Comprehensive Program Improvement Plan 2016-2017
Houston Independent School District 2016-2017 Board of Education Wanda Adams, District IX, President Diana Davila, District VIII, First Vice President Jolanda Jones, District IV, Second Vice President Rhonda Skillern-Jones, District II, Secretary Anne Sung, District VII, Assistant Secretary Anna Eastman, District I Manuel Rodriguez, Jr., District III, Michael L. Lunceford, District V Holly Maria Flynn Vilaseca, District VI Richard Carranza Superintendent Sowmya Kumar Assistant Superintendent of Special Education Houston Independent School District Hattie Mae White Educational Support Center 4400 West 18th Street Houston, Texas 77092-8501 Website: www.houstonisd.org Subscribe to enews: www.houstonisd.org/subscribe Follow us on Twitter: https://mobile.twitter.com/houstonisd It is the policy of the Houston Independent School District not to discriminate on the basis of age, color, handicap or disability, ancestry, national origin, marital status, race, religion, sex, veteran status, or political affiliation in its educational or employment programs and activities. Office of Special Education Page 2
Houston Independent School District Comprehensive Program Improvement Plan 2016-2017 Table of Contents Overview 4 Program Goals 5 Action Plan 6 TEA PBMAS Data Report HISD PBMAS Longitudinal Data Report Special Education Program Review (T. Hehir) State Performance Plan Web Access Web Access Web Access Web Access Office of Special Education Page 3
Overview The Comprehensive Program Improvement Plan (CPIP) has been developed to provide clear and focused direction to the efforts of the Office of Special Education Services in its mission to provide outstanding programs and services for students with disabilities enrolled in the Houston Independent School District (HISD). Goals and activities in the CPIP reflect priority areas as identified through the following sources: Federal Monitoring and Accountability Systems: The State Performance Plan (SPP) evaluates the district s efforts to implement the requirements and purposes of IDEA and monitors continuous improvement in 20 indicators related to special education compliance and student performance. State Monitoring and Accountability Systems: The Performance-Based Monitoring Analysis System (PBMAS) reports annually on the performance of Texas school districts and charter schools in selected federal program areas. The PBMAS has 16 indicators related to the performance of students receiving special education services. The Texas state accountability system includes the performance of students with disabilities. District and campus accountability ratings are based on four performance indexes: student achievement, student progress, closing performance gaps, and postsecondary readiness. Additional sources: A Review of Special Education in the Houston Independent School District conducted by Thomas Hehir and Associates of Harvard University in fall, 2010. Dr. Hehir s report investigated the effectiveness of the district s special education program and provided special education leadership with findings and recommendations for improvement. Input from surveys of campus, field office, and central office personnel regarding the efficacy of special education programs. Input from surveys completed by parents upon the conclusion of student annual ARD/IEP (Admission, Review, and Dismissal/Individual Education Program) meetings. Input provided by parents at district-wide parent meetings A peer review of the Regional Day School Program for the Deaf conducted in spring 2014. Office of Special Education Page 4
Program Goals THE OFFICE OF SPECIAL EDUCATION SERVICES MISSION STATEMENT: To support students with disabilities in gaining college and career readiness, and independent living skills through active engagement in grade level curriculum. Goal 1: Increase inclusive program options for students with disabilities A) Increase the percent of students with disabilities placed in general education for 80% or more of the school day 1) 34.0% to 39.0%% for ages 3-5 2) 68.4% to 73.4% for ages 6-11 3) 65.3% to 70.3% for ages 12-21 B) Decrease the percent of students with disabilities in general education for less than 40% of their school day 1) 24.4% to 19.4% for ages 6-11 2) 19.5% to 14.5% for ages 12-21 C) Increase the number of students with cognitive disabilities that are included in work-based internships within the community from 26 to 48. Goal 2: Improve achievement outcomes for students with disabilities in core content areas A) Targeted accommodations provided to students for instruction and assessment will increase from: 1. 75.1% to 80.1% in Reading 2. 76.0% to 81.0% in Math 3. 59.4% to 69.4% in Algebra I 4. 56.8% to 66.8% in English I 5. 52.8% to 62.8% in English II B) Special education teachers demonstrating application of UDL principles in their instructional design and delivery will increase from 58.3% to 68.3% C) 66% of special education teachers will monitor student progress in meeting IEP goals Goal 3: Increase the percentage of students with disabilities enrolling in two or four year college within a year of graduating high school from 30% to 35% A) Increase the number of completed college applications of students with disabilities that are high school seniors from 38.6% to 45% B) Increase the number of FAFSAs completed by students with disabilities that are high school seniors from 202 to 275 C) Increase the number of students with disabilities approved for accommodations on College Board assessments from 808 to 1000 Office of Special Education Page 5
D) Increase the number of student led IEP meetings from 976 to 1180 Goal 4: Meet established local/ state/ federal timelines and targets for identification of students with disabilities Identification: A) Initial evaluations completed within 45 calendar days of receipt of parental consent will increase from 92.7% to 98% B) Re-evaluations completed within timelines will increase from 99.3% to 100% C) The percentage of students evaluated by a multi-disciplinary team who were not found eligible will decrease from 25% to 15% D) The number of students identified to have dyslexia will increase from 3,005 to 4,000 Disproportionate Representation: E) The difference rate between African American students in the general student population and in special education will decrease from 8.0% to 7.5% F) The percent of African American students identified as Emotionally Disturbed (ED) will decrease from 53.6% to 50% G) The percent of African American students identified as Intellectually Disabled (ID) will decrease from 38.3% to 35% H) The percentage of elementary school age students with disabilities also identified as English language learners will increase from 29.5% to 40% I) The percentage of secondary school students with disabilities also identified as English language learners will decrease from 12.7% to 10% Office of Special Education Page 6
Action Plan Goal 1: Increase inclusive program options for students with disabilities A) Increase the percent of students with disabilities placed in general education for 80% or more of the school day 1. 34.0% to 39.0%% for ages 3-5 2. 68.4% to 73.4% for ages 6-11 3. 65.3% to 70.3% for ages 12-21 B) Decrease the percent of students with disabilities in general education for less than 40% of their school day 1. 24.4% to 19.4% for ages 6-11 2. 19.5% to 14.5% for ages 12-21 C) Increase the number of students with cognitive disabilities that are included in work-based internships within the community from 26 to 48. Add new EXPLORE units to 4 schools- Jefferson ES, Bell ES, Farias ECC, and Parker ES Increase inclusive settings for students with auditory impairments in PK-5th grade at Lantrip ES from 20 to 25 students. Kelli Rodgers, Angela Terry, for AI/VI Services March : Complete : 23 students Implement TREK Program at 16 schools: HS: Reagan, Westside MS: Black, Hamilton, Grady, Westbriar. Pershing, Henry, Pin Oak, ES: Oak Forest, Shadowbriar, River Oaks, Herod, Travis, Briarmeadow Charter Lorraine Klim, for Autism Services : Complete Office of Special Education Page 7
Pilot BSC SAFE program at 5 campuses: Clifton MS, Crespo ES, C. Martinez ES, and Houston MTSC HS Calibrate, monitor and review recommendations for more restrictive program options Joan Anderson, Natalie Pruitt, At the end of each month : Implementation continues at the 5 campuses. Peck ES has expressed interest in becoming a SAFE school. August-September: Staff development was held for Program Specialists Number of students reviewed=24; Number of students recommended for more restrictive placement=23 August-December: Number of students reviewed=242; Number of students recommended for more restrictive placement=227 August- Number of students reviewed=318; Number of students recommended for more restrictive placement=290 Provide support for student internships Susan Hurta, April : Collaboration with Texas Workforce Commission (TWC) to train high school students on resume writing, interviewing and other soft skills Collaboration with TWC to plan a city-wide job fair to provide employment opportunities for students Collaboration with Houston ISD Nutrition Services to expand CBVI opportunities : 367 case managers received training Office of Special Education Page 8
Provide training and support to staff on navigating public transportation, the job application process, and work-place accommodations. Click tab 1-4 for Goal 1 Progress Susan Hurta, April : METRO provided travel training : Texas Workforce Solutions Soft Skills (TWC) Training provided to students Goal 2: Improve achievement outcomes for students with disabilities in core content areas A) Accommodations provided to students for instruction and assessment will increase from: 1. 75.1% to 80.1% in Reading 2. 76.0% to 81.0% in Math 3. 59.4% to 69.4% in Algebra I 4. 56.8% to 66.8% in English I 5. 52.8% to 62.8% in English II B) Special education teachers demonstrating application of UDL principles in their instructional design and deliverywill increase from 58.3% to 68.3% C) 66% of special education teachers will monitor student progress in meeting IEP goals Monitor number of participants who have registered and completed the course on how to document instructional accommodations. Joan Anderson, November December March May August-: 139 registered 92 completed August-November 266 registered 206 completed August- 384 registered 321 completed Office of Special Education Page 9
Provide training on how to develop a culture of inclusion via the following: face-to-face; on-line; webinars and digital hangout. Joan Anderson, Monthly August-: Facilitated 3 sessions (130 participants) Program Specialists, North Area principals, Woodson K-8 November-: Provided comprehensive inclusion training and follow up technical support to 20 campuses; Facilitated the following trainings aligned with building an inclusive culture: Culture of Inclusion (4 campuses) Foundations in UDL (8 campuses, Curriculum Instructional Technology Specialists, Program Specialists, Career Pathway Teachers) Collaborative Problem Solving for Inclusion (3 campuses), Specially Designed Instruction (5 campuses) Districtwide Inclusive Schools Week recognition and celebration Office of Special Education Page 10
Monitor GoalBook implementation of universally designed for learning instructional strategies. Joan Anderson, Monthly : 26,974 resources accessed 1,141 users activated November: 31,481 resources accessed 32 resources accessed per user 1,195 users activated December: 49,825 resources accessed 35 resources accessed per user 1,415 users activated : 61,184 resources accessed 39 resources accessed per user 1,568 users activated February: 67,765 resources accessed 42 resources accessed per user 1,601 users activated Office of Special Education Page 11
Conduct targeted observations of classroom instruction 5 times per program specialist each month to support universally designed for learning instruction. Kelli Rodgers, March May August-: 8-12-16 Program Specialists introduced to the revised Integration of UDL Principles to Develop Expert Learners process and rubric. 10-21-16 Program Specialists introduced to the Google form for collecting observation data and overall process review December: Multiple means of Engagement 51% Multiple means of Representation 28% Multiple means of Action and Expression 45% Average UDL strategies implemented: 41% : Multiple means of Engagement 86.5% Multiple means of Representation 66.6% Multiple means of Action and Expression 79.7% Average UDL strategies implemented: 77.6% Office of Special Education Page 12
Provide professional development to program specialists, department chairpersons, principals and targeted staff on developing expert learners Review and report goal progress per Month based on all reporting cycles (e.g., progress and report card). Click tab 5-7 for Goal 2 Progress Beth Goodrich, for OT/PT/AT Services Sharon Cole- Braxton, for ARD/IEP Services Monthly November February April May : 10-1-16 UDL Theory and Practice Book Study initiated with all Program Specialists 10-21-16 Full day training with Program Specialists (UDL Hunt Chapters 1-4 Review, Group Presentations) UDL-IRN Presentation Proposal with Neff ELC and Patterson ES accepted December 12-2-16 UDL Theory and Practice Book Study complete. Full day training with Program specialists (R4 UDL Lesson Planner Chapters 1-4) UDL-IRN Narrative Development with Principals of Neff ELC and Patterson ES August-: 3,032 progress reports were generated out of 15,624 potential progress reports: 19.4% 9/28/2016 alert was sent through EasyIEP to all users November-December: 5,395 progress reports were generated out of 15,624 potential progress reports: 35% 12/9/2016 Alert was sent through EasyIEP to all users December-: 5646 progress reports were generated out of 15,523 potential progress reports: 36% 2/3/2017 Alert was sent through EasyIEP to all users Office of Special Education Page 13
Goal 3: Increase the percentage of students with disabilities enrolling in two or four-year college within a year of graduating high school from 30% to 35% A) Increase the number of completed college applications from 38.6% of HS senior SWD to 45% B) Increase the number of FAFSAs completed of HS senior SWD from 202 to 275 C) Increase the number of SWD approved accommodations on College Board assessments from 808 to 1000 D) Increase the number of student led IEP meetings from 976 to 1180 Increase support for college access by assisting students with college exploration activities. Susan Hurta, April Student conferences-402 Conferences with 41% of the senior class regarding college application process TX College Night at University of Houston Student conferences-537 Conferences with 60% of the senior class regarding the college application process Black College Expo Office of Special Education Page 14
Continue to assist with FAFSA completion through collaboration with families, other departments and community. Susan Hurta, December February April December Transition team provided individualized support to students and families who were in need of FAFSA/TAFSA completion assistance Transition team members participated in the District s FAFSA Roadshows held at various campuses. Total Number of Student FAFSA/TAFSA completions-99 Provide training and support to campus staff on the process for requesting accommodations on national assessments. Susan Hurta, April Training provided to middle schools and high schools regarding requesting accommodations on national assessments Transition team members participated in national conversations with national assessment organizations that led to policy changes regarding their accommodations request process Total number of students approved to test with accommodations-942 Office of Special Education Page 15
Continue to coach identified students to prepare them to lead ARD/IEP meetings. Intensive and focused attention will be given to high school juniors and seniors. Susan Hurta, April : Transition and self-determination training provided to teachers and Program Specialists 316 case managers received training : Transition coaches continue to train campus staff on self-determination 367 case managers received training Student led IEP meetings: 858 Office of Special Education Page 16
Goal 4: Meet established local/ state/ federal timelines and targets for identification of students with disabilities Identification: A) Initial evaluations completed within 45 calendar days of receipt of parental consent will increase from 92.7% to 98% B) Re-evaluations completed within timelines will increase from 99.3% to 100% C) The percentage of students evaluated by a multi-disciplinary team who were not found eligible will decrease from 25% to 15% D) The number of students identified to have dyslexia will increase from 3,005 to 4,000 Disproportionate Representation: E) The difference rate between African American students in the general student population and in special education will decrease from 8.0% to 7.5% F) The percentage of African American students identified as Emotionally Disturbed (ED) will decrease from 53.6% to 50% G) The percentage of African American students identified as Intellectually Disabled (ID) will decrease from 38.3% to 35% H) The percentage of elementary school age students with disabilities also identified as English language learners will increase from 29.5% to 40%. I) The percentage of secondary school students with disabilities also identified as English language learners will decrease from 12.7% to 10% Office of Special Education Page 17
Calculate and disseminate report on initial evaluation compliance with state (45 schooldays) and HISD (45 calendar days) timelines Cheval Bryant, for Speech Monthly : State timelines: 266 out of 269 evaluations =98.9% Internal timelines: 243 out of 269 evaluations=90.3% November: State timelines: 534 out of 545 evaluations =97.9% Internal timelines: 497 out of 545 evaluations =91.3% December: State timelines: 696 out of 705 evaluations=99% Internal timelines: 668 out of 705 evaluations =95% : State timelines: 936 out of 944 evaluations=99% Internal timelines: 770 out of 944 evaluations=82% Office of Special Education Page 18
For every student who is determined not to have a disability condition, the lead will review the evaluation report for appropriateness of decision Provide trainings at targeted campuses that have a pattern of referrals that result in noneligibility. Mertie Gomez, for Student Evaluation Cheval Bryant, for Speech Shuk Wa Wong, for School Psych Services Shuk Wa Wong, for School Psych Services Monthly February August-: 15 out of 269 evaluations of students who did not qualify (DNQ) were reviewed. All were determined appropriate DNQ=5.6% August-November: 74 out of 545 evaluations of students who did not qualify (DNQ) were reviewed. All were determined appropriate DNQ=13.6% August-December: 87 out of 705 evaluations of students who did not qualify (DNQ) were reviewed. All were determined appropriate DNQ=12% August-: 108 out of 944 evaluations of students who did not qualify (DNQ) were reviewed. All were determined appropriate DNQ=11% : Discussed referral patterns and IAT effectiveness with campus evaluation case managers : Trained campus IAT chairs, administrators, and evaluation staff on IAT and referral process Office of Special Education Page 19
Provide training on best practices for evaluation personnel. Disseminate a dyslexia identification report to analyze identification trends. Increase the validity of initial referrals for Special Education evaluation among African American students suspected of an Emotional Disturbance (ED) Mertie Gomez, for Student Evaluation Cheval Bryant, for Speech Shuk Wa Wong, for School Psych Services Mertie Gomez, for Student Evaluation Shuk Wa Wong, for School Psych Services November December February Monthly December April August-: Evaluation training for LSSPs in August on AU, ED, ADHD identification SLPs trained on state eligibility guidelines for all speech disorders November: Evaluation Specialists trained on cognitive, adaptive, behavior and functional assessment Speech Therapists were trained on Service Delivery Outcomes and Caseload Considerations for SLPs LSSPs were trained on impact of bullying : Evaluation personnel (LSSPs, Speech- Language Pathologists, Diagnosticians) trained on the Intervention Assistance Team and Response to Intervention LSSPs were trained on the impact of trauma on student performance : List provided through SharePoint December: List provided through SharePoint : Of the 14 initial ED evaluations done, 10 (71.4%) were for African American students; 100% met ED criteria. : Of the 52 initial ED evaluations done, 24 (46.2%) were for African American students; 100% met ED criteria. Office of Special Education Page 20
Provide training on behavioral intervention strategies and tools to reinforce and monitor positive behavior Increase the validity of initial referrals for Special Education evaluation among African American students suspected of an Intellectual Disability (ID). Provide district-wide training to evaluation specialists on cultural and language factors affecting cognitive assessment results associated with ID Sample 10 initial evaluations confirming culturally responsive testing for an ID (i.e, appropriate test selection) Develop rubric/matrix for ARD/IEP committees to guide ELL consideration of identification for students with disabilities at the secondary level. Shuk Wa Wong, for School Psych Services Mertie Gomez, for Student Evaluation Mertie Gomez, for Student Evaluation Mertie Gomez, for Student Evaluation Mertie Gomez, for Student Evaluation April December February April November December February April November August-: 3-day training for principals in June; 2-day Intervention Institute for LSSPs in August : LSSPs trained school personnel on Tools for Managing Problem Behaviors in fall 2016. : 100% initial referrals were valid November: 100% initial referrals were valid December: 100% initial referrals were valid : 100% initial referrals were valid : Training conducted in August : Training conducted in November : 9 of 10 students were appropriately identified November: 10 of 10 students were appropriately identified December: 10 of 10 students were appropriately identified November: Completed Office of Special Education Page 21
Provide training to Special Education Department chairs on use of the rubric/matrix to guide ELL identification consideration Click tab 8-12 for Goal 4 Progress Mertie Gomez, for Student Evaluation December December: Completed Office of Special Education Page 22