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Special Education in Texas

Special Education in Texas. State Performance Plan 2005-2010 Hurst-Euless-Bedford ISD June 16 , 2009. Background.

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Special Education in Texas

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  1. Special Education in Texas State Performance Plan 2005-2010 Hurst-Euless-Bedford ISD June 16, 2009

  2. Background The Individuals with Disabilities Education Act of 2004 (IDEA 2004), requires each state to develop a six-year performance plan. This State Performance Plan (SPP) evaluates the State’s efforts to implement the requirements and purposes of IDEA and illustrates how the State will continuously improve upon this implementation.

  3. State Performance Plan Indicators • Graduation Rates • Dropout Rates • Adequate Yearly Progress • Suspension/Expulsion Rates • Educational Environment, 6-12 • Educational Environment, 3-5 • Early Childhood Outcomes • Parent Participation • Disproportionality • Disproportionality • Timely Initial Evaluations • Early Childhood Transition • Secondary Transition • Post School Outcomes

  4. Indicator 1: Graduation Rate(Calculation for Graduation Rate changed) Percent of youth with IEPs graduating from high school with a regular diploma

  5. Indicator 2: Dropout Rate(Calculation for Dropout Rate changed) Percent of youth with IEPs dropping out of high school

  6. Indicator 3A: Adequate Yearly Progress Percent of districts that have a disability subgroup that meets the State’s minimum “n” size (50) meeting the State’s AYP objectives for progress for disability subgroup

  7. Indicator 3B: Adequate Yearly Progress Participation rate for children with IEPs in a regular assessment with no accommodations; regular assessment with accommodations; alternate assessment against grade level standards; alternate assessment against alternate achievement

  8. Indicator 3B: Adequate Yearly Progress Participation rate for children with IEPs in a regular assessment with no accommodations; regular assessment with accommodations; alternate assessment against grade level standards; alternate assessment against alternate achievement

  9. Indicator 3C: Adequate Yearly Progress Proficiency rate for children with IEPs against grade level standards and alternate achievement standards

  10. Indicator 3C: Adequate Yearly Progress Proficiency rate for children with IEPs against grade level standards and alternate achievement standards

  11. Indicator 4A: Suspension and Expulsion Percent of districts identified by the State as having a significant discrepancy in the rates of suspensions and expulsions of children with disabilities for greater than 10 days in a school year

  12. Indicator 5A: Educational Environment,Ages 6-21 Percent of children with IEPs aged 6 through 21, removed from regular class less than 21% of the day

  13. Indicator 5B: Educational Environment,Ages 6-21 Percent of children with IEPs aged 6 through 21, removed from regular class greater than 60% of the day

  14. Indicator 5C: Educational Environment,Ages 6-21 Percent of children with IEPs aged 6 through 21, served in public or private separate schools, residential placements, or homebound or hospital placements

  15. Indicator 6: Educational Environment, Ages 3-5 Reporting Timeline To Be Determined by the US Department of Education Office of Special Education Programs Percent of preschool children with IEPs who received special education and related services in settings with typically developing peers

  16. Indicator 7A: Educational Environment, Ages 3-5 Percent of preschool children with IEPs who demonstrate improved, positive social-emotional skills (including social relationships) Reporting Timeline To Be Determined by the US Department of Education Office of Special Education Programs

  17. Indicator 7B: Educational Environment, Ages 3-5 Percent of preschool children with IEPs who demonstrate improved acquisition and use of knowledge and skills Reporting Timeline To Be Determined by the US Department of Education Office of Special Education Programs

  18. Indicator 7C: Educational Environment, Ages 3-5 Percent of preschool children with IEPs who demonstrate improved use of appropriate behaviors to meet their needs Reporting Timeline To Be Determined by the US Department of Education Office of Special Education Programs

  19. Indicator 8: Parent Involvement Percent of parents with a child receiving special education services who reported that schools facilitated parent involvement as a means of improving services and results for children with disabilities

  20. Indicator 9: Disproportionate Representation Percent of districts with disproportionate representation of racial and ethnic groups (African American, Asian, Hispanic, Native American, White) in special education and related services that is the result of inappropriate identification

  21. Indicator 10: Disproportionate Representation Percent of districts with disproportionate representation of racial and ethnic groups (African American, Asian, Hispanic, Native American, White) in specific disability categories that is the result of inappropriate identification

  22. Indicator 11: Consent to Evaluate Percent of children with parental consent to evaluate who were evaluated and eligibility determined within 60 days

  23. Indicator 12A: IEPs Developed Before 3rd Birthday, Referral from ECI Percent of children referred by ECI prior to age 3, who are found eligible for services, and who have an IEP developed and implemented by their 3rd birthday

  24. Indicator 12B: IEPs Developed Before 3rd Birthday, Referral from a source other than ECI Percent of children referred by a source other than ECI prior to age 3, who are found eligible for services, and who have an IEP developed and implemented by their 3rd birthday

  25. Indicator 13: Transition Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals

  26. Indicator 14: Employment Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school

  27. Preschool Partnership2008-2009 Update

  28. Celebrations! Successful Quarterly Meetings Training for preschool families and staff at community sites District professional development attended by numerous preschool/daycare staff Parent University Consultation services provided by special education staff Regional recognition Statewide recognition

  29. Celebrations! Red Apple Partnership First United Methodist, Euless Partnership Bedford Christian Academy and Montessori Preschool (BCAMP) Partnership

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