an introduction to the state performance plan/annual performance report
TRANSCRIPT
An Introduction to the An Introduction to the State Performance State Performance
Plan/Annual Performance Plan/Annual Performance ReportReport
What is the State Performance Plan (SPP)?
34 CFR § 300.601(a) of IDEA 2004 states that “each State shall have in place a performance plan that evaluates that State’s efforts to implement the requirements and purposes of Part B of the Act and describes how the State will improve such implementation.”
What is the State Performance Plan (SPP)?
§300.601 of the Federal Regulations for the implementation of IDEA 2004 specifies that each state must:
Submit a State Performance Plan (SPP)
Review the SPP at least once every six years
Submit any amendments to the SPP
Components of General
Supervision
07.158.93 Monitoring
SPP & State Goals with Measurable Targets
Effective Policies and Procedures
Data on Processes and Results
Effective Dispute
Resolution
Integrated On-Site and Off-Site Monitoring Activities
Improvement, Correction,
Incentives and Sanctions
FiscalManagement
Targeted Technical
Assistance andProfessional
Development
What is the Annual Performance Report (APR)?
34 CFR § 300.600(a) of the Federal Regulations for the Implementation of IDEA 2004 requires each state to issue an Annual Performance Report (APR) on 20 specific indicators.
State
State
Performance
Performance
PlanPlan
20
Data aretimely, valid, and reliable
15
Correction of noncompliance
14
Post School Outcomes
1
Graduation rate
11 Child Find timelines
3
Participation and Performance on Statewide & district Assessment
12
Part C to Part B transition
19
Mediation outcomes
9
Disproportionate representation
13
Secondary Transition
5 LRE Placement
18
Due Process complaint resolved
7
Preschool Skills
2
Drop out rate
17
Due Process Hearing Timelines
6
Preschool Settings
8
Parent Involvement
4 Suspension & Expulsion Rates
10
Disproportionate Representation in SpEd disability categories
16
State level complaint timelines
High Stakes
The stakes for states are very high.
OSEP Determinations
OSEP Verification
AU Determinations
Unit Work State Performance Plan
Compliance or Performance?
20 Indicators of two types are required in the SPP ~ Compliance and Performance
Nine Compliance Indicators ~
Indicators 9, 10, 11, 12, 13, 15, 16, 17 and 20
Eleven Performance Indicators ~
Indicators 1, 2, 3, 4, 5, 6, 7, 8, 14, 18, and 19
Compliance or Performance?
Compliance Indicators are:
9 & 10 ~ Disproportionate representation11 ~ Child find timeline12 ~ Transition from Part C to Part B13 ~ Secondary transition with measurable IEP goals
15 ~ Correction of Noncompliance16 ~ State level complaint timelines17 ~ Due Process hearing timelines20 ~ Data are valid, reliable, and timely
Compliance or Performance
Performance Indicators are:
1 & 2 ~ Graduation and Dropout Rates 3 ~ Performance/Participation on state & district assessments
4 ~ Suspension and Expulsion Rates 5 ~ LRE Placement 6 ~ Preschool Settings 7 ~ Preschool Skills 8 ~ Parent Involvement 14 ~ Post-school Outcomes 18 ~ Due Process Complaints Resolved 19 ~ Mediation Outcomes
Compliance Indicators
Indicator 15: Correction of noncomplianceGeneral supervision system identifies and corrects noncompliance within specified timeline, but no later than one year from identification
Strategies to verify correction will align with strategies used to identify noncompliance
15
Correction of noncompliance
Indicator 20: DataData is submitted in a timely manner and is both valid and reliable
Includes December 1, End of Year, and other data sources and data requests 20
Data are valid, reliable, and timely
Indicator 9: Disproportionate RepresentationPercent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification. 9
Disproportionate representation in Special Ed
Indicator 9 Data Source
AU submits December 1 count
20
Data are valid, reliable, and timely
9
Disproportionate representation in Special Ed
Indicator 10: DisproportionalityPercent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification.
Disproportionate representation inSpEd
disability categories
10
Indicator 10 Data SourceAU submits December 1 count
20
Data are valid, reliable, and timely
Disproportionate representation inSpEd
disability categories
10
Indicator 11:Initial Evaluation TimelinePercent of children who were evaluated within 60 days of receiving written parental consent for initial evaluation.
Timeline starts when AU receives consentTimeline ends when AU completes evaluation report(s)
11
Child Find timeline
Indicator 11 Data SourceAU submits End of Year Report
11
Child Find timeline
20
Data are valid, reliable, and timely
Indicator 12:Part C to Part B TransitionPercent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an IEP developed and implemented by their third birthday.
12
Part C to Part B Transition
Indicator 12 Data SourceAU submits End of Year Report
2
Drop out rate
12
Part C to Part B Transition
20
Data are valid, reliable, and timely
Indicator 13: Transition RequirementsPercent of youth with IEPs aged 16 & above with an IEP that includes:• Appropriate measurable postsecondary goals that are annually updated and based upon a transition assessment;
• Transition services, including courses of study that will reasonably enable the student to meet those postsecondary goals to
13
Secondary Transition
Indicator 13:Transition RequirementsPercent of youth with IEPs aged 16 and above with an IEP that includes: Annual IEP goals related to the student’s transition services needs;
Evidence that the student was invited to the IEP Team meeting where transition services are to be
discussed
13
Secondary Transition
Indicator 13: Transition Requirements
Evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority. 13
Secondary Transition
Indicator 13 Data SourceCDE collects data through targeted student record review
20
Data are valid, reliable, and timely
13
Secondary Transition
Indicator 13 CorrectionCDE verifies correction of noncompliance within specified timeline, but no later than one year from identification
13
Secondary Transition
15
Compliance corrected
Performance Indicators
Indicator 1: GraduationPercentage of youth with IEPs graduating from high school with a regular high school diploma
1
Graduation rate
Indicator 1 Data SourceAU submits End of Year Report
1
Graduation rate
20
Data are valid, reliable, and timely
Indicator 2: Drop out ratePercent of youth with IEPs who ‘dropped-out,’ and includes those who ‘transferred, not known to be continuing’
2
Drop out rate
Indicator 2 Data SourceAU submits End of Year Report
2
Drop out rate
20
Data are valid, reliable, and timely
Indicator 3: Assessment Participation and PerformanceParticipation and performance of children with disabilities on statewide assessments
Percent of districts meeting AYP for progress for disability subgroup
Participation rate for children with IEPs
Proficiency rates for children with IEPs
3
Participationand Performance on statewide and district assessment
Indicator 3 Data SourceCSAP and CSAPA data are used along with AYP calculations
7
Preschool Skills
20
Data are valid, reliable, and timely
3
Participationand Performance on statewide and district assessment
Indicator 4: Suspension and Expulsion RatesPercent of districts having significant discrepancy in the rates of expulsions and of suspensions greater than 10 days in a school year for children with IEPs
Percent of districts that have a significant discrepancy by race or ethnicity
4
Suspension and expulsion rates
Indicator 4 Data SourceAU submits Suspension/Expulsion Report
4
Suspension and expulsion rates
20
Data are valid, reliable, and timely
Indicator 5: LRE PlacementPercent of children age 6 through 21 with IEPsserved in the general education classroom greater than 80% of the time;
served inside the general education classroom less than 40% of the time;
served in public or private separate schools,residential placements,or homebound or hospital placements
5
LRE Placement
Indicator 5 Data SourceAU submits December 1 count
5
LRE Placement
20
Data are valid, reliable, and timely
Indicator 6:Preschool SettingsIndicator 6 has not been clearly defined by OSEP. It will not be reported for the 2008 school year.
6
Preschool Settings
Indicator 7: Preschool SkillsPercent of preschool children with IEPs who demonstrate improved:Positive social/emotional skillsAcquisition and use of knowledge and skills
Use of appropriate behaviors to meet their needs
7
Preschool Skills
Indicator 7 Data SourceResults Matter data
20
Data are valid, reliable, and timely
2
Drop out rate
7
Preschool Skills
Indicator 8:Parent InvolvementPercent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities.
8
Parent Involvemen
t
Indicator 8 Data SourceParent Survey conducted by CDE
20
Data are valid, reliable, and timely
7
Preschool Skills
8
Parent Involvement
Indicator 14:Post School OutcomesPercent of students who are no longer in secondary school, had IEPs in effect at the time they left school and who have been employed, enrolled in postsecondary education, or both, within one year of leaving high school
14
Post School Outcomes
Indicator 14 Data SourceAU collects and reports student contact information in the End of Year Report
CDE conducts phone interviews with students one year following exit from high school20
Data are valid, reliable, and timely
14
Post School Outcomes
Indicator 16:State Level Complaint TimelinesPercent of signed written complaints with reports issued that were resolved within 60 day timeline
Indicator 16 is a State-level complianceIndicator.
16
State level complaint timelines
Indicator 16 Data SourceCDE maintains Dispute Resolution Database
20
Data are valid, reliable, and timely
16
State level complaint timelines
Indicator 17: Due Process Hearing Timelines Percent of fully adjudicated due process hearing requests that were fully adjudicated within the 45 day timeline
Indicator 17 is a State-level complianceIndicator.
17
Due Process Hearing timelines
Indicator 17 Data SourceCDE maintains Dispute Resolution Data Base
20
Data are valid, reliable, and timely
17
Due Process Hearing timelines
Indicator 18: Due Process Complaints ResolvedPercent of hearing requests that went to resolution sessions, which were resolved through resolution session settlement agreements
18
Due Process complaints resolved
Indicator 18 Data SourceCDE maintains Dispute Resolution Database
20
Data are valid, reliable, and timely
18
Due Process complaints resolved
Indicator 19:Mediation OutcomesPercent of mediations held that resulted in mediation agreements
19
Mediation outcomes
Indicator 19 Data SourceCDE maintains Dispute Resolution Data Base
20
Data are valid, reliable, and timely
19
Mediation outcomes
34 CFR 300.602(b) requires that the State “report annually to the public on the performance of each LEA located in the State on the targets in the State Performance Plan.”
Public reports for each AU’s/SOP’s performance on Indicators 1 through 14 can be found at: http://www.cde.state.co.us/cdesped/AUperformanceprofiles.asp
Contact InformationSarah Cannon SPP/APR Coordinator 303-866-6749 [email protected] Greenwood Supervisor 303-866-6308 [email protected]