June 25, 14 Part B and Preschool Application: Executive Summary and Data Review
SY 2014-2015
Federal Aid #- H0271140108 IDEA H 173A140113 Preschool
The New Albany 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 (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 date publicly reported, New Albany District did not meet 7(20.6%). Met 27(79.4%), and zero (0%), were reported as not applicable due to the small size (Less than 10) of the population in this particular data field. 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; Disproportionally 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 5a , 5B), Preschool LRE (Indicator 6), Preschool skills: positive social emotional skills (Indicator 7a),use of appropriate behaviors to meet needs (Indicator 7c), Functioning within age expectations (SS2) and Parental Involvement (Indicator 8); Disproportionally:
Disproportionate Representation I Special and Education ad 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).
June 25, 14 Part B and Preschool Application: Executive Summary and Data Review
SY 2014-2015
In order to sustain this performance, New Albany School District will continue to provide professional development, to offer technical assistance, and to continue the general supervision responsibilities outlined in IDEA 2014 including data reviews and internal self-monitoring activities. Specific activities will be outlined in the budget narrative.
Areas of need (defined as not having met the targets indicated in the SPP) include both compliance and results indicators: \
- FAPE in the LRE: Graduation Rates (Indicator 1-52%),
- AMO Targets (Indicator 3A), Assessment Performance (Indicator 3C- Reading 27.97% and Math 44.92%)
- LRE placement-Less than previous year (Indicator 5C)
- Preschool Outcomes: acquisition and use of knowledge and behavior (Indicator 7b) 46%.
- Effective Transition: Post- School Outcomes (Indicator 14-A-not met. Higher Ed 26.67%, B. Higher Ed/ Employed-Met, C. Positively Engaged 65%).
To address the above results indicators the New Albany School district will work closely to provide training to the special education teachers in all areas of reading. Reading will be the main focus for the next 3-5 years for New Albany school district to address. This focus will be reflected not only in our training but also within our district budget narrative. In order to target this area, collaboration between the special education teachers and the regular education teachers will be necessary and the strategies of focus will be centered around those children who are at risk of failing to meet standards for the third grade gateway requirements as well as strategies which can be utilized to serve those who have failed to grasp specific areas of reading. Possible strategies of target include utilization of a Read 180 and System 44 reading lab in the middle as well as the high school level. In addition, scientifically based literacy training which will be offered to target not only students with specific learning disabilities but also those with a diagnosis of dyslexia, joint training between general and regular education teachers and development of skills which can be utilized with both special and regular education teachers.
By focusing district efforts and fiscal resources (both states and federal) on these improvement strategies, New Albany District plans to see improvement in reading and math scores in the short-term and improvement of student outcomes in the long-term.
