Lansing Central School District

Office of Special Services

Board of Education MeetingSeptember 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

School-Age Enrollment 1,518 1,470 1,387

School-Age SWD Enrollment 173 179 182

Classification Rate 11.4% 12.2% 13.1%

Preschool Enrollment 18 13 11

Total Cohort SWD * 19 19

Total Cohort SWD * 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 90.9% (Preschool)100% (School-age)

NA

8. Early Childhood Transition (100%) NA NA NA

9. Secondary Transition (100%) 43.3% 100% NA

10. Post-School Outcomes Within One Year – Baseline data collected

NA NA 38% (Higher Ed.)75% (Higher

Ed./Employment)88% (Postsecondary education or some

employment)

LCSD Data Profile for 2006-2011- Special Education

Consultant teacher 20:1 ratio Resource Room 5:1 ratioIntegrated Co-teachingSpecial Class 15:1 ratio  Related Services Speech and Language Pathology Audiology services Psychological services Physical therapy Occupational Therapy Counseling Services Assistive technology services Teacher of visually impaired

Special Education Continuum of Services

Individualized Education Program (IEP) Development

IEP Implementation

Appropriate Instruction from Qualified Staff

Access to and Participation and Progress in the General Education Curriculum

Specially-designed Instruction

Instruction in Literacy

Behavioral Supports

Parental Involvement

Focused Review -designed to provide information

Review of school records

Classroom visitations and interviews

Observations of Committee on Special Education

Interviews of administration and faculty

Interview of parents and guardians

Case studies

Elements for Evidence

Response to Intervention (RtI)

Layered Curriculum that allows for differentiated instruction

Implementation of Just Words (Wilson Reading) MS/HS

SPED teachers participating in PD on goal development& progress monitoring

Leveled Literacy Intervention (Fountas & Pinnell) as a Tier II intervention

at the elementary level

The development of effective practices for a student strength-based functional behavioral assessment (FBA) and BIP process.

 

Positive practices

Alignment of annual goals and progress monitoring

Progress monitoring of Behavior Intervention Plans

Areas of non-compliance

Continued Professional development

Development of RtI (HS/MS)

Aligned FBA/BIP in the district

Where we are

“I”m not afraid of storms, for I’m learning to sail my ship”. Aeschylus

CHANGE…CHANGE…CHANGE…CHANGE…CHANGE…