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Achieving Balance …

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 …

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  1. Achieving Balance … Sue Zake, Ph.D. Director of OEC

  2. Federal and State Requirements Compliance

  3. Ohio’s Determination: Meets Requirements Compliance Indicators are Met

  4. Monitoring & Dispute Resolution Child Find IEP LRE Prior Written Notice

  5. Federal and State Requirements A Shift in Focus: Results Driven Accountability

  6. 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

  7. 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.

  8. 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.

  9. 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

  10. 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

  11. 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

  12. College and Career Ready:Students with Disabilities Ohio Longitudinal Transition Study 2005 – 2013 7 years of Trend Data

  13. 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

  14. PREDICTORS of POSTSECONDARY EDUCATION Enrollment

  15. PREDICTORS OF EMPLOYMENT

  16. The Compliance ~ Education Connection Aligned courses of study Supervised work experiences Links to postsecondary settings and adult services

  17. Header Font: Arial 42 Bold Supporting text font: Arial 32

  18. Pathway to Employment – A Conversation Starter Realizing Employment First for Youth Chris Filler, Project Manager Chris_filler@ocali.org Sue Beck, Project Coordinator Sue_beck@ocali.org

  19. Instruction & Learning (College & Career Ready)

  20. Progress?

  21. Changes in LEA Performance Index: 2008 to 2013

  22. Diverse Learners:Instruction and Assessment Universal Design for Learning New Learning Standards Evidence Based Practices

  23. College and Career Ready Third Grade Reading Guarantee Goal: Ensure All Students Can Read

  24. Target: Early Intervention/Support for “at risk” K-3 students

  25. USDOE Grant (2010-12)

  26. Alignment as a Systemic Tool Curriculum Classroom Instruction Alignment Assessments Standards

  27. 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

  28. Recommendations for Practice • Leadership for Implementation of Evidence-Based Practices • Special Education & General Education Alignment • Leveraged Focus

  29. SPDG 2007–2012:Lessons Learned (Brian McNulty, June 2013)

  30. SPDG: 2013 … System-wide inquiry & learning through shared instructional leadership Integrated services (MTSS) OIP Implementation – 5 Step Process Parent – Educator Partnerships

  31. Ohio Academic Content Standards – Extended (OACS-E) and Alternate Assessment for Students with Cognitive Disabilities (AASCD)

  32. Training 2012-2013 2200online modules 8000 face-to-face 500 Trainers 10,000 TAs OACS-E AASCD

  33. Participation Data

  34. LRE Project a multi-year effort to improve least restrictive environment decisions and supports to students with disabilities

  35. Ohio Rule and Policy on Positive Behavior Intervention and Supports (PBIS) and Restraint and Seclusion

  36. 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

  37. Application Applies to all traditional Ohio school districts Effective: Start of the 2013-2014 school year.

  38. SCHOOL-WIDE 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

  39. Federal and State Requirements Results Driven Accountability

  40. Indicator 17: State Systemic 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

  41. 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!

  42. 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

  43. 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

  44. RDA - Differentiated Monitoring and Support

  45. Technical Assistance in Support of RDA

  46. 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 sue.zake@education.ohio.gov 614-752-1012

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