1. Hartford Jt. 1 School District
Special Education District Profile

2. Hartford Jt. 1 School District
After reviewing the Special Education Hartford Jt. 1 School District Profile, there are many noticeable areas that are in need of improvement and other areas that meet the state target. In the school year, the district report card gave the school district a 68.7 which puts the district at the higher end of the Meets Expectations category. In order for the district to make improvements, the district will need to focus on it’s reading achievement gap. This is especially present in the 3rd Grade reading achievement scores and gap. The district will continue to need to focus on the reading skills being taught and the special education students and their skills in the district as well. Also in this school district profile, the school district will need to take a look at the reasons why so many students are not being taught in the general education classroom. All students should be included within in the general classroom and this is something the district needs to work on as well.

3. Hartford Jt. 1 School District
Here are some of the strengths of the district, which include assessment of special education students. The district has met the AMO targets for students with disabilities in reading and math.
Indicator 3:  Assessment
Local
State
Target A.
District met the state's Annual Measurement Objectives (AMO) targets for students with disabilities in Reading
Yes
% of districts met AMO.
85.00 % of districts should meet AMO.
District met the state's Annual Measurement Objectives (AMO) targets for students with disabilities in Math

4. Hartford Jt. 1 School District
Within the Hartford School District they have met the requirements for participation of students with disabilities in most grades. Most of all the students participated in the assessments which is great to see for students with special needs and disabilities. B.
Participation rate for students with disabilities on regular or alternate statewide assessment
    3rd Grade Reading %
99.00 %
At or above %
    4th Grade Reading
    5th Grade Reading
96.00 %
    6th Grade Reading
    7th Grade Reading
    8th Grade Reading
98.00 %
    10th Grade Reading --
97.00 %

5. Hartford Jt. 1 School District
When looking at the reading scores for students with disabilities, it seems that some grades have met the requirements and targets but other grades have not. This is something that school district needs to work on and identify strategies that will help improve the reading scores of students with disabilities. The 3rd Grade was the only grade level that met the requirements by the state. C.
Percentage of students with disabilities who scored at the proficient and advanced levels on regular or alternate statewide assessment
    3rd Grade Reading
22.00 %
17.00 %
At or above 19.80%
    4th Grade Reading
14.00 %
    5th Grade Reading
8.00 %
15.00 %
    6th Grade Reading
0.00 %
    7th Grade Reading
    8th Grade Reading
12.00 %
11.00 %
    10th Grade Reading --

6. Reading Assessment for Students with Special Needs
The Hartford Jt.1 School District needs to re look at the each of the student’s with special needs and their IEP’s. The special education team needs to take a look at the goals and targets that are set for each of the student’s with disabilities.
The IEP team needs to identify if these goals are too high for the students or if the goals are too low. It is very important that the students are using their full potential and receiving a appropriate and fair education.
The school district also needs to look and clarify if these state assessments might be too hard for the students with special needs. And if so, then the school district needs to look at other options for the student such as a different test, assisitive technology/device or accommodations for that student to help them better succeed.

7. Hartford Jt. 1 School District
As for the school district math scores in Hartford Jt. 1 it seems that only 3rd and 4th grade are meeting the targets that are required by the state. This is another factor that the school district needs to address. They need to find strategies and interventions that will help to improve these scores and help the students to increase their math knowledge and skills to meet the targets required by the state.
    3rd Grade Math
50.00 %
32.00 %
At or above 28.20%
    4th Grade Math
24.00 %
30.00 %
    5th Grade Math
19.00 %
26.00 %
    6th Grade Math
5.00 %
20.00 %
    7th Grade Math
17.00 %
18.00 %
    8th Grade Math
12.00 %
16.00 %
    10th Grade Math --
14.00 %

8. Math Assessment for Students with Special Needs
Once again, the Hartford Jt.1 School District needs to re look at the each of the student’s with special needs and their IEP’s. The special education team needs to take a look at the goals and targets that are set for each of the student’s with disabilities.
The IEP team needs to identify if these goals are too high for the students or if the goals are too low. It is very important that the students are using their full potential and receiving a appropriate and fair education.
The school district also needs to look and clarify if these state assessments might be too hard for the students with special needs. And if so, then the school district needs to look at other options for the student such as a different test, assisitive technology/device or accommodations for that student to help them better succeed.

9. Hartford Jt.1 School District Reading and Math Assessments
When looking at the school district’s reading and math scores for students with disabilities, it seems that they really struggle with this is most grades. I think that school district needs to re look at these students IEP’s, goals and targets that they are required to meet in each IEP. It seems that there is something missing when these students are being taught in reading and math or they might not be understanding the skills that are being taught. The school district needs re-look at the strategies that they are using for the student’s with disabilities when teaching reading and math.
The school district might need to look into other reading programs that are available to the district. They might need to look at other programs available for the student’s with special needs. Also the school district might need to identify better accommodations or assistive technology that will aid in the student’s success.

10. Hartford Jt.1 School District
When looking at the percent of students with disabilities that are served inside the regular classroom 80% or more of the school day, the school district’s percentage is well below the state target. There could be many factors leading to this percentage but I still think that the district should work to increase this percentage. The law states that the students with disabilities need to be educated with their peers as much as possible unless proven otherwise. And the school district should follow the Least Restrictive Environment Mandate.
Indicator 5:  School Age Educational Environment
Local
State
Target A.
Percent of students with disabilities ages 6-21 served inside the regular class 80% or more of the day.
44.55 %
59.42 %
At or above % B.
Percent of students with disabilities ages 6-21 served inside the regular class less than 40% of the day.
3.64 %
10.01 %
At or below 9.70 % C.
Percent of students with disabilities ages 6-21 served in separate schools, residential facilities, or homebound/hospital placements.
0.91 %
1.20 %
At or below .95 %

11. Least Restrictive Environment
These are some tests that can be used to determine the placement of a child in the regular education classroom and this is something that the school district might want to reevaluate when looking at their percentage of students with special needs that are served in the classroom for more than 80% of the time.
- Daniel Two-Part Test
- Rachel H. Four-Factor Test
- Hartmann Three-Part Test
The law requires that students with disabilities be educated along with nondisabled students to the maximum extent appropriate to the needs of the students with disabilities. This means that students with disabilities must be assigned to regular courses or classes if the students’ needs can be met there. Also, decisions on academic placement must be based on an individual student’s needs.
Resources:
Yell, M. L. (2012). The law and special education. Upper Saddle River, N.J.: Merrill.

12. Hartford Jt.1 School District
Looking at the school district’s preschool educational environment it seems that they have a good start to their preschool program and early childhood programs. It is hard to identify if the school district is doing well because no baseline was set for the target but they are right around the state percentage’s as well. They will need to continue improve these percentages and help to keep these students involved in the regular classroom, learning with their peers.
Indicator 6:   Preschool Educational Environment
Local
State
Target A.
Percent of children aged 3 through 5 with IEPs attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program.
24.24 %
30.98 %
Baseline data. No target set. B.
Percent of children aged 3 through 5 with IEPs attending a separate special education class, separate school or residential facility.
33.33 %
25.89 %

13. Hartford Jt. 1 School District
Indicator 7:  Preschool Outcomes
Local
State
Target
Outcome A: Positive social-emotional skills (including social relationships) 1.
Of those preschool children who entered the preschool program below age expectations in Outcome A, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program.
80.0%
80.5 %
At or above 79.6% 2.
The percent of preschool children who were functioning within age expectations in Outcome A by the time they turned 6 years of age or exited the program.
41.7%
69.1 %
At or above 70.1%
Outcome B: Acquisition and use of knowledge and skills (including early language/communication and early literacy)
Of those preschool children who entered the preschool program below age expectations in Outcome B, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program.
100%
82.8 %
At or above 82.5%
The percent of preschool children who were functioning within age expectations in Outcome B by the time they turned 6 years of age or exited the program.
33.3%
59.2 %
At or above 70.3%

14. Hartford Jt.1 School District Preschool Social Emotional Development
When looking at the School District Preschool Outcomes there seems to be some strengths and weaknesses that the school district has. The school district meets the target provided for children with special needs increasing their rate of growth by the time they turned 6. While looking at the children who were functioning within age expectations in Outcome A which was positive social-emotional skills, the school district does not meet the target. This is something that Hartford Jt. 1 School District needs to work on and identify new strategies to improve the preschool children’s social/emotional skills. Some strategies that the school district could take is providing new activities and taking a look at new outcomes/goals for the students. The school district should re look at the student’s individual IEP’s and identify what needs to be changed so that the students reach their goals and targets along with the state goals and targets for social and emotional behavior.

15. Hartford Jt.1 School District Early Language/Communication and Early Literacy
Glancing at the preschool children’s functioning and relating to the age expectations regarding language and communication it looks like the school district has not met the target set by the state. The school district is well below the target set and this is something that needs to be improved. Although the school district did meet the outcome for preschool children making substantial rate of growth , they still did not meet the target for the students functioniong at age expectations. The school district needs to re look at each student’s individual IEP and the goals/targets that are set. They also need to relook at the curriculum being used within the school district.
The school district needs to take a look at the curriculum and whether it is appropriate for students with special needs. They also need to take a look at if this curriculum is really helping the students reach their goals and outcomes in their individual IEP’s as well as students in the general classroom.

16. Early Literacy and Communication in the Preschool Classroom
The school district might want to take a look at other literacy programs that are better suited for students with special needs to help them reach their goals.
These literacy programs all aim to improve the children’s language and literacy skills in the preschool setting
These might include:
* Curiosty Corner
*Early Literacy and Learning Model
*Ready Set Leap!
*Let’s Begin with the Letter People
Resources:

17. Hartford Jt.1 School District
When looking at the school district’s early childhood transition it seems that the school district is doing well at this and has met the target of 100%. This shows that the school district is following the IEP process and Birth to 3 Program. They need to continue to complete this for student’s with special needs and make sure that the IEPs are completed in a timely manner.
ndicator 12:  Early Childhood Transition
Local
State
Target
Percent of children referred by a Birth to Three agency prior to age 3, who were found eligible for special education and related services by a local education agency, and who had an individualized education program (IEP) developed and implemented by their third birthday. %
99.23 %

18. Conclusion: Hartford Jt. 1 School District
After looking at the Hartford Jt.1 School District and their strengths and weaknesses in various aspects of special education, there are many strengths but many areas that need improvement. The first aspects that the school district needs to improve and work on is their reading scores and math scores for the students with special needs.
These scores are lower than the state target and need to be increased so that all students with special needs are improving and goals are being met. They also need to increase their percentage of students with special needs served in the general classroom 80% or more of the school day. All students should be receiving free and equal education.
Finally, the school district needs to take a look at the preschool outcomes and targets. The social/emotional and early language/communication percentage for the preschool children in the district is below the state target. This is very important to address these needs early so that the student’s continue to make great improvement when they are young and as they get older. The district needs to continue to improve their connection with the Birth to Three Program to better serve the students with special needs.