Hattiesburg Public School District
Individual with Disabilities Education Act Part B and Preschool Application
Executive Summary and Data Review
Grant H027A140108 and H173A140133
Hattiesburg Public School District (HPSD) has reviewed the results of the district’s State Performance Plan (SPP) and Annual Public Reporting (APR) Performance Report for Federal Fiscal Year 2012 as published May 2014 (see attached SPP/APR District Performance Report, FFY2012 (School Year 2012-2013)). After a careful review of the published data, areas of strengths and areas in need of improvement are evident.
The SPP/APR Performance Report reflects thirty-four data pieces. HPSD met 16 (47.1%) and did not meet 18 (52.9%) of the indicators. The IDEA areas of Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) for indicators 1, 2, 3, 4, 5, 6, 7, and 8; Disproportionality for indicators 9 and 10; Child Find for indicator 11; and Effective Transition for indicators 12, 13, and 14 were reviewed with regards to each of the 34 data pieces for compliance and results.
HPSD met the following SPP/APR indicators in the identified areas:
- FAPE and LRE: Dropout Rates (Indicator 2), Suspension and Expulsions (Indicator 4), and Parental Involvement (Indicator 8);
- Disproportionality: Disproportionate Representation in Special Education (Indicator 9), Disproportionate Representation in Specific Disability Categories (ARR = Alternate Risk Ratio) (Indicator 10);
- Child Find: Evaluations within IDEA timeframe (Indicator 11)
- Effective Transition: Part C to B Transition (Indicator 12)
HPSD will strive to sustain this performance, but also will work diligently for continuous improvement by providing continuous professional development to administrators, teachers, and support personnel. Additionally, all HPSD departments will continue to provide oversight of all initiatives that focus on academic achievement, parent and community engagement, safe and orderly schools and accountability that foster improved outcomes for all children.
HPSD did not meet the following SPP/APR indicators in the identified areas:
- FAPE and LRE: Graduation Rate (Indicator 1- 36.40%), Statewide Assessment Math Participation (Indicator 3 – 94.38%) and Reading Proficiency (Indicator 3 – 26.46%) and Math Proficiency (Indicator 3 -37.09%), LRE Placement (Indicator 5a – 56.66%) and (Indicator 5b – 29.34%), Preschool Skills Increased Rate of Growth (Indicator 7a – 23.00%) (Indicator 7b – 29.00%), and (Indicator 7c – 11.00%) and Functioning within age expectations (Indicator 7a – 76.00%) (Indicator 7b – 54.00%), and (Indicator 7c – 66.00%) and Preschool Placement (Indicator 6 – 21.25%)
- Effective Transition: Secondary Transition with IEP Goals (Indicator 13 – 99.22%) and Secondary Transition/Post-School Outcomes (Indicator 14a – 29.41%, b – 58.82%, c – 67.65%)
HPSD will work to meet the above not met indicators by providing additional professional development to K-3 teachers in the areas of reading, language and math to address literacy. Beginning the 2014-2015 school year, HPSD will have one classroom at each of the six (6) elementary schools comprised of 10-15 first and second graders who did not meet grade level standards during the 2013-2014 school year. HPSD’s Cradle to 3rd Grade Literacy Director will provide intensive literacy training to selected teachers and provide continuous monitoring of these classrooms and all district literacy initiatives. Language Essentials for Teachers of Reading and Spelling (LETRS) with a focus on the core components of reading will be implemented in all K-3 classrooms. Beginning Early special education preschool teachers, general education preschool teachers, preschool speech pathologists and Parent As Teachers personnel will participate in joint professional development activities designed to facilitate literacy, language acquisition, and language learning in preschool and home settings.
Every HPSD SWD will have an accurate student schedule that reflects all participation within general education and special education classrooms. (Example, A SCD student who participates in Biology, ROTC, etc. will have a schedule that reflects all course participation.) Student schedules and MSIS reports will be reviewed to identify scheduling practices that did not enable SWDs maximum opportunity to participate in general education classrooms 80% or more of the school day.
Using 2013-2014 HPSD discipline data results, the Positive Behavioral Specialist will assist elementary and secondary schools in reviewing and revising school-wide PBS plans. Behavioral Specialist will meet the teachers of students who have behavior plans to ensure that each plan is implemented with fidelity. Progress monitoring data will be collected on school-wide PBS implementation and BIP implementation.
Beginning with the end in mind, prior to age 14, IEP teams will preplan and develop measurable goals that are based on age appropriate assessments. HPSD students with disabilities will participate in transition activities that are designed to prepare them for college and/or careers. An increase in enrollment in higher ed, employment and positive engagement should be the result of these activities.
HPSD is committed to utilizing all federal, state and local resources to implement and sustain all improvement strategies listed in this executive summary. HPSD believes that SWDs and all students will benefit as a result of these activities. Increased reading, language and math scores will be evident resulting in improved outcomes for all students.