Board of Education Meeting September 10, 2012

Special Education Quality Review - Monitor compliance related to programs and services provided to students with disabilities.

State Performance Plan Indicator / Target School-Age Enrollment 1,5181,4701,387 School-Age SWD Enrollment Classification Rate 11.4%12.2%13.1% Preschool Enrollment Total Cohort SWD *19 Total Cohort SWD * year Graduation Rate (44% or higher) *78.9% Total Cohort SWD *18 5-year Graduation Rate *77.8% ELA Performance Index (Make AYP) Math Performance Index (Make AYP) Long-term Suspension Rate (2.7% or lower) 0.6% 2.7% (4A) 5. LRE – 80% or more of day (More than 53.3%) 81.5%77.5%69.6% 6. Preschool Outcomes – Percent functioning within age expectations by the time they exited the program (55.4%; 55.3%; 63.2%) NA No (Social/Emotional) Yes (Knowledge & Skills) Yes (Behaviors) 7. Timely Evaluations (100%) NA90.9% (Preschool) 100% (School-age) NA 8. Early Childhood Transition (100%) NA 9. Secondary Transition (100%) 43.3%100%NA 10. Post-School Outcomes Within One Year – Baseline data collected NA 38% (Higher Ed.) 75% (Higher Ed./Employment) 88% (Postsecondary education or some employment)

Consultant teacher 20:1 ratio Resource Room 5:1 ratio Integrated Co-teaching Special Class 15:1 ratio  Related Services  Speech and Language Pathology  Audiology services  Psychological services  Physical therapy  Occupational Therapy  Counseling Services  Assistive technology services  Teacher of visually impaired

 Individualized Education Program (IEP) Development  IEP Implementation  Appropriate Instruction from Qualified Staff  Access to and Participation and Progress in the General Education Curriculum  Specially-designed Instruction  Instruction in Literacy  Behavioral Supports  Parental Involvement

 Review of school records  Classroom visitations and interviews  Observations of Committee on Special Education  Interviews of administration and faculty  Interview of parents and guardians  Case studies

 Response to Intervention (RtI)  Layered Curriculum that allows for differentiated instruction  Implementation of Just Words (Wilson Reading) MS/HS  SPED teachers participating in PD on goal development& progress monitoring  Leveled Literacy Intervention (Fountas & Pinnell) as a Tier II intervention at the elementary level  The development of effective practices for a student strength-based functional behavioral assessment (FBA) and BIP process. Positive practices

 Alignment of annual goals and progress monitoring  Progress monitoring of Behavior Intervention Plans

 Continued Professional development  Development of RtI (HS/MS)  Aligned FBA/BIP in the district

“I”m not afraid of storms, for I’m learning to sail my ship”. Aeschylus