Transcript OFFICE OF SPECIAL EDUCATION PROGRAMS RESULTS …

Office of Special Education
Programs
US Department of Education
OSEP Mission
OSEP is dedicated to improving results for
infants, toddlers, children, and youth with
disabilities ages birth through 21 by
providing leadership and financial support
to assist states and local districts to
provide comprehensive IDEA services
Organizational Chart
US Department of Education
Institute for Education
Sciences
(IES)
Office of Special Education and
Rehabilitative Services (OSERS)
Michael Yudin, Acting Assistant Secretary
Office of Special Education
Programs (OSEP)
Office of Elementary and
Secondary Education
(OESE)
Rehabilitation Services
Administration (RSA)
Melody Musgrove, Director
Ruth Ryder, Deputy Director
Monitoring and State
Improvement (MSIP)
Research to Practice
(RTP)
Gregg Corr, Director
Larry Wexler, Director
Early Childhood and Parent
Team
Elementary and
Middle School Team
Christy Kavulic, Associate Division
Director
Team A
Team B
Team C
Team D
Secondary
Transition Team
National Initiatives
Team
Results-Driven Accountability
OFFICE OF SPECIAL EDUCATION PROGRAMS
Individuals with Disabilities
Education Act Part C
Purposes
• Ensure that infants and toddlers with disabilities
and their families receive early intervention
services and their rights are protected
• Assist States and local programs
• Ensure EIS providers and parents have the
necessary tools
• To assess and ensure effectiveness
Individuals with Disabilities
Education Act Part B
Purposes
• Ensure that children with disabilities have a free
appropriate public education and their rights are
protected
• Assist States and localities
• Ensure educators and parents have the
necessary tools
• To assess and ensure effectiveness
Statutory Monitoring Focus
• Primary Monitoring Focus
 Improving early intervention results and
functional outcomes for all children with
disabilities
 In the past, our focus was on ensuring that
Grantees (States) meet IDEA program
procedural requirements
What we focus on
is what improves.
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Over the course of the last nine years
OSEP has taken the steps necessary to prepare
for a results focused accountability system
• Data timeliness and quality much improved
• Compliance rates much improved
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.
Core Principles
• Principle 1: Partnership with stakeholders.
• Principle 2: Transparent and understandable to
educators and families.
• Principle 3: Drives improved results
• Principle 4: Protects children and families
• Principle 5: Differentiated incentives and
supports to States
• Principle 6: Encourages States to target
resources and reduces burden
• Principle 7: Responsive to needs
OSEP Theory of Action
Vision: All infants, toddlers, children, and youth with disabilities will achieve improved educational results and
functional outcomes. : All infants, toddlers, children, and youth with disabilities will receive individualized
services in natural settings.
Strands of Action
Leadership
Collaboration
Technical
Assistance
Accountability
If OSEP
Then
… provides guidance in a
timely and responsive manner
..communicates its vision
effectively
… States will have the
information they need to align
their activities to OSEP’s vision
…States will promote higher
expectations for CWD
… engages strategically with
other ED programs, Federal
agencies, States, grantees and
outside organizations
… OSEP will more effectively
leverage resources to improve
services for CWD
OSEP will increase the reach
and impact of its work
… provides differentiated
resources and evidence-based
information
…supports the development
of effective personnel that
support CWD
… States have increased
capacity to support LEAs and
EIS providers to deliver
effective interventions
…the number of effective
personnel will increase
… holds States and grantees
accountable for clearly
identified, measureable
results
…engages States in planning,
assessment and evaluation
… States put systems in place
that lead to improved results
for CWD and protect the rights
of children and families
Then
Then
…States, LEAs
and EIS providers
will have higher
expectations for
CWD, will access
resources to
provide effective
interventions
and services to
infants, toddlers,
children, and
youth with
disabilities
…All infants,
toddlers,
children, and
youth with
disabilities will
receive
individualized
services in
natural settings
and demonstrate
improved
educational
results and
functional
outcomes
Components of RDA
• State Performance Plan/Annual Performance Report
(SPP/APR) measures results and compliance.
• Determinations reflect State performance on results,
as well as compliance.
• Differentiated monitoring and technical assistance
supports improvement in all States, but especially low
performing States.
State Systemic Improvement Plan
The SPP/APR includes a comprehensive,
multi-year State Systemic Improvement Plan
(SSIP), focused on improving results for
infants, toddlers, children and youth with
disabilities, that includes the following …
SSIP Activities by Phase
Year 1—
FFY 2013
Delivered by April 2015
Year 2—
FFY 2014
Delivered by Feb 2016
Years 3-6—
FFY 2015-18
Feb 2017- Feb 2020
Phase I
Analysis
Phase II
Plan
Phase III
Evaluation
• Data Analysis;
• Multi-year plan
addressing:
• Reporting on Progress
including:
• Infrastructure Analysis;
• State-identified
measureable result;
• Infrastructure
Development;
• Results of Ongoing
Evaluation;
• Coherent Improvement
Strategies;
• Support EIS
Program/LEA in
Implementing
Evidence-Based
Practices;
• Extent of Progress.
• Theory of Action.
• Evaluation Plan.
• Revisions to the SPP .
SSIP and the SIMR
Part B
Part C
• Assessment for SWD
(Reading and/or Math)
• Graduation Rate for SWD
(May be paired with
drop-out)
• Post School Outcomes
(using Multi Tiered
Levels of Support)
• Other – must be related
to an indicator on the
SPP/APR
• Early Childhood
outcomes (Social
Emotional and/or
Knowledge and skills or
Behavior)
• Family outcomes (May
also cluster with ECO)
• Other – must be related
to an indicator on the
SPP/APR
OSEP State Systemic Improvement Plan: A Conceptual Framework
for Improving Results for Children with Disabilities
OSEP Results-Driven Accountability
Conceptual Framework for OSEP Differentiated Monitoring and Support to State Education
Agencies and Lead Agencies Based on Their Levels of IDEA Implementation and Capacity to
Support Improved Results
High Implementation X High Capacity = Improved Results for Children with
Disabilities
Differentiated Monitoring and Support
• SSIP Implementation Support activities, including
on site visits or calls and desk support
• All States have received TA on SSIP development
and general TA from Regional Resource Centers
and other OSEP-funded TA Centers
• Targeted TA based on determinations and SSIP
• Low performing States will get more intensive
support
• Connecting our work with RTT Early Learning,
SIG and ESEA Flex
SSIP Implementation Support Activities
SSIP Implementation Support Activities have been and will continue to be an
opportunity for:
• The State, State partners (including local programs),and OSEP to engage in
conversation focused on the SEA’s and LA’s work on completing the SSIP
• OSEP and State partners to support the SEA/LA efforts to complete Phase I
of the SSIP
• OSEP and State partners to analyze the States’ capacity to support LEA/EIS
programs in implementing IDEA and improving outcomes
• OSEP and State partners to collaborate with the State to identify technical
assistance and resources that the SEA/LA will need to increase their capacity
to develop and implement the SSIP
SSIP Implementation Support Activities
SSIP Implementation Support On-Site or calls and Desk
Support Activities are not IDEA compliance monitoring
activities. OSEP will not be making findings based on
conversations that occur during the SSIP Implementation
Support
on-site/ calls/desk support activities
Outcomes of SSIP Implementation
Support Activities
OSEP
States
• Increase understanding of the
State’s capacity to support
LEAs/EIS programs in
implementing IDEA and
improving outcomes for infants,
toddlers, children and youth with
disabilities
• Identify resources that would be
useful to States as they continue
to work toward improved
outcomes for all infants, toddlers,
children and youth
• Explore ways to leverage
resources and affect change at
the local level
• Increase understanding of the
State’s capacity to complete the
SSIP
• Increase awareness and begin to
identify the TA and support that
the State will need to develop
and implement the SSIP
• Inform the development of
OSEP’s accountability system,
including what TA and guidance
OSEP will need to provide States
OSEP Review and
Analysis of the SSIP
• Due April 1, 2015 (Phase I of the SSIP)
• Evaluation Tool consists of a checklist and qualitative analysis
• The review and analysis rating will be based on looking at all
five components and the specific elements within each
component
• High Quality vs. Adequate Quality vs. Low Quality rating
• Based on the Quality rating States will receive either universal,
targeted or intensive TA and support to move into phase II of
the SSIP
WEBSITE FOR MORE
INFORMATION
https://osep.grads360.org/#program
OSEP Early Childhood
Investments
Part D of IDEA
IDEA Part D
Discretionary Grant Program
• National activities to improve the
education of children with disabilities
• Technical Assistance and Dissemination
• Personnel Development
• Technology and Media Projects
• State Personnel Development Grants
• Parent Training and Information
OSEP EC Investments
• The National IDEA Technical Assistance Center
on Early Childhood Longitudinal Data Systems
(SRI International)
• Provide technical assistance to States on the
development and enhancement of statewide early
childhood longitudinal data systems to improve
States’ capacity to collect, analyze, and report highquality data required under sections 616 and 618 of
the IDEA.
OSEP EC Investments
IDEA Data Center (Westat)
• Provide technical assistance to build capacity
within states for collecting, reporting, and
analyzing high-quality IDEA data.
OSEP EC Investments
 The Early Childhood Technical Assistance Center
(University of North Carolina at Chapel Hill)
 Support States in administering high-quality and
effective IDEA Part C early intervention and Part B
preschool programs, increasing the use of effective
practices in the programs, and enhancing the
outcomes for young children and their families
served in the programs.
OSEP EC Investments
 The Early Childhood Personnel Center
(University of Connecticut)
 To support States in developing and implementing
integrated and comprehensive systems of
professional development so that all personnel
have the skills and competencies to provide
services and supports to young children with
disabilities and their families.
OSEP EC Investments
 National Center on Coursework and Training
Modules (Vanderbilt University) – IRIS Center
 Develop and promote the use of innovative teaching
and learning tools, coursework, and training
modules to improve the quality of preservice
preparation and professional development programs
and expand the content on evidence-based practices
that is provided in these programs.
OSEP EC Investments
• Grants to prepare early childhood
personnel
• 14 awards in 2014 ($250K for each of 5
years)
• Awards go to universities to prepare
scholars at the bachelor, master, or state
certificate level
OSEP Parent Investments
• Parent Training and Information Centers
• Provide parents of children with disabilities the
training and information they need to enable them
to participate effectively in helping their child with
disabilities meet development and learning goals
and understand their rights and protections under
IDEA.
Department of Education
Early Childhood Goals
 Access to high-quality early learning
programs
 Effective early learning workforce
 Comprehensive early learning assessment
systems
BUILDING ON A $1 BILLION INVESTMENT
RACE TO THE TOP-EARLY LEARNING CHALLENGE – 20 STATES
Preschool Development Grants
Support states to build, develop, and expand
voluntary, high-quality preschool programs for
children from low- and moderate-income families.
• Development: for states with small or no statefunded preschool programs
• Expansion: for states with larger state-funded
preschool programs and/or a Race to the Top –
Early Learning Challenge (RTT-ELC) grant
Preschool Development Grants
• High-Quality Preschool Program means an early learning
program that includes structural elements that are evidencebased and nationally recognized as important for ensuring
program quality, including at a minimum—
• (f) Inclusion of children with disabilities to ensure access to and
full participation in all opportunities;
• (2) Ensure that the percentage of Eligible Children with
disabilities served by the High-Quality Preschool Programs is
not less than either the percentage of four-year-old children
served statewide through part B, section 619 of IDEA, or the
current national average, whichever is greater.
EXPANDING PRESCHOOL
PRESCHOOL DEVELOPMENT GRANTS – 31 INTENTS TO APPLY
Puerto Rico
ED EARLY LEARNING EFFORTS
WORKING TO IMPROVE OUTCOMES BIRTH THROUGH THIRD GRADE
My Brother’s
Keeper
Studies,
Research,
and
Evaluations
Focus on
Suspensions/
Expulsions
Improved
outcomes
Parent
Toolkit
Technical
Assistance
Bridging the
Word Gap
Department of Health and
Human Services
• Early Head Start and Child Care Partnerships
• A new competitive grant opportunity to support
the partnering of Early Head Start programs with
child care providers.
• New or existing Early Head Start grantees will
partner with regulated center-based or family
child care providers who agree to meet the Head
Start Program Performance Standards.
• The resulting partnerships will allow programs to
leverage their funds to provide more high quality
early learning slots in their community.
Interagency Initiatives
Making sure all of our youngest children are
screened and given support early are important
priorities for the U.S. Departments of Health and
Human Services and Education
Birth to Five: Watch Me Thrive! Toolkit
1.
2.
3.
A compendium that reviews implementation, reliability and validity
characteristics of screening instruments
User guides, designed for providers from multiple sectors and the
communities in which they live
Collection of resources to bring awareness to parents and providers
about healthy child development
Interagency Initiatives
• Early Childhood Interagency Policy Board
• Developing a public awareness campaign
for preschool inclusion
• Policy Statement
• Exemplars of Inclusion
• User Guides
• Collection of Resources
Please Contact OSEP with Questions
[email protected]
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