Transcript Lansing Central School District

Board of Education Meeting
September 10, 2012
Special Education Quality
Review
-Monitor
compliance related to programs and
services provided to students with disabilities.
State Performance Plan Indicator / Target
2007-2008
2008-2009
2009-2010
1,518
1,470
1,387
173
179
182
11.4%
12.2%
13.1%
Preschool Enrollment
Total Cohort SWD
Total Cohort SWD
18
*
13
19
11
19
*
19
19
1. 4-year Graduation Rate (44% or higher)
*
78.9%
78.9%
Total Cohort SWD
*
18
18
5-year Graduation Rate
*
77.8%
77.8%
2. 3-8 ELA Performance Index (Make AYP)
115
135
137
3. 3-8 Math Performance Index (Make AYP)
145
161
164
4. Long-term Suspension Rate (2.7% or lower)
0.6%
0.6%
2.7% (4A)
5. LRE – 80% or more of day (More than 53.3%)
81.5%
77.5%
69.6%
6. Preschool Outcomes – Percent functioning
within age expectations by the time they exited
the program (55.4%; 55.3%; 63.2%)
NA
NA
No (Social/Emotional)
Yes (Knowledge & Skills)
Yes (Behaviors)
7. Timely Evaluations (100%)
NA
NA
8. Early Childhood Transition (100%)
NA
90.9% (Preschool)
100% (School-age)
NA
43.3%
100%
NA
NA
NA
38% (Higher Ed.)
75% (Higher Ed./Employment)
88% (Postsecondary education
or some employment)
School-Age Enrollment
School-Age SWD Enrollment
Classification Rate
9. Secondary Transition (100%)
10. Post-School Outcomes Within One Year –
Baseline data collected
NA
Consultant teacher 20:1 ratio
Resource Room 5:1 ratio
Integrated Co-teaching
Special Class 15:1 ratio
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Related Services
Speech and Language Pathology
Audiology services
Psychological services
Physical therapy
Occupational Therapy
Counseling Services
Assistive technology services
Teacher of visually impaired
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Individualized Education Program (IEP) Development
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IEP Implementation
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Appropriate Instruction from Qualified Staff
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Access to and Participation and Progress in the General
Education Curriculum
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Specially-designed Instruction
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Instruction in Literacy
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Behavioral Supports
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Parental Involvement
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Review of school records
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Classroom visitations and interviews
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Observations of Committee on Special Education
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Interviews of administration and faculty
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Interview of parents and guardians
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Case studies
Positive practices
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Response to Intervention (RtI)
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Layered Curriculum that allows for differentiated instruction
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Implementation of Just Words (Wilson Reading) MS/HS
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SPED teachers participating in PD on goal development& progress
monitoring
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Leveled Literacy Intervention (Fountas & Pinnell) as a Tier II intervention
at the elementary level
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The development of effective practices for a student strength-based
functional behavioral assessment (FBA) and BIP process.
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Alignment of annual goals and progress
monitoring
Progress monitoring of Behavior Intervention Plans
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Continued Professional development
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Development of RtI (HS/MS)
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Aligned FBA/BIP in the district
“I”m not afraid of storms, for I’m
learning to sail my ship”.
Aeschylus