Special Education Plan Feedback Sessions Agenda Welcome and Introductions Department of Student Services Purpose Why are we updating the Special Education Plan? Directions, group formation, transition Facilitated small groups Group share out- one key point Wrap Up Welcome and Introduction Department Purpose The Department of Student Services has two purposes (1) providing services to all students in the areas of physical/mental/ behavioral health, and (2) providing specialized services for students with disabilities so they may progress in their educational programs. Students Served The Department of Student Services supports approximately 3,800 students with disabilities and/or 504 plans. Students Served Students may qualify for special education in a range of disability areas (e.g., autism, intellectual disabilities, learning disabilities, speech and language disabilities, etc.) Students identified as having special education needs are able to receive services through graduation from high school or until the end of the year turning age 21. Great Teaching Strategic Framework Student Services work aligns with the Districts Strategic Framework Priority Area I: Coherent Instruction Provide every student with a well rounded, culturally responsive and coherent instruction that leads to college, career, and community readiness Why A Special Education Plan? Student Services is engaged in continuous improvement to ensure positive learning outcomes for students with disabilities Updating the Special Education Plan ensures high quality services in the future. Why a Special Education Plan? Previous Program Reviews: Futures Education program review of special education in The review called for changes in multi- tiered systems of support, alternative and innovative education, and special education programs As a result the Special Education Plan was developed Why a Special Education Plan? Results Driven Accountability(RDA)video: https://www.youtube.com/watch?v=GKlUluwFF 50 New State/Federal monitoring procedures Ensure plan alignment with RDA Why a Special Education Plan? The three year Special Education Plan development process uses a cross functional team approach, which includes students, parents, staff, central office departments (OMGE, AL, C&I) community agencies, experts in the field, and district administrators Special Education Plan The goal of the Plan is to provide an outline of the changes and infrastructure to ensure that consistent, coherent services are provided to students with disabilities in alignment with our vision and legal requirements. Special Education Plan Plan has three key areas : 1.Organization and Systems to Support Learning 2. Curriculum/Instruction/Professional Development 3. Improve Student Outcomes Through Data Use/Analysis 1. Organization and Systems to Support Learning Define a continuum of environments and array of services-instruction and intervention Develop a stronger set of Alternative Learning Programs Implement an MTSS/IDEA Section 504 document storage system Define a more equitable approach to the allocation of resources. Reorganize administrative teams in alignment with district-wide structures 2. Curriculum/Instruction/ Professional Development Strengthen special education teacher capacity for collaborative teaming Introduce collaboratively with C & I, Universal Design for Learning approach to instructional planning and to access the core Re-design SEA professional development (PD) Provide staff with PD on interventions in reading, writing, mathematics, and behavior Strengthen principalscapacity in creating highly effective, inclusive instructional design models 3. Improve Student Outcomes Through Data Use/Analysis Implement STAT report, post IEP meeting parent surveys process with diagnostic reviews to support schools in need Define systems/practices to address disproportionality Review the transfer IEP and re-evaluation process to reduce disproportionality Appendices A Enrollment Based on end of year student lists Number of Students (3 rd Friday) Percent of District14.2%13.6%13.5% Percent by Race/Ethnicity American Indian26%24%27% Asian8% African-American24% 23% Hispanic/Latino14%13% Multiracial16% 15% White11% 10% Identification rates vary by race/ethnicity LD: Specific Learning Disability 26%27%26% OHI: Other Health Impairment 18%20%21% SL: Speech or Language Impairment 16%15%14% EBD: Emotional Behavioral Disability 13% 14% A: Autism 13%14% ID: Intellectual Disability 7% Other Types 7%4% Special Education Identification by Race/Ethnicity Most Common Disability Types High School Completion and Dropout Class of 2012 Class of 2013 Class of 2014 Four-Year Completion Special Education 48.3%47.0%49.5% Not Special Education 82.2%84.9%85.3% Six-Year Completion Special Education 70.1%69.1%71.2% Not Special Education 89.9%90.6%90.5% Four-Year Dropout Special Education 15.0%12.0%10.8% Not Special Education 9.1%6.3%6.0% Six-Year Dropout Special Education 21.4%20.5%18.8% Not Special Education 9.8%9.0%9.3% Dropout rates for special education students improving, but still much higher than peers Completion rates for special education students much lower than peers Based on official DPI completion rates Engagement Student Group Not Special Education95.1%94.8%94.6% Special Education92.5% 92.1% Attendance Rate Based on end of year student lists Special education students have lower attendance ( gap corresponds to more than four days of school) Special Education Average Behavior Events No Yes Percent with Any Behavior Events No19%18%17% Yes41%39%37% Average Out-of-School Suspensions No Yes Percent with Any Out- of-School Suspensions No4% 2% Yes20%16%10% Behavior Behavior events and suspensions are much more common for special education students Assessment Results Based on end of year student lists Special Education MAP Reading Proficiency No40%44% Yes10%13%12% MAP Reading Growth No53%60%57% Yes55%58%52% MAP Math Proficiency No47%48%49% Yes13%15%16% MAP Math Growth No60%63%65% Yes55%58%54% ACT Participation No87%85%92% Yes41%42%53% Grade 11 Average ACT Composite No Yes Grade 11 ACT Reading Met College Readiness Benchmark No47%53%48% Yes19%25%16% Grade 11 ACT Math Met College Readiness Benchmark No52%56%49% Yes12%19%14% Special Education students show lower MAP proficiency* and growth and lower ACT scores lower ACT participation *MAP proficiency is aligned to the NAEP and corresponds to the 52 nd -64 th percentile, depending on grade and subject Questions What do you believe is going well for students with disabilities in MMSD? What do you see as the single most important priority when designing services for students with disabilities? How should we improve our services for students with disabilities? How can we help students with disabilities achieve access to a challenging and well-rounded education, including fine arts, world language, extracurricular, and advanced coursework? How can we reduce the disproportionality of students of color in special education? What information or data is important for measuring the success of our special education program? How should we communicate with families of students with disabilities? Feedback MMSD families and staff Please review the Futures Report and the Special Education Plan Share your feedback to the questions at this link by November 24th: https://specialed.madison.k12.wi.us/SpecEdPla nhttps://specialed.madison.k12.wi.us/SpecEdPla n Thanks for Participating