Documents
Executive Summary
July 11, 2014 IDEA Part B and Preschool Application
Executive Summary and Data Review
SY 2014-2015
Grant IDEA Part B 8027A140108 and Preschool H173A14011
The Lauderdale County School District has reviewed the performance captured on the State Performance Plan (SPP)/Annual Performance Report (APR) for the Federal Fiscal Year 2012 as published in May 2014 (see attached SPP/APR District Performance Report, FFY 2012 (School Year 2012-2013)). Upon a careful review of the published data, areas have been identified of success and areas of need in the various results and compliance indicators.
Of the 34 pieces of data publicly reported, Lauderdale County Schools did not meet 9 (26.5%) and met 25 (73.5%). The indicators were reviewed in four areas as required by IDEA: Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) for indicators 1, 2, 3, 4, 5, 6, 7, and 8; Disproportionality for indicators 9 and 10; Child Find for indicator 11; and Effective Transition for indicators 12, 13, and 14.
Areas of success (defined as having met the targets indicated in the SPP) include both compliance and results indicators:
· FAPE in the LRE: Dropout Rates (Indicator 2), Assessment Participation Rates (Indicator 3B), Suspensions and Expulsions (Indicator 4), LRE (Indicator 5), Preschool LRE (Indicator 6),
· Preschool Skills: SS1 Outcomes 7A. Positive social-emotional skills and 7C. Use of appropriate behaviors to meet their needs (Indicator 7),
· Parental Involvement (Indicator 8);
· Disproportionality: Disproportionate Representation in Special and Education and Specific Disability Categories (Indicators 9 and 10);
· Child Find: Timely Initial Evaluations (Indicator 11); and
· Effective Transition: Part C to B Transitions Timelines (Indicator 12), and Secondary Transition Goals (Indicator 13).
· Secondary Transition/Post –School Outcomes A. Higher Ed, B. Higher Ed/Employed (Indicator 14)
In order to sustain this performance, Lauderdale County Schools will continue to provide professional development, to offer technical assistance, and to continue the general supervision responsibilities outlined in IDEA 2004 including data reviews and internal self-monitoring activities. Specific activities will be outlined in the budget narrative.
Areas of need (defined as having not met the targets indicated in the SPP) include both compliance and results indicators:
· FAPE in the LRE: Graduation Rates (Indicator 1 – 34.90%),
AMO Targets (Indicator 3A),
Assessment Performance (Indicator 3C – Reading 26.64% and Math 35.65%),
Preschool Outcomes (Indicator 7) SS1-7B. Acquisition and use of knowledge and skills (Increased growth-47%) and Functioning within age expectations SS2 (7A. Positive social-emotional skills-67%, 7B. Acquisition and use of knowledge and skills-71%, and 7C. Use of appropriate behaviors to meet their needs-62%); and
· Effective Transition: Post-School Outcomes (Indicator 14 - C. Positively Engaged 76.6%).
To address the above results indicators, Lauderdale County Schools will be conducting professional development, working closely with the District Office of Curriculum and Instruction on early childhood literacy and curriculum development. Lauderdale County Schools also will work closely with and offer targeted and intensive technical assistance to the special education teachers in the area of reading. Reading and Transition will be the main focus for the next three to five years for Lauderdale County Schools to address the above five indicators as will be evidenced in several areas of the budget narrative. Targeting reading will necessitate collaboration between all general education offices and special education to identify evidence-based, coherent improvement strategies to improve results for children with disabilities. The improvement strategies will be chosen on their ability to be implemented with fidelity and scaled-up within the district. Possible improvement strategies include training through the Mississippi Department of Education on the Language Essentials for Teachers of Reading and Spelling (LETRS) training to teachers who serve Kindergarten through 3rd grade students. This training focuses on instructional approaches that address core components of reading instruction. Additionally, this training addresses reasons why many students have reading difficulties and offers case studies to model effective instruction.
The District has purchased several researched based multi-sensory reading intervention programs and two Special Education teachers, Certified Academic Language Therapist, will provide therapy and support to students with disabilities and their teachers. Based on the continued use of data, professional development and materials will be targeting vocabulary instruction.
Transition support, training and collaboration with the District’s Vocational Department, Meridian Community College Workforce Development, and Mississippi Department of Vocational Rehabilitation will continue to improve the outcomes for students with disabilities and assist them in reaching their post-high school goals.
By focusing district efforts and fiscal resources (both state and federal) on these improvement strategies, Lauderdale County Schools plans to see improvement in the performance of students with disabilities in all indicators and successful outcomes for all students with disabilities as they exit high school.
LCSD Drop-Out Prevention Plan