Office of Special Populations: Interventions and Office of Special - - PowerPoint PPT Presentation
Office of Special Populations: Interventions and Office of Special Education Services Date: 10/30/2018 Presenters: Hannah Harvey, Director of Interventions Dr. S. Lachlin Verrett, Assistant Superintendent of Special Education Interventions
Date: 10/30/2018 Presenters: Hannah Harvey, Director of Interventions
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2017-2018 Continued for 2018-2019
Central Office Support: Program Manager Implementation Manager (APEX Learning) Grad Labs
recovery
High School) Graduation Coaches
Virtual Schools
school credit (APEX) Central Office Support: Program Manager Implementation Manager (APEX Learning) Grad Labs
recovery
School) Graduation Coaches
Virtual Schools
credit (APEX)
*New for 2018-2019
French and Spanish
instruction to 16 languages for students (refer to supplemental documents)
Program Description:
academically unsuccessful, who are two or more years below grade level.
for academic recovery and targeted interventions.
Central Office Support
Learning Paths (ILP) for students in Math and Reading for intervention.
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Staff
Dyslexia Leads
access to relevant professional development opportunities.
Annual Review and Dismissal Committees (ARD). Dyslexia Interventionists
minutes per group).
through partnership with Neuhaus. Data & Progress Monitoring
Monitoring Tool located in EasyIEP.
nine weeks and secondary students every six weeks.
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District RTI Protocol
AIR Recommendation 1
Campus-based IAT Guidelines
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Interventions Office Professional Development Trainings
Training Title Audience Date Intervention Assistant Team Liaisons IAT Liaisons June 18-19, 2018 Interventions TDS Learning Series Liaisons July 11-12, 2018 Year 2 Interventions Launch Campus IAT Liaisons August 6,7 and 9, 2018 Graduation Coach Monthly Meeting Graduation Coaches and Grad Lab Monitors
October 10, 2018 Neuhaus Training Dyslexia Leads & Interventionists August 22-24, 2018 Corrective Reading Reading Intervention Teachers September 8, 2018 Reading Mastery Reading Intervention Teachers September 8, 2018 Read to Achieve Reading Intervention Teachers September 8, 2018 Read to Achieve Reading Intervention Teachers September 21, 2018 Corrective Reading Reading Intervention Teachers September 21, 2018 Corrective Reading Reading Intervention Teachers September 29, 2018 Read to Achieve Reading Intervention Teachers September 29, 2018 Dyslexia Progress Monitoring Central office Interventionist October 5, 2018 Neuhaus Training Dyslexia Leads & Interventionists October 12 & 19, 2018 Dyslexia Cohort Updates Campus Based Interventionists October 12, 2018 Esperanza Training Dyslexia Leads & Interventionists October 15 &16, 2018 504 Updates ES, MS & HS Campus 504 Leaders October 17 & 18, 2018 Read to Achieve Reading Intervention Teachers October 19, 2018 Reading Mastery Reading Intervention Teachers October 19, 2018 IAT Liaison Professional Development BOY IAT Liaison October 25, 2018 Edgenuity- MyPath Overview Middle School Principals / Open Audience October 11, 19, 22, 24 & 25, 2018 Edgenuity- Getting Started Middle School Principals / Open Audience October 19, 22, 24 & 25, 2018
Interventions Assistance Team and Dyslexia
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AIR Recommendation 1
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2017-2018 Continued for 2018-2019
assist with implementation
received multiple trainings around tiered instruction and IAT functions
for reading and math interventions
assist with implementation
received multiple trainings around tiered instruction and IAT functions
reading and math interventions
*New for 2018-2019
reading intervention resources to campuses
and writing course
access to designated supports for local and state test administrations
appropriate interventions and progress monitoring
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Collaboration and Alignment with Special Education
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The Mission of the Office
Services is to provide support and guidance to parents, teachers, campus leaders and other stakeholders that directly improves student outcomes while removing barriers and raising expectations for students with disabilities.
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The Vision of the Office of Special Education Services is for students with disabilities to receive an exceptional education that will allow them to achieve their highest educational level and reach their greatest potential as caring, responsible, and independent citizens.
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campuses to address inequity of services available to students with disabilities across the district.
in School Psychology (LSSP) were hired to provide additional direct support for evaluation services.
has been created to build campus leader capacity to monitor and lead service delivery to struggling students and students with disabilities.
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15,500 15,266 213,014 209,408 50,000 100,000 150,000 200,000 250,000 PEIMS October 2017 Fall Resubmission Source- SPED: IBM Cognos data warehouse, 10/18/2018; Districtwide: 10/19/18 Membership Reporting) Number of SPED Students SPED Districtwide
7.3% 7.3%
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Primary Disability 01 Orthopedic Impairment 02 Other Health Impairment 03 Auditory Impairment 04 Visual Impairment 05 Deaf-Blind 06 Intellectual Disability 07 Emotional Disturbance 08 Learning Disability 09 Speech Impairment 10 Autism 13 Traumatic Brain Injury 14 Non-Categ Early Childhood N/A Number of Students Number of Teachers Alcott Elementary 1 1 3 1 6 3 3 1 2 21 2 Almeda Elementary 9 4 1 1 10 17 3 45 3 Anderson Elementary 10 4 4 4 12 3 37 3 Arabic Immersion Magnet School 1 1 8 10 * Ashford Elementary 9 4 4 9 8 7 41 5 Askew Elementary 6 1 12 3 8 7 6 43 3 Atherton Elementary 12 1 10 9 3 8 4 47 3 Attucks Middle School 17 14 7 22 2 3 65 8 Austin High School 3 16 4 27 10 115 4 17 1 1 198 13 Barrick Elementary 10 4 12 11 3 40 2 Bastian Elementary 1 14 3 1 7 12 15 5 58 4 Baylor College of Medicine Acd 4 1 23 28 2 Bell Elementary 3 9 11 8 16 3 1 51 4 Bellaire High School 2 34 4 22 9 112 35 1 219 14 Bellfort ECC 2 2 12 4 20 1Refer to Supplemental Documents for complete campus list.
Refer to supplemental documents.
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Note: Results reflect combined STAAR, STAAR Spanish, and STAAR Alternate 2.
44.6 37.1 39.6 37.1 30.3 47.2 41.5 39.6 30.6 27.1 20 40 60 80 100 Mathematics Reading/ELA Science Social Studies Writing % At or Above Approaches
SPED PBMAS Indicator 1: STAAR 3-8
2017 2018
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71.0 63.3 71.3 45.9 55.2 75.4 65.4 66.7 49.1 55.4
40.0 60.0 80.0 100.0 Mathematics Reading/ELA Science Social Studies Writing
% At or Above Approaches SPED PBMAS Indicator 2: Yr After Exit, STAAR 3-8
2017 2018
Note: Results reflect combined STAAR and STAAR Spanish.
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39.9 23.7 48.0 56.8 43.5 26.8 49.4 58.2 20 40 60 80 100 Mathematics (Algebra I) English Language Arts (English I and II) Science (Biology) Social Studies (U.S. History)
% At or Above Approaches SPED PBMAS Indicator 3: STAAR EOC
2017 2018
Note: Results reflect combined STAAR and STAAR Alternate 2.
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Note: Results reflect combined STAAR, STAAR Spanish, and STAAR Alternate 2.
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Note: Results reflect combined STAAR, STAAR Spanish, and STAAR Alternate 2.
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Note: Results reflect combined STAAR, STAAR Spanish, and STAAR Alternate 2.
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Note: Results reflect combined STAAR, STAAR Spanish, and STAAR Alternate 2.
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Note: Results reflect combined STAAR English, STAAR Spanish, and STAAR Alternate 2.
34 Note: The sample size for the North Area was less than 5 students. Results reflect combined STAAR and STAAR Alternate 2.
35 Note: The sample size for the North Area was less than 5 students. Results reflect combined STAAR and STAAR Alternate 2.
36 Note: The sample size for the North Area was less than 5 students. Results reflects combined STAAR and STAAR Alternate 2
37 Note: The sample size for the North Area was less than 5 students. Results reflects combined STAAR and STAAR Alternate 2
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Special Education Ad Hoc Recommendations Office of Special Education Services (OSES) Actions Response to the AIR Report A three-year Strategic Plan was developed, feedback was provided by AIR and integrated in the final draft of the plan. Revise HISD’s Site-Based Decision Making Committee (SDMC) Policy OSES will work with the Superintendent to submit draft policy update to board policy committee. Update Policy to Reflect Guiding Principles Regarding Inclusive Education Practices A cross-functional committee will be established to review all policies that impact students align to guiding principles regarding inclusive practices. (Refer to supplemental document.)
Special Education Ad Hoc Recommendation Office of Special Education Services (OSES) Action Oversight of Professional Development Systems OSES partners with Leadership Development to ensure that all Principals are automatically enrolled in Special Education sessions provided at monthly Principals’ meetings. OneSource is used to track attendance at all Special Education training offerings. Data Disaggregation OSES will present to Board of Trustees three times per year to review data for students with
Accountability to ensure that performance of students with disabilities is disaggregated on data reports.
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The Office of Special Education Services Framework is a fluid framework that guides the services we provide to parents, teachers, campus leaders and other
ensure every student can be a successful learner.
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AIR Recommendation 2
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Parent Tools Parent Training Parent Voice
EasyIEP parent portal allows parents electronic access and opportunities to provide feedback on ARD documents. Parent Summits - Bi-annual learning and networking summits. Special Education Advisory Committee meetings held quarterly to solicit stakeholder feedback on OSES service delivery OSES electronic Comment Card communication tool allows parents to ask questions on topics such as IEP/ARD process or voice concerns to get timely follow-up from OSES. OSES presentations at select Parent Universities to provide tools related to Special Education services OSES Parent Liaisons - partner with parents to provide immediate support and to collaborate on resolutions. Autism parent meetings and trainings held quarterly to support parents of students with autism
AIR Recommendation 3
Instruction Data Disaggregation Resources Campus Response Teams provide immediate and direct support in the areas of instruction and behavior for students with disabilities. OSES staff were trained in lead4ward tools and resources to support campuses with analysis and interpretation of data related to improving
Goalbook empowers teachers to transform instruction and successfully shape student behavior by strengthening lesson planning, assessment and access. OSES program specialists, teacher development specialists and curriculum specialists provide instructional coaching, mentoring, and support. OSES engages SPED teachers in the use of the A4E Dashboard data tools to plan instructional goals OSES supports teachers with the use of Specially Designed Instruction to support students in accessing the general curriculum. OSES itinerant teachers create equity in Special Education services among campuses and school areas with low numbers of students with disabilities. OSES deploys Campus Response Teams to for Data Compliance (monitoring folders, support with ARD/IEP planning process, etc.) OSES supports teachers with Universal Design for Learning (UDL) to increase access to the general curriculum for students with disabilities. Itinerant Transition Coaches support students and teachers participate in post-secondary planning and education. OSES offers ongoing Easy IEP training and support to assist teachers with data management as they navigate through the ARD/IEP process. OSES supports teachers in the utilization of the Unique Learning System, which is designed specifically to help students with disabilities access the general education curriculum. OSES participates in Community of Practice School Visits with a targeted focus of improving instruction for students with disabilities. OSES staff received training in Performance- Based Monitoring Analysis (PBMAS) to support campus-level awareness of how data for SWDs impacts overall campus and district accountability. OSES Curriculum Specialists provides instructional accommodations and supports for students with disabilities across content areas. OSES offers ongoing training in Standards based IEPs to assist teachers in developing IEPs based on student data.
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Instruction Resources
OSES partnered with agencies to hire three Board Certified Behavior Analysts (BCBAs) - In Progress. Training on Sanford Harmony – a resource for providing social emotional learning (SEL) supports to students Restorative Discipline: Community Building Circles promote the importance of relationships. Goalbook provides behavioral and SEL tools that support teachers and campus leaders to shape behaviors of students with disabilities. Crisis Prevention and Intervention (CPI) Training provides preventative strategies and de- escalation strategies to respond to crises. Behavior itinerant teachers provide coaching, modeling, feedback, and support for BSC teachers around creating classroom and school safety plans. Campus Response Team for Behavior provides immediate and direct support to campuses to address behaviors of students with disabilities. LSSPs directly support campuses to identify tools to address behaviors of students with disabilities and to develop behavior support plans for intervention.
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School Leaders Teachers Central Office
Monthly principals meetings learning sessions include: Child Find, Coaching Indicators Tool, Full Individual Evaluation, and Co-Teaching Model with a Focus on Literacy Routines. Teach SPED U: Support for first year teachers and teachers new to the field of special education in effective instructional strategies that increase student performance. OSES staff has received Authentic Instructional Rounds training designed to improve the quality of feedback and instructional support provided to special education teachers and leaders. 1st year Principals and Assistant Principals Cohorts receive relevant and timely trainings related to Special Education services during monthly cohort meetings. Job-embedded coaching provided by special education staff during early dismissal and extended day PD to support lesson planning and instruction. OSES launched an Aspiring Program Specialists Cohort designed to build a network of qualified professionals to step into OSES leadership roles when
On-Site Coaching – customized support from OSES staff to school leaders in the areas compliance, instruction, and/or behavior. Monthly Department Chair trainings provide updates, strategies, and resources to improve academic outcomes for students with disabilities. OSES received training in Facilitative Leadership to strengthen the capacity of PLCs in planning effective instruction. OSES launched an Aspiring Department Chair Cohort to grow and develop future leaders in the areas critical to special education. Ongoing training for both general and special education teachers around effective models of collaborative teaching. Senior Managers engage in Area Office leadership team meetings to provide
implementation on campuses.
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AIR Recommendation 4 and Ad Hoc Recommendation 4
Refer to supplemental documents.
AIR Recommendations 2 and 5
Direct Support Provided by OSES
Quarterly monitoring of progress toward goals and action steps as specified in the Three-Year Strategic Plan. Newly developed Campus Response Team for Compliance conducts folder audits and provides direct technical support and action plans to build campus capacity for sustained compliance. OSES Senior Managers monitor Child Find data weekly to determine the campus supports to be provided by Educational Diagnosticians, LSSPs and Speech Language Pathologists. OSES addresses TEA Complaints, Office
Due Process Hearings. Senior Managers/ Program Specialists, skilled in compliance, instruction and behavior, conduct daily classroom visits to monitor comprehensive service delivery to students with disabilities. OSES Accountability and Compliance team provides ongoing monitoring of federal, state and district policies.
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AIR Recommendation 4
Cross Functional Team Collaboration
Ongoing collaboration with Elementary and Secondary Curriculum to ensure supports for SWDs are included in Tier I instructional materials. Ongoing partnership with Multilingual to monitor long-term ELs in order to distinguish between language barriers and disabilities. Special Populations cross-functional teams meet quarterly to analyze data to provide relevant instructional supports based on data trends. Special Education TDS/Curriculum Specialists have attended training to coach and support teacher implementation of sheltered instruction practices for all students. Ongoing collaboration with Curriculum and the Interventions Office to analyze screener data as well as other data to develop prescriptive support plans for students with disabilities. Ongoing collaboration with Human Resources and Leadership and Teacher Development to address the new TEA certification requirements for special education teachers.
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