Program Evaluation
Program Evaluation
1126.01(b)(9)
Milford School District’s Plan includes a program evaluation component. The LEA’s procedures for program evaluation determine the effectiveness of special education programs and services in meeting the needs of the children with disabilities.
The Milford School District is committed to providing effective, high quality special education services to all children with disabilities. The District continually evaluates the special education and educationally related services it provides to children with disabilities to ensure that all students’ unique needs are met. The District determines, at least annually, the degree to which special education and related services being provided for children with disabilities are effectively meeting the students’ needs. As part of its evaluation activities, the District also identifies program deficiencies and plans for future needs.
Evaluation of the overall functioning, efficiency and success of the special education programs offered by the District is conducted through a combination of objective and subjective techniques. This process includes an internal monitoring and review component that considers both individual and general program impact, as well as an external review process, which consists of the NH Department of Education Program Approval and Improvement Process.
Individual Program Impact
The effectiveness of students’ individualized education programs is determined through a careful analysis conducted by each child’s IEP team. The IEP team monitors the child’s progress toward achieving the measurable goals, including post-secondary goals when age appropriate, detailed in the student’s IEP. Evaluation measures may include:
- Curriculum based measurement
- Student observation
- Post testing and diagnostic reevaluations
- IEP progress reports
- Report cards
- Input from parents
- Student movement from more restrictive to less restrictive educational settings
General Program Impact
Participation in state and district-wide assessments is part of the statewide accountability system that helps to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education through the New Hampshire Curriculum. The Milford School District ensures that all students with disabilities have the opportunity to participate in state and district-wide assessments with appropriate accommodations as necessary, to show what they know and can do, and how they are progressing, based upon challenging state academic achievement standards.
Decisions about accommodations are determined by IEP teams and are specified in each student’s IEP. Students currently in grades 3, 4, 5, 6, 7, 8 and 11, who are identified by their IEP teams as appropriate for alternate statewide assessment based upon alternate achievement standards, will be included in the Dynamic Learning Maps (DLM) alternate assessments in English language arts, mathematics and science. This process begins each school year in September and ends in April for all participating students.
In a similar manner, the IEP team determines alternate forms for district-wide assessments to be provided for all eligible students.
Results of group assessments are formally analyzed by District staff to determine trends and patterns that may reflect areas in need of improvement. Instructional decisions are made in accordance with the analysis of assessment results in order to more effectively meet the needs all students. Alternate assessments are examined in order to reflect on progress, programming needs and potential adjustments that may be needed for students with more significant disabilities.
The following strategies may be included in those utilized to assess general program effectiveness in the special education department:
- Parent Surveys
- General Staff Surveys
- Special Education Focus Group Meetings
- Professional Development Needs Survey
- New Hampshire Special Education Information System data
- Other – as determined by District
The above information will be used to identify program needs, training needs and any gaps in services that may exist. Systemic changes for the upcoming school year will be considered and planned for, based on the information gathered. Additionally, the information will be used to plan District professional development activities.
All professional and paraprofessional staff members within the District are evaluated using a predetermined system aimed at professional growth and development. Feedback is provided to all in the form of commendations and recommendations; summative evaluation; etc. In this way, the Milford School District ensures opportunity for staff to continue to improve their knowledge and skills in order to effectively meet the needs of all students.
NH Department of Education Special Education Monitoring
The findings and recommendations from the external “Special Education Compliance and Improvement Monitoring,” process conducted by the NH Department of Education, will be carefully considered and addressed by all members of the Milford School District Administrative Team. Team members/district officials will analyze the final report and implement the necessary activities to ensure full compliance with state and federal laws and regulations. Upon notification from the NH Department of Education regarding areas of non-compliance, all corrective action activities shall be completed as soon as possible, but in no case later than one year.