Department of Special Education

Division of Special Programs in the Offi ce of Academics

1111 W. 6th Street Phone: (512) 414-1731

Austin, Texas 78703-5399 Fax: (512) 474-7338http:/ /austinisd.org/academics/specialeduc/ index.phtml

AISD Special Education Webpage

The Department of Special Programs exists to design and deliver quality supports to students, educators, families and the community for the success of students with disabilities.

2012-2013

Austin Independent School District

Department of Special Education

Differentiated Special Education

Support ... for CAMPUSES! [it's not

just for kids anymore]

Ann Jinkins

John Fuerst

Department of Special Education

Purpose: Think about your Campus IEP data from 2011-2012. Training & support will be differentiated

based on your data.

As a result of this training attendees will:1) Know the 5 special education focus areas

for 2012-20132) Understand how campuses will be divided

into categories 1-43) Understand how supports will be

differentiated

Department of Special Education

Priority Areas

Increase graduation rate for SWD Increase the # of SWD taking and passing the

non modified STAAR Decrease overall and African American

representation in special education Decrease the # of SWD in disciplinary

placements Increase compliance with state and federal

regulations

Department of Special Education

Data associated with each priority area:

Increase graduation rate for SWD

- AISD graduation decreased from 61.3% in 2010 to 60.9% in 2011. An increase of at least 1% is prerequisite for use of Safe Harbor to meet AYP.

Department of Special Education

Data associated with each priority area:

Increase the # of SWD taking and passing the non modified STAAR

- Participation on non-modified assessments improved from 39% and 36% in reading and math, respectively, in 2011 to 46% in both areas in 2012. Goal is 62% in order to minimize federal cap penalties.- LRE data improved from 57.7% in 2011 to 58.8% in 2012. SPP standard is 66% [served in the general education environment for > 80% of the school day].

Department of Special Education

Data associated with each priority area:

Decrease overall and African American representation in special education

- Overall special education representation rose from 9.5% in 2011 to 11.2% in 2012. PBMAS target is 8.5%- Over-representation of African-American students improved from a 7.4% difference in 2011 to a 6.3% difference in 2012.

PBMAS target is a 1% difference.

Department of Special Education

Data associated with each priority area:

Decrease the # of SWD in disciplinary placements

- Over-representation rate of discretionary OSS improved from 12% in 2011 to 11.6% in 2012. PBMAS target is 6%.- Over-representation rate of discretionary ISS will likely increase in 2013 due to use of campus ISS centers

Department of Special Education

Data associated with each priority area:

Increase compliance with state and federal regulations

- AISD was required to develop and implement an integrated PBMAS Continuous Improvement Plan based on a variety of compliance issues related to special education, bilingual/ESL, and NCLB- AISD is under a Corrective Action Plan for residential facility monitoring and non-compliance areas as identified through TEA parent complaints- SPP indicators for Transition and Early Childhood outcomes do not

meet standard [100% compliance]

Department of Special Education

Determination of Category 1-4[separately, for each of 5 priority areas]

Category 4: Exceeded PBMAS/SPP standard

Category 3: Met PBMAS/SPP standard

Category 2: Almost met PBMAS/SPP standard

Category 1: Significantly below PBMAS/SPP standard

Department of Special Education

Example of Differentiated Support

Category 3 and 4 campuses

Receive C-IEP (Campus IEP) each 6 weeks identifying campus status in critical instructional and compliance areas.

Receive written strategies to address critical instructional and compliance areas in C-IEP.

Receive student specific critical case supports and support student placements

Offered targeted PD course of study addressing area(s) in need of improvement (optional participation)

Department of Special Education

Example of Differentiated Support

Category 2 campuses

Receive C-IEP (Campus IEP) each 6 weeks identifying campus status in critical instructional and compliance areas.

Receive written strategies to address critical instructional and compliance areas in C-IEP.

Receive student specific critical case supports and support student placements

Provide targeted PD course of study addressing area(s) in need of improvement (required participation)

Provide targeted, desktop audit and improvement strategies addressing area(s) in need of improvement

Department of Special Education

Example of Differentiated Support

Category 1 campuses

Receive C-IEP (Campus IEP) each 6 weeks identifying campus status in critical instructional and compliance areas.

Receive written strategies to address critical instructional and compliance areas in C-IEP.

Receive student specific critical case supports and support student placements

Provide targeted PD course of study addressing area(s) in need of improvement (required participation)

Provide targeted, desktop audit and improvement strategies addressing area(s) in need of improvement

Provide on site technical assistance addressing area(s) in need of improvement

Department of Special EducationDepartment of Special Education

Your input and suggestions would be greatly appreciated.

Department of Special Education

Next steps for participant to implement Learning: look for final details regarding

differentiated supports

Comments and contact information: Ann Jinkins [414-8939]John Fuerst [414-9712]