wested report informational briefing by s pecial e ducation a dvisory c ouncil

WestEd Report

Informational Briefing

By

SpecialEducationAdvisoryCouncil

SEAC is Hawaii’s IDEA State Advisory Panel.

A primary function of SEAC is to advise the Department of Education of unmet needs within the State in the education of children with disabilities.

Special Education Comparison:Similar States/DistrictsHow does Hawaii measure up?

No One is Like Hawaii

State/District

Enrollment SWD % of Students with

IEPS

% of low income

students Alaska 131,000 15, 889 13.6 40

Delaware 129,000 16,936 14.7 51

Rhode Island

140,700 21,842 17.4 46

Hawaii 182,600 17,156 10.9 51

Hillsborough

200,287 28,173 14% 54

Orange County

183,021 20,813 11% 35

Comparing Students Served and % of Students in Poverty

Comparison of SWD NAEP ScoresBasic or Above Reading Basic or Above Mathematics

Gap between SWD and Others on NAEP Scores

District ComparisonsProficiency and Gaps:State Assessments

SWD Participation inRegular Education Classes

Gap Grids

Gap Grids

WestEd Report Timeline

Sept2010

Oct. 2012

HIDOE selects WestEd to complete

review

DOE releases report at a

Legis. Briefing

HIDOE initiates “System

Redesign” process

Projected Initiation of

implementation plans

Nov. 2011

Jan. 2013

Prelim ReportUpdate to CCCs

Update

to SEAC

Final 12.27.12WestEd

Report to DOE

Implementation Phases

SY 11-12 SY 14-15 ?????

Actual Timeline

SY 11-12 SY 12-13 SY 13-14 SY 14-15

Proposed Timeline

Preparation:Planning, Communication, Policies and Procedures

Sustaining:Monitoring, Accountability and Improvement

Implementation:Execution and Action

Organization and InfrastructureSection 1

1.1 Confusion in Roles

1.1.3 – Define roles responsibilities and functions

1.1.4 – Restructure to SEA/LEA

1.1.5 – Develop and monitor implementation

1.2 Parallel Mental Health Systems

1.2.1 – Align system of services and supports between mental health, education & behavioral health

Convene an interagency task group

Develop agreements that include a transition plan

1.3 Due Process diverts funds from programs and does not improve partnering

1.3.3 – Use SEAC, CCCs and other community groups to improve Alternative Dispute Resolution

Allocation of Resources and Management AccountabilitySection 2

2.1 Formulas to allocate staff and funding

2.1.2 – Review the implementation of the funding formula for results

2.2 Variation in Staffing

2.2.2 – Develop a process for communicating policies and procedures

2.3 Inconsistent use of staffing and available funds

2.3.2 - Develop clear and consistent policies and procedures regarding the use of staffing and funds

2.4 Non-public school placements the result of inadequate public programs

2.4.2 - Provide training and T.A. to schools and complexes to support improved practice

2.4.3 – Establish an annual review of the effectiveness of procedures

2.5 Accounting codes not used with fidelity making analysis of expenditures difficult

2.5.2 – Develop a systematic process for training and T.A.

2.5.3 – Develop a system and process for an annual review of effectiveness

Service Provision & Program and Student Performance OutcomesSection 3

3.1 IEP Students Performing Below Targets

3.1.1 – Develop a plan with specific timelines

3.1.2 – Identify and convene a workgroup of CASs, SEAC and parent organizations

QUESTIONS?