Pass Christian Public School District
Special Education Department
IDEA Part B and PreSchool Application
Executive Summary and Data Review
SY 2015-2016
PASS CHRISTIAN PUBLIC SCHOOL DISTRICT FY16
IDEA PART B AND PRESCHOOL APPLICATION
EXECUTIVE SUMMARY AND DATA REVIEW
Grant: Fund 2610: Federal Award Number H 027A150108 CFDA Number: 84.027A
Grant: Fund 2620: Federal Award Number H173A150113 CFDA Number: 84.173A
The Pass Christian School District (PCSD) has reviewed the performance of students with disabilities
captured on the State Performance Plan (SPP)/Annual Performance Report (APR) for the Public
Reporting of Federal Fiscal Year 2013 (FFY2013), School Year 2013-2014, as published in May
2015. Indicators 1, 2, 4 and 14 use School Year 2012-2013 data. Upon a careful review of the
published data, areas of success and areas of need have been identified from the results and
compliance indicators.
The report is based on the four areas as required by Individuals with Disabilities Act (IDEA): Free
Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) for Indicators 1, 2,
3, 4, 5, 6, 7, & 8; Disproportionality for Indicators 9 & 10; Child Find for Indicator 11; and Effective
Transition for Indicators 12, 13, & 14.
Areas of Success (defined as having met the targets indicated in the SPP):
 The PCSD met the following Indicators for Free Appropriate Public Education (FAPE) in the
Least Restrictive Environment (LRE): Graduation Rate (Indicator 1); Dropout Rate
(Indicator 2); Statewide Assessment Participation Rate (Indicator 3 B); Suspensions and
Expulsions (Indicators 4A and 4B); LRE Placement (Indicators 5 A, B, & C), Preschool LRE
Placement (Indicator 6A &B); and Parental Involvement (Indicator 8);
*Baseline Targets were reset for Indicator 7 A, B & C due to change in measurement from
annual evaluation of children 3-5 to entry and exit data. Therefore, Indicator 7 data is not
applicable for this reporting period.
 The PCSD met the Indicators for Disproportionate Representation in Special and Education
and Specific Disability Categories (Indicators 9 & 10);
 The PCSD met the indicators for Child Find: Timely Initial Evaluations (Indicator 11); and
 The PCSD met the indicators for Effective Transition: Part C to B Transition Timelines
(Indicator 12), Secondary Transition with IEP Goals (Indicator 13), Secondary
Transition/Post-School Outcomes (Indicator 14 A & B).
February 18, 16
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Pass Christian Public School District
Special Education Department
IDEA Part B and PreSchool Application
Executive Summary and Data Review
SY 2015-2016
In order to sustain this performance, the Pass Christian School District will continue to provide
professional development through technical assistance. The PCSD will continue the general
supervision responsibilities outlined in IDEA 2004 including data reviews and internal self-monitoring
activities. Specific activities will be outlined in the budget narrative.
Areas of Need (defined as having not met the targets indicated in the SPP) reflects only results
indicators:


FAPE in the LRE: Annual Measurable Objective Targets (Indicator 3 A & C);
Effective Transition: Secondary Transition/Post School Outcomes (Indicator 14 C)
The Pass Christian School District (PCSD) once again did not meet Indicator 3 A, Annual Measurable
Objective and experienced slippage for 3 C Proficiency Rate for reading and math. The results of
both indicators are reflective of the changes in the implementation of more rigorous standards
(Mississippi College and Career Readiness Standards) which were not aligned with the current state
wide assessment (MCT2). The district will be providing targeted technical assistance to the special
education teachers in the area of reading and math to support the successful skill acquisition of our
students with disabilities in the areas of reading and math. Targeting reading and math will
necessitate collaboration between all general education and special education departments to identify
evidence-based strategies to improve results for children with disabilities. The improvement strategies
will be chosen on their ability to be implemented with fidelity and scaled-up within the district. Possible
improvement strategies include utilization of a designated special education teacher unit to address
the lowest 25% of students with disabilities in reading at the K-8 level, joint trainings for teachers of
general education and special education, and development and/or distribution of tools for
improvement. By focusing district efforts and fiscal resources (both state and federal) on these
improvement strategies, the PCSD plans to see improvement in reading and math scores to meet our
annual measurable objectives and proficiency rates of students with disabilities.
The PCSD experienced slippage in Indicator 14 C, Effective Transition: Secondary/Post Outcomes
for students with disabilities being enrolled in higher education or training programs or being
competitively employed within one year after leaving high school. A possible explanation for this
slippage could be due to the Community Colleges changing their admission criteria by not accepting
students with disabilities graduating with the Mississippi Occupational Diploma (MOD) or by limiting
their acceptance into specific training programs. Lack of employment could be due to the high
unemployment rate in our state of untrained recent graduates. The PCSD plans to focus efforts on
possibly hiring an assistant to perform the Transition Coordinator duties for the high school and revisit
our MOD programming options for our students with disabilities. We will support reading and math
skill acquisition to improve our MOD students’ ability to be accepted into the vo-technical curriculum.
PCSD will also improve job training opportunities within our local community for our students on the
MOD graduation track.
February 18, 16
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