1. http:// austinisd.org/academics/specialeduc/index.phtml 2011-2012

2. Department of Special Education 2 STATE OF THE DISTRICT FOR SPECIAL EDUCATION Janna Lilly, Director Special Education August 2011

3. Department of Special Education 3 Meeting Purpose: To inform stakeholders of: 1)2010-2011 Activities in Review 2)Current Status of Critical Indicators 3)2011-2012 Goals for Improvement Outcome: As a result of this information, stakeholders will understand what has been done, where we are now and where we are going. Alignment to AISD Strategic Plan

4. Department of Special Education What Has Been Done? 4

5. 5 Tier 3 Reading Child study teams District Response to Intervention/Tiered Academic Plan ARRA funded bilingual speech training program Planning for all Rosedale teachers ESL certified Adding bilingual special education teacher at Rosedale FOR STUDENTS:

6. 6 FOR STUDENTS CONTINUED… Decreased wait time for In Home Training services to begin Reviewed all English Language Learners identified as Autistic 2011-2012 – piloting Social Behavior Skills model

7. 7 IEP Best Practice on line course On-going ARD/LPAC training District wide training for bilingual special education teachers District RTI/Tiered Academic Plan FOR EDUCATORS

8. 8 Campus IEP Special education curriculum specialists to differentiate curriculum 105 campus teams completed Model Inclusion Us+ training 6000 licenses for differentiated coursework to campuses FOR EDUCATORS CONTINUED…

9. 9 Intensive summer professional development Standards ‘Improved and Aligned to Us+’ 2 additional behavior specialists to be BCBA certified Summer PD – Behavior strategies for bus monitors FOR EDUCATORS CONTINUED…

10. 10 FOR PARENTS 1000+ home pre-literacy sessions with parents and PPCD students Advancement letters to students and parents SEEDs progress monitoring reports Spanish IEP piloted

11. 11 FOR PARENTS 2 Community Forums Platicas, Co op SECAC Continue IEP at a Glance

12. 12 Stronger connections to: General education curriculum Social Emotional Learning (SEL) Initiative Associate superintendents Technology Bilingual Response to Intervention (RTI) Shifting responsibilities to general education: Homebound Nurses Parent support Funding ORGANIZATIONAL

13. 13 Social Communication Behavior (SCB) Supervisor hired and is working with Social Emotional Learning (SEL) Director Coaching model - building campus capacity Cross training of autism and behavior specialists ORGANIZATIONAL CONTINUED…

14. 14. PROCESSES AND PROCEDURES TAKS M review – 60% aligned to TEA criteria Graduation cohort analysis: 60% on track to graduate 12% need additional supports to graduate on time Operating Guidelines for Special Education.

15. 15. PROCESSES AND PROCEDURES CONTINUED… Equitable Staffing Distribution: SOP 2 – Tiered staffing model

16. Where Are We Now? Academic Outcomes Parent outcomes Compliance outcomes 16

17. 17 ACADEMIC OUTCOMES

18. Results: TAKS 2011 TAKS results for special education students showed significant gains for the 2 nd year in a row.

19. 19 ElementaryMiddle Schools High Schools Reading89% (+3)80% (-2)75% (+3) Math88% (+6)76% (+3)61% (+10) Science64% (+4)65% (+3)60% (+4) Writing82% (+1)76% (-1)----- Social Studies -----81% (+6)78% (+3) Special Education Students – Results for All Students Tested

20. 20 201020112011 Target * 2012 AYP Standard 2012 AYP with Required Improvement Reading 57%58%61% *87% 62% * (162 additional passers ) Math 52%54%57% *83%59%* (200 additional passers) Special Education Students Test Results (excluding passers exceeding the 3% cap) * Required improvement target

21. 21 AISD% TAKS and TAKS-A Takers

22. 22 AISD Will NOT Meet AYP Results: TAKS Need 70% of special education students on each campus taking and passing the the non-modified assessment. Consequences to a ‘modified’ assessment decision: If the child takes a modified assessment, they are automatically 1)Graduating on a minimum plan 2)Loose all access to a 4 year college 3)3 rd grade sets the stage for the child’s life 4)9 th grade is generally too late to change to a non modified assessment 5) ‘Pobrecito’ versus high expectations

23. 23 Results: LRE

24. Results Increase in Cifton Career Development Center Participation

25. 25 Results: Sp. Ed. Graduation Rates

26. 26 PARENT OUTCOMES

27. Results: Parents at ARD Meetings

28. 28 Results: Parents Receiving ARD Notice 31+ Days or No Notice prior to ARD Meeting 2%

29. Results: Parent Survey SPP 8 Results - Increase in parent satisfaction survey :

30. 30 Compliance Outcomes

31. 31 IMPROVEMENTS HAVE BEEN MADE IN EVERY FEDERAL 100% COMPLIANCE AREA SINCE 2007 Results: Federal Compliance

32. 32 Results: Discretionary Discipline Placement Percent

33. 33 Where Are Going?

34. 34 2011 Vision: AISD will be nationally recognized for providing all students who receive special education services with a high quality educational experience that promotes their independence and individual success. Mission: The Department of Special Education exists to design and deliver quality supports that ensure: Students are successful, Parents are partners and Educators are empowered.

35. 35 Students are Successful as Evidenced by: S1- S10

36. 36 By Sept. 1 2012, special education students district wide will be successful as evidenced by: S1. 2% increase in SWD graduation rate from 2011 cohort to 2012 cohort S2. 10 % increase in SWD participating in reading STAAR 10% increase in SWD participating in math STAAR S3. Increase STAAR passing rate for reading to 62% and math to 59% (passing rate in STAAR not available until Nov. 2012) S4. Increase completion of IEP goals to 50% S5. 1% decrease in difference rate for discretionary DAEP removals S6. 5 % decrease in discretionary ISS removals S7. 5 % decrease in discretionary OSS removals

37. 37 S8. An increase to 66% of SWD served 80% or more of day in general education S9. Secondary Campuses set quantitative targets to increase enrollment of SWD in extracurricular classes (ie band, athletics, drama, yearbook etc) S10. Campuses set quantitative targets to increase participation of SWD % in school organizations/clubs/identified social opportunities S11a - 10% reduction of staff assigned to campuses for intensive supports S11b –10% reduction in total temp assignments provided Continued…By Sept. 1 2012, special education students district wide will be successful as evidenced by

38. 38 Parents are Partners as Evidenced by: P1 – P8

39. 39 By July 1 2012, special education parents are partners as evidenced by: P1. 75% of ARDs have a parent in attendance P2. 5% increase in parent attendance at community events including Co- op, community forums, Platicas P3. 25% (11) decrease in due process cases (formal mediation, TEA complaints, filed hearings) P4. 25% decrease in number of parents who file for any type of due process listed above

40. 40 Continued: By July 1 2012, special education parents are partners as evidenced by: P5. SECAC campus parent rep program established on 8 campuses P6. SECAC membership increase to 12 members that includes 2 ELL parents P7. 82% of parents surveyed in SPP indicator 8 indicate satisfaction with special education services P8 100% of Spanish speaking families will received the IEP in Spanish: either audio or written copy

41. 41 Educators are Empowered as Evidenced by: E1 – E16

42. 42 By July 1 2012, educators are empowered as evidenced by: E1..5% reduction in identification rate E2. Increase to 70% of ARDs that provide parent 7-30 day notice E3. Increase % of students ages 16 and above with an IEP that includes measureable post secondary goals to 96% E4. ______% of random IEP sampling reflect meaningful PLAAFP and measureable IEP goals

43. 43 Continued…By July 1 2012, educators are empowered as evidenced by: E5. 100% of students have current IEPs and current evaluations E6. 75% of randomly sampled IEPs with modified state assessments align to TEA criteria E7. Establishment of new baseline for % of students served in off home campus placements E8. 100% of children referred by ECI prior to age 3 who are found eligible have an IEP developed and implemented by 3 rd birthday E9. 100% of children are evaluated within 60 days of receiving parental consent E10. Reduce % of disproportionate identification of Hispanic and African American students in special education and by disability: Autism, OHI, MR, ED, LD E11. Reduce % difference between district representation rate and special identification rate for African American students in special education to 5.9%.

44. 44 Continued…By July 1 2012, educators are empowered as evidenced by: E12. Creation and implementation of SOPs (Standard Operating Procedures) for: a) Purchasing and contracting b) IEP assessment manual c) Hiring procedures d) Related services manual e) Due process debrief E13. Support responsibilities shifted from special education to other district departments: a) Nursing to Student Health Services b) Homebound to Community & Family Education c) FASST to Community and Family Education d) ASH – to ALC Principal e) Funding to State & Federal Accountability f) 504 Assistive Tech to 504

45. 45 Continued…By July 1 2012, educators are empowered as evidenced by: E14. MAPS are created, distributed, trained on and implemented in 5 critical compliance areas E15 Identify performance measures in the appraisals of principals, teacher, support staff appraisals to use performance measures E16 Improve systems to reduce paperwork for teachers

46. So What Do We Do With This Information? 1.Spread the good news! 2.Attend SECAC meeting. Consider application. 3.Attend those ARDs. 4.Encourage others to attend ARDs. 5.Attend Co-op meetings to stay current on STAAR etc. 6.Promote efficiency and advocate for rights. For More Information Contact: Janna Lilly Janna.lilly@austinisd.org 414-3272 46

47. 47 Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it is the only thing that ever has. ~Margaret Meade