special education planning update -...

SPECIAL EDUCATIONPLANNING UPDATE

Dr. James M. LaBilloisAssistant Superintendent of Schools

January 18 & 19, 2017

AGENGA

•Welcome and Introductions• Review of Five Pillars of Continuous Improvement in Special Education• Program Evaluation – Overview– Components– Proposal

• Processing & Feedback • Adjourn

Hingham Public Schools

MISSION STATEMENT

The mission of the Hingham Public Schools is to provide challenging and comprehensive

educational programs in a safe and supportive environment, enabling all students to develop the

knowledge and skills necessary for success as local and global citizens.

SEPAC Brainstorming

PROGRAM CULTURE MANAGEMENT STRUCTURE

• Procedures (Culture of TEAM Meetings)

• Data-Driven Decision Making

• Communication (internal& parents)

• Parents as Partners• Experts as Partners• EBP (Evidence-Based

Practices)

• Leadership• Resource Allocation• Program Accountability• Procedures (Child Find,

Eligibility, Quality of IEPs, IEE, progress monitoring)

• Student Achievement• Data Management &

Monitoring • Engaged Educators• Technology • Transitions (PK-K, 5-6, 9-

12, 12-PG)

• Pathways & Protocols for raising concerns

• Ensuring Competency (recruitment & hiring, training, coaching/mentoring)

• Data Management & Monitoring (data binders,logistics)

• Communication (external & public)

• Transitions (PK-K, 5-6, 9-12, 12-PG)

5 Pillars of Continuous Improvement in Special Education

5 Pillars of Continuous Improvement in Special Education

Programmatic Assessment,

Development, and

Improvement

Strategic Partnerships

Research and Development

Community Outreach &

Family Engagement

Professional Development

Pillar I: Programmatic Assessment, Development, and Improvement

JoelA.Barker

Ongoing review of programs offered in Hingham Public Schools and, where needed, implement reform to ensure alignment with department and district goals.

Ø Revise and Publish HPS Special Education Procedures Manual (in progress – rollout 9/1/2017)

ØParaeducators (assignment, use, training)ØIEP writing (in progress – begin 1/11/2017)ØProvision of Support to students with Emotional/Behavioral challenges (e.g., role of School Adjustment Counselors)

ØIntensive Skills Programs

Crosswalk with SEPAC Brainstorming






Practices)





12, 12-PG)






Pillar II: Professional Development

JoelA.Barker

Develop and implement a multi-year professional development plan, aligned with the HPS Professional Development Plan, to ensure continuity of programs, services, and core instructional methods.

Ø Training on revised Procedural Policies and PracticesØ Instruction: Long Term; Evidence-Based PracticesØ New Special Education Teacher Induction: “Boot Camp”Ø Mentoring ProgramØ Regular Education: Inclusive Practices, Curriculum Access, GradingØ Middle School Focus Group: Quality of T&L, Course Offerings







Practices)





12, 12-PG)






Pillar III: Community Outreach and Family Engagement

JoelA.Barker

Work to sustain collaborative relationships with community organizations/institutions and launch a focused plan to increase family engagement in the Special Education process.

ØSEPACØStudent Services WebsiteØCommunity PresentationsØSNAP







Practices)





12, 12-PG)






Pillar IV: Strategic Partnerships

JoelA.Barker

Work to strengthen collaborative partnerships with local, state, and national organizations/institutions to enable strategic partnerships and targeted support.

ØHingham Public Schools Tiered Systems of Support (HTSS)ØUniversity and CollegesØOrganizationsØSchools







Practices)




Monitoring • Engaged Educators• Technology• Transitions (PK-K, 5-6, 9-

12, 12-PG)






Pillar V: Research and Development

JoelA.Barker

Establish an internal procedure to research and develop evidenced-based practices focused on improving student performance and outcomes.

ØParaeducatorsØGeneral Benchmarking & Curriculum AssessmentsØAcademic Tiered Systems of Academic SupportØSpecialized Reading InstructionØSecondary: Level IV Classrooms







Practices)





12, 12-PG)






Crosswalk – Variables To Be Addressed

• Leadership– Examination and redistribution of DSS and ADSS

roles and responsibilities• Resource Allocation– Examine cost-effective and sustainable alternatives

(e.g., paraprofessionals)• Program Accounability– Consistency– Metrics/Measurement Methods & Reporting

Schedule– DSS & ADSS Performance Goals

Program Evaluation: Overview

• Definition: Collecting, analyzing, and using data to answer questions about a programs effectiveness and efficiency.• Functions:– Whether to develop a program (needs assessment)– How best to develop a program (formative assessment)– Whether to modify or continue a program (summative assessment)

•Focus: Organization or Community

Community-Based Program Evaluation Phases

PHASE COMPONENTSPhase 1Focus and Question Development

• What area of the program should be examined?• What are the questions the organization needs answered?• Where to recruit stakeholders?

Phase 2Stakeholder Engagement

• Open forums• Recruit (all relevant parties)• Refine and edit research questions

Phase 3Evaluator Selection & Criteria Development

• Internal or external evaluator• Criteria for inclusion in RFP (if external) and development of structural form and

communication strategies

Phase 4Data Collection and Analysis

• Methods• Materials• Analytical Approach

Phase 5Strategic Reform and Application

• Public & Organizational Presentations• Specific actions plans for implementation and review• Organizational Accountability• Progress Monitoring (what metrics will be used to evaluate effectiveness)

HPS Student Services Department

Special Education Data Collection Schedule

12-13 13-14 14-15 15-16 16-17 17-18 18-19

DESE CPR CPR SS MCR SS CPR

USDOEIndicators

7b & 13 7b, 8, & 12 11, 14a 7a, 7b, 14b 7b, 13

HPS Program Review

X X

NEASC SS SS SV

NLTS X X

HPS Student Services Department: Programs & Components

Program Area Components

Process & Procedures TEAM Meeting, staff-parent interaction, IEP Writing, Goal Writing, Data Collection and Communication, Timelines, Organizational Effectiveness, Professional Development

Social/Emotional Services Students with ED, counseling, support, general education supports

K-5 Response to Intervention

Reading, writing, math, consistency (6-8; 9-12), Behavioral Health

Section 504 Process, Procedures, and Communication

Related Services OT, PT, Speech, Vision, O&M, BCBA, Hearing, scheduling, methods, familial supports

HPS Student Services Department: Evaluation Type Matrix

Program Area Needs Assessment

Formative Assessment

Summative Assessment

Process & Procedures X X

Social/Emotional Services X X

K-5 Response to Intervention

X (second) X (first)

Section 504 X

Related Services X

HPS Student Services Department: Programs & Components

Program Area Components

Integrated Preschool Curriculum, materials, auxiliary service delivery, social/emotional learning, self-help skills

Intensive Skills I (K-2) and IntensiveSkills II (3-5)

Curriculum, materials, auxiliary service delivery, ABA principles, behavior strategies

Middle School Skills Academic support, materials, curriculum & instruction

High School Strategies for Learning Academic support, materials, curriculum & instruction

High School Skills & Vocational/Life Skills Program

Academic support, materials, curriculum & instruction, community partnerships

Extended School Year (ESY) Academic support, materials, curriculum & instruction

Inclusion (elementary, middle, high) Differentiation, general education support, curriculum support, communication between general education/special education, planning, instructional quality

HPS Student Services Department: Evaluation Type Matrix

Program Area Needs Assessment

Formative Assessment

Summative Assessment

Integrated Preschool X

Intensive Skills I (K-2) and Intensive Skills II (3-5)

X

Middle School Skills X

High School Strategies for Learning X

High School Skills & Vocational/Life Skills Program

X

Extended School Year (ESY) X

Inclusion (elementary, middle, high) X

Laying the Foundation

Source:https://www.pbis.org/school/mtss

HPS Program Evaluation Plan

16-17 17-18 18-19 19-20

Process & Procedures XSocial/Emotional Services XK-5/8 Response to Intervention X XSection 504 X XRelated Services XIntegrated Preschool XIntensive Skills I (K-2) and Intensive Skills II (3-5)*

X

Middle School Skills XHigh School Strategies for Learning XHigh School Skills & Vocational/Life Skills Program

X

Extended School Year (ESY) XInclusion (elementary, middle, high) X

Next Steps…

• Special Education Program Evaluation Taskforce:– Representative Constitutent Groups (program or district-wide)

• Administration, educators, parents, students (where applicable)– Schedule individual timelines and communication re: ongoing

intiatives– Self-Assessments (prepared and ready to initiate) – Oversee Program Evlauation Phases

• Office of Student Services Quarterly Parent Newsletter• Office of Student Services Parent forums• Office of the Assistant Superinendent – MCAS analysis, Training, Mentoring & Induction, Professional

Development, District Accountability

Feedback & Questions

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