achieving balance …
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Achieving Balance …. Sue Zake, Ph.D. Director of OEC. Federal and State Requirements. Compliance. Ohio’s Determination: Meets Requirements. Compliance Indicators are Met. Monitoring & Dispute Resolution. Child Find IEP LRE Prior Written Notice. Federal and State Requirements. - PowerPoint PPT PresentationTRANSCRIPT
Achieving Balance …Sue Zake, Ph.D. Director of OEC
Federal and State Requirements
Compliance
Ohio’s Determination: Meets Requirements
Compliance Indicators are Met
Monitoring & Dispute ResolutionChild Find
IEP
LRE
Prior Written Notice
Federal and State Requirements
A Shift in Focus: Results Driven Accountability
Statutory Monitoring Focus20 USC 616(a)(2)
• Improving educational results and functional outcomes for all children with disabilities
• In the past–Federal focus: ensuring that states meet
IDEA procedural requirements
–State focus: ensuring that LEAs meet IDEA procedural requirements
OSEPs Vision for RDA
All components of an accountability system will be aligned in a manner that best support states in improving results for infants, toddlers, children and youth with disabilities, and their families.
Components of RDA
• Determinations reflect performance on results, as well as compliance.
• Differentiated monitoring and technical assistance supports improvement in all districts, but especially low performing districts.
LEA Determinations• 2014:
–Will use the current matrix (based on 2012-13 data)
• 2015:–Will use results data–Will change how compliance data is used in state and district determinations
IF …
• The New Learning Standards are designed to prepare students for success beyond high school
• The assessments based on the Standards will measure students’ progress toward readiness for postsecondary opportunities
Definition of Readiness for College and Careers
High school graduates have the necessary knowledge and skills to qualify for and succeed in entry level, credit bearing, college level courses; and postsecondary job training and education for a chosen career
Transferred to regular education5.06%
Graduated with regular high school diploma
46.80%
Met non-standard re-quirements
21.02%
Reached maximum age0.32%
Died0.36%
Dropped out26.43%
How Students with Disabilities Exited Special Education in 2012
College and Career Ready:Students with Disabilities
Ohio Longitudinal Transition Study
2005 – 20137 years of Trend Data
OLTS: Trends
Students with disabilities:• Increased enrollment in two and four-year
post-secondary education programs• Full-time employment is increasingly less
common since 2008
PREDICTORS of POSTSECONDARY
EDUCATION Enrollment
PREDICTORS OF EMPLOYMENT
The Compliance ~ Education Connection
Aligned courses of study
Supervised work experiences
Links to postsecondary settings and adult services
Header Font: Arial 42 BoldSupporting text font: Arial 32
Unaffected; 320
1% change; 143
2% change; 119
3% change; 63
4% change; 37
5% change; 23
Between 5% and 10% change; 19>10% change; 7
Largest possible effect of Grade 23 on Graduation Rates,Number of Districts
Pathway to Employment – A Conversation Starter
Realizing Employment First for YouthChris Filler, Project [email protected] Sue Beck, Project [email protected]
Instruction & Learning (College & Career Ready)
2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 50.0
60.0
70.0
80.0
90.0
100.0
110.0
120.0
71.9 71.3 70.172.4 73.3
71.7
95.9 96.8 97.599.0 99.8 99.7
Perf
orm
ance
Inde
x
Students with Disabilities
Typical Students
Progress?
Number of LEAs that Dropped Number of LEAs that Gained
80
688
283
432
Typical Typi-calSw/D
D
Sw/D
Changes in LEA Performance Index: 2008 to 2013
Diverse Learners:Instruction and Assessment
New
Learning
Standards
Universal Design for LearningEvidenceBased
Practices
Goal: Ensure All Students Can Read
College and Career Ready
Third Grade Reading Guarantee
Target: Early Intervention/Support
for “at risk” K-3 students
USDOE Grant (2010-12)
Alignment as a Systemic Tool
ClassroomInstruction
An Ohio Special Education Research Projectby the
Ohio Coalition for the Education of Children with Disabilities
Identifying Successful Practices for Students with Disabilities in
Ohio Schools
Recommendations for
Practice• Leadership for Implementation of Evidence-
Based Practices
• Special Education & General Education Alignment
• Leveraged Focus
SPDG 2007–2012:Lessons Learned (Brian McNulty, June 2013)
SPDG: 2013 …
System-wide inquiry & learning through shared instructional leadership
Integrated services (MTSS)
OIP Implementation – 5 Step Process
Parent – Educator Partnerships
Ohio Academic Content Standards – Extended (OACS-E)
and Alternate Assessment for Students with Cognitive
Disabilities (AASCD)
Training 2012-2013
2200 online modules8000 face-to-face
500 Trainers10,000 TAs
OACS-E
AASCD
Participation Data
Grade Band Students 2013
Students 2012
3-5 7030 7039
6-8 7315 7238
OGT 2220 2326
Total 16,565 16,603
LRE Projecta multi-year effort to improve least restrictive environment decisions and supports to students with disabilities
Ohio Rule and Policy on Positive Behavior Intervention
and Supports (PBIS) and Restraint and Seclusion
PurposeBuild positive behavior interventions and
supportsPrevent use of restraint &/or seclusion Protects the safety of all children & adults
MissionIncrease positive
academic and behavioral outcomes
for all students
Application Applies to all traditional Ohio school districts
Effective:Start of the 2013-2014 school year.
Any school employing physical restraint and/or seclusion
practices shall ensure it has:
• A policy and procedure;• Specific training
related to the use of restraint and seclusion;
• A process for collection of each incident.
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
www.pbis.org
Federal and State Requirements
Results Driven Accountability
Indicator 17: State Systemic Improvement Plan (SSIP)
…a comprehensive, multi-year State Systemic Improvement Plan (SSIP), focused on improving results for children with disabilities
• Broad strategies with detailed improvement activities
RDA
RDA - SSIP: Phase 1 - Analysis • Phase I
Submit in 2015 with SPP/APR for 2013-14–Data Analysis; –Identification of the Focus for Improvement; –Infrastructure to Support Improvement and
Build Capacity; and –Theory of Action.
Stakeholder involvement!
RDA - SSIP: Phase 2 - PlanSubmitted in 2016 with SPP/APR for 2014-15
• Infrastructure Development;
• Support for LEA Implementation of Evidence-Based Practices; and
• Evaluation Plan
RDA - SSIP: Phase 3 – Evaluation and Revisions
Phase 3 submitted in 2017 with SPP/APR for 2015-16 • Results of ongoing evaluation of strategies
in the SSIP • Extent of implementation of strategies • Progress toward established goals • Any revisions made to the SSIP in response
to the evaluation
RDA - Differentiated Monitoring and Support
Technical Assistance in Support of RDA
education.ohio.gov• Sue Zake, Director• Tom Lather, Associate Director• Wendy Stoica, Assistant Director (Diverse
Learners)• Jo Hannah Ward, Assistant Director
(Resource Management)• Olivia Schmidt, Interim Assistant Director
(Monitoring Services and Supports)• Monica Drvota, Interim Assistant Director
(Procedural Safeguards)
Contact Information:Sue [email protected] 614-752-1012
Social Media
@OHEducation
ohio-department-of-education
Ohio Families and EducationOhio Teachers’ Homeroom
OhioEdDept
storify.com/ohioEdDept