Iowa Educational Services for the Blind and Visually Impaired (IESBVI)Conference

October 8th and 9th, 2012

WELCOME!

*Strategic Plan 2010-2016

*Students perform at high levels

*Students gain independence in areas of the Expanded Core Curriculum

*Students are prepared at graduation for employment and/or post-secondary education

*We continue to become more efficient

*State Priorities

*All children will enter school ready to learn

*All children will learn in a safe and caring environment

*All children will leave school ready for life

Dr. Marty Ikeda

State Director of Special Education

*Making special education more effective – eliminating the achievement gap between students with disabilities and those without disabilities.

*Students perform at high levels

*The Statewide System for Vision Services shall meet or exceed state academic standards in reading.

*Target. Increase by 15% the number of students served by the Statewide System for Vision Services (in conjunction with other partners) who meet or exceed state academic standards in reading by 2016.

*Definition of a Comprehensive Reading Program

Comprehensive reading program means a high-quality reading program of classroom instruction for all children, and intervention for children at risk of reading difficulty, that

• is built on scientifically based research;

• includes instructional content for the five essential components of reading instruction (phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension);

• includes explicit instruction, coordinated instructional sequences, and ample teacher-directed application, guided practice, and independent practice;

• includes instructional content that is aligned with grade-level standards and benchmarks;

• uses instructional materials that are aligned with the five essential components of reading instruction and grade-level standards, benchmarks, and instructional goals;

• provides more than 90 minutes of uninterrupted reading instruction per day;

• includes screening and diagnostic assessment for identifying and diagnosing individual student instructional needs; and

• includes classroom-based assessments for frequent, ongoing monitoring of student progress

*State Performance in

Reading

*2011 -2012

*General education students 72.50%

*Students with a disability 30.4%

*2010-2011

*Students with a disability receiving services through IESBVI 46.0%

*Gap 26.5%

The Statewide System for Vision Services shall meet or exceed state academic standards in mathematics.

Target. Increase by 15% the number of students served by the Statewide System for Vision Services (in conjunction with other partners) who meet or exceed state academic standards in mathematics by 2016. *Students perform at high

levels

* 2011 -2012General education students 77.60%Students with a disability 49.7%

2010-2011Students with a disability receiving services through IESBVI 49.0%Gap 28.6%

State performance in Mathematics

* http://www.educateiowa.gov/index.php?option=com_content&view=article&id=2485&Itemid=4602

Iowa Core Curriculum

*Students perform at high

levels

Braille. All students using Braille for reading and or writing will increase their Braille literacy skills.

Students will increase their Braille literacy skills by an average of 75 percent by 2016.

Students gain independence in areas of the Expanded Core

Curriculum

Target. All students will have an opportunity to access regional services for needs in the expanded core curriculum, as based on needs assessment and Individual Education Programs.

Baseline by January 2013 with target established based on data

*Students are prepared at graduation for

employment and/or post-secondary education

Goal 3. The Statewide System for Vision Services shall increase the percent of students who by age 16 have transition plans for improved post secondary outcomes

2011 -98% 2010 -66.48% 2009 - 55% 2007 - 35%

Goal 5 (BOR Goal 6). The Statewide System for Vision Services (in conjunction with other partners) will demonstrate that their student outcome assessment programs help students achieve identified learning goals. 

Population - For this strategic plan students are defined as children and youth age zero to twenty-one who are blind or visually impaired, including those with additional disabilities, and receive services through the Statewide System for Vision ServicesFocus – BraillePurpose – To increase Braille reading and writing skills for students who use Braille as a learning medium.Goal 4 – All students using Braille for reading and or writing will increase their Braille literacy skills.Accountability Measure – Trend data from Assessment of Braille Literacy Skills (ABLS) will be used to determine percent of increase in Braille literacy skills.Target – Need to determine baseline performance using 2011 data and then establish target.Example: Students will increase their Braille literacy skills by an average of 75 percent by 2016.Data Collection and Organization – Data collected May 2011 to determine students’ baselines. Data collected each May until 2016 to determine percentage of increase in skills for individual students. Data collected each May until 2016 to determine what percentage of students with increased skills by 75 percent.Data Decision Making – Analysis of data to determine:1. Baseline2. Progress on target for meeting the goals, continue actions;3. Progress insufficient to meet the goals, revise action steps; 4. Progress beyond the target for meeting the goal, revise goals. 5. Annual reporting of progress.

Goal 5 (BOR Goal 6). The Statewide System for Vision Services (in conjunction with other partners) will demonstrate that their student outcome assessment programs help students achieve identified learning goals. Population - For this strategic plan students are defined as children and youth age zero to twenty-one who are blind or visually impaired, including those with additional disabilities, and receive services through the Statewide System for Vision ServicesFocus – TransitionPurpose - To improve post-secondary transition.Goal - All students who are blind or visually impaired will have transition plans documented on IEPs by age 16 for positive post-secondary outcomes commensurate with the statewide accountability system.Accountability Measure - Trend data on the number of students ages 16 and older who have annual IEP transition goals. Transition IEP goals will be supported by:1. transition assessments2. appropriate course of study for post-secondary outcomes3. transition services4. documentation of collaboration with post-secondary partners5. measureable post-secondary outcomesTarget - Need to determine baseline performance using 2009 data.Increase to 100% students who have transition goals in place by age 16.Data Collection and Organization - Gather baseline data, based on IEP review, by December 2011.Gather follow-up data by December 2012 and December 2014 to determine progress toward goals.Data decision Making - Analysis of data to determine:1. Baseline2. Progress on target for meeting the goals, continue actions;3. Progress insufficient to meet the goals, revise action steps;4. Progress beyond the target for meeting the goal, revise goals.5. Annual reporting of progress. 

*Q & A

Thanks!

*We continue to become more

efficient

* Feasibility and Planning Study Committee - Purpose

Students who are deaf, deafblind, hard of hearing, blind or visually impaired in Iowa*Future planning for effective and efficient services

statewide

*Administrative

*Programmatic

*Under the direction of Iowa Department of Management as required by Iowa Code

* Feasibility and Planning Study Committee – Make-up

*Parents

*Constituent Organizations

*State Agency Leaders

*AEA and LEA Leaders

*Leaders from Iowa Educational Services for the Blind and Visually Impaired

*Leaders from Iowa School for the Deaf

* Feasibility and Planning Study Committee - Timeline

*Study conducted summer and fall 2012

*Recommendations to the BOR by winter 2012

*Recommendations to the legislature by the Department of Management by 2013 legislative session

*Planning for implementation from fall 2012

*Implementation to follow the legislative action – Phased in over two-five years.

* Feasibility and Planning Study Committee – Guiding Questions

*What might be the advantages and disadvantages of a regional model or centers to serve students? Regional centers may be in four or five locations in the state within an hour drive to receive services.

* If Iowa had regional centers what would be the advantages and disadvantages of maintaining the campuses at Council Bluffs and/or Vinton? Would their location allow for them to be used as regional centers?

*What would be the advantages and disadvantages of continuing to provide services for students who are deaf, hard of hearing or deafblind on the campus in Council Bluffs and services for students who are blind, visually impaired or deafblind from the campus in Vinton?

* Feasibility and Planning Study Committee – Guiding Questions

*What would be the advantages and disadvantages of providing services for students who are deaf, blind, visually impaired, hard of hearing or deafblind on a single campus?

*What would be the advantages and disadvantages of a single campus being located centrally in the state?

*What would be the advantages and disadvantages of a single campus located on the current Iowa Braille School campus in Vinton?

*What would be the advantages and disadvantages of a single campus located on the current Iowa School for the Deaf campus in Council Bluffs?

*What would be the advantages and disadvantages of centralizing the administration and coordination of services for students who are deaf, blind, hard of hearing, visually impaired or deafblind?

*Special Education Compliance

Monitoring 2011-12

*§300.320(a)(3)(i) IEP includes a description of how the child’s progress toward meeting the annual goals will be measured -5 non-compliant- 64.29% compliant -8-42.86%

*§300.320(a)(2)(i)(A) IEP includes statement of goals designed to enable child to be involved in and make progress in the general education curriculum -6- 57.14%

*§300.321(a) IEP team membership -3- 78.57% IEP team membership--participating agency for transition -2- 71.43% IEP team membership--student -1- 85.71%

*Educational Services for the

Blind and Visually Impaired!