Houston Independent School District Office of Special Education Services Comprehensive Program Improvement Plan 2011- 2012 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ Houston Independent School District 2012 Board of Education Michael L. Lunceford, District V, President Anna Eastman, District I, First Vice President Juliet K. Stipeche, District VIII, Second Vice President Rhonda Skillern-Jones, District II, Secretary Greg Meyers, District VI, Assistant Secretary Paula M. Harris, District IV Lawrence Marshall, District IX Harvin C. Moore, District VII Manuel Rodríguez Jr., District III Terry B. Grier, Ed.D. Superintendent of Schools Sowmya Kumar Assistant Superintendent for Special Education Houston Independent School District Hattie Mae White Educational Support Center 4400 West 18th Street Houston, Texas 77092-8501 Website: www.houstonisd.org Subscribe to eNews: www.houstonisd.org/subscribe Follow us on Twitter: www.twitter.com/HoustonISD Special Education BLOG: http://hisdsped.wordpress.com/2011/03/04/special-education-program-evaluation/ It is the policy of the Houston Independent School District not to discriminate on the basis of age, color, handicap or disability, ancestry, national origin, marital status, race, religion, sex, veteran status, or political affiliation in its educational or employment programs and activities. Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 2 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ Houston Independent School District Comprehensive Program Improvement Plan 2011-2012 Table of Contents Program Goals 4 Comprehensive Program Improvement Plan 5 TEA PBMAS Data Report Web Access HISD PBMAS Longitudinal Data Report Web Access Special Education Program Review (T. Hehir) Web Access State Performance Plan Web Access Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 3 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ PROGRAM GOALS THE OFFICE OF SPECIAL EDUCATION SERVICES MISSION STATEMENT: To support students with disabilities in gaining college career readiness, and independent living skills through active engagement in grade level curriculum. Goal 1: Students with disabilities will be appropriately identified, evaluated, and provided services within required timelines. Goal 2: All students with disabilities will receive appropriate services as developed by a duly constituted ARD committee and as documented in the student’s ARD/IEP. Goal 3: Students with disabilities will receive their instruction in the least restrictive environment. Goal 4: Students with disabilities will participate in the appropriate local, state, and national assessments. Goal 5: Students with disabilities will meet achievement standards on local, state, and national measures. Goal 6: Students with disabilities will be prepared for post-secondary opportunities. Goal 7: Students with disabilities will graduate with their cohorts. Goal 8: African American, Hispanic, and Limited English Proficient (LEP) students will be identified as eligible for special education services at a rate that is proportionate to the percent of their enrollment in the district. Goal 9: Students with disabilities will be placed in DAEP (Disciplinary Alternative Education Program), ISS (In-School Suspension), and OSS (Out of School Suspension) at a percentage that is consistent with these disciplinary placements for all students. Goal 10: The Office of Special Education Services will collaborate with students, parents, and community representatives in a mutual effort to build capacity for providing outstanding services to students with disabilities. Goal 11: The Office of Special Education Services will provide focused support to teachers, administrators, and district departments in a mutual effort to build capacity for providing outstanding services to students with disabilities. Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 4 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ COMPREHENSIVE PROGRAM IMPROVEMENT PLAN Goal 1: Students with disabilities will be appropriately identified, evaluated, and provided services within required timelines. • • • • • • • Objective 1: Increase the percentage of students receiving initial evaluation within 60 days of parental consent from 93.1% to 100%. Objective 2: Increase the percentage of children referred by Early Childhood Intervention (ECI) agencies who have an Individualized Education Program (IEP) in place by their third birthday from 77.6% to 100%. Objective 3: Increase the percentage of students with disabilities that are reevaluated within timelines from 98.2% to 100%. Objective 4: Increase the percentage of initial evaluations that are reviewed by a duly established Admission, Review, and Dismissal/Individualized Education Program (ARD/IEP) Committee) within 30 days of the report date from 93% to 100%. Objective 5: Decrease the number of requests for Independent Educational Evaluations from 52 to 45. Objective 6: Increase the percentage of annual ARD/IEP meetings held within timelines to 100%. Objective 7: Increase the percentage of permanent placement ARDs for transferring students held within timelines to 100%. Action Item 1.1. Develop and deploy Evaluation Tracker to monitor all evaluations for timelines and compliance. (SPP) Person(s) Responsible Senior Manager, Child Study Measurement Has Evaluation Tracker been fully developed? Look for: date Evaluation Tracker completed and deployed Has Evaluation Tracker been fully deployed? Look for: date of Evaluation Tracker deployment, training logs, sign-in sheets Date 10/1/2011 for full deployment Status of the Action Item? Evaluation Tracker fully developed and deployed . SPP 11 & SPP 12 Reports Complete Training Complete User Level System Complete Psychological & Bilingual Evaluation Request System transitioned to Interactive PDF. Evaluation Tracker Users Group Assembled: Complete Staffing Assignments Complete Evaluation Tracker User Manual: Complete Develop Process to Monitor Compliance and Usage Complete for SPP 11 and SPP 12 Speech and Language Pathologists Training Complete Leadership Training to Increase Use of Concern Panel Complete Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 5 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ 1.2. Disseminate evaluation compliance rates from Evaluation Tracker and Chancery on a monthly basis. Report results to TEA. (PBMAS & SPP) Senior Manager, Child Study Senior Manager, Compliance Are compliance rates being disseminated on a monthly basis? Look for: dissemination schedule within district and to TEA, copy of dissemination e-mails 10/1/2011 EasyIEP and Chancery SMS reconciled. Compliance reports developed. Sr. Mgrs notified January 2012. Principals Notified January 2012. 1.3. Implement an evaluation reportwriting system to ensure comprehensive evaluation reports. Senior Manager, Child Study 12/1/2011 Interactive PDF reporting forms complete. 1.4. Develop easily-accessible policies and procedures for the evaluation and provision of services for students with dyslexia. (T. Hehir) Senior Manager, Child Study Senior Manager, Programs Has an evaluation report-writing system been implemented? Look for: date evaluation reportwriting system completed and deployed, copy of dissemination email Have policies and procedures for the evaluation and provision of services for students with dyslexia been developed? Look for: copy of policies, date of dissemination, section in Operating Guidelines addressing evaluation and provision of services for students with dyslexia Pending EasyIEP automation of forms. 10/31/2011 Information posted on dyslexia channel of website. Process map complete to map out Section 504 and special education dyslexia. Policy Statements created to supplement manual and operating procedures. Posted on OSES website, OSES blog, and trained on January 26. Are policies and procedures easily accessible? Look for: staff and parent surveys 1.5. Collaborate with the Curriculum Department to establish an effective RtI process at each HISD campus. (RF) Senior Manager, Child Study Senior Manager, Programs Have staff members been trained? Look for: copy of training materials and schedule, sign-in sheets, agendas Is the Special Education Department collaborating with the Curriculum Department to establish an effective RtI process at each HISD campus? Look for: copy of RtI plan, date of dissemination, training schedule, sign-in sheets, evidence of campus RtI meetings Complete Dyslexia policy written for HISD personnel and parents. Policy Statement Link on website 5/1/2012 Chancery intervention platform to document interventions complete. Online Chancery training complete. RtI manual and other resources complete and pending approval by RtI steering committee. Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 6 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ 1.6. Implement EasyIEP to track ARD/IEP due dates to ensure they are held within timelines and report the status of compliance to TEA on a monthly basis. (PBMAS) Senior Manager, ARD/IEP Senior Manager, Compliance, Senior Manager, Child Study (SI only ARDs) Are compliance rates being determined using Easy IEP and Chancery? Are results disseminated within the district and to TEA on a monthly basis? Look for: dissemination schedule within district and to TEA, copy of dissemination e-mails 10/1/2011 Pending EasyIEP report deployment and data transfer to Chancery. 1.7. Provide staff development to special education personnel regarding recording ARD/IEP meeting data into EasyIEP and the role of staff in the compliance process. Senior Manager, ARD/IEP Look for: Documentation (agendas, sign-in sheets and handouts) shall be scanned with a coversheet and be submitted to SPED_Compliance@houstonisd.or g or faxed to (713) 391-8394 within ten days of training 10/1/2011 Over 2,100 users have been trained. Training is ongoing. Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 7 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ Goal 2: All students with disabilities will receive appropriate services as developed by a duly constituted ARD committee and as documented in the student’s ARD/IEP • • • Objective 1: Increase the percentage of properly constituted ARD committee meetings from 86% to 100%. Objective 2: Increase the percentage of students whose services match those developed and documented in the ARD/IEP to 100%. Objective 3: Ensure all teachers providing services to students with disabilities meet the requirements of highly qualified. Action Item 2.1. Coordinate with the Professional Development and Curriculum Departments to ensure all general and special education personnel receive the necessary training to appropriately implement IEPs. (PBMAS) Person(s) Responsible Senior Manager, Programs Senior Managers Measurement Is the Special Education Department coordinating with the Professional Development and Curriculum Departments to ensure all personnel receive the training necessary to appropriately implement IEPs? Look for: copy of process, date of dissemination, training schedule, sign-in sheets Date 9/30/2011 (then as required) Status of the Action Item? Effective August 2011, four special education program specialists were reassigned to Curriculum, Instruction, and Assessment (CIA). Beginning January 2012, monthly meetings have been established between Special Education Services (SES) and CIA. SES Programs Senior Manager collorbates with the Director of Literacy on the districts literacy plan and professional development for special education and 504 teachers. SES Programs Senior Manager is collaborating with both Professional Support and Development (PSD) and CIA on the Summer PD offerings. SES is also working with PSD on the vetting of differentiation training. SES and CIA are also collaborating on the curriculum and instructional resources for Algebra I modified and Geometry modified resources classes. 2.2. Develop and provide training for counseling as a related service to include evaluation, development of measureable goals and objectives, provision of services, and dismissal for chairpersons, counseling providers, and program specialists. (RF) Senior Manager, Child Study Senior Manager, ARD/IEP Has training for counseling as a related service been provided for chairpersons, counseling providers, and program specialists? Have general education counselors been trained? Look for: copy of training materials and schedule, sign-in sheets, agendas 12/1/2011 Training completed 12/9/11. Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 8 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ 2.3. Develop and monitor a districtwide system to ensure students with disabilities are provided services according to their IEPs. Report monitoring results to TEA. (PBMAS) Senior Manager, Compliance 2.4. Develop a system to coordinate services for students with disabilities who are also identified as LEP. Conduct quarterly reviews of the system and report results to TEA. (PBMAS) Senior Manager, Programs Senior Manager, ARD/IEP 2.5. Secure the district plan to ensure all teachers who provide instruction to students with disabilities are highly qualified as defined by NCLB. Provide the plan to TEA. (RF & PBMAS) Senior Manager, Compliance 2.6. Provide training for all appropriate special and general education personnel on the proper composition of the ARD/IEP committee, the roles of each committee member, the ARD participation checklist, and the process to dismiss a member of the committee. (RF & PBMAS) Senior Manager, ARD/IEP Senior Manager, Programs Senior Managers HS, MS, ES, Alt/Charter Has a district-wide system been developed to monitor the provision of IEP services? Have easily accessible policies and procedures been developed? Has staff been trained? Look for: policies and procedures, service logs Has a system been developed to ensure students with disabilities are being provided LEP services if appropriate? Look for: LPAC member participation at ARD/IEP committee meetings, documentation that language needs were considered 8/22/2011 10/31/2011 12/31/2011 3/31/2012 6/30/2012 System is in place and monitoring activities are ongoing. First two audits completed and available to TEA upon request. District-wide review of high school students with disabilities and also identified as LEP conducted. Students identified and individual Student Success Plans (SSP) developed in collaboration with the Multilingual Department, 12/31/2011. SES Programs Division is gathering information on the LPAC process from the Multilingual department and gathering information on what is built into EASYIEP regarding ELLs. Has an analysis of current staffing certifications been conducted? Has a plan to remediate the deficiencies noted in the analysis been developed? Is the plan being successfully implemented at all levels? Look for: certification analysis, remediation plan, follow-up analysis based on timelines in the remediation plan 10/31/2011 Have all appropriate personnel been trained in their role as it relates to serving on an ARD/IEP committee? Look for: training materials, training agendas, sign-in sheets 10/31/2011 Special education teacher job descriptions updated to include requirements for highly qualified, 11/10/2011. OSES representation on district’s highly qualified teacher campus improvement plan committee, district plan developed and submitted to TEA 12/1/2011 Training completed 12/11/2011. Documentation submitted to TEA. Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 9 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ 2.7. Develop a district-wide system to document student regression to ensure ESY services are considered and provided if appropriate. (PBMAS) Senior Manager, ARD/IEP Senior Manager, Programs 2.8. Provide staff development regarding the requirements for documenting the frequency and duration of all special education and related services. (RF) Senior Manager, ARD/IEP Senior Manager, Child Study 2.9. Develop a special education audit checklist for state eligibility folders. (RF) Senior Manager, Compliance Has a district-wide system been developed and implemented to document student regression? Are students with regression being provided with ESY in accordance with the ESY Decision Making Guide? Look for: policies and procedures for documenting regression, necessary forms, audit checklists Has staff development regarding the requirements for documenting the frequency and duration of all special education and related services been developed? Has the training been provided to appropriate staff? Look for: training materials, training agendas, sign-in sheets Has a special education audit checklist for eligibility folders been developed? Look for: copy of audit checklist Have end-users been trained? Look for: copy of training materials and schedule, sign-in sheets, agendas 9/30/2011 Automated reporting for students in Easy IEP complete. Automated reporting for students not in Easy IEP pending deployment. Training completed 12/9/2011. 12/31/2011 8/31/2011 Training completed 12/2/2011. Checklist developed and available on the SPED Toolbar, 8/31/2011. Training completed 9/9/2011. 9/2/2011 and 9/9/2011 System in place to utilize results of checklist to improve practices, 12/16/2011. 12/31/2011 Are end-users using the checklist effectively to inform their practice? Look for: copy of review process, monitoring schedule Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 10 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ Goal 3: Students with disabilities will receive their instruction in the least restrictive environment. • • • Objective 1: Increase SPED 3-5 year-olds LRE placement rate from 5.8% to 10.25% (PBMAS Standard is 16). Objective 2: Increase the SPED 6-11 year-olds LRE placement rate from 31.9% to 40% (PBMAS Standard is 40%). Objective 3: Increase the SPED 12-21 year-olds LRE placement rate 54.8% to 62% (PBMAS Standard is 65%). Action Item 3.1. Develop a placement review process to be used when considering more restrictive placements for students at all grade levels. 3.2 Develop a model of inclusion through the Preschool Least Restrictive Environment Grant program provided through Region 4 Education Service Center (ESC) for 3-5 year old students at six elementary campuses. Person(s) Responsible Senior Managers, Programs Senior Managers, Field Offices Senior Managers, ES Measurement Has a placement review process been developed to utilize when considering more restrictive placements for students? Look for: copy of process documentation and placement reviews Date 12/31/2011 Have campuses been selected? Have staff members been identified to participate? Are all campuses and staff attending required training? Do campus improvement plans include grant initiatives? 5/31/2012 Status of the Action Item? Grant submitted and approved. Project initiated with ESC Region 4. Look for: An increase in the percentage of students served in less restrictive instructional settings as evidenced by PEIMS report comparisons. An increase in the percentage of PPCD students receiving services with non-disabled peers (PEIMS PPCD Service Location Codes 1 or 2). An increase in the number of partnerships with other service providers. Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 11 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ 3.3. Provide training to ARD/IEP committee members regarding the consideration of assistive technology for all students with disabilities. Senior Manager, Child Study Senior Manager, ARD/IEP 3.4. Equitably distribute program locations across the district. Senior Manager, Programs Senior Managers, Field Offices Has training regarding the consideration of assistive technology been provided for appropriate ARD/IEP committee members? Look for: copy of training materials and schedule, sign-in sheets, agendas Are programs equitably distributed across the district? Look for: copy of program distribution, copy of plan to gradually distribute programs equitably across district 12/1/2011 Four trainings provided over fall semester 4/30/2011 Has a review process been established? Look for: copy of review process, monitoring schedule 3.5. Analyze the longevity of student placements in self-contained settings. Senior Manager, Compliance Senior Manager, Programs Has the longevity of placement of students in self-contained settings been analyzed? Look for: copy of analysis process, results of analysis 3.6. Develop a process to transition students as they integrate or reintegrate into less restrictive environments and as they are promoted to middle school, high school, and post secondary programs. Senior Manager, Programs Has a transition process been developed? Look for: documentation, communication, and training of transition process 10/31/2011 04/15/12 Initial report completed and forwarded, 10/18/2011. A process to identify and address the key points of student transition (integration, reintegration, and elementary/ middle/high/post secondary) has been framed. Included in the framework is a post secondary transition plan that includes Career and Technical Education (CATE), graduation plans, and opportunities for college experience. Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 12 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ 3.7. Develop profiles for each special education service delivery model using principles of Universal Design for Learning and Continuous School Improvement. Senior Manager, Programs Have profiles using Universal Design for Learning and Continuous School Improvement principles been developed for each special education service delivery model? Look for: copy of profiles 12/31/2011 Has an action plan been developed to implement these profiles as a best practice? Look for: copy of action plan to address program profiles 3.8. Review Instructional Setting codes in Chancery to ensure accuracy of data reported to PEIMS. Senior Manager, Compliance Have Chancery Instructional Setting codes been reviewed for accuracy? Look for: Analysis, distribution, receipt of action plans based on analysis. 3.9 Build campus capacity at 8 schools to serve students with disabilities in integrated settings. Provide professional development services to support these schools in serving students with disabilities in inclusive settings through the Building Inclusive Schools Initiative (BISI) sponsored by Region 4 Education Service Center (ESC). Senior Managers, ES, MS, and HS Have campuses and staff members been identified to participate? Are all campuses and staff attending required training? Do campus improvement plans include BISI initiatives? Look for: BISI initiatives in campus improvement plans, roster of participating staff members, certificates of attendance at BISI sponsored events 10/31/2011 Initial report completed and forwarded, 10/18/2011. 5/31/2012 Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 13 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ Goal 4: Students with disabilities will participate in the appropriate local, state, and national assessments.    Objective 1: Increase the percentage of students with disabilities participating in STAAR/TAKS/TAKS-Accommodated from 34.3% to 43% (PBMAS Standard is 50%). Objective 2: Decrease the percentage of students with disabilities participating in STAAR-M/TAKS-M from 37.1% to 29% (PBMAS Standard is 20%). Objective 3: Decrease the percentage of students with disabilities participating in STAAR-Alternative/TAKS-Alt from 10.7% to 9.7% (PBMAS Standard <10%). Action Item 4.1. Implement and monitor the state process to ensure appropriateness of state assessment selections. (PBMAS) Person(s) Responsible Senior Managers Field Offices, Senior Manager ARD/IEP Measurement Is the state assessment selection process being implemented with fidelity? Look for: Section in Secondary Guidelines addressing assessment selection process, STAAR Modified and STAAR Alternative Participation Requirements located in folder of students taking STAAR Modified and STAAR Alternative Date 12/1/2011 Status of the Action Item? Copies of folder reviews are sent to Senior Managers and OSES compliance team. Elementary – form is completed for each student and submitted for review. Information shared with School Improvement Officers (SIO). Charter – Program Specialist serve as committee members; Results shared at principals’ meeting Middle – At beginning of the year, program specialists reviewed folders to ensure participation requirements are aligned to PLAAFP. Similar reporting process as Elementary and Charter High School – Plan shared with principals, SIOs and school teams at principal meetings, SIO meeting and STAAR TREK training. Participation requirements are turned into the HSO and are randomly reviewed by staff. Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 14 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ 4.2. Conduct quarterly reviews of randomly selected students to ensure justification is provided for students assigned to take an alternate assessment and report results to TEA. (PBMAS) Senior Manager, Compliance Senior Managers, Field Offices Have identified student ARD/IEPs been reviewed quarterly? Have results been forwarded to Senior Managers, Office of Special Education Services, and TEA? Look For: Copies of justification reviews, documentation that results have been compiled and reported to TEA quarterly, STAAR Modified and STAAR Alternative Participation Requirements located in folder of students taking STAAR Modified and STAAR Alternative 10/31/2011 12/31/2011 3/31/2012 6/30/2012 4.3. Provide training for department chairs, testing coordinators, and principals on the use of allowable testing modifications and accommodations. Senior Manager, Programs Senior Managers, Field Offices Has training on allowable testing modifications and accommodations been developed and provided for department chairs, testing coordinators, and principals? Look for: copy of training materials and schedule, sign-in sheets, agendas 2/29/2012 4.4. Collect STAAR Modified and STAAR Alternative Participation Requirements and Assurances at all levels and reconcile with EasyIEP. Share the results with the SIOs. Senior Managers, Field Offices Has a system to collect Participation Requirements and Assurances been established? Look for: Participation Requirements and Assurances on file. Evidence of reconciliation with EasyIEP. Documentation showing dissemination with SIOs, STAAR Modified and STAAR Alternative Participation Requirements located in folder of students taking STAAR Modified and STAAR Alternative 2/29/2012 First two audits completed and available to TEA upon request. Trainings began on 1/17/12. Program Specialist are monitoring student folders; by spot checking at least 5 folders. Teams will be sent to training developed by HISD staff (16 sessions) between January and February. Forms are submitted to the Field Office Senior Managers and filed by School Improvement Officer (SIO). Forms are provided to SIOs monthly. Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 15 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ Goal 5: Students with disabilities will meet achievement standards on local, state, and national measures.  • • • • • Objective 1: Increase the percentage of students with disabilities passing each TAKS/STAAR subject test as indicated in Table 1, Table 1.1 and Table 1.2. Objective 2: Increase the percentage of students with disabilities passing TAKS one year after exit special education as indicated in Table 2. Objective 3: Increase the percentage of students with disabilities meeting Adequate Yearly Progress (AYP) standards as indicated in Table 3. Objective 4: Increase Stanford-10 National Percentile Ranks (NPR) for each subject test as indicated in Table 4. Objective 5: Increase Aprenda Tercera National Percentile Ranks (NPR) for each subject test as indicated in Table 5. Objective 6: 100% of all students with disabilities will meet or exceed their IEP goals and objectives. Table 1. TAKS & TAKS Accommodated Passing Rates All Levels Subject 2010 2011 Standard Goal Table 2. TAKS One Year After Exit Passing Rates Reading 56% 55% 70% 75% Math 45% 47% 65% 65% Science 45% 48% 60% 60% Social Studies 75% 76% 70% 80% Writing 70% 69% 70% 80% Source: District-wide Special Education TAKS performance, Spring 2011, Appendix A-1. HISD Research and Accountability Reading 82.4% 81.6% 70% 88% Math 79.2% 82.4% 65% 85% Science 71.4% 80.5% 60% 80% Social Studies 91.2% 98.8% 70% 95% Writing 93.2% 89.6% 70% 96% Source: TEA Performance-Based Monitoring Analysis System Reports Table 1.1 TAKS Modified Passing Rates All Levels Table 3. Students meeting AYP Subject 2010 2011 Standard Subject Subject 2011 Standard Current Goal Reading 57% 87% Math 55% 83% Goal Reading 78% 82% 70% 85% Math 67% 72% 65% 75% Science 53% 54% 60% 60% Social Studies 58% 59% 70% 70% Writing 77% 84% 70% 88% Source: District-wide Special Education TAKS performance, Spring 2011, Appendix A-1. HISD Research and Accountability 2010 Goal Source: TEA AYP 2011 Report Table 1.2 TAKS Alternate Passing Rates All Levels Subject 2010 2011 Standard Goal Reading 86% 94% 70% 100% Math 88% 94% 65% 100% Science 92% 95% 60% 100% Social Studies 92% 95% 70% 100% Writing 84% 95% 70% 100% Source: District-wide Special Education TAKS performance, Spring 2011, Appendix A-1. HISD Research and Accountability Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 16 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ Table 5. Aprenda Tercera National Percentile Ranks (NPR) Table 4. Stanford-10 National Percentile Ranks (NPR) Reading Grade NPR 17 12 11 12 10 7 9 10 9 9 13 Goal 27 22 21 22 20 17 19 20 19 19 23 Mathematics NPR 27 18 21 24 18 18 20 21 27 27 25 Goal 37 28 31 34 28 28 30 31 37 37 35 Language NPR 26 14 12 18 12 9 12 12 10 12 15 Goal 31 19 17 23 17 14 17 17 15 17 19 Reading Science NPR 21 26 21 24 26 16 16 29 22 19 30 S. Science Goal 26 31 26 29 31 21 21 24 27 24 35 NPR Goal 1 2 3 16 21 4 19 24 5 18 23 6 12 17 7 15 20 8 20 25 9 21 26 10 24 29 11 30 35 Source: HISD Research and Accountability, NRT Stanford & Aprenda Report 2010-2011, Grades 1-8 HISD Research and Accountability, NRT Stanford & Aprenda Report 2010-2011, Grades 9-11 Action Item 5.1. Develop a system of collaboration with the Curriculum Department to ensure access to the general education curriculum for students with disabilities across all settings. Person(s) Responsible Senior Manager, Programs Grade NPR 64 66 69 46 Mathematics NPR 58 50 60 60 Goal 68 60 70 70 Language Date 5/31/2012 NPR 56 61 75 45 Goal 61 66 80 50 Science NPR 52 63 77 74 Goal 57 68 82 79 S. Science Goal 1 2 3 74 79 4 71 77 Source: HISD Research and Accountability, NRT Stanford & Aprenda Report 2010-2011, Grades 1-8 HISD Research and Accountability, NRT Stanford & Aprenda Report 2010-2011, Grades 9-11 Measurement Has a systematic process for collaboration been established with the appropriate departments? Look for: Special education embedded in curriculum and professional development offices; regular meetings with curriculum department. Goal 74 76 79 56 NPR Status of the Action Item? Personnel embedded, meetings scheduled, Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 17 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ 5.2. Provide Campus Online training for all special education program specialists and evaluation specialists. Senior Manager, Programs Senior Managers Field Offices Have all special education program specialists and evaluation specialists been trained on Campus Online? Look for: copy of training materials and schedule, sign-in sheets, agendas 2/29/2012 5.3. Conduct staff development for all special education and related service providers in writing standards-based goals and objectives which are clearly measureable. (RF & PBMAS) Senior Manager, Programs Have all special education personnel and related services providers been trained on writing measureable standards-based goals and objectives? Look for: copy of training materials and schedule, sign-in sheets, agendas 10/31/2011 • • Collaboration with curriculum department on: Campus Online Training; Reviewing webinars posted for professional development. All departments will post professional development. Elementary Chairpersons trained on 10/31/2011. Alternative & Charter trained on 9/2/2011. From January 25, 2010 to December 5, 2011, 1,525 personnel from Houston ISD have taken the online Standards-Based IEP training through Region 20. The Region 20 course is on e-Train (SE1064) so HISD teachers can receive e-TRAIN credit for attending. Staff from the Programs and ARD/IEP Divisions will be attending the Region 4 Standards-Based IEP Process training on January 18, 2012. 5.4. Conduct quarterly reviews of 50 randomly selected IEPs across all grade levels to ensure IEP goals reflect grade level TEKS and that goals are measurable. Report the results of these reviews to TEA. (PBMAS & RF) Senior Manager, Compliance Senior Managers, Field Offices Have identified IEPs been reviewed quarterly? Have results been forwarded to Sr. Managers, Office of Special Education Services, and TEA? Look For: Copies of reviews, documentation that results have been compiled and reported to TEA quarterly. 10/31/2011 12/31/2011 3/31/2012 6/30/2012 10/31/2011 and 12/31/2011 audits completed and are available for submission to TEA on request. Alternative & Charter-completed; ongoing 15+Monthly Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 18 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ Goal 6: Students with disabilities will be prepared for post-secondary opportunities. • • Objective 1: 100% of students with disabilities age 14 and above (or earlier if needed) will have postsecondary goals that are annually updated and based upon an age-appropriate transition assessment. Objective 2: 100% students with disabilities who had IEPs in effect at the time they left school and are: A. Enrolled in higher education within one year of leaving high school, B. Enrolled in higher education or competitively employed within one year of leaving high school, C. Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school. Action Item 6.1. Provide staff development on transition requirements for Vocational Adjustment Coordinators (VAC) and secondary special education department chairs. Person(s) Responsible Senior Manager, HS 6.2. Develop a tracking system to notify case managers annually of students with disabilities who will turn 14 during the school year or younger if appropriate. (PBMAS) Senior Manager Compliance Senior Manager, ARD/IEP 6.3. Develop a system for reporting compliance with the requirement that transition is to be considered at ARD/IEP committee meetings prior to age 14 and report transition status monthly to Senior Managers (PBMAS) Senior Managers, HS, MS, Alt/Charter 6.4. Develop and provide documentation of a coordinated set of activities to support transition services to promote post-secondary success. (PBMAS) Senior Manager, HS Measurement Has staff development of transition requirements been provided for Vocational Adjustment Coordinators (VAC) and secondary special education department chairs? Look for: copy of requirements, date of dissemination, section in Operating Guidelines addressing transition requirements Has a tracking system to notify case managers which students will turn 14 during the school year been developed in EasyIEP? Look for: flags in Easy IEP, system guidelines, date of implementation, campus tracking reports Has a transition compliance tracking system been developed? Have reports been forwarded to Senior Managers on a monthly basis? Look for: system guidelines, date of implementation, campus transition compliance tracking reports Has a coordinated set of activities been developed? Look For: documentation that the coordinated set of activities has been developed; collaboration with College and Career Readiness Department Date 2/29/2012 9/30/2011 Status of the Action Item? Transition and post-secondary training has been delivered to the VACs and department chairs. Additional training is being developed. A roster of students with disabilities who will turn 14 during this school year sent to each Filed Office Senior Manager on 9/6/2011. Tracked by EasyIEP at the campus level. 9/30/2011 A process to conduct folder reviews by middle school & Alternative program specialists and record in campus summaries began 8/29/2012. EasyIEP tracks transition data. 5/31/2012 These activities have been developed for high school campuses. Monthly meetings are conducted for campus VACs and employment specialists. Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 19 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ Goal 7: Students with disabilities will graduate with their cohorts. • • • • Objective 1: Decrease the SPED Annual Dropout Rate (Grades 7-12) from 3.7% to 2% (PBMAS Standard is 2%). Objective 2: Decrease the number of students that age out of the program at age 22. Objective 3: Increase the SPED Graduation Rate from 57.4% to 65% (PBMAS Standard is 75%). Objective 4: Increase the number of students achieving the Recommend High School Program Diploma/Distinguished Achievement Program diplomas from 29.6% to 33.6% (PBMAS Standard is 16.5%). Action Item 7.1. Develop a plan to increase special education staff representation on dropout committees at all levels. Person(s) Responsible Senior Manager, HS Manager, Compliance Measurement Has a plan been developed to increase special education staff representation on dropout committees at all levels? Look for: copy of plan to address increasing special education staff representation on dropout committees at all levels Date 5/31/2012 7.2. Coordinate with Student Support Services to develop and implement a plan to provide timely and appropriate interventions for students with disabilities at-risk for dropping out of school. (PBMAS) Senior Manager, HS Senior Manager, Compliance Has a plan been developed to provide timely interventions for students at risk of failure? Look for: copy of guidelines for intervention, evidence that interventions have taken place (attendance at tutoring, calls to parents, etc.) 5/31/2012 7.3. Coordinate with Student Support Services to develop and implement a plan to offer multiple academic options or alternative pathways to academic success.(PBMAS) Senior Manager, HS Senior Senior Manager, Programs Has a plan been developed to provide academic options for students at-risk of failure? Look for: copy of guidelines for options evidence that students have accessed available options 5/31/2012 Status of the Action Item? Representatives from special education are members of the Central Office Drop out Recovery and Intervention Program (DRIP) committee. District guidelines recommend special education representation on campuslevel DRIP committees. Complete Dropout Early Warning system (DPEW) in place. RtI tracking system embedded in Chancery. APEX Grad Lab and alternative campuses (e.g., Twilight. Early College Ahead) available to students. Collaboration with AVA principal (1/3/12) and Grad Lab coordinator (1/18/12) have occurred with High School senior manager. Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 20 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ Goal 8: African American, Hispanic, and Limited English Proficient (LEP) students will be identified as eligible for special education services at a rate that is proportionate to the percent of their enrollment in the district. • • • • Objective 1: Maintain the percentage of students with disabilities at 8% of the district’s enrollment (PBMAS Standard is 8.5%). Objective 2: Decrease the over-representation of African American students with disabilities from a difference of 9.8% to 8% (PBMAS Standard is a difference rate of 1%). Objective 3: Maintain the representation of Hispanic students with disabilities to less than 1% difference (currently -7.6%) (PBMAS Standard is a difference rate of 1%). Objective 4: Maintain the representation of LEP students with disabilities to less than 1% difference (currently -5.9%) (PBMAS Standard is a difference rate of 1%). Action Item 8.1. Implement a referral screener to reduce the number of students who are referred to special education and do not qualify (DNQ). Person(s) Responsible Senior Manager, Child Study 8.2. Develop a process to ensure students are considered for dismissal from special education when appropriate. Senior Manager, Child Study 8.3. Analyze district and campus data and develop specific strategies to address the overrepresentation of African-American students in special education. (PBMAS) Senior Manager, Child Study Senior Manager, Field Offices Measurement Have policies been developed and disseminated on the use of the referral screener? Look for: copy of policies, section in operating guidelines addressing screener, date of dissemination; prescreened referrals Has a process been developed and implemented to appropriately identify students to consider for dismissal from special education? Look for: copy of process, date of dissemination, section in Operating Guidelines addressing students to consider for dismissal from special education Has district and campus data been provided and analyzed? Have specific strategies to address the overrepresentation of AfricanAmericans in special education been developed? Look for: district and campus data, written strategies, dissemination of plan to implement strategies at targeted campuses and through the identification/evaluation process. Date 2/1/2012 Status of the Action Item? PGP referral system is complete; training begins January 26, 2011. All 504 coordinators have been trained. Process has been included in the Child Study Manual. 10/1/2011 Re-evaluation guidelines have been developed and evaluation specialists have been trained. 12/1/2011 Collaboration with research department to develop program/plan due January. Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 21 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ 8.4. Review LEP status of students with severe disabilities in collaboration with the campus LPAC committees at all levels to use alternative LEP exit procedures when appropriate. Senior Managers, Field Offices 8.5. Train all Evaluation Specialists on the policies and procedures for utilizing RtI-PGP information provided by Chancery as part of the referral process. Senior Manager, Child Study Senior Manager Child Study Have students with disabilities also identified as LEP been considered for alternative exit procedures in collaboration with the LPAC? Look For: Evidence that the reviews are taking place and students are being exited as appropriate. Have all Evaluation Specialists been trained on the policies and procedures regarding use of the RtIPGP panel in Chancery? Look for: Written policies and procedures, agendas, sign-in sheets, hand outs. 5/1/2012 Alternative and Charter complete 1/11/12/ High school in progress 1/18/12 – students being considered by campus for LEP exit. 1/31/2012 Training completed, Training available online. Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 22 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ Goal 9: Students with disabilities will be placed in DAEP (Disciplinary Alternative Education Program), ISS (In-School Suspension), and OSS (Out of School Suspension) at a percentage that is consistent with these disciplinary placements for all students. • • • Objective 1: Maintain the representation of students with disabilities in DAEP to less than 1% difference (currently 0.1%) (PBMAS Standard is a difference rate of 1%). Objective 2: Decrease the difference rate between students with disabilities and regular education students in ISS from 14.2% to 9% (PBMAS Standard is a difference rate of 10%). Objective 3: Decrease the difference rate between students with disabilities and regular education students in OSS from 24.9% to 12% (PBMAS Standard is a difference rate of 6%). Action Item 9.1. Coordinate with Student Support Services to develop training on Positive Behavior Interventions and Supports (PBIS) to include interventions as alternatives to school suspensions. (PBMAS) Person(s) Responsible Senior Manager, Child Study Senior Manager, Programs Senior Managers, Field Offices 9.2. Review and revise policies and procedures related to disciplinary practices for students with disabilities as necessary. Provide staff development to appropriate general and special education personnel. (PBMAS) Senior Manager, Programs 9.3. Develop campus-based crisis intervention plans and protocols for students in BSC placements. Senior Manager, Programs Measurement Has training on Positive Behavior Interventions and Supports (PBIS) including interventions as alternatives to school suspensions been developed? Look for: copy of training materials and schedule, sign-in sheets, agendas Date 11/30/2011 Have policies and procedures for disciplinary practices been reviewed and, if necessary, has training been provided to appropriate special and general education personnel? Look for: copy of revised policies and procedures, copy of training materials and schedule, sign-in sheets, agendas Have campus-based crisis intervention plans and protocols been developed for campuses with BSC classrooms? Look for: copy of plans and protocols, copy of distribution plan and report, training schedule, sign-in sheets, agendas 11/31/2011 Status of the Action Item? Middle schools trained 12/8/11, 1/2/12. LSSPs trained 11/18/11 Pilot PBIS campuses established. Use of Review 360 expanded. Alternative & Charter trained in 8/2011. 2/28/2012 Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 23 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ 9.4. Analyze the effectiveness of BSCs by recidivism rate, length of stay (current placements), and Review 360™ daily reports/reviews and develop an action plan to address concerns. Senior Manager, Programs Has an analysis of the effectiveness of BSCs by recidivism rate, length of stay (current placements), and an action plan to address concerns been completed? Look for: copy of action plan, date of dissemination, training schedule, sign-in sheets, meeting schedule, copy of analysis report 9/30/2011 Length of Stay report completed and forwarded for analysis. 9.5. Create a reporting system to monitor a student’s discipline history (placements to ISS, OSS and DAEP) as a proactive measure to ensure appropriate supports (FBA, BSP, MDR) are in place to help identified students get back on track. (PBMAS) Senior Manager, Compliance Has a reporting system for monitoring students’ discipline history been developed? Look for: system procedures, discipline reports for individual students 12/31/2011 OSS district-wide report provided to Field Office Senior Managers on 11/4/2011. 9.6. Review and revise operating guidelines as necessary to ensure ARD/IEP committee meetings are held for students with disabilities receiving change of placement and Manifestation Determination Reviews (MDRs), Functional Behavior Assessments (FBAs), and Behavior Support Plans (BSPs) are conducted as appropriate prior to ISS, OSS, or DAEP placement. (PBMAS) Senior Manager, ARD/IEP Senior Manager, Programs Senior Manager, Child Study Have operating guidelines been reviewed and, if necessary, has training been provided for the purpose of MDRs, FBAs, and BSPs? Look for: copy of revised policies and procedures, copy of training materials and schedule, sign-in sheets, agendas 12/31/2011 Real-time reporting for individual students now available via EasyIEP. District and campus-level reporting via EasyIEP available by 2/29/2012. LSSPs trained 8/16/11, 8/17/11, 10/28/11. 11/18/11 Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 24 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ Goal 10: The Office of Special Education Services will collaborate with students, parents and community representatives in a mutual effort to build capacity for providing outstanding services to students with disabilities. • • • • Objective 1: Increase the opportunities for collaboration with parents by increasing the number of parent meetings from 1 to 5. Objective 2: Increase the opportunities for collaboration with the community through the creation of a Community Advisory Committee which shall meet twice annually. Objective 3: Decrease the number of substantiated TEA complaints from 7 to 0. Objective 4: Decrease the number of TEA due process hearings filed from 19 to 0. Action Item 10.1. Implement a district-wide system to address parent concerns and/or complaints in a timely manner. Person(s) Responsible Senior Manager, Compliance Leadership Team 10.2. Improve the department website by providing easily accessible information regarding special education issues that is clear to parents. Senior Manager, Compliance 10.3. Collaborate with the Parent Engagement Department to incorporate special education issues into campus PTO/PTA meetings. Senior Manager, Compliance Measurement Has a district-wide system been implemented to address parent concerns/complaints? Look for: copy of system protocol, documentation and timelines for resolution of parent complaints Is information regarding department programs and services and outside resources easily available to parents? Look for: survey results Are special education issues being addressed at campus PTO/PTA meetings? Look for: copy of PTO/PTA agendas, parent survey results Date 11/30/2011 Status of the Action Item? Implemented Concerns Manager via Eval Tracker. Training completed. 4/1/2012 10/31/2011 HISD is moving to new web authoring system. Department website will be restructured and deployed upon implementation of the new system. Parent input will be solicited in the development of the new site. Collaboration with Parent Engagement Department in place. OSES personnel available to make presentations at PTO/PTA meetings. Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 25 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ 10.4. Provide a series of surveys to collect feedback and suggestions for program improvement from all stakeholders and develop an action plan based on results. Senior Manager, Compliance 10.5. Document and identify current community partnerships. 10.6. Establish a Special Education Community Advisory Committee to inform parents and the community on issues related to the district's Special Education program and to provide a forum to receive feedback on issues that are relevant to providing quality services for students with disabilities. 10.7. Collaborate with district departments, community agencies and parent organizations to provide opportunities for participants to learn about resources available in the community for students with disabilities and their families. 10.8. Collaborate with the Office of Parent Engagement to provide a variety of parent training opportunities throughout the district to ensure parents have the necessary knowledge and skills to be active participants in the education of their children. Senior Manager, Compliance Senior Manager, Compliance Senior Manager, Compliance Have surveys of parents, students, and staff been designed and distributed? Look for: copy of surveys, distribution schedule If necessary, have action plans to improve programs, policies and/or procedures been developed based on the survey results? Look for: action items in Comprehensive Program Improvement Plan Has the department staff been surveyed to identify current community partnerships? Look for: copy of survey and results Have members of the committee been appointed? Has a schedule been adopted? Look for: Meeting schedules, meeting agendas and minutes, signin sheets. 10/31/2011 Parent, staff and student surveys developed. Parent surveys to be incorporated into ARD/IEP process. Staff survey to be distributed in April/May. Student survey incorporated in research study through Research and Accountability. 11/30/2011 Survey distributed. 8/31/2011 HISD Board Trustees appointed members to the committee. First meeting held 10/11/2011. Second meeting scheduled 3/28/2012. Have community and parent organizations been contacted? Have events been scheduled? Look for: Evidence that events are scheduled, sign in sheets, agency participant lists 3/31/2012 Have parent training topics, speakers and resources been identified? Have parent training opportunities been scheduled? Are sessions conveniently located throughout the district? Look for: Training schedules, training locations, sign-in sheets, hand-outs. 1/12/2012 Presentation at parent meetings by The Arc of Houston and MHMRA. Five were held in fall and 8 scheduled for the spring. Representatives from OSES serve on various community boards such as MHMRA, JJAEP, VAST. Parent PREP Academy scheduled from January through May. Five topics for a total 15 presentations. Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 26 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ 10.9. Develop resources (handbooks, website, videos, etc.) for parents to address topics of interest to parents such as: • Special Education Vocabulary • ARD/IEP Process • Complaint Process • Community Services and Resources Senior Manager, Compliance 10.10 Build parent’s capacity to fully participate in the ARD/IEP process. Senior Manager, Compliance Senior Manager, ARD/IEP Senior Manager, ARD/IEP Have parent resources been developed? Have they been made easily accessible for parents? Look for: Variety and availability of resources, distribution plan 1/12/2012 Have training dates been established? Have participants been identified? Look for: Training certificates, implementation of concepts learned, participant surveys; collaboration with Region 4 ESC. 5/31/2012 Parent resources available on the special education website. Variety of handbooks, brochures are available at parent meetings. This topic will be presented as part of Parent PREP Academy on February 7th, and at the parent training session s scheduled for February 14th and 16th. Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 27 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ Goal 11: The Office of Special Education Services will provide focused support to teachers, administrators, and district departments in a mutual effort to build capacity for providing outstanding services to students with disabilities. • • Objective 1: Increase the variety of tools and supports made available to campus personnel that support the improvement of services to students with disabilities. Objective 2: Increase collaboration with other departments within the district. Action Item 11.1. Maintain a current and easily accessible manual outlining job duties and responsibilities for special education department chairpersons. (T. Hehir) Person(s) Responsible Senior Manager, ARD/IEP 11.2. Develop a process to provide and document timely and targeted campus support. Senior Managers 11.3. Develop a process to identify students who have been incorrectly coded in Chancery. Senior Manager, Compliance Measurement Is the Special Education Department Chairperson Reference Manual easily accessible and up-to-date? Look for: copy of current manual, manual accessible in resources section of the website, notification email regarding manual availability; inclusion of the question of satisfaction with accessibility as part of the department’s staff survey, survey results Has a process been developed to provide and document timely campus support? Look for: copy of review process, monitoring schedule Has a process been developed to identify students who have been incorrectly coded in Chancery? Look for: copy of process to identify students incorrectly coded in Chancery, report, monitoring schedule Date 9/30/2011 9/30/2011 12/31/2011 Status of the Action Item? Handbook under development. Middle, Alternative and High School Senior Managers met with program specialists on to review process for completing campus summaries in August. A program was written to review Chancery data for errors. Results were forwarded to Senior Manager ARD/IEP for corrective action. Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 28 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ 11.4. Partner with principals to develop specialized inclusive schools for students with significant disabilities. (T. Hehir) Senior Manager, Programs Have partnerships been established with specific principals to develop specialized inclusive schools for students with significant disabilities? Look for: copy of partnership plan with principals to address developing specialized inclusive schools for students with significant disabilities. 11.5. Develop a plan to provide special education staff on-going training on the use of technology and software. Senior Manager, Compliance Has a plan been developed to provide special education staff ongoing training on the use of technology and software? Look for: copy of plans, copy of distribution plan and report, training schedule, sign-in sheets, agendas 12/31/2011 12/31/2011 11.6. Improve student performance through district-level initiatives in collaboration with the following departments: • Career and Technology • Community Engagement • Curriculum, Instruction, and Assessment • Multilingual • Parent Engagement • Professional Development • Research and Accountability • School Support Services • Special Populations • Student Engagement Senior Manager, Compliance Have partnerships been established? Have special education initiatives been included in district initiatives? Have collaborative action plans been adopted? Look for: copy of special education plan showing alignment with district initiatives and vice versa, evidence of improvement in PBMAS indicators that cross departments. 11.7. Establish an Elementary Principals’ Advisory Committee to provide information and receive feedback related to current issues in special education. Senior Manager, Compliance Has the Advisory group been established? Has a schedule of meetings been adopted? Look for: Roster of members, signin sheets, meeting agendas and minutes. 5/31/2012 Technology training provided at Lead and Compliance team meetings. Training provided on Eval Tracker, EasyIEP, SharePoint. Training provided on UDL computer workstations (hardware and software) 10/31/2011 Collaborations have been developed and are on-going. Meetings being regularly scheduled and held. Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 29 of 30 Comprehensive Program Improvement Plan 2011-2012___________________________________________________________________________ 11.8. Conduct an evaluation of the districts co-teaching models to determine best practices and the effectiveness of each model. Use results to guide future implementation. Senior Manager, Compliance 11.9. Develop and implement a paraprofessional training program. Senior Manager, Programs 11.10. Conduct a review of programs and opportunities for students with severe disabilities to ensure best practices are employed. Senior Manager, Programs Senior Manager, Programs Has the effectiveness of the co-teach model been evaluated? Were best practices identified? Have results been incorporated into policies and procedures? Look for: Co-teach evaluation report that clearly defines best practices. Revision to the co-teach handbook to incorporate findings. Has a training program been developed? Have para-professionals been trained? Look for: Training manual, class offerings via e-train, training surveys. Has a program review been conducted? Have results of the review been analyzed and any necessary changes been made to policies and practices? Look for: Needs assessments from parents and district staff, analysis of needs assessments, and development of an implementation plan for any identified changes to the program. 6/30/2012 6/30/2012 Evaluation by research department is in progress; report due April 2012. In development 6/30/2012 Office of Special Education Services_______________________________________________________________________________________________________________1/5/2012 - Page 30 of 30