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2011 Special Education Leadership Summer Academy State Performance Plan. July 27, 2011. SPP (2005-12) APR (annually, by February 1) Public Reporting (annually in June) Determinations - OSEP to states; states to LEAs (annually). Overview. State Performance Plan (SPP) Requirements.

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overview
SPP (2005-12)

APR (annually, by February 1)

Public Reporting (annually in June)

Determinations - OSEP to states; states to LEAs (annually)

Overview
state performance plan spp requirements

State Performance Plan (SPP) Requirements

IDEA 2004 required every state to develop a State Performance Plan to improve services for students with disabilities.

The SPP now covers FFY 2005 though FFY 2012 (2012-13 school year).

SPPs were first submitted to OSEP in December 2005.

The SPP is updated annually, as needed.

annual performance report apr requirements

Annual Performance Report (APR) Requirements

States are required to submit an “Annual Performance Report” to OSEP describing progress in meeting SPP targets.

APRs are submitted to OSEP for review each February.

The February, 2011 APR submission was for the 2009-10 school year.

public reporting requirements

Public Reporting Requirements

States are required to publicly report the performance of every LEA in meeting our SPP targets.

PA uses the Special Education Data Reports on the PennData website to meet this requirement.

determinations requirement

Determinations Requirement

OSEP issues annual determinations for States.

States issue annual determinations for LEAs.

Determinations are based on Compliance and Performance under IDEA.

determinations requirement1

Determinations Requirement

Determinations fall into four categories required by IDEA:

Meets Requirements

Needs Assistance

Needs Intervention

Needs Substantial Intervention

the state performance plan

The State Performance Plan

Overview of Indicators

and Targets

the framework
The Framework

The SPP is built around 20 federally required Indicators of compliance and performance

For each of the Indicators, the SPP includes baseline performance data, annual targets and a description of improvement activities

Each state sets its own targets for improvement

spp 20 indicators
SPP: 20 Indicators

Graduation

Drop-Out

Participation and performance on statewide assessments

Suspension and Expulsion

LRE school age students (age 6-21)

LRE early intervention (age 3-5)

Early intervention improvement goals

Parent involvement

Disproportionality ( 2 Indicators )

Evaluation timelines

Transition from birth - 3 to early intervention (ages 3-5) program

Transition goals students aged 16 – 21 years

Post-school outcomes

General Supervision

6 Indicators

Monitoring, state agency complaints, due process, mediation, resolution sessions, data reporting

slide11

OSEP’s Determination of PA’s FFY 2009 APR

On June 20, 2011, PA received it’s determination for FFY 2009 from OSEP.

OSEP determined that “Pennsylvania meets the requirements of Part B of IDEA.”

11

indicator 1
Indicator 1

Graduation rates for students

with disabilities

indicator 2
Indicator 2

Drop-out rates for

students with disabilities

indicators 1 2
Indicators 1 & 2

State must use data and graduation/drop out calculation and timeline established under ESEA.

Each year’s targets will be the same as the targets under Title 1 of the ESEA.

indicators 1 21
Indicators 1 & 2

ESEA Target for Indicator 1:   LEA/school must reach a graduation rate of at least 82.5% or improve at least 10% from the distance they are from the 85% goal

Target for Indicator 2:  Pennsylvania will decrease the dropout rate for students with disabilities to 11.33%

(Currently there are no ESEA targets for dropout rate, therefore we are using the original SPP targets)

indicator 4
Indicator 4

Discrepancy in rates of suspension and expulsion of students with disabilities among LEAs

indicator 41
Indicator 4

Data for Indicator 4 are derived from 618 data submitted to Penn Data

Section 618 of IDEA specifies data that states must collect and report that measure results for children and families served through state Part B and Part C programs

618 data includes Child Count, LRE, Assessment, Exiting, Discipline, Dispute Resolution

slide18
Baseline (2005-06)

26 school districts had rates 2 times or greater than the overall state rate of 0.78%Baseline (2005-06)

2008-09

25 school districts had rates 2 times or greater than the overall state rate of 0.78%

* For this indicator OSEP instructed states to use 2008-09 data for the FFY2009 APR.

Indicator 4

indicator 4a
Indicator 4A

YearTargetsPerformance

2006-07 5 districts at 4 X 0.78% 11

2007-08 0 districts at 4 X 0.78% 11

2008-09 10 districts at 3 X 0.78% 14

2009-10 5 districts at 3 X 0.78% *

2010-11 10 districts at 2 X 0.78%

2011-12 10 districts at 2 X 0.78%

2012-13 10 districts at 2 X 0.78%

*To be reported in the February, 2012 APR submission, as per OSEP instructions.

slide20

Indicator 4A

Requires state to review each LEA with a significant discrepancy in 09-10 and correct noncompliance for reporting out in the February 2012 APR

There are 17 LEAs in this group for 09-10

The state’s review must encompass review/revision and, if required, correction of the LEA’s policies, procedures and practices

slide21

Indicator 4AHow LEAs are identified:

1.) Suspended or expelled at least 10 students for 10 days or more

2.) LEA rate 2 times or greater than state baseline rate of 0.78% (greater than 1.56%)

indicator 4b
Indicator 4B

Percent of districts that have

a.) a significant discrepancy by race or ethnicity, in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs; and

b.) policies, procedures and practices that contribute to the significant discrepancy and do no comply with requirements relating to the development and implementation of IEPs, the use of positive behavioral interventions and supports and procedural safeguards

indicator 4b1
Indicator 4B

Target

Maintain 0% discrepancy in the rates of suspension and expulsion of greater than 10 days in a school year of children with disabilities by race and ethnicity

slide24

Indicator 4BHow LEAs are identified:

Students of a particular race were suspended or expelled at least 1.5 times the state suspension/ expulsion rate for that race

indicator 42

Indicator 4

Section B of this indicator is new for FFY 2009.

Required state to establish baseline and improvement activities in the February 2011 SPP.

Targets must be 0% for 4B under federal requirements.

State baseline was 0%

slide26
2008-2009 data were reported in the APR submitted in February 2011

If significant discrepancies are identified, review and revise procedures and practices related to development and implementation of IEPs, the use of PBIS, and procedural safeguards

2009-10 data will be reported in the APR due February 2012

Indicator 4B

indicator 8
Indicator 8

“Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities.”

indicator 81
Indicator 8

PDE uses a survey developed by the National Center for Special Education Accountability Monitoring (NCSEAM) to measure school-facilitated parent involvement

The survey is scaled in a way to enforce the premise that there is a continuum of lower involvement to higher involvement with increased levels in difficulty to obtain

The results reflect the percent of parents who indicated that their schools rose to the threshold recommended by SEAP and adopted by PDE (score of 600) for adequate school-facilitated parent involvement

Other states using the NCSEAM survey and scoring system are reporting similar levels of performance

indicator 82
Indicator 8

Baseline

The percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities is 35.08%.

Year Target Performance

2006-07 35.76% 35.12%

2007-08 36.52% 34.00%

2008-09 34.13%* 34.50%

2009-10 34.89%* 34.30%

2010-11 35.65%*

*Revised, Fall 2009

indicator 13
Indicator 13

Effective transition planning for youth,

age 16 and above

indicator 131
IEP that includes appropriate measurable postsecondary goals annually updated and based upon an age appropriate transition assessment,

Transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and

Annual IEP goals related to the student’s transition services needs.

Indicator 13
indicator 132
Evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and

Evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.

Indicator 13
indicator 133

Indicator 13

Data to be taken from State monitoring or State data system.

Report correction of noncompliance

indicator 134
Indicator 13

Baseline

72% compliance with IEP transition requirements

Improvement target

100% compliance with IEP transition requirements

Performance

2006 69%

2007 75.1%

2008 Not reported due to change in measurement

2009 76.1%

indicator 14
Indicator 14

Post-secondary outcomes for students with disabilities

indicator 141
Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were:

a.) enrolled in higher education within one year of leaving high school.

b.) enrolled in higher education or competitively employed within one year of leaving high school.

c.) enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school.

Indicator 14
indicator 142
Data come from the PaPOS survey conducted with the student within one year of leaving school (one year after taking the exit survey).

OSEP has approved a sampling plan which allows PA to survey 20% of the LEAs and 20% of the secondary schools in Philadelphia each year.

One of the important outcomes of the survey is to inform schools about effective transition planning.

IU and PaTTAN transition consultants monitor the districts' progress and assist as needed with the exit and post-school survey procedure. 

Indicator 14
indicator 143
Indicator 14

New Baseline (2009-10)

14A: Percent of school leavers enrolled in higher education within one year of leaving high school 28.0%

14B: Percent of school leavers enrolled in higher education or competitively employed within one year of leaving high school 49.0%

14C: Percent of school leavers enrolled in higher education , or in some other postsecondary education or training program; or competitively employed or in some other employment 66.0%

indicator 144
New Targets

YearIndicatorTarget

2010-11 14A 28.1%

14B 49.1%

14C 66.0%

2011-12 14A 28.2%

14B 49.2%

14C 66.0%

2012-13 14A 28.3%

14B 49.3%

14C 66.0%

Indicator 14
spp apr
PA’s updated SPP and FFY 2009 APR are posted on the PDE and PaTTAN websites

Required public reporting of LEA performance was accomplished in May, 2011

SPP / APR
slide41

Contact Information

Sandy Zeleznik, BSE

szeleznik@state.pa.us

Jane Sullivan, Consultant

c-jsullivan@state.pa.us

John Cica, Consultant

c-jcica@state.pa.us

Jodi Rissinger, BSE (Data Manager)

jrissinger@state.pa.us

41

slide42

Office for Elementary and Secondary Education

Carolyn Dumaresq, Deputy Secretary

Bureau of Special Education

John J. Tommasini, Director

Patricia Hozella, Assistant Director

slide43

The mission of the Pennsylvania Department of Education is to lead and serve the educational community, to enable each individual to grow into an inspired, productive, fulfilled lifelong learner.

slide44

Tom Corbett Ronald J. Tomalis

Governor Secretary of Education