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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.

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Achieving balance

Achieving Balance …

Sue Zake, Ph.D. Director of OEC



Ohio s determination meets requirements
Ohio’s Determination: Meets Requirements

Compliance Indicators are Met


Monitoring dispute resolution
Monitoring & Dispute Resolution

Child Find

IEP

LRE

Prior Written Notice


Federal and state requirements1
Federal and State Requirements

A Shift in Focus: Results Driven Accountability


Statutory monitoring focus 20 usc 616 a 2
Statutory Monitoring Focus20 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
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
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
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
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


College and career ready students with disabilities
College and Career Ready:Students with Disabilities

Ohio Longitudinal Transition Study

2005 – 2013

7 years of Trend Data


Olts trends
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




The compliance education connection
The Compliance ~ Education Connection

Aligned courses of study

Supervised work experiences

Links to postsecondary settings and adult services


Header font arial 42 bold
Header Font: Arial 42 Bold

Supporting text font: Arial 32


Pathway to employment a c onversation s tarter
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
Instruction & Learning (College & Career Ready)



Changes in lea performance index 2008 to 2013
Changes in LEA Performance Index: 2008 to 2013


Diverse learners instruction and assessment
Diverse Learners:Instruction and Assessment

Universal Design for Learning

New

Learning

Standards

Evidence

Based

Practices


Goal ensure all students can read

College and Career Ready

Third Grade Reading Guarantee

Goal: Ensure All Students Can Read


Target: Early Intervention/Support

for “at risk” K-3 students



Alignment as a Systemic Tool

Curriculum

Classroom

Instruction

Alignment

Assessments

Standards


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
Recommendations Disabilities in Ohio Schoolsfor 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 2007–2012: Disabilities in Ohio SchoolsLessons Learned (Brian McNulty, June 2013)


Spdg 2013
SPDG: 2013 … Disabilities in Ohio Schools

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) Disabilities in Ohio Schools

and

Alternate Assessment for Students with Cognitive Disabilities (AASCD)


Training 2012 2013
Training 2012-2013 Disabilities in Ohio Schools

2200online modules

8000 face-to-face

500 Trainers

10,000 TAs

OACS-E

AASCD


Participation data
Participation Data Disabilities in Ohio Schools


Lre project
LRE Project Disabilities in Ohio Schools

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
Purpose Supports (

  • 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
Application Supports (

Applies to all traditional Ohio school districts

Effective:

Start of the 2013-2014 school year.


SCHOOL-WIDE Supports (

POSITIVE BEHAVIOR

SUPPORT

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

~5%

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behavior

~15%

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

~80% of Students

www.pbis.org


Federal and state requirements2
Federal and State Requirements Supports (

Results Driven Accountability


Indicator 17 state systemic improvement plan ssip
Indicator 17: State Systemic Supports (Improvement Plan (SSIP)

acomprehensive, 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
RDA - SSIP: Phase 1 - Analysis Supports (

  • 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
RDA - SSIP: Supports (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
RDA - SSIP: Phase 3 – Evaluation and Revisions Supports (

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




Education ohio gov
education.ohio.gov Supports (

  • 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
Social Media Supports (

Ohio Families and Education

Ohio Teachers’ Homeroom

ohio-department-of-education

storify.com/ohioEdDept

@OHEducation

OhioEdDept


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