palo alto unified school district special education program
TRANSCRIPT
Palo Alto Unified School District
SPECIAL EDUCATION PROGRAMMoving Beyond the Hehir Report
Presented to the Board of Education February 27, 2018
Successes
§ Student Services/Support§ Added a Learning Center at El Carmelo§ Added a Futures Program at every Middle School§ Expanded Science Camp and Special Olympics for
students with significant disabilities§ Reengaged students through project-based learning
(AAR)§ Increased Vocational Program experiences
§ Cross-Department Collaboration § REA, SPED, Student Services/SEL, Health Services, AAR
§ General Ed/Special Ed Collaboration§ Dyslexia Initiative§ Literacy Intervention Program Improvement
WhatWeLearnedfromthe2016HehirReport
The process of identifying and providing supports and accommodations needs to be more proactive and preventative
1The identification process is a barrier to providing targeted supports and accommodations in a timely fashion
2Parents lack information about policies, practices, and procedures related to special education, resulting in a lack of trust.
3The District lacks data that is useful in improving educational practices and identifying the impact of practices on students with disabilities.
4
KeyRecommendations
Define
Define the purpose and goals of Special Education in PAUSD.
Include
Include students with disabilities in the equity plan.
Increase
Increase knowledge of effective strategies for the variety of disabilities and student needs.
Create
Create inclusive classrooms and school communities.
Use
Use Universal Design For Learning Approaches.
OURGOAL
ACCESS EQUITY INCLUSION
IDEAdefinesthepurposeof
SpecialEducation
§To provide each student with an individualized program designed to meet the student’s needs as an exceptional learner in accordance with Individuals with Disabilities Education Act
ThePAUSDPhilosophyandGoalsofSpecialEducationNeedNotbeDifferentfromthatofGeneralEducation
To develop our students’ knowledge, critical thinking,
and problem solving skills, and nurture their curiosity,
creativity, and resilience, empowering every child to
reach his or her fullest intellectual, social, and creative
potential.
To offer a rich and challenging academic
experience to all students within a supportive
community, dedicated to preparing our youth for the
challenges of living in a fast-changing world.
Students with disabilities have equal access to high
quality teaching and learning as well as
appropriate programs, services, and
accommodations in the least restrictive environment.
OUR VISION OUR MISSION OUR GOAL
SpecialEducationSupportStructure
SpecialEducationSupportStructure
STAFF NUMBER
EDUCATION SPECIALISTS 78
STUDENT ATTENDANTS 234
PSYCHOLOGISTS 21
MENTAL HEALTH 12
BICs 12
SPEECH 15
OT 5
DHH 1
VI 3
O&M 1
APE 1
AT 3
AAC 1
Source: District data
1092 (9%) of PAUSD students have a
disability under IDEA
SWD Enrollment by Grade Level
WHO ARE WE SERVING?
Source: DataZone
SpecialEducationEnrollmentbyGroupStatus(duplicated)
Source: Siras and Infinite Campus, n = 1095. Note: This varies slightly from the 1092 reported in DataZone, as IEP counts change daily based on initial identification and exits.
Demographics # %
Male 747 68.2%
HUR_Race 400 36.5%
SED 347 31.7%
EL 143 13.1%
VTP 125 11.4%
StudentswithSpecificLearningDisabilitiesmakeupthehighest
percentageofStudentsenrolledwith
Disabilities
SWD Enrollment By Disability Category
WHO ARE WE SERVING?
Source: DataZone
PerformanceofStudentswith
DisabilitiesonStateAssessmentsRemainRelativelyStable
MATH
ELA
STUDENT PERFORMANCE
Source: CAASPP, reported in DataZone
PerformanceontheSBACindicatethatstudentsweremorelikelytogainthan
declineinperformance. ELA% of GAINERS 25%% of STICKERS 56%% of SLIDERS 19%
MATH% of GAINERS 31%% of STICKERS 47%% of SLIDERS 22%
STUDENT PERFORMANCE
Source: CAASPP, reported in DataZone
TheFall2017CADashboardindicateswithin-districtgaps.
STUDENT PERFORMANCE
Source: California Dashboard
1. Complete the Special Education Program Evaluation to identify strengths/challenges.
2. Align goals across the various plans and include outcomes for students with disabilities (LCAP, SPSA, Equity Plan, Strategic Plan).
3. Establish teams across all levels of the organizations to examine system, school and individual student data.
4. Create a culture where individuals regularly use data, research best practices, and engage in developing and sharing effective practices
5. Support and supervise teachers in implementing effectiveclassroom practices.
6. Understand the needs of our parents and community partners.
FOUNDATIONSOFTHECHANGEPROCESS
TheVoiceofOurCommunityPartnersCommunityAdvisoryCommittee,2016
Focus on student outcomes and deliver measurable results
1Increase the use of evidence-based, disability-specific strategies
2Increase collaboration between general education and special education
3
FocusonStudentOutcomesand
DeliverMeasurableResults
1.Analyze achievement, discipline, and student engagement data through each school team.
2. Identify potential challenges/barriers to improvement.
3. Identify goals and key improvement strategies that align with the Strategic Plan.
4. Define student success in a measureable and meaningful way.
NEXT STEPS
DefinethePurposeandGoalsoftheDepartmentofSpecialEducation
§ Developed a Special Education Parent Handbook to be launched in Fall 2018 that outlines in detail the Special Education program in a parent friendly format. The new format includes:
§ District-level contact information and who to call for assistance
§ Purpose, philosophy, and goals of the Department of Special Education
§ PAUSD district-wide offerings
§ Navigating the Special Education process from suspected disability to program placement.
§ Tips for understanding assessments
§ Types of accommodations and modification
§ Help for parents unsure about the difference between special education and 504
§ Assistance with solving disputes
NEXT STEPS
BuildCapacityofEducatorstoMeettheNeedsof
Studentsacrossthespanofdisabilities
§ The Department of Special Education will ensure that ALL schools are equipped with a toolkit of evidenced-based, disability-specific strategies (Teacher Handbook by Fall 2018)
§ Professional learning developed and designed for teachers will be level and disability specific (reading disabilities/dyslexia, autism, behavior/emotional disabilities)
§ Professional development will be offered in Universal Design For Learning Strategies (in progress)
§ District-wide commitment to implementing multi-tiered systems of support for all students
NEXT STEPS
EngagetheParent
Community
LAUNCH A 5-PART PARENT EDUCATION SERIES§ Navigating Special Education and the Law§ HELP! What Does this IEP Mean?§ Strategies for working through Disagreements with the
IEP Team§ Applied Behavior Analysis and Managing Disruptive
Behavior at School and at Home.§ Understanding My Child’s Disability
REDESIGN THE SPECIAL EDUCATION WEBSITE to keep the community informed, provide toolkits for families and teachers, learning webinars, special education updates, and a host of resources.
PARTNER WITH THE COMMUNITY ADVISORY COMMITTEE (CAC) to host community events that connect families with disabilities and offer the opportunity to share the work we ae doing.
NEXT STEPS
IncreaseCollaboration
betweenGeneralEducationand
SpecialEducationTeachers
§ Ensure that General Education teachers serving students with disabilities have an opportunity to consult with Special Education teachers, psychologists, behavior specialists, coordinators, and other support personnel.
§ Create collaboration opportunities for general edand special ed teachers to work together to solve problems of practice.
§ Provide professional learning opportunities to build capacity of general ed and special edteachers to support all students.
NEXT STEPS
EarlyAssessmentof
Needs
§ Expand the continuum of services and placement options
§ Reconfiguration of Educational Specialists Support at the elementary level (K-2nd) (3rd-5th)
§ Co-teaching at the elementary level
§ Program Coordinators
§ Psychologists
§ Mental Health Therapists
§ Behavioral Specialists
§ Inclusion Specialist
§ Autism Specialist
§ Addressing the needs of the gifted and twice exceptional
§ Alternative programs at the secondary level
§ Exploration of programs that engage the non-traditional student (see AAR example)
BudgetConsiderations
The early assessment of needs should not be considered the priority items for the Board’s consideration. The Special Education Evaluation will assist in identifying the top priorities for the 2018-2019 school year.
SpecialEducationEvaluationOverview
Purpose
§ Describe student characteristics and outcomes
§ Describe special education program characteristics
§ Provide an in-depth understanding of several of the “Next Steps” identified above to guide special education strategic planning in 1819
Data
§ Quantitative
§ IEP student characteristics
§ IEP student services and placements
§ Student outcomes
§ Staffing
§ Qualitative
§ Classroom walkthroughs and IEP kid-by-kid in elementary
§ Co-teaching observations in secondary
§ Interviews and focus groups (11+)
§ Surveys of all PAUSD staff and all PAUSD parents
§ Special Education Meeting Parent Satisfaction Survey
InitialTakeaways
“Next Steps” Initial Findings
Purpose and goals of special education
Staff express a need for an articulated vision for the department.
Capacity of staff to meet student needs
Need to set explicit expectations for staffing (co-teaching, aides, caseload management) to achieve the vision.
Need to provide training and support to build capacity.
Need district-wide multi-tiered system of supports (MTSS).
InitialTakeaways
“Next Steps” Initial Findings
Engage the parent community
Overall, parents are satisfied with IEP meetings and their students’ IEP services this year, and rate an improvement this year relative to prior years.- 250 responses in first two
months of Special Education Meeting Parent Satisfaction Survey
- 60% average school response rate and responses from all schools
- See table on next slide.
Need to create focused ways to solicit parent feedback to guide continuous improvement.
InitialTakeaways
Special Education Meeting Parent Satisfaction Survey PRELIMINARY RESULTS (Dec-Jan, n~260)
How would you rate your overall satisfaction with:
Today’s meeting
Special education services your child is receiving this year
Special education services your child has received throughout his/her time in PAUSD
NextSteps
§ Conducting interviews and focus groups
§ Collecting and synthesizing feedback on surveys from various stakeholder groups; preparing to launch survey in March
§ Calendar report for August Board of Education meeting
SPOTLIGHTONAPROMISINGPROGRAM
Authentic Learning for Students with Disabilities
Phase 1: reengage students through authentic learning experience
Phase 2: support students on the path to their career or interest
Disengaged Student
AAR Project Provides Support for Exploration of Personal Interest
CTE Builds Student’s
Marketable Skills
CC Partnership Provides Industry
Certification or College Credit
student has interest in a topic but is not invested in school, has low attendance, etc.
in AAR, student works with mentor to research trends in topic of interest
student is inspired to take CTE
pathway related to interest
student receives industry certificate or college credit to study interest after
graduation
Authentic Learning for Students with Disabilities: Spotlight on a Promising Program
Authentic Learning for Students with Disabilities
I.Inclusion:AnAnalysisofCurrentState
Disengaged Student
Student’s Personal Interest
Student Reengages
How Student Could Have Been Supported After AAR
Outcome/Career Trajectory
STUDENT A• SpEd & HUR• behind in
classes• would be
classified at “waterfall” level
• student expressed an interest in auto repair
• Regarding AAR: “It actually made me think that school was fun because I got to research something I'm interested in.”
• completed AAR project on key components of a ride-out
• student opened up to AAR staff about career goals
• after AAR, student took Auto CTE courses• if student started CTE pathway sooner, student
could have completed CTE pathway• student could have been advised to enter
DeAnza’s auto program (articulated with PAUSD’s to earn industry certification)
• student went to work for auto shop after graduation (relative connection)
STUDENT B• SpEd & HUR• unfocused• low attendance• disengaged
from school• skeptical of AAR
• “As an animal lover, this research project has allowed me to deepen my passion of pursuing a career as a Veterinarian. I focused my efforts investigating the rescue options for homeless animals in hopes of one day finding a solution.”
• completed AAR project on homeless animal population in the US
• attendance improved• focused on what she
wanted to do with her life & how to get there
• PAUSD could have provided follow-up support after AAR
• student’s AAR experience could have been followed or supplemented with relevant CTE or dual enrollment courses that would lead to veterinary medical applications certification
• goal of becoming a veterinarian
STUDENT C• SpEd & HUR• family pattern of
teen pregnancy
• “The topic of teen pregnancy is an issue that is meaningful to me as many women in my family and some of my closest friends have been teen mothers. I'm hoping to raise the awareness of this topic and to promote education to teens, as well as the general public.”
• completed AAR project on teen pregnancy risk factors
• developed a broadinterest in health care
• PAUSD could have provided follow-up support after AAR
• student could have been advised to take dual-enrollment nursing courses that would lead to certification
• student could have been advised to enter 8 week summer training for EMT certification
• goal of becoming a nurse• became first to disrupt family
pattern of teen pregnancy
ForMoreInformationContact…
§ Yolanda Conaway-Wood, Assistant Superintendent of Strategic Initiatives and
Operation, [email protected]
§ Stephanie Sheridan, Special Education Director, Secondary, [email protected]
§ Alma Ellis, Special Education Director, Elementary, [email protected]
§ Clarisse Haxton, Ph. D, Program Evaluation Coordinator, [email protected]
§ Christopher Kolar, Director of REA,[email protected]
§ Jeong Choe, Coordinator of Authentic Research, [email protected]