Comprehensive Review of Special Education, Pre-K through Grade 12 Prince William County Schools School Board Presentation May 16, 2018
PCG Education Team • Dr. Jennifer Meller, Project Manager/Subject Matter Expert • Matthew Korobkin, Subject Matter Expert • Sowmya Kumar, Subject Matter Expert • Matthew Scott, Data Analyst www.pcgeducation.com | PWCS Special Education Review 2
Purpose of the Study To assess the effectiveness and efficacy of PWCS’s special education services in the following six categories: Human Capital and Training, Compliance and Outcomes, Continuum of Services, Budget and Resource Allocation, Data and Record Keeping, and Family and Community Engagement. www.pcgeducation.com | PWCS Special Education Review 3
Final Report Structure The final report is structured into the following sections: I. Introduction and Methodology II. Characteristics of the PWCS Special Education Population III. Multi-Tiered System of Supports IV. Academic Achievement and Social Emotional Well-Being of Students with Disabilities V. Organization and Support Structures VI. Fiscal Considerations www.pcgeducation.com | PWCS Special Education Review 4
Timeline – Phases of the Project Phase 1: Project Initiation (October 2017) • Project kick off • Project plan and timeline Phase 2: Customizing the Approach (October 2017) • Agreed upon metrics of success • Discussion of the PCG protocols, tools, data request, and activities • Submit formal data request to district Phase 3: Collecting and Analyzing the Data (November 2017 - January 2018) • Stakeholder Kick-Off • Acquisition of Available Data and Artifacts • Focus Groups and Interviews; Student File Review Focus Group • School Visits/ Classroom Observations Phase 4: Developing Useful Reports (January- April 2018) • Conduct analysis • Provide written report Phase 5: Action Planning and Implementation (May 2018) • Presentation to school board and other stakeholders • Action planning session www.pcgeducation.com | PWCS Special Education Review 5
PCG’s Approach Data Collection Activities: • Data and Document Review • Interviews/Focus Groups • School Observations • Benchmarking www.pcgeducation.com | PWCS Special Education Review 6
Overall Areas of Strength PWCS has adopted VTSS OSE staff members are division-wide, and six schools responsive and go above and currently participate as part of a beyond to support specific VTSS cohort across the student cases. Commonwealth. OSE actively partners with other There is a strong, collaborative departments for professional relationship between OSE staff development and student to support schools. support needs. OSE has developed, and is in the midst of rolling out, a There is broad continuum of comprehensive Augmentative placements for students with Alternative Communication disabilities and individual (AAC) Plan so that all students student needs are supported. have the communication devices they need. www.pcgeducation.com | PWCS Special Education Review 7
Summary of Recommendations Categories 1. Multi-Tiered System of Supports (MTSS) 13. Progress Monitoring 2. Universal Design for Learning 14. Transportation 3. Disproportionality 15. Post-Secondary Transition 4. Build a System-wide Culture of Academic Optimism 16. Special Education Standards 5. Results Driven Accountability 17. OSE Organization 6. Preschool Students with Disabilities 18. Professional Learning 7. Implement Frameworks for Inclusive Practices With 19. Special Education Manual Fidelity 8. Program Placement 20. School and Central Office Reviews 9. Viable Curriculum for Students Taking the Alternate 21. Special Education Fiscal Officer Assessment 22. Special Education Funding Model 10. Communication Devices 23. Funding Accountability 11. Assistive Technology 24. CEIS Funding 12. Parent and Family Engagement www.pcgeducation.com | PWCS Special Education Review 8
Findings and Recommendations
1. Multi-Tiered System of Supports (MTSS) Build on PWCS’s VTSS, CEIS, and PBIS process and curricular frameworks to develop/implement a unified and clear structure Action of Multi-Tiered System of Supports (MTSS) for academic achievement, positive behavior, and social/emotional growth (including enrichment) for all students Over the last two years the Division has shifted its training focus to Tier 1 supports, reframing the important of “good first instruction.” CEIS/MTSS/VTSS/PBIS are resourced under one overarching Key Findings initiative, with little to no clear guidance or standard processes to ensure a systemic approach. Practices are inconsistent and school dependent. www.pcgeducation.com | PWCS Special Education Review 10
2. Universal Design for Learning Provide clear guidance and training for all Division teachers on the principles of UDL and how principles can be applied in the Action Step development of curriculum, instruction and assessment. Consider the use of text to speech technology tools and software so that all students have additional access points to the curriculum. UDL does not appear to be a widely understood or implemented concept in Key Findings PWCS, though OSE, in conjunction with other offices, has conducted trainings on the topic in the past. www.pcgeducation.com | PWCS Special Education Review 11
3. Disproportionality Continue to monitor discipline & suspension rates of students to ensure students with disabilities, by racial/ethnic group, are not at least two times more likely than peers to be identified as being over-identified. Analyze longitudinal data to determine which schools may be suspending Action Step students with IEPs at a higher rate and provide training on alternative methods. Twice yearly, track whether the use of MTSS and CEIS funds are reducing racial/ethnic disparities in these areas. Monitor the results of PWCS activities to determine if they are having any impact on disciplinary practices for students with IEPs, and to take follow-up action as appropriate. Division underwent an internal review of the efficacy of the CEIS, which determined there was no meaningful relationships between CEIS and academic outcomes in reading and math, or disciplinary practices. Key Findings CEIS funds/resources have been centralized in OSE and are reviewed on a routine basis; CEIS data meetings occur at each school that receives these resources. www.pcgeducation.com | PWCS Special Education Review 12
4. Build a System-wide Culture of Academic Optimism Consider the research base of academic optimism that demonstrates how some neighborhood schools are high-performing, while others are not, and build upon PWCS’s foundation already in place. Action Step Provide an aligned message about the philosophy and expectations for the achievement of students receiving special education services from the Superintendent, Level Superintendents, Director of Special Education, etc. Feedback from focus group participants was mixed regarding the extent to which students are provided access to general education classes, and the sufficiency of support teachers provided. Key Findings General and special educators need more guidance and training regarding the provision of instruction that is rigorous and aligned to the state standards in a way that enables students with IEPs to learn the material and to demonstrate what they have learned. www.pcgeducation.com | PWCS Special Education Review 13
5. Results Driven Accountability Establish a division-wide system of Results Driven Accountability to support PWCS’s mission to provide each and every student with an exemplary college preparatory education so they can succeed in Action Step college, career, and life; and goals for each and every student to reach/exceed academic proficiency, and to eliminate the achievement gap. Shift from a focus on process and compliance to student outcomes with a greater sense of urgency. Given the Division’s collective emphasis on compliance the past several years, few focus group conversations addressed strong instructional Key Findings practices in schools, the important roles that special education and general education teachers play in accelerating students’ learning, or OSE’s role in guiding this work. www.pcgeducation.com | PWCS Special Education Review 14
6. Preschool Students with Disabilities Focus efforts to expand the capacity of the preschool programs for students with disabilities on providing more inclusive placement Action Step options, including providing services and supports to children in community-based early care/child care programs. PWCS has not met SPP Indicator 6 for pre-school students educated the majority of time in regular early childhood programs for the past several years. Key Findings PWCS has inconsistently met SPP Indicator 7, which measures the functional outcomes of pre-school students with disabilities, for the past several years. www.pcgeducation.com | PWCS Special Education Review 15
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