Continuous Improvement Monitoring Process: Self Review Report

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1 Continuous Improvement Monitoring Process: Self Review Report Date of Report: June 29, 2006 District Name: Winona Area Public Schools District Number: 861 Cooperative/Education District Name: Director of Special Education: Judith Vold Superintendent: Paul Durand Annual Due Date: June 30 Electronic Report Submission: Reports must be PC Microsoft Word compatible. If you collected Family Stakeholder Surveys this year, please send the Excel spreadsheet with your district(s) data. or Send Report to: Bonnie Carlson, Compliance Supervisor Minnesota Department of Education Division of Compliance and Assistance 1500 Highway 36 West Roseville, MN Updated 3/2/06

2 REPORT INFORMATION Directions/Questions: The report includes brief directions for each reporting section. The MNCIMP:SR Guidelines and Resources Manual, which has more detailed directions, resources, and samples for several report sections can be found on the Minnesota Department of Education (MDE) web site: SR/index.html Questions pertaining to the due process/compliance components of the report may be directed to the district s lead compliance monitor. Questions pertaining to program evaluation/district data components of the report may be directed to marty.smith@state.mn.us Most sections of the report require a district unit of analysis. Reporting directions for each section will indicate if a district within a cooperative or education district can report on an area using a cooperative unit of analysis. Caution is advised when attempting to analyze data based on small sample sizes, i.e. program evaluation, record review, and stakeholder data. Report Format: It is not necessary to completely fill each space; and if more space is needed, the space provided will expand accordingly. Do not edit or delete any part of the report format. If the district is not required to report information in a particular section, leave the section blank. Include the district name and number, and cooperative/education district name, if applicable on the cover page. Also include the district name in the report footer, beginning on page three. To do this, go to the View button on the toolbar, click on Header and Footer, then scroll to the bottom of the page to enter the district name. Click anywhere outside the footer to close. If using an acronym within the report, spell out the words completely first, with the acronym proceeding it, e.g. Minnesota Department of Education (MDE). Do not include charts, appendices, or any attachments with this report. If possible, submit the report electronically to the address on the cover page of the report. If electronic submission is not possible, mail two copies of the report to the address on the cover page of the report. the report by June 30 each year to mde.mncimp-sr@state.mn.us. All reports must be PC Microsoft Word compatible. 1

3 District Demographics Directions Update the district demographic charts annually. Cooperatives: report each district s demographics and general information/significant trends or changes individually. Indicate the district name for each profile reported. Total Student Enrollment (General Education plus Special Education) 3, ,132 nonpublic = 5,082 Percentage of Total Enrollment by Race/Ethnicity (General Education plus Special Education) White 88.0 Black 3.8 Asian 5.1 Am. Indian -.5 Hispanic 2.6 Total Part B Special Education Enrollment (K-21) 614 Percentage of Part B (K-21) Special Education Minority Enrollment by Race/Ethnicity White - 87 Black 7.7 Asian 2.0 Am. Indian -.3 Hispanic - 3 Total Early Childhood Special Education Enrollment (0-5) MNCIMP: SR Profile Starting with the first year of planning, indicate the number of years the district/cooperative has participated in self-review. If assistance is needed, contact your district s lead compliance specialist. Update this section annually. For cooperatives or education districts, report each member district s information individually as appropriate. Report any extenuating circumstances that impact the district demographics or disability demographics, i.e. open-enrolled student population, opening of a new group home in the district, etc. Number of Years in Self-Review: Date of last MDE Validation: Date of next MDE Validation: 6 April 2000 January 2007 District General Information and Significant Trends or Changes This report describes the special education programming and continuous improvement processes used by the special education department in the Winona Area Public Schools. It is intended that parents, district staff, and other stakeholders will use this report to understand the district s efforts in special education. In 2000, the Minnesota Department of Children, Families and Learning began an effort to encourage a system of continuous improvement and accountability for all school districts in the state. This effort to incorporate due process compliance with program evaluation was actualized by member schools (including Winona) of the. Leadership groups were formed, mission statements, goals and action plans were written, and the all of the Continuous Improvement Monitoring Progress Action Plans for the Winona District in subsequent years were approved. By mandate, this Continuous Improvement Plan must be updated each year. In his regard, the Winona Area Public School s leadership team met 4 times in the school year. During the meetings, the team reviewed the previous year s Continuous Improvement plan, evaluated the special education program in Winona, and wrote the report which follows. This report will be used by school staff, administration, and parents to understand the district s compliance with and efforts in special education program delivery. 67 2

4 District General Information and Significant Trends or Changes The mission of the Winona Area Public School s special education department is to provide educational opportunities so that learners will reach their maximum potential as independent, successful and productive adults. To meet that mission, the special education department is committed to evaluate program effectiveness by ongoing program review. This Continuous Improvement Monitoring Process consists of the monitoring the local special education program to assure compliance with federal and state special education law and evaluating the special education program s effectiveness by examining students skill attainment as measured on academic accountability measures, through graduation and drop-out rates, and by evaluating the district s transition plan. The Winona Area Public School District (including parochial) has a total student enrollment of 5,082 students. The minority population represents approximately 9% of the student body. According to the December 1,2005 unduplicated child count, the number of students who are receiving special education services is 682, or 7.46% of the total student population. Sixty-eight (68) special education teachers serve these students in the areas of Specific learning Disabilities, Developmental Cognitive Delay: Mild/Moderate and Severe/Profound, Physical Impairment, Hearing Impairment, Emotional/Behavioral Disorders, Other Health Impairment, and Autism Spectrum Disorder. In addition, the district runs an inclusive preschool program for learners aged 3-5, and the youngest learners and their families are served by two early childhood (Birth-3) teachers. The Winona Area Public School District works with many other agencies to provide services to children and families. As previously noted, our district is a member of the, a cooperative entity which provides additional assistance in serving learners with low incidence disabilities. The services provided by HVED include services in school psychology, occupational therapy, physical therapy, assistive technology and audiology, and teachers in the areas of vision and deaf/hard of hearing. The Region 10 low incidence project affords a variety of staff development and consultative service to the Winona Area Public Schools. In addition, Winona Area Public School students are served by a number of other collaboratively funded programs, which include the Rainbow and Winona Day Treatment programs, the Children s Mental Health Family Services Collaborative, School Connectors and Wraparound programs. The last MDE Due Process Compliance Self-Study File Review for Winona was completed in the spring of 2005, with validation expected to occur in January, Continuous file review occurs in our district as the district special education leads use Record Review forms disseminated by MDE to check individual student files for compliance. The Winona Area Public Schools is currently involved in a Response to Intervention program in all of our Kindergartens. In the fall of 2005, all incoming Kindergarteners were screened for acquisition of early literacy skills, and, with parent permission, the students scoring in the lowest 10% in relation to skills acquisition were admitted to the Kindergarten Intervention Program. This program utilized general education Kindergarten teachers who reinforced reading skills for these learners. The results of the KIP program indicate growth for all students in early literacy skills. As will be noted later in this report, this program was viewed as so successful by both parents and teachers alike that it was recommended for continuation in the Winona Continuous Improvement Plan for the school year. 3

5 MNCIMP: SR Membership Selection Process The purpose of the Winona Area Public Schools CIMP Leadership Team is to collect and analyze data, to use that data analysis in making recommendations for future action plans, and to develop the annual CIMP report. The Winona Area Public Schools CIMP Leadership Team is composed of teachers, parents and administrators from diverse schools. This team has been on-going, that is, many members of the team were involved in the Leadership Team, and many have been involved since in inception of the CIMP process since All of the WAPS CIMP Leadership Teams have participated in staff development training offered by the. It is the responsibility of the Winona Area Public Schools CIMP team to analyze district special education initiatives, to make recommendations which will assist in facilitating the goal of continuous improvement in special education programs and services to meet the mandates set forth by the Minnesota Department of Education, OSEP and the school district. Leadership Team Formation and Membership Team Member Name District Position Membership Length Membership Responsibility Susan Roehrich District Curriculum Director 3 years Actively participate on CIMP Leadership Team- Data Analysis and Report Writing. Mary Hyde Speech/language Clinician 3 years Actively participate on CIMP Leadership Team- Data Analysis and Report Writing. Marge Weichers Parent 2 years Provide input concerning needs from parent perspective Deb Ward Teacher of the Deaf/HH 3 years Provide input to leadership team concerning low incidence services. Judy Sanvik Elementary Special Ed Teacher 6 years Analyze data and provide input from elementary for action plan. Pat Norman Elementary Special Ed Teacher 3 years Analyze data and provide input from elementary for action plan. Amy Mahlke HVED Instructional Consultant 2 years Provided training on data analysis and collected data for team. Beth Yonts Sp. Ed. Lead Teacher: Elem. 3 years Facilitate collection, analysis, implementation, and communication for purpose of 4

6 Leadership Team Formation and Membership implementing plan. Tracy Albrecht Sp. Ed. Teacher: Elem. 6 years Facilitate collection, analysis, implementation, and communication for purpose of implementing plan. Kurt Kiekbusch Sped Lead Teacher: Middle School 1 year Facilitate collection, analysis, implementation, and communication for purpose of implementing plan. Linda Gale Middle School EBD Teacher 3 years Provided information concerning middle level input for the action plan. Karen Bunkowski Community Member from County Human Services 2 years Provide input concerning community and other agencies. Sherrie McGuire Early Childhood Lead Teacher 3 years Provided information concerning early childhood: sped input for the action plan. Holly Lechler Elem. Sp. Ed. Teacher 2 years Provided information concerning elementary input for the action plan. Judi Vold Special Education Director 6 years Provided training in the CIMP resport writing and facilitated CIMP team meetings. 5

7 MNCIMP:SR Parental & Community Involvement How are parents and community involved in the MNCIMP:SR planning process, analysis of the data, and action planning process? Parents of children with disabilities serve on the MNCIMP leadership team. In addition, there are parent advisory groups in the early childhood: special education and district transition committees. Winona Area Public Schools also has several parent support groups (autism/down s Syndrome/IEIC) that meet between 4-8 times/year. This year, parents have access district funds to attend workshops with teachers and teachers collaborate with agencies as requested. How is your district s MNCIMP: SR status and progress disseminated to parents, community, and other stakeholder groups? Information concerning status and progress is disseminated through stakeholder and support groups, through director communication, and through communication with the newspaper and radio media. The Winona CIMP report is available to parents on the website. Also, the entire district staff were involved in an opening day inservice to discuss the impact of the response to intervention model for the school year. The district s CIMP plan was reviewed at that time and special education staff provide information on progress monitoring to parents throughout the school year. The CIMP report is also shared with the administrative team and updates on the CIMP plan are presented by the director to the school board. In the coming year (06-07), the CIMP report will be available to parents during the fall 2006 parent-teacher conferences. Special Education Mission and Belief Statements Describe the process for development of the mission and belief statements: In June, 1999, members of the met for two days to form a leadership team to determine how to actualize the agreement for HVED to become a pilot of the Program Evaluation and Continuous Improvement Process. This leadership team discussed philosophical beliefs and perceptions concerning best practice for providing special education services for learners with disabilities. Each year since, the CIMP Leadership Team has reviewed the mission and belief statements generated by that group, and the consensus has been that these statements ring as true today as they did in 1999 Mission Statement: The mission of the Winona Area Public Schools special education department is to provide educational opportunities so that learners will reach their maximum potential as independent, successful and productive adults. Belief Statements: Special education decisions are research-based and a definition of who benefits? is given. Assessment drives future decision-making concerning adoption of strategies and programs. Research of effectiveness is more relevant than political correctness. Decisions concerning strategies and programming will align with graduation standards. Resources are developed to assist teachers in data collection and measurement. 6

8 Special Education Mission and Belief Statements Have you changed the mission and belief statements from your previous report? YES NO X If yes, provide rationale for the change. Describe the process for development of the goal statements: Special Education Goal Statements The Winona Area Public Schools CIMP leadership met several times during the school year to review progress of the department and to develop goal statements for the school year. Goal Statements: The Winona Area Public School Early Intervention team will increase the proportion of infants under age 1 identified and served. The Winona Area Public School Early Intervention team will increase the proportion of infants and toddlers age birth through two identified and served. Effective problem-solving teams will be in pace at every level in the Winona Area Public Schools (Kindergarten-12). The Winona Area Public Schools will continue to provide EIS (Early Intervening Services) by continuing with the KIP Kindergarten Intervention Program. While both graduation and drop-out rates are very close to the state average, the CIMP leadership team believes that it is important to continue transition efforts for high school learners with disabilities. Have you changed the goal statements from your previous report? YES X NO If yes, provide rationale for the change. While some of the goals are on-going affirmations of best practice (transition and KIP), others have been added to reflect actions to be taken as a response to information included in the Minnesota State Improvement Plan for special education. 7

9 Program Evaluation Directions: Student Achievement Report and provide an analysis for any grade and subject in which the district did not demonstrate adequate yearly progress (AYP) for the special education population. Small districts of similar size within a cooperative or education district may be grouped for reporting purposes. Select the degree of need (high, medium or low) based upon the urgency to implement change as determined by district criteria established by the leadership team. For each area designated as a high need, linkage with the District s Improvement Plan under NCLB for the following school year must be provided (see Future Action Plan section of this report). SPP/APR Part B Indicator #3 Did your district make Adequate Yearly Progress (AYP) for the entire special education subgroup in ? (Check one) Yes X No NA (cell size too small to calculate AYP for Special Education) If there is a grade level skill area where the answer is No, your leadership team needs to address it below. If your district missed AYP last year for the first time, it is possible that next year your district will officially be in needs improvement status. How do you plan to improve the proficiency levels of students with disabilities? Respond below. Grade Level (check) Skill Assessed (check) Math Reading Math Reading Analysis Are there any extenuating circumstances? How are you linking into your district s Improvement Plan under NCLB? Are there additional steps you plan to take? If yes, document details in the Future Action Plan in this report. Are there any extenuating circumstances? How are you linking into your district s Improvement Plan under NCLB? Are there additional steps you plan to take? If yes, document details in the Future Action Plan in this report. Degree of Need (check one) High Medium Low High Medium Low 8

10 Program Evaluation Directions: High School Graduation, Dropout & Suspensions/Expulsions Report and provide analysis for any performance areas where the district performance falls below the state rate. Small districts of similar size within a cooperative or education district may be grouped for reporting purposes. Select the degree of need (high, medium or low) based upon the urgency to implement change as determined by district criteria established by the leadership team. Each area designated as a high need must have a corresponding action plan for the following school year (see Future Action Plan section of this report). Reporting Categories SPP/APR Indicator # State Rate Analysis Degree of Need Graduation Rates Part B # % At or above state rate? Yes No _X If no, provide district rate _79.25% and an analysis. The district rate was only two percentage points lower than the state rate. Members of the leadership team theorized that this is due to the fact that a number of Winona special education students stay in school past the normal graduation date to take classes at the Winona Alternative Education Center. High Medium _X Low Dropout Rates Part B #2 4.60% At or below state rate? Yes No X If no, provide district rate _5.56% and an analysis. The district rate is within one percentage point of the state rate. In the school year, special education teachers at the high school will be involved in teaching both the Rewards and Language! reading programs to provide intensive reading intervention to determine if this will increase both the skills and the graduation rates for learners with disabilities. High Medium _X Low Suspension and Expulsion Rates >10 days Part B #4 2.98% At or below state rate? Yes No If no, provide district rate and an analysis. Information not available. High Medium Low 9

11 Program Evaluation Directions: Child Find & Least Restrictive Environment Report and provide analysis for any performance areas where the district falls below the state rate. Small districts of similar size within a cooperative or education district may be grouped for reporting purposes. Data can be found on the MDE website at Select the degree of need (high, medium or low) based upon the urgency to implement change as determined by district criteria established by the leadership team. Each area designated as a high need must have a corresponding action plan for the following school year (see Future Action Plan section of this report). Reporting Category SPP/APR Indicator # State Rate Program Evaluation Analysis Degree of Need Part C: Child Find Birth-1 Part C #5.41% At or above state rate? Yes No X If no, provide district rate 0% and an analysis. In 2004, all of the member districts of the Winona County IEIC were at 0% on this indicator. During the year on the date of the child find count, the Winona Area Public Schools did not have any infants birth to 1 with an Individual Family Service Plan. High X Medium Low During the year we increased our child find efforts with medical providers and day care providers in an effort to identify children in need at an earlier age. Part C: Child Find Birth-2 Part C #6 1.50% At or above state rate? Yes No _X If no, provide district rate _1.04% and an analysis. The rate of child find for this population in the Winona District is.46 below the state average. As stated previously our IEIC has increased child find efforts in and will continue with increased efforts in in an effort to identify and provide services to an increased number of children birth through two. High _X Medium Low Part C: Natural Environment (ages 0-3) Part C # % At or above state rate? Yes _X No If no, provide district rate and an analysis. The district far exceeds the state average on this indicator, with 100% of students birth-3 receiving services in the natural environment. High Medium Low X 10

12 Reporting Category SPP/APR Indicator # State Rate Program Evaluation Analysis Degree of Need Part B: Pre-School (age 3-5) Part B #6 49.8% environment with typically developing peers (including settings 1, 3, & 4) At or above state rate? Yes X No If no, provide district rate and an analysis. The district far exceeds the state average on this indicator, with 88.6% of students 3 to 5 receiving services in the in settings with typically-developing peers. High Medium Low _X Reporting Category SPP/APR Indicator # State Rate Program Evaluation Analysis Degree of Need Part B: Settings/LRE School Age (6-21) Part B #5A 60.32% Removed from class less than 21% of day At or above state rate? Yes No X If no, provide district rate _43.7% and an analysis. An analysis of child count data in the Winona Area Schools indicates that there has been a decrease in the percentage of students identified in mild disability categories over time. In order to study this, a graduate student from Winona State University worked in conjunction with a professor in the statistics department in examining the child count reports for the last five years. This is the summary from that study: High Medium _X Low The LD 6-11 bin showed a decrease from 23.7% to 13.73%. This is a decrease of 42% fewer students receiving special education services under LD. Students receiving LD services in Winona Area School District have decreased among 6-11 year olds. This is a distinct downward trend. Between 1998 and 1999 numbers dropped by 2%, dropped by 4.4%, numbers dropped by 2%, numbers dropped by 0.43%, and numbers dropped by 1.24%. What could explain these yearly drops in percentage of children receiving special education services under the category of LD in the Winona Area School District? 11

13 Reporting Category SPP/APR Indicator # State Rate Program Evaluation Analysis Degree of Need This analysis of the last five years child count reports indicates that there has been a significant decrease in the number of children in the mild disability categories. It is theorized that changes in early reading curriculum (with an emphasis on phonemic awareness), implementation of the all day, every day kindergarten, and more alternatives for serving students with emotional/behavioral disorders has led to decreased numbers of students receiving service in these areas. However, further research is needed to determine the cause of this decrease. One impact of this significant decrease in the students identified in the mild disability categories is that this decrease skews the data concerning the settings for all students identified as disabled. It is a fact that our district has a large parochial and charter school population and it is a fact that the students with more significant disabilities enroll in the Winona Area Public Schools to receive service. This results with a greater percentage of students receiving more service in placements outside of the general education environment. Part B: Settings/LRE School Age (6-21) Part B #5B 9.58% Removed from class greater than 60% of the day At or below state rate? Yes No X If no, provide district rate _13.7% and an analysis. The CIMP leadership team believes the rationale outlined above explains this phenomena. High Medium X Low Part B: Settings/LRE School Age (6-21) Part B #5C 3.88% Served in separate schools, residential placements, or homebound or hospital placements At or below state rate? Yes No X If no, provide district rate _6.9 and an analysis. The CIMP leadership team believes the rationale outlined above explains this phenomena. High Medium X Low 12

14 Stakeholder Survey Directions Districts must report the number of Part B parents with a child receiving special education services who report that the school facilitated parent involvement as a means of improving services and results for children with disabilities. If collecting stakeholder data using a method other than the MDE surveys, i.e., district-developed surveys or focus groups, ensure that the questions/data collection method aligns with the questions included in the MDE surveys, especially regarding parental involvement and participation. Question 8 from the MDE parent survey must be included in any stakeholder information gathering process the district uses. Districts must consult their lead compliance monitor to review any methods of data collection that differ from MDE surveys. If the information to be completed below is not available at this time, enter any data you do have and explain. Data collection efforts must use a representative sample of the district and determine a valid sample size. Districts should document their sampling methods as part of the analysis and include the number of stakeholders invited to participate or surveyed and the number of stakeholders that attended or responded. If the district is not collecting information from all of the stakeholders in a particular group, one tool you may use to determine an appropriate sample size can be found at this link: Select the degree of need (high, medium or low) based upon the urgency to implement change as determined by district criteria established by the leadership team. Each area designated as a high need must have a corresponding action plan for the following school year (see Future Action Plan section of this report). Stakeholders Family Stakeholder Data Analysis Part C: SPP/APR Indicator #3 # surveys distributed = 61 # surveys returned = 36 Part C: Surveys were disseminated to all Part C families in the Winona District. 36 surveys out of 61 were returned. The overall satisfaction with early special education programming was high with a mean score of 3.5 on a scale from 1-4 (4=excellent). The statement I am part of the planning team when my child moves from one program to another (early childhood intervention to preschool) received a mean ranking of 3.6, while the statement Transitioning from one program to another has gone smoothly for my child received a 3.36 mean score. Part B SPP/APR Indicator #8 # surveys distributed =621 # surveys returned =320 Surveys were disseminated to all Part B families in the Winona District. 320 surveys were returned from a total student population of 621 (some families had more than one student with a disability). Overall satisfaction with the special education program of families with students in special education was 3.47 (mean of scores) out of a 1-4 scale (4 = strongly agree with satisfaction statements, 1= strongly disagree). Survey items receiving the highest rating by families were the following: My opinions about my child s needs are requested and considered in decision making when the IFSP, IEP or IIIP is developed; I am part of the team that makes decisions about evaluations of my child; Paraprofessionals working with my child understand my School Year(s) Degree of Data Collected Need High Medium Low _X High Medium Low X 13

15 Stakeholders Stakeholder Data Analysis child s needs; and Communication between the staff working with my child and myself is positive and effective. The items receiving the lowest rankings were I have received training regarding the secondary transition process (2.47) and I have information regarding transition services and after high school training and support services that are available to my child (2.47). All other items were ranked within the 3 range by families. School Year(s) Data Collected Degree of Need Administrator (Optional) Four principals out of 6 returned administrator surveys. A rating system of 1 through 4 with 4 representing strongly agree and 1 representing strongly disagree was used. Overall the administrators retuning surveys felt special education services were effective with a mean score of 3.5. Survey items receiving the highest rating by administrators were: Overall, I fell special decagon services and programming are effective in helping students in my building; I am aware of my district s Special Education Parent Advisory Committee; Special education evaluations are helpful in providing insight into students educational needs; and I receive the support I need from district special education administrators to serve the students in my building (all 4.0).The items receiving the lowest rankings were General education staff receive necessary training; and The district provides sufficient funds to meet special education students needs High Medium _ Low X General Educator Staff 110 surveys out of approximately 170 general education surveys were returned. A rating system of 1 through 4 with 4 representing strongly agree and 1 representing strongly disagree was used. Overall the general education staff returning surveys felt special education services were effective with an item mean score of Survey items receiving the highest rating by general education teachers were: Special education students in my building have equal access to extracurricular and non-academic activities compared to general education students (3.69) and I attend IEP/IIP meetings for student in my classroom (3.56). The items receiving the lowest rankings were The special education staff have been helpful to me in finding alternate strategies for working with students with possible disabilities (not currently in special education (2.91) and The results of special education evaluations have been shared with me in ways that are meaningful and provide me with insight into students educational needs (2.97). All other items were ranked within the 3 range by general education teachers High Medium Low _X Paraprofessional 51 surveys out of 93 paraprofessional were returned. A rating system of 1 through 4 with 4 representing strongly agree and 1 representing strongly disagree was used. Overall the paraprofessional staff returning surveys felt special education services were effective with an item mean score of Survey items receiving the highest rating by paraprofessionals were: The buildings I work in are physically accessible to the students I serve and I encourage students to function as independently as possible, given the nature of their disabilities (3.7). The only item receiving less than a 3 was Information from IFSP/IEP/IIIPs is shared with me in a way that is useful (this statement earned a rank of 2.97, indicating general satisfaction High Medium Low _X 14

16 Stakeholders Special Education Staff Stakeholder Data Analysis Part C: All of the birth-three teachers ranked the item Children, ages birth to three, are served in natural settings (i.e. home, child care) with a 4.0. Part B: Part B: 49 out of 73 special education teachers who work with students with disabilities within the K-12 programs returned their surveys. A rating system of 1 through 4 with 4 representing strongly agree and 1 representing strongly disagree was used. Again, the special education teachers expressed satisfaction with the special education program with a mean score of Survey items receiving the highest rating by special education teachers were: The information I gather in the evaluation process is used in IFSP/IEP/IIP planning (3.) and I always include families in the decision making process during their child s evaluation and in all facets of IFSP/IEP/IIIP development (3.83). The items receiving the lowest rankings were A post school follow up process is in place so that information is available regarding the outcomes of student who have received services in transition (2.21) and In student IEP meetings, reasonable options for programming are not limited because of lack of district resources. Of the 29 items, only three were ranked below the 3 range by special education teachers. School Year(s) Degree of Data Collected Need Low _X High Medium Low Student (Optional) 322 surveys (out of 611 Part B students) were returned. It is important to note that, again, general satisfaction with the special education program provided was evident in the responses (Mean=3.2). A rating system of 1 through 4 with 4 representing strongly agree and 1 representing strongly disagree was used. Survey items receiving the highest rating by special education students were: Overall, my special education program and teachers are helpful to me (3.47) and I get the right amount of help and support to do my best in school (3.4). The items receiving the lowest rankings were I have access to a variety of community work experiences (2.6) and I have been involved in the IEP/IIIP team meeting and this is helpful to me (2.7). Nine of the twelve items were ranked above a 3, indicating High Medium Low _X 15

17 Record Review Directions The analysis must include the total number of records reviewed and the total number of citations for each TSES area, i.e. 5 of 10 secondary transition records lacked a secondary transition evaluation by age 14 or grade nine. Part C and Part B TSES standards should be reported separately. Document whether the TSES standard applies to a Part B or Part C file by inserting an X into the corresponding Part B or Part C column. Under the Compliance Status column, the district has the choice of labeling the standard as MDE Noncompliance, District Noncompliance, Concern or Strength. Refer to the MNCIMP: SR Guidelines and Resources Manual for additional directions, definitions of each compliance status label, and record review sampling procedures. Each TSES area listed as MDE noncompliance or District noncompliance must have a corresponding action plan (See Future Action Plan section of this report). Record Review Process and Sampling Procedures Describe the district s record review procedure and sampling procedures: participated in the self review process on February 23 and 24, The morning of February 23 rd was designated as training while the afternoon and February 24th were devoted to review of files. In addition, the lead teachers in Winona met on two additional days to review the files (each lead reviewed files from schools other than the schools she was assigned). In total, ---- records were chosen for compliance review and --- records were chosen for a longitudinal review. These records pulled at random using information from the MARSS system. In addition, the Winona Area Public Schools participated in a peer review of files within the district. Every year, district special education lead teachers, as a matter of course, review files for compliance as new IEP/IFSP/IIIPs are developed. 16

18 TSES Reference Number TSES Compliance Area Pre-referral Interventions Part B Part C Record Review Analysis Compliance Status X One file was reviewed. There was a concern regarding documentation but it was clarified. In Compliance Notice of Proposed Eval./Re-eval. Plan X 4 out of 4 files reviewed had the required components to meet criteria for this item Strength Parental Informed X In Compliance Consent for Eval. 5 of 6 files reviewed had the required components to meet criteria for this item Evaluation/Reeval. X 5 for 6 files reviewed documented the necessary timelines to meet criteria for this item In Compliance Timelines 1 of the records reviewed was given a citation for the timelines being quite delayed Frequency of Reevaluation X 3 of 4 files reviewed followed the mandated frequency to meet criteria for this item In Compliance 1 file was given a citation for a big gap between initial and re-evaluation Eval. Materials and X 7 of 7 files reviewed had the required components to meet criteria for this item Strength Procedures Secondary X 2 of 3 files reviewed documented the secondary transition evaluation requirements to meet In Compliance Transition Eval. criteria for this item Evaluation Report X 4 of 4 files reviewed had the required components to meet criteria for this item Strength EBD Eligibility X 4of 4 files reviewed had the required eligibility components to meet criteria for this item Strength DCD Eligibility SP/L Eligibility X X 3.05 ECSE Eligibility X IEP Team X 5 of 5 files reviewed had the required team members documented to meet criteria for this item In Compliance Members PLEP X 5 of 5 files reviewed had the required components to meet criteria for PLEP In Compliance Goals & Objectives X 1 of 5 files reviewed were not in compliance with requirements. Some of the goal were not measurable. 3 of the 5 files reviewed had the required components to meet criteria for this item. Citation/District Noncompliance Least Restrictive X 5 of 5 files reviewed had the required explanation of LRE to meet criteria for this item In Compliance Environment Special Ed. & X 5/6 files reviewed had the require elements for SpEd and related services to meet criteria for In Compliance Related Services this item. There was a concern with 1 file but it was clarified Start Date of IEP X 3 of 5 files reviewed had start dates that were not in compliance with requirements. Citation/District Noncompliance 17

19 TSES Reference Number TSES Compliance Area Part B Part C Record Review Analysis Compliance Status IEP Review X 4 of 6 files demonstrated IEP reviews every 12 months. One record IEP review was 5 days In Compliance over the year requirement and one record had confusing dates Progress Reporting X 5 of 5 files reviewed had documented progress reporting as required. Strength Modification of State/District Assessment X 3 of 3 files reviewed addressed modification of assessments In Compliance Continuum of Alternative Placements Extended School Year 4.11 IEP Notice Requirements & Procedural Safeguards X 1 out of 1 file in compliance In Compliance X 5 out of 5 files reviewed had appropriate ESY documentation. 1 file did not have anything In Compliance checked for ESY X 1 of 2 records checked had documentation of procedural safeguards given. In Compliance Parental Consent X 3 of 4 records had appropriate dates for compliance one record was confusing 3 different In Compliance dates Coord. with other 1 of 1 record was in compliance In Compliance Ed. Placements Functional Behavior Assessment X 2 of 2 files reviewed had functional behavior assessments as part of the student records In Compliance Access Log in Record Additional Part C Files: Parental Informed Consent for Eval Additional Part C Files: IFSP Team Members Parent Consent for IFSP X 5 of 5 files reviewed contained access logs as required In Compliance X X HVED Part C Follow Up: 5 of 6 files indicate parents signed permission prior to initiation of evaluation. One file the observation was dated prior to permission received. 5 of 6 files indicate all mandated team members participated in the IFSP/IIIP process. At one meeting, no district representative participated. HVED Part C Follow Up: 2 of 6 files indicate services began prior to parent signature. The team members indicated there is a tendency to schedule service start dates immediately after documentation is complete, but parent signatures occur after additional time is allowed for documentation review (informed consent). Areas of Concern District Noncompliance at an HVED Cluster level 18

20 Longitudinal Review Directions (optional) Include the number of longitudinal records reviewed. Internal consistency reporting pertains to each indicator used to determine the consistency of documentation from initial or prior evaluation to the most current evaluation. Secondly, internal consistency addresses whether or not the three consecutive IEP were consistent with the IEP process. Address the quality indicators as strengths or weaknesses found in the review. Conferred benefit pertains to the data used to determine whether the student benefits from his/her special education program and service over time. Determine if growth was evident from evaluation to evaluation and across three consecutive IEP. Determine the degree of need (high, medium or low) based upon the urgency to implement change as determined by district criteria established by the leadership team.. Each area designated as a high need must have a corresponding action plan for the following school year (See Future Action Plan section of this report). Refer to the 2004 MNCIMP:SR Guidelines and Resources Manual for additional directions, sampling procedures, and resources. Reporting Categories Internal Consistency Conferred Benefit Longitudinal Review (optional) Analysis The Winona Area Public Schools longitudinal self review took place on February 23-24, The file were chosen at random. Two records were chosen to complete this review. The reviewers found that both records demonstrated internal consistency with IEP due process procedures. Only one of the records was determined to have documentation of benefit-conferred quality indicators, with concern that the present levels of educational performance and goals and objectives did not document significant student progress over time. (It should be noted that this student is severely autistic and non-verbal, which may have influenced progress measures.) Degree of Need High Medium Low X High Medium X Low 19

21 Current Year Action Planning Directions *Use the information reported in the district s prior year action plan(s), reported as high need and /or non-compliant, to complete the following components, identified by an asterisk (*) in the left side of the chart below: *Goal Statement: Identify goal as stated in prior year s MNCIMP:SR Report. *Desired Outcome: Provide a measurable statement of the expected outcome. What will change as a result of strategies and activities implemented? *Strategy(s): Describe strategies employed to achieve the desired outcome, e.g. training, staff development, policies, task force committees, etc. *What collected data will give evidence of progress? Describe what data will be collected to determine if the outcome has been met or if progress is being made. For the current year s report, complete the Progress/Results Analysis and Status sections of the chart below based on the prior year s action plan(s) to determine if progress has been made in meeting the desired outcome. Progress/Results Analysis: Report data that was collected to determine whether the outcome was met. Status: Analyze results and determine progress from the prior year s action plan(s) in meeting the desired outcome. Indicate whether the outcome was met, will need to be continued, or other. If the outcome was not met and will be continued, address the outcome in the next year s action plan (see next page) and note any changes in strategies. If Other is checked, provide an explanation in the Progress/Results Analysis section. Note: To insert additional lines to an action plan, tab after the last column and a new row will automatically be inserted. To insert additional action plan charts, insert a page break after the chart, then copy and paste the blank action plan chart into the new page. 20

22 Existing Action Plan(s) * *Goal Statement: The Winona Area Public School District will improve the pre-referral process through effective/efficient implementation of strategies or at risk students. Complete this section using the action plans from the district s existing MNCIMP:SR report from the Complete this section for next year s report. prior year. *Desired Outcome *Strategies *What collected data will give Progress/Results Analysis Status X evidence of progress? Using information from general Research-based intervention Training logs will be kept on All students attending the Kindergarten Outcome Met X education staff and baseline data collected in April 2005, the prereferral satisfaction rating will improve from 2.91 with SD of.87 to 3.0 or higher in 2006 survey results. strategy training will be provided to select staff. participants and strategies. were assessed in the fall, winter, and spring using the DIBELS and a Kindergarten Inventory Kindergarten Emerging Literacy Inventory (including Rhyming, Beginning Sounds, Blending Onset-Rime, Letter Sounds, Phoneme Segmentation, Word Recognition, Letter names, Perceptual Motor). Students scoring in the bottom 10% were given intensive instruction from general education Kindergarten teachers. Data was collected and summarized on kindergarten KIP students at Jefferson Elementary School by the school psychologist. There were 62 Kindergarten students enrolled at Jefferson Elementary. 13 of these students were referred to the Student Success Team (four of those students were in the KIP program). By the end of the school year, three Kindergarten students were referred for special education testing (none of them were in the KIP program). Of those three, one qualified for E/BD; one qualified for SLD; one did not qualify for any services. Outcome Continue Other: explain The trained staff will provide Attendance sheets from inservices All teachers and administrators Outcome Met X 21

23 Existing Action Plan(s) * *Goal Statement: The Winona Area Public School District will improve the pre-referral process through effective/efficient implementation of strategies or at risk students. Complete this section using the action plans from the district s existing MNCIMP:SR report from the Complete this section for next year s report. prior year. *Desired Outcome *Strategies *What collected data will give Progress/Results Analysis Status X evidence of progress? inservices to general and special education elementary teachers in the district. will be used to document staff participation. attended a district-wide inservice on August 31, 2005 concerning the response to intervention model and the goals of the Kindergarten Intervention Outcome Continue Other: explain Teachers will access resources and support for students who are at risk with the goal of increasing the educational success of the learner. Data collection, through the use of probes, as it pertains to student growth and teacher satisfaction based on a repeated stakeholder survey disseminated in Program. See progress noted in section above. Outcome Met Outcome Continue Other: explain X 22

24 Existing Action Plan(s) * *Goal Statement: The Winona Area Public Schools will increase educational assistants knowledge of safety issues, communication strategies, and strategies for reinforcing curriculum related to students Individual Educational Plans. Complete this section using the action plans from the district s existing MNCIMP:SR report from the Complete this section for next year s report. prior year. *Desired Outcome *Strategies *What collected data will give Progress/Results Analysis Status X evidence of progress? To increase educational assistants Special education will receive Participants will sign in at the All educational assistants were certified Outcome Met X comfort level when working with students with crisis issues that involve keeping all involved safe. CPI and other safety training related to schools once during the school year with any necessary follow-up meeting and they will evaluate the presentations. in Nonviolent Crisis Prevention during the school year. Outcome Continue Other: explain To increase educational assistants ability to recognize their style of communication for improved communication between teachers and other staff. To increase educational assistants comfort level with reinforcement of academic materials they reinforce at the grade levels they are assigned. strategies. Educational assistants will receive training in communication strategies during the training sessions for the school year. Educational assistants will receive individual training from the special education teacher with whom they work on curriculum reinforcement and participate in a workshop emphasizing make-and-take ideas during the school year Participants will sign in at the meeting and they will evaluate the presentations Participants will sign in at the meeting and they will evaluate the presentations. Teacher will keep track of times the teacher and ed. assistant spend on curriculum ideas. The educational assistants will all participate in a communication inservice in August, 2006 as part of the opening workshop. In the school year, educational assistants were offered instruction in autism, music therapy, epilepsy, basic sign language and were included in the Raising Cain workshop (culture in the middle school). Further instructional opportunities in academic strategies is needed. Outcome Met Outcome Continue Other: explain Outcome Met Outcome Continue Other: explain X X 23

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