SPED Data Retreat Adapted from Judy K. Sargent , PhD .

1. SPED Data RetreatAdapted from Judy K. Sargent, PhD. Barb Rowenhorst ESA 7 TEAMWORK

2. Burning Issues

3. Confidentiality Team Task Read and honor the pledge of confidentiality. Professional educators honor the privacy of student, staff and family information. I pledge to honor the privacy and confidentiality regarding data and discussions involving students, staff and other school-related issues. I understand that the data and discussions shared at this retreat are for professional school improvement purposes. I will not divulge this confidential information to any persons outside of the professional education arena.

4. Major Thinking Points #1: IEP/Non-IEP Data #2: Removal from Classes #3: Engagement #4: Meaningful IEPs

5. THINKING POINT #1:IEP/Non-IEP Data Which students are reflected in your achievement gaps? They are primarily students of “high incidence disabilities” such as speech/language, learning disabled and emotional behavior disorders. Shouldn’t these students be able to reach proficiency?

6. D-STEP Analysis“SPED” Subgroup Successful teams know the achievement “proficiency levels” of ALL students and subgroups of students. 1. How did special education students perform on the D-STEP assessment compared to non-special education students? 2. What achievement gaps exist?

7. Data Analysis Task Sequence

8. Data Analysis Task Sequence 1. Data Table Summarize the data in a table 4. Hypotheses Pose Hypotheses for data patterns observed 2. Graphic Representation Graph or highlight the data 5. Classroom Connection Jot down immediate ideas of classroom strategies to improve data patterns 3. Observe, Discuss & Document Note data patterns (facts)

9. 1. Data Table Summarize the data in a table (done)  Team Task  Find the proficiency data for students with disabilities and without disabilities. 9

10. 2. Graphic Representation Graph and/or highlight the data Sample Team Task • Plot the proficiency levels. • Indicate the gap. • Draw a dotted line of trajectory toward 100% for ALL and for Students with Disabilities Gap State Annual AMOs Trajectory of Improvement for SwDs

11. 3. Observe, Discuss & Document Notedata patterns (facts) Proficiency Observations Data Findings  Team Task  What are your data findings? Write your findings on chart paper – just facts. Note the data, years, source and/or grade levels. 11

13. 4. Hypotheses Pose hypotheses for data patterns observed Hypotheses of Practice  Team Task  Why do we think these patterns occur? • Pose possible explanations for the data patterns you observe. • Write your hypotheses in “maybe…we are… or maybe we aren’t…”statements. Example: Maybe we aren’t …providing high interest books for boys. 13

16. 5. Classroom Connections – jot down immediate ideas of classroom strategies to improve data patterns Classroom Connections  Team Task  Are there some immediate classroom strategies that might help ? Brainstorm a list of logical classroom connections. 16

19. December 2006 Federal Child Count SAMPLE What is the makeup of your special education students? • Find your data – prevalence of disabilities. • http://doe.sd.gov/ofm/statdigest/07digest/profiles.asp • Profile best done by level – elementary/middle/high

20. Douglas Child Count

21. Douglas 2006 Profile Data

22. Legal Right to Success in the Board-Adopted Regular Curriculum Modified Curriculum Example: Chilton High School Enrollment By Primary Disability CD EBD LD SL Other w/o Dis 2002-03 471 0.4% 2.8% 3.6% 0.2% 0.6% 92.4% 2003-04 462 1.3% 3.2% 9.1% 0.0% 1.1% 85.3% 2004-05 459 1.3% 2.2% 7.0% 0.2% 2.4% 86.9% 2005-06 436 1.6% 2.1% 6.2% 0.0% 2.5% 87.6% 2006-07 455 2.2% 2.0% 5.1% 0.0% 2.0% 88.8% 2007-08 431 1.6% 3.0% 5.1% 0.2% 2.3% 87.7%

23. Individual Student Analysis Successful schools are standards-based and know how all students are performing on academic standards. They are able to identify struggling learners and provide services to help them be successful. Team Task • What is each student’s proficiency results? • Find your results by individual student. • On the report, highlight proficiency levels. • Use color coding according to criteria like… Green Wow! Advanced/Above Expectations Yellow Good! Proficient/Meets Expectations Pink Almost! Below Prof./Doesn’t Quite Meet Expectations PinkUrgent! Minimal Proficiency/Far Below Expectations

24. Douglas Data Retreat… Student 1 Student 2 Student 3

25. Major Thinking Points #1: IEP/Non-IEP Data #2: Removal from Classes (LRE) #3: Engagement #4: Meaningful IEPs

26. THINKING POINT #2:Removal from General Education Classes In successful schools, special and regular education teachers work together on the leadership team to keep track of the extent of general education participation and removal.

27. Douglas 2006-2007 Profile Data

28. 2006-2007 Placement Data They want 64% or more of the IEP kids to be removed from the classroom less than 21% of the time. Goal is for 7% or less of the IEP kids to be removed from the classroom more than 60% of the time.

29. Accelerate, Stretch & Intensify! Lower and Slower THINKING POINT #2:Removal from General Education Classes • To what extent are students with disabilities removed from general education classes and provided replacement curriculum with a “lower and slower” approach? Learning Rate K 1 2 3 4 5 6 7 8 9 10 11 12 Teach like your hair is on fire!

30. Least Restrictive Environment • “To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, … • are educated with children who are not disabled, and … • special classes, separate schooling, or other removal of children with disabilities from the regular educational environment … • occurs onlywhen the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.”

31. How are your students served?What is the reality? What’s happening? Time % of Time in … • General Education? • Resource Room? • Self-Contained Special Education Classroom? Focus % of Time focused on … • General Education Standards, Content and Expectations? • Critical “power standards” to meet grade level expectations • Replacement lower and slower curriculum objectives? When and Where?

32. Douglas: Teacher Survey

33. Inclusion Survey Reflection

34. Least Restrictive Environment

35. Collaborative Culture of Improvement Steps to ensure that … • General Ed and Special Ed teachers collaborate professionally on a continual basis about shared students’ learning • Special education teachers are full participants on leadership teams and committees that represent the entire staff

36. Major Thinking Points #1: IEP/Non-IEP Data #2: Removal from Classes #3: Engagement #4: Meaningful IEPs

37. Behavior Analysis THINKING POINT #3:Engagement To what degree are students with disabilities actively ENGAGED in learning? To what degree have we created lifelong learners and the desire to continue to learn? To what degree do we see high “on task” time with our students in both general education classes and in special education classes? To what degree are “best practice” instructional strategies used with students with disabilities?

38. Engagement When students are ENGAGED in learning, they … • Want to come to school • Attendance Data • Want to stay in class • Suspension/Expulsion Data • Want to graduate and seek post-high school career and school • Graduation/Drop-Out/Post-High School Data:

39. Attendance Analysis In successful schools, student attendance rates are very high. “You can’t improve student achievement if students don’t come to school.” Essential Question What are the attendance patterns of your students?

40. Suspension Analysis Essential Question What are the patterns of in-school and out-of-school suspensions among your students?

41. 2006 - 2007 Suspension Data

42. Graduation Rates Successful high schools have high graduation rates among all students. Essential Question • What are the graduation rates for disabled and non-disabled students longitudinally?

43. 2006-2007 Graduation Data

44. Major Thinking Points #1: IEP/Non-IEP Data #2: Removal from Classes #3: Engagement #4: Meaningful IEPs

45. THINKING POINT #4:IEP Alignment How do your students’ IEPs express an educational plan that ensures success in the general curriculum? According to IDEA 2004, an IEP includes: “…A statement of measurable annual goals, including academic and functional goals designed to: Meet the child's needs that result from the child's disability to enable the child to be involved in and make progress in the general education curriculum; and meet each of the child's other educational needs that result from the child's disability; …”

46. Modifications

47. Modifications

48. IEP Alignment Essential Question What curriculum is followed for students with disabilities?

49. IEP Criteria for Review

50. SPED Concerns and IssuesTying it All Together What We Have • Primary academic concerns • Achievement Gaps/ IEP/Non-IEP • Engagement and behavior findings • Graduation/Suspension/Drop-out Rates • Learning environment and instructional findings • LRE/Strategies • IEP observations