1. Monica Ballay mballay@lsu.edumballay@lsu.edu Data Discovery: Placement Data

2. People First Language Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf “People First Language puts the person before the disability and describes what a person has, not who a person is.”

3. When analyzing SWD data which data point do you view first?  Discipline  Class Grades  Standardized Test Score  Placement

4. Goal: Use a data-based process to analyze educational placement (SPP 5a & 5c) of SWD (students with disabilities) Objectives: Gain knowledge of educational placement of SWD Gain skills on breaking down placement data by variables (discipline, achievement, exceptionality, grade)

5. SPP Indicator 5 Educational Environment – (Placement) setting where SWD are served ◦ SPP 5a - Inside the regular class 80% or more of the day (General Education Placement) ◦ SPP 5c - Inside the regular class less than 40% of the day (Self-Contained Placement)

6. Outcome Data Improve Graduation Rate (SPP 1) for SWD Improve Performance (SPP 3c) for ELA & Math Where do we start? ◦ Placement Data (SPP 5)

7. What percent of your staff views SWD as general education students first?  0-25%  26% - 50%  51%-75%  76% - 100%

8. SWD are General Education Students first…

9. What is placement? Least restrictive environment (LRE) Decided by Team (IEP Team) IEP Decision Data-driven decision

10. When Determining LRE Placement should be: – Based on student support needs and abilities – A continuum and not an absolute – Determined with the least restrictive placement first Placement should not be: – A financial decision – Based on teacher/personnel – Determined with the most restrictive placement first

11. Most Importantly Students with disabilities do not have to earn they way into the general education setting. Always start with the least restrictive environment and move along the continuum from there.

12. Keep In Mind… These exceptionalities do NOT have a negative impact on intelligence: – Learning Disability – Emotional Disturbance – Other Health Impairment – Speech/Language – Autism

13. Placement Data After viewing ….Where are students placed?

14. KNOW YOUR DATA What is our data as a district??? What is our data as a school??? What is our data by grade level??? What is our data by ELA & MATH??? What is our data by placement??? What is our data by exceptionalities??? What is our data by teacher??? What is our data by student???

15. General Education Placement What does LEA data look like… SPP Indicator 5a Inside Reg. Ed. 80% or more of day YearLDOE AvgSPP TargetLEA 2009-201062.9%65.15%? 2010-201161.1%67.61%? 2011-201263.1%62.5%? 2012-2013TBA62.5%?

16. General Education Placement District Target 62.5% What does School data look like…

17. SPP Indicator 5c Inside Reg. Ed. less than 40% of day YearLDOE AvgSPP TargetLEA 2009-2010 14.6%11.35% ? 2010-2011 14.2%9.76% ? 2011-2012 13.9%12.5% ? 2012-2013 TBA12.0% ? Self-Contained Placement What does LEA data look like…

18. Self-Contained Placement What does School data look like…

19. Why would it be important to identify the Root Cause to a problem?

20. Have discussion about school/LEA data Have discussion about school/LEA data Where does the school/LEA need to focus? Where does the school/LEA need to focus? General Education Placement for SWD Inside the Reg. Class 80% or more day Self-Contained Placement of SWD Inside the Reg. Class less than 40% of the day Both General Education & Self-Contained Placement Review: Placement Data

21. 2. Identify Causes: “What are the causes?” (5min.) Share causes? (5min.)

22. 2b. Disaggregate Data by Placement and variables (Gender, Race/Ethnicity, Expectionality)… School Name: ______________________________ Gender Race/Ethnicity Exceptionality 2013-2014 Inside Reg Class < 80% of Day Total SWD n% MF Hispanic/ Latino Am India/ AK Native Asian Black/ African Am White 2 or ↑ races Autism ED SLD OHI Sp/Lang ID (Mild) ID (Mod) ID (Severe) Visual Imp Hearing Im Deaf-Blind Orthopedic TB Injury Dev Delay Inside Reg. Class 80% or ↑ of day Inside Reg. Class 79-40% of day Inside Reg. Class less 40% of day TOTAL Any patterns, concerns among variables in table above? Exceptionality -Inside Reg. Class 80% or ↑ of day – -Inside Reg. Class < 40% of day –

23. 2c. Disaggregate Placement by student How well are the students doing… Attendance Behavior Academics Standardized Testing (pull student test history)

24. 3. Action Steps:

26. Placement Data

27. School Level Data Analysis General Education Placement: Inside Reg. Class 80% or ↑ of day Students: Grade Exceptionality Gender Days Absent DisciplineAcademics ISSOSSODROtherEngMathSciSS # Days # 1st 2nd 1st 2nd 1st 2nd 1st 2nd Resource Placement: Inside Reg. Class 79-40% or ↑ of day Students: Grade Exceptionality Gender Days Absent DisciplineAcademics ISSOSSODROtherEngMathSciSS # Days # 1st 2nd 1st 2nd 1st 2nd 1st 2nd Self-Contained Placement: Inside Reg. Class < 40% of day Students: Grade Exceptionality Gender Days Absent DisciplineAcademics ISSOSSODROtherEngMathSciSS # Days # 1st 2nd 1st 2nd 1st 2nd 1st 2nd Disaggregate School Placement Data by Student & Placement: School Name: ______________________________ School Year: 2013-2014 # of SWD _______________

28. Recap: Outcomes for SWD SWD are General Education Students 1 st Know your data Start with placement data, then… ◦ Academics ◦ Behavior Analyze data at all levels Use a team approach Monitor data periodically Make changes as needed to benefit SWD

29. What percent of your staff views SWD as general education students first?  0-25%  26% - 50%  51%-75%  76% - 100%

30. Building Capacity When you leave today, what will you do with this information? How will you share it with others in your district? When will you share it? (Timeline)

31. The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. www.laspdg.org Monica Ballay mballay@lsu.edumballay@lsu.edu