special education planning update -...
TRANSCRIPT
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SPECIAL EDUCATIONPLANNING UPDATE
Dr. James M. LaBilloisAssistant Superintendent of Schools
January 18 & 19, 2017
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AGENGA
•Welcome and Introductions• Review of Five Pillars of Continuous Improvement in Special Education• Program Evaluation – Overview– Components– Proposal
• Processing & Feedback • Adjourn
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Hingham Public Schools
MISSION STATEMENT
The mission of the Hingham Public Schools is to provide challenging and comprehensive
educational programs in a safe and supportive environment, enabling all students to develop the
knowledge and skills necessary for success as local and global citizens.
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SEPAC Brainstorming
PROGRAM CULTURE MANAGEMENT STRUCTURE
• Procedures (Culture of TEAM Meetings)
• Data-Driven Decision Making
• Communication (internal& parents)
• Parents as Partners• Experts as Partners• EBP (Evidence-Based
Practices)
• Leadership• Resource Allocation• Program Accountability• Procedures (Child Find,
Eligibility, Quality of IEPs, IEE, progress monitoring)
• Student Achievement• Data Management &
Monitoring • Engaged Educators• Technology • Transitions (PK-K, 5-6, 9-
12, 12-PG)
• Pathways & Protocols for raising concerns
• Ensuring Competency (recruitment & hiring, training, coaching/mentoring)
• Data Management & Monitoring (data binders,logistics)
• Communication (external & public)
• Transitions (PK-K, 5-6, 9-12, 12-PG)
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5 Pillars of Continuous Improvement in Special Education
5 Pillars of Continuous Improvement in Special Education
Programmatic Assessment,
Development, and
Improvement
Strategic Partnerships
Research and Development
Community Outreach &
Family Engagement
Professional Development
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Pillar I: Programmatic Assessment, Development, and Improvement
JoelA.Barker
Ongoing review of programs offered in Hingham Public Schools and, where needed, implement reform to ensure alignment with department and district goals.
Ø Revise and Publish HPS Special Education Procedures Manual (in progress – rollout 9/1/2017)
ØParaeducators (assignment, use, training)ØIEP writing (in progress – begin 1/11/2017)ØProvision of Support to students with Emotional/Behavioral challenges (e.g., role of School Adjustment Counselors)
ØIntensive Skills Programs
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Crosswalk with SEPAC Brainstorming
PROGRAM CULTURE MANAGEMENT STRUCTURE
• Procedures (Culture of TEAM Meetings)
• Data-Driven Decision Making
• Communication (internal& parents)
• Parents as Partners• Experts as Partners• EBP (Evidence-Based
Practices)
• Leadership• Resource Allocation• Program Accountability• Procedures (Child Find,
Eligibility, Quality of IEPs, IEE, progress monitoring)
• Student Achievement• Data Management &
Monitoring • Engaged Educators• Technology • Transitions (PK-K, 5-6, 9-
12, 12-PG)
• Pathways & Protocols for raising concerns
• Ensuring Competency (recruitment & hiring, training, coaching/mentoring)
• Data Management & Monitoring (data binders,logistics)
• Communication (external & public)
• Transitions (PK-K, 5-6, 9-12, 12-PG)
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Pillar II: Professional Development
JoelA.Barker
Develop and implement a multi-year professional development plan, aligned with the HPS Professional Development Plan, to ensure continuity of programs, services, and core instructional methods.
Ø Training on revised Procedural Policies and PracticesØ Instruction: Long Term; Evidence-Based PracticesØ New Special Education Teacher Induction: “Boot Camp”Ø Mentoring ProgramØ Regular Education: Inclusive Practices, Curriculum Access, GradingØ Middle School Focus Group: Quality of T&L, Course Offerings
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Crosswalk with SEPAC Brainstorming
PROGRAM CULTURE MANAGEMENT STRUCTURE
• Procedures (Culture of TEAM Meetings)
• Data-Driven Decision Making
• Communication (internal& parents)
• Parents as Partners• Experts as Partners• EBP (Evidence-Based
Practices)
• Leadership• Resource Allocation• Program Accountability• Procedures (Child Find,
Eligibility, Quality of IEPs, IEE, progress monitoring)
• Student Achievement• Data Management &
Monitoring • Engaged Educators• Technology • Transitions (PK-K, 5-6, 9-
12, 12-PG)
• Pathways & Protocols for raising concerns
• Ensuring Competency (recruitment & hiring, training, coaching/mentoring)
• Data Management & Monitoring (data binders,logistics)
• Communication (external & public)
• Transitions (PK-K, 5-6, 9-12, 12-PG)
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Pillar III: Community Outreach and Family Engagement
JoelA.Barker
Work to sustain collaborative relationships with community organizations/institutions and launch a focused plan to increase family engagement in the Special Education process.
ØSEPACØStudent Services WebsiteØCommunity PresentationsØSNAP
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Crosswalk with SEPAC Brainstorming
PROGRAM CULTURE MANAGEMENT STRUCTURE
• Procedures (Culture of TEAM Meetings)
• Data-Driven Decision Making
• Communication (internal& parents)
• Parents as Partners• Experts as Partners• EBP (Evidence-Based
Practices)
• Leadership• Resource Allocation• Program Accountability• Procedures (Child Find,
Eligibility, Quality of IEPs, IEE, progress monitoring)
• Student Achievement• Data Management &
Monitoring • Engaged Educators• Technology • Transitions (PK-K, 5-6, 9-
12, 12-PG)
• Pathways & Protocols for raising concerns
• Ensuring Competency (recruitment & hiring, training, coaching/mentoring)
• Data Management & Monitoring (data binders,logistics)
• Communication (external & public)
• Transitions (PK-K, 5-6, 9-12, 12-PG)
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Pillar IV: Strategic Partnerships
JoelA.Barker
Work to strengthen collaborative partnerships with local, state, and national organizations/institutions to enable strategic partnerships and targeted support.
ØHingham Public Schools Tiered Systems of Support (HTSS)ØUniversity and CollegesØOrganizationsØSchools
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Crosswalk with SEPAC Brainstorming
PROGRAM CULTURE MANAGEMENT STRUCTURE
• Procedures (Culture of TEAM Meetings)
• Data-Driven Decision Making
• Communication (internal& parents)
• Parents as Partners• Experts as Partners• EBP (Evidence-Based
Practices)
• Leadership• Resource Allocation• Program Accountability• Procedures (Child Find,
Eligibility, Quality of IEPs, IEE, progress monitoring)
• Student Achievement• Data Management &
Monitoring • Engaged Educators• Technology• Transitions (PK-K, 5-6, 9-
12, 12-PG)
• Pathways & Protocols for raising concerns
• Ensuring Competency (recruitment & hiring, training, coaching/mentoring)
• Data Management & Monitoring (data binders,logistics)
• Communication (external & public)
• Transitions (PK-K, 5-6, 9-12, 12-PG)
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Pillar V: Research and Development
JoelA.Barker
Establish an internal procedure to research and develop evidenced-based practices focused on improving student performance and outcomes.
ØParaeducatorsØGeneral Benchmarking & Curriculum AssessmentsØAcademic Tiered Systems of Academic SupportØSpecialized Reading InstructionØSecondary: Level IV Classrooms
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Crosswalk with SEPAC Brainstorming
PROGRAM CULTURE MANAGEMENT STRUCTURE
• Procedures (Culture of TEAM Meetings)
• Data-Driven Decision Making
• Communication (internal& parents)
• Parents as Partners• Experts as Partners• EBP (Evidence-Based
Practices)
• Leadership• Resource Allocation• Program Accountability• Procedures (Child Find,
Eligibility, Quality of IEPs, IEE, progress monitoring)
• Student Achievement• Data Management &
Monitoring • Engaged Educators• Technology • Transitions (PK-K, 5-6, 9-
12, 12-PG)
• Pathways & Protocols for raising concerns
• Ensuring Competency (recruitment & hiring, training, coaching/mentoring)
• Data Management & Monitoring (data binders,logistics)
• Communication (external & public)
• Transitions (PK-K, 5-6, 9-12, 12-PG)
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Crosswalk – Variables To Be Addressed
• Leadership– Examination and redistribution of DSS and ADSS
roles and responsibilities• Resource Allocation– Examine cost-effective and sustainable alternatives
(e.g., paraprofessionals)• Program Accounability– Consistency– Metrics/Measurement Methods & Reporting
Schedule– DSS & ADSS Performance Goals
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Program Evaluation: Overview
• Definition: Collecting, analyzing, and using data to answer questions about a programs effectiveness and efficiency.• Functions:– Whether to develop a program (needs assessment)– How best to develop a program (formative assessment)– Whether to modify or continue a program (summative assessment)
•Focus: Organization or Community
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Community-Based Program Evaluation Phases
PHASE COMPONENTSPhase 1Focus and Question Development
• What area of the program should be examined?• What are the questions the organization needs answered?• Where to recruit stakeholders?
Phase 2Stakeholder Engagement
• Open forums• Recruit (all relevant parties)• Refine and edit research questions
Phase 3Evaluator Selection & Criteria Development
• Internal or external evaluator• Criteria for inclusion in RFP (if external) and development of structural form and
communication strategies
Phase 4Data Collection and Analysis
• Methods• Materials• Analytical Approach
Phase 5Strategic Reform and Application
• Public & Organizational Presentations• Specific actions plans for implementation and review• Organizational Accountability• Progress Monitoring (what metrics will be used to evaluate effectiveness)
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HPS Student Services Department
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Special Education Data Collection Schedule
12-13 13-14 14-15 15-16 16-17 17-18 18-19
DESE CPR CPR SS MCR SS CPR
USDOEIndicators
7b & 13 7b, 8, & 12 11, 14a 7a, 7b, 14b 7b, 13
HPS Program Review
X X
NEASC SS SS SV
NLTS X X
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HPS Student Services Department: Programs & Components
Program Area Components
Process & Procedures TEAM Meeting, staff-parent interaction, IEP Writing, Goal Writing, Data Collection and Communication, Timelines, Organizational Effectiveness, Professional Development
Social/Emotional Services Students with ED, counseling, support, general education supports
K-5 Response to Intervention
Reading, writing, math, consistency (6-8; 9-12), Behavioral Health
Section 504 Process, Procedures, and Communication
Related Services OT, PT, Speech, Vision, O&M, BCBA, Hearing, scheduling, methods, familial supports
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HPS Student Services Department: Evaluation Type Matrix
Program Area Needs Assessment
Formative Assessment
Summative Assessment
Process & Procedures X X
Social/Emotional Services X X
K-5 Response to Intervention
X (second) X (first)
Section 504 X
Related Services X
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HPS Student Services Department: Programs & Components
Program Area Components
Integrated Preschool Curriculum, materials, auxiliary service delivery, social/emotional learning, self-help skills
Intensive Skills I (K-2) and IntensiveSkills II (3-5)
Curriculum, materials, auxiliary service delivery, ABA principles, behavior strategies
Middle School Skills Academic support, materials, curriculum & instruction
High School Strategies for Learning Academic support, materials, curriculum & instruction
High School Skills & Vocational/Life Skills Program
Academic support, materials, curriculum & instruction, community partnerships
Extended School Year (ESY) Academic support, materials, curriculum & instruction
Inclusion (elementary, middle, high) Differentiation, general education support, curriculum support, communication between general education/special education, planning, instructional quality
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HPS Student Services Department: Evaluation Type Matrix
Program Area Needs Assessment
Formative Assessment
Summative Assessment
Integrated Preschool X
Intensive Skills I (K-2) and Intensive Skills II (3-5)
X
Middle School Skills X
High School Strategies for Learning X
High School Skills & Vocational/Life Skills Program
X
Extended School Year (ESY) X
Inclusion (elementary, middle, high) X
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Laying the Foundation
Source:https://www.pbis.org/school/mtss
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HPS Program Evaluation Plan
16-17 17-18 18-19 19-20
Process & Procedures XSocial/Emotional Services XK-5/8 Response to Intervention X XSection 504 X XRelated Services XIntegrated Preschool XIntensive Skills I (K-2) and Intensive Skills II (3-5)*
X
Middle School Skills XHigh School Strategies for Learning XHigh School Skills & Vocational/Life Skills Program
X
Extended School Year (ESY) XInclusion (elementary, middle, high) X
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Next Steps…
• Special Education Program Evaluation Taskforce:– Representative Constitutent Groups (program or district-wide)
• Administration, educators, parents, students (where applicable)– Schedule individual timelines and communication re: ongoing
intiatives– Self-Assessments (prepared and ready to initiate) – Oversee Program Evlauation Phases
• Office of Student Services Quarterly Parent Newsletter• Office of Student Services Parent forums• Office of the Assistant Superinendent – MCAS analysis, Training, Mentoring & Induction, Professional
Development, District Accountability
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Feedback & Questions