Inventory of Services and Supports ISS for Students with Disabilities 200910 Edition DRAFT

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Inventory of Services and Supports (ISS) for
Studentswith Disabilities2009-10
EditionDRAFT

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Welcome

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• Introductions will follow

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Housekeeping

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• Conference Call only webinar participants -
  please send questions to Lisa McClung -
  lmcclung_at_cde.ca.gov

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Housekeeping

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  afterwards on the ESEA webpage at
• http//www.cacompcenter.org/esea-requirements

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Introductions

• California Department of Education
• Laura Wagner
• Georgianne Knight
• Chris Drouin
• County Office of Education
• Lora Gonzalez, Butte COE
• California Comprehensive Center
• Sharon Tucker

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Outcomes

• Participants will
• Understand the purpose of the Inventory of
  Services and Supports for Students with
  Disabilities (ISS) tool and how to use this tool.
• Understand how this tool works in coordination
  with the other tools.
• Understand how the ISS is connected to the
  District Assistance and Intervention Team (DAIT)
  areas.

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Background - Why the ISS?

• The field expressed a need for a tool in the DAIT
  process that will
• Assist staff in understanding why students with
  disabilities are not learning.
• Provide a self assessment tool that goes beyond
  and builds upon the Academic Program Survey (APS)
  for this particular sub-group of students.
• Provide a tool that is connected to the DAIT
  standards.
• Provide a tool that is quality driven vs.
  compliance driven.

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Background - Why the ISS?

• Provide a tool that uses existing data related to
  students with disabilities (SWD).
• Provide information that will assist DAIT
  providers in writing the Needs Assessment Report.
• Provide information for Districts to revise their
  Local Educational Agency (LEA) Plan.
• Provide information for targeted actions written
  in the LEA plan that will improve student
  achievement and other outcomes for students with
  disabilities.

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ISS Purpose

• Assist districts in assessing its program and
  services for students with disabilities.
• Expand upon information about students with
  disabilities that are explicitly included in the
  Academic Program Survey (APS), and the District
  Assessment Survey (DAS).
• Target elements to provide an in-depth analysis
  that can guide actions for increased student
  achievement results.

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ISS Organization

• The ISS is aligned to the DAIT areas
• A. Governance
• B. Alignment of Curriculum, Instruction and
• Assessment
• C. Fiscal Operations
• D. Parent and Community Involvement
• E. Human Resources
• F. Data Systems and Monitoring
• G. Professional Development

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Evidence

• It is not necessary to collect all of the data
  suggested.
• Data should be provided that supports the
  objective, criteria, and clarifications to assist
  reviewer.
• District may have other data to support the
  objectives.

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Overview of the ISS Tool Organization 5 steps
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Administration of the ISSWhos Involved?

• District Leadership Team (DLT) and
• Technical Assistance Providers include others
• in conversations and discussion (see below)

• Union Representatives
• (Classified Certified)
• Principals for Elementary
• Secondary
• General Education
• Special Education Teachers
• Para-educators
• Parent Representatives
• Board Representatives
• SELPA Director - Program
• Specialist

• Curriculum and Instruction
• Special Education Director
• Fiscal
• Human Resources (HR)
• Facilities
• English Language (EL) Coordinator
• Intervention/After School Specialist
• Categorical programs
• Data and Assessment

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Administration of the ISS

• Review achievement data and data from other
  tools.
• Administer the ISS with appropriate staff to
  better understand and analyze program and
  services for students with disabilities (SWDs).
• Confirm the results of ISS findings with
  classroom walkthroughs, grade level and/or
  department level interviews, student shadowing,
  and other data.
• Complete the Synthesis Statement based on
  information gathered.
• Discuss, determine, and document important
  conclusions.

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• Walk Through

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California Department of Education Inventory of
Services and Supports (ISS) for Students with
Disabilities
Alignment of curriculum, instruction and
assessment
DAIT Area
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California Department of Education Inventory of
Services and Supports (ISS) for Students with
Disabilities
2.1 The LEA ensures that students with
disabilities have access to the grade level core
instruction in English language arts (ELA) and
Mathematics within the general education setting
with appropriate supports and accommodations,
based on assessed need.
Objective
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California Department of Education Inventory of
Services and Supports (ISS) for Students with
Disabilities

• Full implementation means that
• at the district level special education
  administrators work collaboratively to make
  decisions with the general education
  administrators to ensure that students with
  disabilities receive grade level standards-based
  instruction within the grade level SBE- adopted
  (K-8) and standards-aligned (9-12) core
  curriculum in the general education classroom
  setting to the maximum extent appropriate
• general and special education district
  administration supports site principals to ensure
  that students with moderate and significant
  disabilities are provided core curriculum
  materials, research/evidence-based instructional
  strategies and assessment practices that are
  aligned to the SBE-adopted California Modified
  Assessment (CMA) and California Alternate
  Performance Assessment (CAPA) blueprints
• site principals ensure access for all students
  and are supported by the district in
  implementing
• Standards-based curriculum
• Research-based instructional strategies
• District assessments

Criteria and Clarifications
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California Department of Education Inventory of
Services and Supports (ISS) for Students with
Disabilities

• Evidence
• Please check evidence reviewed
• Appropriate Instructional program materials
• (see APS data source 1.1)
• LEA Special Education Annual Performance Report
• Measures  (see data source Indicator 5 LRE
• 6-22 years)
• Sample IEP for of time in general education
• Teacher interviews
• Classroom observations
• Student shadowing
• Other evidence reviewed

Evidence
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http//www.cde.ca.gov/sp/se/ds/datarpts0607.asp
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State Performance Plan (SPP) and the Annual
Performance Report (APR) 20 indicators specified
by the Office of Special Education Programs
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California Department of Education Inventory of
Services and Supports (ISS) for Students with
Disabilities

• Synthesis statement
• Based on what you have gathered, reviewed, and
  discussed in this area, what are the important
  conclusions
• A review of all completed APS data for the 10
  elementary schools on 1.1. Appropriate
  instructional program materials, classroom
  observations, and teacher interviews revealed
  that students with IEPs did not have daily access
  to the SBE adopted core instructional program
  materials in Reading/Language Arts and English
  Language Development (ELD).
• In conducting student shadowing, students with
  IEPs had access to the core materials when in the
  general education setting/classroom. If
  receiving instruction and services in another
  setting, core materials were not in evidence.

Synthesis statement
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California Department of Education Inventory of
Services and Supports (ISS) for Students with
Disabilities
Synthesis statement
Important Conclusion Students need to have
access to materials in order to be successful in
the core curriculum.
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California Department of Education Inventory of
Services and Supports (ISS) for Students with
Disabilities
Fiscal Operations
DAIT Area
DAIT Standard
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California Department of Education Inventory of
Services and Supports (ISS) for Students with
Disabilities
The district has targeted fiscal resources to
address the needs of students with disabilities.
Objective
Objective
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California Department of Education Inventory of
Services and Supports (ISS) for Students with
Disabilities

• Full implementation means that the district
• Identifies needs for students with disabilities
  and are identified in the LEA plan.
• Monitors that the Single Plan for Student
  Achievement (SPSA) has targeted fiscal resources
  for students with disabilities who are struggling
  in the core or intervention.

Criteria and Clarifications
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California Department of Education Inventory of
Services and Supports (ISS) for Students with
Disabilities

• Evidence
• Please check evidence reviewed
• LEA Plan
• SPSA
• District and school site budgets
• Other evidence reviewed

Objective
Evidence
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California Department of Education Inventory of
Services and Supports (ISS) for Students with
Disabilities

• Synthesis statement
• Based on what you have gathered, reviewed, and
  discussed in this area, what are the important
  conclusions
• A review of all elementary SPSA and data on
  student achievement indicated that each site had
  data showing that 45 - 60 of students with
  disabilities are not achieving at a proficient or
  above level. (see graph of schools)
• SPSA budgets (Instructional Materials Fund, IMF)
  were not targeted to this population of students
  in a consistent fashion
• Interviews with staff (general education and
  special education teachers) revealed that they
  did not know that students with disabilities
  including fiscal targeting to improve achievement
  for these students was possible above and beyond
  their IEPs.

Objective
Synthesis statement
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California Department of Education Inventory of
Services and Supports (ISS) for Students with
Disabilities
Important Conclusion Instructional Materials
Funds (IMF) have not been allocated to ensure
that students receiving special education
programs and services have core instructional
materials.
Objective
Synthesis statement
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California Department of Education Inventory of
Services and Supports (ISS) for Students with
Disabilities
DAIT Area
Data Systems Achievement Monitoring
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California Department of Education Inventory of
Services and Supports (ISS) for Students with
Disabilities
6.1 The district uses data to determine the
academic and behavioral needs of students
with disabilities. 6.2 The district has a data
system to monitor the academic and behavioral
progress of students with disabilities. 6.3
The district has a process that provides
collaboration between general and special
education staff around the academic
achievement of all students at each grade
level. 6.4 The district has a process to collect
data regarding behavior that affects student
learning (i.e., suspensions, including
in-house suspensions, expulsions, and
discipline referrals).
Objective
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California Department of Education Inventory of
Services and Supports (ISS) for Students with
Disabilities

• Full implementation means that the district
• provides disaggregated data from multiple data
  sources at the district, school and classroom
  level that will allow staff to develop and
  implement plans that address the academic and
  behavioral needs of students with disabilities
• Full implementation means that the district
• has a process to collect and input data into a
  system that will allow the data to be utilized
  for instructional decision-making regarding
  students with disabilities
• Full implementation means that the district
• has a process whereby special and general
  education teachers are actively engaged in the
  collaboration process for the
• development of common assessments
• review of the results of the assessments
• instructional planning discussions based on
  assessment results
• Full implementation means that the district
• has a process for collecting behavioral data
• provides support and guidance to assist schools
  in actively using the data
• to inform instructional practices
• has a process for monitoring behavioral data

Criteria and Clarifications
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California Department of Education Inventory of
Services and Supports (ISS) for Students with
Disabilities

• Evidence
• Please check evidence reviewed
• STAR data (Including the CST, CMA, and CAPA)
• Benchmark assessment results for students with
  disabilities
• Reports (including data for students with
  disabilities) generated by the districts data
  system
• Grade/department level common assessments
• Collaborative planning meeting schedule
• Master schedule
• Suspension/expulsion data
• Dropout rates
• Graduation rates
• LEA Special Education Annual Performance Report
  measures (see data source Indicators 1
  graduation, 2 dropout)
• Other evidence reviewed

Evidence
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California Department of Education Inventory of
Services and Supports (ISS) for Students with
Disabilities

• Synthesis statement
• Based on what you have gathered, reviewed,
  and discussed in this area, what are the
  important conclusions
• Suspension/expulsion data from elementary sites
  indicated a higher percentage of in-house
  suspensions for students with disabilities.
• 80 of the elementary school sites do not have a
  uniform practice of schoolwide positive behavior
  supports for all children, including students
  with disabilities.

Synthesis statement
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California Department of Education Inventory of
Services and Supports (ISS) for Students with
Disabilities
Important Conclusion Without having a
school-wide positive behavior support system in
place, in-house suspension is overused as a
discipline strategy for many students and at a
higher rate for students with disabilities.
Synthesis statement
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So Whats Next?

• Based on the information that was just reviewed
• What recommendations would you suggest be
  included as written actions in the Districts LEA
  plan?

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Conclusion

• ISS tool design implementation provide the
  district
• A deeper understanding of why students with
  disabilities are not learning and closing the
  achievement gap.
• Insights into how and what to target to meet
  the educational needs of SWDs to be addressed in
  the LEA Plan.
• Data that is useful and coherent with other CDE
  tools.
• Information that acts as a catalyst for
  conversations to improve results for students
  with disabilities.

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Contact

• Please email questions to
• Lisa McClung - lmcclung_at_cde.ca.gov

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Thank You

• Review the CA CC Web site for other state tools
  and archived Webinars at
• http//www.cacompcenter.org/esea-requirements

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