Sowmya Kumar Assistant Superintendent for Special Education skumar@houstonisd 713-556-7025

1. The Principal’s Role in Understanding, Implementing, and Monitoring Special Educationat the Campus Level Sowmya Kumar Assistant Superintendent for Special Education skumar@houstonisd.org 713-556-7025

2. Agenda • State and Federal Program Requirements • State and Federal Accountability Systems • Comparison of State and Federal Systems • Special Education in Houston ISD • Continuous Improvement Process Houston Independent School District Houston, TX 2

3. Enrollment Trends Houston Independent School District Houston, TX

4. Enrollment Trends (continued) Houston Independent School District Houston, TX

5. Multi-Tier System of Supports • Early Intervening Services (EIS) • Response to Intervention (RtI) • Positive Behavior Intervention Support I (PBIS) • Universal Design Learning Principals (UDL) Houston Independent School District Houston, TX

6. Referral to Special Education • Initial Evaluation to Determine Eligibility • 13 Categories of Eligibility • Child Study Department Contact: Frances Goodbeer fgoodbee@houstonisd.org • Intake Center for Pre-School Students with Disabilities (3 is 3) • Relationship with Parents Houston Independent School District Houston, TX

7. ARD/IEP Process • Required Member • Campus administrator who can commit the district’s resources must be in attendance • Campus administrator must ensure that programs and services are delivered as written in the ARD/IEP • Campus administrator must ensure that accommodations and modifications are provided as listed in the ARD/IEP Houston Independent School District Houston, TX

8. FAPE • Educational Benefit • Progress Monitoring • Standards-Based IEP • http://portal.esc20.net/portal/page/portal/esc20public/workshop • Free online training • Takes 1-1.5 hours to complete Houston Independent School District Houston, TX

9. LRE • Continuum of placement options from least restrictive to most restrictive • Least: With nondisabled peers with supplementary aids and services • Most: separate, segregated facility for the maximum extent of the day • Central Case Review process for students whose needs are best met in out of district placements Houston Independent School District Houston, TX

10. Instruction and Assessment • High quality instruction by highly effective, qualified personnel • Access to grade level curriculum • Assessment decisions made by the ARD/IEP committee based on present levels of academic and functional performance • Must take TAKS, TAKS (Accommodated), TAKS-M, or TAKS-Alt • Nationally, 57% of students with disabilities spend 80% of their day in general education classes Houston Independent School District Houston, TX

11. Accountability • Federal • AYP • SPP • State • AEIS • PBMAS Houston Independent School District Houston, TX

12. AYP • The No Child Left Behind (NCLB) Act, requires all public school campuses, school districts, and the state to be evaluated for Adequate Yearly Progress (AYP) • Districts, campuses, and the state are required to meet AYP criteria on three measures for students in grades 3-8 and 10: • Reading/Language Arts • Mathematics • Either Graduation Rate (for high schools and districts) or Attendance Rate (for elementary and middle/junior high schools) Houston Independent School District Houston, TX 12

13. AYP (continued) • Students assessed on grade levels 3 - 8 and 10 of any of the following assessments are included in AYP: • TAKS in Reading/ELA and Mathematics • TAKS-Accommodated in Reading/ELA and Mathematics • TAKS-M Reading/ELA and Mathematics • TAKS-Alt in Reading/ELA and Mathematics • TELPAS Reading test • LAT for the Reading/ELA TAKS and Mathematics TAKS • LAT for the Reading/ELA TAKS-M and LAT for the Mathematics TAKS-M Houston Independent School District Houston, TX 13

14. AYP (continued) • For students with disabilities taking alternate assessments, there are federal caps on using performance results to determine AYP status • 2% for students taking TAKS-M and 1% for students assessed on TAKS-Alt • The caps are calculated based on the number of all students assessed for each subject • Example: • 1000 students assessed in Reading/ELA at Grades 3-8 and 10 • 90 special education students • 2% cap= 20 students; 1% cap=10 students Houston Independent School District Houston, TX 14

15. AYP (continued) • The federal cap relates to counting students as proficient for AYP purposes only and does not limit the number of students that may take an alternate assessment • For students with disabilities receiving special education services, state policies and procedures related to assessment decision-making are detailed in the Admission, Review, and Dismissal (ARD) Committee Decision-Making Process for the Texas Assessment Program Houston Independent School District Houston, TX 15

16. AYP (continued) • A district may only exceed the 1% cap if it is eligible for the exceptions process allowed in federal regulations. • Districts can only exceed their 2% cap if they do not fully use the 1% cap. The leftover 1% cap space can be used for their 2% cap. In other words, TAKS-M proficient scores may "spill over" beyond the cap. • There are no consequences to exceeding the 1% or 2% cap, other than possibly missing AYP Houston Independent School District Houston, TX 16

17. AYP (continued) • Campuses are prioritized and sorted to give every benefit of meeting AYP • TEA selects students for the 2% federal cap in order to help the campus or school district meet AYP to the greatest extent possible Houston Independent School District Houston, TX 17

18. AYP Standards Houston Independent School District Houston, TX 18

19. 2010 AYP Results Houston Independent School District Houston, TX

20. 2010 AYP Results (continued) Reading 1% Cap Available for Spill-Over: 452 2% Cap: 1,940 -------------------------------------------------------------------- Total Cap Limit = 2,392 Number of Exceeders = 1,550 -------------------------------------------------------------------- Number Met Standard or TPM on TAKS-M (listed above) = 3,942 Number Non-Proficient on TAKS-M = 719 -------------------------------------------------------------------- Number Tested on TAKS-M = 4,661 Houston Independent School District Houston, TX

21. 2010 AYP Results (continued) Mathematics 1% Cap Available for Spill-Over: 438 2% Cap: 1,934 -------------------------------------------------------------------- Total Cap Limit = 2,372 Number of Exceeders: 1,064 -------------------------------------------------------------------- Number Met Standard or TPM on TAKS-M (listed above) = 3,436 Number Non-Proficient on TAKS-M = 1,029 -------------------------------------------------------------------- Number Tested on TAKS-M = 4,465 Houston Independent School District Houston, TX

22. AEIS • Two accountability procedures: standard and alternative • The Academic Excellence Indicator System (AEIS) reports provide a great deal of performance information about every public school and district in the state • The AEIS reports also provide extensive profile information about staff, finances, and programs • School ratings and school report cards are based on a small subset of the AEIS information • Accountability ratings are assigned based on performance on the state-administered tests, completion rates, and on dropout rates Houston Independent School District Houston, TX 22

23. AEIS (continued) • Schools are rated Exemplary, Recognized, Academically Acceptable, or Academically Unacceptable based on their performance when measured against state established standards for the academic year or by demonstrating sufficient improvement toward meeting the standard • Performance is evaluated for all students, African American, Hispanic, White, and Economically Disadvantaged • Schools and districts may receive Gold Performance Acknowledgment for performance on a number of other indicators Houston Independent School District Houston, TX 23

24. AEIS Standards Bold numbers indicate changes from the prior year. Houston Independent School District Houston, TX

25. Projecting Ahead-2011 Houston Independent School District Houston, TX The results on TAKS, TAKS (Accommodated), TAKS-Modified (TAKS-M), and TAKS-Alternate (TAKS-Alt) will be combined into a single TAKS indicator TPM will be applied as soon as it is available for each TAKS-M grade rather than waiting until TPM for TAKS-M is available for all grades A student growth measure for TAKS-Alt will be incorporated as soon as it becomes available Beginning in 2011, TAKS student groups will be based on the new federal race/ethnicity definitions Academically Acceptable standards for Science and Mathematics increase by 5%

26. SPP • In alignment with IDEA 2004, OSEP has identified five monitoring priorities within the SPP: (1) FAPE in the LRE (2) Disproportionality (3) Child Find (4) Effective Transition (5) General Supervision Houston Independent School District Houston, TX 26

27. SPP (continued) • Contains 20 indicators associated with the five monitoring priorities: • FAPE in the LRE 1. Graduation2. Dropout3A-C. Adequate Yearly Progress4A-B. Suspension/Expulsion5A-C. Educational Environment, Ages 6-216. Educational Environment, Ages 3-57A-C. Early Childhood Outcomes8. Parent Participation Houston Independent School District Houston, TX 27

28. SPP (continued) • Disproportionality 9. Disproportionality in the special education program 10. Disproportionality by specific disability • Child Find 11. Child Find • Effective Transition 12. Early Childhood Transition 13. Secondary Transition 14. Post-School Outcomes Houston Independent School District Houston, TX 28

29. SPP (continued) • General Supervision 15. General Supervision (Monitoring) 16. Complaint Investigation Timeline 17. Hearing Officer Decision Timeline 18. Resolution Sessions 19. Mediation 20. State Reporting Houston Independent School District Houston, TX 29

30. SPP (continued) • Data for most SPP indicators is available through PEIMS • SPP 7, 11, 12, 13, 14 data submitted by district through TEASE Houston Independent School District Houston, TX

31. SPP (continued) • IDEA 2004 requires states to make “Determinations” annually under Section 616(d) on the performance of programs for students with disabilities • The State assigns one of the following Determination levels: • Meets the requirements • Needs assistance • Needs intervention • Needs substantial intervention Houston Independent School District Houston, TX 31

32. SPP (continued) • States must consider the following four federally required elements in assigning a Determination level for LEAs: • Performance on compliance indicators 9, 10, 11, 12, and 13 in the State Performance Plan (SPP) • Whether data submitted by LEAs is valid, reliable, and timely • Uncorrected noncompliance from other sources (complaints resolution, due process, residential facility monitoring and monitoring activities) • Any audit findings Houston Independent School District Houston, TX 32

33. SPP (continued) • States may choose to define additional elements in making determinations. TEA has incorporated the following state defined element: • Performance-Based Monitoring (PBM) Program Effectiveness (stage of intervention for the special education program area) Houston Independent School District Houston, TX 33

34. PBMAS Performance-Based Monitoring • Name given to the overall system of analyzing district/charter performance on a variety of parameters • Includes state/federal accountability, fiscal compliance and financial audits, PBMAS, data validation system, complaints, due process hearings, governance, civil rights monitoring, residential facilities monitoring, and other TEA oversight monitoring Houston Independent School District Houston, TX 34

35. PBMAS (continued) • The Performance-Based Monitoring Analysis System (PBMAS) is an automated data system that reports on the performance of districts/charter schools in these program areas • BE/ESL • CTE • NCLB • SPED Houston Independent School District Houston, TX 35

36. PBMAS (continued) • Five levels: • NA (Not Assigned) • 0/0SA/PJSA/RI (Met Standard) • 1/1SA/PJSA (Did Not Meet Standard) • 2/2SA/PJSA (Did Not Meet Standard) • 3/3SA/PJSA (Did Not Meet Standard) • Minimum size: 30 Houston Independent School District Houston, TX 36

37. PBMAS Indicators • TAKS/TAKS (Accommodated) Passing Rate • Year after exit TAKS passing rate • TAKS/TAKS (Accommodated) participation rate • TAKS-M participation rate • TAKS-Alt participation rate Houston Independent School District Houston, TX

38. PBMAS Indicators • Least restrictive environment (ages 3-5) • Least restrictive environment (ages 6-11) • Least restrictive environment (ages 12-21) • Annual Dropout Rate (Grades 7-12) • RHSP/DAP Diploma Rate • Graduation rate Houston Independent School District Houston, TX

39. PBMAS Indicators • Special education representation rate • Special education African American representation rate • Special education Hispanic representation rate • Special education LEP representation rate Houston Independent School District Houston, TX

40. PBMAS Indicators • Special education discretionary DAEP placements • Special education discretionary placements to in-school suspensions • Special education discretionary placements to out of school suspensions Houston Independent School District Houston, TX

41. PBMAS Indicators • Which indicators can the campus influence? • Which indicators can the campus improve? • For which indicators is the campus responsible? Houston Independent School District Houston, TX

42. Comparison of State and Federal Systems • Appendix C 2010 Accountability Manual: http://ritter.tea.state.tx.us/perfreport/account/2010/manual/ • Comparison of State and Federal Accountability Systems Houston Independent School District Houston, TX 42

43. Continuous Improvement • Work at a systems level to improve processes • Create a sense of urgency • Know future standards-state and federal • Improve instruction in all subjects for all students • Increase graduation rates/decrease dropout rates • Know and implement best practices in all programs • Be vigilant in collecting, analyzing, monitoring, and using multiple measures of data 43 Houston Independent School District Houston, TX

44. Houston Independent School District Houston, TX

45. 45 Developed by Education For the Future Provided by Region 4 Education Service Center Houston Independent School District Houston, TX

46. IPO Developed by Education For the Future Provided by Region 4 Education Service Center Houston Independent School District Houston, TX • Input • Data elements that describe what learning organizations start with…the “givens” that are usually beyond our immediate control • Process • Elements that describe the actions learning organizations plan for and implement to get the outcomes they are striving to achieve, given the input • Outcome • The data elements that describe the results of a learning organization’s processes 46

47. Houston Independent School District Houston, TX Developed by Education For the Future Provided by Region 4 Education Service Center 47

48. Developed by Education For the Future Provided by Region 4 Education Service Center Houston Independent School District Houston, TX

49. Developed by Education For the Future Provided by Region 4 Education Service Center Houston Independent School District Houston, TX

50. Vision 50 Houston Independent School District Houston, TX “Vision without action is merely a dream. Action without vision passes the time. Vision with action can change the world.” Joel Barker “Shared visions emerge from personal visions. This is how they derive their energy and how they foster commitment…If people don’t have their own vision, all they can do is “sign up” for someone else’s. The result is compliance, never commitment.” Peter Senge, The Fifth Discipline