Special Education in Texas State of the State Presentation 2001-2002 TCASE Presentation July 2002

1. 1 Special Education in TexasState of the State Presentation 2001-2002TCASE PresentationJuly 2002

2. 2 HANDOUTS State of the State Presentation (PowerPoint Slides picked-up Thursday) Texas Special Education Data Profile AEIS State Performance Report TAAS Distribution of Scores SDAA Statewide Summary Report Balanced Scorecard 101

3. 3 HANDOUTS AEIS http://www.tea.state.tx.us/perfreport/aeis/ TAAS Distribution of Scores http://lucas.tea.state.tx.us/reports/1,2021,33,00.html SDAA State Summary Report http://www.tea.state.tx.us/student.assessment/ reporting/results/summary/sdaa.html

4. 4 Where have we been?

5. 5 OSEP Monitoring Visit

6. 6 Possible Findings IEPs do not reflect the amount of related services needed Vocational services are not available in alternative placements such as JJAEPs LDAA Reporting LRE (or Area of Improvement)

7. 7 Possible Findings Transition � Interagency Input (IEP) Transition � Interagency Linkages (IEP) Transition � Required Participants (ITP and IEP)

8. 8 Possible Findings Monitoring � Identification and timely correction of deficiencies Complaints � 60-day timeline Complaints � Expedited complaints Complaints � Used when ensuring implementation of DPH decisions Correctional Facilities � Implementation of IEP

9. 9 Finding Deferred Pending Review of Additional Data Provision of Written Consent for Evaluation and Re-evaluation Student Attendance at ITP/IEP Meetings (Transition) Consideration of Preferences and Interests (Transition)

10. 10 Preliminary Data does not Support a Finding Transition from Part C to Part B Access to the General Curriculum Assistive Technology Positive Behavioral Interventions, Supports, and Services; FBAs; and BIPs

11. 11 Possible Strengths Access to the General Education Curriculum Training and Technical Assistance System Completely Automated Funding System Texas Continuous Improvement Process Special Education Web Page

12. 12 Where are we now?

13. 13 Number of SWD (3-21)

14. 14 Number of Students (3-5)

15. 15 Number of Students (6-21)

16. 16 % SPED (6-21)

17. 17 LD (6-21) 1997-2001

18. 18 SI (6-21) 1997-2001

19. 19 OHI (6-21) 1995-2001

20. 20 ED (6-21) 1995-2001

21. 21 MR (6-21) 1995-2001

22. 22 MD (6-21) 1995-2001

23. 23 AU (6-21) 1995-2001

24. 24 HI, VI, OI, DB, and TBI(6-21) 1995-2001

25. 25 Totals by Race/Ethnicity (6-21)

26. 26 TX SPED Data Profile TAAS Performance TAAS Participation

27. 27 10 Grade Reading

28. 28 10 Grade Math

29. 29 10 Grade Writing

30. 30 TAAS Performance and Participation (1998-2001) Download PowerPoint Presentation - 17 Slides Related to TAAS Performance and Participation www.tea.state.tx.us/special.ed/

31. 31 TX SPED Data Profile SDAA Performance and Participation Exemptions Retention Rate

32. 32 Austin American-StatesmanTuesday, June 4, 2002 Special education students fare better in Texas

33. 33 Annual Dropout Rate (State)

34. 34 Completion Rate (State)

35. 35 TX SPED Data Profile Graduation Types Graduation and Dropout Rate (Federal Calculation) Graduation and Dropout Rate (Federal Calculation and 7-PAK Comparison)

36. 36 TX SPED Data Profile LRE (Federal Settings) LRE (Federal Settings and 7-PAK Comparison) Discipline Demographic Information

37. 37 Where are we going?

38. 38 What Matters Most?

39. 39 Teaching and learning that leads to positive post-secondary results for students and their families.

40. 40 Mission � 1A We will build the capacity of regional education service centers, schools, and service providers to development and implement programs that ensure students with disabilities attain the state�s goals of exemplary academic performance.

41. 41 Mission � 1B We will ensure that students with disabilities will access and participate in the same post-secondary opportunities available to students without disabilities.

42. 42 Special EducationBalanced Scorecard

43. 43 Balanced Scorecard(WHY BSC?) To improve communication and understanding of our strategies and performance measures (CLARITY OF PURPOSE) To identify an alternative to the continuous improvement monitoring process To unify the agency in its implementation of special education

44. 44 Balanced Scorecard(WHY BSC?) To identify measures that matter across different perspectives To improve teaching and learning and student results

45. 45 Balanced Scorecard(Why We LIKE BSC?) Perspective Input Stretch Targets (future focus) Measures What Matters Most

46. 46 Balanced Scorecard Perspectives Financial Customer Internal-Business-Process Learning and Growth

47. 47 Balanced Scorecard Perspectives Attainment Customer Stakeholder Implementers Internal-Business-Process Learning and Growth

48. 48 Balanced Scorecard Perspectives Financial Customer Internal-Business-Process Learning and Growth Attainment Customer Stakeholder Implementers Internal-Business-Process Learning and Growth

49. 49

50. 50 SPED BALANCED SCORECARD Quality vs. Quantity Effort vs. Results Program Leadership and Operational Effectiveness

51. 51

52. 52 Key Performance Indicators(Student Academic Success) % Completing High School (ethnicity) % Passing TAAS/TAKS (ethnicity) % Meeting expected growth on SDAA (ethnicity) % Meeting expected performance on LDAA (ethnicity) % Mastering TAAS/TAKS (ethnicity) % Exceeding expected growth on SDAA (ethnicity) % Dismissed from Sped (ethnicity) % Passing TAAS/TAKS One Year After Dismissal (ethnicity)

53. 53 Key Performance Indicators(Student Post-Secondary Success) % Continuing education after leaving system (ethnicity) % Employed after leaving system (ethnicity) % Living independently or in group homes (ethnicity) % Participating in community activities (ethnicity

54. 54 Key Performance Indicators(Promote Achievement and Participation) % Integrated setting (80% or more of the day) (ethnicity) % Integrated setting (80% or more of the day) passing TAAS/TAKS and SDAA (ethnicity) % Taking TAAS/TAKS (ethnicity) % Taking SDAA (ethnicity) % Taking LDAA (ethnicity)

55. 55 Key Performance Indicators(Promote Achievement and Participation) % Retained (ethnicity) # Receiving distinguished diploma (ethnicity) # Receiving recommended diploma (ethnicity) % Annual Dropout (ethnicity) % Dropout � Grade 9-12 (ethnicity)

56. 56 Key Performance Indicators(Post-School Outcomes) % CATE (ethnicity) % VAC (ethnicity)

57. 57 Key Performance Indicators(Adequate Funding and Resources) # of Sped certificates issued % Sped teachers on permit that attain certification % / # Non-certified teachers # Vacancies Teacher retention rate

58. 58 Key Performance Indicators(Support Qualified Personnel) # Sped teachers attending training through ESCs # GE teachers attending training through ESCs # Administrators attending training through ESCs # Joint training through ESCs # Best practice training through ESCs

59. 59 Key Performance Indicators(Accountability) # Citations per district DEC visit # Districts receiving no citations % Districts recommended for DEC visit due to complaints # Districts with disproportional representation based on ethnicity # Districts with disproportional representation in DAEPs and JJAEPs (ethnicity) # Districts exceeding the 5% or 10% limit on TAAS/TAKS and SDAA (ethnicity)

60. 60 Key Performance Indicators(Financial Excellence and Efficient Funding) # Districts that do not maintain MOE % Funding applications completed % Amendments completed % Fund disbursements completed % Federal funds lapsed

61. 61 Key Performance Indicators(Accountability Standards) # Complaints received # Due process hearings requested # Due process hearings resulting in a decision % Mediations resulting in an agreement # Sped information phone calls % Complaints resolved in 60-days % Sped corrective action plans cleared in 180-days

62. 62 Key Performance Indicators STANDARDS OF SERVICE

63. 63 Teaching and learning that leads to positive post-secondary results for students and their families.

64. 64 THANK YOU! Have a great summer! Travel safe! Good luck next school year!