Special Education Update to the Board of Education January 12, 2015.

Special Education Update to the Board of Education January 12, 2015

Outcome Provide a Special Education update to the Board of Education on the following: Outcome data for students with disabilities Areas for continued focus and improvement Role of the Student Services Team Status of Department Improvement Plan

Agenda Overview of Special Education Special Education Data Review Areas for continued support and improvement The Role of the Student Services Department Resources for supporting our highest need students Responding to school need STAT Report Support for problem solving and data use Improvement Plan Update

Individuals with Disabilities Education Act (IDEA) Purpose: To ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living. Congressional Findings: Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by: (A) having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible, in order to (i) meet developmental goals and, to the maximum extent possible, the challenging expectations that have been established for all children; and (ii) be prepared to lead productive and independent adult lives, to the maximum extent possible

Prevalence Data The special education prevalence rate has been decreasing over the past four years MMSD is currently at the state prevalence rate MMSD is one of the few large urban districts where the prevalence rate is decreasing

MMSD is currently at the state prevalence average. MMSD is one of the few large urban districts where prevalence is decreasing

Disproportionality African American Students are overrepresented in special education o Emotional/Behavioral Disability (greatest disproportionality) o Cognitive Disability o Specific Learning Disability o Other Health Impaired Speech/Language and Low Incidence Disability areas mirror district population

Disproportionate Representation within Special Education: Risk Ratio 2012-13 and 2013-14 Year (ages 6-21) Risk ratio compares the risk of one racial/ethnic group to the risk for all other racial/ethnic groups combined.

MMSD District and Special Education PK-12 Enrollment Comparison 2013-14 and 2014-15

Least Restrictive Environment (LRE) Madison offers a continuum of educational environments and array of services for students with disabilities. Madison has very similar LRE data as compared to surrounding districts. African American students experience the most restrictive placements. Students with emotional behavioral and cognitive disabilities experience the most restrictive placements. Over a 10 year period, our disability only alternative programs have averaged 88% non-White students.

General Education Setting with and without Accommodations and/or Special Education Services 7% of students with disabilities receive services in specialized settings i.e., LEAP (13), NEON (13), SBA (9), H.S. Alternatives (81). 12% of students with disabilities receive services in general educational setting along with services provided in resource room and/or self- contained classes. 81% of students with disabilities receive services inside the regular classroom with nondisabled peers. Specialized Settings Continuum of Educational Environments within the MMSD General Education Setting and Resource Room or Self-contained Classes Substantially Separate (< 40%) Partial Inclusion (40 79%) Full Inclusion (80% or more with peers )

MMSD is above the DPI goal of at least 65% served inside the regular education classroom. MMSD is very similar in LRE data compared to surrounding school districts.

Data for groups of 6 or fewer students is suppressed to protect student privacy.

Attendance, Achievement and High School Completion Rates Attendance and High School Completion Rates on the Rise Attendance and high school completion rates for students with disabilities have generally increased over the past four years. Achievement Rates Realized Small Gains Achievement rates in literacy and math, using multiple measures, continue to lag well behind non-disabled students

High School Data High levels of Post High School employment for students with developmental disabilities Longevity of employment post high school Increase in students attending post-secondary institutions Urban League Greater Madison re-enrollment supports graduation MMSD recognized for unique programs that support students

Additional Outcome Data Community-based Instruction: Each high school provides a comprehensive program leading to paid employment; 94% of our students with developmental disabilities maintain their employment 5 years after graduation. Urban League Greater Madison-MMSD Foundations Central: Re-enroll youth with disabilities who have not graduated (17 students graduated, 25 more are projected to graduate by 8- 1-15).

Unique MMSD Program Options Project Search: State-wide model; over 50 students have participated in this job training program at the VA UW Hospitals; MMSD recognized for a 90% permanent job placement rate. Campus Connect: Concurrent enrollment program in collaboration with Madison College and Dept. of Vocational Rehabilitation (approx. 20 students; exiting students continued at MATC).

IDEA Compliance Improvements In the last 3 years, improved the percentage of IEPs/Evaluations completed on time (60% to 88%) Dramatically reduced no-need for 3 year re- evaluations Increased the quantity/quality of IEP quarterly progress reports (70 to >90%)

Additional Compliance Improvement Data Due Process Hearings: 0 in the last 5 years IDEA Complaints (DPI): Has allowed more time and resources to be dedicated to improvements in teaching and learning. YearNumber of formal IDEA ComplaintsNumber resolved prior to DPI investigation 2014-1511 2013-1443 2012-1341 2011-1231

Areas for Continued Support and Improvement Disproportionality Least Restrictive Environment Student Achievement

Steps to Reduce Disproportionality Focus on Core Instruction: use of Great Teaching Cycle with a focus on Culturally and Linguistically Responsive Practices/BEP Use of multi-tiered systems of support to provide evidence-based interventions Differentiate between behavior, culture and disability Coordinate initial IEPs by PSTs to minimize bias

Steps to Address LRE: IEP Process Who is involved?What Happens?Timeline Referral ProcessParents, Teachers, Building PST School team documents a suspected educational disability District has 15 days to meet (eligibility or further testing) EvaluationBuilding PST (leads initial evaluations) plus IEP team Collaborate with Student Services staff to administer individual assessments (use of new Q-Interactive) District has up to 60 days to determine eligibility Initial IEP MeetingParents, Building- Based PST, Principal, teachers, student services (IEP team) Determination of need for special education services, programming and placement District has up to 30 days to complete initial IEP Programming IEP Meeting Parents, Building- Based PST, Principal, teachers, student services Evaluate progress toward IEP goals, adjust services/environments if needed At least annually ImplementationAssigned Special Education teacher, SEAs, Related Services IEP is implemented according to team decisions; progress reviewed quarterly Progress is reviewed quarterly families sent a written update

Who makes decisions about the educational environment and array of services? The IEP Team makes all decisions about: Continuum of Educational Environment(s) Array of Services (amount and type of services) Goals Assessments Accommodations Modifications Transition Activities Who is a member of the IEP Team? Parents/Guardians, Student Services, Teachers, Principal, and at times students, central office personnel.

CONTINNUUM OF EDUCATIONAL SERVICES IN MMSD

Steps to address Student Achievement: Curriculum, Instruction and Assessment Instructional materials to support specific needs Reading/Literacy: Voyagers/Passeporte, Rewards, Language!, Direct Instruction (Corrective Reading), EdMark, Orton-Gillingham/WILDD Math: Do the Math Now, Number Worlds, TransMath, Corrective Math COACH curriculum design for students with significant disabilities Assessments Trained special educators to use AimsWeb as a progress monitor (reading and math)

Professional Development for Special Education Teachers Professional development provided by Student Services (PSTs): Behavior Curriculum and Instruction (CCSS, accommodations, and modifications) PST (dept. priorities, 2x/month) Great Teaching cycle for special education teachers (early release days) MTSS IDEA and/Oasys Transition Assessment and data use Interventions Transition

Professional Development for SEAs Upon being hired: required orientation which includes 6 different modules; 2 day Crisis Management and Intervention training (CMI) Twice per year: large conference style professional development (keynote/breakout sessions) 25 additional hours dedicated professional development Teacher Development Opportunities (9 SEAs to Teachers) Adding 1 2 days of shadowing to orientation process Access to all teacher trainings (paid to attend)

The Role of the Department of Student Services Supporting schools in improving outcomes Responding to immediate student need Improved access to actionable data (STAT system)

How does the Student Services Department Support Schools? Site-based Program Support Teacher (PST) 0.5 FTE in each school to support teachers, complete Functional Behavioral Analysis/Behavior Intervention Plans (FBA/BIP) and provide consultation and professional development Flexibility for Principals to convert allocation based on specific school need Student Services Staff at each school (psychologist, social worker, counselor, nurse) Specialized PST support Autism Team Behavior Consultation Team Crisis Stabilization Team Low Incidence PSTs PST specialists (significant disabilities, transition) Assistant Director support within each attendance area Independent psychological/psychiatric evaluations available free of charge to students (based on availability) Community supports/collaborators (e.g., Journey, North Star, Common Threads)

How do we respond to immediate school need? Unallocated positions kept in reserve to meet emergency/unforeseen needs (Typically 12-15 FTE) Time-limited SEAs provided to meet immediate need in 4 7 week increments (see next slide for detailed data) Request for additional allocation process in place to support specific compelling needs Specialized PD provided based on individual need Consultation, problem solving and case management support with Executive Director, Assistant Directors, PSTs, other Specialists

Next Step for Supporting Schools - STAT System 1.Prioritize Central Office work among our schools SPED, ELL, AL, BEP 2.Provide high-level snapshot for each building First pass to identify hot spots 3.Further exploration and search for root causes through STAT dashboards Student lists and student profiles Student level data

SPED STAT Dashboards Chronic Absenteeism Dropout Educational Environment Shortened Day Risk Ratio On Time Evaluations On Time IEPs Discipline Suspensions Expulsion Recommendations Restraint and Seclusion Course Failures On Track Reading (attainment and growth) Math (attainment and growth)

SPED STAT School Report Shared with principals and SBLTs by Central Office staff to identify areas of concern Same five metrics as STAT School Listing plus: o Historical data o Benchmarks met/not met o Above-below-well below average

Program Review Areas of Improvement (see appendix for status tracker) Redefine Role of School Psychologist and School Social Worker IEP Goals, Objectives & Assessment Measures Alternative Learning Programs Implementation of the Behavior Education Plan Continuum of Environments and Array of Services: Instruction and interventions within a continuum Communication and Information Transfer Adjustments in the role of the Assistant Director SEA Professional Development Increase use of Assistive Technology Administrator Professional Development on Special Education Local Education Agency Representative (LEA Rep) recertification Special Education Teacher Professional Development: Special Education Teacher Team Meetings Begin Implementation of an Integrated RtI/IDEA- Section 504/Document Storage System Develop Special Education Teacher Instructional Capacity (Phase I: reading/math) Improve Access to High Quality Curriculum and Instruction (Universal Design for Learning) Transition Services for Students with Disabilities

Questions

Department of Student Services Appendix of additional information: o Improvement Plan tracker (year 1) o Staffing numbers o High Cost Student information o MA billing information o Allocation process o Additional special education data

Department Improvement Plan (update) Targeted Area of ImprovementStatusDetails 1Redefine the role of psychologist/Social Worker Caution Revise job descriptions Formally introduce to principals (October) Provide monthly professional development during the 14-15 school year 2IEP Goals, Objectives, and Assessment Measures On Track Change the IEP system to allow for the use of objectives Provide guidance on goals/objectives Monitor the quantity/quality of Quarterly progress on IEP Goals 3Alternative Learning Programs for Students with Disabilities On Track With existing resources, hire an administrator to oversee all programs Revise program descriptions/design Create clear entry/exit criteria Data systems

Department Improvement Plan (update) 4Implementation of the Behavior Education Plan (BEP) Caution Create a comprehensive BEP Toolkit of resources Create an on-line Behavior Incident entry/tracking/monitoring system (Oasys) Provide a Summer Institute Develop and implement professional learning plan All schools use progressive approach to intervention and discipline effectively Implement direct service and coordination components of Mental Health Plan: a) Establish 3 pilot sites for integrating mental health professionals in schools b) Pilot Building Bridges stabilization program c) Implement service coordination program d) Develop and implement programming for students that are expelled Increase fidelity of universal (school-wide and classroom) practices a) Develop and begin implementation of plan for integrating PBS / SEL / restorative practices at the high school level b) Develop plan for training all teachers in Responsive Classroom / Developmental Designs c) Integrate behavioral and social emotional practices within the Great Teaching framework

Department Improvement Plan (update) 5 Continuum Of Environments and Array of Services On Track Engage multiple stakeholders to create a written guidance document outlining the continuum of environments available for students with disabilities and the decision-making factors to consider Collaborate with other Teaching & Learning departments to produce a comprehensive Guide to the Instructional Design Process (parameters and effective practices) Incorporate parameters/recommendations for resource distribution/management Share with principals (February, 2015) 6 Communication and Information Transfer On Track Identify gaps/inconsistencies regarding communication or information flow Implement revised information sharing practices Annual presentation to the Board of Education Regular updates to the superintendent and COLT Utilize the SPED STAT system within the dashboard system to identify priorities/conduct diagnostic reviews 7 Adjustments to the Assistant Director Role Caution Make adjustments in additive areas of supervision Create/implement an organizational system to identify priorities and track progress of schools in their respective areas Meeting twice monthly with executive director to review progress/problem solve Collaborate with Chief of Schools on specific areas of improvement

Department Improvement Plan (update) 8 Special Education Assistant (SEA) Professional Development On Track Provide 25 hours of paid professional development time Revisions to our New SEA professional development training Improved access to information systems 9 Increase use of Assistive Technology Caution Review current processes including timelines, data requirements, and ease of use from the end users perspective Review inventory and evaluate usage and efficacy Identify areas to be streamlined/improved Integrate with emerging Tech Plan (instructional technology with assistive technology) 10 Administrator Professional Development On Track Identify areas critically important areas within special education and Section 504 that professional learning Identify presenter, dates, location(s) Identify content for on-line modules

Department Improvement Plan (update) 11 Local Education Agency Representative (LEA Rep) recertification On Track Identify areas critically important areas within special education and Section 504 that professional learning Create core content and assessments to evaluate level of understanding Review on-line platforms 12 Special Education Teacher Professional Development (teacher team meetings on compliance/IDEA requirements) Caution Establish monthly professional learning opportunities on topics specific to special education (e.g., compliance areas, goals, services, IEP progress, FBAs/BIPs) PST/assistant director leads the on-site professional learning session 13 Implementation of a new electronic IEP/Section 504 system On Track Following successful identification of the winning vendor, work collaboratively to develop a customized eIEP/Section 504 system Create both a transition team and users group for product development and initial testing/evaluation of pilot products Establish training schedule for the train the trainers Transfer data (current/long-term storage) to new system (May- June) Transition to new system on 7-1-15

Department Improvement Plan (update) 11 Local Education Agency Representative (LEA Rep) recertification On Track Identify areas critically important areas within special education and Section 504 that professional learning Create core content and assessments to evaluate level of understanding Review on-line platforms 12 Special Education Teacher Professional Development (teacher team meetings on compliance/IDEA requirements) Caution Establish monthly professional learning opportunities on topics specific to special education (e.g., compliance areas, goals, services, IEP progress, FBAs/BIPs) PST/assistant director leads the on-site professional learning session 13 Implementation of a new electronic IEP/Section 504 system On Track Following successful identification of the winning vendor, work collaboratively to develop a customized eIEP/Section 504 system Create both a transition team and users group for product development and initial testing/evaluation of pilot products Establish training schedule for the train the trainers Transfer data (current/long-term storage) to new system (May-June) Transition to new system on 7-1-15

Department Improvement Plan (update) 14 Special Education Teacher Professional Development in Reading and Math On Track Provide on-going professional development/support in the following reading curricula/interventions: Voyagers/Passeporte, Rewards, Language!, Direct Instructions Reading Mastery/Corrective Reading, Orton-Gillingham/WILDD Provide on-going professional development/support in the following math curricula/interventions: NumberWorlds, Do the Math Now, and TransMath. Planning a Summer Institute on Corrective Math 15 Universal Design for Learning (UDL) On Track Develop internal central office capacity to incorporate UDL into our work Incorporate UDL language in the Great Teaching documents for 2015-2016 and larger guidance document for instruction; Facilitate UDL Professional Learning opportunities within the department and at schools (when requested) Create a library of video representations of Universally Designed Instruction Highlighting Diverse Continuum of Services 16 Transition Services for Students with Disabilities On Track Update/revise our Guidelines for the Transition Process Provide on-going professional development to our high school community- vocational teams (both during the school year and summer institutes) focused on improving student outcomes Provide learning opportunity for families on critical aspects of the transition process (e.g., estate planning, guardianship, housing, post-secondary education, vocational supports, mental health services)

Special Education Allocation Process Late January snapshot of students (entering/leaving) Quantitative/qualitative data used to run initial projections. Assistant director meets/shares projection with principal Administrative team reviews all data and determines final allocation Adjustments made outside formula (based on circumstances) Third Friday (re-run all data queries) make adjustments Adjustments made outside formula (based on circumstances) Semester re-analysis

Special Education Allocation Process Elementary: 10.5:1, 32 SEA hrs/teacher Middle: 12.5:1, 28 SEA hrs/teacher High: 15:1, 26 SEA hrs/teacher Supplemental SEA hrs (3500 total) o Factors considered: Specialized transportation, active autism case, active BCT case, significant mental health needs, personal care, autism + EBD/CD, behavior intervention plan, and multiple disability + related service. o Factors are weighted differently

Additional Special Education & Behavior Data Prevalence Referral & Placement Transfer Students Disproportionality o LRE o Risk Ratio Extended Information: Behavior Data o Behavior Events o Out-of-School/In-School Suspensions o Expulsions

Students Entering & Exiting Special Education 2013-14 Data New PlacementsDismissalsGraduatesOther Exit Reason K-12 S/L Only12111233 K-12 Not S/L2943424269 PK1512903 Total56617524575 Transfer InTransfer Out K-12 S/L Only4232 K-12 Not S/L Only268174 PK1012 Total320218 EnteringExiting PK-12 Total886713

What is Inclusive Education? Inclusive education provides to all students, including those with significant disabilities, equitable opportunities to receive effective educational services, with the needed supplementary aids and support services, in age appropriate classrooms in their neighborhood schools, in order to prepare students for productive lives as full members of society. (The National Center on Educational Restructuring and Inclusion) Foster school and classroom communities where all students, including those with diverse needs and abilities, have a sense of personal belonging and achievement. Engage in practices that allow students with a wide range of learning needs to be taught together effectively and learn at high levels. Enhance all students abilities to develop appropriate and reciprocal social relationships.

Continuum of Environments and Array of Services General education classroom with and without accommodations General education with special education services provided Resource room for individual/small group instruction Special education content classes (self contained math, reading, English) Specialized program/separate location Residential/hospital/therapeutic placement

Developing the Continuum: Next Steps Determining Special Education Placement in Multi-Tiered Systems of Support (revised guidelines, see table of contents) Professional Development Coaching school staff and IEP teams Introduction Vision Purpose Connection to Multi-Tiered Systems of Support Beliefs/Theories of Action Section A: Idea Concepts Free, Appropriate, Public Education Least Restrictive Environment LRE - Inclusion - Mainstreaming Section B: Continuum of Educational Environments and Array of Services Specially Designed Instruction Inclusive Service Delivery Universal Design for Learning Co-Teaching Models Related Services Supplementary Aids & Services Section C: Placement Process General Placement Process Placement Flowchart Placement Missteps FAQ Citations

In 2013-14, 103 students were recommended for expulsion, but 12 reached an expulsion hearing and 8 students were expelled (7.7% of those recommended) Expulsion totals (24 to 8) and rates after recommendation (16.4% to 7.7%) both declined from 2012-13 to 2013-14

Out of School Suspensions 16% of African-American students had an out-of-school suspension during 2013-14 (vs. 20% in 2012-13) African-American students were 8.2 times more likely to be suspended than white students (vs. 8.0 times in 2012-13)

Out-of-School Suspensions by Other Demographic Characteristics 2013-14 Not low- income Low- income Not ELLELLNot Special Education Special Education MaleFemale 35925472575311156013462066840 88

Behavior Events Executive Summary Level 2 and higher events much less common this year Noticeable overall increases driven by Level 1 documentation at elementary (+16%) and high (+39%); noticeable decrease at middle (-17%) Much higher share of behavior events are Level 1, smaller shares at higher levels Demographic distribution and disproportionality of behavior events similar year-to-year ; the uptick in behavior events is not driven by special education students

Behavior Events Level 2 and higher events down significantly; due to more Level 1 documentation Special Education is not a driver for the increase in events

Behavior Event Monthly Trend Large decline in events over past few months Behavior events cycle up and down during year; October peak and subsequent decline is common

Behavior Event Disproportionality Disproportionality of behavior events has changed little from year to year

Behavior Events Infraction Types Pie charts show most common behavior event types by year at all levels. Behavior event types changed under BEP, so year-to-year types are not directly aligned, although some easy parallels can be drawn (e.g. insubordination defiance of authority). All event types are minor unless otherwise noted. Majority of events are Defiance of authority Disruption and Tardiness were 24% of events in 2013-14, none in 2014-15 (no longer exist)

Behavior Events Elementary School Special Education is not the driver for the increase in total events Level 2 and higher events down significantly; due to more Level 1 documentation

Behavior Events Middle School All race/ethnicity and other demographics went down Level 2 and higher events down significantly; due to more Level 1 documentation

Behavior Events High School Special Education student events increased, but share of events from Special Education students actually decreased slightly (47% to 45%) Level 2 and higher events down significantly; due to more Level 1 documentation

Suspension Data Executive Summary Large decrease in out-of-school suspensions from 2013-14 to 2014-15 Decrease particularly pronounced at elementary level (almost 90% reduction, only 38 suspensions total) All demographic groups saw reductions at all levels Despite overall reductions, disproportionality is worse at middle and high school levels

Out-of-School Suspensions Suspensions down significantly at all levels, but especially elementary

Out-of-School Suspension Disproportionality As with behavior events, suspension disproportionality has changed little from year to year African-American suspensions even more disproportionately high

Out-of-School Suspensions Elementary School Huge reductions in suspensions observed across demographic groups but demographics of suspensions do not mirror district demographics (although suspensions overall are low).

Out-of-School Suspensions Middle School Huge reductions in suspensions observed across demographic groups but suspensions are even more disproportionately African- American than last year.

Out-of-School Suspensions High School Huge reductions in suspensions observed across demographic groups but suspensions are even more disproportionately African- American than last year.

Number of Students with Chronic Health Conditions Condition1991-19922014-2015 NumberPrevalence rate (per 100) NumberPrevalence rate (per 100) Asthma1,7217.23328812.04 ADHD3181.3421557.90 Diabetes 1 and 246.20790.29 Mental Health185.7810453.83 Life Threatening Food Allergies 250 (03-04)1.00 (03-04)6682.45 Life Threatening Seizures 108 (03-04).43 (03-04)158.58

2014-2015 ADHD and Asthma Student Data by Race and FRL ADHD (8%)Asthma (12%)Total School Population FRL65%58%49% Black31%33%18% White42%35%44% Hispanic/Latino14% 20%

Number of Students with Medications Daily MedicationsPRN MedicationsDaily Procedures 2003-200454387469 2013-20147972005125 % Increase47%130%81%

Did you Know? Health Office Visits 247,894 visits 2013-2014 20,772 individual students 65% of these HOVs are from students low income students 44% of the visits were for students with chronic conditions 38% of the visits were for students with special educational needs 38% of visits for medications 7% for treatments

Special Education Update to the Board of Education January 12, 2015.

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Transcript of Special Education Update to the Board of Education January 12, 2015.