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)

•

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

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

•

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

• • • • • •

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