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Differentiated Special Education Support ... for CAMPUSES! [it's not just for kids anymore]

Differentiated Special Education Support ... for CAMPUSES! [it's not just for kids anymore]. Ann Jinkins John Fuerst. Purpose: Think about your Campus IEP data from 2011-2012 . Training & support will be differentiated based on your data .

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Differentiated Special Education Support ... for CAMPUSES! [it's not just for kids anymore]

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  1. Differentiated Special Education Support ... for CAMPUSES! [it's not just for kids anymore] Ann Jinkins John Fuerst

  2. Purpose: Think about your Campus IEP data from 2011-2012. Training & support will be differentiated based on your data. As a result of this training attendees will: Know the 5 special education focus areas for 2012-2013 Understand how campuses will be divided into categories 1-4 Understand how supports will be differentiated

  3. Priority Areas • Increase graduation rate for SWD • Increase the # of SWD taking and passing the non modified STAAR • Decrease overall and African American representation in special education • Decrease the # of SWD in disciplinary placements • Increase compliance with state and federal regulations

  4. Data associated with each • priority area: • Increase graduation rate for SWD • - AISD graduation decreased from 61.3% in 2010 to 60.9% in 2011. An increase of at least 1% is prerequisite for use of Safe Harbor to meet AYP.

  5. Data associated with each • priority area: • Increase the # of SWD taking and passing the non modified STAAR • - Participation on non-modified assessments improved from 39% and 36% in reading and math, respectively, in 2011 to 46% in both areas in 2012. Goal is 62% in order to minimize federal cap penalties. • - LRE data improved from 57.7% in 2011 to 58.8% in 2012. SPP standard is 66% [served in the general education environment for > 80% of the school day].

  6. Data associated with each • priority area: • Decrease overall and African American representation in special education • -Overall special education representation rose from 9.5% in 2011 to 11.2% in 2012. PBMAS target is 8.5% • - Over-representation of African-American students improved from a 7.4% difference in 2011 to a 6.3% difference in 2012. PBMAS target is a 1% difference.

  7. Data associated with each • priority area: • Decrease the # of SWD in disciplinary placements • - Over-representation rate of discretionary OSS improved from 12% in 2011 to 11.6% in 2012. PBMAS target is 6%. • - Over-representation rate of discretionary ISS will likely increase in 2013 due to use of campus ISS centers

  8. Data associated with each • priority area: • Increase compliance with state and federal regulations • - AISD was required to develop and implement an integrated PBMAS Continuous Improvement Plan based on a variety of compliance issues related to special education, bilingual/ESL, and NCLB • - AISD is under a Corrective Action Plan for residential facility monitoring and non-compliance areas as identified through TEA parent complaints • - SPP indicators for Transition and Early Childhood outcomes do not meet standard [100% compliance]

  9. Determination of Category 1-4 • [separately, for each of 5 priority areas] • Category 4: Exceeded PBMAS/SPP standard • Category 3: Met PBMAS/SPP standard • Category 2: Almost met PBMAS/SPP standard • Category 1: Significantly below PBMAS/SPP standard

  10. Example of Differentiated Support • Category 3 and 4 campuses • Receive C-IEP (Campus IEP) each 6 weeks identifying campus status in critical instructional and compliance areas. • Receive written strategies to address critical instructional and compliance areas in C-IEP. • Receive student specific critical case supports and support student placements • Offered targeted PD course of study addressing area(s) in need of improvement (optional participation)

  11. Example of Differentiated Support • Category 2 campuses • Receive C-IEP (Campus IEP) each 6 weeks identifying campus status in critical instructional and compliance areas. • Receive written strategies to address critical instructional and compliance areas in C-IEP. • Receive student specific critical case supports and support student placements • Provide targeted PD course of study addressing area(s) in need of improvement (required participation) • Provide targeted, desktop audit and improvement strategies addressing area(s) in need of improvement

  12. Example of Differentiated Support • Category 1 campuses • Receive C-IEP (Campus IEP) each 6 weeks identifying campus status in critical instructional and compliance areas. • Receive written strategies to address critical instructional and compliance areas in C-IEP. • Receive student specific critical case supports and support student placements • Provide targeted PD course of study addressing area(s) in need of improvement (required participation) • Provide targeted, desktop audit and improvement strategies addressing area(s) in need of improvement • Provide on site technical assistance addressing area(s) in need of improvement

  13. Your input and suggestions would be greatly appreciated.

  14. Next steps for participant to implement Learning: look for final details regarding differentiated supports Comments and contact information: Ann Jinkins [414-8939] John Fuerst [414-9712]

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