Sowmya Kumar Assistant Superintendent, Special Education

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1 Sowmya Kumar Assistant Superintendent, Special Education

2 Minimize impact of disability and Maximize opportunities for children with disabilities to participate in education in their natural communities 2

3 To support students with disabilities in gaining college and career readiness skills through active engagement in grade level curriculum. 3

4 Response to Intervention Eligibility based on assessment data from a variety of sources 13 categories of eligibility Free, appropriate public education Least restrictive environment Individualized education program Meaningful educational benefit 4

5 ,508 20,226 18,232 16,918 16,503 16, % 10.0% 9.1% 8.4% 8.1% 8.0% 5

6 HISD Population Asian Afr Amer Hispanic Amer Ind Pacific Islander White 6

7 Special Education Population Asian Afr Amer Hispanic Amer Ind Pacific Islander White 7

8 Special Education Comparisons HISD Special Education 8.18% USA Special Education 11.18% General Education 91.82% General Education 88.82% Texas Special Education 9.04% Dallas Special Education 7.80% General Education 90.96% General Education 92.20% 8

9 Categories in Special Education Spch=12.2% Spch Aut=6.4% Aut Hear=2.1% Hear Orth Orth=1.5% OHI OHI=9.0% Vis Vis=0.8% MR ED MR=12.0% ED=4.7% LD LD=50.1% 9

10 Identification Overall, African American students in HISD tend to be overrepresented in Special Education, relative to their non- African American peers. 10

11 What did we find? African American students in HISD elementary and high schools were more likely to be identified as Emotionally Disturbed in schools with relatively few African American students than in schools with relatively many. 11

12 In Special Education as a whole: Elementary School Non-African American African American Controls: Free/reduced lunch, enroll ment, school racial composition, charter status Odds Ratio = 1.65 n=111,817; p=

13 Among children with Mental Retardation: Elementary School Non-African American African American Controls: Free/reduced lunch, enroll ment, school racial composition, charter status Odds Ratio = 2.24 n=111,817; p<

14 Among children with Emotional Disturbance: Middle School Non-African American African American Controls: Free/reduced lunch, enroll ment, school racial composition, charter status Odds Ratio = 4.16 n=37,851; p<

15 Among children with Emotional Disturbance: Elementary School In a school where African Americans represent a relatively small portion (4%) of the student body: In a school where African Americans represent a relatively large portion (38%) of the student body: Controls: African American Odds Ratio = 4.21 Non-African American African American Odds Ratio = 2.61 Free/reduced lunch, enroll ment, school racial composition, charter status n=113,935; p=

16 Where do Students with Disabilities Learn? Compared with Special Education students in the state of Texas and in districts nationwide, a larger proportion of Special Education students in HISD spend little to none of their day in mainstream settings. 16

17 Student Placement Percentage of Special Education students who spend all or most* of their day in mainstream settings: 80% 70% 60% 50% 50.49% 66.68% 58.49% 40% 30% 20% 10% 0% HISD Texas USA 17

18 Student Placement (continued) Percentage of LD students who spend all or most of their day in mainstream settings: 80% 71.24% 70% 65.39% 61.58% 60% 50% HISD Texas USA 18

19 Student Placement (continued) Percentage of MR students who spend all or most of their day in mainstream settings: 20% 17.32% 10% 8.48% 4.99% 0% HISD Texas USA 19

20 Student Placement (continued) Percentage of Special Education students who spend little to none* of their day in mainstream settings: 30% 21.57% 20% 10% 12.18% 14.90% * 40% or less 0% HISD Texas USA 20

21 Student Placement (continued) Percentage of ED students who spend little to none of their day in mainstream settings: 40% 32.91% 30% 23.10% 20% 16.60% 10% 0% HISD Texas USA 21

22 Statewide Assessments Percentage of Special Education students who take modified (TAKS-M) or alternate (TAKS-Alt) tests: 60% 56.20% 50% 47.50% 50.10% 40% HISD Texas Dallas 22

23 Why is this important? According to No Child Left Behind: No more than 1% of students should take Alternative assessments No more than 2% of students should take Modified assessments In HISD, this figure is 1.3% In HISD, this figure is 4.7% TAKS-Alt TAKS-M These students are outside of the standard accountability system. In HISD, this 6% of students translates to 56% of all students in Special Education. Chapter 3 - Assessment 23

24 Statewide Assessments (continued) The vast majority of students in HISD who take the TAKS-M are students identified as having a Learning Disability. 24

25 Statewide Assessments (continued) Of the students with Learning Disabilities in HISD, African American and Hispanic students are more likely than White students to take the TAKS-M. 25

26 Who takes the TAKS-M? Elementary School MR 7% LD 67% OHI 11% n=118,330 Chapter 3 - Assessment 26

27 Who takes the TAKS-M? Middle School MR 6% ED 8% OHI 10% LD 69% n=38,558 Chapter 3 - Assessment 27

28 Who takes the TAKS-M? High School MR 13% ED 8% LD 66% OHI 6% n=50,640 Chapter 3 - Assessment 28

29 Among children with Learning Disabilities: Elementary School Hispanic Odds Ratio = 2.30 White African American Odds Ratio = 2.41 Controls: LEP status, free/r educed lunch, enroll ment, school racial composition, charter n=1,090; p<0.01 Chapter 3 - Assessment 29

30 Among children with Learning Disabilities: Middle School Hispanic Odds Ratio = 2.48 White African American Odds Ratio = 5.82 Controls: LEP status, free/r educed lunch, enroll ment, school racial composition, charter n=1,572; p<0.01 Chapter 3 - Assessment 30

31 Among children with Learning Disabilities: High School Hispanic Odds Ratio = 1.33 White African American Odds Ratio = 2.21 Controls: LEP status, free/r educed lunch, enroll ment, school racial composition, charter n=2,325; p<0.01 Chapter 3 - Assessment 31

32 Performance Outcomes How do HISD students with disabilities perform on standardized measures of achievement? Finding 1. There is variability in performance on the Stanford both between and within categories of Special Education designation. Finding 2. There is a test score gap between African American and non-african American students with disabilities in HISD. Finding 3. Special Education students who spend more of their day in mainstream settings tended to have higher Stanford scores. 32

33 What did we find? After controlling for relevant student and school characteristics, African American students with LD, ED and OHI earned lower scores on the Stanford ELA and Math tests, on average, than Hispanic, White and Asian students in the same disability category 33

34 What did we find? Controlling for relevant student and school level characteristics, average performance on the Stanford 10 tended to be higher for students who spent more of their day with their typically developing peers. 34

35 What are the setting categories? Mainstream Mostly Mainstream Somewhat Mainstream Little to No Mainstream 100% mainstream 80-99% mainstream 40-79% mainstream 0-40% mainstream Chapter 4 - Performance35

36 Among children with Learning Disabilities: The average score on the Stanford ELA was 586 points. Elementary School Mainstream 100% mainstream Mostly Mainstream 80-99% mainstream Mostly Mainstream students, on average, scored 14 points lower. p<0.001 This is over 1/3 of a standard deviation. Controls: Race, gender, school percentage free lunch, and school enrollment Chapter 4 - Performance36

37 Among children with Learning Disabilities: The average score on the Stanford ELA was 586 points. Elementary School Mainstream 100% mainstream Somewhat Mainstream 40-79% mainstream Somewhat Mainstream students, on average, scored 30 points lower. p<0.001 This is over 4/5 of a standard deviation. Controls: Race, gender, school percentage free lunch, and school enrollment Chapter 4 - Performance37

38 Among children with Learning Disabilities: The average score on the Stanford ELA was 586 points. Elementary School Mainstream 100% mainstream Little to No Mainstream 0-40% mainstream Little to No Mainstream students, on average, scored 31 points lower. p<0.001 This is over 4/5 of a standard deviation. Controls: Race, gender, school percentage free lunch, and school enrollment Chapter 4 - Performance38

39 Among children with Learning Disabilities: Elementary School Mostly Mainstream 80-99% mainstream Somewhat Mainstream 40-79% mainstream Somewhat Mainstream students, on average, scored 16 points below their Mostly Mainstream peers. Controls: Race, gender, school percentage free lunch, and school enrollment Chapter 4 - Performance39

40 40

41 1. Effective teacher in every classroom 2. Effective principal in every school 3. Rigorous instructional standards and supports 4. Data driven accountability 5. Culture of trust through action 41

42 Beliefs Vision Purpose Strategic Intent Goals Core Values ages/pdf/beliefsgoals2010.pdf 42

43 43

44 High standards for staff and students Commitment to ongoing compliance Focus on targeted data for program improvement Collaboration and support from central and field offices for parents, students, teachers 44

45 Department Reorganization Results of the program evaluation by Thomas Hehir and Associates ARD/IEP data management system by Public Consulting Group Comprehensive program improvement plan that drives the department s work Students with disabilities included in the state accountability system 45

46 Data conversations at all levels Reevaluation of students with disabilities that are in mostly mainstream settings and those that have not been retested in over 6 years Greater number of integrated settings Clearer understanding of appropriate accommodations for instruction and assessment Access to technology that conforms to Universal Design Learning principles 46

47 Developed by Education For the Future 47

48 Developed by Education For the Future 48

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