Evaluation of Services for Students with Disabilities Lewisville

Evaluation of Services for Students with Disabilities Lewisville Independent School District Board of Trustees Presentation April 8, 2013

Evaluation Activities Interviews and Classroom Observations Interviews with Central Office Faculty and Parent Surveys Focus Groups Comparable District Review

Five Themes Emerged from Evaluation Activities A Common Vision and Shared Responsibility Clear and Consistent Messages Highly Effective Instruction Staffing and Scheduling to Support Student Success Parent Satisfaction with Services for Students with Disabilities

Theme 1 A Common Vision and Shared Responsibility for All Learners

Critical Findings 7 1. There is a strong commitment to quality services for students with disabilities in the Lewisville ISD. 2. There are multiple quality practices that are outstanding and can serve as models. 3. A high percentage of LISD educators express a strong sense of shared responsibility for students with disabilities. 4. There is a long standing commitment to inclusion. 5. There is a need for a common vision of inclusive education and quality indicators. 6. Lewisville ISD is in substantial compliance with state and federal requirements governing services provided to students with disabilities.

Figure 1. Summary of Faculty Survey Responses Related to “A Common Vision and Shared Responsibility for All Learners” The total faculty feels a strong sense of responsibility for all students, including students with disabilities. (F 3) 89. 4 I am knowledgeable of the contents of each student's IEP for which I am responsible. (F 8) 96. 4 I think that children benefit socially when special education students and general education students learn in the same classroom. (F 31) 94. 4 I think that students benefit academically when special education students and general education students learn in the same classroom. (F 32) 75. 2 I do not think that the education of general education students suffers when special education students are educated in the same classroom. (F 33) 68. 0 Special education teachers are viewed as faculty members of equal status with their general education teachers. (F 28) 88. 6 0. 0 20. 0 40. 0 60. 0 % Agree 80. 0 100. 0

Critical Recommendations 11 Reinforce commitment to quality services. Review reasons for disparity regarding shared responsibility. Adopt a system-wide model for inclusion. Adopt a needs-based model for staffing. Monitor and address compliance issues of overrepresentation.

Theme 2 Clear and Consistent Messages

Critical Findings 1. Messages and directions related to the provision of special education services are not consistent across the district, leading to confusion and inconsistent levels of implementation. 12 2. The organizational structure does not facilitate the opportunity for the special education director to communicate directly to principals as needed.

Critical Recommendations 13 -14 Develop a purpose statement and list of expected practices for all services across the district. Survey district stakeholders for list of confusing or conflicting issues/directions/policies and create list of topics that account for requests for clarifications. Create data and disseminate a set of clear, consistent responses using means such as written communication, website distribution Increase role clarity for special education leadership. Eliminate the separate location for housing the special education leadership and increase level of involvement in planning, training and sharing of information with other departments.

Theme 3 Highly Effective Instruction

Critical Findings 15 -16 1. School climate and quality of instruction is extremely favorable. 2. Faculty understanding, responsibility and use of accommodations is reportedly high yet not consistently observed. 3. The general education curriculum is consistently used as the framework for students with disabilities. 4. Flexible grouping is more evident at the elementary level. 5. Use of technology to support student success evident across the district. 6. Positive behavioral support practices varied with most classrooms having posted rules and good management practices 7. Specialized support settings implemented structured, targeted, individualized instruction. 8. A full range of in-class support structures that support partnerships in the classroom was implemented in some classrooms with success however mostly observed was a one teach/one assist approach.

Figure 2. Faculty Perceptions re: Use of Accommodations/Modifications It is the responsibility of all educators to use instructional accommodations for any student who may require them. (F 9) 98. 8 I use instructional accommodations for any student who needs them. (F 10) 98. 7 It is the responsibility of all educators to modify instruction as appropriate for any student with disabilities who requires them as stated in the IEP. (F 11) 98. 1 I modify instruction for students with disabilities as specified in the IEP. (F 12) 98. 7 0. 0 20. 0 40. 0 60. 0 % Agree 80. 0 100. 0

Critical Recommendations 21 -22 Connect best practices for students with disabilities to best practices for all learners. Consider these best practices as a foundation to the Rt. I process. Bridge the knowing-doing gap regarding implementation of accommodations. Provide list of quality instructional standards for services for students with disabilities that must be met on each campus in LISD. Provide training for principals, central office regarding these standards. Clearly establish and publish the Response to Intervention Process. Provide professional development and training for general and special education teachers and paraprofessionals relative to curriculum content, effective use of the general curriculum for students with disabilities, and strategies for diverse learners. Increase the effectiveness of the in-class support model to promote the use of more structures in the classroom. Build an on-going planning cycle for development of district-wide professional development including all groups collaboratively within the school district.

Theme 4 Staffing and Scheduling that Supports Student Success

Critical Findings 23 -24 1. Lewisville ISD is sufficiently staffed. Yet there is a strong perception among educators that additional staff is needed. 2. Need for and assignment of staff should result from a student centered district-wide process. 3. Use of a categorical approach to assigning teachers results in an inefficient use of staff. 4. Common planning for collaborative teacher partners is not consistent across the district. 5. Paraprofessionals are not always appropriately trained for their assigned roles. 6. The distribution of students who require in-class support is sometimes not within suggested ratios resulting in too many or too few students in a class.

32 -33 Critical Recommendations Implement a district-wide objective, student-centered staffing model, provide training and technical support to principals and selected faculty members, and build the capacity of special education leaders to support this change. Establish clear quality standards regarding in class support. Provide training in the structures of in-class support. Address requests for a 1: 1 paraprofessional through the student-centered decision model. Extend the current opportunities for peer friendships and social inclusion. Provide information regarding creative ways to increase planning time. Monitor the success of the new approach to staffing by assessing staff and parent satisfaction.

Theme 5 Parent Satisfaction with Services for Students with Disabilities

Critical Findings 34 1. Satisfaction 2. Involvement • Parents of students with disabilities are extremely satisfied with the services their children are receiving and the support they are receiving from principals and central office staff. • Parents of students with disabilities are involved in their children’s education and panning for their future.

Critical Recommendations 36 -37 Involve parents in review and action planning. Provide training for parents and educators. Distribute information to parents regarding peer support programs and opportunities for social inclusion. Provide training and information to principals and teachers designed to increase opportunities for social inclusion. Encourage parent participation in district discussions of zoning and alignment of services for students with disabilities within school feeder patterns.

Summary /Conclusion An Evaluation of Services for Students with Disabilities Lewisville Independent School District Board of Trustees Presentation April 8, 2013

Conclusion This evaluation represents an inquiry into the status of present services and the perceptions of multiple stakeholder groups. The active participation of the Lewisville ISD central office staff, 23 schools visited and over 1, 700 survey respondents is greatly appreciated. Lewisville ISD is to be commended for taking positive steps to ensure effective and equitable practices are in place in its schools and across its programs for children with disabilities. The many positive practices named in this report will serve as a solid foundation for implementing the recommendations to support continuous improvement of the quality of services for students with disabilities.