Continuous Improvement Monitoring Process: Self Review Report
Date of Report: May 29, 2007
District Name: Houston
District Number: 0294
Cooperative/Education District Name: Hiawatha Valley Education District
Director of Special Education: Joan Buehrle
Superintendent: Kim Ross
Annual Due Date: June 30
Electronic Report Submission: . Reports must be PC Microsoft Wordã compatible
or
Send Report to: Bonnie Carlson, Compliance Supervisor
Minnesota Department of Education
Division of Compliance and Assistance
1500 Highway 36 West
Roseville, MN 55113-4266
* For districts providing record review data:
Submit individual student non-compliance information electronically or on a CD. Please do not send a hard copy.
Updated 4/17/07
REPORT INFORMATION
Directions/Questions:
· The report includes brief directions for each reporting section. The MNCIMP:SR Guidelines and Resources Manual, which has more detailed directions, resources, and samples for several report sections can be found on the Minnesota Department of Education (MDE) web site: http://education.state.mn.us/mde/Accountability_Programs/Compliance_and_Assistance/Special_Education_Monitoring/MNCIMP__SR/index.html
· Questions pertaining to the due process/compliance components of the report may be directed to the district’s lead compliance monitor.
· Most sections of the report require a district unit of analysis. Reporting directions for each section will indicate if a district within a cooperative or education district can report on an area using a cooperative unit of analysis.
· Caution is advised when attempting to analyze data based on small sample sizes, i.e. program evaluation, record review, and stakeholder data.
Report Format:
· It is not necessary to completely fill each space; and if more space is needed, the space provided will expand accordingly.
· Do not edit or delete any part of the report format. If the district is not required to report information in a particular section, leave the section blank.
· Include the district name and number, and cooperative/education district name, if applicable on the cover page. Also include the district name in the report footer, beginning on page three. To do this, go to the “View” button on the toolbar, click on “Header and Footer”, then scroll to the bottom of the page to enter the district name. Click anywhere outside the footer to close.
· If using an acronym within the report, spell out the words completely first, with the acronym proceeding it, e.g. Minnesota Department of Education (MDE).
· Do not include charts, appendices, or any attachments with this report.
· If possible, submit the report electronically to the email address on the cover page of the report. If electronic submission is not possible, mail two copies of the report to the address on the cover page of the report.
· Email the report by June 30 each year to . All reports must be PC Microsoft Wordã compatible.
· Update the district demographic charts annually.
· Cooperatives: report each district’s demographics and general information/significant trends or changes individually. Indicate the district name for each profile reported. /
SPP/APR Part B Indicators 9&10
TotalStudent
Enrollment (General Education plus Special Education) / Percentage of
Total
Enrollment by Race/Ethnicity
(General Education plus Special Education) / Total Part B
Special Education Enrollment
(K-21) / Percentage of
Part B (K-21)
Special Education Minority Enrollment
by Race/Ethnicity / Total Early Childhood
Special Education Enrollment
(Part C and Pre-K) /
1098 / White – 98%
Black – 1%
Asian – 1%
Am. Indian – 0-1%
Hispanic – 1% / 69 / White – 98.6%
Black – 0%
Asian – 0%
Am. Indian – .01%
Hispanic – 0% / 12
MNCIMP:SR Profile /
· Starting with the first year of planning, indicate the number of years the district/cooperative has participated in Self-Review.
· If assistance is needed, contact your district’s lead compliance specialist.
· Update this section annually.
· For cooperatives or education districts, report each member district’s information individually as appropriate.
· Report any extenuating circumstances that impact the district demographics or disability demographics, i.e. open-enrolled student population, opening of a new group home in the district, etc.
Number of Years in Self-Review: / Date of last MDE Validation: / Date of next MDE Validation:
7 / 2006-2007 / 2010-2011 School Year
2. District General Information and Significant Trends or Changes /
Houston Public Schools is a rural school district serving the town of Houston, MN with approximately 3200 residents. Houston offers quality education through a variety of programs. The district has a traditional school program, a preschool program, an alternative learning center program, and on-line school programs for student grades K-12. This variety of programs has resulted in the expansion of positions to meet school district needs. The district now employs 3 technology specialists, one human resources director and one communications director.
In the traditional school program, there are approximately 485 students enrolled kindergarten through twelfth grade, with approximately 70 students receiving special education services. In the traditional school program, each student is known by name and educational opportunities abound. With 1 superintedent, 2 principals, 42 additional licensed professional staff, 10 paraprofessional support staff in 2 buildings, students in Houston Public Schools learn in an ideal setting of small class sizes with caring instructors. Through the use of Para e-link, all paraeducators have been trained and are now designated highly qualified. 23 other employees help to create an efficient, orderly, and healthy learning environment by providing safe bus transportation, maintaining a clean and safe physical environment, preparing and serving nutritious meals, and by providing office and library support services. Houston Elementary School was the second Official Core Knowledge School in Minnesota.
The traditional school program participates in an Initial Teaching Alphabet program funded through a grant from the Initial Teaching Alphabet Foundation. The initial teaching alphabet (i.t.a.) offers beginning readers a logical and reliable medium for the first steps in reading and writing the 44 sounds of English. It offers a beginning reader 44 symbols with an almost perfect one-to-one correspondence between sound and symbol. The program is in its twelfth year in Houston and is available for students in 1st through 12th grades of the traditional school programs. Students are referred for the program by their classroom teacher or parents, and have to meet certain critieria in order to participate in the program.
The traditional school program offers an Early Childhood Family Education program designed to meet the needs of parents with young children from newborn up to kindergarten age. Learning Readiness Packets and the Family Education and Board Book Lending Libraries are valuable resources for both children and parents. Children three and older can participate in the Sherman Street Preschool offered by the school district. Houston Public Schools and Semcac Head Start entered into a Collaborative Agreement this school year to provide seamless early childhood education services for low income families in the Houston area. Together they coordinate the resouces, skills, and expertise of Houston Public Schools and Semcac Head Start to provide a high quality service for all participating families and children. Houston School District holds an annual Early Childhood Screening, required by the state of Minnesota for preschool students. Houston Public Schools boasts of a nationally-recognized Community Education program.
In Summit Learning Center (SLC), an alternative school program, one general education teacher, one special education teacher, and a paraprofessional experience outstanding success meeting the educational, social, and personal needs of many at-risk students. Summit Learning Center’s purpose is to provide a learning environment where students can strive for their personal academic success. It has recently been deemed a top ranking Alternative Learning Center in Minnesota on 2006 state assessments. Summit presently offers over seventy-five academic courses including hands-on courses building life-long skills. Since its inception eight years ago, SLC has worked with over 200 at-risk students.
In the on-line schools, The Minnesota Virtual Academy, (MNVA) is a Kindergarten through 8th grade program. There are approximately 600 students who open enroll from across the state of Minnesota, with approximately 33 receiving special education. The MNVA uses a rigorous curriculum which has its foundation in the Core Knowledge curriculum. Students attend school in their home. They access their education through an On Line School (OLS) and the rich assortment of materials sent to them at the start of each school year. One full time principal, two full time assistance principals, one full time special education coordinator, and 19 full time Minnesota-licensed teachers (including 2 special education teachers and one part-time speech clinician) work in the program. Teachers and parents monitor instruction. The MNVA website and the OLS manage and enhance attendance, lesson mastery, and communication. As every other public school, the MNVA acknowledges their duty to provide a free appropriate public education for all students with special education needs. To this end, the MNVA has a variety of options to which teachers turn when needing to provide for the delivery of specially designed instruction. One option is specially designed instruction delivered by our licensed special educators through use of remote support and technological media. In this option, MNVA teachers teach a student while each are in their own homes, but both present in a virtual classroom with real time auditory and visual activity and real time verbal and visual dialogue. In a second option, MNVA strives to develop collaborative partnerships with the resident and area districts of the students open-enrolled into the MNVA. Through these partnerships, resident and area school districts provide direct special education services on behalf of the MNVA, and per the MNVA IEP as determined by the MNVA IEP team. Additionally, the MNVA receives special education support services from Minnesota-licensed special education and related service providers across the state, who hold part time contracts with the MNVA. The MNVA seems to hold strong appeal to parents of children with Autism Spectrum Disorders (ASD). This has created an unusual burden for the MNVA in the need for ASD specialists. Through the support of the MNVA and Houston Schools, an MNVA special education teacher has acquired ASD certification to help meet this need. The MNVA also utilizes technology to provide speech and language services through Beyond Speech Therapy, an internet based service that is used by students with their parents under the supervision of the MNVA Speech and Language Pathologist who also provides direct therapy through remote technology. MNVA students also have access to Earobics, a web-based program to develop reading skills.
Minnesota Center of Online Learning (MCoOL) is the newest addition to online learning offered by the Houston Public Schools, MCoOL is an internet-based learning resource designed to meet the educational needs of Minnesota educators and students in grades 9-12. Licensed teachers located throughout the state of Minnesota teach all courses provided by MCoOL. Minnesota public and private schools are also welcome to take advantage of MCoOL courses per their selection. Out of state students may register under the tuition-based application. Currently MCoOL has enrolled 111 full time students. Additionally, part time students have enrolled in 168 part time seats through third quarter of this school year. One director, 16 part time teachers, one special education teacher, and one counselor teach these students. MCoOL presently offers approximately 75 courses, and will be adding more for next school year. During the 2004-05 school year, MCoOL became a diploma granting school. As such, MCoOL holds responsibility for any special education needs for full time students. Specially designed instruction is delivered through the use of a variety of technologies and remote support from a licensed special education teacher. Resident school districts hold responsibility for the special education needs of the part time students who have registered seats in MCoOL.
Houston School District is a member district of Hiawatha Valley Education District (HVED). HVED provides supportive educational services to 18 school districts, including the Houston alternative and on line programs and charter schools in Southeastern Minnesota. It provides the following services to its member districts: School Psychology, Audiology, Deaf/Hard of Hearing, Physical Therapy, Occupational Therapy, Speech/Language Services, Physical & Other Health Impaired, Assistive Technology, Vision Services, Birth - 3 Services, Autism Specialist Services, Birth to Three Teachers, Transition Services, and Family Support Services.
These and other educational programs and initiatives demonstrate the unique, stimulating, and out-of-the-box thinking which characterizes the work and mission of Houston Public Schools. Houston School District prides itself in being able to remain an independent school district in this time of budget concerns. While student population in the traditional school programs and the Summit Learning Center remains constant from year to year, Houston School District as a whole continues in its significant trend of increasing enrollment due to the continued growth of the Minnesota Virtual Academy (MNVA) and the Minnesota Center of Online Learning (MCoOL). Because of the growth of these programs the district is experiencing dramatic changes in accommodating the increasing enrollment, including program development, increasing teaching staff, increasing support staff, increasing technology demands, increasing staff development needs, and increasing equipment.
Houston Public Schools website, the MNVA website, and the MCoOL website offer parents of students in the various school programs access to a wide variety of information including information about each of the school programs, information from teachers posted on their teacher web sites, and courses available through MCoOL.
The information in this report has been gathered from the following data sources: MCA, graduation rates, and drop out rate information were taken from the MN CIMP
data report; Reading Probes were taken from AIMSweb.
3. MNCIMP:SR Membership Selection Process /
Historically members were appointed to the CIMP team for an undetermined term. A process was developed that follows:
· 6/7 members comprise the Houston CIMP Leadership Team.
o 4/5 members are core members charged with responsibility to write, implement, and evaluate the CIMP Plan and CIMP Activity each year. Of those 4/5 members, at least 3 members come from the ranks of special education staff, and at least 1 member is a staff member coming from the teaching ranks of general education (the elementary school programs (including the ECSE 3-7 program), the high school programs, or the online learning programs) and is a stakeholder from outside the special education ranks. An additional member from any school staff group is welcomed.