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Dr. Sonja Brookins SantelisesChief Executive Officer, Baltimore City Public Schools
Semi-Annual Special Education Update
1
Presentation to the Baltimore City Board of School Commissioners Teaching and Learning Committee
October 2, 2018
Sean L. Conley, Chief Academic Officer
Baltimore City Public Schools
2
Special Education SY 2018-2019 Priorities
3
Closing the Achievement
Gap
Educating students in their least restrictive
environment
Access to high quality
instruction and services
STAT Tiered
System of Supports
Professional Development
4
Supports & ServicesSummer 2018
• Summer Learning Opportunities (ESY)• Interventions• Transition
Students
• Parent Resource Room• SECAC Parents
• Special Education Institute• New Teacher Summer Institute• Summer Learning Institute
(Literacy/Math)Staff
Referral and Eligibility, 2017 to 2018
5
Note: Data as of 6/30/17 & 6/30/18. Student counts de-duplicated as a student may be referred more than once.
4.1
5.1
2018
2017
Eligibility Rate (%)
1166
368
410
416
301
448
331
150
659
312
389
389
276
418
312
115
PreK
K
1
2
3
4-5
6-8
9-12
Referrals by Grade Band
2017 2018
Total: 2,870 referrals
(25% decrease)
6
Continuum of Services
LRE A: District Performance and Percent of Schools Meeting Target, 2017 to 2018
7
Source: LRE Extract from MD Online IEP 6/30/17 & 6/26/18. School totals (N) exclude Public Separate Day Schools (177, 301, 307,313, 314, 345)
% of Students in LRE A setting % of Schools Meeting
LRE A Target
57.3 56.5
MSDE Target
69.9 70.4
2017 2018
38.1 32.5
2017 2018
Percent of Students Meeting or Exceeding Expectations on PARCC ELA and Math, 2015 to 2018
16.9
14.6
16.1
17.8
2.6
1.7 1.51.8
2015 2016 2017 2018
8
Results are for all ELA and Math tests, Grades 3-8, ELA10, ELA11, AlgI, AlgII. FARMs/Economic Disadvantage is not shown here because of the differing composition of the group from year to year, as a resultof
City Schools’ transition from FARMs applications to the Community Eligibility Provision (CEP). These aggregates include ELA3-8, ELA10, ELA11, Math3-8, AlgI, AlgII.
E L A M a t h
10.2
11.8 11.9
12.8
1.81.6 1.5
2.2
2015 2016 2017 2018
All Students
All Students
Students with
Disabilities Students with
Disabilities
Percent of Students at Each Performance Level by Instructional Status and Grade band on PARCC ELA and Math, 2018
9
E L A M a t h
Source: Maryland State Department of Education PARCC Performance Reports, July 30, 2018.
Note: Level 1 and 2: Not Yet/Partially Met; Level 3: Approached; Level 4 and 5: Met/Exceeded
58.5
91.6
52.0
93.4
60.4
93.7
22.5
5.9
25.7
5.3
18.2
5.0
19.0
2.5
22.3
1.3
21.3
1.3
GE
(N=15876)
SWD
(N=2871)
GE
(N=13271)
SWD
(N=2657)
GE
(N=8695)
SWD
(N=1424)
Gra
de
s 3
-5G
rad
es
6-8
ELA
10
& 1
1
57.9
88.8
64.9
95.2
73.4
94.9
23.0
6.7
22.0
4.1
23.1
4.6
19.1
4.5
13.1
0.7
9.6
0.7
GE
(N=15969)
SWD
(N=2873)
GE
(N=12653)
SWD
(N=2621)
GE
(N=9238)
SWD
(N=1617)
Gra
de
s 3
-5G
rad
es
6-8
ALG
I &
II
Not Yet/Partially Met Not Yet/Partially MetApproached Met/Exceeded Approached Met/Exceeded
Percent of SWD at Each Performance Level in PARCC ELA by (LRE) and Grade band, 2017 to 2018
10
G r a d e s 3 - 5 G r a d e s 6 - 8
Source: Maryland State Department of Education PARCC Performance Reports, August 4, 2017 and July 30, 2018. LRE code at time of testing source: MDIEP
Note: Level 1 and 2: Not Yet/Partially Met; Level 3: Approached; Level 4 and 5: Met/Exceeded
90.0
88.5
96.9
98.6
98.2
96.8
7.5
7.9
2.2
0.8
1.6
2.8
2.4
3.6
0.9
0.6
0.3
0.4
2017
(N=1750)
2018
(N=1716)
2017
(N=321)
2018
(N=354)
2017
(N=695)
2018
(N=727)
LRE
ALR
E B
LRE
C
93.5
90.0
99.5
98.9
98.4
99.0
5.5
8.0
0.6
0.8
0.8
1.0
1.0
2.0
0.3
0.2
2017
(N=1562)
2018
(N=1553)
2017
(N=344)
2018
(N=356)
2017
(N=610)
2018
(N=678)LR
E A
LRE
BLR
E C
Not Yet/Partially Met Approached Met/Exceeded Not Yet/Partially Met ApproachedMet/
Exceeded
Percent of SWD at Each Performance Level in PARCC Math by LRE and Grade band, 2017 to 2018
11
G r a d e s 3 - 5 G r a d e s 6 - 8
Source: Maryland State Department of Education PARCC Performance Reports, August 4, 2017 and July 30, 2018. LRE code at time of testing source: MDIEP
Note: Level 1 and 2: Not Yet/Partially Met; Level 3: Approached; Level 4 and 5: Met/Exceeded
86.0
85.6
96.9
94.9
95.6
95.0
10.3
8.7
1.8
4.0
3.3
2.8
3.6
5.8
1.2
1.1
1.0
2.2
2017
(N=1764)
2018
(N=1721)
2017
(N=325)
2018
(N=353)
2017
(N=695)
2018
(N=726)
LRE
ALR
E B
LRE
C
93.5
93.4
99.5
96.9
99.0
98.6
5.5
5.4
0.6
2.8
0.8
1.4
1.0
1.2
0.3
0.2
2017
(N=1573)
2018
(N=1541)
2017
(N=352)
2018
(N=358)
2017
(N=623)
2018
(N=663)LR
E A
LRE
BLR
E C
Not Yet/Partially Met Approached Met/Exceeded Not Yet/Partially Met Approached Met/
Exceeded
Percent of SWD at Each Performance Level by LRE on PARCC ELA 10-11 & Algebra I-II, 2017 to 2018
12
E L A 1 0 - 1 1 A l g e b r a I & I I
Source: Maryland State Department of Education PARCC Performance Reports, August 4, 2017 and July 30, 2018. LRE code at time of testing source: MDIEP
Note: Level 1 and 2: Not Yet/Partially Met; Level 3: Approached; Level 4 and 5: Met/Exceeded
93.2
91.6
99.5
98.0
100.0
99.0
5.2
6.7
0.5
1.6
1.6
1.7
0.4
1.0
2017
(N=939)
2018
(N=940)
2017
(N=193)
2018
(N=251)
2017
(N=83)
2018
(N=99)
LRE
ALR
E B
LRE
C
97.6
93.1
97.8
99.3
100.0
99.3
2.1
5.9
1.8
0.7
0.7
0.3
1.0
0.4
2017
(N=954)
2018
(N=1036)
2017
(N=223)
2018
(N=287)
2017
(N=116)
2018
(N=139)LR
E A
LRE
BLR
E C
Not Yet/Partially Met Approached Met/Exceeded Not Yet/Partially Met Approached Met/
Exceeded
PARCC Math Grade 3 Cluster Analyses - % Correct for SWD, 2017 to 2018
13
Clusters Showing Improvement Clusters Showing Decline or No Improvement
3.0
27.0
21.0
7.0
40.0
36.0
29.0
13.0
OPERATIONS & ALGEBRAIC THINKING -
UNDERSTAND PROPERTIES OF
MULTIPLICATION AND THE RELATIONSHIP
BETWEEN MULTIPLICATION AND DIVISION
OPERATIONS & ALGEBRAIC THINKING -
MULTIPLY AND DIVIDE WITHIN
MEASUREMENT & DATA - SOLVE PROBLEMS
INVOLVING MEASUREMENT AND ESTIMATION
MEASUREMENT & DATA - GEOMETRIC
MEASUREMENT: RECOGNIZE PERIMETER
2017 2018
30.0
43.0
31.0
15.0
18.0
38.0
28.0
14.0
MEASUREMENT & DATA - REPRESENT AND
INTERPRET DATA
GEOMETRY - REASON WITH SHAPES AND THEIR
ATTRIBUTES
MEASUREMENT & DATA - GEOMETRIC
MEASUREMENT: UNDERSTAND CONCEPTS OF
AREA AND RELATE AREA TO MULTIPLICATION
AND TO ADDITION
OPERATIONS & ALGEBRAIC THINKING - SOLVE
PROBLEMS INVOLVING THE FOUR
OPERATIONS, AND IDENTIFY AND EXPLAIN
PATTERNS IN ARITHMETIC
2017 2018
PARCC ELA Grade 5 Cluster Analyses - % Correct for SWD, 2017 to 2018
14
Clusters Showing Improvement Clusters Showing Decline or No Improvement
5.0
20.0
18.0
23.0
12.0
26.0
21.0
26.0
READING: LITERATURE -
INTEGRATION OF KNOWLEDGE &
IDEAS
READING: INFORMATIONAL TEXT -
CRAFT & STRUCTURE
READING: LITERATURE - KEY IDEAS &
DETAILS
LANGUAGE - VOCABULARY
ACQUISITION & USE
2017 2018
17.0
20.0
4.0
1.0
11.0
19.0
3.0
1.0
READING: INFORMATIONAL TEXT -
INTEGRATION OF KNOWLEDGE &
IDEAS
READING: LITERATURE - CRAFT &
STRUCTURE
WRITING CATEGORIES - WRITING
KNOWLEDGE
PROSE CONSTRUCTED RESPONSE -
RESEARCH SIMULATION
2017 2018
27.3
11.6
19.2
0
4.8
62.2
37.3
43.8
23.126.9
Liberty Elementary
LRE A: 61.4%
Thomas Johnson E/M
LRE A: 100.0%
Hampstead Hill Academy
LRE A: 83.0%
Callaway ES
LRE A: 71.4%
Gwynns Falls ES
LRE A: 30.8%
PARCC 2017 and 2018: Top Schools Increasing Percent of SWDScoring Level 3 and Above on PARCC Math, 2017 to 2018
15
Note: These aggregates include grades 3-8, ALG01, ALG02. Schools with N>= 25 students with disabilities tested are considered
2017 2018 2017 20182017 2018 2017 2018 2017 2018
23.1
5.0
15.9
5.4
43.8
24.0
30.0
17.7
Hampstead Hill Academy
LRE A: 83.0%
Baltimore Leadership School for
Young Women
LRE A: 100.0%
City Neighbors Charter School
LRE A: 92.6%
Baltimore Design School
LRE A: 95.0%
Top Schools Increasing Percent of SWD Scoring Level 3 and Above on PARCC ELA, 2017 to 2018
16
Note: These aggregates include grades 3-8, ENG10, ENG11. Schools with N>= 25 students with disabilities tested are considered
2017 2018 2017 2018 2017 2018 2017 2018
17
Targeted Professional Development
2018 Special Education Institute
• Reviewed Continuum of Services• Teams analyzed data using their Special Education Dashboard• Embedded Planning
Targeted
Topics
• Discipline/ Suspension• SST/504 Plan• Functional Behavior Assessment (FBA)/Behavior Intervention Plan (BIP)• Specially Designed Institution (SDI)• Transportation • Transition
Tiered Systems of Support
• Technical Assistance has been provided based on data cleansing errors• Action Plans with schools
18
Targeted Professional Development cont.
Highly Effective Instruction
• Focus on Universal Design for Learning (UDL) and differentiation for all students, and Specially Designed Instruction (SDI) aligned to standards and curriculum for students with disabilities
• Application and resources shared through google classroom• Direct planning support with City Schools curriculum
Data Analysis and Leadership
Actions
• Analysis of academic and compliance data through cause and effect protocol• Emphasis on academic planning to align instructional strategies and specially designed
instruction to content• Overview of Universal Design for Learning(UDL), differentiation, and Specially Designed
Instruction (SDI)
IEP Development
• Alignment of the IEP process to academic data (A-NET, i-Ready, Amplify)• Review of math and literacy instructional models• Focus on research-based math and literacy interventions
19
Summer Professional Learning Instruction and Pedagogy
Math Summer Institute
• Co-facilitated by GE and SE Teachers
• Held break-out sessions for Special Educators
• Focused on UDL, Differentiation and SDI
• Provided opportunities for application and planning
New Teacher Summer Institute
• Included collaboration between multiple offices
• Focus on content knowledge around instructional strategies (UDL, Differentiation, SDI)
• Provided opportunities for application of strategies aligned to content
Science AU Course
• Co-facilitated by GE and SE Teachers
• Applied instructional strategies (UDL, differentiation, SDI) to science content
• Provided opportunities for guided planning and application of strategies with science curriculum
General and Special Education Teachers
2018 Special
Education Feedback
90.4% “The Institute was a good use of my time.”
90.4% - “I am excited to take the learning back to my school team and I have clear next steps for
implementation.”
“Learning about the steps in the IEP Process was extremely useful for me being a new
administrator to the district.”
New Principal to City Schools
20
21
Support & ServicesSY 2018-2019
• Access to research-based math and literacy interventions
• Blended learning opportunities• Host Town Hall meetings• Collaborative work with Office of College & Career
Readiness
Students
• Continued monthly SECAC meetings• Host Parent Town Hall meetings• Monthly Parent Workshops – Partners for Success• Collaborative work with The Office of EngagementParents
• Targeted professional learning opportunities for teachers, school leaders and IEP Chairs
• Planning support and resources for general and special education teachers
• Quarterly Teacher Focus Groups• Collaborative work with Whole Child and Teaching &
Learning
Staff
Strategies to Close the Achievement Gap for SWD
• Collaboration with the Office of College & Career Readiness regarding scheduling for SWD
• Continued collaboration with the Schools Office
• Provide guidance document to IEP teams to support informed decision making
• Collaborating with Teaching & Learning to ensure all special educators receive core content professional development
• Revised Academic Tool to capture trends within and across schools to inform school-based, CLN and district wide supports and professional development
22
Comments or Questions?
23
Debra Y. Brooks, Ed.D. Executive Director – Special Education
Janise Lane, Executive Director – Teaching & Learning
24
APPENDIX
Schools Meeting LRE A Target SY 17/18
25School Name
Northwood Appold Community Academy
Baltimore Leadership School for Young Women
Midtown Academy
New Song Academy
Western High School
Baltimore City College
Baltimore School for the Arts
Baltimore Polytechnic Institute
Bard High School Early College
Thomas Johnson Elementary/Middle School
City Neighbors Hamilton
Baltimore Montessori Public Charter School
Baltimore International Academy
Empowerment Academy
Achievement Academy at Harbor City High School
Baltimore Design School
Commodore John Rodgers Elementary/Middle School
Steuart Hill Academic Academy
Mount Washington School (The)
Creative City Public Charter School
Vivien T. Thomas Medical Arts Academy
City Neighbors Charter School
Elmer A. Henderson: A Johns Hopkins Partnership School
Abbottston Elementary School
The Green School
Roland Park Elementary/Middle School
Hampstead Hill Academy
Monarch Academy Public Charter School
School Name
George Washington Elementary School
Excel Academy at Francis M. Wood High School
Green Street Academy
Rosemont Elementary/Middle School
KIPP Harmony Academy
Wolfe Street Academy
Carver Vocational-Technical High School
Alexander Hamilton Elementary School
Eager Street Academy
Fallstaff Elementary/Middle School
John Ruhrah Elementary/Middle School
Montebello Elementary/Middle School
Patterson Park Public Charter School
Tunbridge Public Charter School
Independence School Local I
Arlington Elementary/Middle School
Charles Carroll Barrister Elementary School
Franklin Square Elementary/Middle School
Dorothy I Height Elementary School
Baltimore Collegiate School for Boys
Renaissance Academy
James McHenry Elementary/Middle School
Medfield Heights Elementary School
Thomas Jefferson Elementary/Middle School
Brehms Lane Elementary School
Margaret Brent Elementary/Middle School
Note: LRE A Target is 70.4% ; Source: LRE Extract from MD Online IEP 6/26/18. School totals (N) exclude Public Separate Day Schools (177, 301, 307, 313, 314, 345)
• MSDE quantifies suspension disproportionality for SWD compared to their non-disabled peers by comparing the SWD suspension rate to the GE suspension rate using a Standard Risk Ratio (<2). Data is reported and captured in the State Performance Plan as indicator #4.
• City Schools' overall Standard Risk Ratio of 2.1 for SY 2018 was just shy of meeting the state target.
•
26
Note: Source: Final MSDE SY 17/18 Suspension File. Standard Risk Ratio formula obtained from MSDE public data website for Special Ed State Performance Plan Indicator
http://mdideareport.org/Indicators.aspx?IndicatorType=2
Suspension Disproportionality, 2018
School Type Percent of Schools NOT Meeting MSDE Disproportionality Target
Elementary 2.3
Elementary-Middle 6.9
Middle 1.1
Middle-High 2.3
High School 2.3
Total Count of Schools 175
Board of School CommissionersCheryl A. Casciani, Chair
Linda Chinnia, Vice-Chair
Muriel Berkeley
Michelle Harris Bondima
Andrew “Andy” Frank
Martha James-Hassan
Ronald S. McFadden
Johnette A. Richardson
Joshua Lynn, Student Commissioner
Christian Gant, Board Executive Officer
Senior Management TeamDr. Sonja Brookins Santelises, Chief Executive Officer
Alison Perkins-Cohen, Chief of Staff
Shashi Buddula, Interim Chief Technology Officer
Sean L. Conley, Chief Academic Officer
John L. Davis, Jr., Chief of Schools
Jeremy Grant-Skinner, Chief Human Capital Officer
Theresa Jones, Chief Achievement and Accountability Officer
Tammy L. Turner, Esq., Chief Legal Officer
John Walker, Interim Chief Financial Officer
Lynette Washington, Interim Chief Operating Officer
27
