SPECIAL EDUCATION PROGRAM REVIEW

Final Report Presentation

July 18, 2017

Presented by:

JJC and Associates, LLC

Located in Tallahassee, Florida Background in general and special

education Experienced in conducting special

education studies (well over 20 district reviews in Virginia)

Other services include: general education reviews, operational reviews (i.e., transportation, food services, human resources, technology, etc.)

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Purpose of the Study

Methodology • Staff and Parent Surveys: A total of

168 parents and a total of 156 staff completed the online survey.

• Interviews and Focus Groups: Over 75 stakeholders (staff and parents) were either individually interviewed or interviewed in focus groups.

• Classroom Visits: A total of 35 classes were visited across all five schools.

• Parent Open Forum: A total of 28 persons signed in at the parent open forum held at Mary Ellen Henderson Middle School.

• Documents/Data Review: More than 70 documents were reviewed including local and state data.

• Peer Comparisons: Goochland County, Manassas Park City, and Poquoson City.

Review special education operations and programs and commend the division for best practices and suggest recommendations for improvement.

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Overview of Staff Survey Results

While 41% of staff gave positive responses regarding the school board’s fairness in dealing with special education issues, the majority was neutral (57%).

Only 31% of staff responded positively that the district’s Special Education Advisory Committee provides useful suggestions and guidance, while the majority was neutral (57%).

Although 45 % responded positively that the division central office staff provides support needed to be effective in the classroom, 37% were neutral, and 18% were negative (Strongly Disagree or Disagree).

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Overview of Staff Survey Results (cont.) Just 32% of staff responded positively that general and special education

teachers have adequate planning time together, while 28% were neutral and 38% were negative.

Regarding whether the division provides teachers and staff with quality professional development opportunities on the needs of children with disabilities, 42% were positive, while 33% were neutral and 26% were negative.

When questioned whether they have been asked about or surveyed about how well special education services meet the needs of students, 31% responded positively, 25% were neutral, and 44% were negative.

While 37% of staff responded positively that the division has a best practices database or resources to access to help improve instruction, 38% were neutral, and 25% were negative.

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Overview of Parent Survey Results

Comparing the responses from both parents and staff to the same questions, it is interesting to note that: Parents rated their overall satisfaction with FCCPS special

education as 74% positive, while staff rated parent overall satisfaction at 62%.

Parents responded positively 64% of the time they have adequate access to training, resources, and assistance, while staff responded positively only 34%. Most of the staff were neutral on this question.

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Overview of Parent Survey Results (cont.)

Parents feel encouraged to be an active participant in the IEP (73%), while 90% of the staff felt parents are encouraged.

Similar percentages (60%) of parents and staff agree that parents are welcomed to participate in the Special Education Advisory Committee meetings and activities.

Both parents and staff responded positively (79%) that the IEP team members follow-up on actions and commitments made during IEP meetings.

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Overview of Peer Division AnalysisOVERVIEW OF FALLS CHURCH CITY SCHOOLS AND PEERS

2016-17 SCHOOL YEAR

*From Table 17a of the Superintendent’s Annual Report 2015-2016 from VDOE.Source: VDOE, Fall Membership Data, at http://bi.vita.virginia.gov/doe_bi/rdPage.aspx?rdReport=Main&subRptName=Fallmembership

DIVISIONTOTAL

ENROLLMENT

ENROLLMENT BY TYPEFY 2016 PUPIL/

TEACHER RATIO*

SPECIAL EDUCATION

ENGLISH LANGUAGE LEARNERS

ECONOMICALLY DISADVANTAGED

GRADES K-7

GRADES8-12

Falls Church City 2,670 363 228 211 10.0 11.3Goochland County 2,594 336 76 762 11.6 11.9Manassas Park City 3,588 421 1,748 1,993 12.7 15.5Poquoson City 2,058 216 16 379 14.1 11.8AVERAGE 2,728 334 517 836 12.1 12.6

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Overview of Peer Division Analysis (cont.)

Graduation/Drop-Out Rates. FCCPS had:

The highest graduation rate for all students (nearly 100%).

At over 96 percent, the second highest graduation rate for students with disabilities, higher than the average.

The lowest dropout rate for all students, significantly lower than the average.

A lower than average dropout rate for students with disabilities.

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Overview of Peer Division Analysis (cont.)

Virginia Standards-of-Learning Assessments. FCCPS had:

Significantly higher pass rates than the average for all subjects except History and Social Science, which was comparable to the average.

Significantly higher pass rates than the statewide average for all subjects.

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Least Restrictive Environment. FCCPS met all the state targets, and had:

The highest percentage of students included in regular classrooms 80 percent or more of the day.

The lowest percentage of students included in regular classrooms less than 40 percent of the day.

The lowest percentage of students served separately from the division’s schools.

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Overview of Peer Division Analysis (cont.)

Expenditures. FCCPS had: The highest total expenditures in each of the three years

(2015-18), far above the average. The highest per pupil expenditures in each of the three

years (32% higher in FY2016, 24% higher in FY2017, and (potentially) 25% higher in FY2018).

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Overview of Peer Division Analysis (cont.)

Beginning Teacher Salaries. FCCPS had: The highest beginning (Step 1) annual salary. A slightly lower Step 1-MA degree supplement than

the highest (Manassas Park City), which still maintained FCCPS at the highest salary among the peers.

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Overview of Peer Division Analysis (cont.)

FCCPS Improvements in Special Education Metrics

Exhibit 4-1 (page 20) in the report details many accomplishments in special education since 2009.

Other commendations include the 9 listed on the following slides.

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CommendationsFCCPS is commended for:

Providing all SPEAC members with an orientation notebook. (Commendation 1, Page 32)

Their true professionalism and caring for students with special needs. (Commendation 2, Page 42)

Creating a pre-school to serve special needs pre-school children and in implementing a program that data show is successful. (Commendation 3, Page 43)

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Investing resources in providing behavioral specialists to assist schools. (Commendation 4, Page 44)

Embracing inclusion to ensure students are served in the least restrictive environment. (Commendation 5, Page 44)

Implementing a variety of researched-based programs for students with special needs. (Commendation 6, Page 44)

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Commendations (cont.)

The Falls Church Education Foundation. (Commendation 7, Page 47)

Providing adequate related services staff. (Commendation 8, Page 51)

Keeping an up-to-date and informative website. (Commendation 9, Page 75)

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Commendations (cont.)

Total of 54 Recommendations

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Select Recommendations From Section 4: Leadership

Reassign Title IX responsibilities from the director of special education to another designee.

Ensure all special education leadership and special education administrators meet formally a minimum of once a month for the sole purpose of a) studying systemwide data; b) discussing trends; c) sharing best practices; and d) assisting each other in the overall scheduling and delivery of special education classes and services.

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Select Recommendations From Section 4: Leadership(cont.)

Establish a culture and process where general education and special education leaders meet formally a minimum of once a month to plan, analyze data, collaborate, and to ensure all schools have adequate special and general education collaborative planning time.

Revisit the recommendations of the 2010-11 Special Education Evaluation to ensure full implementation of all recommendations.

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Select Recommendations From Section 5: SPEAC Assign all SPEAC Committee members a summer assignment to

read all of the information on the VDOE’s website regarding their purpose and tools to use to improve the committee’s outcomes and host a summer workshop to create the upcoming year’s goals.

Post the SPEAC Public Comment Form on the Special Education website to encourage parents to make public comments at meetings.

Require the chair to lead a yearly written self-assessment of the committee and act upon any areas in need of improvement. 20

Select Recommendations From Section 5: SPEAC(cont.)

Rotate the meetings at each school to showcase best practices being used.

Plan for more meaningful SPEAC meeting presentations from groups such as the behavior specialists, different agencies in Medicaid, Medicaid waivers, Affordable Care Act, and Special Olympics.

Consider adding and rotating one special education and one general education middle or high school student to the committee on an ad hoc basis to provide input.

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Select Recommendations From Section 6: Policies & Procedures

Update the FCCPS special education policies in alignment with the Virginia School Board Association policies and ensure each policy has an accompanying updated and easy to find procedure.

Update the Case Manager’s Handbook.

Consider creating decision-making tree or tools/guides for administrator to ensure they are following the appropriate steps to ensure compliance.

Host training for all principals, special education, and related services staff working with special education students to update them on the district’s policies and procedures as it relates to special education.

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Select Recommendations From Section 7: Programs

Create a task force of related services personnel and create a more collaborative, focused, and intense strategic plan of early interventions of OT, Speech, ABA, and Social Skills therapy for students diagnosed with autism.

Request (formally and immediately) that the VDOE include FCCPS with any new recipients of the Students with Intensive Support Needs funds.

Condense the RTI process into a user-friendly one page document or flow chart that teachers can use to keep on track with appropriately implementing RTI.

Ensure principals include how well a teacher is implementing RTI in his or her teacher performance evaluation.

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Select Recommendations From Section 8: Related Services

Establish unified data collection tools for all related services staff.

Create and implement a system for updating parents on the status of their child’s related services progress and how parents can work with their children at home in addition to the quarterly progress reports.

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Select Recommendations From Section 9: IEPs

Require IEP teams to use the division-approved rubric when evaluating the quality of a written IEP and for the degree of implementation of IEPs.

Create and deliver ongoing and embedded training for all general education and special education teachers on a) writing effective IEPs including trouble shooting for the SEAS; b) effective IEP meetings; and c) implementing and record keeping for the implementation of IEPs.

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Select Recommendations From Section 9: IEPs (cont.)

Require principals to randomly select and review IEPs on a regular basis and work with staff to improve any shortfalls.

Track and monitor students who exit special education.

Set the expectation that any staff working closely with a student on implementing his/her IEP attend (in person) the IEP meetings.

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Select Recommendations From Section 10: Professional Development

Conduct a staff needs assessment (or use the results of this study’s surveys) to establish a stakeholder team of general and special education leaders to create and systematically implement a system wide professional development plan.

Conduct intensive special education training with school principals targeting their needs and areas in need of improvement.

Create a system wide walk through instrument that allows administrators to regularly provide informal feedback to staff.

Ensure that the special education school-based administrators provide feedback on teachers’ evaluations.

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Select Recommendations From Section 11: Parent Involvement

Seek a business partner or the public library for assistance in setting up a special education parent resource center.

Host monthly principal and/or superintendent coffees specifically targeting parents of special education students.

Harness parent advocates’ talents and energy in a non-accusatory, synergistic, and transparent forum through the SPEAC meetings and subcommittees.

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Select Recommendations From Section 11: Parent Involvement (cont.)

Ensure parents and staff are surveyed yearly, study the survey results, and make needed adjustments based on feedback.

Set up a stakeholder committee (or assign to a SPEAC subcommittee) to investigate key/ consistent parent complaints and seek ways to address all appropriate concerns.

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Next StepsAlthough this special education study was voluntary, our team suggests that division leadership consider the following next steps:

Post the report on the division’s website: be transparent.

Prioritize all recommendations and create an implementation plan.

Assign a point person actively monitor the implementation status.

Report status on a regular basis to the board and SPEAC.

Showcase the commendations. 30

Questions?

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