Exceptional Children UpdatesWendy Stoica, Assistant DirectorOffice for Exceptional Children

Indicator Operating Standards

ID and Service Plans

Gifted Education

Indicator Thresholds

For the 2015-16 school year:• Gifted Performance Index – 116 points• Gifted Value-Added – Grade of “C” or higher• Gifted Input Points = 60 points

For the 2016-17 school year and beyond:• Gifted Performance Index – 117 points• Gifted Value-Added – Grade of “C” or higher• Gifted Input Points = 80 points

EMIS Reporting Tool

Search keywords gifted data tool

Includes EMIS Codes

Explains conditions for reporting services

www.education.ohio.gov Search keywords: Gifted Indicator

Gifted Operating Standards

Identification and Service

Plan

Resources FAQs

English Language Learners

New Guidance

Referral and Identification of ELLs with disabilities

Multi-Tiered Systems of Support for Literacy/Reading Instruction for ELLs

Background Resources for ELLs with disabilities

http://education.ohio.gov/Topics/Other-Resources/Limited-English-Proficiency/ELL-Guidelines/Guidelines-for-Referral-and-identification-of-Engl

OESE-OSERS Q & A on ELs withDisabilities (July, 2014)

• Official title: “Questions and Answers Regarding Inclusion of English Learners with Disabilities in English Language Proficiency Assessments and Title III Annual Measurable Achievement Objectives”

• Defines “EL” and “children with disabilities” – does NOTaddress ELs covered by 504 plans.

• Available at: http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/q-and-a-on-elp-swd.pdf

Overview of Messages

• ELs with disabilities must be included in annual state ELP assessments in grades K-12, in all domains, with or without accommodations on in alternate assessments

• Must develop participation and accommodations guidelines for ELP and ALL alternate assessments

• Must monitor to ensure implementation in districts andschools

• Decisions about participation and accommodations must be made by IEP team and comply with IDEA – canNOT decide student will NOT participate – and documented on IEP

Overview of Messages – cont.

• ELs with disabilities can be exited from EL status only when the student no longer meets the State’s definition of an EL (i.e., is proficient in English), although school personnel can have input into the decision.

• ELP assessment results must be included in Title III AMAOs 1 and 2 (not AMAO 3, where the ELP assessment in not included anyway).

OESE-OSERS Q & A Addendum onELs with Disabilities (July, 2014)

• Official title: “Addendum to Questions and Answers Regarding Inclusion of English Learners with Disabilities in English Language Proficiency Assessments and Title III Annual Measurable Achievement Objectives Issues July 18, 2014 (2014 Qs and As)”

• Available at: https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/addendum-q-and-a-on-elp-swd.pdf

Overview of Messages

• ELP screeners must provide for accommodations for ELs with disabilities. It is possible that screening may need to be done again for students who were not given accommodations on the screener.

• Evaluation of ELs for special education must follow IDEArequirements – no delays because student is EL.

• No alternate ELP standards are allowed.• Which funds can be used for which purposes is

complicated – be sure to read the Q and As on this.

Dear Colleague on ELs and LEP Parents (January, 2015)

• Letter from the U.S. Department of Justice and the U.S. Department of Education.

• “Joint guidance” is to assist SEAs, school districts, and all public schools in meeting their “legal obligations to ensure that EL students can participate meaningfully and equally in educational programs and services.”

• Available at: http://www2.ed.gov/about/offices/list/ocr/letters/colleague- el-201501.pdf

Guidance on Common Civil Rights Issues

A. Identify and assess EL students in need of languageassistance in a timely, valid, and reliable manner.

B. Provide EL students with a language assistance program that is educationally sound and proven successful.

C. Sufficiently staff and support the language assistance programs for EL students.

D. Ensure EL students have equal opportunities to meaningfully participate in all curricular and extracurricular activities, including the core curriculum, graduation requirements, specialized and advanced courses and programs, sports, and clubs.

Guidance on Common Civil Rights Issues

– cont.

E. Avoid unnecessary segregation of EL students.F. Ensure that EL students with disabilities under the

Individuals with Disabilities Education Act (IDEA) or Section 504 are evaluated in a timely and appropriate manner for special education and disability-related services and that their language needs are considered in evaluations and delivery of services.

G. Meet the needs of EL students who opt out of languageassistance programs.

ED-DOJ EL Tool Kit (September, 2015)

• Official title: “English Learner Tool Kit”• Developed to help state and local education agencies

help ELs by fulfilling the obligations in the Dear Colleague Letter of January 7, 2015.

• Includes 10 chapters, one for each “common civil rights issues” discussed in the January 7 document.

• Available at: http://www2.ed.gov/about/offices/list/oela/english- learner-toolkit/index.html

Page 1 – Key points and overview

Page 15 – Tool 5 “Do’s and Don’ts when selecting accommodations”

Page 16+ – Resources

Literacy

GraduationSecondary Transition

Students with Disabilities

Reading Assessment

• Assessment participation measures specific to regular assessments

• Students taking alternate assessment not included

• 90% or above required for a score of 2

Determination: Needs Assistance

Not Proficient in Grade 8

AND Grade 369%

Not Proficient in Grade 8

31%

Early Literacy Challenges Af-fect Future Reading Skills

All StudentsOf the 12,461 students who were not profi-cient on the 8th

grade test, 8,613 were also not

proficient on the 3rd grade test.

Early Literacy:A Focused Effort

Planning/Design Framework

How we focus, support and measure student literacy outcomes

Framed to Impact

Early Literacy Foundation for Success

Year 1Delivered by

April 2015

Year 2Delivered by

April 2016

Years 3-6Delivered

Feb 2017- 2020

Phase I – AnalysisPhase II – Multi-Year

Plan Addressing:Phase III – Evaluation

1)Data analysis2) Infrastructure

analysis3)Focus area4) Improvement

strategies5)Theory of action

1)Infrastructure development

2)Support for LEA implementation of evidence-based practices

3)Evaluation plan

Report progress on implementation

Strands of Action

Early Literacy

Parent Partnerships

Collaborative Structures

Teacher Capacity

Multi-tiered Systems of

SupportCharacteristics of Effective

Schools

Not Pro-ficient in Grade 3

64%

Proficient in Grade 3

36%

Third Grade Reading Proficiency for SWD Who Dropped Out in 2014

Dropout

Determination: Needs Assistance

Graduation

• Specific to SWD graduating with a regular high school diploma

• Does not include SWD excused from the consequences of the OGT, taking alternate assessments, or graduating by meeting their IEP goals

State Board of Education Graduation Advisory

1. What does it mean to receive a high school diploma?

2. Given the existing options for meeting graduation requirements, what are considerations for full participation and opportunity for students with disabilities to receive a regular or honors diploma in Ohio?

3. Should there be another graduation option? If so, what are the guiding principles to develop another option and what should it be?

Should there be another graduation option?

No, the Graduation Advisory for Students with Disabilities does not recommend a new or different graduation option.

Ohio’s Healthy Schools and Communities Initiatives

Transition Support Partnership Overview – ODE and OOD

$2.5 million (state)

+ federal match

$11.2 million annually

Employment services for

youth with disabilities

Focused Service for Youth with Disabilities

Job Coaching including

support for summer job

Job Development/

Placement (including

summer job)

Summer Youth Work Experience

Summer Career

Exploration

Ohio’s District Determinations:

Now known as Special Education Ratings

Special Education Ratings

1

2

3

4

Needs Assistance

Meets Requirements

Needs Intervention

Needs Substantial Intervention

District ratings can include:

Performance on results indicators

2017 Ratings Will Include:

Performance on compliance indicators;

Timely correction of noncompliance;

Submission of valid, reliable and timely data;

IDEA-specific audit findings; and

Performance on results measures.

Adding Results Measures

Percent of SWD scoring proficient or above on state math assessments – all grades

Percent of SWD scoring proficient or above on state reading assessments – all grades

Percent of SWD scoring proficient or above on state reading assessments – third grade

Critical Decisions

Curriculum and instruction

Career Awareness, Transition, Workforce Development

Assessment Participation

Where services are provided

education.ohio.gov

Social Media

@OHEducation@suptrichardross

ohio-department-of-education

Ohio Families and EducationOhio Teachers’ Homeroom

OhioEdDept

storify.com/ohioEdDept