Neosho​ ​School​ ​District Special​ ​Services​ ​Program​ ​Evaluation​ ​2017-2018 Date:​ ​ ​January​ ​2,​ ​2018 Supporting​ ​Documents Neosho​ ​School​ ​District​ ​Special​ ​Education​ ​Profile Office​ ​of​ ​Special​ ​Education​ ​Annual​ ​Determination​ ​Letter Program​ ​Strengths 1. The​ ​Office​ ​of​ ​Special​ ​Education​ ​gave​ ​Neosho​ ​School​ ​District​ ​a​ ​determination​ ​category​ ​of Meets​ ​Requirements​ ​in​ ​Implementing​ ​the​ ​Requirements​ ​and​ ​Purposes​ ​of​ ​the​ ​IDEA. Requirement​ ​areas​ ​were​ ​given​ ​a​ ​score​ ​of​ ​1​ ​(low)-4​ ​(high).​ ​The​ ​following​ ​areas​ ​were given​ ​a​ ​score​ ​of​ ​4:​ ​ ​Special​ ​Education​ ​Audit​ ​Findings,​ ​Timely/Accurate​ ​Data,​ ​Graduation Rate,​ ​Assessment​ ​Participation,​ ​Disproportionality,​ ​Initial​ ​Evaluation​ ​Timelines,​ ​Part​ ​C to​ ​Part​ ​B​ ​Transition​ ​Timelines,​ ​and​ ​Secondary​ ​Transition​ ​Planning.​ ​Dropout​ ​Rate​ ​was given​ ​a​ ​score​ ​of​ ​3.​ ​Total​ ​Determination​ ​Score​ ​was​ ​4. 2. As​ ​demonstrated​ ​by​ ​entrance​ ​and​ ​exit​ ​outcomes,​ ​the​ ​percent​ ​of​ ​children​ ​in​ ​ECSE​ ​(Early Childhood​ ​Special​ ​Education)​ ​who​ ​demonstrated​ ​improvement​ ​exceeded​ ​the​ ​state​ ​target percentages. 3. Percent​ ​of​ ​children​ ​with​ ​IEPs​ ​inside​ ​regular​ ​class​ ​80%​ ​or​ ​more​ ​of​ ​the​ ​day​ ​was​ ​74.8%​ ​for the​ ​2016-2017​ ​school​ ​year​ ​which​ ​exceeded​ ​state​ ​target​ ​of​ ​56.0%​ ​or​ ​more. 4. Percent​ ​of​ ​children​ ​with​ ​IEPs​ ​inside​ ​regular​ ​class​ ​less​ ​than​ ​40%​ ​of​ ​the​ ​day​ ​was​ ​5.6%​ ​for the​ ​2016-2017​ ​school​ ​year​ ​which​ ​met​ ​the​ ​state​ ​target​ ​of​ ​10.2%​ ​or​ ​less. 5. Percent​ ​of​ ​children​ ​with​ ​IEPs​ ​served​ ​in​ ​separate​ ​settings​ ​was​ ​3.1%​ ​for​ ​the​ ​2016-2017 school​ ​year​ ​which​ ​met​ ​the​ ​state​ ​target​ ​of​ ​3.7%​ ​or​ ​less. 6. Participation​ ​rate​ ​for​ ​children​ ​with​ ​IEPs​ ​on​ ​statewide​ ​assessment​ ​for​ ​English​ ​Language Arts​ ​(grades​ ​3-8,​ ​HS)​ ​and​ ​Mathematics​ ​(grades​ ​3-8,​ ​HS)​ ​was​ ​100%​ ​for​ ​the​ ​2016-2017 school​ ​year​ ​which​ ​exceeded​ ​the​ ​state​ ​target​ ​of​ ​95%​ ​or​ ​more. 7. Dropout​ ​rate​ ​for​ ​students​ ​with​ ​disabilities​ ​was​ ​4.0%​ ​for​ ​the​ ​2016-2017​ ​school​ ​year​ ​which met​ ​the​ ​state​ ​target​ ​of​ ​4.8%​ ​or​ ​less. 8. Percent​ ​of​ ​youth​ ​who​ ​had​ ​IPEs,​ ​are​ ​no​ ​longer​ ​in​ ​secondary​ ​school​ ​and​ ​who​ ​have​ ​been employed/continuing​ ​education​ ​was​ ​81.3%​ ​for​ ​the​ ​2016-2017​ ​school​ ​year​ ​which exceeded​ ​the​ ​state​ ​target​ ​of​ ​51.3%​ ​or​ ​more. 9. The​ ​total​ ​disability​ ​incidence​ ​rate​ ​was​ ​12.93%​ ​of​ ​student​ ​population​ ​for​ ​the​ ​2016-2017 school​ ​year​ ​which​ ​was​ ​less​ ​than​ ​the​ ​state’s​ ​total​ ​disability​ ​percentage​ ​(13.12%). 10. The​ ​percentage​ ​of​ ​Neosho​ ​High​ ​School​ ​students​ ​with​ ​an​ ​IEP​ ​who​ ​scored proficient/advanced​ ​on​ ​the​ ​EOC​ ​and​ ​MAP-A​ ​in​ ​Mathematics​ ​was​ ​33.3%​ ​for​ ​the 2016-2017​ ​school​ ​year​ ​which​ ​exceeded​ ​the​ ​state​ ​target​ ​of​ ​15.3%​ ​or​ ​more.

Program​ ​Weaknesses 1. ECSE​ ​(Early​ ​Childhood​ ​Special​ ​Education)​ ​children​ ​in​ ​regular​ ​EC​ ​(Early​ ​Childhood) program​ ​receiving​ ​majority​ ​of​ ​services​ ​in​ ​EC​ ​was​ ​0%​ ​for​ ​2016-2017​ ​school​ ​year​ ​which was​ ​less​ ​than​ ​state​ ​target​ ​of​ ​32.0%​ ​or​ ​more. 2. ECSE​ ​children​ ​in​ ​special​ ​education​ ​separate​ ​class,​ ​school​ ​or​ ​residential​ ​setting​ ​was 59.2%​ ​for​ ​the​ ​2016-2017​ ​school​ ​year​ ​which​ ​was​ ​less​ ​than​ ​the​ ​state​ ​target​ ​of​ ​29%​ ​or​ ​more. 3. Proficiency​ ​rate​ ​for​ ​children​ ​with​ ​IEPs​ ​on​ ​statewide​ ​assessments​ ​for​ ​English​ ​Language Arts​ ​was​ ​20.1%​ ​for​ ​the​ ​2016-2017​ ​school​ ​year​ ​which​ ​was​ ​less​ ​than​ ​the​ ​state​ ​target​ ​of 29%​ ​or​ ​more. 4. Proficiency​ ​rate​ ​for​ ​children​ ​with​ ​IEPs​ ​on​ ​statewide​ ​assessments​ ​for​ ​Mathematics​ ​was 10.4%​ ​for​ ​the​ ​2016-2017​ ​school​ ​year​ ​which​ ​was​ ​less​ ​than​ ​the​ ​state​ ​target​ ​of​ ​20%​ ​or​ ​more. 5. Graduation​ ​rate​ ​for​ ​students​ ​with​ ​disabilities​ ​was​ ​60%​ ​for​ ​the​ ​2016-2017​ ​school​ ​year which​ ​was​ ​less​ ​than​ ​the​ ​state​ ​target​ ​of​ ​73.5%​ ​or​ ​more. 6. Disability​ ​incidence​ ​rates​ ​are​ ​above​ ​state​ ​incidence​ ​rates​ ​in​ ​the​ ​following​ ​categories: Orthopedic​ ​Impairment,​ ​Visual​ ​Impairment,​ ​Specific​ ​Learning​ ​Disabilities, Deaf/Blindness,​ ​Language​ ​Impairment,​ ​and​ ​Speech​ ​Impairment. 7. Public​ ​Separate​ ​(Day)​ ​School​ ​placement​ ​was​ ​2.9%​ ​of​ ​disability​ ​population​ ​for​ ​the 2016-2017​ ​school​ ​year​ ​which​ ​was​ ​above​ ​the​ ​state​ ​percentage​ ​of​ ​1.4%. 8. Percent​ ​of​ ​students​ ​with​ ​IEPs​ ​scoring​ ​Proficient/Advanced​ ​on​ ​state​ ​assessments​ ​in English​ ​Language​ ​Arts​ ​and​ ​Mathematics​ ​for​ ​the​ ​2016-2017​ ​school​ ​year​ ​did​ ​not​ ​meet​ ​state targets​ ​and​ ​decreased​ ​in​ ​all​ ​grades​ ​(3,4,5,6,7,​ ​and​ ​8)​ ​when​ ​compared​ ​to​ ​the​ ​2015-2016 school​ ​year​ ​except​ ​HS​ ​Mathematics​ ​which​ ​was​ ​consistent​ ​at​ ​33.3%. 9. ISS​ ​(In​ ​School​ ​Suspension)​ ​rate​ ​per​ ​100​ ​students​ ​with​ ​disabilities​ ​was​ ​1.67​ ​for​ ​the 2016-2017​ ​school​ ​year​ ​which​ ​was​ ​greater​ ​than​ ​the​ ​state​ ​state​ ​at​ ​1.27. Action​ ​Plan​ ​for​ ​Improvement 1. Look​ ​at​ ​program​ ​options​ ​for​ ​ECSE. 2. Seek​ ​professional​ ​development​ ​opportunities​ ​and​ ​resources​ ​in​ ​research​ ​based​ ​practices and​ ​teaching​ ​strategies​ ​in​ ​English​ ​Language​ ​Arts​ ​and​ ​Mathematics. 3. Continue/Increase​ ​involvement​ ​of​ ​Special​ ​Education​ ​teachers​ ​in​ ​regular​ ​education professional​ ​development​ ​opportunities​ ​and​ ​curriculum/instructional​ ​planning. 4. Provide​ ​co-teaching​ ​professional​ ​development​ ​opportunities. 5. Seek​ ​professional​ ​development​ ​opportunities​ ​in​ ​transition. 6. Seek​ ​professional​ ​development/support​ ​opportunities​ ​in​ ​behavior​ ​management. 7. Explore​ ​options​ ​to​ ​provide​ ​a​ ​continuum​ ​of​ ​placement​ ​options​ ​for​ ​IEP​ ​students.

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