special education report to the board of education …...2017/09/27 · implementation of...
TRANSCRIPT
Board of Education Meeting 09‐27‐17
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Special Education Report to the Board of Education of Frederick County
September 27, 2017
We will:
Inform the board of initiatives that have already occurred within the department and those currently being implemented.
Share future plans and considerations in support of the department’s long‐range vision for improving the performance and outcomes for students with disabilities.
Board of Education Meeting 09‐27‐17
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WHO WE ARE
Special Education Student Demographics/Enrollment
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3,800
4,000
4,200
4,400
4,600
4,800
5,000
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
10 Year SEEnrollment
SE Enrollment
FCPS Students with Disabilities Enrollment
Percentage of Students with DisabilitiesMaryland Compared to FCPS
2006
-20
07
2007
-20
08
2008
-20
09
2009
-20
10
2010
-20
11
2011
-20
12
2012
-20
13
2013
-20
14
2014
-20
15
2015
-20
16
2016
-20
17
FCPS 12.47% 12.05% 11.97% 11.60% 11.38% 11.26% 10.78% 10.61% 10.54% 10.61% 11.1%
MD 12.6% 12.3% 12.2% 12.0% 12.0% 12.0% 11.9% 11.3% 11.2% 11.1% 11.3%
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Special Education Student Summary
2212
973
1165
102
46
0 500 1000 1500 2000 2500
Elementary
Middle
High
Non‐Public
Private
Total Number of Students with Active IEPs: 4498 School Year 2016‐2017
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Challenges
Inclusive Pre‐Kindergarten Programs
Learning for Life
Pyramid Program
Rock Creek
SUCCESS
Provides support for students with autism and/or severe communication disorders.
Carroll Manor Elementary Deer Crossing Elementary Middletown Elementary
Middletown Primary Gov. Thomas Johnson Middle Gov. Thomas Johnson High
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Brunswick ElementaryCarroll Manor ElementaryDeer Crossing Elementary
Glade ElementaryLewistown Elementary
Thurmont PrimaryTwin Ridge Elementary
Urbana ElementaryWaverley ElementaryWhittier Elementary
Lincoln ElementaryMiddletown Elementary
Oakdale ElementaryOrchard Grove ElementarySpring Ridge Elementary
Serves students ages 3-5 with an identified disability to strengthen academic and social skills while
addressing IEP Goals.
Serves students with developmental and cognitive disabilities and supports functional academic and life skills.
Glade ElementaryMonocacy Elementary
Valley Elementary
Crestwood Middle SchoolMiddletown Middle SchoolMonocacy Middle SchoolOakdale Middle School
West Frederick Middle School
Brunswick High SchoolCatoctin High SchoolFrederick High School
Gov. Thomas Johnson HighLinganore High School
Middletown High SchoolTuscarora High School
Urbana High SchoolWalkersville High
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Lewistown Elementary Ballenger Creek Middle
New Market Middle Gov. Thomas Johnson High Tuscarora High School Walkersville High School
Spring Ridge Elementary
Serves students with significant emotional/behavioral needs, who require intensive special education and
therapeutic services.
Serves students ages 3-21 with severe intellectual, physical, emotional, hearing, visual and learning disabilities and provides opportunities for students to master functional
skills that promote maximum independence.
Rock Creek School
School Year Rock Creek Enrollment
2014-2015 91
2015-2016 85
2016-2017 86
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SUCCESS Program
School Year SUCCESS Enrollment
2014-2015 55
2015-2016 43
2016-2017 46
Serves students ages 18-21 who have completed at least four years in a comprehensive high school and exhibit potential for
competitive employment with a focus on post-secondary transition education. Students work in a community-based setting to learn
skills for independent living and are exposed to the world of work.
Special Education Staffing
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Location Total Number of Employees
Central Office StaffCentral Support Positions 74.10Psychologists 27.00Specialized Program Coordinators 17.00
School Based StaffSchool Based Support Positions 6.00School Therapists 19.00Speech Language Pathologist 73.80Teachers 314.30Total Special Education Staffing 531.20
Special Education Instructional Assistants
Total Number of Employees
Elementary 304 .60Middle 96.00High 141.00ACTT Team 2.00Rock Creek 39.00SUCCESS 23.00TOTAL 605.60
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WHERE WE HAVE BEEN
Professional Learning for Special Education Instructional Assistants.
Increase interventions and supports to address the social emotional learning outcomes for students.
Promote clear communication and transparency with families and community stakeholders.
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Promote high quality instruction and program effectiveness.
Improve effectiveness in service delivery models.
Monitor compliance to improve program effectiveness.
In prior years, Special Education staffing was allocated to schools based on enrollment.
To respond to the growing and differing needs of students with disabilities, new staffing models were examined.
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Enrollment‐based
Service Hours‐based
Caseload‐based
During 2017‐ 2018, Special Education staffing was allocated to schools based on the caseload model.
Complexity of students’ needs also considered.
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Over 25 sessions were offered for Special Education Instructional Assistants with over 500 participants.
Certificated staff focused on Standards‐aligned IEPs and evidence‐based instructional practices.
All school based administrators trained on ensuring compliance with IEP guidelines and implementation.
WHERE WE ARE
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State Performance Plans (SPP) and Annual Performance Reports (APR)
MSDE Targeted Review
MSDE Bi‐Annual State Audit
Internal School IEP Audit
The State Performance Plan (SPP) and Annual Performance Reports (APR) are FCPS’s annual report card, delivering results on achievement of students with disabilities.
Based on the 2015 school year data, FCPS has achieved the determination status of “Meets Requirements”.
With the exception of Results Indicator 6a, all other indicator targets were met.
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0%
20%
40%
60%
80%
100%
Annual Date IEP Closed within 5days
PWN Completed Dually Constituted IEPTeam
Parent Signature
Percentage
Implementation of Standards‐aligned IEPs.
Over 400 IEPs were monitored in 2016‐2017.
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Elementary Pyramid Program
Special Education Pre‐K Program
Elementary Learning for Life
Significant increase in the number and intensity of students demonstrating significant and persistent behavioral concerns.
Increased from one to five team members.
Assisted 185 students in 59 schools.
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Child Find Video
Engagement Activities/Parent Nights
Parent Surveys
Partners for Success
Special Education Citizen’s Advisory Committee
80 76
0
20
40
60
80
100
Frederick County Maryland State
Percentage
Response Rate
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81 8477
86 89
0
20
40
60
80
100
IEP focused onstrengths and needs
ClearCommunication
Valued Member ParentUnderstanding ofchild's program
Understand who tocontact
Percentage
Positive Responses
27.5 Psychologists
2.0 psychologists assigned to specific schools only
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WHERE WE ARE GOING
Collaboration with CII and SASI Departments to increase access, equity, and opportunities for all students.
Ongoing professional learning opportunities for administrators, certificated and support staff.
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Continued Feedback
Additional Videos to support parent engagement in the IEP Process
Accelerate achievement for students with increased focus on working towards grade level curricular standards.
Align best practices with fidelity.
Assess effectiveness of service delivery models.
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Members from Special Education and Psychological Services, CII, and SASI have been meeting since last spring, discussing how we as a school system are meeting the needs of dyslexic
learners.
WE will share the results of this collaboration at a later time with the Board.
• Ongoing reviews and feedback to staff on the development and implementation of standards‐aligned IEPs.
• Ongoing internal audits of student special education files.
• Ongoing professional learning for instructional, administrative, and support staff.
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SUMMARY
Increased efforts to engage families.
Collaborative work with SECAC.
Increased opportunities for Professional Learning.
Revised Staffing ModelCaseload Model
Behavioral Interventions and Supports
Additional Specialized Programs
Coordinators for Specialized Programs
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Increased Monitoring of Compliance and Instructional Programs.
Increased School Visits and Feedback to schools.
Transition to Standards‐Aligned IEPs.
Closing the achievement gap.
Continued work on High Quality Instruction and Rigor.
Continued improvement of compliance with special education guidelines and regulatory requirements.
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Continued engagement of families to seek input and feedback.
Continue collaboration with SECAC.
FUTURE CONSIDERATIONS
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Responding to changes in caseloads due to reciprocal placements.
Responding to changes in the number of students requiring speech/language services.
Additional specialized programs may be warranted.
Increasing number of students requiring intensive support.
MSDE Regulation on suspensions of primary students.
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Monitoring of effectiveness of psychologists placed in schools.
Additional support to address the mental health needs of students.
We will continue to monitor instructional performance and compliance in all schools and use results to determine how to best support building level staff to ensure students are receiving the
highest quality of instructional programming.
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THANKYOU