I t e m 1

Beth Nesmith, School Improvement Specialist for Special Education bnesmith@esc6.net 936-435-8243

February 8, 2018

1. Progress in the General Curriculum (PGC) Resources – Enclosure

The Progress in the General Curriculum (PGC) website and resources are continuing to be updated and new materials are being added to the website as approved by the Texas Education Agency (TEA).

New/revised resources include:

1. Individualized Education Plan (IEP) Question and Answer Document, December 20172. Least Restrictive Environment (LRE) Infographic/Quick Guide, December 20173. Least Restrictive Environment (LRE) Question and Answer Document, January 20184. Preschool Least Restrictive Environment (LRE) Settings document, LRE tab5. Online Goal Development in Texas Training, 2017-2018, flyer enclosed

A five-slide powerpoint is included in the agenda that provides notes concerning the PGC website revisions. The last slide includes a time line for updating the website and resources.

The PGC website is found at www.texaspgc.net and will be previewed at the meeting.

This online training module, a joint project of the Progress in the General Curriculum Statewide Network and Texas Education Agency, focuses on the portion of the ARD process related to developing a student's Present Levels of Academic Achievement and Functional Performance (PLAAFP), using the PLAAFP to create enrolled grade level measurable annual academic goals, and progress monitoring.

www.texaspgc.net For more information, please contact: Cara Wyly | Project Manager (210) 370-5413cara.wyly@esc20.net

IEP Goal Development in Texas Online Training

2017-2018

Self-Paced 2-3 hours to complete

SESSION ID#: 49038

COST: Free

TO REGISTER: 1. Go to www.esc20.net and click on the section titled Connect202. Enter the SESSION ID or KEYWORD into the search box.3. If you do not have a Connect20 account you will be prompted to create one.All sessions will be held at ESC-20 unless otherwise indicated.

The intended audience is general and special educators who are involved in the ARD/IEP process, but other personnel, including parents, are welcome to participate.

December 2017

PGC Statewide Network Updates

February 8, 2018

www.texaspgc.net

PGC Website Revisions

Main takeaways: • “De-special ed” the site • Make it appealing to general ed • Organize around stakeholder groups (sped

teachers, gen ed teachers, administrators, parents, etc)

• Focus should be on videos and strategies

Website Tab Example

• General Ed – Sped glossary – Sped 101

• Continuum of services • Inclusion in action • Roles and responsibilities • Grading and PM • Working with sped staff • How to read and IEP • Accommodations/modific

ations

• Administrator – Scheduling – Strategies – Laws – Court cases – TEA updates – TTESS – Sped glossary – Sped 101

IEP Goal Development Online Course

• Due to technical issues session # 43804 has been closed www.esc20.net

• The new session # is 49038 • Website has been updated and flyer sent to

network

PGC Resources Updates Resource Status IEP Q & A Uploaded December 2017

LRE Infographic/Quick Guide Uploaded December 2017

LRE Q & A Uploaded January 2018

Grading and Progress Monitoring Graphics

Reading Instruction for SWD (ongoing project) Graphics

Developing IEP Goals that Connect to C&I Graphics

Specially-Designed Instruction TEA

Working with Paraprofessionals TEA

IEP Implementation Infographic TEA

Co-Teaching Due to TEA January 2018

IEP Goal Development Online Course (additional information and smaller modules)

Due to TEA in August 2018

Website Revisions (ongoing project) Due to TEA in August 2018

www.texaspgc.net

I t e m 2 2. Migration from TEASE to TEAL

REMINDER: The Texas Education Agency (TEA), specifically, Derek Hollingsworth, has sent reminders concerning the migration of the State Performance Plan (SPP) from TEASE to TEAL. District Certifiers and Data Entry Personnel must create a TEAL account and then link the TEASE and TEAL accounts by MARCH 15, 2018. A final statewide reminder will be sent on February 15, 2018. For an overview of TEAL and TEASE, go to http://www.tea.state.tx.us/webappaccess/overview.htm. INSTRUCTIONS: Register for a TEAL Account: Go to https://tealprod.tea.state.tx.us/ Click “Request New User Account” near the top of the page Enter the requested information in the required fields Click “Submit” Link your TEASE Account(s): 1. Log in to TEAL using the account created above: https://tealprod.tea.state.tx.us/ 2. Select “Link TEASE Accounts” from the Self-Service Menu 3. Click the “Link a TEASE account” button 4. You will be prompted to enter your TEASE User ID, password, and an optional account description 5. Click “Submit” and wait for a message that the request was successfully submitted 6. Now click on “Access Applications” under the Self-Service Menu (or select the “Applications” tab if it is open) 7. Click the “Refresh Links” button near the top right of the page 8. You should now see your linked TEASE account on the right under the “TEASE User Accounts” heading—Please use this link to access TEASE going forward 9. You may repeat steps 3 through 8 for as many TEASE accounts as you would like to link to TEAL Note: Once you have linked a TEASE account to TEAL, you will no longer be able to login to TEASE directly; you must go through TEAL. Accessing your TEA Applications: 1. Log in to TEAL using your TEAL account: https://tealprod.tea.state.tx.us/ 2. Hint: You may want to add this URL to your favorites list. 3. Until March 15, 2018, your old TEASE account which you linked to TEAL will be listed on the right-hand side of the TEAL menu page. Click on that link and it will take you to the normal TEASE page where you will select the application you want to access. 4. After March 15, 2018, when you log in to TEAL, the SPP application will move to the left side of the TEAL menu page under Applications. If you had other applications that you accessed using the same TEASE account (for example, EDIT+) you will still use the TEASE link on the right-hand side of the page to access those applications. If you had other applications that you accessed using the same TEASE account (for example, EDIT+) you will still use the TEASE link on the right-hand side of the page to access those applications. If you have any questions, please submit requests to TEA Help Desk or contact Derek Hollingsworth, TEA, Division of Special Education, 512-463-9414

I t e m 3 3. Significant Disproportionality – Enclosure

Districts received the first round of reporting for the new federal significant disproportionality (SD) indicators for representation and placement through the Performance-Based Monitoring System (PBMAS). The reports for the five new discipline indicators were received through the Data Validation Monitoring (DVM) system. Six (6) districts in Region 6 were over the 2.5 threshold for Indicator #11 Sped Representation for the following reasons. *Hispanic Intellectual Disabilities (ID) *Hispanic Autism (AU) *Asian Autism (AU) *White Autism (AU) *African-American Representation, four (4) districts Districts that were over the threshold for discipline were reported for the past two years. The numbers for Region 6 districts were: *2017 Eleven (11) total; Five (5) SD (Year 1) *2018 Eight (8) total; Two (2) SD (Year 2) *2017 and 2018 Six (6) (SD 2) The seven (7) districts that were SD (Year 1) for discipline either in 2017 or 2018 included each of the five discipline indicators. The six (6) districts that were SD (Year 2) for discipline for 2017 and 2018 included Indicators #1 and #5. # 1 Sped OSS and Expulsion < = 10 days # 2 Sped OSS and Expulsion > = 10 days # 3 Sped ISS < = 10 days # 4 Sped ISS > = 10 days # 5 Sped Total Disciplinary Removals All districts that were SD (Year 1) or (Year 2) for discipline exceeded the threshold due to the African-American racial/ethnic group. Included in the agenda are sample reports that will be reviewed at the meeting.

Regi on ZZ

2017 I NDI CATOR2017 2017 2017 2017 2016 2016 2015 2015 PERFORMANCE

I NDI CATOR PL 0 CUT POI NTS DI STRI CT RATE NUMERATOR DENOMI NATOR NUMERATOR DENOMI NATOR NUMERATOR DENOMI NATOR LEVEL

7. SPED REGULAR CLASS <40% RATE ( AGES 6- 21) SETTI NGS SPED SETTI NGS SPED<40% STUDENTS <40% STUDENTS

ALL STUDENTS 0 - 10. 0 14. 9 933 6, 263 873 6, 160 1

SETTI NGS ASI AN<40% SPED

( i i i ) ASI AN 38. 8 19 49OTHER OTHER

<40% SPED ALL OTHER STUDENTS 14. 7 914 6, 214

SD THRESHOLDSI GNI FI CANT DI SPROPORTI ONALI TY RI SK RATI O >2. 5 2. 6 SD ( YEAR 1)

8. SPED SEPARATE SETTI NGS ( AGES 6- 21) SEPARATE SPEDSTATE RATE SETTI NGS STUDENTS

ALL STUDENTS 0. 5 2. 6 164 6, 263 Repor t Onl y

WHI TE WHI TESEPARATE SPED

( v i ) WHI TE 6. 3 44 699OTHER OTHER

SEPARATE SPED ALL OTHER STUDENTS 2. 2 120 5, 564

SD THRESHOLDSI GNI FI CANT DI SPROPORTI ONALI TY RI SK RATI O >2. 5 2. 9 SD ( YEAR 1)

9. SPED ANNUAL DROPOUT RATE ( GRADES 7- 12) | - - - - - - - - 2015- 16 - - - - - - - | | - - - - - - - - 2014- 15 - - - - - - - | | - - - - - - - - 2013- 14 - - - - - - - |DROPOUTS ATTEND DROPOUTS ATTEND DROPOUTS ATTEND

0 - 1. 8 2. 1 31 1, 478 28 1, 489 15 1, 501 1

10. SPED GRADUATI ON RATE | - - - - - - - - 2015- 16 - - - - - - - | | - - - - - - - - 2014- 15 - - - - - - - | | - - - - - - - - 2013- 14 - - - - - - - |GRADUATES CLASS GRADUATES CLASS GRADUATES CLASS

80. 0 - 100 65. 1 375 576 380 566 377 561 2

11. SPED REPRESENTATI ON SPED ALLSTUDENTS STUDENTS

7, 043 87, 422

( i v) SPED AFRI CAN AMERI CANAFR AM AFR AM

ED SPED SPED AFRI CAN AMERI CAN EMOTI ONAL DI STURBANCE 6. 9 132 1, 927

OTHER OTHERED SPED

ALL OTHER SPED EMOTI ONAL DI STURBANCE 2. 7 137 5, 116SD THRESHOLD

SI GNI FI CANT DI SPROPORTI ONALI TY RI SK RATI O >2. 5 2. 6 SD ( YEAR 1)

2017 PERFORMANCE- BASED MONI TORI NG ANALYSI S SYSTEMCount y- Di st r i ct Number : 000000Di st r i ct Name: EXAMPLE LEA

C O N F I D E N T I A LTexas Educat i on Agency

20167PERFORMANCE- BASED MONI TORI NG ANALYSI S SYSTEM

C O N F I D E N T I A LTexas Educat i on Agency

Det ai l ed i nf or mat i on on t he assi gnment of per f or mance l evel s can be f ound i n t he ‘ 2017 PBMAS Manual ’ at ht t p: / / t ea. t exas. gov/ pbm/ PBMASManual s. aspx. For per f or mance l evel s assi gned t hr ough Requi r ed I mpr ovement and Speci al Anal ysi s ( ot her t han NA SA wher e appl i cabl e) , bot h cur r ent and pr evi ous year s’ di st r i ct r at es ar e pr esent ed. Requi r ed I mpr ovement f or t he STAAR® per f or mance i ndi cat or s measur es i mpr ovement s i n di st r i ct s ' r at es r egar dl ess of changes t o st udent s' i ndi vi dual passi ng st andar ds. For SPED I ndi cat or s #7, #8, and #11, dat a per t ai ni ng t o si gni f i cant di spr opor t i onal i t y ( SD) ar e pr ovi ded onl y f or di st r i ct s t hat exceed t he est abl i shed SD t hr eshol d.

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SPECI AL EDUCATI ON

PERFORMANCE LEVEL SUMMARY Regi on ZZ( NOT I NCLUDI NG REPORT ONLY I NDI CATORS)

BE/ ESL ESSA SPED

LEP NOT LEP ALL CTE CTE CTE TI TLE 1 ALL SPEDSTAAR® 3- 8 PASSI NG RATE BE ESL SERVED YAE CTE LEP ED SPED PART A MI GRANT SPED YAE MATHEMATI CS 0 1 0 0 2 0 RI 1 0 READI NG 2 1 0 0 2 1 0 0 SCI ENCE 2 0 1 0 1 3 1 0 SOCI AL STUDI ES 0 2 0 1 0 0 0 0 WRI TI NG 0 0 0 0 0 0 0 0

STAAR® EOC PASSI NG RATE LEP MATHEMATI CS 2 1 2 2 1 2 3 3 SCI ENCE 3 0 3 1 2 3 3 3 SOCI AL STUDI ES 1 1 3 2 2 2 2 3 ENGLI SH LANGUAGE ARTS 1 0 0 0 0 2 2 2

SPED STAAR® ALTERNATE 2 PARTI CI PATI ON RATE 0

TELPAS READI NG BEGI NNI NG PROFI CI ENCY RATE

TELPAS COMPOSI TE RATI NG LEVELS FOR STUDENTS I N U. S.SCHOOLS MULTI PLE YEARS

ANNUAL DROPOUT RATE NA 0 1GRADUATI ON RATE NA 2 0 2

CTE NONTRADI TI ONAL COURSE COMPLETI ON RATE MALES FEMALES

SPED REGULAR EARLY CHI LDHOOD PROGRAM RATE ( AGES 3- 5) 2SPED REGULAR CLASS ≥80% RATE ( AGES 6- 21) 0SPED REGULAR CLASS <40% RATE ( AGES 6- 21) 1 ASI AN SD ( YEAR 1)SPED SEPARATE SETTI NGS RATE ( AGES 6- 21) WHI TE SD YEAR ( 1)

SPED REPRESENTATI ON AFRI CAN AMERI CAN EMOTI ONAL DI STURBANCE SD ( YEAR 1)

STATE PERFORMANCE PLAN ( SPP) COMPLI ANCE I NDI CATORS Wi l l be r epor t ed on 9/ 20/ 2017VALI D, RELI ABLE, AND TI MELY DATA Wi l l be r epor t ed on 9/ 20/ 2017STATUS OF UNCORRECTED NONCOMPLI ANCE Wi l l be r epor t ed on 9/ 20/ 2017FI NANCI AL AUDI TS Wi l l be r epor t ed on 9/ 20/ 2017

Det ai l ed i nf or mat i on on t he assi gnment of per f or mance l evel s can be f ound i n t he ‘ 2017 PBMAS Manual ’ at ht t p: / / t ea. t exas. gov/ pbm/ PBMASManual s. aspx.

Count y- Di st r i ct Number : 000000Di st r i ct Name: EXAMPLE LEA

0

00

CTE* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

1

0

For i nf or mat i on about t he f our i ndi cat or s bel ow, vi si t " ht t p: / / t ea. t exas. gov/ Academi cs/ Speci al _St udent _Popul at i ons/ Dat a_and_Repor t s/ Local _Educat i onal _Agency_Repor t s_and_Requi r ement s/ #LEA_Det er mi nat i ons" or cont act t he Di vi si on of Speci al St udent Popul at i ons at ( 512) 463- 9414. For assi st ance wi t h dat a col l ect i on and r epor t i ng r equi r ement s f or t hese i ndi cat or s, cont act your r egi onal educat i on ser vi ce cent er speci al educat i on cont act at " ht t p: / / t ea. t exas. gov/ Academi cs/ Speci al St udent Popul at i ons/ Speci al _Educat i on/ Par ent _and_Fami l y_Resour ces/ Educat i on_Ser vi ce_Cent er _Techni cal _Assi st ance/ " .

0 1

Regi on ZZ

2017 I NDI CATOR2017 2017 2017 2017 2016 2016 2015 2015 PERFORMANCE

I NDI CATOR PL 0 CUT POI NTS DI STRI CT RATE NUMERATOR DENOMI NATOR NUMERATOR DENOMI NATOR NUMERATOR DENOMI NATOR LEVEL

11. SPED REPRESENTATI ON SPED ALLSTUDENTS STUDENTS

83 801

( i v) SPED HI SPANI C/ LATI NOHI SP HI SP

I D SPED SPED HI SPANI C/ LATI NO I NTELLECTUAL DI SABI LI TI ES 27. 3 12 44

OTHER OTHERI D SPED

ALL OTHER SPED I NTELLECTUAL DI SABI LI TI ES 5. 1 ( 9. 9) 2 ( 23, 281) 39 ( 234, 181)SD THRESHOLD

SI GNI FI CANT DI SPROPORTI ONALI TY ( ALTERNATE) RI SK RATI O >2. 5 2. 7 SD ( YEAR 1)

From page 11 of the 2017 PBMAS Manual and bullet in Notes section of all SD indicator pages :

Rounding: "The intermediate results for all PBMAS significant disproportionality risk ratios are not rounded. This multiple decimal place precision helps ensurethe accuracy of the final risk ratio value."

(NUM 1 x DEN 2)______________(DEN 1 x NUM 2)

(12 x 234,181) ___________ = 2.73433....(44 x 23, 281)

C O N F I D E N T I A LTexas Educat i on Agency

Det ai l ed i nf or mat i on on t he assi gnment of per f or mance l evel s can be f ound i n t he ‘ 2017 PBMAS Manual ’ at ht t p: / / t ea. t exas. gov/ pbm/ PBMASManual s. aspx. For per f or mance l evel s assi gned t hr ough Requi r ed I mpr ovement and Speci al Anal ysi s ( ot her t han NA SA wher e appl i cabl e) , bot h cur r ent and pr evi ous year s’ di st r i ct r at es ar e pr esent ed. Requi r ed I mpr ovement f or t he STAAR® per f or mance i ndi cat or s measur es i mpr ovement s i n di st r i ct s ' r at es r egar dl ess of changes t o st udent s' i ndi vi dual passi ng st andar ds. For SPED I ndi cat or s #7, #8, and #11, dat a per t ai ni ng t o si gni f i cant di spr opor t i onal i t y ( SD) ar e pr ovi ded onl y f or di st r i ct s t hat exceed t he est abl i shed SD t hr eshol d. I f a di st r i ct ' s SD r i sk r at i o was cal cul at ed usi ng t he al t er nat e r i sk r at i o, t hen t he compar i son gr oup' s st at e r at e, numer at or , and denomi nat or ar e pr esent ed i n par ent heses.

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2017 PERFORMANCE- BASED MONI TORI NG ANALYSI S SYSTEMCount y- Di st r i ct Number : 000000Di st r i ct Name: EXAMPLE LEA

SPECI AL EDUCATI ON