Project Parkway Special Education Advisory (Students with Disabilities) September 19,

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1 Project Parkway Special Education Advisory (Students with Disabilities) September 19,

2 Parkway Mission and Goals The mission of the Parkway School District is to ensure all students are capable, curious and confident learners who understand and respond to the challenges of an everchanging world. Goal #1: All students are capable learners who transfer their prior learning to new demands, in and out of school. Goal #2: All students are curious learners who understand and respond to the challenges of an everchanging world. Goal #3: All students are confident learners who are increasingly self-directed, skilled, and persistent as learners. 2

3 Parkway Mission and Goals Goal #4: Develop and support strong professional communities that utilize data, knowledge, experience and research to improve practice and accomplish goals. Goal #5: Recruit, employ, develop and retain an exceptional staff dedicated to and representative of Parkway's diverse community. Goal #6: Responsibly and efficiently allocate resources including finances, facilities, personnel and time. 3

4 SSD Mission and Objective Parkway Region Region Mission: In collaboration with the Parkway School District community, the mission of our region is to increase achievement of students receiving special education services (K-age 21) by utilizing researchbased/validated, data-driven interventions and implementing with fidelity. Region Objective: Improve implementation of a system of continuous improvement for Parkway that includes a data driven performance management system with corresponding measures and monitoring process. 4

5 Advisory Team Input from staff, parents, the community, and, when possible, students is needed as Parkway implements its Strategic Plan/Comprehensive School Improvement Plan (CSIP) AND conducts a program evaluation of the Parkway Special Services Department and the special education program in Parkway. Members of the advisory team are encouraged identify area(s) of interest and/or concern they want the team to address. 5

6 Missouri State Plan for Special Education - Regulations Implementing Part B of the Individuals with Disabilities Education Act "Based upon the division of responsibility for educational services resulting from the creation of a special school district, three (3) forms of compliance can be identified." 1) Direct Compliance: The SSD has responsibility for both policy development and implementation of the federal requirements. 2) Joint Compliance: Certain issues require joint cooperation between the SSD and Parkway in order for there to be full compliance with the requirements of IDEA. 3) Separate Compliance: A third category of compliance will be matters of separate compliance in which the SSD OR Parkway is responsible for compliance. 6

7 Section 504 of the Rehabilitation Act of 1973 Parkway is solely responsible for implementation of Section 504 for students, parents, patrons when unrelated to the IDEA. Parkway s Director of Special Services and the Special Services Department are responsible in Parkway for both Section 504 and the IDEA and serve as the liaison to the SSD. The Section 504 referral, evaluation, and eligibility process are jointly implemented by both Parkway's Special Services and Health Services Departments. Schools are responsible for referrals for evaluation and the development/implementation of accommodations when needed by an eligible student under Section 504. Parkway receives no local, State, or Federal funds for either the IDEA or Section

8 ALL Public School Students (interventions/supports as needed) IDEA (special education & related services needed) Section 504 ONLY (disability accommodations and services) 8

9 Parkway Students Receiving Special Education Services in (December, 2010 "Child Count") # of Kg year olds with Individuals with Disabilities Education Improvement Act (IDEA) disabilities attending Parkway schools 2,935 % of Kg year olds with IDEA disabilities attending Parkway Schools 16.80% NOTE: Early Childhood Special Education (ECSE) students and those attending separate facilities NOT reported by/attributed to Parkway. Special School District (SSD) of St. Louis County provides ECSE services to eligible Parkway residents and reports students not in Parkway schools. 9

10 Parkway Students Receiving Early Childhood Special Education Services End of End of Self-Contained ECSE: Integrated ECSE: Team-Taught: Itinerant ECSE: SLP Itinerant (speech/lang. only): Total Students:

11 Parkway Students Receiving Special Education Services in (December, 2010 "Child Count") "PRIMARY" Disabilities Of IDEA Students In Parkway Schools Specific Learning Disabilities (SLD) 4.88%* Other Health Impairments (OHI) 3.26%* (most ADHD) Speech Impairments (SI) 2.12%* Autism (AU) 1.98%* Language Impairments (LI) 1.75%* * Percentage of total District school-age enrollment NOTE: Many students have more than one (1) diagnosis. Primary "diagnosis" may NOT always reflect primary "disability." 11

12 Parkway Students Receiving Special Education Services in (December, 2010 "Child Count") "PRIMARY" Disabilities Of IDEA Students In Parkway Schools Emotional Disturbance (ED) 1.01%* Intellectual Disabilities (ID) 0.66%* Young Child with a Developmental Delay (YCDD) 0.48%* Hearing Impairments (HI) 0.40%* Multiple Disabilities (MD) 0.19%* Orthopedic Impairments (OI) 0.05%* Traumatic Brain Injury (TBI) 0.03%* Visual Impairment (VI) 0.01%* * Percentage of TOTAL District school-age enrollment 12

13 Parkway Students Receiving Special Education Services in (December, 2010 "Child Count") "PRIMARY" Disabilities Of IDEA Students In Parkway Schools Specific Learning Disabilities (SLD) 29.0%* Other Health Impairments (OHI) 19.4%* (most ADHD) Speech Impairments (SI) 12.6%* Autism (AU) 11.8%* Language Impairments (LI) 10.4%* * Percentage of TOTAL school-age STUDENTS WITH IEPS NOTE: Many students have more than one (1) diagnosis. Primary "diagnosis" may NOT always reflect primary "disability." 13

14 Parkway Students Receiving Special Education Services in (December, 2010 "Child Count") "PRIMARY" Disabilities Of IDEA Students In Parkway Schools Emotional Disturbance (ED) 6.0%* Intellectual Disabilities (ID) 3.9%* Young Child with a Developmental Delay (YCDD) 2.9%* Hearing Impairments (HI) 2.4%* Multiple Disabilities (MD) 1.1%* Orthopedic Impairments (OI) 0.3%* Traumatic Brain Injury (TBI) 0.2%* Visual Impairment (VI) 0.03%* * Percentage of school-age STUDENTS WITH IEPS 14

15 Parkway Students Receiving Special Education Services in (December, 2010 "Child Count") "Level of Service" of School-Age Students with IEPs In Parkway Schools Inside the Regular Class: 80 percent or more of the day 72.1% of students with IEPs 40 percent to 79 percent of the day 21.12% of students with IEPs less than 40 percent of the day 6.44% of students with IEPs NOTE: As of the start of the school year, 77 Parkway students (2.56% of ALL students with IEPs) were served in separate (day) facilities outside of Parkway because of the nature and/or severity of their disabilities. 15

16 Parkway Students Receiving Special Education Services Graduation Rate Parkway 91.27% State Of Missouri 80.72% ( ) Dropout Rate Parkway 1.72% State Of Missouri 4.10% ( ) More information and data available from: MO Department of Elementary and Secondary Education (MO DESE) - Office of Special Education: MO DESE School Data and Statistics: 16

17 Parkway Students Receiving Special Education Services Specialized Programs/Centers Autism and/or Applied Behavioral Analysis (ABA) Bellerive Elementary Carman Trails Elementary Claymont Elementary Henry Elementary Mason Ridge Elementary Shenandoah Valley Elementary Wren Hollow Elementary Central Middle South Middle Central High South High Northeast Middle Southwest Middle North High West High NOTE: Many students with autism, as well as most other disabilities, are served throughout the District in their neighborhood schools with a variety of "levels of service." 17

18 Parkway Students Receiving Special Education Services Specialized Programs/Centers Social/Emotional/Behavioral (KEYS) Wren Hollow Elementary Southwest Middle West Middle Central High North High West High Deaf/Hard of Hearing Bellerive Elementary West Middle West High Multiple Disabilities Highcroft Ridge Elementary West Middle West High 18

19 Parkway Students Receiving Special Education Services Specialized Programs/Centers Speech/Apraxia Hanna Woods Elementary Language Impairment Pierremont Elementary Early Childhood Special Education (ECSE) Barretts Elementary Carman Trails Elementary Instructional Services Ctr. Oak Brook Elementary Parkway Early Childhood Ctr. River Bend Elementary Wren Hollow Elementary 19

20 Section 504 & the ADA Amendments Act of 2008 As a result of the ADA Amendments Act of 2008, it an increased number of students will need to be considered, evaluated, and identified as having disabilities under Section 504. Provides a clear and comprehensive national mandate for the elimination of discrimination against individuals with disabilities and broad coverage and scope of protection. Rejects the concept that ameliorative effects of mitigating measures may be used when determining a substantial limitation impairment must prevent or severely restrict the person from doing activities that are of central importance to most people s daily lives. Takes the position that defining the term substantially limits as significantly restricted is too high a standard and inconsistent with congressional intent. Expands/adds examples of major life activities. 20

21 Eligibility Under Section 504 Who Qualifies Under Section 504? any person who (i) (i) (i) has a physical or mental impairment which substantially limits one or more major life activities, has a record of such an impairment, or is regarded as having such an impairment. 21

22 Eligibility Under Section 504 It is likely that identified/qualifying students will fall into three (3) categories: 1) Students who have a substantial limitation in a major life activity, BUT mitigating measures are in use and effective, impairment is in remission/episodic, and/or the natural and general supports are sufficient, AND they have access to and benefit from their educational opportunities (FAPE) WITHOUT individualized and/or specially designed accommodations. 22

23 Eligibility Under Section 504 It is likely that identified/qualifying students will fall into three (3) categories: 2) Students who currently have a substantial limitation in a major life activity BUT their needs are met by "routinely provided" services, instructional strategies, interventions, supports, AND they have access to and benefit from their educational opportunities (FAPE) WITHOUT individualized and/or specially designed accommodations. 23

24 Eligibility Under Section 504 It is likely that identified/qualifying students will fall into one of three (3) categories: 3) Students who do exhibit a current substantial limitation in a major life activity and a demonstrated need for individualized and/or specially designed accommodations in order for access to and benefit from their educational opportunities (FAPE). NOTE: All three (3) types of eligible students are protected from discrimination and guaranteed FAPE. 24

25 Special Services Department & Special Education Program Evaluation Dr. Nathan Tyson Parkway Program Evaluation August 10, 2011 BOE Presentation 25

26 Main Topics For Evaluation Instructional practices & "Progress Monitoring" Student outcomes o academic o behavior Collaboration with parents, students, staff, and districts Student/faculty profiles Process o IEPs, transition, services, diagnostics/disability identification 26

27 Instructional Practice & Progress Monitoring How are instructional practices determined? How is progress monitored? o How often? o What data is used? o What is the plan if progress is not made? What differentiation practices are being implemented? o How is differentiation defined? o How are differentiation practices determined/communicated among the team? What general education staff development focuses on special education needs, including the use of best instructional practices? How are specific interventions determined or decided upon for individual students. o Is there a follow-up collaborative plan to implement and monitor effectiveness of interventions? o Is there a plan to generalize?, If so, what is the plan to generalize interventions? 27

28 Student Outcomes (Behavior/Academic) IEP/subgroup performance on MAP/MAP-A/EOC? o other measures (common assessments, GPA, graduation rates, other tests)? What measures do we have for social/emotional/behavioral status, progress & needs? To what extent are students with disabilities accessing AND benefitting from both general education and/or special education programs? What are the outcomes for kids whose needs are not addressed through the general education curriculum? 28

29 Collaboration (Parents/Schools/Districts) Is communication between parents and schools effective? Do teachers have opportunities during the day to collaborate with colleagues? What is the most effective and/or the most desired means of collaboration? Do teachers/schools share data with the appropriate stakeholders? Do teachers/parents believe their voices/contributions are wellreceived in their respective schools? Do parents have avenues for collaborating in their respective school communities? Are these avenues communicated to parents? 29

30 Student/Faculty Profile How many students with IEP s/504 s? Frequency of referrals? Outcomes (eligible, not eligible) of evaluations? Number of programs? Location of programs? Demographics of students? Number of staff? Service of students outside Parkway? 30

31 Process (IEP, Transition, Services) How are services determined during the IEP process? How are IEP goals implemented? Evaluated? How often are evaluations challenged by parents/guardians? (IEP implementation?) Who are the vital participants in transition IEPs? On the continuum of special education services, how do we communicate the appropriate transition path? Are IEPs being implemented with fidelity? How are related services and support services determined? What is the general education teacher s role in the IEP process? (other staff roles/responsibilities?) Are all appropriate interventions/programs available to all students? 31

32 Collaborative Process Parkway wants as many people as possible & practical to be involved in program evaluations (e.g., teachers, department chairs, building administrators, district administrators, parents, students, community) Greater levels of collaboration will o increase individual and organizational learning o increase communication o increase stakeholder involvement 32

33 Process (IEP, Transition, Services) Input needed from a cross section of parents and community, not only the parents of students with disabilities under the IDEA and/or Section 504. What is working and should continue? What needs improvement? What is needed and not in place? What changes/recommendations are appropriate? 33

34 Process (IEP, Transition, Services) Input is needed through: Surveys Advisory process Phone and (Special Services Department, SSD Parkway Region) PACCD - Friends/neighbors networks 34

35 Opportunities For Input Future meetings Project Parkway Meeting November 14, 2011 Parkway BOE meeting March 14, 2012 PACCD meetings Contacts Dr. Steve Colombo, Parkway Director Marie Burke, SSD Director Dr. Nathan Tyson, Coordinator of Program Evaluation

36 SUMMARY Feedback Questions Comments Discussion 36