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Exceptional Education

Exceptional Education. Leading the way with high expectations. Who sets the bar?. The role of VDOE in setting the goals for school divisions. HCPS role in setting the goals for exceptional education.

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Exceptional Education

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  1. Exceptional Education Leading the way with high expectations

  2. Who sets the bar? • The role of VDOE in setting the goals for school divisions. • HCPS role in setting the goals for exceptional education. • Parent/community role in setting the goals for the educational system and their individual student.

  3. VDOE Goals • AYP (Adequate Yearly Progress) • Accreditation • Graduation Rates • SPP/APR (State Performance Plan/Annual Performance Report ) • Graduation 8. Parent Involvement • Dropout 9. Disproportionality (sped) • Performance on SOL 10. Disproportionality (disability) • Suspension/Expulsion 11. Eligibility Timeline (k-12) • LRE (inclusion) K-12 12. Eligibility Timelines (pre-school) • LRE (inclusion) pre-school 13. Transition Services • Pre-school outcomes 14. Post-secondary Outcomes

  4. How are we doing?

  5. Special Education Performance Report Indicator 1: Graduation Rate (not reported) *federal definition does not include MSD, GED, Special Diploma or 5+ year graduates VDOE Goal – Not reported HCPS performance – Not reported publicly but was 88.3% under previous “on-time graduation calculation” Strategic Plan Goal - Increase to 92% Indicator 2: Drop Out Rate VDOE Goal – 1.85% or less HCPS performance - .98% Latest available report: 2009-2010 Data

  6. Special Education Performance Report Indicator 3: SOL Participation/Performance VDOE Goal Participation – 95% HCPS Participation Performance – 99% VDOE Goal Proficiency – Reading 81% Math 79% HCPS Proficiency Performance – Reading 72% Math 72% Indicator 4: Suspension Expulsion Long term suspensions – Met VDOE goal Expulsions – Did NOT meet VDOE goal **11-12 HCPS was found not to be disproportionate in disciplining SWD for first time in 6 years. Latest available report: 2009-2010 Data

  7. Special Education Performance Report Indicator 5: LRE (k-12 Inclusion) Latest available report: 2009-2010 Data

  8. Special Education Performance Report Indicator 6: LRE (Pre-school Inclusion) No data reported Indicator 7: Pre-school Outcomes – No data reported Latest available report: 2009-2010 Data

  9. Special Education Performance Report Indicator 8: Parental Involvement Latest available report: 2009-2010 Data

  10. Special Education Performance Report Indicator 9: Disproportionate identification of special education by race/ethnicity Indicator 10: Disproportionate identification of specific disability by race/ethnicity Latest available report: 2009-2010 Data

  11. Special Education Performance Report Indicator 11: Timeline for eligibility Latest available report: 2009-2010 Data

  12. Special Education Performance Report Indicator 12: Pre-school Timeline for eligibility Latest available report: 2009-2010 Data

  13. Special Education Performance Report Indicator 13: Secondary IEP Goals and Transition Services Latest available report: 2009-2010 Data

  14. Special Education Performance Report Indicator 14: Post-secondary Outcomes (not reported) • Enrolled in higher ed • Enrolled in higher ed or competitively employed • Enrolled in higher ed or other post secondary training or education program or competitively employed Latest available report: 2009-2010 Data

  15. Goals for Performance • Increase inclusion rate for school age students to more than 50% of students in general education 80% or more of time • 100% compliance with 65 day timeline • 92% On-time graduation rate (* limitations) • Maintain achievement of non-disproportionate expulsion rates for SWD • Establish growth rates for SWD utilizing NWEA data over time

  16. Questions?More Information? • Bondy Shay Gibson, Ed. D. • Executive Director • Office: 804-652-3754 • Cell: 804-221-5310

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