comprehensive program improvement plan · 2017-02-23 · comprehensive program improvement plan...

Comprehensive Program Improvement Plan 2016- 2017

Comprehensive Program Improvement Plan 2016-2017

Office of Special Education

Houston Independent School District 2016-2017 Board of Education

Wanda Adams, District IX, President

Diana Davila, District VIII, First Vice President

Jolanda Jones, District IV, Second Vice President

Rhonda Skillern-Jones, District II, Secretary

Anne Sung, District VII, Assistant Secretary

Anna Eastman, District I

Manuel Rodriguez, Jr., District III,

Michael L. Lunceford, District V

Holly Maria Flynn Vilaseca, District VI

Richard Carranza

Superintendent

Sowmya Kumar Assistant Superintendent of Special Education

Houston Independent School District

Hattie Mae White Educational Support Center 4400 West 18th Street

Houston, Texas 77092-8501

Website: www.houstonisd.org

Subscribe to eNews: www.houstonisd.org/subscribe

Follow us on Twitter: https://mobile.twitter.com/HoustonISD

It is the policy of the Houston Independent School District not to discriminate on the basis of age, color, handicap or disability, ancestry, national origin, marital status, race, religion, sex, veteran status, or political affiliation in its educational or employment programs and activities.

http://www.houstonisd.org/HISDConnectDS/v/index.jsp?vgnextchannel=e6af6179d023d010VgnVCM10000052147fa6RCRD&vgnextfmt=alt10

https://mobile.twitter.com/HoustonISD



Houston Independent School District Comprehensive Program Improvement Plan

2016-2017

Table of Contents

Overview 4

Program Goals 5

Action Plan 6

TEA PBMAS Data Report Web Access

HISD PBMAS Longitudinal Data Report Web Access

Special Education Program Review (T. Hehir) Web Access

State Performance Plan Web Access

http://hisdoses.wikispaces.com/file/view/2015+PBMAS+Report.pdf/558978449/2015%20PBMAS%20Report.pdf

https://drive.google.com/file/d/0B1LJLWZ9rh3IZmVBb1R6LUdaU3M/view?usp=sharing

http://www.houstonisd.org/cms/lib2/TX01001591/Centricity/Domain/15681/HISD__Special_Education_Report_2011_Final.pdf

http://tea.texas.gov/Reports_and_Data/Data_Submission/State_Performance_Plan/State_Performance_Plan_and_Annual_Performance_Report_and_Requirements/



Overview

The Comprehensive Program Improvement Plan (CPIP) has been developed to provide clear and focused direction to the efforts of the Office of Special Education Services in its mission to provide outstanding programs and services for students with disabilities enrolled in the Houston Independent School District (HISD). Goals and activities in the CPIP reflect priority areas as identified through the following sources:

Federal Monitoring and Accountability Systems:

The State Performance Plan (SPP) evaluates the district’s efforts to implement the requirements and purposes of IDEA and monitors continuous improvement in 20 indicators related to special education compliance and student performance.

State Monitoring and Accountability Systems:

The Performance-Based Monitoring Analysis System (PBMAS) reports annually on the performance of Texas school districts and charter schools in selected federal program areas. The PBMAS has 16 indicators related to the performance of students receiving special education services.

The Texas state accountability system includes the performance of students with disabilities. District and campus accountability ratings are based on four performance indexes: student achievement, student progress, closing performance gaps, and postsecondary readiness.

Additional sources:

A “Review of Special Education in the Houston Independent School District” conducted by Thomas Hehir and Associates of Harvard University in fall, 2010. Dr. Hehir’s report investigated the effectiveness of the district’s special education program and provided special education leadership with findings and recommendations for improvement.

Input from surveys of campus, field office, and central office personnel regarding the efficacy of special education programs.

Input from surveys completed by parents upon the conclusion of student annual ARD/IEP (Admission, Review, and Dismissal/Individual Education Program) meetings.

Input provided by parents at district-wide parent meetings

A peer review of the Regional Day School Program for the Deaf conducted in spring 2014.



Program Goals

THE OFFICE OF SPECIAL EDUCATION SERVICES MISSION STATEMENT: To support students with disabilities in gaining college and career readiness, and independent living skills through active engagement in grade level curriculum.

Goal 1: Increase inclusive program options for students with disabilities

A) Increase the percent of students with disabilities placed in general education for 80% or more of the school day 1) 34.0% to 39.0%% for ages 3-5 2) 68.4% to 73.4% for ages 6-11 3) 65.3% to 70.3% for ages 12-21

B) Decrease the percent of students with disabilities in general education for less than 40% of their school day 1) 24.4% to 19.4% for ages 6-11 2) 19.5% to 14.5% for ages 12-21

C) Increase the number of students with cognitive disabilities that are included in work-based internships within the community from 26 to 48.

Goal 2: Improve achievement outcomes for students with disabilities in core content areas A) Targeted accommodations provided to students for instruction and assessment will increase from:

1. 75.1% to 80.1% in Reading 2. 76.0% to 81.0% in Math 3. 59.4% to 69.4% in Algebra I 4. 56.8% to 66.8% in English I 5. 52.8% to 62.8% in English II

B) Special education teachers demonstrating application of UDL principles in their instructional design and delivery will increase from 58.3% to 68.3%

C) 66% of special education teachers will monitor student progress in meeting IEP goals

Goal 3: Increase the percentage of students with disabilities enrolling in two or four year college within a year of graduating high school from 30% to 35%

A) Increase the number of completed college applications of students with disabilities that are high school seniors from 38.6% to 45%

B) Increase the number of FAFSAs completed by students with disabilities that are high school seniors from 202 to 275

C) Increase the number of students with disabilities approved for accommodations on College Board assessments from 808 to 1000



D) Increase the number of student led IEP meetings from 976 to 1180

Goal 4: Meet established local/ state/ federal timelines and targets for identification of students with disabilities

Identification: A) Initial evaluations completed within 45 calendar days of receipt of parental consent will increase from 92.7% to 98% B) Re-evaluations completed within timelines will increase from 99.3% to 100% C) The percentage of students evaluated by a multi-disciplinary team who were not found eligible will decrease from

25% to 15% D) The number of students identified to have dyslexia will increase from 3,005 to 4,000

Disproportionate Representation: E) The difference rate between African American students in the general student population and in special education

will decrease from 8.0% to 7.5% F) The percent of African American students identified as Emotionally Disturbed (ED) will decrease from 53.6% to

50% G) The percent of African American students identified as Intellectually Disabled (ID) will decrease from 38.3% to

35% H) The percentage of elementary school age students with disabilities also identified as English language learners

will increase from 29.5% to 40% I) The percentage of secondary school students with disabilities also identified as English language learners will

decrease from 12.7% to 10%



Action Plan

Goal 1: Increase inclusive program options for students with disabilities

A) Increase the percent of students with disabilities placed in general education for 80% or more of the school day 1. 34.0% to 39.0%% for ages 3-5

2. 68.4% to 73.4% for ages 6-11 3. 65.3% to 70.3% for ages 12-21

B) Decrease the percent of students with disabilities in general education for less than 40% of their school day 1. 24.4% to 19.4% for ages 6-11 2. 19.5% to 14.5% for ages 12-21

C) Increase the number of students with cognitive disabilities that are included in work-based internships within the community from 26 to 48.

Action Item Point of Contact

Progress Check Dates Status

Add new EXPLORE units to 4 schools-Jefferson ES, Bell ES, Farias ECC, and Parker ES

Kelli Rodgers, Senior Manager

October

October: Complete

Increase inclusive settings for students with auditory impairments in PK-5th grade at Lantrip ES from 20 to 25 students.

Angela Terry, Manager for AI/VI Services

October January March

October: 23 students

Implement TREK Program at 16 schools: HS: Reagan, Westside MS: Black, Hamilton, Grady, Westbriar. Pershing, Henry, Pin Oak, ES: Oak Forest, Shadowbriar, River Oaks, Herod, Travis, Briarmeadow Charter

Lorraine Klim, Manager for Autism Services

October

October: Complete





Pilot BSC SAFE program at 5 campuses: Clifton MS, Crespo ES, C. Martinez ES, and Houston MTSC HS

Joan Anderson, Senior Manager

January

January:

Implementation continues at the 5 campuses. Peck ES has expressed interest in becoming a SAFE school.

Calibrate, monitor and review recommendations for more restrictive program options

Natalie Pruitt, Senior Manager

At the end of each month

August-September:

Staff development was held for Program Specialists

Number of students reviewed=24; Number of students recommended for more restrictive placement=23

August-December:


August-January


Provide support for student internships Susan Hurta, Senior Manager

October January

April

October:

Collaboration with Texas Workforce Commission (TWC) to train high school students on resume writing, interviewing and other soft skills

Collaboration with TWC to plan a city-wide job fair to provide employment opportunities for students

Collaboration with Houston ISD Nutrition Services to expand CBVI opportunities

January:

367 case managers received training





Provide training and support to staff on navigating public transportation, the job application process, and work-place accommodations.

Susan Hurta, Senior Manager

October January

April

October:

METRO provided travel training January:

Texas Workforce Solutions Soft Skills (TWC) Training provided to students

Click tab 1-4 for Goal 1 Progress

Goal 2: Improve achievement outcomes for students with disabilities in core content areas

A) Accommodations provided to students for instruction and assessment will increase from: 1. 75.1% to 80.1% in Reading 2. 76.0% to 81.0% in Math 3. 59.4% to 69.4% in Algebra I 4. 56.8% to 66.8% in English I 5. 52.8% to 62.8% in English II

B) Special education teachers demonstrating application of UDL principles in their instructional design and delivery-will increase from 58.3% to 68.3%

C) 66% of special education teachers will monitor student progress in meeting IEP goals



Monitor number of participants who have registered and completed the course on how to document instructional accommodations.


October

November

December

January

March

May

August-October:

139 registered

92 completed

August-November

266 registered

206 completed

August-January

384 registered

321 completed

https://docs.google.com/spreadsheets/d/1GAwsscYvlqdS_5rDemRJ7db-fYelQerlCllBkHG19yw/edit?usp=sharing





Provide training on how to develop a culture of inclusion via the following: face-to-face; on-line; webinars and digital hangout.


Monthly August-October:

Facilitated 3 sessions (130 participants) Program Specialists, North Area principals, Woodson K-8

November-January:

Provided comprehensive inclusion training

and follow up technical support to 20

campuses;

Facilitated the following trainings aligned

with building an inclusive culture: Culture

of Inclusion (4 campuses) Foundations in

UDL (8 campuses, Curriculum

Instructional Technology Specialists,

Program Specialists, Career Pathway

Teachers) Collaborative Problem Solving

for Inclusion (3 campuses), Specially

Designed Instruction (5 campuses)

Districtwide Inclusive Schools Week

recognition and celebration





Monitor GoalBook implementation of universally designed for learning instructional strategies.


Monthly October:

26,974 resources accessed

1,141 users activated

November:


32 resources accessed per user


December:




January:




February:








Conduct targeted observations of classroom instruction 5 times per program specialist each month to support universally designed for learning instruction.

Kelli Rodgers, Senior Manager

October

January

March

May

August-October:

8-12-16 Program Specialists introduced to the revised “Integration of UDL Principles to Develop Expert Learners” process and rubric.

10-21-16 Program Specialists introduced to the Google form for collecting observation data and overall process review

December:

Multiple means of Engagement – 51%

Multiple means of Representation – 28%

Multiple means of Action and Expression – 45%

Average UDL strategies implemented: 41% January:

Multiple means of Engagement – 86.5%

Multiple means of Representation – 66.6%

Multiple means of Action and Expression – 79.7%

Average UDL strategies implemented: 77.6%





Provide professional development to program specialists, department chairpersons, principals and targeted staff on developing expert learners

Beth Goodrich, Senior Manager for OT/PT/AT Services

Monthly

October:

10-1-16 UDL Theory and Practice Book Study initiated with all Program Specialists

10-21-16 – Full day training with Program Specialists (UDL Hunt – Chapters 1-4 Review, Group Presentations)

UDL-IRN Presentation Proposal with Neff ELC and Patterson ES accepted

December

12-2-16 UDL Theory and Practice Book Study complete. Full day training with Program specialists (R4 – UDL Lesson Planner Chapters 1-4)

January

UDL-IRN Narrative Development with Principals of Neff ELC and Patterson ES

Review and report goal progress per Month based on all reporting cycles (e.g., progress and report card).

Sharon Cole-Braxton, Senior Manager for ARD/IEP Services

October

November

January

February

April

May

August-October:

3,032 progress reports were generated out of 15,624 potential progress reports: 19.4%

9/28/2016 alert was sent through EasyIEP to all users

November-December:

5,395 progress reports were generated out of 15,624 potential progress reports: 35%

12/9/2016 Alert was sent through EasyIEP to all users

December-January:

5646 progress reports were generated out of

15,523 potential progress reports: 36%

2/3/2017 Alert was sent through EasyIEP to all users





Goal 3: Increase the percentage of students with disabilities enrolling in two or four-year college within a year of graduating

high school from 30% to 35% A) Increase the number of completed college applications from 38.6% of HS senior SWD to 45% B) Increase the number of FAFSAs completed of HS senior SWD from 202 to 275 C) Increase the number of SWD approved accommodations on College Board assessments from 808 to 1000 D) Increase the number of student led IEP meetings from 976 to 1180



Increase support for college access by assisting students with college exploration activities.

Susan Hurta,

Senior Manager

October January

April

October

Student conferences-402

Conferences with 41% of the senior class regarding college application process

TX College Night at University of Houston January

January

Student conferences-537

Conferences with 60% of the senior class regarding the college application process

Black College Expo





Continue to assist with FAFSA completion through collaboration with families, other departments and community.

Susan Hurta,

Senior Manager

December February

April

December

Transition team provided individualized support to students and families who were in need of FAFSA/TAFSA completion assistance

Transition team members participated in the District’s FAFSA Roadshows held at various campuses.

Total Number of Student FAFSA/TAFSA completions-99

Provide training and support to campus staff on the process for requesting accommodations on national assessments.

Susan Hurta,

Senior Manager

January

April

January

Training provided to middle schools and high schools regarding requesting accommodations on national assessments

Transition team members participated in national conversations with national assessment organizations that led to policy changes regarding their accommodations request process

Total number of students approved to test with accommodations-942





Continue to coach identified students to prepare them to lead ARD/IEP meetings. Intensive and focused attention will be given to high school juniors and seniors.

Susan Hurta,

Senior Manager

October

January

April

October:

Transition and self-determination training provided to teachers and Program Specialists

316 case managers received training January:

Transition coaches continue to train campus staff on self-determination

367 case managers received training

Student led IEP meetings: 858



Goal 4: Meet established local/ state/ federal timelines and targets for identification of students with disabilities

Identification: A) Initial evaluations completed within 45 calendar days of receipt of parental consent will increase from 92.7% to 98% B) Re-evaluations completed within timelines will increase from 99.3% to 100% C) The percentage of students evaluated by a multi-disciplinary team who were not found eligible will decrease from

25% to 15% D) The number of students identified to have dyslexia will increase from 3,005 to 4,000

Disproportionate Representation: E) The difference rate between African American students in the general student population and in special education

will decrease from 8.0% to 7.5% F) The percentage of African American students identified as Emotionally Disturbed (ED) will decrease from 53.6% to

50% G) The percentage of African American students identified as Intellectually Disabled (ID) will decrease from 38.3% to

35% H) The percentage of elementary school age students with disabilities also identified as English language learners

will increase from 29.5% to 40%. I) The percentage of secondary school students with disabilities also identified as English language learners will

decrease from 12.7% to 10%





Calculate and disseminate report on initial evaluation compliance with state (45 schooldays) and HISD (45 calendar days) timelines

Cheval Bryant,

Senior Manager for Speech

Monthly October:

State timelines: 266 out of 269 evaluations =98.9%

Internal timelines: 243 out of 269 evaluations=90.3%

November:

State timelines: 534 out of 545 evaluations =97.9%

Internal timelines: 497 out of 545 evaluations =91.3%

December:

State timelines: 696 out of 705 evaluations=99%

Internal timelines: 668 out of 705 evaluations =95%

January:

State timelines: 936 out of 944 evaluations=99%

Internal timelines: 770 out of 944 evaluations=82%





For every student who is determined not to have a disability condition, the lead will review the evaluation report for appropriateness of decision

Mertie Gomez,

Senior Manager for Student Evaluation

Cheval Bryant,


Shuk Wa Wong,

Senior Manager for School

Psych Services

Monthly August-October: 15 out of 269 evaluations of students who did not qualify (DNQ) were reviewed. All were determined appropriate DNQ=5.6% August-November: 74 out of 545 evaluations of students who did not qualify (DNQ) were reviewed. All were determined appropriate DNQ=13.6% August-December: 87 out of 705 evaluations of students who did not qualify (DNQ) were reviewed. All were determined appropriate DNQ=12% August-January: 108 out of 944 evaluations of students who did not qualify (DNQ) were reviewed. All were determined appropriate DNQ=11%

Provide trainings at targeted campuses that have a pattern of referrals that result in non-eligibility.

Shuk Wa Wong,


Psych Services

October

February

October:

Discussed referral patterns and IAT effectiveness with campus evaluation case managers

January:

Trained campus IAT chairs, administrators, and evaluation staff on IAT and referral process





Provide training on best practices for evaluation personnel.

Mertie Gomez,


Cheval Bryant,


Shuk Wa Wong,


Psych Services

October

November

December

February

August-October:

Evaluation training for LSSPs in August on AU, ED, ADHD identification

SLPs trained on state eligibility guidelines for all speech disorders

November:

Evaluation Specialists trained on cognitive, adaptive, behavior and functional assessment

Speech Therapists were trained on Service Delivery Outcomes and Caseload Considerations for SLPs

LSSPs were trained on impact of bullying

January:

Evaluation personnel (LSSPs, Speech-Language Pathologists, Diagnosticians) trained on the Intervention Assistance Team and Response to Intervention

LSSPs were trained on the impact of trauma on student performance

Disseminate a dyslexia identification report to analyze identification trends.

Mertie Gomez,


Monthly October:

List provided through SharePoint

December:

List provided through SharePoint

Increase the validity of initial referrals for Special Education evaluation among African American students suspected of an Emotional Disturbance (ED)

Shuk Wa Wong,

Senior Manager for School Psych Services

October

December January

April

October:

Of the 14 initial ED evaluations done, 10 (71.4%) were for African American students;

100% met ED criteria.

January:

Of the 52 initial ED evaluations done, 24 (46.2%) were for African American students;

100% met ED criteria.





Provide training on behavioral intervention strategies and tools to reinforce and monitor positive behavior

Shuk Wa Wong,

Senior Manager for School Psych Services

October January

April

August-October:

3-day training for principals in June; 2-day Intervention Institute for LSSPs in August

January:

LSSPs trained school personnel on Tools for Managing Problem Behaviors in fall 2016.

Increase the validity of initial referrals for Special Education evaluation among African American students suspected of an Intellectual Disability (ID).

Mertie Gomez,


October

December January

February

April

October:

100% initial referrals were valid

November:


December:


January:


Provide district-wide training to evaluation specialists on cultural and language factors affecting cognitive assessment results associated with ID

Mertie Gomez,


October

January

October:

Training conducted in August

January:

Training conducted in November

Sample 10 initial evaluations confirming culturally responsive testing for an ID (i.e, appropriate test selection)

Mertie Gomez,


October

November

December January

February

April

October: 9 of 10 students were appropriately identified

November: 10 of 10 students were appropriately identified

December: 10 of 10 students were appropriately identified

Develop rubric/matrix for ARD/IEP committees to guide ELL consideration of identification for students with disabilities at the secondary level.

Mertie Gomez,


November November: Completed





Provide training to Special Education Department chairs on use of the rubric/matrix to guide ELL identification consideration

Mertie Gomez,


December December: Completed



comprehensive program improvement plan · 2017-02-23 · comprehensive program improvement plan...

Documents