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SPECIAL EDUCATION DIRECTORS’

SPECIAL EDUCATION DIRECTORS’ . STATE OF THE STATE SPRING – 2013. Peg Brown-Clark Assistant Commissioner Exceptional Student Services Unit. Colorado Department of Education. Vision

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SPECIAL EDUCATION DIRECTORS’

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  1. SPECIAL EDUCATION DIRECTORS’ STATE OF THE STATE SPRING – 2013 Peg Brown-Clark Assistant Commissioner Exceptional Student Services Unit

  2. Colorado Department of Education Vision All students in Colorado will become educated and productive citizens capable of succeeding in a globally competitive workforce. Mission The mission of CDE is to shape, support, and safeguard a statewide education system that prepares students for success in a globally competitive world. Special Education Directors' Conference Spring 2013

  3. Exceptional Student Services Unit Vision All students with exceptionalities are prepared for continued learning and pursuit of post-school opportunities. In Colorado, “exceptional student” refers to students Pre-K through 21 with any condition defined as a disability under IDEA 2004 and students identified as gifted and talented, regardless of the setting in which served. Mission The Exceptional Student Services Unit provides leadership, professional development, and guidance to build the capacity and effectiveness of Colorado educational systems in meeting the academic, social-emotional, and independent living needs of students with exceptionalities -- leading to enhanced achievement and post-school outcomes. Special Education Directors' Conference Spring 2013

  4. Achievement GapsColorado Students DATA UPDATES

  5. Colorado student performance has been relatively flat with some upward trend for the past nine years. Percent of Students Proficient or Advanced, CSAP/TCAP 150,326students in grades 3-10 were not proficient on state standards in reading and 217,126 students in grades 3-10 were not proficient on state standards in math in 2011-12 ! Special Education Directors' Conference Spring 2013 Source: CDE, CSAP/TCAP Data, Data Lab

  6. The achievement gap between various groups is large and has remained persistent over time. Percent of Students Proficient or Advanced by Income, CSAP/TCAP Reading Percent of Students Proficient or Advanced by Minority, CSAP/TCAP Reading 30% gap has been consistent with minimal closing 25% gap: The gap between minority and non minority has improved marginally, but is still large ! Similar achievement gaps exist for Colorado English learners, student with disabilities, and on-time graduation rates for all these sub-groups. Special Education Directors' Conference Spring 2013 Source: CDE, CSAP/TCAP Data, Data Lab

  7. Colorado students perform better than the national average, but the state achievement gaps are some of the largest in the nation. Percent of Students Proficient or Above on 8th Grade NAEP Reading and Math by Income and Race, 2011 Top 10 States with Highest Percentage of Student Proficient or Above on NAEP* Reading 8th Grade, 2011 Minority/Non-Minority Low Income/Non-Low Income 28 33 21 32 Colorado ties for 6th place for the highest percentage of students proficient and above. The national average is 34%. Colorado is in the top quartile for the largest achievement gap in reading and math at the 8th grade level. This gap has been persistent. ! Special Education Directors' Conference Spring 2013 *National Assessment of Educational Progress, an assessment administered every two years in various subjects Source: NCES, http://nces.ed.gov/nationsreportcard/about/naeptools.asp

  8. Both race and income compound the achievement gap. Reading Achievement: Ethnicity by FRL Hispanic White What’s Going on? Within group income gap Between group race gap Standard score Although not shown, the finding holds true for black, Native American, and, to some degree, Asian students. ! Special Education Directors' Conference Spring 2013 Source: Analysis by CDE staff, CSAP/TCAP Reading data

  9. We also see an achievement gap with our English Language Learners. Percent of Students Proficient or Above on CSAP/TCAP Reading by ELL and Non-ELL English Language Learners have made significant progress since 2008, reducing the achievement gap from 35.1% to 31.4%; however, more progress needs to be made. ELL – English Language Learner Special Education Directors' Conference Spring 2013 Source: CDE, CSAP/TCAP Data, Data Lab

  10. Some of our largest gaps are with students with disabilities. Percent of Students Proficient or Above by Disability on 2012 Reading TCAP (Approximately 10% of Colorado students are identified with disabilities) Disaggregated Results for Student with Disabilities Special Education Directors' Conference Spring 2013 Source: CDE, CSAP/TCAP Data, Data Lab

  11. Performance Comparisons Special Education Directors' Conference Spring 2013

  12. Special Education Directors' Conference Spring 2013

  13. 2012 TCAP: Reading Special Education Directors' Conference Spring 2013

  14. 2012 TCAP: Math Special Education Directors' Conference Spring 2013

  15. 2012 TCAP: Writing Special Education Directors' Conference Spring 2013

  16. While growth for students with IEPs is average, in reality a majority of students with IEPs are not making sufficient growth. Percent of Students Keep Up/Catch Up on 2012 Reading TCAP Median Growth, Reading 2012 TCAP More than 8 out of 10 students with IEPs BELOW PROFICIENT are notmakingsufficient growth to catch up Special Education Directors' Conference Spring 2013 Source: 2012 TCAP Reading, Data Lab

  17. Closing the Achievement Gaps CDE Priority Special Education Directors' Conference Spring 2013

  18. Leveraging statutory initiatives:close the achievement gaps • Colorado’s Achievement Plan for Kids (S.B. 08-212) • Rigorous standards and aligned assessments • Focus on college and career readiness for all • Accountability Act (S.B. 09-163) • Indicators of school/district performance • District and school improvement planning • Focused support to low performing districts • Educator Effectiveness (S.B. 10-191) • Quality standards • Emphasis on student growth • READ Act (H.B. 12-1238) • Early literacy • 3rd grade proficiency Special Education Directors' Conference Spring 2013

  19. ESSU Target SWDs’ Achievement and Gaps inLiteracy Increasing Achievement Grants & Professional Development Efforts SEAC FORUM - APRIL 2013

  20. Increasing Achievement Grants NW BOCES Poudre SD San Luis Valley JeffCo Special Education Directors' Conference Spring 2013

  21. Focus of Grants Professional Development: instructional practices in teaching reading to all students with disabilities. Provide support and coaching to ensure literacy interventions are implemented with fidelity. Identification, selection, and implementation of researched based PreK-12 literacy interventions. Selection of progress monitoring and diagnostics assessments – target skill deficits & measure growth. Implement evidence-based literacy assessments and interventions. Special Education Directors' Conference Spring 2013

  22. Focus of Grants Create a culture of shared accountability and partnership between general ed and special ed, improving outcomes for all students with disabilities. Multi-Tiered System of Supports (MTSS) and Universal Design for Learning (UDL) framework and principles in place. Identify the most significant achievement gaps and proposed corresponding strategies to reduce these gaps. Explore innovative solutions: use of staff, literacy coaches, and reading specialists. Special Education Directors' Conference Spring 2013

  23. Reinventing Special Education Task Force Priorities

  24. SPED REINVENTED • Create teacher certification based on the demonstration of competency in content areas of literacy, math, and behavior, including diagnostic and methodology skills. • Teacher licensing and EE work • Develop and use an accountability system driven by positive student growth and outcomes defined by common core academic and emotional/social wellness standards. • Student achievement data + compliance • Provide flexible use of funding that allows leveraging resources to improve outcomes for all students. • Work with USDE Special Education Directors' Conference Spring 2013

  25. SPED REINVENTED • Reduce unnecessary paperwork requirements and streamline the meeting process. • Provide quality education to all students and use effective practices that identify the right students (i.e., only those students whose disability significantly impacts their learning). • Increasing Achievement Grants and districts with high achievement data • Design services using the principles of universal design and multi-tiered systems of support. Use collaboration and proven principles of implementation across all aspects of the system. • Ensure each student with low-growth has an individual growth plan.  Special Education Directors' Conference Spring 2013

  26. MISCELLANEOUS State and National Level Items of Interest Special Education Directors' Conference Spring 2013

  27. National • Extra Curricular Activities (OCR) • Dear Colleague Letter, Jan. 25, 2013 • http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201304.html • OCR Policy Guidance on Retaliation • http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201304.pdf • RTI MTSS – use of funds (OSEP) • Letter to Couillard, Mar. 7, 2013 • SPP/APR (OSEP comment period ends June 14) • http://www.gpo.gov/fdsys/pkg/FR-2013-04-15/pdf/2013-08703.pdf Special Education Directors' Conference Spring 2013

  28. National • PARCC Accommodations Manual (public comment through May 13th) http://parcconline.org/sites/parcc/files/PARCCDraftAccommodationsManualforSWDEL.pdf • Council for Exceptional Children – report on Teacher Effectiveness • http://www.cec.sped.org/Content/NavigationMenu/PolicyAdvocacy/CECProfessionalPolicies/Position_on_Special_Education_Teacher_Evaluation_Background.pdf Special Education Directors' Conference Spring 2013

  29. National • Blueprint to Elevate and Transform the Teaching Profession • RESPECT (Recognizing Educational Success, Professional Excellence, and Collaborative Teaching) • http://www.ed.gov/news/press-releases/us-department-education-releases-blueprint-elevate-and-transform-teaching-profes • Early Learning Initiative (USDE) • In the fact sheet outlining the President’s early learning proposal (found at http://www.ed.gov/sites/default/files/early-learning-overview.pdf) IDEA programs are included as one of the successes of the first term that these new early learning investments hope to build upon. Special Education Directors' Conference Spring 2013

  30. Colorado • CO Graduation Guidelines (SBE Approval Pending) • http://www.cde.state.co.us/SecondaryInitiatives/GraduationGuidelines.htm • CO Content Collaborative (assessments designed to determine EE) • http://www.coloradoplc.org/assessment/assessments • READ Act (CO) • http://www.cde.state.co.us/coloradoliteracy/ReadAct/ • Parent Engagement Bill (SB 13-193 CO) • http://www.leg.state.co.us/clics/clics2013a/csl.nsf/fsbillcont3/E3067C862EE41F1387257AEE00570F0A?open&file=193_rer.pdf Special Education Directors' Conference Spring 2013

  31. EARLY DISPUTE RESOLUTION • Resolve issues early – ESSU Initiative • Facilitated IEPs • Parent Organization (involvement/collaboration) • Parent to Parent Assistance • ESSU Intermediary/Parent Liaison • http://odr-pa.org/parents/consultline/ SEAC FORMUM - APRIL 2013

  32. Part B Insurance Regulations These final regulations change the existing parental consent requirements in new 34 CFR §300.154(d)(2)(iv) and add a parental notification requirement in new 34 CFR §300.154(d)(2)(2)(v).  For further information on these new requirements please see the Non-Regulatory Guidance on the IDEA Part B Regulations Regarding Parental Consent for the Use of Public Benefits or Insurance to Pay for Services under IDEA at: http://www2.ed.gov/policy/speced/reg/idea/part-b/part-b-parental-consent.html Special Education Directors' Conference Spring 2013

  33. Equitable Services Implementation PlanLetter to the Chiefs, March 14, 2013 U.S. Department of Education’s (Department) plan for improving the implementation of equitable services requirements under applicable programs authorized by the Elementary and Secondary Education Act (ESEA) and Part B of the Individuals with Disabilities Education Act (IDEA).  aligns with current statutory and regulatory requirements, demonstrates the Department’s commitment to ensure effective implementation of these equitable services provisions.  The plan does not place new requirements on State and Local Educational Agencies (SEAs and LEAs).  focuses on how the Department will support the collaborative work of State and local public school officials and private school leaders to ensure the efficient and effective implementation of these requirements and the delivery of services.  Special Education Directors' Conference Spring 2013

  34. Advice from the Grizzly Stand your Ground Sniff Out Opportunities Use Your Strengths Live Large Cherish the Wilderness Know When to Slow Down If it Itches, Scratch It! Thank You for All You Do! Have a Great Summer! Special Education Directors' Conference Spring 2013

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