Update on the APS Special Education Audit
December 2014 Update
Background Information
•
•
•
In 2009, APS posted a Request for Proposal to conduct an external audit of the Special Education
Program.
The Urban Special Education Leadership Collaborative Education Development Center, Inc. was
awarded the contract and completed the audit.
A Self-Improvement Audit of the Program for Exceptional Children Atlanta Public Schools: A
Report of the External Core Team was presented to the APS Board of Education in September,
2010.
Recommendations
There were five sections of the audit that included 29 recommendations. An update on the
implementation of the recommendations was provided to the APS Board of Education at the June 2013
meeting. Current updates on the recommendations are provided below.
Identifications of Students with Disabilities
1 Multi-Tiered System of Tiered Academic & Behavior Interventions and Support.
1a. Framework Atlanta Public Schools follows Georgia’s four-tiered Student Achievement
Pyramid of Interventions to provide appropriate and effective Response to Intervention
services, which incorporates universal screening, targeted interventions, and a team approach
to decision making and the development and implementation of services. Response to
Intervention Manual has been developed.
1b. Inventory & Gap Analysis. An informal inventory of reading, math, language arts, science
and social studies programs and tools was conducted by the Department of Special Education
(June, July 2010). In the Spring of 2013 all Content Coordinators developed a manual of
interventions. At the beginning of the Summer 2013, an established set of reading
interventions, math interventions were developed through the Response to Intervention office.
These interventions are posted in SharePoint and made available to all school staff. In addition
they were provided electronically to Charter School SST Coordinators. APS purchased the GRASP
progress monitoring tools for use in all schools for the 2013-14 school year. The GRASP
Universal Screener was made available to all schools beginning Spring 2014.
1c. Identification of Needed Resources. Progress monitoring tools have been developed and
administrators and support staff have been trained. After review of data, the district recognized
a fundamental need for research based interventions in the five dimensions of reading, math
digit fluency, math concepts and applications and positive behavior supports at a Tier I level.
Based on this analysis the district provided research based interventions targeted to specific
areas of concerns and made these available as stated above.
1d. APS Implementation Plan Summer 2013, APS provided Professional Learning to fully
implement the APS Response to Intervention Framework. Multiple trainings were provided to
Principals, APs, SST Coordinators, support staff and school staff level. These trainings are
ongoing. Principals, assistant principals, Special Education Lead Teachers (SELTs), Response to
Intervention Specialists and Psychologists have been trained on the APS Pyramid of
Interventions.
1e. School-based Implementation Plan Tier I suggestions for Response to Intervention in the
areas of academics, behavior and student well-being was provided to all schools through the
SST Coordinators. Response to Intervention training is ongoing for administrators and support
staff. During the Summer 2014 mandatory principal training included sample improvement plan
templates for Response to Intervention.
1f. Organization Strong collaborations began with The Office of Student Services and
Department of Special Education in the fall of 2013. These departments have provided crosstraining to Response to Intervention Specialists, Special Education Lead Teachers (SELTS), School
Psychologists, and Speech-Language Pathologists on Child Find Procedures.
1g. Communication Strategy The Department of Student Services has provided training to
Special Education Lead Teachers, School Psychologists, and Response to Intervention Specialists
(RTIs). Training has also been provided to principals and Associate Superintendents. The
Compliance Attorney for the district provided training to principals and district staff during the
2013-14 school year regarding timeline compliance requirements.
1h. Accountability A Response to Intervention Coordinator (RTI) was hired in August 2013. RTI
Coordinator works directly with Response to Intervention Specialists to complete random
checks of SST files. Office of Student Services reviews random SST files with the Georgia
Department of Education during Active Engagement meetings.
2. Referral & Eligibility Reporting/Monitoring.
2a. Tracking Timeline data is pulled weekly for initial and revaluation timelines. Timeline data is
shared with Special Education Lead Teachers, School Psychologists, teachers and administrators.
2b. Monitoring District reviews SST files and eligibility reports during monthly Active
Engagement meetings with the Department of Education.
2c. Data Analysis The district monitors eligibility timelines on a weekly basis. District is not
disproportionate in the eligibility areas of Intellectual Disabilities and Emotional and Behavioral
Disorders.
3. Policy & Procedural Manual. (Short-term)
The Special Education Procedures Manual has been developed in collaboration with the Urban
Special Education Leadership Collaborative Education Development Center, Inc. The procedures
manual has been reviewed by the Georgia Department of Education.
3a. Supplemental Documents. Special Education web site lists relevant parent information (i.e.
Parent rights, IEP facts, discipline, transition information).
3b. Web-Based Application. Procedures manual has been developed. The manual has been
disseminated to appropriate personnel.
3c. Differentiated Professional Development. Central Office and school based staff have been
trained on Child Find Procedures, IDEA and 504. Professional learning has also been provided
on the following topics: Discipline and Students with Disabilities, Co-teaching models,
Development of FBAs and BIPS, Writing Compliant IEPs, etc. Parent training has been provided
at parent community meetings and parent coffees.
Achievement of Students Receiving Special Education Services
4. Clear Message.
There has been a strong emphasis placed on shared ownership and consistent messaging on
inclusive practices for students with disabilities. Professional learning has been provided on
effective co-teaching instruction. Principals and support staff have received trainings on
improving outcomes for students with disabilities. The district has provided support to and
messaging to schools on the elements of providing special education and related services in
compliance with federal and state laws, rules and regulations.
5. Crosswalk Reform Models to Interventions & Support.
The district is no longer implementing school reform models, therefore there is no need to
analyze those specific models. Special education teachers are fully involved in school
improvement efforts such as the implementation of the Common Core Georgia Performance
Standard and school improvement activities for Priority Schools/Focus Schools.
6. School-Based Planning.
Schools are not implementing different reform models as they have in the past. School
Improvement Plans that are submitted by each school include instruction and interventions that
will positively impact the achievement and learning of all students, including students with
disabilities.
7. Accountability. See Section V, Accountability for Results, Recommendation 23.
• March 12, 2014 the APS district was cleared of non-compliance for pre-referral
interventions, discipline, and evaluation/re-evaluation by the Georgia Department of
Education
• The APS district MEETS requirements for performance on indicators for FY15-November
2015 Georgia Department of Education
• Department of Special Education staff and C & I team members participate in monthly
Active Engagement meetings with the Georgia Department of Education. Discipline
procedures and SST files are reviewed for compliance. Manifestation determination and
discipline files are also reviewed for compliance.
• Monitoring Tools and Protocols have been created, implemented and refined. Weekly
reports on In-school and Out-of-school suspensions are provided to Associate
Superintendents and principals. Weekly reports are also provided to Coordinators,
SELTs, school psychologists on timeline data.
• There has been significant progress in the number of students who are educated in the
general education environment. During the 2011-12 school year 48.3% of students with
disabilities spend at least 80% of their school day in the general education settings.
During October of the 2012-13 school year, that percentage increased to 54.3%
• There has been an increase in the grad rate for APS students with disabilities over the
past 3 years. 2012 grad rate was 14%; 2013 grad rate was 14.9%; the 2014 grad rate is
18.9%.
• There has been a decrease in the dropout rate for APS students with disabilities past
two years. 2012 drop-out rate was 10.2%; 2013 drop-out rate was 8.9%
• Stakeholder Special Education Advisory implemented fall 2014 to educate advise, and
guide stakeholders on matters related to special education.
Provision of Specialized Instruction
8. APS Vision for Inclusive Schools
A top priority was placed on increasing the inclusion of our students with disabilities across the
district. Starting in May 2012 and proceeding throughout the 2012-13 school year, Principals
received training sessions that discussed increasing inclusionary practices at their schools. Focus
was placed on effective co-teaching, which includes classes in which the general education
teacher and special education teacher share the responsibilities of teaching students with and
without disabilities. There has been significant progress in the number of students who are
educated in the general education environment. During the 2011-12 school year 48.3% of
students with disabilities spend at least 80% of their school day in the general education
settings. During October of the 2012-13 school year, that percentage increased to 54.3%.
9. Comprehensive Districtwide Plan
9a. Expertise to Support Plan Development. A comprehensive district-wide approach for
increasing inclusive practices was implemented during the 2012-13 school year. The district
created an Inclusion Manual in June 2012. Training was provided to Principals, Assistant
Principals, and Instructional Coaches during the 2012-13 school year. In addition, school
faculties received training upon request. Special Education Lead Teachers participated in weekly
training sessions that included discussions about effective co-teaching practices. During the
2013-14 school year, district staff participated in the Council for Exceptional Children (CEC)
conference on effective co-teaching practices. Training was provided by Marilyn Friend, expert
on effective co-teaching models. During the 2013-14 school year, PL Specialists provided
training to Special Education Lead Teachers (SELTs) on preferred models of co-teaching. SELTs
redelivered these trainings to staff at their schools. PL Specialists and Coordinators completed
walkthroughs of special education co-teaching classrooms.
9b. Core Elements. During the 2012-13 school year, a large investment was made regarding
Assistive Technology for students with disabilities. The number of Assistive Technology
Specialists increased from 2 to 5 for the entire school district. There has been increase in
computer software and equipment curriculum materials for students with disabilities. District
special education staff reviews IEPs for all students with disabilities to ensure that all services
recommended in the IEPs are provided. SELTs work closely with school administrators in
scheduling of classes for students with disabilities.
9c. Planning Considerations. During the 2013-14 school year, PL Specialists provided training to
Special Education Lead Teachers (SELTs). SELTs redelivered these trainings to staff at their
schools. PL Specialists completed walkthroughs of special education classrooms. Training was
provided to Principals and other personnel at the school level on the development of the master
schedule to maximize the opportunity to provide co-teaching classes during the 2012-13 and
2013-14 school year. District-wide protocol for lesson planning was developed to include a
section on co-teaching.
9d. School-based planning. Training provided to Principals and other personnel at the school
level on development of the master schedule to maximize the opportunity to provide co-
teaching classes during the 2012-13 and 2013-14 school year. District Master Scheduler is
training administrative teams on scheduling for the 2014-15 school year. Special Education Lead
Teachers (SELTS) are encouraged to participate in these meetings to ensure that student
schedules for students with disabilities are appropriate.
9e. Expanding System of Service Delivery to Students with Significant Disabilities. APS is
currently partnering with the Marcus Autism Center to provide ongoing training and support for
special education teachers of students with Autism. Focus during the 2012-13 and 2013-14
school year was on effective instructional practices for students with Autism in pull out special
education. Dr. Ron Leaf, licensed psychologist with more than 30 years of experience in the field
of Autism, trained special education teachers and paraprofessionals that work with students
with Autism during the summer of 2014. A Special Education Coordinator has joined the APS
Department of Special Education. Coordinator has expertise in the field of Autism and
Emotional and Behavioral Disorders. Training has been provided to SELTs, special education
teachers and general education teachers on completing Functional Behavior Assessments (FBAs)
and Behavior Intervention Plans (BIPS).
10. Incorporating GNETS Support in Regular Schools
South Metro Georgia Network for Educational and Therapeutic Support (GNETS) classes (5)
were merged with the North Metro Oglethorpe site for the 2014-15 school year. Additional
GNETS outpost/transition classes were opened at Miles Elementary School and North Atlanta
High School for the 2014-15 school year. GNETs outpost classes are still in place at Sylvan MS
and South Atlanta High School. The district has met the recommendation of APS being served
by a single GNETs unit.
11. Effective Teacher in Every Classroom Initiative
Special Education Teachers are fully involved in district initiatives regarding effective teaching.
Special Education teachers are fully involved in: professional development on the Common Core
Georgia Performance Standards, the implementation of the TKES evaluation process, and
support from school leaders and instructional coaches. The Department of Special Education
works closely with the APS HR division to recruit highly qualified special education teachers.
Department of Special Education Staff has participated in MRESA and APS job fairs. Special
education teachers must meet highly qualified status in order to be recommended for hire.
12. Effective Transition Services to Reach Post-Secondary Goals
The Department of Special Education will continue to train Special Education Lead Teachers on
writing meaningful and goal-oriented Transition Plans and Individual Graduation Plans (IGPs).
During the 2012-13 and the 2014-15 school year, the Georgia Department of Special Education
determined that 100% of APS Transition Plans for students with disabilities were in compliance.
Special Education Lead Teachers work collaboratively with Guidance Counselors to analyze
transcripts of students will disabilities and identify barriers to students being successful in
passing courses. Training is provided on the administration of Transition Assessments. The
district has developed a Transition Manual for parents and students. This manual will assist
parents and families with information regarding post school services, SSI and Medicaid and
other post school supports. Middle school and high school students with disabilities participate
in monthly Community Based Instruction trips in the community. Career Technology Instructors
work with students on job sites in the community via the Curriculum Based Vocational Training
(CBVT) program. APS has a contract with the Marriott Bridges to Work Program which locates
jobs for select students with disabilities and provide support during initial phases of
employment.
13. Inclusion Handbook.
The Department of Special Education Inclusion Handbook was developed in June 2012.
Professional development is provided on co-teaching models. Special Education Coordinators
provide training to general education and special education co-teachers. The Department of
Special Education has developed co-teaching modules on co-teaching (2013-14 school year). A
co-teaching classroom observation tool was developed and implemented during the 2013-14
school year.
14. Meaningful Parental Involvement
The Department of Special Education employs two part-time hourly parent mentors that
provide support to APS parents of students with disabilities. Ongoing training is provided
throughout the school year to parents. Parent mentors network with appropriate community,
state and national agencies to provide parents, teachers, and administrators with up to date
information pertaining to special education strategies and resources. Parent trainings/meetings
held during the fall and spring of the 2012-13 and 2013-14 school year. The Department of
Special Education Coordinators are hosting parent coffees at local schools for parents of
students with disabilities. (2014-15 school year) Special Education Advisory Committee in place
for the 2014-15 school year. Twenty-six Special Education PTA Committees formed for the
2014-15 school year to provide support to families for the 2014-15 school year.
Organizational Structure and Resource Allocation
15. Change Name of PEC.
The name of the department was changed from the Program for Exceptional Children to the
Department of Special Education during the 2011-12 school year. This name change is in
alignment with the respective department within the Georgia Department of Education. The
Department of Special Education is one of the divisions in the Office of Student Support
Services. The Office of Student Programs and Services (OSPS) has been renamed the
Department of Student Services. Special Education Liaisons (SEL’s) and Program Assistants (PA’s)
have been renamed Special Education Lead Teachers (SELT’s)
16. Coordinate APS Resources to Leverage Maximum Impact
Special Education teachers are fully integrated into initiatives from the Office of Teaching and
Learning. The Department of Special Education has provided training to Principals and Assistant
Principals (2012-13, 2013-14, 2014-15) school years. Training is provided to Special Education
Coordinators, SELTs, Response to Intervention Specialists and School Psychologists. Crosstraining was provided during the 2013-14 school year and the 2014-15 school year.
17. Intervention & Support for Positive Behavior.
Eleven APS middle schools are participating in PBIS for the 2014-15 school year. The district has
hired two Board Certified Behavior Analyst (BCBAs) during the 2013-14 and 2014-15 school
year. Special Education Lead Teachers and teachers receive training on completing Functional
Behavior Assessments (FBAs). The Department of Special Education currently has four Behavior
Specialists that support students with disabilities that have behavioral needs. Professional
learning is offered on discipline and students with disabilities and Crisis Prevention Intervention
(CPI). Training is also provided on FBAs and BIPs.
18. Maximize Alignments Between PEC/OSPS and SRT Structures
The organizational structure for APS has changed. The SRTs were replaced with 4 regions,
inclusive of high schools. Special Education Coordinators have been assigned to provide district
support for every school. Additional support staff include: Assistive Technology Specialists,
Board Certified Behavior Analysts, and Adapted Physical Education Teachers. District is
currently organized by clusters.
19. Improve Support for Students with Significant Instructional and Therapeutic Needs.
A Special Education Coordinator hired with expertise in Autism. Coordinator is also a Board
Certified Behavior Analyst. The Marcus Institute has provided training to Autism teachers and
paras during the 2012-13 and 2013-14 school year. Marcus Institute collaboration will continue
for the 2014-15 school year. Marcus staff provides training and consultative support to
classroom teachers and students. Social Skills Curriculum was implemented during the 2014-15
school year. Autism teachers and paraprofessionals received training from Ron Leaf, Autism
expert during summer 2014. MOID/SID/PID classrooms have received additional AT equipment.
Unique Learning Solutions curriculum is being implemented this school year in Autism and ID
units. Currently, iPads have been deployed for Preschool, Autism, MOID and SIP/PID classrooms
(on-going) Additional classroom supports for these units include touchscreen computers, hatch
computers, Smart boards (select classrooms), switch devices, AAC devices and communication
software (Symbolstix).
20. Roles & Responsibilities of SELs/PAs and School-Based Staff Persons.
The Special Education Lead Teachers (SELTs) provide school-based support to every school.
Their teaching load was reduced to one period a day which enables them to provide more
school-wide support. Bi-monthly training is provided to the SELTs so that they can provide
current and accurate information to their schools. SELTs support quality classroom instruction
and curriculum implementation for students with disabilities in general and special education
settings. SELTS communicate on a regular basis with school administrators regarding staff
concerns, student achievement, LRE, discipline, etc.
21. Ensure Equitable Access to Resources.
21a. Equitable Staff Ratios. During the 2012-13 school year, a more substantial leveling process
was completed in order to analyze the staffing patterns at each school and move toward equity
among schools. This analysis resulted in the leveling of special education teachers to ensure that
personnel were assigned based on the needs of students and were provided equitably across
the district.
21b. Paraprofessional & Behavior Aide Support. Class size and staffing patterns are analyzed
for every special education teacher and paraprofessional each school year. IEPs are reviewed to
ensure that services match schedules. Paraprofessional allotments are assigned based on state
caseloads for maximum class sizes.
21c. Student Placement. April 2013, a thorough analysis of regional classes was conducted.
The Department of Special Education conducted a survey of school facilities and regional classes
were re-mapped across the district. Classes were remapped so that most students with
significant disabilities would be educated in their respective regions. Re-mapping resulted in
reduced bus rides for students and placements closer to their home schools.
21d. The Department of Special Education collaborates with the Office of Teaching and Learning
to ensure that special education teachers receive textbooks for students and teacher additions.
Beginning with the 2012-13 school year, the department has hired five Assistive Technology
Specialists to support AT needs for students.
22. Significantly Improve Data Availability & Analysis.
A great emphasis has been placed on data integrity for state required reporting and program
improvement. The Department of Special Education hired a Special Education Coordinator in
2012 who has expertise in retrieving and analyzing data. The Special Education Coordinator
trains SELTs and administrators on FTE coding procedures. The Department of Special
Education is also updating the IEP Online data system. Updates will provide improved data
reporting for compliance.
23. Improve PEC/OSPS’s Website
The Department of Special Education website received updates during the 2013-14 school year.
Enhancements to the website provides access to important information regarding Child Find.
Resources for parents of students with disabilities are also provided.
Accountability for Results
24. Inclusive Framework to Support Accountability for Multi-Tiered Systems of Interventions
for Academic Performance & Positive Behavior Support & for Special Education.
All personnel own the education of all students, including students with disabilities. The district
has created a more inclusive environment for students with disabilities. During the 2012-13
school year, the district reviewed services for all students with disabilities to ensure that
students were placed in the least restrictive environment. The Department of Special Education
provides training on writing compliant IEPs. School Psychologists, Response to Intervention
Specialists and Special Education Lead teachers receive training on completing timely initials
evaluations and reevaluations for students. The district data reflects an increase in the
graduation rate for students with disabilities and a decrease in the drop-out rate for students
with disabilities. The Department of Special Education has met the Transition Indicator for the
Georgia Department of Education at 100% for the 2012, 2013 and 2014 school years. Students
with disabilities are given transition assessments in order to develop appropriate Transition
Plans. The Department of Special Education provides training to teachers, SELTs and RTI
Specialists on developing Functional Behavior Assessments (FBAs) and developing Behavior
Intervention Plans (BIPs). Teachers receive training on implementing social skills curriculums for
students with Autism.
25. High-Performing Schools
DSE trained special education teachers in Orton Gillingham (OG)reading methodology during
the summer of 2014. Additional training will be provided to teachers. The Department of
Special Education will observe and collaborate with the administration and teachers at
Morningside Elementary School on the effectiveness of OG methodology at this school. This
school has implemented this methodology for some years and it is a high performing school.
26. ETEC Initiative
As a Race to the Top district, APS is implementing the TKES teacher evaluation process. All
special education teachers are included in this initiative.
27. Special Education Compliance Status
In March 12, 2014 the APS district was cleared of non-compliance for pre-referral interventions,
discipline, and evaluation/re-evaluation by the Department of Education. In November 2014,
APS received the district’s determination from the Georgia Department of Education for FY 15
indicators. APS Department of Special Education Meets Requirements for FY 15. FY 15 District
determination percentage increased from 80% for FY 14 to 90% for FY 15.
28. Facilitating Constructive Parental & Stakeholder Involvement.
Several presentations/meetings have occurred between parental groups and the APS
Department of Special Education. Parent meetings were held during the fall and spring of the
2012-13 and 2013-14 school year. For the 2014-15 school year, parent coffees have been
scheduled at schools and facilitated by Special Education Coordinators and SELTs. For the 201415 school year, a Special Education Advisory Committee will meet monthly (24 members). The
Special Education Advisory Committee will educate, advise and guide APS stakeholders on
matters related to special education in order to maximize educational experiences/outcomes of
students with special needs.
29. Consistent Resolution of Concerns
The Special Education Procedures Manual has been developed and submitted to the
Department of Education. A high level of responsiveness to parents and school staff regarding
the provision of special education services has been messaged to all district and support staff. A
Special Education Advisory Committee created to educate, guide and inform the work of the
department. The Department of Special Education has a protocol of a 24 hour response time
for stakeholder queries and concerns. The Department of Special Education has provided timely
responses to resolvable issues.