Early Intervening Services Data Analysis for Student Services Board
Explore historical comparative data on student discipline for different subgroups, delve into the Comprehensive Coordinated Early Intervening Services (CCEIS) program's impact on students with disabilities, and understand exceptionalities like Specific Learning Disabilities (SLD) and Emotional/Behavioral Disabilities (EBD) in education.
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Comprehensive Comprehensive Coordinated Early Coordinated Early Intervening Services Intervening Services (CCEIS): Data Dive (CCEIS): Data Dive Division of Student Services Board Work Session October 10, 2023 Dr. Kimberly Bias Director of ESE Programming Support 1
Historical Comparative Data Historical Comparative Data - - OSS More than 10 Days SWD Subgroup vs. All Students by Race SWD Subgroup vs. All Students by Race OSS More than 10 Days 2022-2023: Non-SWD 2022-2023: SWD 2021-2022: Non-SWD 2021-2022: SWD 2020-2021: Non-SWD 2020-2021: SWD Race Hispanic 0.94 0.94 0.91 0.62 0.84 0.65 Black 2.37 2.58 2.51 3.27 2.66 3.03 White 0.57 0.38 0.55 0.39 0.55 0.38 2 or More 1.21 1.91 1.24 1.57 1.19 1.89 Students with Disabilities (SWD) 2
CCEIS SWD Subgroup OSS More than 10 Days (By Disability) CCEIS Subgroup by Disability: Total: 101 Students 2 1 6 14 Specific Learning Disabilities (SLD): 55 Other Health Impaired (OHI): 23 Emotional/Behavioral Disabilities (EBD): 14 Intellectual Disabilities (InD): 6 Autism Spectrum Disorder (ASD): 2 Developmental Delay (DD): 1 55 23 3 SLD OHI EBD InD ASD DD
Exceptionality Definitions: Specific Learning Disabilities (SLD) Other Health Impaired (OHI) Emotional/Behavioral Disabilities (EBD) A specific learning disability is defined as a disorder in one or more of the basic learning processes involved in understanding or in using language, spoken or written May significantly impact the ability to listen, speak, read, write, spell, or do mathematics. Other health impairment means having limited strength, vitality, or alertness This may include a heightened alertness to environmental stimuli, which results in limited alertness as it relates to the educational environment, due to chronic or acute health problems. Some examples include asthma, ADD, ADHD, Tourette syndrome, heart conditions, and/or epilepsy Persistent (when a behavior does not sufficiently decrease in response to evidence-based interventions) and consistent emotional or behavioral responses that negatively affect performance in the educational environment These behavioral responses cannot be attributed to age, culture, gender, or ethnicity Intellectual Disabilities (InD) Autism Spectrum Disorder (ASD) Developmental Delay (DD) A significantly below average general intellectual and adaptive functioning manifested during the developmental period, with significant delays in academic skills. Atypical developmental that varies from one individual to another with a pattern of impairments in: social interaction communication and/or the presence of restricted repetitive, and/or stereotyped patterns of behavior, interests, or activities. For a child ages 3-5, with a delay in one or more of the following areas: adaptive or self-help development cognitive development communication development social or emotional development or physical development Recent legislation extended the DD period to age 9, or the completion of second grade. 4
Continuum of Services A continuum of services ensures that a variety of educational settings, ranging from least to most restrictive, are provided for students with disabilities to receive specially designed instruction Once the IEP is developed, the IEP team determines placement where the IEP can best be implemented based on student data and need Resource Placement 40% to 79% Time with Nondisabled Peers Separate School 0% Time with Nondisabled Peers Least Restrictive Separate Class Placement Less Than 40% Time with Nondisabled Peers Regular Class Placement 80% or More Time with Nondisabled Peers Most Restrictive 5
Grade Level during SY 22-23 2 18 CCEIS Subgroup - Grade Level: 44 37 OSS More than 10 Days Elementary Middle High No Grade/Withdrawn 6
Homeless/In Transition 1 CCEIS Subgroup - Housing Status: OSS More than 10 Days 100 Yes No 7
Free/Reduced Lunch 5 CCEIS Subgroup Lunch Status: OSS More than 10 Days 96 Yes No 8
Previous Retention 20 CCEIS Subgroup - Promotion/ Retention: 81 OSS More than 10 Days Yes No 9
CCEIS Subgroup - Assessment Proficiency First Available Statewide Assessment Proficiency Score Students Taking FSA or FSAA: Scoring Level 1-2: 92 Scoring Level 3+: 6 No record: 3 Elementary School: 18 Students Middle School: 37 Students High School: 44 Students NG/Withdrawn: 2 Students 3 6 Of 67 available records of 3rd Grade Students Assessed in ELA, 93% scored a Level 1 or 2 92 FSA/FSAA - Levels 3+ FSA/FSAA - Levels 1-2 No Record 10
A Deeper View: High School Performance Of the 44 high school students identified within the CCEIS Subgroup: Assessment Performance: HS ELA 2 (Grades 10-12) 3 students proficient (level 3+) 29 students scored a level 1 or 2 Algebra 1 EOC 4 students proficient (level 3+) 35 students scored a level 1 or 2 Current Enrollment 35 students actively enrolled (public, virtual alternative learning, separate day, adult ed, jail, or charter) 9 students inactive Graduation 9 students are on track to graduate with their cohort year 26 are not on track to graduate with their cohort year 11
Social Emotional Behavior Goal on IEP Current FBA/BIP 2 2 CCEIS Subgroup - Behavioral Support: 30 31 69 68 OSS More than 10 Days Yes No Inactive/No Records Yes No Inactive/No Record Functional Behavior Assessment (FBA) Behavior Intervention Plan (BIP) Social Emotional Behavior (SEB) 12
FBA/BIP Prior to OSS in SY School Year 22-23 SE Goal Prior to OSS in School Year 22-23 20 CCEIS Subgroup Proactive Behavioral Support: 25 43 49 Students with Current FBA/BIPs and/or IEP Goals Yes No Yes No Social Emotional Behavior (SEB) 13
CCEIS Subgroup - Student Behavior (Incident): Students without an FBA/BIP Prior to SY 22-23 14
Attended BPS VPK/Pre-K 24 35 CCEIS Subgroup - Early Childhood Education (BPS VPK/Pre-K): 2 42 OSS More than 10 Days Entered in PreK Entered in K Entered in 1st Entered 2nd and Beyond 15
Functional Behavior Assessment & Behavior Intervention Plan CCEIS Teams will learn about the problem-solving process using the tiers of support to address all student needs, as well as the essential components of a comprehensive BIP. Tier 2 Support CCEIS Team Training September 19, 2023 Clearlake Location 8:00-3:30pm Early Warning Systems CCEIS Teams will learn to identify students showing signs of risk for dropping out, examine underlying causes of risk, match student needs to interventions, and monitor student progress and the success of the interventions. CCEIS Teams will be trained on the use of Focus EWS reports to make data-driven decisions as part of a Multi- tiered System of Supports framework. 16
Tier 1 Support Tier 1 Support Action and Awareness Action and Awareness PBIS Specialist- Infrastructure Intervention - Kindergarten Instructional Assistants (IA s) FOCUS Reports SWD School Profile Report Professional Development for Administrators Professional Development for Staff Behavior Intervention Toolbox Visual Supports Disability Awareness 17
Professional Development and Beyond Behavior Intervention Toolbox Visual Supports Communication Disability Awareness Pre Pre- -Intentional Intentional Communication Behaviors Communication Behaviors September 5, 2023 September 13, 2023 October 3, 2023 September 21, 2023 January 31, 2024 October 26, 2023 October 18, 2023 January 17, 2024 November 30, 2023 December 7, 2023 March 12, 2024 Aided Language Modeling Aided Language Modeling October 25, 2023 March 13, 2024 January 24, 2024 January 31, 2024 Introduction/ Introduction/ Overview of AAC Overview of AAC February 22, 2024 February 27, 2024 September 27, 2023 February 28, 2024 March 21, 2024 March 14, 2024 April 24, 2024 April 18, 2024 18
Professional Development and Beyond The MTSS Framework and Behavior FBA and BIP PD Pathways for New ESE Teachers Day 1 Day 1 Key Elements Key Elements September 29, 2023 September 8, 2023 January 20, 2024 Day 2 Day 2 Policies, Procedures, and Behavior Management Policies, Procedures, and Behavior Management October 23, 2023 September 29, 2023 September 28, 2023 February 10, 2024 Day 3 Day 3 Specially Designed Instruction Specially Designed Instruction November 27, 2023 October 23, 2023 October 26, 2023 March 9, 2024 Day 4 Day 4 Disability Awareness Disability Awareness November 27, 2023 December 8, 2023 April 6, 2024 19
