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Part 2Meeting PPT
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Program Updates
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PBMAS Changes Based on
Final USDE Regulations
34 CFR Part 300.646 & 647
• December 19, 2016• Final Regulations with amendment to the regulations
under Part B of the Individuals with Disabilities EducationAct (IDEA) governing the Assistance to States for theEducation of Children with Disabilities program and thePreschool Grants for Children with Disabilities program areposted in the Federal Register.
• January 18, 2017• 30 days after posting the final regulations went into effect.
• • July 1, 2018• States must be in compliance with these regulations.
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Overview
Goal• Promote equity under IDEA by establishing a standard methodology
States must use to determine significant disproportionality (SD) basedon race and ethnicity.
Clarifies• Address of SD in the incidence, duration, and type of disciplinary
actions, including suspensions and expulsions using the samestatutory remedies required to address SD in identification andplacement of children with disabilities
• Requirements for the review and revision of policies, practices,and procedures when significant disproportionality is found
Requires• LEAs identify and address the factors contributing to significant
disproportionality as part of comprehensive coordinated earlyintervening services (comprehensive CEIS) and allow these services forchildren from age 3 through grade 12, with and without disabilities.
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By July 1, 2018,
states must identify districts that
are subject to the federal sanctions
(based on any one of the 98
indicators).
Copyright © Texas Education Agency 2017. All rights reserved. 6
Options: A district that has SD for any of the 98 indicators in 2018 is subject
to the federal sanctions.
Copyright © Texas Education Agency 2017. All rights reserved. 7
or
A district that has SD for the same indicator in both* 2017 and2018 and does not meet Reasonable Progress is subject tothe federal sanctions.
*After 2018, this option can include three years.
DRAFT TIMELINE
2017 PBMAS
• SD (Year 1) for 49 Representation indicators
• SD (Year 1) for 7 < 40% indicators
• SD (Year 1) for 7 Separate Setting
2017 PBM Discipline Data Validation
• SD (Year 1) for 35 Discipline indicatorso 2015-2016 Data
o 2016-2017 Data
• SD (Year 2) for 35 Discipline indicatorso 2016-2017 Data
2018 PBMAS
• SD (Year 2) for each of 98 indicators
• RP (Year 2) for each of 98 indicators
• SD (Year 1) for each of 98 indicators
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RED font indicates districts are under Federal sanctions
DRAFT TIMELINE
2019 PBMAS
• SD (Year 3) = districts that exceed the threshold for three consecutive years and did not meet Reasonable Progress in 2019
• RP (Year 3) = districts that exceed the threshold for three consecutive years but did meet Reasonable Progress
• SD (Year 1 and Year 2)
2020 PBMAS
• SD (Year 3) and (Year 4) ) = districts that exceed the threshold for three or four consecutive years and did notmeet Reasonable Progress in 2020
• RP (Year 3) and (Year 4) = districts that exceed the threshold for three or four consecutive years and did meet Reasonable Progress in 2020
• SD (Year 1 and Year 2 and Year 3)
9RED font indicates districts are under Federal sanctions
Limited Options Available Under the Federal Regulations
• The federal regulations are very prescriptive.
–Consecutive Years
–Minimum Size Requirements
–Thresholds
–Reasonable Progress
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Consecutive Years
• Using one year of Significant Disproportionality is the most punitive option.
• Advantages of using multiple years of data:
– Less punitive to districts
– Requires the significant disproportionality to be identified beyond a single year
– Allows certain districts to (potentially) receive the benefit of Reasonable Progress, thereby avoiding SD determination for a particular yaer
• Maximum number of year available for first round of determination is two: 2017 and 2018
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Minimum Size Requirements
• The federal regulations state that
–N1/N2 MSR of 10
–D1/D2 MSR of 30
–“presumptively reasonable”
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Thresholds
• The threshold refers to the risk ration number that states will use to assign Significant Disproportionality.
• Any district that exceeds that threshold will be identified as SE (either Year 1, Year 2, Year 3, etc.)
• Reasonable Progress allows a district to avoid federal sanctions for a particular year as long as it meets RP for all indicators where it exceeded the established thresholds.
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Reasonable Progress
• Defined as lowering the risk ration in each of two consecutive prior years
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EXAMPLE SD YEAR 1 SD YEAR 2 SD YEAR 3 RP?
DISTRICT A 4.9 4.3 3.6 YES
DISTRICT B 4.9 3.6 4.3 NO
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Significant Disproportionality
based on Race and Ethnicity addressing Identification
Race/Ethnicity All
Disabilities
Intellectual
Disability
Specific
Learning
Disability
Emotional
Disturbance
Speech
Impairment
Other Health
Impairment
Autism
Asian
Black/African
American
Hispanic/Latino
American Indian
or Alaska Native
Native Hawaiian
or Other Pacific
Islander
White
Two or more
races
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Significant Disproportionality
based on Race and Ethnicity addressing Placement
Ages 6-21
Race/Ethnicity Inside Regular Class
less than 40% of the day
(08), 44, 85, 88, & 95
In Separate schools –IA 96
and Residential Facilities* IA 60
(ARD placed)
Asian
Black/African American
Hispanic/Latino
American Indian or Alaska Native
Native Hawaiian or Other Pacific
Islander
White
Two or more races
*not including homebound, (01) hospital settings, correctional facilities,( RF tracker) or private schools
(PPS)
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Significant Disproportionality
based on Race and Ethnicity addressing Discipline
Ages 3-21
Race/Ethnicity In School
Suspension
10 days or
fewer
In School
Suspension
more than
10 days
Out of School
Suspension &
Expulsions
10 days or
fewer
Out of School
Suspension &
Expulsions
more than 10
days
Total Disciplinary
removals including
Alternative
Education Placement
(Incident counts)
Asian
Black/African
American
Hispanic/Latino
American Indian or
Alaska Native
Native Hawaiian or
Other Pacific
Islander
White
Two or more races
In light of the child circumstances….
Amy Rowley Endrew F.
Full Individual Evaluation
Individualized Education Program
Continuum of Services
Appropriately Ambitious Goals
Discipline
HB 1886
Relating to dyslexia screening and testing, the employment of dyslexia specialists by regional education service centers, and the development by the Texas Education Agency of a list of training opportunities for educators regarding dyslexia.
• Introduced in House 2/14/17
• Passed House 5/12/2017
• Received in Senate and read 5/15/17 (referred to Education)
HB 1886
Regional Plan for 2017-2018 Orientation & Mobility Services
• Region 2 will provide funds as reimbursement to supplement direct instruction of Orientation and Mobility (O&M) services.
• The total allocated for orientation and mobility services will be based on state funding and may vary annually.
• Submit Budget Appropriation Form by May 30,2017 to be eligible for the reimbursement for services.
• Date of reimbursement depends upon receipt of ESC2 NOGA
Budget Form in handouts online
Vision Program
• Technology Olympics 2018
– 30 students in Attendance
– 50 Teachers, Volunteers, and Family Members
• Mayor’s Office
• Ray HS
• Flour Bluff ISD
• Tuloso-Midway ISD
• Corpus Christi Fire Department
• Brianna Garcia
• Aurora Arts Theatre
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Parent Survey
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Speech Therapy
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Test Kits
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Professional Developments
Math/Literacy Achievement Academies Follow-up trainings
• Follow-up training for teachers that attended the academies fall 2016
• General and special education teachers attended as teams
Business Manager and
SPED Directors
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25th Annual Texas Autism Conference
August 3 & 4, 2017
Wyndham San Antonio Riverwalk Hotel
San Antonio, Texas
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Pre Conference: Principal Kafele who will provide a session titled, Closing the Attitude Gap: How to Fire Up Your Students to Strive for Success
Screening of documentary titled, Who Cares About Kelsey? (Watch the trailer here: http://www.whocaresaboutkelsey.com/ )
Opening Keynote: Dr. Pedro Noguera, author, sociologist, professor at NYU, and high demand educational consultant
Closing Keynote: Dr. Paul Gorski, author, founder of EdChange, and promoter of equity literacy in schools
Special Double-Blocked Session: Guest facilitation and screening of the documentary, I’m Not Racist…Am I?
Other topics: trauma-informed schools, school discipline, preventing reading difficulties in children, and much more!
Texas Initiative for Disproportionate Representation in Special Education-Self Assessment Tools
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http://specialed.esc1.net/site/Default.aspx?PageID=37
Differentiation of Instructionwithin Inclusion Classrooms
July 27, 2017
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Multisensory Teaching Approach (MTA)
• Linda Sullivan
• Dyslexia, reading intervention, resource reading
• June 26th – 30th, 2017 (+2 additional dates during school year)
• Need at least 12 registrations
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Texas Special Education ContinuingAdvisory Committee
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http://tea.texas.gov/Academics/Special_Student_Populations/Special_Education/Programs_and_Services/Texas_Special_Education_Continuing_Advisory_Committee/
• Workshop # 1398989 or DL # 1398992
• June 21, 2017 9-12 pm
• TEA TETN format
• The public is welcome to attend and observe the CAC meetings.
Early Childhood Symposium
• August 8-9, 2017
• $250 for both days (includes lunch!)
• Two great keynote speakers: Dr. Mike Longoria & Dr. Chase Young
• Sessions each day featuring best practices in Early Childhood education – will benefit educators working with ages 3-6
• Sessions include inclusive practices for Pre-K/PPCD, as well asTechnology Inclusion Strategies
Behavior Parental Involvement
Core content Understanding students with disabilities
Legal Hot Topics
TEA Focus on Reading for SPED Students
Statewide initiative to improve STAAR Reading 3-8 performance
for special education students
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Reading PLAAFP
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Reading PLAAFP
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Reading PLAAFP
Interventions (Accommodations)
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Interventions (Accommodations)
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Interventions (Accommodations)
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IEP Goals
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IEP Goals
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IEP Goals
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Progress Monitoring
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Progress Monitoring
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Instruction
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Working Session
State Performance Plan Indicators
• Indicator 7 Early Childhood Outcome (open)
– Entry data on newly identified or transferred children ages 3-5
– Exit data on children turning 6 during school year or exiting program
• Indicator 13 Secondary Transition (open)
– Sampling procedure
• Indicator 14 Grade 12 Exit (open)
– Sampling procedure
State Performance Plan Indicators(not open yet!)
• Indicator 11 Child Find (opens June 1)
– Full Individual and Initial Evaluation completed and
– ARD committee meeting must be held to determine eligibility for services by June 30, 2017
• Indicator 12 Early Childhood Transition (opens June 1)
– Full Individual and Initial Evaluation completed and
– ARD committee meeting must be held to determine eligibility for services by June 30, 2017
State Performance Plan Indicators
• Detailed “How to” instruction
– May 18-afternoon working session
– Bring computer
– Have TEASE account and login
– Can bring SPP 7 data entry and exit (COSF)
• Questions: Kay Smith
– Can bring SPP 13 & 14 data entry forms
• Questions: Christa Rasche
2017-2018 SPED Director Meetings
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Enjoy Your Summer
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