Con'u'nuous Improvement Plan
Speoial Eduoau'on Monitoring

 

 

 

 

 

 

 

 

 


2010-2011 [onti nuous lni prove merit Plan 
Special Education Monitoring Svste 
Marne: menace or: con: ids?sol ll?fzmu
Sir-ire Project' ed Emirate?
Indirator ?escrip?err apl- ms Wm Shams. and  Sta-l: ?ate H?ourc? fie-wired and Person-ls} H?ponsirle Evidenceof Implementation Evidence 
Area Targeted targeted Date
Assessmentj? Stud ent_Sup port Data Driven ,r'Timeiv IH's rgeted Review academic rogras of al= TAKE-M students to 113' Hili'??li Benchmark scoresI dail'g.r grades, progress AHD eeting. Student - failure Increase the number of students
rfo n'nance Fa rticipation Rate Support dete rrnirie if extensive accom odations and repor?, a rid report cards; Special Edu cation conferences. and notations in electronic taking in all
modi?cations continue to be necessarv'r teacher, Geneial Education teachers, and Campus gradehook nt areas
meetings for students who no longer need Administrators
extensive accommod ations a rid odificati ons
Re presentatio SPED Stu dent_Sup port Response to Interventions He qui re core su Iaject area teachers and scho o? staff llfli'l? SESEEDII Ha rrisori Count; Eo-op_. progress report, Sign-i ri sheen or certi?catesI Report, Decrease the num ber of] studen in
to receive training on The SIT team will meet a report cards, SIT Fte port, eiectronic staff training copies of the progress reports, and special education
minimum of three times before referring for an FIE on HTI [webinars, etc]; Geneial and Special re port cards
Education teachersI Counsefor, and Campus
Administrators
Ftepresentatio African-American Stud ent_Support Effective Intervention Strategies Incorpo iate differentiated instruction and cu?tura- Iv 11.II HEB 1 ]l 63'33'2011 SIT reportsI electronic stafftrain irigI a rid SIT reports and sign-in Decrease the number of African-
diverse instructional stateg'ies in the classroom; hooksli'ioumal articlesil'bo ol: stud-3.I retative to sheetsli'ce rti? cates Am erican stude in special
Fteciui re the SIT team to meet minim um of three differentiated instruction eping Black education
times prior to referring and also require the facultv Bovs Gut of Special Ed lav .lavvanza ?unjufu]
and staff to attend training reiative to RTI
Discipline DSS Piraceme Behavior_Socia I_S-Iiitls Behavioral Interventions Review attemative strategies For discipline iather 111iI lf?? Efldli'l??ll EI-ook studv on "Developing Positive Self-Im ages Sign-i sheetsI meeting report to Decrease the num ber of special
than FievieviI students' current BIFs to S. Discipline in Black Children" to; Iavvanea EIIF, and discipiine records; education p;aceme in 033
determine necessarv adjustments; Increasing Kunjufu; The FIEs, EIIPs, and Campus Identifv two strategies referenced from
pare nta- support through strategies gained from .I5u.dministratorsI Special Education Teachers; the hook that the campus I?vi-I
"Eieveoping Positive Serf-Images Discipiine in ISen era.? Education Teach ers, and Counselor imp-,ement
Black Kunjufu
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