Transcript Zake-Mid-Ohio-ESC-10_18_2013 - Mid
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 A Shift in Focus: Results Driven Accountability
Statutory Monitoring Focus 20 USC 616(a)(2)
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Improving educational results and functional outcomes for all children with disabilities
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In the past
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Federal focus: ensuring that states meet IDEA procedural requirements
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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
How Students with Disabilities Exited Special Education in 2012
Transferred to regular education 5,06% Dropped out 26,43% Died 0,36% Reached maximum age 0,32% Met non-standard requirements 21,02% Graduated with regular high school diploma 46,80%
College and Career Ready: Students with Disabilities
Ohio Longitudinal Transition Study 2005 – 2013 7 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
Largest possible effect of Grade 23 on Graduation Rates, Number of Districts Header Font: Arial 42 Bold
Between 5% and 10% change; 19 >10% change; 7 Supporting text font: Arial 32 4% change; 37 5% change; 23 3% change; 63 Unaffected; 320 2% change; 119 1% change; 143
Pathway to Employment – A Conversation Starter
Realizing Employment First for Youth
Chris Filler, Project Manager [email protected] Sue Beck, Project Coordinator [email protected]
Instruction & Learning (College & Career Ready)
Progress?
120,0 110,0 100,0 90,0 80,0 70,0 60,0 95,9 71,9 96,8 71,3 99,0 97,5
Typical Students
99,8 73,3 72,4 70,1
Students with Disabilities
99,7 71,7 50,0 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013
Changes in LEA Performance Index: 2008 to 2013
688 432 283 80
Typical Sw/D Number of LEAs that Dropped Typical Sw/D Number of LEAs that Gained
Diverse Learners: Instruction and Assessment
Third Grade Reading Guarantee Goal: Ensure All Students Can Read College and Career Ready
Target: Early Intervention/Support for “at risk” K-3 students
USDOE Grant (2010-12)
Alignment as a Systemic Tool
Classroom Instruction
Identifying Successful Practices for Students with Disabilities in Ohio Schools An Ohio Special Education Research Project by the Ohio Coalition for the Education of Children with Disabilities
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
OACS-E AASCD
2200
online modules
8000
face-to-face
500
Trainers
10,000
TAs
Participation Data Grade Band 3-5 Students 2013
7030
Students 2012
7039
6-8 OGT Total
7315 2220 16,565 7238 2326 16,603
LRE Project
a 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
Purpose
Build positive behavior interventions and supports
Prevent use
of restraint &/or seclusion Protects the safety of
all
children & adults
Mission
Increase 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.
SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% ~15% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom Wide Systems for All Students, Staff, & Settings ~80% of Students 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
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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 - Plan
Submitted 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
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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 Zake [email protected]
614-752-1012
Social Media
Ohio Families and Education Ohio Teachers’ Homeroom ohio-department-of-education storify.com/ohioEdDept @OHEducation OhioEdDept