor to meet AYP.

Department of Special Education Data associated with each priority area:  Increase the # of SWD taking and passing the non modified STAAR - Participation on non-modified assessments improved from 39% and 36% in reading and math, respectively, in 2011 to 46% in both areas in Goal is 62% in order to minimize federal cap penalties. - LRE data improved from 57.7% in 2011 to 58.8% in SPP standard is 66% [served in the general education environment for > 80% of the school day].

Department of Special Education Data associated with each priority area:  Decrease overall and African American representation in special education - Overall special education representation rose from 9.5% in 2011 to 11.2% in PBMAS target is 8.5% - Over-representation of African-American students improved from a 7.4% difference in 2011 to a 6.3% difference in PBMAS target is a 1% difference.

Department of Special Education Data associated with each priority area:  Decrease the # of SWD in disciplinary placements - Over-representation rate of discretionary OSS improved from 12% in 2011 to 11.6% in PBMAS target is 6%. - Over-representation rate of discretionary ISS will likely increase in 2013 due to use of campus ISS centers

Department of Special Education Data associated with each priority area:  Increase compliance with state and federal regulations - AISD was required to develop and implement an integrated PBMAS Continuous Improvement Plan based on a variety of compliance issues related to special education, bilingual/ESL, and NCLB - AISD is under a Corrective Action Plan for residential facility monitoring and non-compliance areas as identified through TEA parent complaints - SPP indicators for Transition and Early Childhood outcomes do not meet standard [100% compliance ]

Department of Special Education Determination of Category 1-4 [separately, for each of 5 priority areas] Category 4: Exceeded PBMAS/SPP standard Category 3: Met PBMAS/SPP standard Category 2: Almost met PBMAS/SPP standard Category 1: Significantly below PBMAS/SPP standard

Department of Special Education Example of Differentiated Support Category 3 and 4 campuses  Receive C-IEP (Campus IEP) each 6 weeks identifying campus status in critical instructional and compliance areas.  Receive written strategies to address critical instructional and compliance areas in C-IEP.  Receive student specific critical case supports and support student placements  Offered targeted PD course of study addressing area(s) in need of improvement (optional participation)

Department of Special Education Example of Differentiated Support Category 2 campuses  Receive C-IEP (Campus IEP) each 6 weeks identifying campus status in critical instructional and compliance areas.  Receive written strategies to address critical instructional and compliance areas in C-IEP.  Receive student specific critical case supports and support student placements  Provide targeted PD course of study addressing area(s) in need of improvement (required participation)  Provide targeted, desktop audit and improvement strategies addressing area(s) in need of improvement

Department of Special Education Example of Differentiated Support Category 1 campuses  Receive C-IEP (Campus IEP) each 6 weeks identifying campus status in critical instructional and compliance areas.  Receive written strategies to address critical instructional and compliance areas in C-IEP.  Receive student specific critical case supports and support student placements  Provide targeted PD course of study addressing area(s) in need of improvement (required participation)  Provide targeted, desktop audit and improvement strategies addressing area(s) in need of improvement  Provide on site technical assistance addressing area(s) in need of improvement

Department of Special Education Your input and suggestions would be greatly appreciated.

Department of Special Education Next steps for participant to implement Learning: look for final details regarding differentiated supports Comments and contact information: Ann Jinkins [ ] John Fuerst [ ]