1. Continuous Improvement Performance Plan (CIPP) New Hanover County Schools Students with Disabilities Data Story

2. Indicator 1 Graduation Rate State Target: 80%; State Av erag e: 59.8% 1112 – SWD met AMO w/ Improvement Percent of youth with IEPs graduating from high school with a regular diploma.

3. Indicator 2 Drop Out State Target: 6.0%; State Average: 5.2% Percent of youth with IEPs dropping out of high school.

4. Indicator 3 Assessment Participation & Performance/Reading 0809 & 0910 – SWD made AYP in grades 3-8 1112 –SWD met AMO in Grades 3-8 & 10 Participation Performance GradeState Target 07-0808-0909-1010-1111-12 3-89599100 99 10959673 9297 3-844.524.139.845.642.047.1 1050.922.223.325.720.352.9

5. Indicator 3 Assessment Participation & Performance/Math 0809 & 0910 – SWD made AYP in grades 3-8 1112 – SWD met AMO in grades 3-8 & 10 Performance Participation GradeState Target 07-0808-0909-1010-1111-12 3-89599 100 99 10958473769493 3-859.939.8 56.061.461.063.1 1051.127.839.351.951.654.8

6. Indicator 4a LTS Suspension/Expulsion Rates of suspension and expulsion of students with disabilities greater than 10 days in a school year that is twice the state average or greater (0.36%).

7. Indicator 4b Short-term Suspension Rates of cumulative short suspension of students with disabilities greater than 10 days in a school year by race and ethnicity that is greater than the state disproportionality target. State Target: 5%; State Average: N/A

8. Indicator 5 Least Restrictive Environment Percent of children with IEPs aged 6 through 21 served in regular, separate, or public, private, home or hospital settings.

9. Indicator 5 Least Restrictive Environment

10. Indicator 6 Preschool LRE No data or targets set at this time

11. Indicator 7 Early Childhood Outcomes Percent of preschool children with IEPs who demonstrate improvement in positive social-emotional skills, acquisition and use of knowledge and skills, and use of appropriate behaviors to meet their needs. A.% Substantially improvement by age 6 B.% Functioning at age 6

12. Indicator 8 Parent Involvement Percent of parents with a school age child receiving special education services who report that schools facilitated parent involvement as a means of improving service and results for children with disabilities. State Target: 40%. 08-09 43.0%

13. Indicator 9 Disproportionality Spec Ed Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification. State Target 0% NHCS 0%

14. Indicator 10 Disproportionality by Category NHCS data indicate disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification. State target: 0% NHCS:

15. Indicator 11 90 Day Timeline Percent of children referred for whom a referral was received and placement determined within 90 days. State Target: 100%

16. Indicator 12 Part C to Part B Percent of children referred by Part C prior to age 3 and who are found eligible for Part B who receive special education and related services by their third birthday. State Target: 100%

17. Indicator 13 IEPs and Postsecondary Goals Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the child to meet the postsecondary goals.

18. Indicator 13 IEPs and Postsecondary Goals State Target: 100%

19. Indicator 14 Post-School Outcomes Percent of youth who had IEP’s, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or, both, within one year of leaving high school. State Baseline Data: 75% NHCS Baseline: 70%

20. Indicator 15 General Supervision Part 1 Percent of noncompliance identified and corrected within one year. State Target: 100%

21. What’s the Plan (PreK-12)? Training in Intensive Scientific, Research-based Reading and Math instruction KU Content Literacy Continuum (Secondary Pilot) Superintendent’s Graduation-Dropout Task Force Response to Instruction (RTI) K-8 & Preschool Play Based Assessment Increase School-wide Positive Behavior Support Sites Targeted re-evaluations of SED and IDMI Re-training and monitoring of Short-term suspension processes

22. IDEA 2004 – 34 CFR 300.604 Meets Requirements (NHCS status – 08-09, 09-10, & 10-11) Needs Assistance – Direct the use of funds Needs Intervention – Withhold funds Needs Substantial Intervention – Recover Funds What are the consequences?

23. Questions?