state of the state texas education agency tcase midwinter conference january 2008

State of the StateTexas Education

AgencyTCASE Midwinter ConferenceJanuary 2008

Policy

Texas Education Agency TCASE/ January 2008

Commissioner’sRules


Guidance on the Rules

http://www.tea.state.tx.us/special.ed/guidance/rules/index.html

TCASE Audio Postcards

Discussions and Feedback


General and Special Education Collaboration

All Education Collaboration on RtI, EIS, and PBS (just to name a few) to effect student outcomes.


All Education Collaborative

Texas AFT Texas State Teachers Association Texas Elementary Principals and

Supervisors Association Texas Association of Secondary

Administrators Texas Education Agency

Curriculum, Reading First, NCLB, IDEA


Preschool Transition


Preschool Transition

Key Elements of Early Childhood Transition

(KEET)

http://www.tea.state.tx.us/special.ed/guidance/keet.html


ESC State Leadership

New Initiatives



State Initiative for

Autism


State Initiative for Autism

Develop Statewide Training Resources

Recommended Practices Manual Website for Autism Collaboration with other Entities



State Initiative for

Disproportionate Representative in Special Education


State Initiative for Disproportionate Representation in Special Education Research Resource Guide Data Analysis Website for Disproportionate

Representation Collaboration with ESCs


Collaboration Between ARD Committee and LPAC


Collaboration between ARD Committee and LPAC 19 TAC Section 89.1225(k) allows ARD

committees in conjunction with the LPAC to determine appropriate exit criteria for students served in Special Education who are also limited English proficient.

Members of the ARD committee and members of the LPAC collaboratively determine appropriate exit criteria when a student no longer needs second language acquisition support or is approaching that point. LPAC members present the information at a meeting of the ARD committee. Both committees document how exit criteria will be met.


Collaboration between ARD Committee and LPACThe ARD committee and the LPAC must

work collaboratively Members of the ARD committee and

members of the LPAC meet frequently to ensure that appropriate English language acquisition services are being provided

The committee members document recommendations and LPAC member(s) present them at formal meetings of the ARD committee.


Collaboration between ARD Committee and LPACThe work

Determine appropriate participation Assessments for entry and exit

Design appropriate instruction Formative assessment

Benchmarks/Progress Monitoring Determine how instruction will be

provided Measure effect of instruction based on

annual goals


Revision of Procedural

Safeguards and Guide to the ARD Process

DisproportionateRepresentation


Disproportionate Representation

States are required to address disproportionality that is the result of inappropriate identification.


Disproportionate Representation

Review of Policy and Procedures

300 LEAs


2006-2007 Significant Disproportionality

Use PBMAS Indicators #15 and #16 and SPP Indicators #9 and #10

Must consider data related to discipline, educational environment, and disability.

State Performance

Plan


SPP/Indicator 7 Early Childhood Outcomes Guidance on the web at: http://www.tea.state.tx.us/special.ed/spp/eco.html All LEAs will begin entering entry and exit data this spring (definitions of entry/exit on web) Data Collection Time Frame is Now! ESCs are conducting training on use of the Child Outcomes Summary Form (COSF) and the SPP7 data collection system SPP7 data collection system will be open for 3-4 months beginning middle to late spring Apply now electronically for a TEASE ID to access SPP7

(ESCs have more detailed information about this process)


SPP/Indicator 8

Sample of districts in 07-08 except for all LEAs over 50,000 ADM will be included

Districts will continue to assist the state in disseminating the parent survey and play an integral part in increasing the response rate

Spring 2007 Parent Survey Results at http://www.esc9.net/pages/uploaded_files/07SpecialEdSurvey.pdf


SPP/Indicators 11, 12, 13 Data Collection Guidance on the web at:

http://www.tea.state.tx.us/special.ed/spp/datacollect.html All LEAs will collect compliance data this spring and will have several months to enter data in the data collection systems Information indicating dates the data collection systems will be open for submission of 2007-08 data is available on the Data

Collection Guidance website Instructions for how to sample within their district is included in the information available on the Data Collection Guidance

website Contact your ESC for training and technical assistance on sampling, the data collection forms, and the collection system


SPP/Indicator 14

Sample of districts in 07-08 except for all LEAs over 50,000 ADM will be included

Shortened post school survey will hopefully give a better response rate

LEAs will volunteer if want to conduct lengthier post school survey


Texas Continuous Improvement ProcessSPP Submission

Feb 2007 2005-064B, 7A-C, 8, 9, 10, 11, 12, 13, 14, 18

Feb 2008 2006-077A-C, 8, 11, 12, 13, 14

Feb 2009 2007-087A-C


Texas Continuous Improvement ProcessAPR Submission

Feb 2007 2005-061, 2, 3A-C, 4A, 5A-C, 6, 15, 16, 17, 19, 20

Feb 2008 2006-071, 2, 3A-C, 4A, 5A-C, 6*, 9, 10, 15, 16, 17, 18, 19, 20

Feb 2009 2007-081, 2, 3A-C, 4A, 5A-C, 6, 8, 9, 10, 11, 12, 13, 14, 15, 16,17, 18, 19, 20

*no data reporting required


Texas Continuous Improvement ProcessState Performance Plan

Annual Performance Reporthttp://www.tea.state.tx.us/special.ed/spp

Public Reporting


Indicators Publicly Reported Spring 2008Spring 2008 Public Report: 1, 2, 3A-C, 4A, 5A-C, 9, 10 Graduation Dropout Adequate Yearly Progress Suspension and Expulsion Placement Data (6-21 years of age) Disproportionality (Program) Disproportionality (Specific

Disability)

Determinations


DeterminationsStateLEAs


States are required to make “Determinations” annually under 616(d) on the performance of LEA programs.

Pursuant to 616(a)(1)(C)(i) and 300.600(a),


States MUST Consider

Performance on compliance indicators;

Whether data submitted by LEA programs is valid, reliable, and timely;

Uncorrected noncompliance from other sources (monitoring and dispute resolution); and

Any audit findings.


Department’s Review and §616 Determination Criteria for States

Based on information provided in the SPP, information obtained through monitoring visits and other public information, the Secretary will determine if the State—

Meets the requirements

Needs assistance

Needs intervention

Needs substantial intervention


Timelines for the Spring

SPP/APR Submission / February 1

Public Reporting / March 2008

125% Ratio / March 2008

LEA Determinations / May 2008


Future Timelines

Disproportionate Representation AnalysisOctober 2008

Significant Disproportionality AnalysisNovember 2008


State Guidance

State Guidance web pagehttp://www.tea.state.tx.us/special.ed/guidance/

Funding


High Cost Funds

Award letters are on the way $33 M plus in requests –

Around $8.9 to distribute Will consider amount of roll

forward in awards for 2008-09


Early Intervening Services

Reporting Requirements Information on State

Guidance Dialogue with Districts


eGrants update

LEAs will receive training from ESCs beginning in late May

System live on May 30 Apply for TEASE ID/add

eGrant Application

Regional Day School Programs

for the Deaf


RDSPD Review Process

Access to RDSPD Model Program Guidelines 2009-2010 School Year

Assessment


TAKS Alt

Activity Bank will be posted in February. Writing and Math February 1st Science February 12thReading/ELA & Social Studies on February 22.

Summary reports for the online system will be available January 25th

Parent training materials/power point for understanding the confidential student record that will be sent to parents in May for TAKS-Alt will be available April 1st.


TAKS Alt

Peer review will be January 29th and 30th

Training at each of the Education Service Centers

http://www.tea.state.tx.us/student.assessment/resources/taksalt/


TAKS-Modified (TAKS-M) Operational tests in the spring:

Grades 3-8 and 10 math Grades 3-8 reading and grade 10 ELA Grades 5, 8, and 10 science

Field tests in the spring: Grades 9 and 11 math Grade 9 reading and 11 ELA Grades 8, 10, and 11 Social Studies

All students for whom TAKS-M is the appropriate assessment are required to participate in the field tests

TAKS-M sample items for reading, math, and science within the next month will be posted in the next month


TAKS (Accommodated)

Available for any student served by special education who meets the eligibility requirements for specific accommodations(not restricted by qualifying disability or program)

Students scheduled to participate in the

spring administration of TAKS (Accommodated) don’t participate in the February writing TAKS field tests.


Accommodations 2007-2008 Accommodations Manual was sent to districts in

December and is also posted on the Student Assessment website.

Pages 19-25 provide information on accommodations by assessment and accommodations category. Information in italics indicates that an Accommodation Request Form is required.

Student Assessment will provide information to districts regarding the provision of adequate objective evidence when submitting an Accommodation Request Form.

Power Points available on the Student Assessment website regarding accommodations use: Assessment Conference PowerPoint-

http://www.tea.state.tx.us/student.assessment/resources/conferences/tac/2007/2007Accommodations.ppt

January 18th TETN PowerPoint will be posted shortly.


Student Assessment

Student Assessment Webpage

http://www.tea.state.tx.us/student.assessment/

Accreditation Rules


Accreditation Rules

§97.1055 defines each of the four accreditation status and describes the process of assigning a status to each district under Texas Education Code §39.071(b) and (c). A district may be assigned an accreditation status of Accredited, Accredited-Warned, Accredited-Probation, or Not Accredited-Revoked.


Accreditation Rules An accreditation status will be assigned based on a

district’s academic accountability rating; financial accountability; and/or the failure to comply with requirements related to:

integrity of assessment or financial data used to measure performance

reporting of data to PEIMS other reports required by state or federal law or

court order; or the district’s programs monitored under

Performance-Based Monitoring Analysis System that exhibit serious or persistent deficiencies


Accreditation Rules§97.1071 codifies in rule the procedures of the

PBM system. The rules provides for the assignment of a school district to an intervention stage based on performance levels according to:

the degree to which the district’s performance reflects a need for intervention, as indicated by the seriousness, number, extent, and duration of the student performance, program effectiveness, and/or program compliance deficiencies

a comparison of the district’s performance to aggregated state performance and to the performance of other districts;

the availability of state and regional resources to intervene in all districts exhibiting a need for intervention; and

the length of time the performance standard has been in place and the length of time the district has exhibited deficiencies.


Accreditation Rules

Other information considered may be:

complaints investigation results; special education due process

hearing decisions; data validation activities; integrity of assessment or financial

data; and longitudinal intervention history.


Accreditation Rules§97.1073 provides for the appointment of a

monitor, conservator or board of managers by the commissioner when such action is required. A monitor will be assigned when:

the deficiencies of a district require a monitor to participate in and report to the commissioner on the activities of the district’s board of trustees and superintendent;

the deficiencies are not of such severity or duration as to require direct TEA oversight of district operations

the district has been responsive to and general compliant with previous sanctions and TEA interventions; and

stronger intervention is not required to prevent substantial or imminent harm to the welfare of the district’s student or the public interest.


Accreditation RulesA conservator or a management team will

be appointed when: the nature or duration of the deficiencies

require that the TEA directly oversee the operations of the district in the area(s) of deficiency;

the district has not been responsive to or compliant with TEA intervention requirements; or

such intervention is needed to prevent substantial or imminent harm to the welfare of the district’s students or to the public interest.


Accreditation Rules

Program Monitoring and Intervention Website

http://www.tea.state.tx.us/rules/commissioner/coesummary/2007/sum1207.html

state of the state texas education agency tcase midwinter conference january 2008

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