2015 Special Education Program Evaluation Progress Report

Transcription

1 2015 Program Evaluation Progress Report 1. Develop outcomebased school monitoring systems for students The percent of initial evaluations completed within 45 school days of 88.0% 84% 96.4% 97.3% with. receipt of parental consent will * TEA changed methodology The percent of students younger than age 3 who are evaluated, found eligible, and who have an IEP developed and 92.0% 99.7% 99.8% 99.6% implemented by their third birthdays will The percent of annual ARD/IEP meetings held within timelines will 93.0% 95.38% 96.4% 96.0% The percentage of participating in employment opportunities will 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. No Data 221 Employers: 150 Students in CBVI: 232 Agencies: Employers: 205 Students in CBVI: 268 Agencies: Employers: 223 Students in CBVI: 251 Agencies: % 8.0% 7.4% % 16.1% 14.9% 13.9 Parents will provide input for the development of Established parent Continued parent Continued parent Continued early childhood parent Page 1

2 2015 Program Evaluation Progress Report programs and policies. 2. Hold accountable for issues identified in the report. Principals take ownership and responsibility for effective programs and services for. Advisory Committee and Advocate meetings Principals' Advisory Committee established Reorganization of School Support Offices Advisory Committee and Advocate meetings Initiated meetings with parents of in early childhood programs, Advocate meetings are discontinued, Community Advisory meetings are on hold. Implemented autism parent meetings 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 Page 2

3 2015 Program Evaluation Progress Report 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 and managers/senior managers attended UDL Institute to develop capacity District wide capacity building on UDL principles Partnership with IT 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 District wide capacity building on UDL principles Partnership with IT for PowerUp Initiative to explore balance of need for accessibility software and maintaining student device security Kurzweil 3000 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 accommodated Page 3

4 2015 Program Evaluation Progress Report 43 participants attended campus based trainings 105 schools received technical assistance with using the UDL workstation for student learning version using Kurzweil 3000 software 26 campuses received training on Kurzweil 3000 software 529 status of UDL computer workstations verified 23 UDL computer workstations transferred & setup for new classes 41 participants attended Technology Tuesday sessions 4. Develop specialized inclusive schools for significant. Students with are in inclusive settings. 6.7% 9.9% 14.4% 48 schools received technical assistance with using the UDL workstation for student learning 17.0% 33.6% 41.2% 43.8% 67.5% 49.0% 48.7% 56.0% 62.8% Page 4

5 2015 Program Evaluation Progress Report RDSPD for students RDSPD for students RDSPD for students deaf & hard of hearing deaf & hard of hearing deaf & hard of hearing programs established at one elementary school programs established at two elementary schools programs maintained at two elementary schools 5. Develop policies, procedures, and practices for students with dyslexia. 6. Develop and distribute a comprehensive, easily accessible manual of special education policies and procedures. The number and percent of students identified with dyslexia will increased. Campus personnel trained to provide dyslexia support will autism. 7 Schools participated in inclusive preschool program autism 8 schools participated inclusive preschool program continue to be autism around the city 19 schools participated inclusive preschool program 402 (0.20%) 990 (0.50%) 1,650 (0.80%) 2276 (1.1%) 2,737 3,975 4, Consolidate manuals, guidebooks, forms and district resources Developed online Operating Guidelines available on the department website Web-based Operating Guidelines are continuously updated to reflect local, state, and federal policy and practice Web-based Operating Guidelines are continuously updated to reflect local, state, and federal policy and practice Page 5