Continuous Improvement Performance Plan CIPP

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Continuous Improvement Performance Plan (CIPP)
New Hanover County Schools Students with
Disabilities Our Data Story Roland-Grise Middle
School Auditorium August 21, 2009
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Indicator 1Graduation
Percent of youth with IEPs graduating from high
school with a regular diploma.
State Target 55 State Average 56.3
05-06
06-07
07-08
37.8
45.8

• 47.5

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Indicator 2Drop Out
Percent of youth with IEPs dropping out of high
school.
State Target 6.5 State Average 8.0
05-06
06-07
07-08

• 8.34

10.8

6.8
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Indicator 3Assessment Performance/Reading
State Target State Average 2009 Adequate
Yearly Progress (AYP) Results by Subgroup.htm
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Indicator 3Assessment Performance/Math
State Target State Average
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Indicator 4Suspension/Expulsion

• Rates of suspension and expulsion of students
  with disabilities greater than 10 days in a
  school year that is twice the state average or
  greater.
• State Target 8 State Average 2.3

06-07
07-08
0.28
Met
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Indicator 5Least Restrictive Environment

• Percent of children with IEPs aged 6
• through 21 served in regular, separate,
• or public, private, home or hospital
• settings.

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Indicator 5Least Restrictive Environment
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Indicator 6Preschool LRE

• No data or targets set at this time

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Indicator 7Early Childhood Outcomes

• Percent of preschool children with IEPs
• who demonstrate improvement in positive
• social-emotional skills, acquisition and
• use of knowledge and skills, and use of
• appropriate behaviors to meet their
• needs.
• State establishing baseline
• No LEA Data

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Indicator 8Parent Involvement

• Percent of parents with a school age child
• receiving special education services who
• report that schools facilitated parent
• involvement as a means of improving
• service and results for children with
• disabilities.
• State establishing baseline.
• No LEA Data

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Indicator 9Disproportionality Spec Ed

• Percent of districts with disproportionate
• representation of racial and ethnic groups
• in special education and related services
• that is the result of inappropriate
• identification.
• State Target 0
• State data indicated no LEA has significant
• disproportionate representation across all
• disability categories combined.

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Indicator 10Disproportionality by Category

• Percent of districts with disproportionate
• representation of racial and ethnic groups
• in specific disability categories that is the
• result of inappropriate identification.
• State target 0
• NHCS YES 06-07
• NO 07-08 MET

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Indicator 1190 Day Timeline

• Percent of children referred for whom a
• referral was received and placement
• determined within 90 days.

State Target 100 State Average 85.5
05-06
06-07
07-08
08-09
89
45
77
67
Thru 4/1/09
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Indicator 12Part C to Part B

• Percent of children referred by Part C
• prior to age 3 and who are found eligible
• for Part B who receive special education
• and related services by their third
• birthday.

State Target 100 State Average 85.6
05-06
06-07
07-08
08-09
74
78
88
95
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Indicator 13IEPs and Postsecondary Goals

• Percent of youth aged 16 and above with
• an IEP that includes coordinated,
• measurable, annual IEP goals and
• transition services that will reasonably
• enable the child to meet the
• postsecondary goals.

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Indicator 13IEPs and Postsecondary Goals
State Target 100
05-06
06-07
07-08

• 6

24
35
Corrected within a year
100
NHCS in corrective action requires quarterly
reviews
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Indicator 14Post-School Outcomes

• Percent of youth who had IEPs, are no
• longer in secondary school and who have
• been competitively employed, enrolled in
• some type of postsecondary school, or,
• both, within one year of leaving high
• school.
• State Baseline Data 75
• NHCS Baseline 70

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Indicator 15General Supervision Part 1

• Percent of noncompliance identified in the
• corrected within one year.

State Target 100
05-06
06-07
100
100
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Indicator 15General Supervision Part 2

• Percent of compliance rate of Internal
• Record Review.
• State Target 100 State Average 98.6

05-06
06-07
07-08
65.7
90.7
25
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Whats the Plan (PreK-12)?

• Incorporate CIPP initiatives into School
  Improvement Planning
• Training in Intensive Scientific, Research-based
  Reading and Math instruction (Language!,
  Corrective Reading, Number Worlds)
• Response to Intervention-Problem Solving Model
• School-wide Positive Behavior Support
• Intensify training, tools and monitoring
  practices in implementation and compliance
• On-line Manual

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What are the consequences?

• IDEA 2004 34 CFR 300.604
• Needs Assistance Direct the use of funds (NHCS
  current status)
• Needs Intervention Withhold funds
• Needs Substantial Intervention Recover Funds

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Questions?