2016 Special Education Program Review Progress Report

Transcription

1 2016 Special Education Program Review Progress Report Thomas Hehir and Associates reviewed Houston ISD s special education in March The report included these six recommendations: 1. Develop outcomes-based school monitoring systems for 2. Hold principals accountable for issues identified in the report 3. Develop effective models of special education service delivery emphasizing effective universal design principles 4. Develop specialized inclusive schools for significant 5. Develop policies, procedures, and practices for effective services for dyslexia 6. Develop and distribute a comprehensive easily accessible manual of special education policies and procedures The Office of Special Education Services has made much progress over the last five years in each of the six recommendations. Here are some highlights: - Evaluations for eligibility are completed within state timelines at 98.2% - Students transition from Early Childhood Intervention to the district s by age 3 at 100% - The overrepresentation of African American students in special education has decreased to a difference rate of 8% - Fewer English language learners at the secondary level are identified for special education services at 12.7%. This is a decrease from 13.9% last year - Principals are increasingly responsive in collaboratively addressing special education issues at their schools with support from the Office of Special Education Services - There is a greater understanding of using Universal Design for Learning in developing the curriculum, designing lessons, and adapting assessments at the district and campus levels - Specialized inclusive schools are available for pre-school, autism, and students that are deaf or hard of - A greater number of are in more inclusive instructional environments - More dyslexia are being identified and served in our schools. The number of students identified with dyslexia has increased from 2,276 students last year to 3,324 students this year - The Office of Special Education Services maintains up to date web-based operating guidelines available to all More details and specifics are included attached document. 1

2 2016 Special Education Program Evaluation Progress Report Office of Special Education Services Recommendations Indicators Develop outcomes-based school monitoring systems for. The percent of initial evaluations completed within 45 school days of receipt of parental consent will increase. The percent of students younger than age 3 who are evaluated, found eligible, and who have an IEP developed and implemented by their third birthdays will increase. The percent of annual ARD/IEP meetings held within timelines will increase. 88.0% 84.0% * TEA changed methodology 96.4% 97.3% 98.2% 92.0% 99.7% 99.8% 99.6% 100.0% 93.0% 95.3% 96.4% 96.0% 96.8% The percentage of students with participating in employment opportunities will increase. No Data 221 Employers: & Agencies: Employers: & Agencies: Employers: & Agencies: Employers: & Agencies: 144 The overrepresentation of African-American students placed in special education will decrease. The percentage of secondary school also identified as English Language Learners (ELL) will decrease. 9.2% 8.6% 7.7% 8.3% 8.0% 31.0% 16.1% 14.9% 13.9% 12.7% Page 1

3 2. Hold principals accountable for issues identified in the report. Parents will provide input for the development of Special Education and policies. Principals take ownership and responsibility for effective and services for. Established parent meetings, Advisory Committee meetings, and Advocate meetings Principals' Advisory Committee established Reorganization of School Support Offices continuous Continued parent meetings, Advisory Committee meetings, and Advocate meetings continuous A4E dashboards Continued parent meetings, Initiated meetings with parents of students with in early childhood, Advocate meetings are discontinued, Community Advisory meetings are on hold. continuous A4E dashboards Continued early childhood parent meetings, Implemented autism parent meetings continuous A4E dashboards Continued early childhood parent meetings, and autism parent meetings Special Education report cards developed 3 times a year. Plan developed and updated 3 times a year for each school to monitor A4E principal s dashboard Principals are first point of contact to respond to and resolve parent complaints Principals are the first point of contact to resolve formal and informal parent complaints with support from the Office of Special Principals are the first point of contact to resolve formal Page 2

4 Education Services Costs associated with compensatory or corrective action incurred due to lack of campus systems and oversight are paid by the school and informal parent complaints with support from the Office of Special Education Services Costs associated with compensatory or corrective action incurred due to lack of campus systems and oversight are paid by the school 3. Develop effective models of special education service delivery emphasizing universal design principles. UDL Workstations in place and personnel trained 583 UDL computer workstations in place 604 staff attended professional development Technical support to 83 campuses Additional 50 staff attended professional development Program specialists, managers and senior managers attended UDL Institute to develop capacity District wide capacity building on UDL principles for PowerUp Initiative to include significant 538 Status of UDL computer workstations verified 22 UDL computer workstations transferred & setup for new classes 92 participants attended workshops / Open Labs (Tues & Wed) sessions 43 participants attended campus District wide capacity building on UDL principles for PowerUp Initiative to explore balance of need for accessibility software and maintaining student device security software provided universally throughout the district Partnership with Curriculum and Student Assessment to provide all district level assessments for secondary campuses in a computer based District wide capacity building on UDL principles to develop strategy for providing accessibility drivers on PowerUp student devices to streamline access to Kurzweil for PowerUp student devices 60% participation of students receiving instruction in highly specialized special education in PowerUp Goalbook provided universally throughout the district for all Page 3

5 based trainings 105 schools received technical assistance with using the UDL workstation for student learning accommodated version using software 26 campuses received training on software 529 status of UDL computer workstations verified 23 UDL computer workstations transferred & setup for new classes 41 participants attended Technology Tuesday sessions 48 schools received technical assistance with using the UDL workstation for student learning teachers Partnership with Curriculum and Student Assessment to provide all district level assessments for elementary and secondary campuses in a computer based accommodated version using software Collaboration with the IMAT committees to support the district s provision of accessible instructional materials Initiated replacements to UDL computer workstations as previous units expire Participated in the district wide RFP processes for digital instructional materials and the computerized assessment system Page 4

6 4. Develop specialized inclusive schools for significant. Students with are in inclusive settings. 6.7% 33.6% 9.9% 41.2% 14.4% 43.8% 36.5% 67.5% 56.1% 68.4% 49.0% 48.7% 56.0% 62.8% 65.3% established at one elementary school autism. 7 Schools participated in established at two elementary schools autism 8 schools participated maintained at two elementary schools continue to be autism around the city 19 schools participated in maintained at two elementary schools continue to be autism around the city 28 schools participated in 5. Develop policies, procedures, and practices for dyslexia. The number and percent of students identified with dyslexia will increased. Campus personnel trained to provide dyslexia support will increase. 402 (0.20%) 990 (0.50%) 1,650 (0.80%) 2,276 (1.1%) 3,324 (1.5%) 2,737 3,975 4,004 4,118 4,440 Page 5

7 6. Develop and distribute a comprehensive, easily accessible manual of special education policies and procedures. Consolidate manuals, guidebooks, forms and district resources Developed online Guidelines available on the department website Web-based Guidelines are continuously updated to reflect local, state, and federal policy and practice Web-based Guidelines are continuously updated to reflect local, state, and federal policy and practice Web-based Guidelines are continuously updated to reflect local, state, and federal policy and practice Page 6