Annual Performance
Report
February 15, 2013
Submitted
May 16, 2013
Clarification
APR Template – Part B
Mississippi
Part B State Annual Performance Report (APR) for FFY 2011
Overview of the Annual Performance Report Development:
The Mississippi Department of Education (MDE), Office of Special Education (OSE)
developed the Mississippi State Performance Plan (SPP) with input from stakeholders,
particularly through the State Special Education Advisory Panel. The State Special
Education Advisory Panel consists of 25 members representing parents of children with
disabilities, individuals with disabilities, teachers, IHL representatives, State and local
officials, administrators of programs for children with disabilities, representatives of
other State agencies involved in the financing or delivery of related services to children
with disabilities, representatives of private schools, and a representative of a vocational
community or business organization concerned with transition services to children with
disabilities. The Advisory Panel members are appointed by the State Superintendent of
Education and they serve in an advisory capacity to the State Board of Education
concerning: unmet needs within the State in the education of Students with Disabilities
(SWD), the development of evaluations and reporting of data, the development of
improvement plans, and the development and implementation of policies and
procedures. The mission of the Special Education Advisory Panel is to promote the
education of children and youth with disabilities. The panel provides advice and
guidance to the MDE/OSE, regarding the education and related services of children and
youth with disabilities in Local Educational Agencies (LEAs). The advice and guidance
includes input from citizens and constituent groups. Additional information on the
Mississippi Advisory Panel may be found online at http://www.mde.k12.ms.us/specialeducation/special-education-advisory-panels.
Continuous input is solicited as evidenced by the SPP/APR presentations that were
made during three of the State Special Education Advisory Panel public meetings held
this past year. One presentation outlined the State’s determination of Meets
Requirements and the criteria used by the Office of Special Education Programs
(OSEP) for the Special Education Authority (SEA) Determinations. Other presentations
during the year provided the group with an overview of each individual Indicator,
proposed new calculations for some Indicators, and proposed new targets. The panel
reviewed the targets and improvement activities and advised the OSE on revisions, if
needed. All Advisory Panel meetings are open to the public and opportunities are
provided to allow for public comment during each of these meetings. Comments also
may be submitted in writing and those comments are also presented during the panel's
public meetings. Dates for each meeting are published in advance and public notice of
each meeting is disseminated via the MDE/OSE web page, Superintendent’s Monday
Memo, newspaper advertisements, mass mail-outs to parent advocacy groups, and
other interested parties. Agendas for each meeting are also posted to the OSE web site
approximately two weeks in advance of each meeting.
Additionally, input on the SPP/APR was solicited from LEA personnel during
presentations made at each quarterly LEA Special Education Director’s Meeting. These
meetings also serve to keep the LEAs informed and focused on the 18 Indicators of the
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 2
APR Template – Part B
Mississippi
SPP/APR. Discussions were led by OSE staff in order to familiarize the LEAs with the
requirements, targets, and calculations for each Indicator. OSE staff requested input
from LEA personnel through these meetings and reviewed each suggestion offered.
The Mississippi APR will be disseminated to the public through the constituencies of
various stakeholder groups, including the State Advisory Panel and parent advocacy
groups in the same manner as previous APRs and the SPP have been distributed. It will
be posted, along with the publicly reported LEA data, on the MDE/OSE website for
review and downloading once the APR clarification week with OSEP has passed (which
is expected to occur during the month of April), http://www.mde.k12.ms.us/specialeducation/special-education-spp-apr. The Mississippi SPP will also be revised and
available at the above website.
The United States Department of Education, Office of Special Education Programs
(OSEP) and the Southeast Regional Resource Center (SERRC) provided invaluable
technical assistance to the MDE to improve and strengthen the State’s APR reporting
process. OSE staff participates in all scheduled OSEP conference calls. Additional
technical assistance calls were scheduled with OSEP State consultant Jennifer Finch.
Kimberly Hartsell with SERRC committed several days to work with MDE/OSE staff on
the preparation of the State’s data. Their assistance enabled OSE staff to gain a better
understanding of the SPP/APR requirements in preparation of this report.
Currently, the MDE reports special education data in multiple ways. Data for children
with disabilities can be found through the Mississippi Report Card
(http://www.msreportcard.com/), the LEA Data Profiles
(http://www.mde.k12.ms.us/special-education/special-education-district-data), and the
Mississippi Assessment and Accountability Reporting System
(http://ors.mde.k12.ms.us/). A web page specifically for the SPP/APR that showcases
the updated SPP, prior APRs, publicly reported data, and technical assistance
documents
(http://www.mde.k12.ms.us/special-education/special-education-spp-apr) exists on the
MDE/OSE website.
The MDE/OSE conducted an intensive data review this past year and assisted LEAs in
analyses of their data. After pulling data for FFY 2011 (SY 2011 – 2012), the
Department sent letters and emails to those LEAs whose data indicated possible
noncompliance with Indicators 4, 9, 10, 11, 12, and 13. The MDE/OSE also contacted
LEAs throughout the school year with reminders to enter data in the State database
when it appeared data was incomplete. LEAs are putting more stringent data entry and
review procedures in place to ensure the continued accuracy and timeliness of the data
entered into the State data system.
This past school year brought focus by LEAs on the SPP/APR Indicators as well as
increased attention on data entry into the State database. This focus has placed an
emphasis on the necessity of timely and accurate data entry. Every LEA is striving on a
daily basis to ensure that its data is timely and accurate for each individual child.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 3
APR Template – Part B
Mississippi
The Mattie T. Modified Consent Decree, signed in December of 2003, put in place
several rigorous goals and targets for LEAs in the State related to identification rates of
Emotional Disabilities and Other Health Impairments, disproportionality, and Least
Restrictive Environment. On December 10, 2012, the Mattie T. Consent Decree court
case was dismissed with prejudice. This was a monumental achievement for the State
of Mississippi and a direct reflection of the hard work of all LEAs in the State. All of the
goals and targets in the decree were achieved. Many of the activities in the SPP were
closely aligned with efforts related to reaching the goals and targets in the Mattie T.
Modified Consent Decree. With its conclusion, MDE’s stakeholders have begun to
review and revise our activities to align with our new direction.
Mississippi is focusing its efforts to improve outcomes for students with disabilities. As
part of the newly introduced Results Driven Accountability (RDA), the Office of Special
Education Programs (OSEP) has presented a model of accountability that moves away
from an emphasis on procedural compliance and places the focus on student
achievement results and outcomes. This new model will bring changes in the way that
OSEP carries out its general supervision requirements, including SEA determinations.
In accordance, MDE has begun to hold stakeholder meetings to receive input from the
field on how to revise the mechanisms of monitoring LEAs for compliance while making
the shift to focus on outcomes. This change will reflect a more service oriented model
that will assist the LEAs in reaching the desired results and outcomes. The State
Advisory Panel has been very involved in this process and will be providing invaluable
input as we move forward with this new initiative.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 4
APR Template – Part B
Mississippi
Summary of Indicator Performance
Indicator
1. Graduation
2. Dropout
3a. AYP Met for RLA and Math Assessment
3b. Participation in RLA Assessment
3b. Participation in Math Assessment
3c. Proficiency in RLA Assessment
3c. Proficiency in Math Assessment
4a. Suspension/Expulsion % of LEAs
4b. Significant Discrepancy Suspension/Expulsion % of
LEAs
5a. LRE In Regular Ed 80% or more
5b. LRE In Regular Ed less than 40%
5c. LRE In Separate Schools, Residential, Homebound,
Hospital
6a. Preschool LRE Reg. Early Childhood Program Inclusive
6b. Preschool LRE Separate Class, School, or Residential
Facility
7. Preschool Improved in Outcome A
7. Preschool Functioning within age expectations in
Outcome A
7. Preschool Improved in Outcome B
7. Preschool Functioning within age expectations in
Outcome B
7. Preschool Improved in Outcome B
7. Preschool Functioning within age expectations in
Outcome B
8. Parent Involvement
9. Disproportionate Representation in Child Count
10. Disproportionate Representation by Disability
SLD
EmD
LS
OHI
AU
ID
11. Child Find
12. Part C to B Transition
13. Secondary Transition with IEP Goals
14a. Post-School Outcomes Higher Education
14b. Post-School Outcomes Higher Education or
Competitive Employment
14c. Post-School Outcomes Positively Engaged
15. Monitoring, Complaints, Hearings
18. Hearing Requests that went to Resolution
19. Mediations
20. Timeliness of State Reported Data/Reports
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Target
66.00
Baseline
Baseline
95.00
95.00
Baseline
Baseline
0
Actual
23.00
10.77
17.30
98.0
97.9
22.2
31.1
12.5
Target Met
No
N/A
N/A
Yes
Yes
N/A
N/A
No
0%
58.47
16.98
0%
66.25
13.47
Yes
Yes
Yes
<=2.17
Baseline
2.18
64.75
No
N/A
Baseline
50.00
15.07
48.00
N/A
No
83.00
52.00
79.00
51.00
No
No
71.00
41.00
65.00
40.00
No
No
79.00
73.46
0
74.00
96.53
0
No
Yes
Yes
0
0
0
0
0
0
100.00
100.00
100.00
28.00
0
0
0
0
0
0
99.59
97.59
99.48
25.00
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
No
65.00
82.00
100.00
50.00
75.00
100.00
59.00
78.00
89.09
50.00
58.5
100.00
No
No
No
Yes
No
Yes
Page 5
APR Template – Part B
Discussion of Data
Indicator 1: Graduation………………………………………
Indicator 2: Dropout………………………………………….
Indicator 3: Assessment……………………………………..
Indicator 4: Discipline………………………………………..
Indicator 5: LRE 6 to 21 Year Olds…………………………
Indicator 6: LRE 3 to 5 Year Olds…………………………..
Indicator 7: Pre-School Assessment……………………….
Indicator 8: Parental Involvement…………………………..
Indicator 9: Disproportionality in Special Education………
Indicator 10: Disproportionality in Disabilities……………....
Indicator 11: Eligibility within 60 Days (Initial Rulings)…….
Indicator 12: Transition from Part C to Part B………………
Indicator 13: Secondary Transition…………………………..
Indicator 14: Post-School Outcomes………………………...
Indicator 15: General Supervision……………………………
Indicator 18: Hearing Requests………………………………
Indicator 19: Mediations………………………………………
Indicator 20: Timeliness of State Reported Data and Reports
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Mississippi
Page
Number
9
18
27
39
47
54
59
70
75
81
86
96
101
116
131
153
156
159
Page 6
APR Template – Part B
Mississippi
Acronyms Used in FY 2011 (SY 2011 - 2012) APR
AMO
Annual Measurable Objectives
APR
Annual Performance Report
AU
Autism
BDI-2
Battelle Developmental Inventory, 2nd Edition
CAP
Corrective Action Plan
CEIS
Coordinated Early Intervening Services
CFA
Children First Act
CSPR
Consolidated State Performance Report
DB
Deaf-Blind
DD
Developmentally Delayed
EmD
Emotional Disability
ESEA
Elementary and Secondary Education Act
FBA
Functional Behavior Assessment
FFY
Federal Fiscal Year
HI
Hearing Impaired
ICT
Information and Communication Technology
ID
Intellectual Disability
IEP
Individualized Education Programs
IP
Improvement Plan
LEA
Local Education Authority
LRE
Least Restrictive Environment
LS
Language Speech
MAAECF
Mississippi Alternate Assessment of Extended Curriculum Frameworks
MCT2
Mississippi Curriculum Test, 2nd Edition
MD
Multiple Disabilities
MDE
Mississippi Department of Education
MDH
Mississippi Department of Health
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 7
APR Template – Part B
Mississippi
MDR
Manifestation Determination Review
MDRS
Mississippi Department of Rehabilitation Services
MOA
Memorandum Of Agreement
MOD
Mississippi Occupational Diploma
MSAS
Mississippi Student Assessment System
MSIS
Mississippi Student Information System
NDO
Non-disabled only
NGA
National Governor’s Association
OHI
Other Health Impairment
OI
Orthopedic Impairment
OSA
Office of Student Assessment
OSE
Office of Special Education
RtI
Response to Intervention
RLA
Reading Language Assessment
RSC
Regional Resource Center
SBE
State Board of Education
SEA
State Education Authority
SERRC
South East Regional Resource Center
SLD
Specific Learning Disability
SPP
State Performance Plan
SWD
Students with Disabilities
SY
School Year
TBI
Traumatic Brain Injury
VI
Visually Impaired
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 8
APR Template – Part B
Mississippi
Part B State Annual Performance Report (APR) for FFY 2011 (SY 2011-2012)
[based on SY 2010-2011 data]
Monitoring Priority: FAPE in the LRE
Indicator 1: Percent of youth with IEPs graduating from high school with a regular
diploma.
(20 U.S.C. 1416 (a)(3)(A))
Measurement: States must report using the adjusted cohort graduation rate required
under the ESEA.
FFY
Measurable and Rigorous Target
2011
(2011-2012)
based on
SY 20102011 data
66.00%
Actual Target Data for FFY 2011 (SY 2011-2012) based on SY 2010-2011 data:
FFY
SWD Graduating with a Regular Diploma
2011
(2011-2012) based on SY
2010-2011 data
23% Target Not Met
Total number of SWD in full cohort: 4,631
Denominator for Graduation/Completion calculation: 3,743 (Full cohort minus transfers
and deaths)
Number of SWD who graduated with a regular diploma in 4 years: 863
863/3743 = 23%
Data, measurements, and targets for Indicator 1 are the same as those reported under
Title I of the Elementary and Secondary Education Act (ESEA).
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 9
APR Template – Part B
Mississippi
The State obtained approval from the U.S. Department of Education to report a new fouryear cohort graduation rate beginning with the SY 2009-2010 Consolidated State
Performance Report (CSPR).
The graduation requirements in Mississippi associated with graduating with a standard
high school diploma are the same for Students with Disabilities (SWD) as they are for
Non-Disabled Only (NDO).
Youths in Mississippi must meet the following requirements for graduation with a standard
high school diploma: a) earn a minimum of 21 Carnegie Units; b) take the following
required, subject area courses - U.S. History from 1877, English II, Biology I, and Algebra
I; and c) pass all end-of-course tests in the required subject areas noted in (b). LEAs have
the authority to require additional Carnegie Units to meet local requirements for a
standard high school diploma. Some local LEAs who utilize a 4 x 4 block or A/B block
schedule require students to earn 26 – 28 Carnegie Units in order to receive a standard
high school diploma.
Discussion of Improvement Activities Completed for FFY 2011(SY 2011-2012):
State Performance Plan 2005-2012 Improvement Activities FFY 2011
Improvement Activities
(SY 2011-2012)
The OSE advances its LRE goals through the
following activities:
Monitoring of LEAs using the focused
monitoring process in the area of LRE.
The SEA disaggregates LRE data by
individual LEAs in the age categories of 611 and 12-17 to more appropriately
determine individual LEA performance
with LRE data at the secondary level.
Such data analysis revealed a need to
devote attention to inclusive practices at
the secondary level. Through its
monitoring process, OSE has made a
tremendous effort at the elementary level
to maintain students who have been
initially identified as eligible for special
education services in regular education
classrooms. The area of greatest need
with regard to LRE appears to be
transitioning from elementary school to
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Technical assistance staff and
contractual personnel provided 16
training opportunities in the following
areas related to Least Restrictive
Environment (LRE): LRE training,
Inclusion, and IEP training. Each of
these training opportunities addressed
LRE requirements and the procedure
for reviewing placement decisions for
SWD. The procedure is a four-step
process designed to help IEP
committees as they develop student
IEPs, and make valid decisions
regarding placement in the LRE.
Page 10
APR Template – Part B
Mississippi
State Performance Plan 2005-2012 Improvement Activities FFY 2011
Improvement Activities
(SY 2011-2012)
middle school and from middle school to
secondary school. In order to address
positive outcomes for SWD by earning a
standard high school diploma,
professional development and technical
assistance will be provided relative to
inclusive practices and implementation of
LRE requirements at the secondary level.
(Ongoing)
MDE will provide resources for
educational personnel in the State
through information on our website, and
through the provision of resources to
support the graduation initiative. The
OSE, in consultation with Dr. Marilyn
Friend of The University of North Carolina,
Greensboro has developed an
instructional toolkit, Toolkit for Success:
Professional Development Resources.
This toolkit provides resources to support
educational personnel in their role of
providing instruction to SWD in general
education settings. (Distribution to LEAs:
February 2006)
Additional items were added to the Toolkit
for Success: Professional Development
Resources during the 2011-2012 school
year. Toolkits containing original
resources as well as the newly added
resources were disseminated to LEAs. A
total of 30 additional toolkits were
distributed to the 152 LEAs, Regional
Resource Centers (RSC), and various
offices at MDE. The resources included in
the toolkits are designed to provide
support to educators by addressing the
needs of individual students in the various
content areas. The resources will increase
SWD success in general education
courses, and their ability to earn a
standard high school diploma.
Various resources included in the toolkit
are frequently featured in regional
meetings, regional trainings conducted
by the OSE, and quarterly meetings
scheduled with the Directors of Special
Education.
Three regional technical assistance
centers were established by the SEA in
2005 to provide support for LEAs in
greatest need of improvement, as
identified through focused monitoring. Six
full-time professional personnel work with
individual LEAs to assist with
implementation of improvement plans and
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
During the 2011-2012 school year, staff
assigned to the three RSCs continued
their provision of technical assistance to
LEAs on Plans of Rapid Compliance. The
RSC staff worked with many of these
LEAs prior to on-site visits to assist them
with the LEA self-review. Following the
OSE site visit, the RSC staff assisted
many of these LEAs in the development
Page 11
APR Template – Part B
Mississippi
State Performance Plan 2005-2012 Improvement Activities FFY 2011
Improvement Activities
(SY 2011-2012)
school improvement activities.
Training is offered and conducted each
year by the OSE. Topics include, but are
not limited to: LRE Training, Inclusion,
and IEP Training. Increasing the
graduation rate for SWD is incorporated
into many of these training opportunities.
Each LEA in the State is required to
develop and maintain a Dropout
Prevention Plan which includes SWD.
of the LEA improvement plan. In all
instances, the RSC staff completed their
primary responsibility of supporting the
LEA staff in the correction of
noncompliance through the
implementation of the corrective actions in
the approved LEA improvement plans.
Training opportunities were provided to
LEA personnel related to LRE, Inclusion,
and IEPs. Training was provided on the
following dates:
○
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Vicksburg, MS – July 28, 2011
DeSoto, MS – October 26, 2011
Gulfport, MS – November 8, 2011
Jackson, MS – November 14, 2011
Gulfport, MS – November 29, 2011
Gulfport, MS – November 30, 2011
Starkville, MS – December 15, 2011
Jackson, MS – January 9, 2012
Jackson, MS – January 10, 2012
Jackson, MS – January 13, 2012
DeSoto, MS – January 23, 2012
DeSoto, MS – January 24, 2012
Tupelo, MS – February 9, 2012
Tupelo, MS – February 10, 2012
Jackson, MS – February 15, 2012
Tupelo, MS – March 1, 2012
The Office of Dropout Prevention requires
each LEA to develop and implement a
LEA Dropout Prevention Plan, and to
establish a team dedicated to
implementing the plan. This team is
designed to work as a school-community
partnership. The team will include school
personnel, representatives from local
businesses, faith-based organizations,
and the community at large.
The Office of Dropout Prevention
developed the Roadmap to Success: A
Framework for LEA Dropout Prevention
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 12
APR Template – Part B
Mississippi
State Performance Plan 2005-2012 Improvement Activities FFY 2011
Improvement Activities
(SY 2011-2012)
Plans. The LEA dropout prevention plan
process required each LEA to complete a
needs assessment, describe the
implementation of current LEA-level
activities related to K-12 dropout
prevention, and describe proposed
initiatives. The plan is required to include
the following components:
o LEA Dropout Prevention Plan
Cover Sheet and Dropout
Prevention Team Signature Page;
o Statement of Assurances;
o Outcomes of the Needs
Assessment;
o Details of Current LEA Initiatives;
o Proposed Initiatives with Prioritized
Actions.
Each LEA is required to submit a selfassessment based on the SPP/APR
Indicators as part of their annual
application process. In reporting on
performance of Indicator 1, LEAs will be
required to analyze the data provided by
the State for post-school outcomes. The
State will utilize the data display templates
provided by National Post-School
Outcomes (NPSO) to provide LEAs with
this data. This will provide LEAs with data
that will allow them to identify targeted
groups of their population for
improvement.
LEAs submitted self-assessments as part
of their annual application that included
measurable activities to increase the
percentage of SWD graduating with a
regular high school diploma.
Additional Improvement Activities for FFY 2011 (SY 2011-2012):
On August 30 – September 1, 2011 the OSE, in collaboration with Career and Technical
Education, Curriculum and Instruction, the Office of Dropout Prevention and Compulsory
School Attendance Enforcement hosted its Annual Dropout Prevention Conference.
During the 2011 - 2012 school year, the Mississippi State Board of Education (SBE)
updated the State’s accountability standards to include a new exit option: the Career
Pathways Diploma. This update also included the requirement that all students exiting 8th
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 13
APR Template – Part B
Mississippi
grade must complete an Individual Career and Academic Plan (iCAP). The Career
Pathway Option is a standard diploma that requires the students to complete four career
and technical education units and two-and-one-half elective units specified in the
student’s iCAP. The iCAP is a guide for students to help them establish and achieve their
career and academic goals for success after high school by (1) providing mentorship and
guidance to assist students in career pathway planning, (2) helping students identify
correct graduation pathway options, (3) supporting changes to meet student needs and
ambitions, and (4) helping students transition into a profession or postsecondary
educational major. Training was provided as follows:
Indianola, MS – September 12, 2011; October 17, 2011
Pearl, MS – September 14, 2011; October 13, 2011
Pearl, MS – September 16, 2011; October 12, 2011
MS State University, MS – September 19, 2011; October 24, 2011
Tupelo, MS - September 23, 2011; November 11, 2011
Perkinston, MS – September 26, 2011; November 1, 2011
MS State University, MS – September 27, 2011; October 24, 2011
Hattiesburg, MS – September 28, 2011; October 31, 2011
Summit, MS - September 29, 2011; November 10, 2011
Tunica, MS – October 3, 2011; November 9, 2011
On January 25, 2012, OSE provided superintendents with information on the Career
Pathways and iCAP at the Mississippi Association State Superintendents (MASS) Winter
Conference. Additional information was provided at the March 28, 2012 MASS Spring
Conference. The superintendents were provided information about the Mississippi
Occupational Diploma (MOD) and the iCAP.
School administrators at the 2011 Mississippi Association of School Administrators
(MASA) Annual Fall Meeting and Leadership Conference on October 16-18, 2011
received information about the iCAP.
The Mississippi State Board of Education (SBE) has made a commitment to address its
dropout and graduation rates for all students. This commitment has the full support of the
Interim State Superintendent of Education and the MDE.
The State Dropout Prevention Plan includes the following goal: “To increase the
graduation rate for 9-12 cohort classes on a systematic basis to 85% by the 2018-2019
school year as mandated by Mississippi Code §37-13-80.”
The MDE hosted the first Destination Graduation Teen Summit, MDE’s Statewide dropout
prevention awareness campaign on January 15, 2008. Since then, the MDE continues to
sponsor a variety of forums designed to reach youth and to publicly promote dropout
prevention strategies with parents and community partners throughout the State.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 14
APR Template – Part B
Mississippi
The momentum for dropout prevention continues to build across the State as LEAs
develop dropout prevention programs, and partnerships are formed with the business
sector and local communities.
SWD are included in the redesign plan. The Office of Career and Technical Education
oversees the Special Populations program, a Federally-funded program which provides
remediation to students in vocational and technical areas, including SWD. Special
populations’ services focus on recruitment, enrollment, instruction, retention, completion,
placement, and follow-up of special populations preparing for high-skill, high-wage
occupations and/or nontraditional employment in new and emerging careers. The
purpose of instructional services rendered by the special population personnel is to
enable special population students to experience success in their chosen vocational
education programs. Student services personnel may provide instruction for the
disadvantaged vocational SWD in areas including mathematics, reading, and writing. The
instruction is coordinated with the vocational instructor and services are delivered
concurrently with enrollment in a vocational education program. A diverse method of
instruction is used in providing services to those identified students. Students receive a
variety of instruction ranging from individualized instruction to updated computer
remediation programs. This process is to ensure that those students master
competencies, and learn employability skills to assist them in becoming successful in the
world of work. Vocational education instructors continue to utilize the differentiated
instructional strategies listed on each student’s IEP to deliver instruction. The special
population instructors continue to be available for remediation.
OSE will continue to support the SBE goals and strategies to address Mississippi’s
dropout rate for all students. This Statewide initiative focuses on all students, while
addressing Indicator 1 as OSE works to increase the percent of youth with IEPs
graduating from high school with a regular diploma.
MDE, with consensus from stakeholder groups, addresses Indicator 1 through the
implementation of inclusive practices and other activities relative to LRE. By increasing
access to the general curriculum across all grade levels and providing appropriate
accommodations and modifications, more SWD are expected to meet the requirements
for a standard high school diploma, thus increasing the graduation rate. With inclusive
practices and the supports necessary for successful inclusion of SWD in regular
education classrooms, the graduation gap between SWD and their non-disabled peers
should close.
In order to provide LEAs with data necessary for informed decision-making, the OSE
annually produces and publishes Mattie T. Data Trend Charts
http://www.mde.k12.ms.us/special-education/special-education-district-data and
SPP/APR Publicly Reported Data http://www.mde.k12.ms.us/special-education/specialeducation-spp-apr.
OSE staff participated in professional development activities with the School Turnaround
Learning Community and the American Youth Policy Forum regarding the development
Part B State Annual Performance Report for (FFY 2011)
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APR Template – Part B
Mississippi
and use of early warning systems to decrease dropout rates and improve graduation
rates and the development of comprehensive systems that support graduation. This
information will be incorporated in future trainings and guidance for districts.
Explanation of Progress or Slippage that Occurred for FFY 2011 (SY 2011-2012):
Indicator 1 - SWD Graduating with a Regular Diploma
75
63
66
66
65
55
45
35
19
23
20
25
15
Baseline - 2009
2010
Target
2011
Actual
Target = 66.00%, Actual = 23% - Target Not Met
Data reported in FFY 2011 lags a year, and is based on SY 2010-2011 data. The target
set by the State for all students is a measure of graduation with a regular diploma within 4
years. Many students with disabilities are able to obtain a regular diploma, but require an
extended timeframe of five or six years to do so. Those students are not reflected in this
data.
The completion rate for SWD (includes those students who exited with a certificate of
completion, Mississippi Occupational Diploma, standard high school diploma, etc.) was
70.7% for SY 2010-2011.
The SBE goals and strategies will continue to be at the forefront of all educational
activities within the State of Mississippi. These goals and strategies play an important part
Part B State Annual Performance Report for (FFY 2011)
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APR Template – Part B
Mississippi
of the SPP improvement activities. OSE will continue to strive to address these goals and
strategies in order to increase the graduation rate of SWD in the coming years. All SPP
improvement activities will continue throughout the next school year.
Revisions, with Justification, to Proposed Targets / Improvement Activities /
Timelines / Resources for FFY 2012:
None
Part B State Annual Performance Report for (FFY 2011)
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Part B State Performance Plan (SPP) for 2005-2012
Monitoring Priority: FAPE in the LRE
Indicator 2: Percent of youth with IEPs dropping out of high school.
(20 U.S.C. 1416 (a)(3)(A))
Measurement: States must report a percentage using the number of youth with IEPs
(ages 14-21) who exited special education due to dropping out in the numerator and the
number of all youth with IEPs who left high school (ages 14-21) in the denominator.
Overview of Issue/Description of System or Process:
Mississippi's procedures for collecting and reporting data related to dropouts and high
school graduates are aligned closely with those outlined by the National Center for
Education Statistics in the U.S. Department of Education. Annual dropout data are
currently collected through the Mississippi Student Information System (MSIS) using
dropout codes entered by district personnel.
Data for Indicator 2 lags a year and is based on SY 2010-2011 exiting data.
New baselines, targets, and activities were re-established in FFY 2011 to align with new
measurement instructions provided by OSEP.
Baseline Data for FFY 2011 (2011-2012) [based on SY 2010-2011 data]:
Numerator:
Total number of students with disabilities (SWD) (ages 14-21) who
dropped out: 359
Denominator: Total number of SWD (ages 14-21) who left high school: 3,333
359/3333 = 10.77%
Denominator includes:
SWD who graduated with a regular high school diploma: 923
SWD who received a certificate: 2,019
SWD who reached maximum age: 25
SWD who dropped out: 359
SWD who died: 7
Part B State Annual Performance Report for (FFY 2011)
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Students with IEPs that exited special education due to transferring to regular education
or who moved, but are known to be continuing in education are not included in the
denominator.
The definition of a dropout is the same for SWD and Non-Disabled Only (NDO)
students.
A dropout is defined as an individual who:
Was enrolled in school at some time during the previous school year
Was not enrolled at the beginning of the current school year
Has not graduated from high school
And does not meet any of the following exclusionary conditions:
o Transfer to another public school district, private school, or state/district approved
educational program
o Temporary absence due to suspension or school-approved absence
o Death
For purposes of reporting dropout data to OSEP through the IDEA 618 data collection,
the State uses a single year of data for reporting. The LEAs report dropouts throughout
the school year, and the data collection for 618 reporting takes place after the end of the
school year.
The State also reports a dropout rate for SWD under Title I of the Elementary and
Secondary Education Act (ESEA). That rate is based on a four-year cohort of students.
Though the definition of a dropout remains the same as for IDEA 618 reporting, the
number of students who drop out is captured over a four-year period. The dropout rate
for SY 2010-2011 using ESEA calculations is 22%.
Mississippi is setting new baseline data for FFY 2011, based on SY 2010-2011 exiting
information reported to OSEP under IDEA section 618. This data is currently submitted
through the EDFacts file specification C009.
Discussion of Baseline Data:
MDE and its stakeholders have decided to retain the previous targets, which are the
same targets for all students in the State.
The percentage of SWD dropping out of high school met the previously set target
statewide target of 15% by nearly 5 percentage points. As evidenced by trend data
below, Mississippi expects to meet the dropout targets set for all students in the State in
the future.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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SPP Template
Mississippi
FFY
Dropout Rate
2009-2010
10.31%
2008-2009
13.40%
2007-2008
16.82%
FFY
Measurable and Rigorous Target
2005
(2005-2006)
Baseline 618 data for SWD dropping out of school was 13.74%. The
dropout rate for SWD will decrease by 0.5 from 13.74%.
2006
(2006-2007)
The dropout rate for SWD will decrease by 0.5 from 13.74% to 13.24%.
2007
(2007-2008)
The dropout rate for SWD will decrease by 0.5 from 13.24% to 12.74%.
2008
(2008-2009)
The dropout rate for SWD will decrease by 0.5 from 12.74% to 12.24%.
2009
(2009-2010)
based on SY
2008-2009 data
Baseline ESEA data for SWD dropping out of school was 24% - Target
set under Title I of the ESEA is 22% or less.
Part B State Annual Performance Report for (FFY 2011)
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SPP Template
Mississippi
2010
(2010-2011)
based on SY
2009-2010 data
18% or less
2011
(2011-2012)
based on SY
2010-2011 data
Baseline data – 10.77%
2012
(2012-2013)
based on SY
2011-2012 data
13% or less
Improvement Activities/Timelines/Resources:
The following activities will be continued and updated through 2012:
Mississippi's procedures for collecting and reporting data related to dropouts and high
school graduates are aligned closely with those outlined by the National Center for
Education Statistics in the U.S. Department of Education. Annual dropout data are
currently collected through the MSIS using dropout codes entered by Leading Education
Authority (LEA) personnel.
The definition of dropout is the same for SWD and NDO.
As outlined in Indicator 1, the SBE has made a commitment to address the dropout rate
for all students. This commitment has the full support of the State Superintendent of
Education and the MDE.
One of the SBE’s bold goals states: “Reduce the dropout rate to 13% by 2015.”
Three additional accomplishments that demonstrate Mississippi’s commitment to
address dropout prevention include:
The Mississippi State Legislature established the Office of Dropout Prevention
(Mississippi Code: Title 37 Education § 37-13-80) which is responsible for the
administration of Mississippi's Statewide dropout prevention program and the
recommendation of any regulations or policies that may be adopted by the State
Board of Education pertaining to dropout prevention. Additionally, it is the intent of
the State that, through the Statewide dropout prevention program and the dropout
prevention programs implemented by each school district, the graduation rate for 9 Part B State Annual Performance Report for (FFY 2011)
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Mississippi
12 cohort classes will be increased to eighty-five percent (85%) by the 2018-2019
school year. The Office of Dropout Prevention has established graduation rate
benchmarks for each two-year period from the 2008-2009 school year through the
2018–2019 school year. By 2012–2013, initiatives instituted by the Office of Dropout
Prevention are expected to reduce the State’s grades 9–12 dropout rate by 50%.
Similarly, by 2012–2013, the Statewide truancy rate is expected to be reduced by
50% due to the programs being implemented by the Office of Dropout Prevention.
Hosting the first Destination Graduation: Teen Summit, the MDE’s Statewide dropout
prevention awareness campaign on January 15, 2008.
Hosting the first Destination Graduation: Adult Summit, scheduled for February 28,
2008.
All three of these accomplishments have been completed and implemented.
Mississippi Code of 1972 Annotated § 37-13-80 was responsible for the creation of the
Office of Dropout Prevention in September 2006. This office is responsible for the
administration of Mississippi’s Statewide dropout prevention program, and any
regulations or policies that may be adopted by the SBE pertaining to dropout
prevention.
MDE believes the work of dropout prevention is a department-wide coordinated
initiative. Various offices within the MDE have programs that address dropout
prevention, including the OSE, the former Office of Reading, Early Childhood, and
Language Arts (now under the Office of Curriculum and Instruction as of July 1, 2010),
the Office of Safe and Orderly Schools, the Office of School Improvement, the Office of
Curriculum and Instruction, the Office of Career and Technical Education, and the Office
of Federal Programs.
The Office of Curriculum and Instruction has several programs in place that aim to help
increase the graduation rate of the State of Mississippi, and create more relevancy and
rigor in the overall classroom experience of more students. The Curriculum Frameworks
have been revised over the last couple of years to add more rigor and relevance in the
instruction of core content, and courses required for graduation. The Office of
Curriculum and Instruction and the OSE supports State Board Policy 4300 (Three Tier
Model for Intervention) that aims to provide teachers and district administrators support
in identifying research-based strategies to help students academically and behaviorally.
The Office of Curriculum and Instruction also support credit recovery policies that allow
for students to earn credit for courses they were previously unsuccessful without having
to take the full course. The programs’ goals are to help increase the graduation rates
that are supported by the Office of Curriculum and Instruction. The programs will create
a new learning experience that meet the needs of students and by helping teachers and
administrators incorporate more innovative approaches to instruction.
Part B State Annual Performance Report for (FFY 2011)
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The Office of Compulsory School Attendance Enforcement works directly with students
who are truant. Truancy is often the first sign that a student is experiencing
environmental changes, which derive from school, home, or community issues. School
attendance officers address the truancy component of the dropouts in Mississippi, along
with other vital roles such as:
Finding the reason for poor attendance
Providing assistance that addresses the reason for poor attendance
Educating families on the Mississippi Compulsory School Attendance Law
Re-engaging students who are transitioning from youth detention centers
Working as liaisons with schools and families to prevent a student from dropping out
Motivating students and families about the importance of an education and attending
school
Filing charges when necessary in enforcing the law
SWD are included in the Redesign plan. The Office of Career and Technical Education
oversees the Special Populations program, a Federally-funded program which provides
remediation to students in vocational and technical areas, including SWD. Special
Populations’ services focus on recruitment, enrollment, instruction, retention,
completion, placement, and follow-up of special populations preparing for high skill, high
wage occupations and/or nontraditional employment in new and emerging careers. The
purpose of instructional services rendered by Special Populations personnel is to
enable Special Populations students (including SWD) to experience success in their
chosen vocational education programs. Student services personnel may provide
instruction for the disadvantaged vocational SWD in areas including mathematics,
reading, and writing. The instruction is coordinated with the vocational instructor, and
services are delivered concurrently with enrollment in a vocational education program. A
diverse method of instruction is used in providing services to those identified students.
Students receive a variety of instruction ranging from individualized instruction, to
updated computer remediation programs. This process is to ensure that those students
master competencies, and learn employability skills to assist them in becoming
successful in the world of work. Vocational education instructors continue to utilize the
differentiated instructional strategies listed on each student’s IEP to deliver instruction.
The Special Populations instructor continues to be available for remediation.
The OSE will continue to support the SBE goals and strategies to address Mississippi’s
dropout rate for all students. This Statewide initiative focuses on all students, and will
address Indicator 2 as OSE works to decrease the percent of youth with IEPs dropping
out of high school.
MDE, with consensus from stakeholder groups, will address Indicator 2 through the
implementation of inclusive practices and other activities relative to LREs. By increasing
access to the general curriculum across all grade levels and providing appropriate
Part B State Annual Performance Report for (FFY 2011)
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SPP Template
Mississippi
accommodations and modifications, more SWD are expected to meet the requirements
for a standard high school diploma, thus increasing the graduation rate. With inclusive
practices and the supports necessary for successful inclusion of SWD in regular
education classrooms, the graduation gap between SWD and their non-disabled peers
should close.
The OSE advances its LRE goals through the following activities:
MDE will provide resources for educational personnel in the State through
information on our website and through the provision of resources to support this
initiative. The OSE, in consultation with Dr. Marilyn Friend of UNC-Greensboro, has
developed an instructional toolkit, Toolkit for Success: Professional Development
Resources, which provides resources to support educational personnel in their role
of providing instruction to SWD in general education settings. (Distribution to LEAs:
February 2006)
o Additional items were added to the Toolkit for Success: Professional
Development Resources during the 2011-2012 school year. Toolkits containing
original resources as well as the newly added resources were disseminated to
LEAs. A total of 30 additional toolkits were distributed to the 152 LEAs attending
training, Regional Resource Centers (RSC), and various offices at MDE. The
resources included in the toolkits are designed to provide support to educators by
addressing the needs of individual students in the various content areas. The
resources will increase SWD success in general education courses, and their
ability to earn a standard high school diploma.
o Various resources included in the toolkit are frequently featured in regional
meetings, regional trainings conducted by the OSE, and quarterly meetings
scheduled with the Directors of Special Education.
Three regional technical assistance centers were established by the SEA for the
purpose of providing support for districts in greatest need of improvement, as
identified through focused monitoring. Six full-time professional personnel work with
individual districts to assist with implementation of corrective action plans and school
improvement activities. (Implementation: Ongoing)
o During the 2011-2012 school year, staff assigned to the 3 RSCs continued their
provision of technical assistance to LEAs that were monitored during the 20082009 school year. The RSC staff worked with many of these LEAs prior to the
on-site visit to assist them with the LEA self-review. Following the OSE site visit,
the RSC staff assisted many of these LEAs in the development of the LEA
improvement plan. In all instances, the RSC staff completed their primary
responsibility of supporting the LEA staff in the correction of noncompliance
through the implementation of the corrective actions in the approved LEA
improvement plan
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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SPP Template
Mississippi
Training is offered and conducted each year by the Office of Special Education. Topics
include, but are not limited to: LRE Training, Inclusion, and IEP Training. Decreasing the
dropout rate for SWD is incorporated into many of these training opportunities.
During SY 2011-2012, training opportunities were provided to LEA personnel related
to LRE, Inclusion, and IEPs. Training was provided on the following dates:
○
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Vicksburg, MS – July 28, 2011
DeSoto, MS – October 26, 20121
Gulfport, MS – November 8, 2011
Jackson, MS – November 14 2011
Gulfport, MS – November 29, 2011
Gulfport, MS – November 30, 2011
Starkville, MS – December 15, 2011
Jackson, MS – January 9, 2012
Jackson, MS – January 10, 2012
Jackson, MS – January 13, 2012
DeSoto, MS – January 23, 2012
DeSoto, MS – January 24, 2012
Tupelo, MS – February 9, 2012
Tupelo, MS – February 10, 2012
Jackson, MS – February 15, 2012
Tupelo, MS – March 1, 2012
Each LEA in the State is required to develop and maintain a Dropout Prevention Plan.
SWD are included in these plans.
Each LEA is required to submit a self-assessment based on the SPP/APR Indicators as
part of their annual application process. In reporting on performance of Indicator 2,
LEAs will be required to analyze the data provided by the State for post-school
outcomes. The State will utilize the Data Display Templates provided by National PostSchool Outcomes (NPSO) to provide districts with this data. This will provide districts
with data that will allow them to identify targeted groups of their population for
improvement.
OSE collaborates annually with Career and Technical Education, Curriculum and
Instruction, the Office of Dropout Prevention, and Compulsory School Attendance
Enforcement to host the Dropout Prevention Conference.
During the 2011-2012 school year, the Mississippi State Board of Education (SBE)
updated the State’s accountability standards to include a new exit option: the Career
Pathways Diploma. This update also included the requirement that all students exiting
8th grade must complete an Individual Career and Academic Plan (iCAP). The Career
Pathway Option is a standard diploma that requires the students to complete four career
Part B State Annual Performance Report for (FFY 2011)
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SPP Template
Mississippi
and technical education units and two-and-one-half elective units specified in the
student’s iCAP. The iCAP is a guide for students to help them establish and achieve
their career and academic goals for success after high school by (1) providing
mentorship and guidance to assist students in career pathway planning, (2) helping
students identify correct graduation pathway options, (3) supporting changes to meet
student needs and ambitions and (4) helping students transition into a profession or
postsecondary educational major. Training was provided as follows:
Indianola, MS – September 12, 2011; October 17, 2011
Pearl, MS – September 14, 2011; October 13, 2011
Pearl, MS – September 16, 2011; October 12, 2011
MS State, MS – September 19, 2011; October 24, 2011
Tupelo, MS - September 23, 2011; November 11, 2011
Perkinston, MS – September 26, 2011; November 1, 2011
MS State, MS – September 27, 2011; October 24, 2011
Hattiesburg, MS – September 28, 2011; October 31, 2011
Summit, MS - September 29, 2011; November 10, 2011
Tunica, MS – October 3, 2011; November 9, 2011
School administrators at the 2011 MASA Annual Fall Meeting and Leadership
Conference on October 16-18, 2011 received information about the iCAP.
In January 25, 2012, OSE provided superintendents with information on the Career
Pathways and iCAP at the Mississippi Association State Superintendents (MASS)
Winter Conference. Additional information was provided at the March 28, 2012 MASS
Spring Conference. The superintendents were provided information about the
Mississippi Occupational Diploma (MOD) and the iCAP.
OSE provides training opportunities via Listserv communication to the Directors of
Special Education. This includes webinars such as Building Early Warning Systems to
Identify Students with Disabilities at Risk for Dropping out of High School and
Monitoring Their Response to Intervention and Transition Planning: Developing a
“Summary of Performance” and Setting Goals.
Part B State Annual Performance Report for (FFY 2011)
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APR Template – Part B
Mississippi
Part B State Annual Performance Report (APR) for FFY 2011 (SY 2011-2012)
Monitoring Priority: FAPE in the LRE
Indicator 3: Participation and performance of children with IEPs on Statewide
assessments:
A. Percent of the LEAs with a disability subgroup that meets the State’s minimum “n”
size that meet the State’s AYP/AMO targets for the disability subgroup.
B. Participation rate for children with IEPs.
C. Proficiency rate for children with IEPs against grade level, modified and alternate
academic achievement standards.
(20 U.S.C. 1416 (a)(3)(A))
Measurement:
A. (choose either A.1 or A.2)
A.1 AYP percent = [(# of districts with a disability subgroup that meets the State’s
minimum “n” size that meet the State’s AYP targets for the disability subgroup)
divided by the (total # of districts that have a disability subgroup that meets the
State’s minimum “n” size)] times 100.
A.2 AMO percent = [(# of districts with a disability subgroup that meets the State’s
minimum “n” size that meet the State’s AMO targets for the disability subgroup)
divided by the (total # of districts that have a disability subgroup that meets the
State’s minimum “n” size)] times 100.
B. Participation rate percent = [(# of children with IEPs participating in the assessment)
divided by the (total # of children with IEPs enrolled during the testing window,
calculated separately for reading and math)]. The participation rate is based on all
children with IEPs, including both children with IEPs enrolled for a full academic year
and those not enrolled for a full academic year.
C. Proficiency rate percent = [(#of children with IEPs scoring at or above proficient
against grade level, modified and alternate academic achievement standards)
divided by the (total # of children with IEPs who received a valid score and for whom
a proficiency level was assigned, and, calculated separately for reading and math)].
The proficiency rate includes both children with IEPs enrolled for a full academic
year and those not enrolled for a full academic year.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Targets and Actual Target Data for FFY 2011:
The Mississippi Department of Education submitted Mississippi’s ESEA Flexibility
(Waiver) Request to the United States Department of Education (ED) on February 24,
2012. MDE’s Request was approved by ED on July 19, 2012 and was implemented in
schools in the 2012-2013 school year. This included the reporting of 2011-2012 school
year assessment results. As a result of the approved waiver, Mississippi will be
resetting baselines for portions of Indicator 3 for FFY 2011.
For more information on Mississippi’s ESEA Flexibility Request, please see our website:
http://www.mde.k12.ms.us/federal-programs/the-esea-flexibility-waiver .
With the new Annual Measurable Objective (AMO) model, the State has set targets for
all students as well as for certain subgroups. One of those subgroups is students with
disabilities. The goal for all students is to reduce by half the percentage of students in
the “all students” group and in each subgroup who are not proficient within six years.
In prior years, Mississippi reported on the AYP performance of LEAs in Indicator 3A.
With the approval of the ESEA Flexibility Request, AYP calculations will no longer take
place in the State and will be replaced with AMO calculations. Therefore, the State will
report using the 3A.2 calculation option for Indicator 3. Baselines and targets for
Indicator 3A.2 have been reset to reflect this change.
In addition, proficiency targets for Indicator 3C have been aligned with the AYP
proficiency calculations in the past. In order to remain aligned to the State’s goals and to
better reflect the subgroup-specific goals for students with disabilities set forth in the
ESEA Flexibility Request, the State is also resetting baselines and targets for Indicator
3C.
Mississippi reduced the n-size for accountability purposes from forty to thirty. The n-size
applies to all subgroups.
FFY 2011
Measurable and Rigorous Targets
Districts Meeting AMO
for Disability Subgroup
(3A.2)
Targets for
FFY 2011
Participation for Students
with IEPs (3B)
Reading
Math
Reading
Math
95%
95%
Baseline
Reset
Baseline
Reset
(2011-2012)
Baseline Reset
Actual Target
Data for
FFY 2011
(2011-2012)
Proficiency for Students
with IEPs (3C)
#
%
#
%
#
%
#
%
#
%
24
17.3%
25976
98.0
25937
97.9
5774
22.2
8054
31.1
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
3. A.2 - Actual AMO Target Data for FFY 2011:
FFY
Measurable and Rigorous Target
FFY 2011 (SY
2011-2012)
Baseline data being reset in FFY 2011 due to ESEA Flexibility
LEAs with a disability subgroup that met the State’s minimum “n” size and met
the State’s AMO target for the disability subgroup.
Year
Total
Number of
LEAs
Number of LEAs
Meeting the “n”
size
Number of LEAs that meet the
minimum “n” size and met AMO
for FFY 2011
Percent of
LEAs
152
139
24
17.3%
FFY 2011
(20112012)
Mississippi reset baselines and targets for Indicator 3A.2 for FFY 2011. The following
targets have been set for FFY 2012:
FFY
2012
(2012-2013)
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Measurable and Rigorous Target
3A.2: 18.3%
Page 29
APR Template – Part B
Mississippi
3. B – Actual Participation Target Data for FFY 2011:
FFY
Measurable and Rigorous Target
FFY 2011 (SY
2011-2012)
Reading – 95%
Math – 95%
Math Assessment
Statewide
Assessment –
2011-2012
A
B
C
D
E
F
G
Children with
IEPs
IEPs in regular
assessment with
no
accommodations
IEPs in regular
assessment with
accommodations
IEPs in alternate
assessment
against gradelevel standards
IEPs in alternate
assessment
against modified
standards
IEPs in alternate
assessment
against alternate
standards
Overall
(b+c+d+e+f)
Baseline
Total
Grade
3
Grade
4
Grade
5
Grade
6
Grade
7
Grade
8
Grade
HS
4538
4279
4207
3945
3559
3401
2562
26491
1921
1365
966
743
550
491
534
6570
25.3
2074
2362
2702
2626
2461
2360
1955
16540
63.8
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
456
491
468
499
460
453
4451
4218
4136
3868
3471
3304
2489
#
%
2827
10.9
25937
97.9
554
2.1
Children included in A but not included in the other counts above
Account for any
children with IEPs that
were not participants
in the narrative.
87
61
71
77
88
97
73
Children with IEPs that did not participate in the assessment include:
Students whose assessment results were invalid - 32 students
Absent – 518 students
Medical emergencies - 4 students
Part B State Annual Performance Report for (FFY 2011)
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APR Template – Part B
Reading Assessment
Statewide
Assessment –
2011-2012
A
B
C
D
E
F
G
Mississippi
Children with
IEPs
IEPs in regular
assessment with
no
accommodations
IEPs in regular
assessment with
accommodations
IEPs in alternate
assessment
against gradelevel standards
IEPs in alternate
assessment
against modified
standards
IEPs in alternate
assessment
against alternate
standards
Overall
(b+c+d+e+f)
Baseline
Total
Grade
3
Grade
4
Grade
5
Grade
6
Grade
7
Grade
8
Grade
HS
4538
4279
4207
3945
3559
3401
2573
26502
2105
1521
1208
1026
804
757
606
8027
30.9
1897
2211
2462
2345
2214
2103
1890
15122
58.2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
456
491
468
498
461
453
4458
4223
4138
3869
3479
3313
2496
#
%
2827
10.9
25976
98.0
526
2.0
Children included in A but not included in the other counts above
Account for any
children with IEPs that
were not participants
in the narrative.
80
56
69
76
80
88
77
Children with IEPs that did not participate in the assessment include:
Students whose assessment results were invalid - 46 students
Absent – 476 students
Medical emergencies - 4 students
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 31
APR Template – Part B
Mississippi
3. C – Actual Performance Target Data for FFY 2011
FFY
Measurable and Rigorous Target
FFY 2011 (SY
2011-2012)
Reading – Baseline data being reset in FFY 2011 due to ESEA Flexibility
Math – Baseline data being reset in FFY 2011 due to ESEA Flexibility
Statewide
Assessment –
2011-2012
A
B
C
D
E
F
G
Children with IEPs
IEPs in regular
assessment with
no
accommodations
IEPs in regular
assessment with
accommodations
IEPs in alternate
assessment
against gradelevel standards
IEPs in alternate
assessment
against modified
standards
IEPs in alternate
assessment
against alternate
standards
Overall
(b+c+d+e+f)
Baseline
Grade
3
Math Assessment Performance
Grade Grade Grade Grade Grade
4
5
6
7
8
Total
Grade
HS
#
%
4451
4218
4136
3868
3471
3304
2489
25937
1232
810
538
339
232
243
200
3594
44.6
526
481
450
403
444
489
551
3344
41.5
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
186
243
247
176
114
150
1944
1534
1235
918
790
882
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
751
1116
13.9
8054
31.1
Page 32
APR Template – Part B
Statewide
Assessment –
2011-2012
A
B
C
D
E
F
G
Children with IEPs
Grade
3
4458
IEPs in regular
assessment with
893
no
accommodations
IEPs in regular
assessment with
230
accommodations
IEPs in alternate
assessment
0
against grade-level
standards
IEPs in alternate
assessment
0
against modified
standards
IEPs in alternate
assessment
185
against alternate
standards
Overall
1308
(b+c+d+e+f)
Baseline
Mississippi
Reading Assessment Performance
Grade Grade Grade Grade Grade
4
5
6
7
8
Total
Grade
HS
#
%
4223
4138
3869
3479
3313
2496
25976
733
447
345
234
175
131
2958
51.2
279
283
248
291
182
170
1683
29.1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
228
203
1240
933
212
805
151
154
676
511
1133
301
19.6
5774
22.2
Mississippi reset baselines and targets for Indicator 3C for FFY 2011. The following
targets have been set for FFY 2012:
FFY
Measurable and Rigorous Target
2012
3C: Reading/Language Arts: 45%
(2012-2013)
Mathematics: 50%
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 33
APR Template – Part B
Mississippi
Discussion of Improvement Activities Completed for FFY 2011 (SY 2011-2012):
State Performance Plan 2005-2012 Improvement Activities FFY 2011
Improvement Activities
(SY 2011-2012)
The Office of Student Assessment
provides support to school personnel
related to the assessment of Mississippi
students under the Mississippi Statewide
Assessment System (MSAS). Staff in the
OSE and OSA work collaboratively to
address the participation of SWD in State
and LEA assessments, and have
provided trainings statewide with copresenters from the OSE and the OSA.
Training opportunities were provided by
the OSA and the OSE during the 20112012 school year that focused on
increasing the participation and
performance of children with disabilities on
statewide assessments.
At the new Special Education Supervisors
Training on October 24-25, 2011, special
education directors were provided training
on statewide testing.
Information was presented at the January
2012 MASS Winter Conference.
Training was provided regionally to
Directors of Special Education on the
Mississippi Alternate Assessment of the
Extended Curriculum Frameworks
(MAAECF).
○ Pearl, MS – September 26, 2011
A number of training opportunities are
provided by the OSE and the OSA
regarding the participation and
performance of SWD in the (MSAS). The
resource manual Testing Students
w/Disabilities Regulations Statewide
Assessment System has been
developed and provided to LEA
personnel. Use the link
http://www.mde.k12.ms.us/studentassessment/student-assessment-specialpopulations to find the publication on the
MDE website.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
MAAECF training was provided in regional
locations for teachers who administer the
MAAECF. Training was provided as noted
below:
o
o
o
o
o
o
o
o
o
o
o
o
Pearl, MS – August 25, 2011
Pearl, MS – August 26, 2011
Pearl, MS – September 1, 2011
Pearl, MS – September 27, 2011
Pearl, MS – September 28, 2011
Pearl, MS – September 29, 2011
Gulfport, MS – October 3, 2011
Hattiesburg, MS – October 4, 2011
Jackson, MS – October 5, 2011
Jackson, MS – October 6, 2011
Oxford, MS – October 11, 2011
Desoto, MS – October 12, 2011
Page 34
APR Template – Part B
Mississippi
State Performance Plan 2005-2012 Improvement Activities FFY 2011
Improvement Activities
(SY 2011-2012)
Additional webinars were provided
regarding MAAECF evidence collection
and administration and scoring of the
MAAECF.
Information was communicated on a
regular and ongoing basis through
Listservs maintained by the OSA and OSE
regarding updates, training opportunities,
and pertinent information.
Information was presented at the January
2012 MASS Winter Conference.
Guidance is provided to school
personnel, parents, and students to
ensure that informed decisions are being
made regarding the MSAS. The guidance
is in accordance with IDEA 1997 and
IDEA 2004 and the No Child Left Behind
(NCLB) Act.
Information was presented to New Special
Education Directors at the New Special
Education Supervisor’s Training on
October 25, 2011 and January 18, 2012.
Guidance was provided to school
personnel, parents, and students to ensure
that informed decisions were being made
regarding the MSAS. The guidance was in
accordance with IDEA 2004 and the NCLB
Act. In accordance with Mississippi Code
37-16-3, all eligible students enrolled in
public schools participate in the MSAS.
Superintendents of each LEA certify
annually that all eligible students enrolled
in designated grades/courses are tested.
Information was presented at the January
2012 MASS Winter Conference.
The following additional improvement activities occurred during FFY 2011 (SY 20011 – 2012):
A Listserv was routinely utilized to provide important communication with Directors of
Special Education regarding pertinent information.
Key supervisory staff in the OSA and OSE worked collaboratively to provide support and
guidance to staff in an effort to keep staff informed of updates and share information. Staff
from both offices worked together to support the major initiatives. Both offices are under the
same Deputy Superintendent, which facilitates support and collaboration. OSE staff assist
with the review and collection of information submitted to the OSA. Information obtained
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 35
APR Template – Part B
Mississippi
through these collaborative reviews informs staff in these two offices of areas in need of
additional guidance and technical assistance to LEA personnel.
Joint training was provided to the LEAs by OSA and OSE.
The Special Education Advisory Council provided feedback on two separate occasions
regarding the State’s ESEA Flexibility Request.
Mississippi adopted the Common Core State Standards (CCSS) in August 2010 and these will
be fully implemented by the 2014-2015 school year. Mississippi is participating in the
Partnership for Assessment of Readiness for College and Careers (PARCC) consortium.
Implementation for grades K-2 began in school year 2011-2012. To prepare for this, training
that includes teachers of students with disabilities began in October 2010. MDE has a
dedicated webpage that houses all training materials regarding the CCSS initiative at
http://www.mde.k12.ms.us/curriculum-and-instruction/curriculum-and-instruction-otherlinks/common-core-state-standards .
As part of this implementation, a supplement to the Response to Intervention manual that
focuses on literacy interventions for low-achieving students, students with disabilities, and
English Language learners, was developed and disseminated by the Offices of Special
Education and Curriculum and Instruction in May and August of 2012.
MDE OSE offered 12 training opportunities during the 2011-2012 school year on the topics of
Accommodating Students in the Classroom and LRE: The Decision-Making Process. OSE also
co-sponsored a co-teaching mini conference with the Mississippi Association of Educators
(MAE). At the two-day conference, school teams of teachers heard presentations about
common core standards, career pathways, co-teaching, inclusion, differentiating instruction,
and bullying. OSE also provided professional development on the topic of inclusion throughout
the school year, at the request of various school districts.
Mississippi is a governing member of The Dynamic Learning Maps (DLM) Alternate
Assessment System Consortium. DLM is a multi-state consortium awarded a grant by OSEP to
develop a new alternative assessment system. The Dynamic Learning Maps Alternate
Assessment (DLM-AAS), which is based on learning maps, will provide an instructionally
embedded assessment integrated into the teaching process, and will incorporate instructionally
relevant item types. These characteristics will provide an alternative assessment that is
matched to the rigor and challenge of the CCSS. The timeline for administration of DLM is
currently aligned with the PARCC implementation.
Public Reporting Information: The public reports of assessment results conforming with 34
CFR §300.160(f) can be found at:
http://ors.mde.k12.ms.us/report1/r2011-12.aspx
To locate participation results for students with disabilities, click the link for ‘Participation
Statistics’ on the above URL. The direct link for the file is:
http://ors.mde.k12.ms.us/pdf/a/MS_Assessment_Statistics_for_2011-20121.pdf.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 36
APR Template – Part B
Mississippi
Proficiency results for students with disabilities can be found under the heading “2011-2012
Student Assessment Data Disaggregated by NCLB Subgroup.” The file “Spring 2012
Mississippi Curriculum Test, 2nd Edition” contains columns labeled “DOB” and “DOP.” These
columns correspond to the percentage of students with disabilities who scored “Basic and
Above” and “Proficient and Above” on the assessment. The direct link for the file is:
http://ors.mde.k12.ms.us/xls/a/2011-12/MCT2_12-RC-Special.xls. Column heading definitions
and further file layout information is contained in the document “Data Layout and Information
for Using Disaggregated Test Data Files,” also located under the heading “2011-2012 Student
Assessment Data Disaggregated by NCLB Subgroup.”
You can also view data by district and school at the following interactive website that contains
the same information as the links above:
http://orshome.mde.k12.ms.us/Accountability_Information/MCT2/MCT212.aspx.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 37
APR Template – Part B
Mississippi
Explanation of Progress or Slippage that Occurred for FFY 2011 (SY 2011-2012):
3A.2 – Percent of LEAs that met AMO targets
Actual = 17.3% - Baselines reset for FFY 2011
Indicator 3B - Participation Rates for SWD
97.7
98
97.5
97.6
98
97
97.9
96.4
95.7 95.7
96
95
95
95
95.6
95
95
95
95
94
97.4
95
93.8
95
95
95
95
95
93.6
93
92
91
2006 2007 2008 2009 2010 2011
2006 2007 2008 2009 2010 2011
RLA
MATH
Target
Actual
Reading Target = 95% / Actual = 98% – Target Met
Math Target = 95% / Actual = 97.9% – Target Met
The State demonstrated progress for RLA and Math participation and exceeded the 95% target
for participation. All SPP Improvement Activities will continue throughout the next school year.
3C – Proficiency
Reading/Language Arts Actual = 22.2% – Baselines reset for FFY 2011
Mathematics Actual = 31.1% – Baselines reset for FFY 2011
Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines /
Resources for FFY 2012:
None
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 38
APR Template – Part B
Mississippi
Part B State Annual Performance Report (APR) for FFY 2011 (SY 2011-2012) [based on
SY 2010-2011 data]
Monitoring Priority: FAPE in the LRE
Indicator 4: Rates of suspension and expulsion:
A. Percent of LEAs that have a significant discrepancy in the rate of suspensions and
expulsions of greater than 10 days in a school year for children with IEPs; and
B. Percent of LEAs 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 or practices that contribute to the significant discrepancy and
do not comply with requirements relating to the development and implementation of IEPs,
the use of positive behavioral interventions and supports, and procedural safeguards.
(20 U.S.C. 1416(a)(3)(A); 1412(a)(22))
Measurement:
A. Percent = [(# of districts that have a significant discrepancy in the rates of suspensions
and expulsions for greater than 10 days in a school year of children with IEPs) divided
by the (# of districts in the State)] times 100.
B. Percent = [(# of districts that have: (a) a significant discrepancy, by race or ethnicity,
in the rates of suspensions and expulsions of greater than 10 days in a school year of
children with IEPs; and (b) policies, procedures or practices that contribute to the
significant discrepancy and do not comply with requirements relating to the
development and implementation of IEPs, the use of positive behavioral interventions
and supports, and procedural safeguards) divided by the (# of districts in the State)]
times 100.
Include State’s definition of “significant discrepancy.”
FFY
Measurable and Rigorous Target
2011
(using
2010-2011
data)
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
4A: 0%
4B: 0%
Page 39
APR Template – Part B
Mississippi
Definition of Significant Discrepancy and Identification of Comparison Methodology
Mississippi uses a rate difference calculation for Indicator 4.
A “significant discrepancy” is defined as having students with disabilities (SWD) suspended
and expelled at least 2 percentage points greater than the rate of suspension and expulsion for
students without disabilities (SWOD).
Mississippi uses the following comparison methodology defined in 34 CFR §300.170(a):
The rates of suspensions and expulsions of greater than 10 days in a school year for
children with IEPs in each LEA compared to the rates for nondisabled children in the same
LEA.
For Indicator 4A, an LEA will have a significant discrepancy when its suspension/expulsion rate
for children with disabilities is at least 2 percentage points greater than its
suspension/expulsion rate for children without disabilities.
For Indicator 4B, an LEA will have a significant discrepancy when its suspension/expulsion rate
for children with disabilities from a racial/ethnic group is at least 2 percentage points greater
than its suspension/expulsion rate for children without disabilities.
When significant discrepancy is determined for an LEA, the MDE/OSE will require the LEA to
conduct a self-review of policies, procedures, and practices to determine if they contributed to
the significant discrepancy.
Data on suspensions and expulsions is gathered from the State database. The data pertaining
to SWD is taken from the 618 data collection, also reported to EDFacts in the Children with
Disabilities (IDEA) Suspensions/Expulsions file submission. The data pertaining to SWOD is
taken from the net membership enrollment numbers and the discipline records in the State
database.
Mississippi used a minimum “n” size of 10 for Indicator 4.
Indicator 4A – LEAs who had less than 10 students with disabilities enrolled in the LEA
were excluded from the calculation.
o Two LEAs were excluded from the calculation for Indicator 4a due to not meeting the
minimum “n” size of students with disabilities enrolled in the LEA
Indicator 4B – LEAs who had less than 10 students with disabilities of the specified
race/ethnicity enrolled in the LEA were excluded from the calculation for that racial/ethnic
subgroup.
o Two LEAs were excluded from all calculations for Indicator 4b due to not meeting the
minimum “n” size in any racial/ethnic subgroup.
The calculations for Indicator 4 use the total number of LEAs in the State as the denominator.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 40
APR Template – Part B
Mississippi
Actual Target Data for FFY 2011 (using SY 2010-2011 data):
Indicator 4A: 12.50%
Indicator 4B: 0%
Indicator 4A – LEAs with Significant Discrepancy in Rates for Suspension and Expulsion
Year
FFY 2011
(using 2010-2011 data)
Total Number of
LEAs
Number of LEAs that
have Significant
Discrepancies
Percent
152
19
12.50%
Indicator 4B(a) - LEAs with Significant Discrepancy, by Race or Ethnicity, in Rates of Suspension and
Expulsion
Number of LEAs that
Total Number of
have Significant
Year
Percent
LEAs
Discrepancies by
Race or Ethnicity
FFY 2011
(using 2010-2011 data)
152
41
26.97%
Indicator 4B(b) - LEAs with Significant Discrepancy, by Race or Ethnicity, in Rates of Suspensions and
Expulsions; and policies, procedures or practices that contribute to the significant discrepancy and do
not comply with requirements relating to the development and implementation of IEPs, the use of positive
behavioral interventions and supports, and procedural safeguards.
Year
Total Number of
LEAs
Number of LEAs that
have Significant
Discrepancies, by Race
or Ethnicity, and
policies, procedures or
practices that contribute
to the significant
discrepancy and do not
comply with
requirements relating to
the development and
implementation of IEPs,
the use of positive
behavioral interventions
and supports, and
procedural safeguards.
FFY 2011
(using 2010-2011 data)
152
0
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Percent
0.00%
Page 41
APR Template – Part B
Mississippi
Review of Policies, Procedures, and Practices (completed in FFY 2011 using 2010-2011
data):
For each LEA identified with a significant discrepancy, the State required the LEA to review its
policies, procedures, and practices relating to the development and implementation of IEPs,
the use of positive behavioral interventions and supports, and procedural safeguards to ensure
that these policies, procedures, and practices comply with IDEA. The LEAs submitted evidence
of their review to the State.
No noncompliance was identified as a result of the review of policies, procedures, and
practices for LEAs identified with a significant discrepancy in both Indicator 4A and 4B.
Discussion of Improvement Activities Completed for FFY 2011 (SY 2011-2012):
State Performance Plan 2005-2012
Improvement Activities
Training will be provided annually to
LEAs following the annual review of data
regarding the development and
implementation of IEPs, use of
behavioral interventions, including the
conducting of the Manifestation
Determination Review (MDR) and
conducting of a Functional Behavioral
Assessment (FBA).
Improvement Activities FFY 2011
(SY 2011-2012)
The OSE provided technical assistance
and discipline training to LEAs on the
following dates and locations:
o
o
o
o
o
o
Jackson, MS – November 16, 2011
Starkville, MS – January 12, 2012
Hattiesburg, MS – January 17, 2012
Jackson, MS – February 26, 2012
Oxford, MS – March 20, 2012
Southaven, MS – April 5, 2012
The OSE provided technical assistance to
LEAs through Listserv communication
with the Directors of Special Education
and through information shared at the
quarterly Directors of Special Education
meetings during the 2011-2012 school
year relative to rates of suspension and
expulsion.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 42
APR Template – Part B
Mississippi
Additional Improvement Activities for FFY 2011 (SY 2011-2012):
OSE offered five Response to Intervention regional trainings, with a focus on RtI and the
eligibility determination process for SLD eligibility:
Hattiesburg, MS – November 28, 2011
Tupelo, MS – December 24, 2011
Jackson, MS – January 24, 2012
Oxford, MS – February 7, 2012
Gulfport, MS – March 9, 2012
OSE, in collaboration with Mississippi Association of Educators (MAE), hosted its first two-day
co-teaching conference on October 3-4, 2011. This conference was designed to provide
administrators, special education, directors, and service providers with current research, theory
and practice on co-teaching, classroom management, differentiating instruction, effective
communication, bullying, and Common Core State Standards.
On October 24, 2011, New Special Education Directors were provided training on MDE’s
policies and procedures on discipline.
REACH-MS (Mississippi’s State Professional Development Grant coordinated through the
University of Southern Mississippi) provided 2 trainings centered around Positive Behavior
Intervention & Supports (PBIS) for new teams. The first training, School-wide PBIS provided
information about the process of creating a safer more effective school and a consistent
approach to school-wide discipline. The training also focused on how to create the PBIS
system, data-based decision-making process, and evidence-based approach to school
improvement. This training was held on the following dates and locations:
Bolivar County, MS – October 26-27, 2011
Tupelo, MS – November 11-12, 2011
Gulf Coast, MS – January 26-27, 2012
Jackson, MS – March 29-30, 2012
McComb, MS – June 28-29, 2012
The second training offered by REACH-MS, REACH MS Tier II Intervention, provided
additional support for Tier II interventions. This training provided information about Tier II
systems and interventions, explained how to create the PBIS system, data-based decision
making process, and evidence-based approach to school improvement. The trainings were
held on the following dates and locations:
Tupelo, MS – December 6-7, 2011
Greenwood, MS – February 15-16, 2012
OSE staff participated on the State Interagency Coordinating Council for Children and Youth to
provide for the development and implementation of a coordinated interagency system of
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 43
APR Template – Part B
Mississippi
necessary services and care for children and youth up to age twenty-one with serious
emotional/behavioral disorders, including, but not limited to, conduct disorders or mental illness
who require services from a multiple services and multiple programs system and who can be
successfully diverted from inappropriate institutional placements.
OSE staff collaborated with Office of Healthy Schools and Safe and Orderly Schools staff to
research recommended policies and practices related to seclusion and restraint to develop
State policy and guidance information for districts. This ongoing activity is intended to provide
parameters for district staff to ensure that student behavior is addressed appropriately so as to
de-escalate conflicts and reduce the use of suspension and expulsion.
OSE staff participated in professional development activities with LRP Publications regarding
suspensions and expulsions and the USDOE and USDOJ joint training on good discipline
practices. This information will be incorporated in future trainings and guidance for districts.
OSE staff worked with LEAs on an individual basis to ensure data integrity and completeness
for the 2010-2011 school year.
Correction of FFY 2010 Findings of Noncompliance
1. Number of findings of noncompliance the State made during FFY 2010 (the
period from July 1, 2010 through June 30, 2011) using 2009-2010 data
2. Number of FFY 2010 findings the State verified as timely corrected (corrected
within one year from the date of notification to the LEA of the finding)
3. Number of FFY 2010 findings not verified as corrected within one year [(1) minus
(2)]
0
0
0
Correction of FFY 2010 Findings of Noncompliance Not Timely Corrected (corrected more than
one year from identification of the noncompliance):
4. Number of FFY 2010 findings not timely corrected (same as the number from (3)
above)
5. Number of FFY 2010 findings the State has verified as corrected beyond the
one-year timeline (“subsequent correction”)
6. Number of FFY 2010 findings not yet verified as corrected [(4) minus (5)]
0
0
0
Verification of Correction
In accordance with OSEP Memo 09-02, the MDE OSE uses a 2-prong approach to verify the
correction of noncompliance. Prong 1 of the verification process ensures that the LEA has
corrected the original cases of identified noncompliance as soon as possible, but no later than
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 44
APR Template – Part B
Mississippi
12 months from the written notification of the finding. Prong 2 ensures that the LEA is correctly
implementing the specific regulatory requirements (i.e. achieved 100% compliance) based on a
review of updated data.
There was no noncompliance identified in FFY2010. The verification of correction of prior
findings of noncompliance was reported in previous APRs.
Explanation of Progress or Slippage that occurred for FFY 2011 (SY 2011-2012):
Indicator 4a
30
28.95
25
20
Target
15
Actual
12.5
10
5
0
0
0
Baseline 2010
2011
4A
Target = 0 % / Actual = 12.50% - Target Not Met
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 45
APR Template – Part B
Mississippi
Indicator 4b
1
0.8
Target
0.6
Actual
0.4
0.2
0
0
0
0
0
Baseline 2010
2011
4B
Target = 0% / Actual = 0% - Target Met
Mississippi did not meet its target of 0% for Indicator 4a. The State did meet the target of 0%
for Indicator 4b.
Mississippi will continue the intensive training and technical assistance provided to the LEAs to
ensure that they are reporting all discipline data accurately. OSE shall continue to participate
on the RtI implementation of the State’s three tier process. OSE places an emphasis on
behavior interventions to deter the ultimate discipline of suspensions or expulsions. All SPP
Improvement Activities will continue throughout the next school year.
Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines /
Resources for FFY 2012:
None
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 46
APR Template – Part B
Mississippi
Part B State Annual Performance Report (APR) for FFY 2011 (SY 2011-2012)
Monitoring Priority: FAPE in the LRE
Indicator 5: Percent of children with IEPs aged 6 through 21 served:
A. Inside the regular class 80% or more of the day;
B. Inside the regular class less than 40% of the day; and
C. In separate schools, residential facilities, or homebound/hospital placements.
(20 U.S.C. 1416(a)(3)(A))
Measurement:
A. Percent = [(# of children with IEPs served inside the regular class 80% or more of the
day) divided by the (total # of students aged 6 through 21 with IEPs)] times 100.
B. Percent = [(# of children with IEPs served inside the regular class less than 40% of the
day) divided by the (total # of students aged 6 through 21 with IEPs)] times 100.
C. Percent = [(# of children with IEPs served in separate schools, residential facilities, or
homebound/hospital placements) divided by the (total # of students aged 6 through 21
with IEPs)] times 100.
FFY
2011
(2011-2012)
Measurable and Rigorous Target
The percentage of students with disabilities in a regular education setting
will increase 0.5% to 58.47%.
The percentage of students in a self-contained setting will decrease 0.5%
to 16.98%.
The percentage of students in MS who are placed in public or private
separate schools, residential placements, or homebound or hospital
placements will not increase.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 47
APR Template – Part B
Mississippi
Actual Target Data for FFY 2011 (SY 2011-2012):
A. Percent = # of children with IEPs served inside the regular class 80% or more of the day
divided by the total # of students aged 6 through 21 with IEPs times 100.
35,667 / 53,836 = 66.25% (Target Met)
B. Percent = # of children with IEPs served inside the regular class less than 40% of the day
divided by the total # of students aged 6 through 21 with IEPs times 100.
7,254 / 53,836 = 13.47% (Target Met)
C. Percent = # of children with IEPs served in public or private separate schools, residential
placements, or homebound or hospital placements divided by the total # of students aged 6
through 21 with IEPs times 100.
1,176 / 53,836 = 2.18% (Target Not Met – 2010-2011 = 2.17%)
Discussion of Improvement Activities Completed for FFY 2011 (SY 2011-2012):
Activities to address LRE are specified in the Mattie T. Implementation Plan, which is aligned
with the State’s improvement plan. MDE staff responsible for data collection, aggregation,
analysis, and reporting completed the following activities designed to provide LEAs with the
necessary data to make effective, data-driven decisions when designing their local improvement
plans:
State Performance Plan 2005-2012
Improvement Activities
Annually calculate and provide to
each LEA statewide educational
environment data in a special
education LEA data profile. [Annually
in March]
Annually calculate for each LEA the
amount of variances from annual
targets and provide this information in
written form to LEAs. [Annually in
March]
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Improvement Activities FFY 2011
(SY 2011-2012)
District Data Profiles
http://www.mde.k12.ms.us/specialeducation/special-education-districtdata and Mattie T. charts
http://www.mde.k12.ms.us/specialeducation/special-education-districtdata/district-data-charts-2002-2011
were published on the OSE web site.
SPP/APR Public Reported Data was
also published on the OSE web site,
http://www.mde.k12.ms.us/specialeducation/special-education-spp-apr.
District Data Profiles
http://www.mde.k12.ms.us/specialeducation/special-education-districtdata and Mattie T. charts
http://www.mde.k12.ms.us/specialeducation/special-education-districtdata/district-data-charts-2002-2011
were published on the OSE web site.
Page 48
APR Template – Part B
State Performance Plan 2005-2012
Improvement Activities
Train and assist staff of LEAs
identified as most at variance to
conduct data analysis of school level
data. [Annually in the Fall]
Mississippi
Improvement Activities FFY 2011
(SY 2011-2012)
SPP/APR Public Reported Data was
also published on the OSE web site,
http://www.mde.k12.ms.us/specialeducation/special-education-spp-apr.
The OSE has five staff members
assigned to the Division of Technical
Assistance, all of whom directly
support the technical assistance
needs of teachers and school
administrators.
The 2011-2012 technical assistance
calendar provided multiple training
opportunities for LEA personnel to
receive training in areas of need. All
technical assistance provided by the
OSE during the SY 2011-2012
focused on activities and guidance to
support the inclusion of children with
disabilities in the general education
classroom to the greatest extent
possible. Some specific examples of
training with significant impact on this
Indicator include: IEP training,
accommodations and modifications
and co-teaching, inclusion, and the
Tool Kit for Success (focus on
resources for LRE).
At the new Special Education
Supervisors Training on October 24,
2012, special education directors
were provided training on eligibility
and LRE.
The MDE continued to utilize the
contractual services of independent
contractors Joy Connor and Linda
Greaux to provide technical
assistance to LEAs in the area of
LRE and inclusive practices. Ms.
Connor provides technical assistance
in the areas of LRE, IEP, and
inclusive practices, although not
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 49
APR Template – Part B
State Performance Plan 2005-2012
Improvement Activities
Mississippi
Improvement Activities FFY 2011
(SY 2011-2012)
specifically limited to these priority
areas. Ms. Greaux also provides
technical assistance in the areas of
IEP and inclusive practices. Both
consultants are working on a regular
basis with a small number of LEAs
who are under conservatorship. Their
primary focus as special education
consultants is on the areas noted
above.
Analyze current LEA data, looking at
change from the previous year to
identify LEAs below the annual target
as well as identify LEAs with the
greatest change (positive or negative)
from the previous year. [Annually in
Spring]
A protocol for LEA personnel use has
been developed to guide decision
making for appropriate educational
placements for students with
disabilities. [Implementation February
2006]
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Data was analyzed and compared to
the previous year’s data for each
LEA. The analysis was presented in
the Mattie T. charts.
LEAs continue to use the Procedure
for Reviewing Placement Decisions
for SWD, a 4-step procedure
designed by Dr. Marilyn Friend of
The University of North Carolina,
Greensboro to help IEP Committees
as they develop student IEPs and
make valid decisions regarding
placement in the LRE. This 4-step
procedure is addressed in the IEP
training provided by the OSE
annually in regional locations or for
those provided for individual LEAs,
based upon individual requests and
is available on the MDE website and
in the toolkit.
Page 50
APR Template – Part B
Mississippi
Explanation of Progress or Slippage that Occurred for FFY 2011 (SY 2011-2012):
Indicator 5a - % of IEP Served in RegEd 80% or more of
Day
70
65.19
66.39
66.97
66.25
63.75
65
60.67
57.47
57.97
58.47
56.47
2007
2008
2009
2010
2011
Target
Actual
60
55
52.47
54.82 54.47
53.47
55.47
50
45
Baseline
- 2004
2005
2006
Target = 58.47% / Actual = 66.25% - Target Met
Mississippi met the target for Indicator 5a, however there was slippage. The numbers show
that the State declined to 66.25% in FFY 2011 (SY 2011-2012) from 66.97% in FFY 2010
(SY 2010-2011). LEAs continue to move SWD into regular education classrooms to ensure
that they are receiving the same instruction as the NDO so that they can participate in the
State tests. All SPP Improvement Activities will continue through the next school year.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 51
APR Template – Part B
Mississippi
Indicator 5b - % of IEP Served in RegEd < 40% of Day
26
24
22.48
21.4821.88
22
20.48
19.48
20
18.48
17.22
18
16
17.98
17.48
16.98
14.56
14
12.46
12.11
13.47
12.89
12
10
Baseline
- 2004
2005
2006
2007
2008
Target
Actual
2009
2010
2011
Target = 16.98% / Actual = 13.47% - Target Met
Mississippi met the target for Indicator 5b, however there was slippage. The State showed
a slight increase of SWD in self-contained settings from 12.89% in FFY 2010 (SY 20102011) to 13.47%. All SPP Improvement Activities will continue throughout the next school
year.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 52
APR Template – Part B
3
Mississippi
Indicator 5c - % of IEP Served in Public/Private
Separate Schools, Residential, Homebound, or
Hospital
2.63 2.63
2.5
1.99 1.99
1.92 1.92
2
2.23 2.23 2.17 2.17 2.18
2.13 2.13
2.09 2.09
1.5
1
0.5
Baseline
- 2004
2005
2006
2007
2008
Target
Actual
2009
2010
2011
Target = 2.17% or less/ Actual 2.18% - Target Not Met
Mississippi did not meet the target for Indicator 5c. Our goal was to not increase from the
previous school year. The chart above bears out Mississippi’s commitment to not increase
SWD in public or private separate placement. All SPP Improvement Activities will continue
throughout the next school year.
Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines /
Resources for FFY 2012:
None
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 53
SPP Template
Mississippi
Part B State Performance Plan (SPP) for 2005-2012
Monitoring Priority: FAPE in the LRE
Indicator 6: Percent of children aged 3 through 5 with IEPs attending a:
A. Regular early childhood program and receiving the majority of special education and related
services in the regular early childhood program; and
B. Separate special education class, separate school, or residential facility.
(20 U.S.C. 1416(a)(3)(A))
Measurement:
A. Percent = [(# of children aged 3 through 5 with IEPs attending a regular early
childhood program and receiving the majority of special education and related services
in the regular early childhood program) divided by the (total # of children aged 3
through 5 with IEPs)] times 100.
B. Percent = [(# of children aged 3 through 5 with IEPs attending a separate special
education class, separate school or residential facility) divided by the (total # of children
aged 3 through 5 with IEPs)] times 100.
Overview of Issue/Description of System or Process:
Student data including educational environment are sent to the state student level database,
Mississippi Student Information System (MSIS). For children aged 3 through 5 with IEPs, this
data is collected as part of the Child Count data collection that takes place no later than
December 1 each year. Beginning with the 2010-2011 school year, Mississippi collected the
following educational environments for children aged 3 through 5:
Type of Program
Setting
Children attending a regular And receiving the majority
early childhood program at of hours of special
least 10 hours a week
education and related
services in the regular early
childhood program
And receiving the majority
of hours of special
education and related
services in some other
location
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Permitted Value
PI – services regular early
childhood program (at least
10 hours)
PJ – other location regular
early childhood program (at
least 10 hours)
Page 54
SPP Template
Mississippi
Children attending a regular And receiving the majority
early childhood program
of hours of special
less than 10 hours a week
education and related
services in the regular early
childhood program
Children not attending a
regular early childhood
program or kindergarten
PK – services regular early
childhood program (less
than 10 hours)
And receiving the majority
of hours of special
education and related
services in some other
location
PL – other location regular
early childhood program
(less than 10 hours)
Attending a special
education program
PG – Separate Class
PF – Separate School
PE – Residential Facility
Not attending a special
education program
PC - Home
PH – Service Provider
Location
It is important to note that Mississippi does not have a statewide early childhood program.
Baseline Data from FFY 2011 (SY 2011-2012):
A. Percent = [(# of children aged 3 through 5 with IEPs attending a regular early childhood
program and receiving the majority of special education and related services in the regular
early childhood program) divided by the (total # of children aged 3 through 5 with IEPs)]
times 100.
6,798 / 10,498 = 64.75%
B. Percent = [(# of children aged 3 through 5 with IEPs attending a separate special
education class, separate school or residential facility) divided by the (total # of children
aged 3 through 5 with IEPs)] times 100.
1,582 / 10,498 = 15.07%
The numerator for 6A is comprised of students who were marked with PI and PK educational
environments in MSIS. The numerator for 6B is comprised of students with educational
environments coded as PG, PF, and PE.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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SPP Template
Mississippi
Discussion of Baseline Data:
The collection of the current educational environment values have been in place since the
2010-2011 school year. From the 2010-2011 to the 2011-2012 school year, Mississippi saw an
increase in the number of 3 to 5 year olds in separate classes, separate schools, and
residential facilities. Mississippi also saw a decrease in the percentage of 3 to 5 year olds
receiving the majority of services in the regular early childhood program. The available trend
data was limited to one year.
When compared to national 618 data, it is noted that Mississippi is performing well above the
average.
Indicator
Mississippi
50 states, D.C., and P.R.
(including BIE schools)
6A
64.75%
41.64%
6B
15.07%
26.87%
FFY
Measurable and Rigorous Target
2011
Baseline
(SY 20112012)
6A – 64.75%
2012
6A – No more than 10% decrease over prior year
(SY 20122013)
6B – No more than 10% increase over prior year
6B – 15.07%
Improvement Activities/Timelines/Resources (through 2012):
During the 2011-2012 school year, OSE staff collaborated with a State team with
representatives from the Head Start Collaboration Office, Institute for Disability Studies
University Program, Mississippi Department of Human Services, Mississippi State Department
of Health, and the State Early Childhood Advisory Council to the Governor in the Expanding
Opportunities Initiative, a federally-supported initiative. The purpose of the team is to promote
inclusive opportunities for young children with disabilities and their families in community and
educational settings. The team developed and began implementation of a State plan to
increase inclusion of young children with disabilities in programs serving typically-developing
children in the community. OSE staff will continue to collaborate with the State Expanding
Opportunities (E.O.) Team during the 2012-2013 school year. The E.O. Team will focus on
conducting a survey of early childhood education providers and families of children with-
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 56
SPP Template
Mississippi
disabilities to identify barriers to inclusive practices. The results of the surveys will guide future
activities of the E.O. Team. Additional planned activities of the E.O. Team include:
a.
b.
c.
Developing promotional materials (e.g., brochures, posters, and FAQ documents) for a
public awareness/outreach campaign;
Developing training slideshows (e.g., The Benefits of Inclusion and Incorporating Universal
Design for Learning in Early Childhood Settings) that will be used in presentations to
various community groups and/or Boards or Committees who advise agencies on policies
for early childhood;
Developing talking points for Early Intervention and Local Education Agency staff for
discussing inclusion with families.
OSE staff will continue to participate on the State Interagency Coordinating Council with
representatives from Part C and Part B programs, parent groups, university programs, Head
Start, and other disability programs to increase opportunities for inclusive service provision for
young children.
OSE staff will continue to work with the Office of Curriculum and Instruction in their revision of
the State Early Learning Guidelines. The revised standards will promote inclusive practices by
incorporating Universal Design for Learning principles.
OSE staff will develop materials for a “Train-the-Trainer” series on early childhood inclusive
practices. These materials will allow LEA staff to offer training modules to early childhood
providers (e.g., private childcare staff and Head Start staff) in their district to promote inclusive
practices.
The State 619 Coordinator will continue to collaborate with the Head Start Collaboration office
to identify opportunities to support inclusive service provision for young children with
disabilities.
The OSE will continue to provide regional training on Early Childhood Transition including
guidance on inclusive practices during the 2012-2013 school year. The training will include
Part C service personnel, Part B district personnel, Head Start directors and child care center
directors to better facilitate inclusive practices for young children with disabilities. Trainings
have or will occur in the following locations on the dates noted below:
Jackson, MS – October 25, 2012
Tupelo, MS – December 11, 2012
Hattiesburg, MS – February 5, 2013
Flowood, MS – April 11, 2013
OSE staff, including the State 619 Coordinator, will provide additional training on Early
Childhood Transition and Inclusive Practices in Early Childhood during the 2012-2013 school
year. These trainings will be made at the State Head Start Conference, the State Parent
Conference, the Mississippi Early Childhood Association, and additional Head Start or child
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 57
SPP Template
Mississippi
care meetings. OSE staff will update the state website with information specific to Early
Childhood Special Education (ECSE) available to families and LEA staff including information
and downloadable content on Least Restrictive Environments in ECSE.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 58
APR Template – Part B
Mississippi
Part B State Annual Performance Report (APR) for FFY 2011 (SY 2011-2012)
Monitoring Priority: FAPE in the LRE
Indicator 7: Percent of preschool children aged 3 through 5 with IEPs who demonstrate
improved:
A. Positive social-emotional skills (including social relationships);
B. Acquisition and use of knowledge and skills (including early language/communication and
early literacy); and
C. Use of appropriate behaviors to meet their needs.
(20 U.S.C. 1416 (a)(3)(A))
Measurement:
Outcomes:
A. Positive social-emotional skills (including social relationships);
B. Acquisition and use of knowledge and skills (including early language/communication
and early literacy); and
C. Use of appropriate behaviors to meet their needs.
Progress categories for A, B and C:
a. Percent of preschool children who did not improve functioning = [(# of preschool
children who did not improve functioning) divided by (# of preschool children with
IEPs assessed)] times 100.
b. Percent of preschool children who improved functioning but not sufficient to move
nearer to functioning comparable to same-aged peers = [(# of preschool children
who improved functioning but not sufficient to move nearer to functioning
comparable to same-aged peers) divided by (# of preschool children with IEPs
assessed)] times 100.
c. Percent of preschool children who improved functioning to a level nearer to sameaged peers but did not reach it = [(# of preschool children who improved
functioning to a level nearer to same-aged peers but did not reach it) divided by (#
of preschool children with IEPs assessed)] times 100.
d. Percent of preschool children who improved functioning to reach a level
comparable to same-aged peers = [(# of preschool children who improved
functioning to reach a level comparable to same-aged peers) divided by (# of
preschool children with IEPs assessed)] times 100.
e. Percent of preschool children who maintained functioning at a level comparable to
same-aged peers = [(# of preschool children who maintained functioning at a level
comparable to same-aged peers) divided by (# of preschool children with IEPs
assessed)] times 100.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 59
APR Template – Part B
Mississippi
Summary Statements for Each of the Three Outcomes:
Summary Statement 1: Of those preschool children who entered or exited the
preschool program below age expectations in each Outcome, the percent who
substantially increased their rate of growth by the time they turned 6 years of age or
exited the program.
Measurement for Summary Statement 1:
Percent = # of preschool children reported in progress category (c) plus # of preschool
children reported in category (d) divided by [# of preschool children reported in progress
category (a) plus # of preschool children reported in progress category (b) plus # of
preschool children reported in progress category (c) plus # of preschool children reported
in progress category (d)] times 100.
Summary Statement 2: The percent of preschool children who were functioning within
age expectations in each Outcome by the time they turned 6 years of age or exited the
program.
Measurement for Summary Statement 2: Percent = # of preschool children reported in
progress category (d) plus # of preschool children reported in progress category (e)
divided by [the total # of preschool children reported in progress categories (a) + (b) + (c)
+ (d) + (e)] times 100.
FFY
Measurable and Rigorous Target
2011
(2011-2012)
Summary Statement 1: Outcome A - 50% Outcome B – 52%
Outcome C – 41%
Summary Statement 2: Outcome A – 83% Outcome B – 71%
Outcome C – 79%
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 60
APR Template – Part B
Mississippi
Actual Target Data for FFY 2011 (SY 2011-2012):
Summary Statements
Actual
FFY 2011
(% and #
children)
Outcome A: Positive social-emotional skills (including social relationships)
1. Of those children who entered or exited the program
48%
below age expectations in Outcome A, the percent who
substantially increased their rate of growth by the time
(n= 866/1,822)
they exited the program. Formula: c+d/ a+b+c+d
2. The percent of children who were functioning within
age expectations in Outcome A by the time they exited
the program.
Formula: d+e/ a+b+c+d+e
79%
65%
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
83%
52%
71%
(n= 3,893/5,947)
Outcome C: Use of appropriate behaviors to meet their needs
1 Of those children who entered or exited the program
40%
below age expectations in Outcome C, the percent
who substantially increased their rate of growth by the
(n= 825/2,041)
time they exited the program. Formula: c+d/
a+b+c+d
2. The percent of children who were functioning within
age expectations in Outcome C by the time they exited
the program.
Formula: d+e/ a+b+c+d+e
50%
(n= 4,716/5,947)
Outcome B: Acquisition and use of knowledge and skills (including early
language/communication and early literacy)
1 Of those children who entered or exited the program
51%
below age expectations in Outcome B, the percent who
substantially increased their rate of growth by the time
(n= 1,485/2,920)
they exited the program. Formula: c+d/ a+b+c+d
2. The percent of children who were functioning within
age expectations in Outcome B by the time they exited
the program.
Formula: d+e/ a+b+c+d+e
Target
FFY 2011
(% of children)
74%
41%
79%
(n= 4,406/5,947)
Page 61
APR Template – Part B
Mississippi
Number
of
children
% of
children
a. Percent of children who did not improve functioning
419
7.05%
b. Percent of children who improved functioning but not sufficient
to move nearer to functioning comparable to same-aged peers
c. Percent of children who improved functioning to a level nearer
to same-aged peers but did not reach
d. Percent of children who improved functioning to reach a level
comparable to same-aged peers
e. Percent of children who maintained functioning at a level
comparable to same-aged peers
Total
537
9.03%
275
4.62%
591
9.94%
4,125
69.36%
N=5,947
100%
Outcome B. Acquisition and use of knowledge and skills
(including early language/communication and early literacy):
Number
of
children
% of
children
355
5.97%
1,080
18.16%
619
10.41%
866
14.56%
3,027
50.90%
N=5,947
100%
Number
of
children
% of
children
a. Percent of children who did not improve functioning
316
5.31%
b. Percent of children who improved functioning but not sufficient
to move nearer to functioning comparable to same-aged peers
c. Percent of children who improved functioning to a level nearer
to same-aged peers but did not reach
d. Percent of children who improved functioning to reach a level
comparable to same-aged peers
e. Percent of children who maintained functioning at a level
comparable to same-aged peers
Total
900
15.13%
325
5.46%
500
8.41%
3,906
65.68%
N=5,947
100%
Outcome A. Positive social-emotional skills (including social
relationships):
a. Percent of children who did not improve functioning
b. Percent of children who improved functioning but not sufficient
to move nearer to functioning comparable to same-aged peers
c. Percent of children who improved functioning to a level nearer
to same-aged peers but did not reach
d. Percent of children who improved functioning to reach a level
comparable to same-aged peers
e. Percent of children who maintained functioning at a level
comparable to same-aged peers
Total
Outcome C. Use of appropriate behaviors to meet their needs:
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Overview of Issue/Description of System or Process:
The Battelle Developmental Inventory, 2nd Edition (BDI-2) is a comprehensive assessment that
is designed for children from birth through seven years. It was specifically developed for
identification of children who may benefit from special services, ongoing progress monitoring,
and outcomes assessments.
The BDI-2 domains align to the 3 Early Childhood Outcomes (ECO) as follows:
ECO Outcome
Positive social-emotional skills
(including social relationships)
Acquiring and using knowledge and skills
Taking appropriate action to meet needs
BDI-2 Domain
 Personal-social
 Communication and cognitive
 Adaptive and motor
For the (MAPS) report, children were placed in categories 1-7 based on the z-score for the
outcome area. Each raw score was assigned a corresponding z-score. These z-score ranges
were obtained from the guidelines posted on ECO’s website on July 5, 2006. This document
was titled "ECO Recommendations on Age-Expected Functioning and 2006 ECO Scale
Points." The State is using the ECO Child Outcomes Summary Form (COSF).
For the MAPS OSEP Outcome Report, children were placed in categories 1-5 (progress
categories a-e in the measurement) based on their performance at Time 1 and Time 2. The
category descriptions were taken from ECO Center’s website
www.fpg.unc.edu/~eco/assets/pdfs/OSEP_Sept_2006_TA_Document.pdf.
The State defines “comparable to same-aged peers” as a child who has been assigned a score
of 6 or 7 on the COSF.
Discussion of Improvement Activities Completed for FFY 2011 (SY 2011-2012):
State Performance Plan 2005-2012 Improvement Activities FFY 2011
Improvement Activities
(SY 2011-2012)
Provide webinar training on the
Riverside Publishing Company web
system each fall.
Allow data entry of BDI-2 beginning
with the start of school in August
through the child count day each year
and each spring (April through May).
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Riverside provided a URL for users to
access training videos and to register
for webinars concerning the use of the
BDI-2 assessment tool. Webinar
training was held, and the recorded
sessions were placed on the OSE
website.
The Riverside system was available to
the users beginning in the fall of 2011
to enter entry data for those students
that would be 3 - 5 in the 2011- 2012
child count. Exit data for the same
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APR Template – Part B
Mississippi
State Performance Plan 2005-2012 Improvement Activities FFY 2011
Improvement Activities
(SY 2011-2012)
Use feedback from the Mississippi PreSchool Skills Assessment to determine
identified areas of technical assistance
needs for LEA personnel working with
pre-school students in the areas of
positive social-emotional skills,
acquisition and use of knowledge and
skills, and use of appropriate behaviors
to meet student needs.
The OSE will provide technical
assistance to LEAs to meet the needs
of children with disabilities age 3-5.
The OSE has established an
Interagency Agreement with the
Mississippi Department of Health to
ensure a smooth transition from Part C
to B, and to ensure services that
provide a FAPE to children with
disabilities beginning at age 3.
The OSE will continue to evaluate the
services and programs offered to
children ages 3-5 to ensure a FAPE.
The OSE will conduct quarterly
meetings with SPED directors and
address issues relative to children ages
3-5.
The OSE will collaborate with the
Mississippi Department of Health, the
lead agency for Part C (early
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
group of students was entered 6
months later in the spring.
Riverside provided technical assistance
and one-on-one training to users and
OSE based on experiences with the
system the previous year.
The OSE provided technical assistance
to LEAs through Listserv
communication with the Directors of
Special Education and through
information shared at the Quarterly
Director's of Special Education
meetings during the SY 2011-2012
relative to the provision of services and
programs provided to children ages 3-5.
The interagency agreement continued
to be in effect during the SY 2011-2012.
The OSE continued to communicate via
the Listserv for Directors of Special
Education regarding the services and
programs provided to children ages 3-5
to ensure a FAPE.
Quarterly meetings with Directors of
Special Education were used to
address issues relative to children ages
3-5. OSE provided training on data
collected from MDH and loaded into
MSIS. Reports produced in MSIS were
reviewed and discussed.
OSE continued to collaborate with the
Mississippi Department of Health, the
lead agency for Part C (Early
Intervention) to provide technical
Page 64
APR Template – Part B
Mississippi
State Performance Plan 2005-2012 Improvement Activities FFY 2011
Improvement Activities
(SY 2011-2012)
interventions) to provide technical
assistance and joint training endeavors
for children ages 3-5.
assistance and joint training endeavors
for those serving children ages 3-5.
Additional Improvement Activities:
OSE uses annual data collected for Indicator 7 to prioritize areas for continued training and
technical assistance.
OSE staff collaborated with a state team with representatives from the Head Start
Collaboration Office, Institute for Disability Studies University Program, Mississippi Department
of Human Services, Mississippi State Department of Health, and the State Early Childhood
Advisory Council to the Governor in the Expanding Opportunities Initiative, a Federallysupported initiative. The purpose of the team is to promote inclusive opportunities for young
children with disabilities and their families in community and educational settings to improve
the children’s outcomes. The team developed and began implementation of a State plan to
increase inclusion of young children with disabilities in programs serving typically-developing
children in the community.
OSE staff participated on the State Interagency Coordinating Council with representatives from
Part C and Part B programs, parent groups, university programs, Head Start, and other
disability programs to improve collaborative practice and service delivery that leads to better
outcomes for young children with disabilities.
A State team attended the Mega Leadership Conference and pre-conference sessions focused
on inclusive and high-quality service provision in early childhood special education. In addition
OSE staff attended the Southeast Regional Resource Center Conference focused on planning
and development of improvement activities in early childhood special education. This
information will be incorporated into training, guidance documents, and other interagency
efforts at promoting high quality service provision for young children.
OSE staff participated in the following professional development activities to incorporate “Best
Practices” and recommendations for improving early childhood outcomes in future trainings
and guidance for districts:
Understanding the three outcomes and data collection provided by the Early Childhood
Outcomes Center;
Promoting vocabulary development in Pre-K through third grade provided by the SERVE
Center located at the University of North Carolina;
Practices for Developing Preschool Language and Literacy co-hosted by multiple Regional
Educational Laboratories;
Early learning series including topics on structures in Pre-K through third grade, literacy
foundations in early learning, and mathematical foundations in early learning provided by the
School Turnaround Learning Community;
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
OSE staff also participated with the BDI Users Learning Community of the Early Childhood
Outcomes Center to network with other states on data collection and data analyses to inform
improvement activities.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 66
APR Template – Part B
Mississippi
Explanation of Progress or Slippage that Occurred for FFY 2011 (SY 2011-2012):
Indicator 7 Outcome A - % of Preschool Children with IEPs
who Demonstrated Improved Positive Social-Emotional
Skills
90
80.4 80.4
82
81 79
80
83
78
79
70
60
47.447.4
50
48 47
49 47
50 48
40
Target Summary Statement 1
Actual Summary Statement 1
30
Target Summary Statement 2
20
Actual Summary Statement 2
10
0
2008
(baseline)
2009
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
2010
2011
Page 67
APR Template – Part B
Mississippi
Indicator 7 Outcome B - % of Preschool Children with IEPs
who Demonstrated Improved Acquisition & Use of Knowledge
& Skills
80
69
68.268.2
70
60
62
49.149.1
51
50
65
61
45
50
71
70
52 51
47
Target Summary Statement 1
40
Actual Summary Statement 1
30
Target Summary Statement 2
20
Actual Summary Statement 2
10
0
2008
(baseline)
2009
2010
2011
Indicator 7 Outcome C - % of Preschool Children with IEPs
who Demonstrated Improved Use of Appropriate Behaviors
To Meet Their Needs
80
77
76.476.4
79
78
73
74
72
70
60
50
40
38.1
38.1
39 40
40
43
41 40
Target Summary Statement 1
Actual Summary Statement 1
30
Target Summary Statement 2
20
Actual Summary Statement 2
10
0
2008
(baseline)
2009
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
2010
2011
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APR Template – Part B
Mississippi
Outcome A:
Summary Statement 1: Target 50.00%, Actual 48% - Target Not Met
Summary Statement 2: Target 83.00%, Actual 79% - Target Not Met
Outcome B:
Summary Statement 1: Target 52.00%, Actual 51% - Target Not Met
Summary Statement 2: Target 71.00%, Actual 65% - Target Not Met
Outcome C:
Summary Statement 1: Target 41.00%, Actual 40% - Target Not Met
Summary Statement 2: Target 79.00%, Actual 74% - Target Not Met
Mississippi did not meet the targets for FFY2011. Progress was noted in all but one target.
To improve the results for 3 to 5-year-olds, MDE OSE’s 619 coordinator has implemented the
following activities:
Providing regional and online training on practices that promote the development of positive
social-emotional skills, the acquisition and use of knowledge and skills, and the development
of adaptive functioning skills
Developing preschool guidance documents to promote best practices in early childhood
special education service provision and early childhood outcomes data collection
Developing communities of practice for early childhood special education directors and
providers to provide ongoing technical assistance and support
Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines /
Resources for FFY 2012:
None
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Part B State Annual Performance Report (APR) for FFY 2011 (SY 2011-2012)
Monitoring Priority: FAPE in the LRE
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.
(20 U.S.C. 1416(a)(3)(A))
Measurement: Percent = [(# of respondent parents who report schools facilitated parent
involvement as a means of improving services and results for children with disabilities)
divided by the (total # of respondent parents of children with disabilities)] times 100.
FFY
2011
(2011-2012)
Measurable and Rigorous Target
Increase the percentage 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
by 2.0 percentage points to 73.46%.
Actual Target Data for FFY 2011 (SY 2011-2012):
During the SY 2011-2012, online surveys were completed by parents of students with
disabilities at yearly IEP meetings, open houses, or other events scheduled by all 152 LEAs. A
total of 35,809 surveys were completed. One question from the ten-question survey was
selected that best measured the school’s facilitation of parental involvement as a means of
improving services and results for children with disabilities.
The question read, “The school gives parents the help they may need to play an active role in
their child’s education.”
34,567 of 35,809 respondents indicated “Yes” – 96.53% - Target Met
708 of 35,809 respondents indicated “No” – 1.98%
534 of 35,809 respondents indicated “Not Applicable” – 1.49%
A new web-based, password-protected, census survey method was implemented in SY 20082009 that enabled the State to have a response group that is representative of the State’s
population. Increased awareness and understanding of the survey method was achieved
through training and technical assistance provided to the LEAs. An emphasis on increasing the
response rate has resulted in an increase from 10,481 surveys completed in SY 2008-2009 to
35,809 surveys completed in SY 2011-2012. The State continues to make great strides to
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
produce a valid and accurate data set for Indicator 8. The data in the tables below demonstrate
the representativeness of respondents compared to the State’s population of students with
disabilities.
Race
Asian
Black
Hispanic
Native American
Two or More Races
White
Gender
Male
Female
Disability
AU
DB
DD
ID
EmD
HI
LS
MD
OHI
OI
SLD
TBI
VI
SWD
0.4%
49.1%
1.8%
0.2%
0.5%
48.0%
SWD
67.5%
32.5%
SWD
4.3%
0.02%
10.8%
5.5%
4.9%
1.2%
34.9%
1.6%
11.6%
0.8%
23.6%
0.2%
0.6%
Respondents
0.5%
47.1%
1.6%
0.3%
1.1%
49.4%
Respondents
66.7%
33.3%
Respondents
5.5%
0.2%
12.9%
5.3%
4.3%
1.1%
32.8%
1.5%
11.6%
0.8%
22.9%
0.3%
0.8%
Parents from 152 LEAs participated in the survey. This represents 100% of the LEAs in the
State. A response rate of 56% for the State was achieved using a census approach for
Indicator 8.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Discussion of Improvement Activities Completed for FFY 2011 (SY 2011-2012):
State Performance Plan 2005-2012 Improvement Activities FFY 2011
Improvement Activities
(SY 2011-2012)
Use results of parent survey to identify
areas of technical assistance needs.
Provide technical assistance for school
LEAs to facilitate greater parental
involvement.
Continue identifying problems through
focused monitoring/parent focus group
meetings and discussing issues as part
of the on-site monitoring activities.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Parent surveys were completed at
annual IEP meetings, open houses,
and other events during the SY 20112012. The results of the parent survey
were compiled and available to the
OSE monitoring team and OSE
technical assistance staff to identify
areas of need in LEAs.
Results of the parent survey provided
useful information to be used by the
LEA regarding the programs and
services provided to SWDs and the
MDE in evaluating the technical
assistance needs for parents and LEA
personnel.
The Division of Parent Outreach in the
OSE is actively involved in partnering
with parents and parent advocacy
organizations in Mississippi.
Staff in both the Division of Parent
Outreach and the Division of Technical
Assistance have collaboratively made
presentations for a number of parent
advocacy and disability organizations at
annual State conferences and upon
request at smaller sessions hosted by
the advocacy or disability organizations.
Staff presented to parents at various
conferences or meetings during the SY
2011-2012. These conferences and
meetings included those sponsored by
the Dropout Prevention and
Compulsory School Attendance, ARC
of Mississippi, and The Mississippi
Association for Diabetes.
During the SY 2011-2012, staff
presentations have been made for
ARC, The Mississippi School for The
Deaf and Blind, The National
Federation for the Blind, MS Chapter,
Mississippi Speech Hearing
Page 72
APR Template – Part B
Mississippi
State Performance Plan 2005-2012 Improvement Activities FFY 2011
Improvement Activities
(SY 2011-2012)
Association, School Nurses, MASS,
and the State Advisory Panel.
During the SY 2010-2011, monitoring
staff led by a contractual team leader
conducted on-site investigations of 31
formal state complaints filed by parents
or organizations on behalf of children
with disabilities. Findings and Decisions
were issued associated with these onsite investigations.
OSE provided a grant to the Mississippi
Parent Training and Information Center
to provide regional trainings for parents
of students with disabilities.
Additional Improvement Activities for FFY 2011 (SY 2011-2012):
MDE provided public reporting of data for Indicator 8 by LEA for FFY 2010 (SY 2010-2011)
located at http://www.mde.k12.ms.us/special-education/special-education-spp-apr/detaileddata-report-ffy-2010.
The OSE, in collaboration with the Mississippi Parent Training and Information Center,
Disability Rights Mississippi, and the Mississippi Center for Education Innovation co-sponsored
the parent conference, Building Partnerships … Working Together. Topics included, but were
not limited to, Assistive Technology, Skills for Effective Parent Advocacy, Transition: High
School and Beyond, What’s New in Autism Training and the Schools, Collaboration Between
Advocacy and School District, and Myths of Dyslexia.
Information was disseminated via the Special Education Directors Listserv on multiple
occasions regarding each LEA’s obligation to collect information from parents via the Parent
Survey.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Explanation of Progress or Slippage that occurred for FFY 2011 (SY 2011-2012):
Indicator 8 - % of Parents Who Reported
that Schools Facilitated Parental Involvement
100
94.75
80
61.46
95.86
95.79
96.53
65.46
63.46
63.4
61.76
67.46
69.46
71.46
73.46
2006
2008
2009
2010
2011
60
40
20
0
Baseline
2005
2007
Target
Actual
Target = 73.46% / Actual = 96.53% - Target Met
Mississippi met and exceeded the target for FFY 2011. The numbers show that the State
demonstrated progress from % in FFY 2010 to 96.53% in FFY 2011. All SPP Improvement
Activities will continue through the next school year.
Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines /
Resources for FFY 2012 (If applicable)
None
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Part B State Annual Performance Report (APR) for FFY 2011 (SY 2011-2012)
Monitoring Priority: Disproportionality
Indicator 9: Percent of LEAs with disproportionate representation of racial and ethnic groups in
special education and related services that is the result of inappropriate identification.
(20 U.S.C. 1416(a)(3)(C))
Measurement:
Percent = [(# of districts with disproportionate representation of racial and ethnic groups
in special education and related services that is the result of inappropriate identification)
divided by the (# of districts in the State)] times 100.
Include State’s definition of “disproportionate representation.”
Based on its review of the 618 data for FFY 2011, describe how the State made its
annual determination that the disproportionate overrepresentation it identified of racial
and ethnic groups in special education and related services was the result of
inappropriate identification as required by §§300.600(d)(3) and 300.602(a), e.g., using
monitoring data; reviewing policies, practices and procedures, etc. In determining
disproportionate representation, analyze data, for each district, for all racial and ethnic
groups in the district, or all racial and ethnic groups in the district that meet a minimum 'n'
size set by the State. Report on the percent of districts in which disproportionate
representation of racial and ethnic groups in special education and related services is
the result of inappropriate identification, even if the determination of inappropriate
identification was made after the end of the FFY 2011 reporting period, i.e., after June
30, 2012. If inappropriate identification is identified, report on corrective actions taken.
FFY
Measurable and Rigorous Target
2011
(2011-2012)
0
Definition of “Disproportionate Representation” and Methodology
Mississippi has defined “disproportionate representation” as an alternate risk ratio of
identification of 4.0 or greater for overrepresentation. Mississippi conducted data analysis to
investigate disproportionate representation of students with disabilities.
The alternate risk ratio is calculated only when the number of students in a racial/ethnic group
for the LEA is greater than or equal to 10. The equation used to calculate the alternate risk
ratio is:
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Alternate risk ratio = LEA-level risk for racial/ethnic group for students with disabilities
divided by State-level risk for comparison group for students with disabilities
The equation used to calculate LEA-level risk is:
(The number of students with disabilities of a specific race/ethnicity divided by the total
number of students enrolled with the same specific race/ethnicity) times 100
The equation used to calculate State-level risk is:
(The number of students with disabilities in all race/ethnicity categories excluding the
race/ethnicity being examined divided by the total number of students enrolled in all
race/ethnicity categories excluding the race/ethnicity being examined) times 100
For example, to determine if disproportionate representation exists for Black students, the
calculation is:
(# of Black SWD in LEA / # of Black Students Enrolled in LEA) * 100
(# of Non-Black SWD in the State / # of Non-Black Students Enrolled in the State) * 100
The number of students with disabilities in each race/ethnicity category is taken from the
December 1, 2011 Child Count Data, also known as 618 Table 1 data. The enrollment
numbers are taken from the Month 1 Net Membership data in the State database.
Mississippi also reviewed the Southeast Equity Assistance Center (SEAC) definition which
states that disproportionality exists when a group is represented at a disproportionate rate
higher than the group’s representation in the population; all groups should be represented in
proportion to the make-up of the population being considered.
The determination of noncompliance is a two-step process. First, each LEA’s data is examined
to determine if disproportionate representation is identified in the population of students. The
second step is to determine whether or not the disproportionate representation is the result of
inappropriate identification. Noncompliance is only existent when inappropriate identification is
the cause for the disproportionate representation.
Step One: Identify the number of LEAs with disproportionate identification:
One LEA was excluded from the calculations for Indicator 9 due to not meeting the minimum nsize of 10 in any race/ethnicity category. All other LEAs in the State met the minimum n-size for
at least one race/ethnicity category. The State includes the total number of LEAs in the State in
the denominator for Indicator 9.
Overrepresentation: Minimum N = 10; Ratio cut point = 4.0
A total of six instances of disproportionate representation were found in SY 2011-2012. All
instances were found in one race group, resulting in six LEAs identified as having
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
disproportionate overrepresentation of racial and ethnic groups in special education and
related services.
Number of LEAs identified with disproportionate overrepresentation
Pacific
Two
White
Black
Asian
Hispanic Islander
or
2011 More
2012
6
0
0
0
0
0
Native
American
0
Step Two: Determine if Disproportionate Representation is the Result of Inappropriate
Identification:
No disproportionate representation was found due to inappropriate identification during FFY
2011 (SY 2011 – 2012).
An annual self-assessment is required from all 152 LEAs as part of their Part B Funding
Application. The self-review includes a review of the LEA’s policies and procedures. An
additional review of individual LEA policies and procedures is done by OSE during onsite visits.
Upon identification of the disproportionate representation, letters were sent to all six LEAs to
notify them of the appearance of noncompliance. LEAs were requested to conduct a selfreview of policies, procedures, and practices to determine if the disproportionate
representation was the result of inappropriate identification. All six LEAs reported that the
correct policies, procedures, and practices were in place and did not contribute to the
disproportionate representation.
The State provided LEAs with a checklist to guide the LEAs self-review of policies, procedures,
and practices, which was adapted from a checklist provided by OSEP on The Right IDEA
website. The completion of this checklist ensures that policies and procedures are in
compliance with the requirements of 34 CFR §300.111, §300.201, and §300.301 through
§300.311.
Therefore, zero LEAs were identified with disproportionate representation of racial and ethnic
groups in specific disability categories that is the result of inappropriate identification.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Actual Target Data for FFY 2011 (SY 2011-2012):
Districts with Disproportionate Representation of Racial and Ethnic Groups in Specific
Disability categories that was the Result of Inappropriate Identification
Year
FFY 2011
(20112012)
Total
Number of
Districts
Number of Districts
with
Disproportionate
Representation
Number of Districts with
Disproportionate Representation
of Racial and Ethnic Groups that
was the Result of Inappropriate
Identification
Percent of
Districts
152
6
0
0.00%
Discussion of Improvement Activities Completed for FFY 2011 (SY 2011-2012):
State Performance Plan 2005-2012
Improvement Activities
Improvement Activities FFY 2011
(SY 2011-2012)
MDE staff for data collection,
aggregation, analysis, and reporting in
coordination with the data consultant
will conduct annual verification of data
collection and entry to determine
whether the child find and
disproportionality data are accurate,
valid, and reliable according to the
eligibility determination criteria of
Mississippi.
An annual review and analysis of data was
conducted by the Division of Data Services
and compared with the data analysis
performed by the data consultant. All
calculations were found to be in agreement.
Develop a protocol for use by LEAs that
examines procedures, and practices
related to the provision, under NCLB
and IDEA 2004, appropriate
instructional practices, and
nondiscriminatory assessment.
The Toolkit for Success: Professional
Development Resources are available at
the OSE upon request. Toolkits containing
original resources as well as the newly
added resources were disseminated to
LEAs. Over 1000 Toolkits were distributed to
the 152 LEAs, Regional Resource Centers,
and various offices at MDE. The materials
included in the toolkits are designed to
provide support to educators by addressing
disproportionality.
Resources included in the toolkit are
frequently featured in various regional
meetings, regional trainings conducted by
the OSE, and quarterly meetings scheduled
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
State Performance Plan 2005-2012
Improvement Activities
Mississippi
Improvement Activities FFY 2011
(SY 2011-2012)
with the Directors of Special Education.
During the 2010-2011 school year, training
was provided on the effective use of the
resources included in the toolkit. This training
was designed to guide LEA personnel in
effective ways to use the resources in the
toolkit for professional development at the
LEA and school-level.
During the 2011-2012 school year, additional
publications were added to the toolkits in the
areas of co-teaching and secondary
transition.
Additional Improvement Activities for FFY 2011 (SY 2011-2012):
On August 11, 2011, OSE hosted training for selected LEAs on the accurate and appropriate
identification of students with intellectual disabilities. The training focused on the ongoing
concerns of evaluation and eligibility of students with intellectual disabilities.
On October 24-25, 2011, new special education directors were provided training on eligibility,
LRE, child find activities, and intervention processes at the New Special Education Supervisors
Training.
The State also distributed website information, links, and other items related to LRE, child find,
and disproportionality, http://www.mde.k12.ms.us/special-education/special-education-mattie-t
.
Mississippi continued to utilize a tool for use by LEAs that examines policies, procedures, and
practices related to the provision under IDEA 2004 of nondiscriminatory assessment and the
examination of significant disproportionality resulting from inappropriate identification.
OSE offered five RtI regional trainings, with a focus on early identification and intervention with
students to prevent inappropriate and disproportionate referrals for special education services:
Hattiesburg, MS – November 28, 2011
Tupelo, MS – December 24, 2011
Jackson, MS – January 24, 2012
Oxford, MS – February 7, 2012
Gulfport, MS – March 9, 2012
OSE staff also participated in professional development activities provided by the Early
Intervention/Early Childhood Special Interest Group of the Association of University Centers on
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Disabilities on the role of primary language in socio-demographic disparities in children with an
IFSP or IEP and the National Association of School Psychologists on understanding privilege
in the US. This information will be incorporated in future trainings and guidance for districts.
Correction of FFY 2010 Findings of Noncompliance:
Level of compliance (actual target data) State reported for FFY 2010 for this indicator: 100%
The State did not have any identified noncompliance in this area for FFY 2010. The State does
not have any remaining noncompliance from previous years. Mississippi’s process for
verification of the correction of identified noncompliance is consistent with OSEP Memorandum
09-02.
Explanation of Progress or Slippage that occurred for FFY 2011 (SY 20111-2012):
Target = 0 / Actual = 0 – Target Met
Data for the child count were reviewed to determine if there was disproportionate
representation of racial or ethnic groups that was the result of inappropriate identification. No
overrepresentation was found in any areas that was the result of inappropriate identification.
The results for FFY 2011(SY 2011-2012) of zero LEAs represents no change from the
previous year.
All SPP Improvement Activities will continue throughout the next school year.
Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines /
Resources for FFY 2012:
None
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 80
APR Template – Part B
Mississippi
Part B State Annual Performance Report (APR) for FFY 2011 (SY 2011-2012)
Monitoring Priority: Disproportionality
Indicator 10: Percent of LEAs with disproportionate representation of racial and ethnic groups
in specific disability categories that is the result of inappropriate identification.
(20 U.S.C. 1416(a)(3)(C))
Measurement:
Percent = [(# of districts with disproportionate representation of racial and ethnic groups
in specific disability categories that is the result of inappropriate identification) divided by
the (# of districts in the State)] times 100.
Include State’s definition of “disproportionate representation.”
Based on its review of the 618 data for FFY 2011, describe how the State made its
annual determination that the disproportionate overrepresentation it identified of racial
and ethnic groups in specific disability categories was the result of inappropriate
identification as required by §§300.600(d)(3) and 300.602(a), e.g., using monitoring
data; reviewing policies, practices and procedures, etc. In determining disproportionate
representation, analyze data, for each district, for all racial and ethnic groups in the
district, or all racial and ethnic groups in the district that meet a minimum 'n' size set by
the State. Report on the percent of districts in which disproportionate representation of
racial and ethnic groups in specific disability categories is the result of inappropriate
identification, even if the determination of inappropriate identification was made after the
end of the FFY 2011, i.e., after June 30, 2012. If inappropriate identification is identified,
report on corrective actions taken.
FFY
2011
(2011-2012)
Measurable and Rigorous Target
SLD = 0
EmD = 0
L/S = 0
OHI = 0
AU = 0
ID = 0
Definition of “Disproportionate Representation” and Methodology
Mississippi has defined “disproportionate representation” as an alternate risk ratio of
identification of 4.0 or greater for overrepresentation. Mississippi conducted data analysis to
investigate disproportionate representation of seven racial/ethnic groups.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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Mississippi
The alternate risk ratio is calculated only when the number of students in the racial/ethnic
group for the LEA is greater than or equal to 10. The equation used to calculate the alternate
risk ratio is:
Alternate risk ratio = LEA-level risk for racial/ethnic group for disability or educational
environment category divided by State-level risk for comparison group for disability or
educational environment category
The equation used to calculate LEA-level risk is:
(The number of students in a specific race/ethnicity and disability category divided by the
total number of students enrolled with the same specific race/ethnicity) times 100
The equation used to calculate State-level risk is:
(The number of students in all race/ethnicity categories excluding the race/ethnicity being
examined and a specific disability category divided by the total number of students enrolled
in all race/ethnicity categories excluding the race/ethnicity being examined) times 100
For example, to determine if disproportionate representation exists for Black students in the
disability category of ID, the calculation is:
(# of Black ID students in LEA / # of Black students enrolled in LEA) * 100
(# of non-Black ID students in the State / # of non-Black students enrolled in the State) * 100
The number of students in each disability and race/ethnicity category is taken from the
December 1, 2011 Child Count Data, also known as 618 Table 1 data. The enrollment
numbers are taken from the Month 1 Net Membership data in the State database.
Mississippi also reviewed the Southeast Equity Assistance Center definition which states that
disproportionality exists when a group is represented at a disproportionate rate higher than the
group’s representation in the population; all groups should be represented in proportion to the
make-up of the population being considered.
The determination of noncompliance as it relates to disproportionate representation is a twostep process. First, each LEA’s data is examined to determine if disproportionate
representation is identified in the population of students. The second step is to determine
whether or not the disproportionate representation is the result of inappropriate identification.
Noncompliance is only existent when inappropriate identification is the cause for the
disproportionate representation.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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Mississippi
Step One: Identify the number of LEAs with disproportionate identification.
One LEA was excluded from the calculations for Indicator 10 due to not meeting the minimum
‘n’ size in any disability category. The State includes the total number of LEAs in the State in
the denominator for Indicator 10.
Overrepresentation: Minimum N = 10; Ratio cut point = 4.0
A total of 25 instances of disproportionate overrepresentation were found in SY 2011-2012.
One LEA was identified in two different disability categories, resulting in 24 distinct LEAs
identified as having disproportionate overrepresentation of racial and ethnic groups in specific
disability categories.
Number of LEAs identified with disproportionate overrepresentation
Pacific
Two
2011White
Black
Asian Hispanic Islander
or
2012
More
AU
1
0
0
0
0
0
L/S
13
0
0
0
0
0
SLD
1
0
0
0
0
0
OHI
0
3
0
0
0
0
ID
0
7
0
0
0
0
EmD
0
0
0
0
0
0
Native
American
0
0
0
0
0
0
Step Two: Determine if Disproportionate Representation is the Result of Inappropriate
Identification
No disproportionate representation was found due to inappropriate identification during FFY
2011 (SY 2011 – 2012).
An annual self-assessment is required from all 152 LEAs as part of their Part B Funding
Application. The self-review includes a review of the LEA’s policies and procedures. An
additional review of individual LEA policies and procedures is done by OSE during onsite visits.
Upon identification of the disproportionate representation, letters were sent to all 24 LEAs to
notify them of the appearance of noncompliance during the data review. LEAs were requested
to conduct a self-review of policies, procedures, and practices to determine if the
disproportionate representation was the result of inappropriate identification. All 24 LEAs
reported that the correct policies, procedures, and practices were in place and did not
contribute to the disproportionate representation. Several LEAs voluntarily conducted individual
record reviews and increased training and awareness within the LEA.
The State provided LEAs with a checklist to guide the LEAs’ self-review of policies,
procedures, and practices, which was adapted from a checklist provided by OSEP on The
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Right IDEA website. The completion of this checklist ensures that policies and procedures are
in compliance with the requirements of 34 CFR §300.111, §300.201, and §300.301 through
§300.311.
Therefore, zero LEAs were identified with disproportionate representation of racial and ethnic
groups in specific disability categories that is the result of inappropriate identification.
Actual Target Data for FFY 2011 (SY 2011-2012):
Districts with Disproportionate Representation of Racial and Ethnic Groups in Specific
Disability categories that was the Result of Inappropriate Identification
Year
FFY 2011
(20112012)
Total
Number of
Districts
Number of Districts
with
Disproportionate
Representation
Number of Districts with
Disproportionate Representation
of Racial and Ethnic Groups in
specific disability categories that
was the Result of Inappropriate
Identification
Percent of
Districts
152
24
0
0.00%
Discussion of Improvement Activities Completed FFY 2011 (SY 2011-2012):
State Performance Plan 2005-2012
Improvement Activities
Improvement Activities FFY 2011
(SY 2011-2012)
MDE staff for data collection,
aggregation, analysis, and reporting in
coordination with the data consultant will
conduct annual verification of data
collection and entry to determine whether
the child find and disproportionality data
are accurate, valid, and reliable according
to the eligibility determination criteria of
Mississippi.
Staff in the Division of Data Services
reviewed and analyzed data relative to the
disproportionality of racial and ethnic
groups in specific disability categories that
may have been the result of inappropriate
identification.
Developed and maintained a website of
information, links, and other items related
to LRE, child find, and disproportionality.
Continued to maintain a website of
information, links, and other items related
to LRE, child find, and disproportionality,
http://www.mde.k12.ms.us/specialeducation/special-education-mattie-t.
OSE offered five RtI regional trainings, with a focus on early identification and intervention with
students to prevent inappropriate and disproportionate referrals for special education services:
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Hattiesburg, MS – November 28, 2011
Tupelo, MS – December 24, 2011
Jackson, MS – January 24, 2012
Oxford, MS – February 7, 2012
Gulfport, MS – March 9, 2012
OSE staff also participated in professional development activities provided by the Early
Intervention/Early Childhood Special Interest Group of the Association of University Centers on
Disabilities on the role of primary language in socio-demographic disparities in children with an
IFSP or IEP and the National Association of School Psychologists on understanding privilege
in the US. This information will be incorporated in future trainings and guidance for districts.
Correction of FFY 2010 Findings of Noncompliance:
Level of compliance (actual target data) State reported for FFY 2010 for this indicator: 100%
The State did not have any identified noncompliance in this area for FFY 2010. The State does
not have any remaining noncompliance from previous years. Mississippi’s process for
verification of the correction of identified noncompliance is consistent with OSEP Memorandum
09-02.
Explanation of Progress or Slippage that occurred for FFY 2011 (SY 2011-2012):
Target= 0/ Actual = 0 – Target Met
Data for the child count were reviewed to determine if there was disproportionate
representation of racial or ethnic groups in specific disability categories that was the result of
inappropriate identification. No overrepresentation was found in any areas that was the result
of inappropriate identification.
The results for FFY 2011 (SY 2011-2012) of zero LEAs represent no change from the previous
year.
Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines /
Resources for FFY 2012:
None
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Part B State Annual Performance Report (APR) for FFY 2011 (SY 2011-2012)
Monitoring Priority: Effective General Supervision Part B / Child Find
Indicator 11: Percent of children who were evaluated within 60 days of receiving parental
consent for initial evaluation or, if the State establishes a timeframe within which the evaluation
must be conducted, within that timeframe.
(20 U.S.C. 1416(a)(3)(B))
Measurement:
a. # of children for whom parental consent to evaluate was received.
b. # of children whose evaluations were completed within 60 days (or State-established
timeline).
Account for children included in a but not included in b. Indicate the range of days
beyond the timeline when the evaluation was completed and any reasons for the delays.
Percent = [(b) divided by (a)] times 100.
FFY
Measurable and Rigorous Target
2011
(2011-2012)
100%
Actual Target Data for FFY 2011 (SY 2011-2012)
Children Evaluated Within 60 Days (or State-established timeline):
a. Number of children for whom parental consent to evaluate was received
10,793
b. Number of children whose evaluations were completed within 60 days
(or State-established timelines)
10,749
Percent of children with parental consent to evaluate, who were
evaluated within 60 days (or State-established timeline) (Percent = [(b)
divided by (a)] times 100)
99.59%
Data for Indicator 11 were obtained from the State database, MSIS. Data were collected and
analyzed for the period from July 1, 2011 to June 30, 2012. Data for children for whom consent
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
to conduct an initial evaluation was received during FFY 2011, but the timeline for completing
the evaluation elapsed after the end of FFY 2011 were not included in the FFY 2011 data
analysis and will be included in the FFY 2012 APR data collection.
Steps for data collection, determination of noncompliance, and issuance of findings:
Step 1: Gather data from the State database after the end of the 2011-2012 school year. All
records are reviewed.
Step 2: Identify LEAs who appear noncompliant and give them the opportunity to clarify their
data and/or provide allowable exceptions.
Step 3: Review the responses and identify noncompliance (missed timelines that did not meet
one of the allowable exceptions).
Step 4: Determine if LEAs with identified noncompliance have met both prongs of verification
of correction of noncompliance, consistent with OSEP Memorandum 09-02.
Step 4a: Determine if the LEA has corrected original cases of noncompliance by
completing the evaluations and eligibility determinations, although outside of the 60-day
timeframe. (Prong 1)
Step 4b: Gather data from the State database for the 2012-2013 school year to
determine if LEA is correctly implementing the specific regulatory requirements and has
achieved 100% compliance based on the review of this updated data. (Prong 2)
Step 5: Issue findings to those LEAs who were identified with noncompliance for the 20112012 school year and who did not meet both prongs of verification of correction of
noncompliance prior to the findings being issued.
Number of LEAs who appeared noncompliant in database (Step 2)
Number of LEAs who provided allowable exceptions to the timeline (Step 3)
Number of LEAs with identified noncompliance (Step 3)
Number of LEAs whose noncompliance was corrected (both prongs) prior to
the issuance of findings (Step 4)
Number of LEAs who were issued findings of noncompliance (Step 5)
30
20
10
9
1
After an initial review of data, LEAs who appeared noncompliant were given an opportunity to
clarify their data. The State database does not allow LEAs to indicate whether or not a missed
timeline was due to one of the allowable exceptions under IDEA 34 CFR §300.301(d). The
opportunity to provide this information was conducted by sending the affected LEAs a letter
which required their response and any necessary documentation of the allowable exceptions.
Upon review of the LEA responses, it was determined that 44 individual student cases
exceeded the 60-day timeline.
The 44 cases of missed timelines belonged to 10 separate LEAs. At the time of the data
review, all LEAs had corrected the individual cases of identified noncompliance by completing
the evaluations and eligibility determinations, although outside of the 60-day timeframe. Three
of the LEAs were previously on Improvement Plans for noncompliance identified in FFY 2010,
and have since demonstrated correction of the noncompliance. One (1) LEA was currently on
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
an Improvement Plan for noncompliance identified in FFY 2010 and has corrected the original
cases of noncompliance, but has not demonstrated correction based on reviews of updated
data. That LEA has since entered into a Compliance Agreement with MDE to address several
outstanding areas of noncompliance. For the other six LEAs, the OSE then reviewed updated
data from the 2012-2013 school year to determine if the LEAs were correctly implementing the
specific regulatory requirements and had achieved 100% compliance. It was determined that
five LEAs satisfied the 2-pronged approach of verified correction of noncompliance in
accordance with OSEP Memo 09-02 prior to the OSE’s issuance of written notifications of
findings. Therefore, those five LEAs were not issued findings.
The remaining LEA was issued a finding of noncompliance for Indicator 11. LEAs are issued a
single finding regardless of the number of student records that were found out of compliance in
each LEA. The LEA has corrected the individual cases of identified noncompliance by
completing the evaluations and eligibility determinations, although outside of the 60-day
timeframe. However, the LEA could not demonstrate 100% compliance based upon a review of
SY 2012-2013 data prior to the issuance of findings. The LEA has submitted an Improvement
Plan with activities to ensure the correction of noncompliance and future adherence to the 60day timeline. A monthly data review is also required for each LEA who was issued a finding.
LEAs will be monitored to ensure that correction takes place as soon as possible, but no later
than 12 months from the date of the written notification of the finding.
In summation, of the 10 LEAs with identified noncompliance for FFY 2011:
One LEA has outstanding noncompliance from FFY 2010 and the FFY 2011 noncompliance
is being addressed through a Compliance Agreement;
Two LEAs were previously on Improvement Plans for FFY 2010 and the FFY 2011
noncompliance was addressed and corrected while under those Improvement Plans;
Five LEAs were able to demonstrate correction of noncompliance based on reviews of
updated data prior to the issuance of findings; and
One LEA was issued a finding of noncompliance for FFY 2011 noncompliance.
Children included in (a) but not included in (b):
All 44 children included in (a) but not included in (b) had received eligibility determinations,
although outside of the 60-day timeframe, at the time of the data review.
Range of days beyond the timeline and reasons for delays:
The range of days for those LEAs that had dates beyond the allowed 60 days ranged from 1 to
172 days. Reasons cited by LEAs included delays in receipt of medical records or other
paperwork, medical delays, staff did not follow established procedures, miscalculations of the
timeline, staff unavailability, additional testing needed, etc.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Discussion of Improvement Activities Completed for FFY 2011 (SY 2011-2012):
State Performance Plan 2005-2012 Improvement Activities FFY 2011
Improvement Activities
(SY 2011-2012)
MDE staff in the Data Division will
generate reports indicating the number
and percentage of students in each
LEA and Statewide that were evaluated
in accordance with timelines.
The SPP/APR staff conducted an
analysis of the data to determine if
timelines were met by LEAs.
Staff in the Data Division annually will
conduct desktop audits by reviewing
and analyzing LEA and State reports to
determine compliance with this
Indicator.
LEAs that are not compliant with this
Indicator will be notified in writing and
are required to develop and implement
corrective actions to demonstrate
compliance with this requirement.
Results of the data analysis for
Indicator 11 were provided to the LEAs.
LEAs whose data appeared to be
noncompliant were contacted and/or
were offered technical assistance
concerning data entry.
A review and analysis of data by staff
in the Division of SPP/APR during the
2011-2012 school year was conducted
and findings of noncompliance were
issued to LEAs.
Reports will be generated quarterly for
any LEA found to be noncompliant to
track compliance with this Indicator
following the OSE’s notification to the
LEA of noncompliance with the
established timelines.
LEAs found to be noncompliant must
submit monthly data reports to track
compliance with this Indicator following
the OSE’s notification to the LEA of
noncompliance with the established
timelines.
Training will be provided on an annual
basis following the review and analysis
of the LEA and State reports and
incorporates issues or concerns
obtained through feedback provided by
the MSIS users.
The Evaluation and Eligibility trainings
continued to be provided through 2011
–2012. OSE offered five sessions at
the following locations:
o Jackson, MS – October 27-28, 2011
o Oxford, MS – November 7-8, 2011
o Jackson, MS – November 29-30,
2011
o DeSoto, MS – January 29-30, 2012
o Gulfport, MS – February 28-29,
2012
At the New Special Education Directors
training, on October 24, 2012, new
Special Education Directors were
provided training on evaluation and
eligibility and Child Find.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
State Performance Plan 2005-2012 Improvement Activities FFY 2011
Improvement Activities
(SY 2011-2012)
Information will be disseminated via the
OSE Listserv regarding data entry in
MSIS relative to Indicator 11 and the
requirement to conduct initial
evaluations and make an initial
eligibility determination within 60 days
of a child’s referral by the LSC for a
comprehensive assessment.
Eligibility timelines are monitored
during on-site visits conducted by the
OSE monitoring teams annually. Any
findings of noncompliance with
eligibility timelines are addressed
through written findings in the
Evaluation Report provided to the
monitored LEAs. Findings of
noncompliance must be corrected as
soon as possible, but in no case later
than 12 months from the identification
of noncompliance.
Information is disseminated via the
OSE Listserv regarding data entry in
MSIS relative to Indicator 11 and the
requirement to conduct initial
evaluations and make an initial
eligibility determination within 60 days
of a child’s referral by the LSC for a
comprehensive assessment.
OSE will add a component in MSIS to
ensure timelines for instructional
interventions, assessment and
eligibility were conducted in
accordance with established timelines.
Specifically, with regard to the initial
evaluation and determination of
eligibility, all students referred for an
initial comprehensive assessment were
assessed and a determination of
eligibility made within 60 days of the
date of referral by the Local Survey
Committee for a comprehensive
assessment.
During the SY 2005-2006, OSE added
a component in MSIS to ensure
timelines for instructional interventions,
assessment, and eligibility were
conducted in accordance with
established timelines. Specifically, with
regard to the initial evaluation and
determination of eligibility, all students
referred for an initial comprehensive
assessment were assessed and a
determination of eligibility made within
60 days of the date of referral by the
Multidisciplinary Evaluation Team for a
comprehensive assessment.
MSIS tracks the established timelines
for each step and OSE has the
capability to generate reports indicating
the number and percentage of students
in each LEA and Statewide that were
evaluated in accordance with timelines.
Reports in MSIS were used for training
for LEAs concerning data entry into
MSIS. LEAs were trained how to use
the reports to ensure compliance with
Indicator 11.
Eligibility timelines will be monitored by
monitoring staff conducting on-site
focused monitoring visits when
reviewing eligibility records. Findings of
noncompliance must be corrected as
soon as possible, but in no case later
than 12 months from identification of
noncompliance.
OSE staff will monitor LEA data in the
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
OSE staff monitored data and
contacted LEAs about approaching
Page 90
APR Template – Part B
Mississippi
State Performance Plan 2005-2012 Improvement Activities FFY 2011
Improvement Activities
(SY 2011-2012)
State database and alert LEAs to
approaching deadlines when
necessary.
deadlines during FFY 2011.
In an effort to address concerns from
LEAs on technical difficulties with the
current method of data collection, OSE
will develop a new screen in the State
database application that streamlines
data entry for initial evaluation data.
OSE developed a new screen for the
State database application to collect
initial ruling data. The screen was
operational during the FFY 2011 (SY
2011-2012).
One-on-one technical assistance was offered to LEAs via telephone and email to assist with
their data entry. All training materials are posted on the OSE web site to allow LEAs twentyfour-hour-a-day access.
The data screen used to capture data for Indicator 11 is examined and tested each year. OSE
reviews all requests from LEA users to update the data screen and reports generated from the
data entered in order to offer a better data environment for the users.
OSE, in collaboration with The Office of Curriculum and Instruction offered five RtI regional
trainings, with a focus on early identification and intervention with students to differentiate
students who respond to interventions in general education and students suspected of having
a disability who should be located, identified, and evaluated for special education and related
services per Child Find regulations:
Hattiesburg, MS – November 28,2011
Tupelo, MS – December 24, 2011
Jackson, MS – January 24, 2012
Oxford, MS – February 7, 2012
Gulfport, MS – March 9, 2012
A new interagency agreement was drafted to reflect the new Part C regulations to be approved
and implemented in 2012-2013 covering joint Child Find responsibilities and outlining new
efforts to collaborate on developing Statewide promotional materials and guidance documents
to be used across agencies.
OSE staff participated on the State Interagency Coordinating Council with representatives from
Part C and Part B programs, parent groups, university programs, Head Start, and other
disability programs to support joint Child Find responsibilities.
OSE staff participated on the Mississippi Advisory Council on Fetal Alcohol Spectrum
Disorders with representatives other State agencies and disability groups/programs to ensure
Child Find responsibilities are addressed.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
A State team attended the Mega Leadership Conference and pre-conference sessions focused
on Child Find responsibilities and inclusive, high-quality service provision in special education.
In addition OSE staff attended the Southeast Regional Resource Center Conference focused
on planning and development of improvement activities in special education. This information
will be incorporated into training, guidance documents, and other interagency efforts at
promoting Child Find responsibilities.
The State 619 Coordinator met with staff from the Head Start Collaboration office to identify
opportunities to ensure that Child Find responsibilities were appropriately addressed.
OSE staff collaborated with Office of Curriculum and Instruction to review proposals to address
students suspected of having dyslexia/reading learning disabilities to ensure that Child Find
responsibilities were appropriately addressed.
OSE staff participated in professional development activities with the School Turnaround
Learning Community regarding the development and use of early warning systems to identify
students suspected of having a disability who should be located, identified, and evaluated for
special education and related services per Child Find regulations. This information will be
incorporated in future trainings and guidance for districts.
Correction of FFY 2010 Findings of Noncompliance (if State reported less than 100%
compliance):
Level of compliance (actual target data) State reported for FFY 2010 for this Indicator:
99.09%
1. Number of findings of noncompliance the State made during FFY
2010 (the period from July 1, 2010 through June 30, 2011)
10
2. Number of FFY 2010 findings the State verified as timely corrected
(corrected within one year from the date of notification to the LEA of
the finding)
9
3. Number of FFY 2010 findings not verified as corrected within one
year [(1) minus (2)]
1
Correction of FFY 2010 Findings of Noncompliance Not Timely Corrected
(corrected more than one year from identification of the noncompliance):
4. Number of FFY 2010 findings not timely corrected (same as the
number from (3) above)
1
5. Number of FFY 2010 findings the State has verified as corrected
0
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
beyond the one-year timeline (“subsequent correction”)
6. Number of FFY 2010 findings not verified as corrected [(4) minus (5)]
1
Verification of Correction of FFY 2010 noncompliance (either timely or subsequent):
The OSE has verified that all but one LEA with noncompliance in FFY 2010: (Prong 1) has
completed the evaluation, although late, for any child whose initial evaluation was not timely,
unless the child is no longer within the jurisdiction of the LEA; and (Prong 2) is correctly
implementing 34 CFR §300.301(c)(1) (i.e. achieved 100% compliance) based on a review of
updated data collected through the State data system, MSIS, consistent with OSEP
Memorandum 09-02, dated October 17, 2008.
The OSE required each LEA that was issued a finding of noncompliance in FFY 2010 to
develop and implement an Improvement Plan which included activities to ensure that timelines
were met. At the time of the issuance of the findings, all evaluations had been completed,
although late. The LEAs were required to submit to OSE a monthly data review of current
evaluations to ensure that timelines were being monitored. Upon a review of SY 2011-2012
data in the State database approximately 6 months after the issuance of the findings, all but
one LEA demonstrated 100% compliance at that time. Thus, the correction of noncompliance
for 9 LEAs from FFY 2010 was verified within 12 months in accordance with OSEP Memo 0902.
The remaining district has not yet shown 100% compliance due to continued missed timelines.
The MDE OSE is working closely with the LEA to correct this noncompliance. The LEA has
also not demonstrated correction of noncompliance identified in FFY 2010 in areas related to
Indicator 12, discipline, least restrictive environment, transition services, FAPE, ESY, IEP
development, manifestation determinations, and meaningful educational benefit.
On or about November 2, 2012 MDE and the LEA entered into a Compliance
Agreement/Memorandum of Agreement (MOA) regarding the LEA’s failure to achieve
compliance within the one year timeline. On January 17, 2013, the administrators of the
Corrective Action Plan (CAP) presented a recommended revision of the plan to the SBE that
details the plan for the LEA to achieve compliance by the June 30, 2013 deadline specified in
the Compliance Agreement. The recommended revisions were approved by the SBE on
January 18, 2013. Please see Indicator 15 for further details of the Compliance Agreement and
MDE’s general supervision activities related to this case.
Correction of Any Remaining Findings of Noncompliance from FFY 2009 or Earlier:
All previous noncompliance has been verified as corrected and was reported as such in prior
Annual Performance Reports.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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Mississippi
Explanation of Progress or Slippage that occurred for FFY 2011 (SY 2011-2012):
Indicator 11 - % of SWD who were evaluated within 60 days
100
100
100
100
100
90
80
92.52
80
100
100
97.36 99.03
100
99.09
99.59
70.92
70
Target
60
50
Actual
40
30
20
10
0
2005
2006
2007
2008
2009
2010
2011
Target = 100%/Actual = 99.59% - Target not met
While Mississippi did not meet the 100% target for FFY 2011 (SY 2011-2012), it did show
progress from the FFY 2010(SY 2010-2011) data of 99.09%. All SPP Improvement Activities
will continue throughout the next school year. OSE will continue to work with LEAs to ensure
correct data entry in the State database.
Additional Information Required by the OSEP APR Response Table for this Indicator:
Statement from the Response Table
OSEP appreciates the State’s efforts and
looks forward to reviewing in the FFY 2011
APR, the State’s data demonstrating that it is
in compliance with the timely initial evaluation
requirements in 34 CFR §300.301(c)(1).
Because the State reported less than 100%
compliance for FFY 2010, the State must
report on the status of correction of
noncompliance identified in FFY2010 for this
indicator.
When reporting on the correction of
noncompliance, the State must report, in its
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
State’s Response
The State reported on the status of correction
of noncompliance for this indicator under the
appropriate headings of the Indicator 11 FFY
2011 APR. The State reported that all but one
LEA with noncompliance identified in FFY 2010
for this indicator: (1) is correctly implementing
34 CFR §300.301(c)(1) (i.e., achieved 100%
compliance) based on a review of updated data
such as data subsequently collected through
on-site monitoring or a State data system; and
(2) has completed the evaluation, although late,
for any child whose initial evaluation was not
timely, unless the child is no longer within the
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APR Template – Part B
FFY 2011 APR, that it has verified that each
LEA with noncompliance identified in FFY
2010 for this indicator: (1) is correctly
implementing 34 CFR §300.301(c)(1) (i.e.,
achieved 100% compliance) based on a
review of updated data such as data
subsequently collected through on-site
monitoring or a State data system; and (2) has
completed the evaluation, although late, for
any child whose initial evaluation was not
timely, unless the child is no longer within the
jurisdiction of the LEA, consistent with OSEP
Memorandum 09-02, dated October 17, 2008
(OSEP Memo 09-02). In the FFY 2011 APR,
the State must describe the specific actions
that were taken to verify the correction.
If the State does not report 100% compliance
in the FFY 2011 APR, the State must review
its improvement activities and revise them, if
necessary to ensure compliance.
Mississippi
jurisdiction of the LEA, consistent with OSEP
Memo 09-02. The State described the specific
actions that were taken to verify the correction.
The State also reported on the actions being
taken to ensure correction of noncompliance for
the LEA that has not yet demonstrated
compliance.
The State reviewed its improvement activities
and will continue with the current activities due
to its continued progress towards meeting the
target.
Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines /
Resources for FFY 2012:
None
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Part B State Annual Performance Report (APR) for FFY 2011 (SY 2011-2012)
Monitoring Priority: Effective General Supervision Part B / Effective Transition
Indicator 12 Percent of children referred by Part C prior to age 3, who are found eligible for
Part B, and who have an IEP developed and implemented by their third birthdays.
(20 U.S.C. 1416(a)(3)(B))
Measurement:
a. # of children who have been served in Part C and referred to Part B for Part B
eligibility determination.
b. # of those referred determined to be NOT eligible and whose eligibility was
determined prior to their third birthdays.
c. # of those found eligible who have an IEP developed and implemented by their third
birthdays.
d. # of children for whom parent refusal to provide consent caused delays in evaluation
or initial services or to whom exceptions under 34 CFR §300.301(d) applied.
e. # of children determined to be eligible for early intervention services under Part C less
than 90 days before their third birthdays.
Account for children included in a but not included in b, c, d or e. Indicate the range of
days beyond the third birthday when eligibility was determined and the IEP developed
and the reasons for the delays.
Percent = [(c) divided by (a - b - d - e)] times 100.
FFY
2011
(2011-2012)
Measurable and Rigorous Target
Mississippi will increase the number of eligible children transitioning from
Part C to Part B, receiving services at age 3 to 100%.
Actual Target Data for FFY 2011:
97.59%
Data for Indicator 12 were obtained from the State database, MSIS. Data was collected and
analyzed for the period from July 1, 2011 to June 30, 2012. OSE continuously works with the
Lead Agency for Part C, Mississippi Department of Health (MDH) to coordinate the electronic
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
data systems in order to collect accurate information relative to this Indicator. Monthly files
were submitted from MDH that allowed OSE to load the files into MSIS and run a matching
procedure to determine how many students being served under Part C were now being served
under Part B. The OSE was able to provide data to LEAs that included a listing of eligible
students receiving services at age 3 and those children currently being served by Part C who
were referred to Part B. The LEAs in turn reported to OSE the status of each student in the
reports. Once all the data was reported, OSE ran a process to pull data to indicate if all the
students had IEPs developed and implemented by their third birthdays.
Steps for data collection, determination of noncompliance, and issuance of findings:
Step 1: Gather data from the State database after the end of the 2011-2012 school year. All
records are reviewed.
Step 2: Identify LEAs who appear noncompliant and give them the opportunity to clarify their
data and/or provide allowable exceptions.
Step 3: Review the responses and identify noncompliance (missed timelines that did not meet
one of the allowable exceptions).
Step 4: Determine if LEAs with identified noncompliance have met both prongs of verification
of correction of noncompliance, consistent with OSEP Memorandum 09-02.
Step 4a: Determine if the LEA has corrected original cases of noncompliance by
developing and implementing the IEP, although after the third birthday. (Prong 1)
Step 4b: Gather data from the State database for the 2012-2013 school year to
determine if LEA is correctly implementing the specific regulatory requirements and
has achieved 100% compliance based on the review of this updated data. (Prong 2)
Step 5: Issue findings to those LEAs who were identified with noncompliance for the 20112012 school year and who did not meet both prongs of verification of correction of
noncompliance prior to the findings being issued.
Number of LEAs who appeared noncompliant in database (Step 2)
Number of LEAs who provided allowable exceptions to the timeline (Step 3)
Number of LEAs with identified noncompliance (Step 3)
Number of LEAs whose noncompliance was corrected (both prongs) prior to
the issuance of findings (Step 4)
Number of LEAs who were issued findings of noncompliance (Step 5)
67
57
10
5
5
After an initial review of data, LEAs who appeared noncompliant were given an opportunity to
clarify their data. The State database does not allow LEAs to indicate whether or not a missed
timeline was due to one of the allowable exceptions under IDEA 34 CFR §300.301(d). The
opportunity to provide this information was conducted by sending the affected LEAs a letter
which required their response and any necessary documentation of the allowable exceptions.
Upon review of the LEA responses, it was determined that 19 individual children who were
referred by Part C and found eligible for Part B, did not have IEPs developed and implemented
by their third birthdays.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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Mississippi
The 19 cases of missed timelines belonged to 10 separate LEAs. At the time of the data
review, all 10 LEAs had corrected the individual cases of identified noncompliance by
developing and implementing the IEP, although after the third birthday. One of the LEAs was
on an Improvement Plan for noncompliance identified in FFY 2010, and has since
demonstrated correction of the noncompliance. One LEA was on an Improvement Plan for
noncompliance identified in FFY 2010 and has corrected the original cases of noncompliance,
but has not demonstrated correction based on reviews of updated data. That LEA has since
entered into a Compliance Agreement with MDE to address several outstanding areas of
noncompliance. For the other eight LEAs, the OSE reviewed updated data from the 2012-2013
school year to determine if the LEAs were correctly implementing the specific regulatory
requirements and had achieved 100% compliance. It was determined that three LEAs satisfied
the 2-pronged approach of verified correction of noncompliance in accordance with OSEP
Memo 09-02 prior to the OSE’s issuance of written notifications of findings. Therefore, those
three LEAs were not issued findings.
The remaining five LEAs were issued findings of noncompliance for Indicator 12. LEAs were
issued a single finding regardless of the number of student records that were found out of
compliance in each LEA. All five LEAs have corrected the individual cases of identified
noncompliance by developing and implementing the IEP, although after the third birthday.
However, these five LEAs could not demonstrate 100% compliance based upon a review of SY
2012-2013 data prior to the issuance of findings. All five LEAs have submitted an Improvement
Plan with activities to ensure the correction of noncompliance and future adherence to the
timeline. A monthly data review is also required for each LEA who was issued a finding. LEAs
will be monitored to ensure that correction takes place as soon as possible, but no later than
12 months from the date of the written notification of the finding.
In summation, of the 10 LEAs with identified noncompliance for FFY 2011:
One LEA has outstanding noncompliance from FFY 2010 and the FFY 2011 noncompliance
is being addressed through a Compliance Agreement;
One LEA was previously on Improvement Plans for FFY 2010 and the FFY 2011
noncompliance was addressed and corrected while under those Improvement Plans;
Three LEAs were able to demonstrate correction of noncompliance based on reviews of
updated data prior to the issuance of findings; and
Five LEAs were issued findings of noncompliance for FFY 2011 noncompliance.
Actual State Data (Numbers)
a. # of children who have been served in Part C and referred
to Part B for Part B eligibility determination
1,074
b. # of those referred determined to be NOT eligible and
whose eligibility was determined prior to third birthday
216
c. # of those found eligible who have an IEP developed and
implemented by their third birthdays
688
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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Mississippi
d. # for whom parent refusals to provide consent caused
delays in evaluation or initial services or to whom exceptions
under 34 CFR §300.301(d) applied
41
e. # of children determined to be eligible for early intervention
services under Part C less than 90 days before their third
birthdays
112
# in a but not in b, c, d, or e
17
Percent of children referred by Part C prior to age 3 who are
found eligible for Part B, and who have an IEP developed and
implemented by their third birthdays
97.59%
Percent = [(c) / (a-b-d-e)] * 100
Children included in (a) but not in (b), (c), (d), or (e):
Nineteen children were included in (a) but not in (b), (c), (d), or (e). All of the 19 children have
been evaluated, determined eligible, and had IEPs developed and implemented, although after
their third birthdays.
The range of days beyond the third birthday ranged from 2 to 135 days. Reasons for the
delays included staff or scheduling issues, medical delays, lack of parent availability for IEP
meetings, and lack of communication with service coordinators for Part C.
Discussion of Improvement Activities Completed for FFY 2011 (SY 2011-2012):
State Performance Plan 2005-2012 Improvement Activities FFY 2011
Improvement Activities
(SY 2011-2012)
MDE and the Lead Agency for Part C,
MDH will coordinate electronic data
systems in order to collect accurate
information relative to this Indicator.
The MDE will provide data to LEAs that
include the percentage of eligible
students receiving services at age 3.
MDE will provide professional materials
and training activities to LEAs on
effective service delivery options for
serving children ages 3-5.
A monthly file from MDH system was
established to load the file into MSIS.
LEAs check reports in MSIS at the
beginning of each month for a listing of
any students that will turn 30 months
during that month. This timeframe will
allow LEAs six months to prepare and
test these students moving from Part C
to Part B.
The MDE and the MDH will continue to
collect and analyze data relative to Part
C and Part B outcomes and to
collaborate on the implementation of a
A monthly file from MDH and system
was established to load the file into
MSIS for LEAs to use.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
State Performance Plan 2005-2012 Improvement Activities FFY 2011
Improvement Activities
(SY 2011-2012)
statewide Child Find campaign to
identify, locate, and evaluate children
with disabilities ages birth through 21.
The MDE and the MDH will establish an
Interagency Agreement which
addresses responsibility between the
two lead agencies for Part C and B
respectively in the areas of Child Find
and Transition.
The Interagency Agreement between
MDE and MDH remained in place
during SY 2011-2012.
MDE staff will continue to annually
review the Interagency Agreement in an
effort to determine current compliance
status of the Agreement between MDE
and MDH. If problems are identified, a
report specifying problems, solutions,
and timelines for implementation will be
developed cooperatively with agency
personnel.
The Interagency Agreement was
implemented in SY 2011-2012. The
review did not reveal any problems with
the compliance of the Agreement.
MDE personnel will provide technical
assistance as needed to help resolve
any problems noted through the annual
review of the Interagency Agreement.
OSE personnel worked with MDH to
provide technical assistance in pulling
the data needed by OSE. A secure site
was created to allow MDH to deposit
the file each month.
The MDE worked collaboratively with
the MDH to support training efforts of
the MDH as the lead agency for Part C.
The MDE also supported training
efforts of the MDH related to transition
requirements from Part C to B.
The MDE will support the training
activities provided by the MDH, lead
agency for Part C, and to work
collaboratively with the Part C service
providers to ensure a smooth transition
from Part C to Part B.
The MDE will be responsible for the
Statewide coordination of the planning
and implementation of the Child Find
identification, location, and evaluation
effort.
Child Find is conducted annually and
reports are submitted to the Office of
Program Management for verification.
The MDE will evaluate the
implementation of policies and
procedures that promote a smooth
transition of children from Part C to Part
B, most specifically, the requirement
that children eligible for Part C services
who also are found to be eligible for
The OSE has developed training for
LEA personnel who are responsible for
the oversight and provision of IDEA
Part B services to preschool children
with IEPs. This training was developed
and implemented by the former Director
of Part C, who was employed by the
MDE. This training was implemented
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
State Performance Plan 2005-2012 Improvement Activities FFY 2011
Improvement Activities
(SY 2011-2012)
Part B services, have a transition
planning conference no later than 33
months of age.
The MDE will provide funding for
teachers of children with disabilities
birth through two years of age to LEAs
that voluntarily choose to provide
educational services to this age group.
The MDE will provide Parent
Awareness Trainings collaboratively
with various State agencies,
specifically, the MDH and the
Mississippi Department of Mental
Health (MDMH), utilizing staff from
these two offices to address
requirements of these agencies as they
relate to and impact the transition from
Part C to Part B.
during the SY 2011-2012, and focused
entirely on Early Childhood Transition:
Part C (Early Intervention) to Part B
(Special Education).
Permissive State legislation allows
MDE to provide teacher units annually
for those LEAs that provide services to
SWD from birth to two.
Parent Conference was provided on
March 5-6, 2012.
The OSE has developed training for LEA personnel who are responsible for the oversight and
provision of IDEA Part B services to preschool children with IEPs. This training was developed
and implemented by the 619 Coordinator employed by the MDE. This training was
implemented during the SY 2011-2012 and focused entirely on Early Childhood Transition:
Part C (Early Intervention) to Part B (Special Education). It has been well received by the
participants as a much needed technical assistance activity.
Key members of the MDE/OSE staff were involved in the training, including Technical
Assistance/Training staff and Policy staff.
The OSE continued providing training on Early Childhood Transition: Part C to B during the
2011-2012 school year. This year the training was extended to include not only Part C service
personnel, Part B district personnel, and regular education teachers, but also Head Start
directors and child care center directors to promote collaborative practice to ensure smooth
and effective transitions from Part C to Part B programs for young children with disabilities.
Trainings were provided in the following locations on the dates noted below:
Gulfport, MS – November 18, 2011
DeSoto, MS – December 13, 2011
Starkville, MS – January 18, 2012
Jackson, MS – January 25, 2012
Jackson, MS – February 13, 2012
Hattiesburg, MS – March 7, 2012
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
During the SY 2010-2011, the OSE began to revise the Part C to B training to implement in the
SY 2011-2012. The revisions address the collaboration, roles, and responsibilities of Part B
and Part C personnel.
OSE staff monitored LEA data in the State database throughout the SY 2011-2012 and alerted
LEAs to approaching deadlines when necessary.
OSE continues to utilize the SPED Directors’ Listserv to provide important information and
updates regarding Indicator 12. The SPED Directors’ Listserv is a closed list, limited to district
SPED Directors and staff the District SPED Director has chosen to add. The list’s function is to
allow MDE to disseminate important information in a timely manner.
OSE staff participated on the State Interagency Coordinating Council with representatives from
Part C and Part B programs, parent groups, university programs, Head Start, and other
disability programs to support joint early childhood transition responsibilities.
The State 619 Coordinator met with staff from the Head Start Collaboration office to identify
opportunities to support smooth and effective transitions from Part C to Part B programs for
young children with disabilities.
A State team attended the Mega Leadership Conference and pre-conference sessions focused
high-quality service provision in early intervention and early childhood special education. In
addition OSE staff attended the Southeast Regional Resource Center Conference focused on
planning and development of improvement activities in special education. This information will
be incorporated into training, guidance documents, and other interagency efforts at promoting
joint early childhood transition responsibilities.
Correction of FFY 2010 Findings of Noncompliance (if State reported less than 100%
compliance)
Level of compliance (actual target data) State reported for FFY 2010 for this Indicator: 93.94%
1. Number of findings of noncompliance the State made during FFY
2010 (the period from July 1, 2010 through June 30, 2011)
12
2. Number of FFY 2010 findings the State verified as timely corrected
(corrected within one year from the date of notification to the LEA of
the finding)
11
3.Number of FFY 2010 findings not verified as corrected within one
year [(1) minus (2)]
1
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Correction of FFY 2010 Findings of Noncompliance Not Timely Corrected
(corrected more than one year from identification of the noncompliance):
4.Number of FFY 2010 findings not timely corrected (same as the
number from (3) above)
1
5.Number of FFY 2010 findings the State has verified as corrected
beyond the one-year timeline (“subsequent correction”)
0
6.Number of FFY 2010 findings not yet verified as corrected [(4) minus
(5)]
1
Verification of Correction of FFY 2010 noncompliance (either timely or subsequent):
The OSE has verified that all but one LEA with noncompliance in FFY 2010: (Prong 1) has
developed and implemented the IEP, although late, for any child for whom implementation of
the IEP was not timely, unless the child is no longer within the jurisdiction of the LEA; and
(Prong 2) is correctly implementing 34 CFR §300.124(b) (i.e. achieved 100% compliance)
based on a review of updated data collected through the State data system, MSIS, consistent
with OSEP Memorandum 09-02, dated October 17, 2008.
The OSE required each LEA that was issued a finding of noncompliance in FFY 2010 to
develop and implement an Improvement Plan which included activities to ensure that timelines
were met. All original cases of noncompliance have been corrected. The IEPs have been
developed and implemented, although late. The LEAs were required to submit to OSE a
monthly data review of current referrals to ensure that timelines were being monitored. Upon a
review of SY 2011-2012 data in the State database approximately 6 months after the issuance
of the findings, all but one LEA demonstrated 100% compliance at that time. Thus, the
correction of noncompliance from FFY 2010 was verified for 11 LEAs within 12 months in
accordance with OSEP Memo 09-02.
The remaining district has not yet shown 100% compliance due to continued missed timelines.
The MDE OSE is working closely with the LEA to correct this noncompliance. The LEA has
also not demonstrated correction of noncompliance identified in FFY 2010 in areas related to
Indicator 11, discipline, least restrictive environment, transition services, FAPE, ESY, IEP
development, manifestation determinations, and meaningful educational benefit.
On or about November 2, 2012 MDE and the LEA entered into a Compliance
Agreement/Memorandum of Agreement (MOA) regarding the LEA’s failure to achieve
compliance within the one year timeline. On January 17, 2013, the administrators of the
Corrective Action Plan (CAP) presented a recommended revision of the plan to the SBE that
details the plan for the LEA to achieve compliance by the June 30, 2013 deadline specified in
the Compliance Agreement. The recommended revisions were approved by the SBE on
January 18, 2013. Please see Indicator 15 for further details of the Compliance Agreement and
MDE’s general supervision activities related to this case.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Correction of Any Remaining Findings of Noncompliance from FFY 2009 or Earlier:
All previous noncompliance has been verified as corrected and was reported as such in prior
Annual Performance Reports.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Explanation of Progress or Slippage that occurred for FFY 2011 (SY 2011-2012):
Indicator 12 - Part C to B, IEP developed by 3rd
birthday
100
100
100
100
100
100
100
97.3
100
91.76
100
93.94
94.9
97.59
90
80
70
Target
60
51
50
Actual
40
29.43
32.4
30
20
10
0
2004
2005
2006
2007
2008
2009
2010
2011
Target = 100%/Actual = 97.59% - Target Not Met
OSE did not meet the 100% target for FFY 2011 (SY 2011-2012). Progress was seen from the
93.94% rate reported in FFY 2010 (SY 2010-2011). All SPP Improvement Activities will
continue throughout the next school year.
Additional Information Required by the OSEP APR Response Table for this Indicator:
Statement from the Response Table
State’s Response
The State must demonstrate, in the FFY 2011
APR, that the State is in compliance with the
early childhood transition requirements in 34
CFR §300.124(b). Because the State reported
less than 100% compliance for FFY 2009, the
State must report on the status of correction of
The State reported on the status of correction
of noncompliance for this indicator under the
appropriate headings of the Indicator 12 FFY
2011 APR. The State reported that all but one
LEA with noncompliance identified in FFY 2010
for this indicator: (1) is correctly implementing
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
noncompliance identified in FFY 2010 for this
indicator.
When reporting on the correction of
noncompliance, the State must report, in its
FFY 2011 APR, that it has verified that each
LEA with noncompliance identified in FFY
2010 for this indicator: (1) is correctly
implementing 34 CFR §300.124(B) (i.e.,
achieved 100% compliance) based on a
review of updated data such as data
subsequently collected through on-site
monitoring or a State data system; and (2) has
developed and implemented the IEP, although
late, for any child for whom implementation of
the IEP was not timely, unless the child is no
longer within the jurisdiction of the LEA,
consistent with OSEP Memo 09-02. In the
FFY 2011APR, the State must describe the
specific actions that were taken to verify the
correction.
If the State does not report 100% compliance
in the FFY 2011 APR, the State must review
its improvement activities and revise them, if
necessary to ensure compliance.
Mississippi
34 CFR §300.124(b) (i.e., achieved 100%
compliance) based on a review of updated data
such as data subsequently collected through
on-site monitoring or a State data system; and
(2) has developed and implemented the IEP,
although late, for any child for whom
implementation of the IEP was not timely,
unless the child is no longer within the
jurisdiction of the LEA, consistent with OSEP
Memo 09-02. The State described the specific
actions that were taken to verify the correction.
The State also reported on the actions being
taken to ensure correction of noncompliance for
the LEA that has not yet demonstrated
compliance.
The State reviewed its improvement activities
and will continue with the current activities.
Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines /
Resources for FFY 2012:
None
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Part B State Annual Performance Report (APR) for FFY 2011 (SY 2011-2012)
Monitoring Priority: Effective General Supervision Part B / Effective Transition
Indicator 13: Percent of youth with IEPs aged 16 and above with an IEP that includes
appropriate measurable postsecondary goals that are 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. There also must be 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.
(20 U.S.C. 1416(a)(3)(B))
Measurement:
Percent = [(# of youth with IEPs aged 16 and above with an IEP that includes
appropriate measurable postsecondary goals that are 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. There also must be
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) divided by the (# of youth with an
IEP age 16 and above)] times 100.
Actual Target Data for FFY 2011 (SY 2011-2012):
FFY
Measurable and Rigorous Target
2011
(2011-2012)
100%
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Year
FFY
2011
(20112012)
Mississippi
Total number of youth
aged 16 and above with
an IEP
Total number of youth
aged 16 and above with
an IEP that meets the
requirements
10,539
10,484
Percent of youth aged 16
and above with an IEP that
meets the requirements
99.48%
10,484 / 10,539 = 99.48% - Target Not Met
Mississippi OSE staff monitored the data in the Statewide student information system closely
throughout the 2011-2012 school year and notified LEAs by phone when it appeared that the
LEA failed to indicate compliance with Indicator 13 in the database. The OSE asked the LEA to
review the IEPs in question and make appropriate updates to the database.
At the time data was collected for the purpose of determination of noncompliance, 6 LEAs had
data that appeared noncompliant. The LEAs submitted the IEPs and Written Prior Notice forms
to the MDE OSE for review. Upon review of those documents, it was determined that 32 of the
student files belonging to 5 of the LEAs were not in compliance and findings were issued.
In addition, 23 cases of noncompliance were identified in 4 LEAs through investigations of
formal State complaints, on-site investigative audits, and audits of non-public agencies.
The LEAs are currently in the process of correcting the noncompliance. They have submitted
Improvement Plans to the MDE OSE and will receive on-site visits where additional files will be
reviewed to determine correction of compliance. In all cases, transition services were
addressed on the IEPs, but did not meet all of the criteria specified in IDEA and State policies.
Discussion of Improvement Activities Completed for FFY 2011 (SY 2011-2012):
State Performance Plan 2005-2012
Improvement Activities
Training will continue to be provided
annually regarding the requirement for
LEAs to develop and implement IEPs,
in accordance with all of the
requirements of 34 C.F.R. 300.320,
including transition services beginning
no later than the first IEP to be in effect
when a student turns 16, or younger if
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Improvement Activities FFY 2011
(SY 2011-2012)
Training was provided regarding the
requirement for LEAs to develop and
implement IEPs, in accordance with all
of the requirements of 34 CFR 300.320,
including transition services beginning
no later than the first IEP to be in effect
when a student turns 16, or younger if
deemed appropriate by the IEP
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APR Template – Part B
State Performance Plan 2005-2012
Improvement Activities
Mississippi
Improvement Activities FFY 2011
(SY 2011-2012)
deemed appropriate by the IEP
committee.
committee.
The staff member responsible for
Secondary Transition is also
responsible for the provision of training
related to transition components of the
IEP and transition services. These
training opportunities, provided annually
to LEA personnel include specific
information related to transition
components of the IEP, the Mississippi
Occupational Diploma, and the
transitional portfolio.
The Division of Technical Assistance
has five staff members who provide
technical assistance in the area of
Secondary Transition, with one staff
member having primary responsibility
for this area.
Training opportunities were provided to
LEA personnel including specific
information related to transition
components of the IEP, Mississippi
Occupational Diploma, and the
Transition Portfolio. IEP training
(including IEP, Extended School Year,
Transition Portfolio, and Mississippi
Occupational Diploma Requirements)
or technical assistance focused on
improving transition services for
students with disabilities through a well
developed IEP was provided on the
following dates:
o Meridian/Lauderdale – August 3,
2011
o Lee County – August 12, 2011
o Jackson, MS – October 28, 2011
o Tupelo, MS – December 2, 2011
o Jackson, MS – November 17, 2011
o Starkville, MS – January 5, 2012
o Jackson, MS – January 19, 2012
o Jackson, MS – February 17, 2012
o DeSoto, MS – February 29, 2012
o Gulfport, MS – March 12, 2012
o Greenwood, MS – March 23, 2012
o DeSoto, MS – April 2, 2012
Regional training sessions were also
provided through a collaborative effort
between the MDE and the Mississippi
Department of Rehabilitative Services
(MDRS) with a focus on preparing
personnel working with the secondaryPart B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
State Performance Plan 2005-2012
Improvement Activities
Mississippi
Improvement Activities FFY 2011
(SY 2011-2012)
aged student to enable the student to
meet postsecondary goals and annual
IEP goals related to the student’s
transition services needs. Training was
provided in the following locations on
the dates noted below:
o Jackson, MS – November 28,
2011
o Starkville, MS – January 5, 2012
o Jackson, MS – February 17,
2012
o Gulfport, MS – March 12, 2012
o Greenwood, MS – March 23,
2012
o DeSoto, MS – April 2, 2012
The training provided by the OSE
addresses the requirement that IEPs of
students ages 16 and above (or
younger if deemed appropriate by the
IEP committee) will include appropriate
measurable postsecondary goals based
upon age appropriate transition
assessments related to the areas of
training, education, employment, and,
where appropriate, independent living
skills and the transition services,
including the courses of study needed
to assist the child in reaching those
goals. A joint conference was held in
the fall of 2006 with the Department of
Rehabilitation Services.
Training will also be done annually by
OSE data staff relative to the collection
of data (new data elements have been
added to address this Indicator) and
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
The training provided by the OSE
during SY 2011-2012 addressed the
requirement that IEPs of students ages
14 and above (as required by State
policy) will include appropriate
measurable postsecondary goals based
upon age- appropriate transition
assessments related to the areas of
training, education, employment, and,
where appropriate, independent living
skills and the transition services,
including the courses of study needed
to assist the child in reaching those
goals.
OSE, in collaboration with MS
Department of Rehabilitation Services,
hosted a three-day secondary transition
conference on November 2-4, 2011.
The focus of the conference was
building partnership for youth
transitions.
Training was provided for the Special
Education Directors during the June
2012 Special Education Summer
Institute. Directors of Special Education
were updated on Mississippi’s current
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APR Template – Part B
State Performance Plan 2005-2012
Improvement Activities
analysis of data collected.
A review of IEPs will be completed by
monitoring staff conducting on-site
visits. IEPs of students ages 16 and
above will be reviewed to determine
whether the annual goals are
coordinated and measurable. Also a
review is made to determine if transition
services are reasonable to enable
students to meet postsecondary goals.
Information will be disseminated to
LEAs via the OSE listserv regarding the
transition requirements addressed in 34
C.F.R. 300.320.
Findings of noncompliance related to
Indicator 13 will be issued to LEAs in
written monitoring reports and require
corrective actions (implementation of an
improvement plan) as soon as possible,
but in no case, later than 12 months
from identification.
Mississippi
Improvement Activities FFY 2011
(SY 2011-2012)
progress towards the State’s target and
were provided a variety of information
on secondary transition, including
model programs within Mississippi.
One-on-one technical assistance was
provided as individual LEAs requested
support.
A review of IEPs was completed by
monitoring staff conducting on-site
visits during the SY 2011-2012. IEPs of
students ages 14 and above (as
required by State policy) are reviewed
to determine whether the annual goals
are coordinated and measurable. Also
a review was made to determine if
transition services are reasonable to
enable students to meet postsecondary
goals.
Emails were posted to the OSE listserv
updating LEAs on the transitional data
and reports in MSIS. Reminders were
also posted as to when the reports
should be run to review the data at the
LEA level. Individual LEAs were
contacted when data appeared
incomplete.
In the 2011-2012 SY, Eight (8) districts
were issued findings of noncompliance
and required to implement corrective
actions to resolve the identified
noncompliance.
Additional Improvement Activities for FFY 2011 (SY 2011-2012):
During the 2011- 2012 school year, the Mississippi State Board of Education (SBE) updated the
State’s accountability standards to include a new exit option: the Career Pathways Diploma. This
update also included the requirement that all students exiting 8th grade must complete an
Individual Career and Academic Plan (iCAP). The Career Pathway Option is a standard diploma
that requires the students to complete four career and technical education units and two-andone-half elective units specified in the student’s iCAP. The iCAP is a guide for students to help
them establish and achieve their career and academic goals for success after high school by (1)
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
providing mentorship and guidance to assist students in career pathway planning, (2) helping
students identify correct graduation pathway options, (3) supporting changes to meet student
needs and ambitions and (4) helping students transition into a profession or postsecondary
educational major. Training was provided as follows:
Indianola, MS – September 12, 2011; October 17, 2011
Pearl, MS – September 14, 2011; October 13, 2011
Pearl, MS – September 16, 2011; October 12, 2011
MS State, MS – September 19, 2011; October 24, 2011
Tupelo, MS - September 23, 2011; November 11, 2011
Perkinston, MS – September 26, 2011; November 1, 2011
MS State, MS – September 27, 2011; October 24, 2011
Hattiesburg, MS – September 28, 2011; October 31, 2011
Summit, MS - September 29, 2011; November 10, 2011
Tunica, MS – October 3, 2011; November 9, 2011
OSE staff participated on the State Council on Developmental Disabilities with representatives
from other agencies, parent groups, university programs, and other disability programs to
support effective secondary transitions for students with developmental and intellectual
disabilities.
Correction of FFY 2010 Findings of Noncompliance:
Level of compliance (actual target data) State reported for FFY 2010 for this Indicator: 99.95%
1.Number of findings of noncompliance the State made for FFY 2010
data (the period from July 1, 2010 through June 30, 2011)
3
2.Number of FFY 2010 findings the State verified as timely corrected
(corrected within one year from the date of notification to the LEA of the
finding)
2
3.Number of FFY 2010 findings not verified as corrected within one year
[(1) minus (2)]
1
Correction of FFY 2010 Findings of Noncompliance Not Timely Corrected (corrected
more than one year from identification of the noncompliance):
4.Number of FFY 2010 findings not timely corrected (same as the
number from (3) above)
1
5.Number of FFY 2010 findings the State has verified as corrected
beyond the one-year timeline (“subsequent correction”)
0
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
6.Number of FFY 2010 findings not yet verified as corrected [(4) minus
(5)]
1
Verification of Correction (either timely or subsequent):
The OSE has verified that all but one LEA with noncompliance in FFY 2010: (Prong 1) has
reviewed and revised the IEP for each child identified in the original finding of noncompliance,
unless the child is no longer within the jurisdiction of the LEA; and (Prong 2) is correctly
implementing 34 CFR §§300.320(b) and 300.321(b) (i.e. achieved 100% compliance) based
on a review of updated data, consistent with OSEP Memorandum 09-02, dated October 17,
2008.
The OSE required each LEA that was issued a finding of noncompliance in FFY 2010 to
develop and implement a Corrective Action Plan which included activities to ensure that
noncompliance was corrected. Multiple follow-up visits were conducted to assist the LEAs with
the correction of noncompliance and provide technical assistance. The correction of the
original cases of noncompliance was verified during the first follow-up visit in 2 of the 3 LEAs.
In the same 2 LEAs, during each of the follow-up visits, additional records were reviewed and
were found to be 100% compliant. Thus, the correction of noncompliance for 2 LEAs from FFY
2010 was verified within 12 months in accordance with OSEP Memo 09-02.
The remaining district has not yet shown 100% compliance. The MDE OSE is working closely
with the LEA to correct this noncompliance. The LEA has also not demonstrated correction of
noncompliance identified in FFY 2010 in areas related to Indicator 11, Indicator 12, discipline,
least restrictive environment, FAPE, ESY, IEP development, manifestation determinations, and
meaningful educational benefit.
On or about November 2, 2012 MDE and the LEA entered into a Compliance
Agreement/Memorandum of Agreement (MOA) regarding the LEA’s failure to achieve
compliance within the one year timeline. On January 17, 2013, the administrators of the
Corrective Action Plan (CAP) presented a recommended revision of the plan to the SBE that
details the plan for the LEA to achieve compliance by the June 30, 2013 deadline specified in
the Compliance Agreement. The recommended revisions were approved by the SBE on
January 18, 2013. Please see Indicator 15 for further details of the Compliance Agreement and
MDE’s general supervision activities related to this case.
Correction of Remaining Findings of Noncompliance for previous years:
There are no remaining findings of noncompliance for previous reporting periods. All previous
findings were corrected and verified within one year of notification.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Additional Information Required by the OSEP APR Response Table for this Indicator (if
applicable):
Statement from the Response Table
OSEP appreciates the State’s efforts and
looks forward to reviewing in the FFY 2011
APR, the State’s data demonstrating that it is
in compliance with the secondary transition
requirements in 34 CFR §§300.320(b) and
300.321(b). Because the State reported less
than 100% compliance for FFY 2010, the
State must report on the status of correction of
noncompliance identified in FFY2010 for this
indicator.
When reporting on the correction of
noncompliance, the State must report, in its
FFY 2011 APR, that it has verified that each
LEA with noncompliance identified in FFY
2010 for this indicator: (1) is correctly
implementing 34 CFR §§300.320(b) and
300.321(b) (i.e., achieved 100% compliance)
based on a review of updated data such as
data subsequently collected through on-site
monitoring or a State data system; and (2) has
corrected each individual case of
noncompliance, unless the child is no longer
within the jurisdiction of the LEA, consistent
with OSEP Memorandum 09-02. In the FFY
2011 APR, the State must describe the
specific actions that were taken to verify the
correction.
If the State does not report 100% compliance
in the FFY 2011 APR, the State must review
its improvement activities and revise them, if
necessary to ensure compliance.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
State’s Response
The State reported on the status of correction
of noncompliance for this indicator under the
appropriate headings of the Indicator 13 FFY
2011 APR. The State reported that all but one
LEA with noncompliance identified in FFY 2010
for this indicator: (1) is correctly implementing
34 CFR §§300.320(b) and 300.321(b) (i.e.,
achieved 100% compliance) based on a review
of updated data such as data subsequently
collected through on-site monitoring or a State
data system; and (2) has corrected each
individual case of noncompliance, unless the
child is no longer within the jurisdiction of the
LEA, consistent with OSEP Memo 09-02. The
State described the specific actions that were
taken to verify the correction. The State also
reported on the actions being taken to ensure
correction of noncompliance for the LEA that
has not yet demonstrated compliance.
The State reviewed its improvement activities
and will continue with the current activities due
to its continued progress towards meeting the
target.
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APR Template – Part B
Mississippi
Explanation of Progress or Slippage that Occurred for FFY 2011 (SY 2011-2012):
Indicator 13 - % Secondary Transition w/IEP Goals
100
100
100 99.83100100
100 99.95 100
100
99
99.48
98
96.42
97
Target
96
95
% SWD with
Measurable IEP
93.51
94
93
92
91
90
2006
2007
2008
2009
2010
2011
Target = 100% / Actual = 99.48% - Target Not Met
Mississippi did not meet the 100% target for FFY 2011 (SY 2011 - 2012). There was slight
slippage from the FFY 2010 (SY 2010 - 2011) data. All SPP Improvement Activities will
continue throughout the next school year.
Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines /
Resources for FFY 2012:
None
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Part B State Annual Performance Report (APR) for FFY 2011 (SY 2011-2012)
Monitoring Priority: Effective General Supervision Part B / Effective Transition
Indicator 14: 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.
(20 U.S.C. 1416(a)(3)(B))
Measurement:
A. Percent enrolled in higher education = [(# of youth who are no longer in secondary
school, had IEPs in effect at the time they left school and were enrolled in higher
education within one year of leaving high school) divided by the (# of respondent youth
who are no longer in secondary school and had IEPs in effect at the time they left
school)] times 100.
B. Percent enrolled in higher education or competitively employed within one year of
leaving high school = [(# of youth who are no longer in secondary school, had IEPs in
effect at the time they left school and were enrolled in higher education or competitively
employed within one year of leaving high school) divided by the (# of respondent youth
who are no longer in secondary school and had IEPs in effect at the time they left
school)] times 100.
C. Percent enrolled in higher education, or in some other postsecondary education or
training program; or competitively employed or in some other employment = [(# of youth
who are no longer in secondary school, had IEPs in effect at the time they left school
and were enrolled in higher education, or in some other postsecondary education or
training program; or competitively employed or in some other employment) divided by
the (# of respondent youth who are no longer in secondary school and had IEPs in effect
at the time they left school)] times 100.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
FFY
Mississippi
Measurable and Rigorous Target
2011
(2011-2012)
A. 28.00%
B. 65.00%
C. 82.00%
Actual Target Data for FFY 2011 (SY 2011-2012):
Total number of respondent students who left school in the 2010-2011 school year: 2,770
Measurement
# of
Students
% of
Students
696
25%
B. Enrolled in higher education or competitively
employed within one year of leaving high school.
1,628
59%
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.
2,165
78%
A. Enrolled in higher education within one year of leaving
high school.
FFY 2011 Outcomes
There were 2,770 total respondents to the survey conducted by the LEAs. Each leaver is
counted only once in the highest category:
1 = 696 respondent leavers were enrolled in “higher education.”
2 = 932 respondent leavers were engaged in “competitive employment” (and not counted in 1
above).
3 = 215 respondent leavers were enrolled in “some other postsecondary education or training”
(and not counted in 1 or 2 above).
4 = 322 respondent leavers were engaged in “some other employment” (and not counted in 1,
2, or 3 above).
Thus,
A = 696 (#1) divided by 2,770 (total respondents) = 25%
B = 696 (#1) + 932 (#2) divided by 2,770 (total respondents) = 59%
C = 696 (#1) + 932 (#2) + 215 (#3) + 322 (#4) divided by 2,770 (total respondents) = 78%
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Mississippi uses the following definitions when collecting data:
Enrolled in Higher Education - Enrolled in a community college, college/university, or other
Institute of Higher Education: in an educational program to earn a degree or other recognized
credential; OR in a training program that lasts at least one academic year to prepare for gainful
employment. i.e. completed a term at a 2 or 4 year college/university.
Competitive Employment - Worked for pay at or above the minimum wage in a setting with
others who are nondisabled for a period of 20 hours a week for at least 90 days at any time in
the year since leaving high school. This includes military employment.
Some other postsecondary education or training program - Postsecondary education or
training programs including, but not limited, to: Compensatory education programs, GED, Job
Corps, Workforce development, Workforce Investment Act, Adult education, or Vocational
technical school which is less than a two-year program.
Some other employment - Worked for pay or been self-employed for a period of at least 90
days at any time in the year since leaving high school, including working in a family business or
working for room and board.
Other options include Re-enrolled in Secondary, Deceased, Unknown, or Not Engaged
(Includes incarceration, hospitalization, and stay-at-home parents). See the MSIS Special
Education Manual (http://www.mde.k12.ms.us/special-education/special-education-msis) for
expanded definitions.
For the 2007-2008 school year, data collection was moved to the State database through an
update to the State’s online student data collection interface. In previous years, information
was collected by sending LEAs a spreadsheet with a list of students who exited the previous
year. Changes to the reporting categories for the 2008–2009 school year were reflected in the
online data collection.
A Postsecondary Update screen exists in the Mississippi Student Information System
(MSIS) to collect data for Indicator 14. The screen automatically populates a list of students
who exited the prior year for each LEA. Demographic information as well as the exit type
(Graduated with Regular High School Diploma, Graduated with Occupational Diploma, etc.)
is displayed for each student. LEAs are required to indicate the status of each student. A
comment field is also available to the LEAs to document special circumstances and contact
attempts.
A Postsecondary Update report was also created to enable LEAs to view all of the
information from the update screen on one localized report.
The LEAs surveyed the students listed on the screen and reports and entered the results on
the Postsecondary Screen. Collecting data through the State database allowed for a more
centralized, complete, and accurate data collection process. There was a 100% LEA
participation rate and an 87% response rate for the target leaver group. The target leaver
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
group was all students who left school during the 2010-2011 school year. A total of 2,770
students responded to the survey conducted by the LEAs.
The pie chart on the next page shows the outcome categories, including the not engaged
category, the number of leavers in each category, and the percentage of leavers in each
outcome category. The table below the chart shows the percentages for each measure A, B, &
C.
As seen in the chart, the largest percentage of leavers was in the outcome category
competitive employment with 34% of leavers counted in this category. The second largest
percentage of leavers were the outcome categories of enrolled in higher education and not
engaged with 22% each. The remaining categories, in order of largest percentage, were: some
other employment, 17%; and enrolled in other postsecondary education or training, 8%.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Mississippi IDEA Part B SPP/APR
Indicator #14: Post-School Outcomes for
2010-11 School Year Exiters
Not Engaged,
605, 22%
1: Enrolled in
higher
education, 533,
22%
4: Some other
employment,
414, 17%
3: Enrolled in
other
postsecondary
education or
training, 215, 8%
2: Competitive
employment,
932, 34%
SPP #14 Meaurement A:
25%
Equals Segment 1
SPP #14 Meaurement B:
59%
Equals Segments 1+2
SPP #14 Meaurement C:_
78%
Equals Segments 1+2+3+4
1: Enrolled in higher education
2: Competitive employment
3: Enrolled in other postsecondary education or training
4: Some other employment
Not Engaged
Disaggregated Outcomes by Subgroups:
To better understand the post-school outcomes of youth, MDE OSE used the NPSO Data
Display Templates to further analyze our data. Data was examined for the outcomes by each
subgroup: gender, disability, ethnicity, and exit type.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Mississippi IDEA Part B SPP/APR Indicator #14: Post-School Outcomes for
2010-11 School Year Exiters
100%
80%
Respondents by
Gender
60%
40%
The
count of
this
group is
zero.
20%
0%
Statewide
Respondents
n=2770
Female n=1020
Male n=1750
Unknown:
Gender n=0
Not Engaged
22%
26%
19%
0%
4: Some other employment
12%
11%
12%
0%
3: Enrolled in other postsecondary
education or training
8%
9%
7%
0%
2: Competitive employment
34%
24%
40%
0%
1: Enrolled in higher education
25%
31%
22%
0%
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Mississippi IDEA Part B SPP/APR Indicator #14: Post-School Outcomes for 201011 School Year Exiters
100%
80%
Respondents
by Type of
Disability
60%
The
count of
this
group is
zero.
40%
20%
0%
Statewide
Respondents
n=2770
Specific
Learning
Disability
n=1761
Emotional
Disturbance
n=171
Mental
Retardation
n=342
All Other
Disabilities
n=496
Unknown:
Disability
Type n=0
Not Engaged
22%
16%
32%
41%
25%
0%
4: Some other employment
12%
11%
13%
19%
10%
0%
3: Enrolled in other postsecondary
education or training
8%
7%
9%
11%
7%
0%
2: Competitive employment
34%
38%
26%
23%
28%
0%
1: Enrolled in higher education
25%
28%
20%
6%
30%
0%
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Mississippi IDEA Part B SPP/APR Indicator #14: Post-School Outcomes for 2010-11
School Year Exiters
100%
80%
The
count
of this
group
is too
few to
report.
60%
Respondents
by Ethnicity
40%
The
count
of this
group
is too
few to
report.
The
count
of this
group
is too
few to
report.
The
count
of this
group
is too
few to
report.
The count
of this
group is
zero.
20%
0%
Black or
Hispanic/
African
Latino
American
n=34
n=1713
Native
American
Hawaiian
Indian/
or Other
Alaska
Pacific
Native
Islander
n=NR
n=NR
Statewide
Responde
nts
n=2770
White
n=1006
Two or
more
races
n=NR
Unknown:
Race or
Ethnicity
n=0
Not Engaged
22%
18%
15%
24%
0%
0%
4: Some other employment
12%
12%
6%
12%
0%
0%
0%
0%
0%
0%
0%
3: Enrolled in other postsecondary education or
training
0%
8%
6%
9%
9%
0%
0%
0%
0%
0%
2: Competitive employment
34%
35%
47%
33%
1: Enrolled in higher education
25%
28%
24%
23%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
Asian
n=NR
Mississippi IDEA Part B SPP/APR Indicator #14: Post-School Outcomes for 201011 School Year Exiters
100%
80%
The
count of
this
group is
too few
to report.
60%
Respondents
by
Type of Exit
40%
20%
0%
The
count
of this
group
is zero.
Statewide
Responden
ts n=2770
High
School
Diploma
n=838
Certificate
or
Modified
Diploma
n=1739
Aged out
n=NR
Dropout
n=190
Unknown:
Exit
Reason
n=0
Not Engaged
22%
9%
26%
0%
44%
0%
4: Some other employment
12%
5%
15%
0%
9%
0%
3: Enrolled in other postsecondary
education or training
8%
5%
9%
0%
12%
0%
2: Competitive employment
34%
28%
37%
0%
32%
0%
1: Enrolled in higher education
25%
54%
14%
0%
4%
0%
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Discussion of Improvement Activities Completed for FFY 2011 (SY 2011-2012):
State Performance Plan 2005-2012 Improvement Activities FFY 2011
Improvement Activities
(SY 2011-2012)
Each LEA has a compulsory school
attendance officer assigned to it. LEAs
are encouraged to utilize the school
attendance officers to find students who
exited the previous year.
A screen will be created in MSIS that
can be populated in April listing
students who exited the previous school
year, offering LEAs the maximum
amount of time possible to find these
students.
LEAs were encouraged to utilize their
compulsory school attendance officer for any
students whose contact information was out
of date. LEAs have reported in the past that
these compulsory school attendance officers
have been an invaluable resource to them.
The screen has been created and was
utilized in the 2011-2012 student population
data collection.
LEAs will develop tracking systems for
exiting students to optimize their contact
rate.
LEAs are working to ensure that they have
contact information on all their students
exiting in the current school year.
OSE staff will continue to conduct
frequent reviews of the NPSO website
and provide updates and news to the
school LEAs within the State.
OSE posted to the web site the Post-School
Data Collection Protocol found on the
National Post-School Outcomes Center
(NPSO) website and encouraged LEAs to
use the protocols during their data collection.
http://www.mde.k12.ms.us/specialeducation/special-education-spp-apr
OSE sent 3 staff members to participate
in the Secondary Transition State Planning
Institute: Building for the Future in North
Carolina during May 2008. Due to recent
budget and travel restrictions the OSE Team
was not afforded the opportunity to
participate in 2011.
An OSE Team will attend the
Secondary Transition State Planning
Institute: Building for the Future to assist
with the planning of capacity building
activities designed to improve
secondary transition services for
students with disabilities and to obtain
information relative to the SPP/APR
secondary transition Indicators 1, 2, 13,
and 14, specifically with regard to data
collection, reporting, and use.
OSE staff will address Indicator 14
through the quarterly meetings
conducted with Directors of Special
Education.
OSE staff will continue to participate in
the NPSO monthly teleconferences and
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
OSE staff offered training and data insight at
each of the Special Education quarterly
meetings. One-on-one technical assistance
was also provided to LEAs as requested
through emails and phone calls.
3 to 5 OSE staff regularly participated in the
monthly teleconferences with NPSO and will
continue to network with other states that
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APR Template – Part B
Mississippi
State Performance Plan 2005-2012 Improvement Activities FFY 2011
Improvement Activities
(SY 2011-2012)
will continue to network with other
states that participate in these regularly
scheduled teleconferences.
The Transition Portfolio, first introduced
in 2002-2003, will continue as a
requirement document that serves as a
practical tool for documenting the efforts
of the student, his/her family, teachers,
and other service providers to ensure a
smooth transition to post-school
opportunities and services. The
Transition Portfolio is required for all
students whose IEP indicates that they
will exit high school with an option other
than a standard diploma or an
occupational diploma.
OSE will provide transitional training to
the LEAs during annual IEP,
Transitional, and Occupational Diploma
training.
OSE will support and participate in an
annual Transitional Conference with the
Mississippi Department of Rehabilitation
Services (MDRS).
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
participate in these regularly scheduled
conference calls. Notes from the
teleconferences are disseminated each
month.
The Division of Technical Assistance has
1 staff member whose primary responsibility
is Secondary Transition. That staff member
regularly participates in the monthly
teleconferences with NPSO and will continue
to network with other states that participate
in these regularly scheduled conference
calls.
Training provided during the SY 2011-2012
addressed Transition Portfolio requirements.
The Transition Portfolio is addressed in the
IEP Training provided annually in regional
locations and to LEAs upon request.
Trainings were provided on the following
dates and locations:
o Meridian/Lauderdale – August 3, 2011
o Lee County – August 12, 2011
o Tupelo, MS – December 7, 2011
o Jackson, MS – November 17, 2011
o Jackson, MS – January 19, 2012
o DeSoto, MS – February 29, 2012
o Greenwood, MS – March 2, 2012
OSE provided training opportunities to LEAs
regarding transition, including information on
the Mississippi Occupational Diploma and
the Transition Portfolio.
OSE collaborated with the Mississippi
Department of Rehabilitation Services
(MDRS) to co-sponsor the second Transition
Conference (first one offered 2006; second
one was offered in the Fall of 2008). OSE
and MDRS conducted collaborated trainings
on the following dates and locations during
the SY 2011-2012:
o Jackson, MS – October 28, 2011
o Jackson, MS – November 28, 2011
o Starkville, MS – January 5, 2012
o Jackson, MS – February 17, 2012
Page 125
APR Template – Part B
Mississippi
State Performance Plan 2005-2012 Improvement Activities FFY 2011
Improvement Activities
(SY 2011-2012)
OSE has established an Interagency
Agreement with MDRS to ensure a
cooperative partnership between the
two agencies.
The State has a high school redesign
initiative that is restructuring secondary
program options for all students. All
students will have a targeted exiting
option that includes higher education at
a 4-year college or university, postsecondary community college, or
entering the workforce. Academic and
vocational curriculum have been
blended to center on seven career
pathways and ensure transition from
high school to adulthood. OSE will work
closely with other MDE offices on the
high school redesign to ensure inclusion
and appropriate services for all students
with disabilities.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
o Gulfport, MS – March 12, 2012
o Greenwood, MS – March 23, 2012
o DeSoto, MS – April 2, 2012
The OSE Interagency Agreement with
MDRS was in effect during SY 2011-2012.
The Interagency Agreement ensures a
cooperative partnership between the two
agencies and ensures the transitional service
needs of students 14 and above.
Due to budgetary concerns, MDE modified
its plan for the implementation of
Redesigning Education for the 21st Century
Workforce in Mississippi. The initiative
continues to be implemented by the 32 LEAs
that were selected for its pilot.
MDE used the college and career readiness
standards to rewrite curriculum, address
board policies, and provide training to the
LEAs.
Students with disabilities are included in the
Redesign plan. Vocational education
instructors will continue to utilize the
differentiated instructional strategies listed
on each student’s IEP to deliver instruction.
The special populations instructors will
continue to be available for remediation.
MDE originally implemented the
Redesigning Education for the 21st Century
Workforce in Mississippi during the SY 20072008 with 13 pilot LEAs. In the first phase of
Redesign’s career pathway, curricula
included allied health, construction,
manufacturing, management, culinary arts,
education, and automotive services.
In January 2009, the next set of career
pathway curricula was approved by the
Mississippi Board of Education. These
pathways included agricultural sciences,
architecture and engineering, collision repair
technology, digital media technology,
information technology, and industrial
maintenance – all areas that are critical to
Mississippi’s economy.
During the SY 2008-2009, Phase II of the
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APR Template – Part B
Mississippi
State Performance Plan 2005-2012 Improvement Activities FFY 2011
Improvement Activities
(SY 2011-2012)
Redesign plan included a new set of sites
selected to implement the 7th and 9th grade
courses and the original pilot sites
implementing the 8th grade ICT II course.
Nineteen sites were selected for Phase II.
This phase also includes the development
and implementation of the new career
pathways in grades 10 through 12.
Phase II also included training for counselors
and the establishment of graduation coaches
in LEAs. Graduation coaches are
responsible for identifying students at risk of
dropping out and using guided interventions
to put them back on track, including assisting
students with career pursuits as well as
academics.
One of the components of the Mississippi
Redesign Comprehensive Model is its data
system. It is imperative that a system is in
place that can follow students to facilitate the
alignment of educational and workforce
standards across the P-20 spectrum as well
as provide early warning of potential
dropouts. A team of education scientists at
Mississippi State University’s Research and
Curriculum Unit (RCU), in conjunction with
stakeholders around the State, is working
toward developing a comprehensive data
system to compile data on students to
determine not only the success of college
readiness strategies, but also other
programs being implemented for dropout
prevention, increasing the graduation rate,
and workforce placement and tracking.
Additional Improvement Activities:
On March 17, 2010, Governor Haley Barbour signed into law Senate Bill 2389, an Act to
amend Section 37-16-17, MS Code of 1972, to provide certain conditions for high school
career option programs and career track curricula for students not wishing to pursue a
baccalaureate degree. The Bill will allow 9th graders beginning 2010-2011 may choose a
Career Pathway Option as their graduation option. This update also included the requirement
that all students exiting 8th grade must complete an Individual Career and Academic Plan
(iCAP). The Career Pathway Option is a standard diploma that requires the students to
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
complete four career and technical education units and two-and-one-half elective units
specified in the student’s iCAP. The iCAP is a guide for students to help them establish and
achieve their career and academic goals for success after high school by (1) providing
mentorship and guidance to assist students in career pathway planning, (2) helping students
identify correct graduation pathway options, (3) supporting changes to meet student needs and
ambitions and (4) helping students transition into a profession or postsecondary educational
major. During the 2011- 2012 school year, the Mississippi State Board of Education (SBE)
updated the State’s accountability standards to include the Career Pathway Option as a new
exit option.
Explanation of Progress or Slippage that Occurred for FFY 2011 (SY 2010-2011):
Indicator 14A - Enrolled in Higher Education
100
75
50
24
24
26
28
24
25
25
0
Baseline 2009
Target (A)
2010
2011
Actual (A)
Target = 28% / Actual = 25% - Target Not Met
Mississippi did not meet the target for Indicator 14A. The percentage of students enrolled in
higher education rose slightly compared to FFY 2010. Mississippi will continue its improvement
activities.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Indicator 14B - Enrolled in Higher Education
or Competitively Employed
100
75
61
63
61
65
59
59
50
25
0
Baseline 2009
2010
Target (B)
2011
Actual (B)
Target = 65% / Actual = 59% - Target Not Met
Mississippi did not meet the target for Indicator 14B. The percentage of students enrolled in
higher education or competitively employed remained at the same level as FFY 2010.
Mississippi will continue its improvement activities.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 129
APR Template – Part B
Mississippi
Indicator 14C - Enrolled in Higher Education
or in Some Other Postsecondary Education or
Training Program; or Competitively Employed
or in Some Other Employment
100
78
80
78
82
78
77
75
50
25
0
Baseline 2009
2010
Target (C)
2011
Actual (C)
Target = 82% / Actual = 78% - Target Not Met
Mississippi did not meet the target for Indicator 14C. The percentage of students enrolled in
higher education or in some other postsecondary education or training program; or
competitively employed or in some other employment increased slightly compared to FFY
2010. Mississippi will continue its improvement activities.
Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines /
Resources for FFY 2012:
None
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Part B State Annual Performance Report (APR) for FFY 2011 (SY 2011-2012)
Monitoring Priority: Effective General Supervision Part B / General Supervision
Indicator 15: General supervision system (including monitoring, complaints, hearings, etc.)
identifies and corrects noncompliance as soon as possible but in no case later than one year
from identification.
(20 U.S.C. 1416 (a)(3)(B))
Measurement:
Percent of noncompliance corrected within one year of identification:
a. # of findings of noncompliance.
b. # of corrections completed as soon as possible but in no case later than one year
from identification.
Percent = [(b) divided by (a)] times 100.
States are required to use the “Indicator 15 Worksheet” to report data for this indicator
(see Attachment 1).
FFY
2011
(2011-2012)
Measurable and Rigorous Target
100% of noncompliance related to monitoring priority area and
Indicators will be corrected within one year of identification.
Data reported in the FFY 2011 APR is based on findings issued during the 2010-2011
school year and corrected within one year.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 131
APR Template – Part B
Mississippi
Actual Target Data for FFY 2011 (SY 2011-2012):
89.09% of noncompliance was corrected within one year of identification.
Indicator/Indicator Clusters
1. Percent of youth with IEPs graduating
from high school with a regular diploma.
2. Percent of youth with IEPs dropping
out of high school.
14. Percent of youth who had IEPs, are
no longer in secondary school and who
have been competitively employed,
enrolled in some type of postsecondary
school or training program, or both, within
one year of leaving high school.
3. Participation and performance of
children with disabilities on statewide
assessments.
General
Supervision
System
Components
Monitoring
Activities: SelfAssessment/ Local
APR, Data Review,
Desk Audit, On-Site
Visits, or Other
Dispute Resolution:
Complaints,
Hearings
Monitoring
Activities: SelfAssessment/ Local
APR, Data Review,
7. Percent of preschool children with IEPs Desk Audit, On-Site
who demonstrated improved outcomes.
Visits, or Other
Dispute Resolution:
Complaints,
Hearings
4A. Percent of districts identified as having Monitoring
a significant discrepancy in the rates of
Activities: Selfsuspensions and expulsions of children
Assessment/ Local
with disabilities for greater than 10 days in APR, Data Review,
a school year.
Desk Audit, On-Site
Visits, or Other
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
# of LEAs
Issued
Findings
in FFY
2010
(7/1/10 to
6/30/11)
(a) # of Findings
of
noncompliance
identified in FFY
2010 (7/1/10 to
6/30/11)
(b) # of
Findings of
noncompliance
from (a) for
which
correction was
verified no
later than one
year from
identification
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
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APR Template – Part B
Indicator/Indicator Clusters
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 or practices that
contribute to the significant discrepancy
and do not comply with requirements
relating to the development and
implementation of IEPs, the use of
positive behavioral interventions and
supports, and procedural safeguards.
5. Percent of children with IEPs aged 6
through 21 -educational placements.
6. Percent of preschool children aged 3
through 5 – early childhood placement.
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.
9. Percent of districts with
disproportionate representation of racial
and ethnic groups in special education
that is the result of inappropriate
identification.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Mississippi
General
Supervision
System
Components
# of LEAs
Issued
Findings
in FFY
2010
(7/1/10 to
6/30/11)
(a) # of Findings
of
noncompliance
identified in FFY
2010 (7/1/10 to
6/30/11)
(b) # of
Findings of
noncompliance
from (a) for
which
correction was
verified no
later than one
year from
identification
0
0
0
2
5
5
2
2
1
0
0
0
0
0
0
0
0
0
Dispute Resolution:
Complaints,
Hearings
Monitoring
Activities: SelfAssessment/ Local
APR, Data Review,
Desk Audit, On-Site
Visits, or Other
Dispute Resolution:
Complaints,
Hearings
Monitoring
Activities: SelfAssessment/ Local
APR, Data Review,
Desk Audit, On-Site
Visits, or Other
Dispute Resolution:
Complaints,
Hearings
Monitoring
Activities: SelfAssessment/ Local
APR, Data Review,
Desk Audit, On-Site
Visits, or Other
Page 133
APR Template – Part B
Indicator/Indicator Clusters
10. Percent of districts with
disproportionate representation of racial
and ethnic groups in specific disability
categories that is the result of
inappropriate identification.
11. Percent of children who were
evaluated within 60 days of receiving
parental consent for initial evaluation or, if
the State establishes a timeframe within
which the evaluation must be conducted,
within that timeframe.
12. Percent of children referred by Part C
prior to age 3, who are found eligible for
Part B, and who have an IEP developed
and implemented by their third birthdays.
13. Percent of youth aged 16 and above
with IEP that includes appropriate
measurable postsecondary goals that are
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 service needs.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Mississippi
General
Supervision
System
Components
Dispute Resolution:
Complaints,
Hearings
Monitoring
Activities: SelfAssessment/ Local
APR, Data Review,
Desk Audit, On-Site
Visits, or Other
Dispute Resolution:
Complaints,
Hearings
Monitoring
Activities: SelfAssessment/ Local
APR, Data Review,
Desk Audit, On-Site
Visits, or Other
Dispute Resolution:
Complaints,
Hearings
Monitoring
Activities: SelfAssessment/ Local
APR, Data Review,
Desk Audit, On-Site
Visits, or Other
Dispute Resolution:
Complaints,
Hearings
# of LEAs
Issued
Findings
in FFY
2010
(7/1/10 to
6/30/11)
(a) # of Findings
of
noncompliance
identified in FFY
2010 (7/1/10 to
6/30/11)
(b) # of
Findings of
noncompliance
from (a) for
which
correction was
verified no
later than one
year from
identification
0
0
0
10
10
9
0
0
0
12
12
11
0
0
0
2
2
2
1
1
0
Page 134
APR Template – Part B
Indicator/Indicator Clusters
Other areas of noncompliance:
Assessment and Evaluation
Other areas of noncompliance: Child Find
Other areas of noncompliance: FAPE
Other areas of noncompliance: ESY
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Mississippi
General
Supervision
System
Components
Monitoring
Activities: SelfAssessment/ Local
APR, Data Review,
Desk Audit, On-Site
Visits, or Other
Dispute Resolution:
Complaints,
Hearings
Monitoring
Activities: SelfAssessment/ Local
APR, Data Review,
Desk Audit, On-Site
Visits, or Other
Dispute Resolution:
Complaints,
Hearings
Monitoring
Activities: SelfAssessment/ Local
APR, Data Review,
Desk Audit, On-Site
Visits, or Other
Dispute Resolution:
Complaints,
Hearings
Monitoring
Activities: SelfAssessment/ Local
APR, Data Review,
Desk Audit, On-Site
Visits, or Other
Dispute Resolution:
Complaints,
Hearings
# of LEAs
Issued
Findings
in FFY
2010
(7/1/10 to
6/30/11)
(a) # of Findings
of
noncompliance
identified in FFY
2010 (7/1/10 to
6/30/11)
(b) # of
Findings of
noncompliance
from (a) for
which
correction was
verified no
later than one
year from
identification
1
1
1
0
0
0
0
0
0
1
1
1
13
26
26
4
5
3
0
0
0
1
1
0
Page 135
APR Template – Part B
Indicator/Indicator Clusters
Other areas of noncompliance: IEP
Development
Other areas of noncompliance: Educable
Child
Other areas of noncompliance: Fiscal –
Use of Amounts
Other areas of noncompliance:
Supplement Aides and Services
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Mississippi
General
Supervision
System
Components
Monitoring
Activities: SelfAssessment/ Local
APR, Data Review,
Desk Audit, On-Site
Visits, or Other
Dispute Resolution:
Complaints,
Hearings
Monitoring
Activities: SelfAssessment/ Local
APR, Data Review,
Desk Audit, On-Site
Visits, or Other
Dispute Resolution:
Complaints,
Hearings
Monitoring
Activities: SelfAssessment/ Local
APR, Data Review,
Desk Audit, On-Site
Visits, or Other
Dispute Resolution:
Complaints,
Hearings
Monitoring
Activities: SelfAssessment/ Local
APR, Data Review,
Desk Audit, On-Site
Visits, or Other
Dispute Resolution:
Complaints,
Hearings
# of LEAs
Issued
Findings
in FFY
2010
(7/1/10 to
6/30/11)
(a) # of Findings
of
noncompliance
identified in FFY
2010 (7/1/10 to
6/30/11)
(b) # of
Findings of
noncompliance
from (a) for
which
correction was
verified no
later than one
year from
identification
11
25
25
1
2
0
1
1
1
0
0
0
2
2
2
0
0
0
1
1
1
0
0
0
Page 136
APR Template – Part B
Indicator/Indicator Clusters
Mississippi
General
Supervision
System
Components
Monitoring
Activities: SelfAssessment/ Local
APR, Data Review,
Desk Audit, On-Site
Visits, or Other
Dispute Resolution:
Complaints,
Hearings
Other areas of noncompliance: Meaningful Monitoring
Educational Benefit
Activities: SelfAssessment/ Local
APR, Data Review,
Desk Audit, On-Site
Visits, or Other
Dispute Resolution:
Complaints,
Hearings
Other areas of noncompliance: MOD
Monitoring
Activities: SelfAssessment/ Local
APR, Data Review,
Desk Audit, On-Site
Visits, or Other
Dispute Resolution:
Complaints,
Hearings
Other areas of noncompliance:
Monitoring
Nonacademic Services
Activities: SelfAssessment/ Local
APR, Data Review,
Desk Audit, On-Site
Visits, or Other
Dispute Resolution:
Complaints,
Hearings
# of LEAs
Issued
Findings
in FFY
2010
(7/1/10 to
6/30/11)
(a) # of Findings
of
noncompliance
identified in FFY
2010 (7/1/10 to
6/30/11)
(b) # of
Findings of
noncompliance
from (a) for
which
correction was
verified no
later than one
year from
identification
0
0
0
1
1
0
0
0
0
1
1
0
4
5
5
0
0
0
1
1
1
0
0
0
Other areas of noncompliance:
Manisfestation Determinations
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 137
APR Template – Part B
Indicator/Indicator Clusters
Mississippi
General
Supervision
System
Components
Monitoring
Activities: SelfAssessment/ Local
APR, Data Review,
Desk Audit, On-Site
Visits, or Other
Dispute Resolution:
Complaints,
Hearings
Sum the numbers down Column a and Column b
# of LEAs
Issued
Findings
in FFY
2010
(7/1/10 to
6/30/11)
(a) # of Findings
of
noncompliance
identified in FFY
2010 (7/1/10 to
6/30/11)
(b) # of
Findings of
noncompliance
from (a) for
which
correction was
verified no
later than one
year from
identification
3
4
4
1
1
0
110
98
Other areas of noncompliance: Discipline
Percent of noncompliance corrected within one year of identification =
(column (b) sum divided by column (a) sum) times 100.
(b) / (a) X 100 =
89.09%
Process for selecting LEAs for Monitoring:
Mississippi’s system of general supervision is an integrated system which includes the
following activities:
1) Integrated Monitoring Activities (on-site monitoring, desk-audits, self-assessments,
LEA assurances, Project Application)
2) Data (database, desk-audits)
3) Policies, Procedures, and Effective Implementation (self-assessments, LEA
assurances, Project Application)
4) State Performance Plan
5) Dispute Resolution (on-site investigations, desk audits)
6) Targeted Technical Assistance and Professional Development (on-site, collaborative
targeted technical assistance)
7) Improvement, Correction, Incentives and Sanctions
8) Fiscal Management (desk-audits, on-site investigations, technical assistance)
LEAs in the 2010-2011 school year were selected for on-site monitoring visits to investigate
formal State complaints, to conduct investigative audits, and to conduct audits of non-public
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
schools and State agencies. Desk audits were conducted through reviews of the State
database during this same period of time.
Mississippi’s system of general supervision also includes State audits. These include
accreditation audits, investigative audits, and audits of non-public schools and State agencies.
The State Board of Education (SBE), Commission on School Accreditation, or the State
Superintendent of Education may call for an investigative audit at anytime, which may include
a comprehensive evaluation of special education programs and IDEA compliance. Audits are
conducted for a variety of reasons, including complaints, fiscal, and cross-departmental
concerns. Improvement plans and technical assistance visits are the primary methods used to
verify implementation of corrective actions. Comprehensive follow-up visits are also conducted
approximately 3 to 4 months after the initial visit. Any LEA that fails to provide sufficient
documentation that all areas of noncompliance have been resolved within 12 months is subject
to automatic and mandatory sanctions, including a report to the Office of Accreditation and a
recommendation to the Commission on School Accreditation to take immediate action to
downgrade the accreditation status of the LEA. Intensive technical assistance is provided to
sanctioned LEAs. Continued noncompliance may ultimately result in withholding of funds.
Discussion of Improvement Activities Completed for FFY 2011 (SY 2011-2012):
Mississippi continues to implement a comprehensive system to ensure its general supervisory
responsibilities of IDEA Part B are implemented. The general supervisory system requires
LEAs to implement the provisions of IDEA by monitoring and ensuring continuous
improvement with a primary focus on improving educational results and functional outcomes
for all children with disabilities.
Through the State Performance Plan, data, implementation of effective policies and
procedures, integrated monitoring activities, improvement, correction of noncompliance,
sanctions, dispute resolution, targeted technical assistance and professional development,
fiscal management, the Modified Mattie T. Consent Decree and the Mattie T. Implementation
Plan (MTIP), monitoring strategies are integrated across all components of OSE’s system of
general supervision.
The OSE will continue to utilize a variety of integrated monitoring strategies and activities to
ensure implementation of the requirements of IDEA by local LEAs.
The monitoring process is one area of training that OSE continues to promote and highlight at
various State meetings and conferences for school district personnel, including LEA
superintendents (Mississippi Association of School Superintendents). The monitoring process
is also highlighted bi-annually at the New Directors of Special Education trainings, Special
Education Advisory Panel meetings, and other meetings upon request.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Discussion of Improvement Activities Completed for FFY 2011 (SY 2011-2012):
State Performance Plan 2005-2012
Improvement Activities
Improvement Activities FFY 2011
(SY 2011-2012)
The MDE OSE has developed a method
of tracking LEA noncompliance which
will ensure that individual findings are
tracked with regard to specific issues
and to ensure that the timelines for
correction do not exceed one year from
the time of identification. A shared file or
folder has been established by the
Office of Management Information
Systems (MIS) and staff assigned to the
monitoring division, as well as the
Director of the OSE and the Bureau
Director for Program will have shared
access to this folder. Each individual
staff member assigned to the monitoring
division is responsible for ensuring that
individual findings and the date for
corrective actions are entered into the
system. Individual staff are then
responsible for ensuring corrective
actions are made no later than one year
from identification. This will be
monitored routinely by the Division
Director of Program Evaluation and
Improvement and the Bureau Director.
The shared folder was utilized during the SY
2011-2012. Regular and ongoing reviews of
LEA timeline compliance (Timeline Tracker)
were created to ensure that each LEA was
implementing corrective actions as soon as
possible, but no later than 12 months from
notification of noncompliance.
Team leaders were assigned to conduct all
follow-up visits and assist the OSE to
coordinate timelines. OSE staff works
collaboratively with the follow-up team
leaders to ensure that LEA personnel correct
noncompliance in a timely manner.
Whenever it appears that correction of
noncompliance may not be occurring at a
rate or pace fast enough to ensure correction
within 12 months of identification, strategic
measures are implemented to redirect the
LEA’s corrective actions and/or to provide
any needed technical assistance that will
ensure timely correction of all identified
noncompliant findings.
The MDE OSE has implemented a
number of improvement strategies and
activities designed to assist LEAs with
effective improvement plan activities. All
LEAs with active improvement plans are
assigned to 1 of 3 Regional Service
Centers that employ technical
assistance specialists. These
individuals are responsible for and
responsive to the needs of LEAs on
corrective actions to support LEA
personnel in the implementation of
activities. The technical assistance
specialists spend time in the LEA, within
individual schools, attending TST
The OSE implemented a number of
strategies or activities designed to assist
LEAs in effectively implementing
improvement plan activities. All LEAs with an
active improvement plan were assigned to
one of three Regional Service Centers that
employ technical assistance specialists.
These individuals are responsible for, and
responsive to, the needs of LEAs on
corrective actions to support LEA personnel
in the implementation of improvement plan
activities. The technical assistance
specialists spent time in each LEA, within
individual schools, attending TST meetings,
LSC meetings, eligibility determination
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
State Performance Plan 2005-2012
Improvement Activities
meetings, LSC meetings, eligibility
determination meetings, IEP meetings
as well as other school-based decision
making team sessions. They attend
professional development alongside
LEA personnel as well as provide
training in specific areas of need. These
individuals are expected to spend 3/4 of
the work week in assigned LEAs to
support their improvement plan
activities.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Mississippi
Improvement Activities FFY 2011
(SY 2011-2012)
meetings, IEP meetings as well as other
school-based decision-making team
sessions. They attended professional
development alongside LEA personnel as
well as provided technical assistance in
specific areas of need. These individuals are
expected to spend 3/4 of the work week in
assigned LEAs to support their improvement
plan activities.
The OSE continued the process of
evaluating its monitoring activities to
determine areas in need of improvement and
refinement. On an ongoing basis, challenges
and barriers were addressed throughout the
monitoring/technical assistance process as
they became known.
Specially designed protocols developed to
examine an LEA’s process to identify a child
as a child with a disability continue to be
used with LEA staff, OSE staff, and
contractual consultants through the targeted
technical assistance visits. This collaborative
review focuses on the procedures used in
the Three Tier Instructional Model (prereferral practices) and those used in the
Evaluation and Determination of Eligibility
process to determine if the pre-referral and
assessment and determination of eligibility
processes were conducted in accordance
with State and Federal requirements.
In addition, the OSE provided targeted
technical assistance to LEAs implementing
Plans of Rapid Compliance in accordance
with the Mattie T. Modified Consent Decree
to assist LEAs in meeting the goals of the
Decree.
Fifty-one follow-up visits were conducted
during the 2011-2012 school year as a result
of districts receiving a monitoring visit during
the 2010-2011 school year.
Thirty-one formal State complaints were
investigated through an on-site investigation
during the 2011-2012 school year following
the OSE’s receipt of a written formal State
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APR Template – Part B
State Performance Plan 2005-2012
Improvement Activities
Mississippi
Improvement Activities FFY 2011
(SY 2011-2012)
complaint.
Nine on-site audits were conducted at nonpublic facilities during SY 2010-2011.
Twenty-eight Plans of Rapid Compliance
technical assistance visits were conducted
during SY 2011-2012.
OSE staff coordinated with other offices in
the MDE to conduct collaborative monitoring
visits or investigative audits. Three
investigative audits were conducted at the
request of the State Superintendent of
Education.
The MDE OSE works closely with the
technical assistance specialists. Joint
training opportunities and collaborative
work sessions are a routine part of this
endeavor. The technical assistance
specialists provide quarterly reports on
their activities in all assigned LEAs.
There is also an informal method for
providing feedback and conducting
routine communication with OSE staff
between the regularly scheduled
quarterly report due dates. The
technical assistance specialists meet
quarterly with the Mattie T. consultants
and the OSE staff to allow an
opportunity for problem solving and
collaborative planning efforts.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Six technical assistance specialists are
employed through three Regional Service
Centers in the State to work exclusively with
LEAs that are implementing corrective action
improvement plans following completion of
an on-site focused monitoring visit. They also
have expanded their work responsibility to
support LEAs in the implementation of
Technical Assistance Plan activities as a part
of the targeted technical assistance process.
Their primary responsibility is to
provide regular, on-going technical
assistance to LEA personnel in monitored
LEAs as they implement corrective actions or
to LEAs who had a targeted technical
assistance visit. Their services are provided
on-site (in-district) and they are available to
LEA personnel in assigned LEAs 3.5 – 4
days each week.
Training is provided to Regional Service
Center technical assistance specialists
on a quarterly basis to support their ability to
provide technical assistance to assigned
LEAs implementing improvement plans.
Quarterly reports are provided to the OSE by
the Regional Service Centers technical
assistance specialists.
In addition to the regional technical
assistance specialists, the MDE/OSE has
contracted with three additional technical
assistance providers to assist LEAs who
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APR Template – Part B
State Performance Plan 2005-2012
Improvement Activities
Feedback is routinely provided to LEAs
on improvement plans through the
OSE’s review of the LEA quarterly
submissions. Once the quarterly reports
are received by the OSE, assigned
monitoring staff review these and
provide feedback to the LEA. Most often
the feedback pertains to specific
questions that must be answered by the
LEA with regard to a lack of
documented measurable change as a
result of the LEA’s implementation of
improvement plan activities. We
continue to work with LEAs to ensure
that they provide evidence of change,
instead of reporting activities which only
demonstrate LEA effort. This requires
the OSE to request specific information
from the LEA - increasing the number of
submissions and written exchange of
information between the OSE and the
LEA.
The MDE will provide technical
assistance to LEAs on improvement
plans in areas of need. Feedback
obtained from the technical assistance
specialists as noted above will be
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Mississippi
Improvement Activities FFY 2011
(SY 2011-2012)
have current corrective action plans and who
may be in need of intensive and recurring
training and technical assistance. These
specialists work in the areas of IEP training
and development, inclusive and collaborative
practices in general education, and working
with special and general education teachers
on developing and implementing
accommodations and modifications in
general education classrooms.
The OSE has discontinued the practice of
having LEAs provide quarterly reports on the
status of the implementation of the corrective
actions included in their improvement plans.
This practice was discontinued during the
SY 2008-2009. OSE has since implemented
the practice of conducting follow-up visits
three to six months following the initial visit in
an effort to determine the implementation
status of corrective actions and correction of
previously identified noncompliance.
For SY 2011-2012, six technical assistance
specialists continue to work with LEAs that
are implementing corrective action
improvement plans following completion of
an on-site, focused monitoring visit
Staff in the division of Program Evaluation
and Improvement continue to monitor
progress of LEA Improvement Plans or
Technical Assistance Improvement Plans
developed to assist districts in achieving
IDEA compliance as well as assisting LEAs
to meet the Mattie T. goals. Staff continue to
conduct follow-up visits no later than four to
six months following the initial visit in an
effort to determine the implementation status
of corrective actions and correction of
previously identified noncompliance.
Data (including both State and LEA data) are
reviewed regularly and systematically to
determine focused monitoring activities and
identify LEAs to be provided targeted
technical assistance. Data reviewed
regularly and systematically include, but are
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APR Template – Part B
State Performance Plan 2005-2012
Improvement Activities
utilized by MDE OSE staff in the
Division of Technical Assistance to
provide training in specific areas of
need with regard to implementation of
improvement plan activities.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Mississippi
Improvement Activities FFY 2011
(SY 2011-2012)
not limited to, the following: self reviews
submitted as part of the annual project
application process, monitoring reports,
special education district data profiles, trend
charts completed on each LEA, formal State
complaints, parent complaint information
provided by the Division of Parent Outreach,
and requests for mediation and due process
hearings, parent survey information, desktop audits, reports from MSIS, and data
related to SPP/APR Indicators.
Targeted technical assistance with a primary
focus on improving results for children with
disabilities is provided each year and is
based upon an on-going review and analysis
of State and local LEA data.
The OSE website provides information that
can be used by teachers, administrators, and
parents to improve results and to support
correction of noncompliance. The OSE
website includes links to academic
education, national sites, the LRP special
education connection, PowerPoint
presentations used at the various regional
trainings and statewide conferences.
Information on the Tool Kit for Success,
informational brochures, FAQs, policies and
procedures, and resource manuals are also
included.
Statewide meetings are held with the
Directors of Special Education and topics are
focused on supporting improved educational
results and functional outcomes for children
with disabilities.
In addition to regularly scheduled regional
training sessions, professional development
activities are provided annually through
various meetings, conferences, webinars, or
institutes.
The State Superintendent of Education
communicates with each LEA annually
(State Superintendent’s Annual Directive)
addressing the priority areas of Child Find,
Non-Discriminatory Assessment, and
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APR Template – Part B
State Performance Plan 2005-2012
Improvement Activities
Mississippi
Improvement Activities FFY 2011
(SY 2011-2012)
Evaluation and LRE.
LEAs that do not show evidence of
correction of noncompliance within 1
year from the time of identification will
progress through a graduated level of
sanctions.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
On-site monitoring activities are conducted
in selected LEAs and site visit reports are
issued identifying all areas of
noncompliance. LEAs are required to
develop and implement corrective action
Improvement Plans to address all findings of
noncompliance which are identified in the
OSE’s Monitoring Evaluation Report.
Technical assistance is provided in various
areas of need to support the LEAs in the
correction of identified noncompliance.
Follow-up visits are conducted to verify
correction of noncompliance. Sanctions may
be imposed to ensure timely correction.
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APR Template – Part B
Mississippi
Timely Correction of FFY 2010 Findings of Noncompliance (corrected within one year
from identification of the noncompliance):
1. Number of findings of noncompliance the State made during FFY
2010 (the period from July 1, 2010 through June 30, 2011) (Sum of
Column a on the Indicator B15 Worksheet)
110
2. Number of findings the State verified as timely corrected (corrected
within one year from the date of notification to the LEA of the finding)
(Sum of Column b on the Indicator B15 Worksheet)
98
3. Number of findings not verified as corrected within one year [(1)
minus (2)]
12
FFY 2010 Findings of Noncompliance Not Timely Corrected (corrected more than one
year from identification of the noncompliance and/or Not Corrected):
4. Number of FFY 2010 findings not timely corrected (same as the
number from (3) above)
12
5. Number of findings the State has verified as corrected beyond the
one-year timeline (“subsequent correction”)
1
6. Number of FFY 2010 findings not yet verified as corrected [(4) minus
(5)]
11
Verification of Correction for findings of noncompliance identified in FFY 2010 (either
timely or subsequent):
The State verified that each LEA with noncompliance identified in FFY 2010: (1) is correctly
implementing the specific regulatory requirements, (i.e., achieved 100% compliance) based on
a review of updated data such as data subsequently collected through on-site monitoring or a
State data system; and (2) has corrected each individual case of noncompliance, unless the
child is no longer within the jurisdiction of the LEA, consistent with OSEP Memo 09-02, dated
October 17, 2008.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Specific actions that were taken to verify the correction of findings of noncompliance
identified in FFY 2010 (including any revisions to general supervision procedures,
technical assistance provided and/or any enforcement actions that were taken):
Prong 1 verification:
When noncompliance was identified, the State verified that each individual case of
noncompliance had been corrected through one or more of the following methods:
Request for documentation from LEA
Review of State database
Desk Audit
On-site Visit
Prong 2 verification:
In order to verify that each LEA is correctly implementing the specific regulatory requirements
(i.e., achieved 100% compliance), the following methods were implemented:
Review of updated data by the State within 12 months of notification of findings of
noncompliance through on-site monitoring and/or the State database
Review of current policies, procedures, and practices by either MDE OSE staff or
by the LEA
In addition to the above actions to verify that each LEA achieved 100% compliance, the
following additional methods were implemented when applicable:
Review of any policies, procedures, and/or practices that the State required the
LEA to revise
Each LEA that is determined noncompliant must implement an Improvement Plan
that is approved and monitored by the State
Additional monthly data reviews conducted by the LEA, when applicable, for the
duration of the Improvement Plan implementation to ensure continued
compliance
On-site visits that include reviews of student records, policies, procedures,
practices, and evidence of implementation of corrective actions
In 98 of 110 instances of noncompliance identified in FFY2010, the State reviewed updated
data and verified that the noncompliance was corrected within 12 months of issuing notification
of the finding of noncompliance to the LEA.
Any LEA that is determined to be noncompliant is subject to several corrective actions. A follow
up visit is conducted within six to eight months to verify correction of all previously identified
noncompliance. The LEA is required to develop and implement an improvement plan detailing
the corrective actions it will take to correct all identified areas of noncompliance. The OSE
provides each LEA with an improvement plan template for their development and submission
to the OSE. The monitoring reports issued by the OSE outline the specific corrective actions
the LEA must implement. During the follow up visit, OSE verifies that all corrective actions
included in the monitoring report are implemented. To ensure that the implementation of the
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 147
APR Template – Part B
Mississippi
corrective actions results in compliant findings, OSE reviews student files and other LEA
documentation to verify correction and current compliant implementation. The OSE reviews
policies and procedures developed to address the previously identified noncompliance. The
OSE also reviews training provided to address the noncompliant issues, and evidence of
implementation of the specific regulatory requirements following the initial onsite visit.
Follow up visits continue with each LEA until the OSE verifies correction of all previously
identified areas of noncompliance. Depending on the severity of the continued noncompliance
and how close the LEA is to the 12-month timeline, OSE can provide needed TA to assist them
in clearing. The OSE makes every attempt possible to ensure the LEA clears no later than 12
months following identification of noncompliance.
LEAs who do not demonstrate 100% correction of noncompliance within 12 months are
reported to the Office of Accreditation for further enforcement actions and/or sanctions. Failure
to correct noncompliance within the required timeline will also affect the LEA’s annual
determination.
Actions Taken if Noncompliance Not Corrected
The remaining 12 instances of noncompliance that were not corrected within 12 months belong
to a single LEA. Ten (10) of the instances of noncompliance resulted from the investigation of a
formal State systemic complaint. The LEA was found to be noncompliant in the areas of LRE
and placement, transition services, FAPE, ESY, IEP development, discipline, manifestation
determinations, and meaningful educational benefit. Multiple follow-up visits and technical
assistance opportunities were offered to the LEA within the 12 month timeframe. Due to the
systemic nature of the noncompliance, MDE appointed a Technical Advisor to provide
technical assistance to the LEA. Unfortunately, correction of the noncompliance could not be
verified within that time. At the end of the 12 months, MDE OSE reported the LEA to the Office
of Accreditation for an immediate downgrade in their accreditation status. The LEA was on
Probation, so a downgrade would have resulted in withdrawal of their accreditation. The LEA
was able to demonstrate correction of noncompliance for one finding 23 months after the initial
finding was issued. The remaining 9 findings of noncompliance have not been corrected as of
the date of this report, as well as 2 findings of noncompliance issued from a desk audit in the
areas of timely evaluations (Indicator 11) and Part C to B transition (Indicator 12) from FFY
2010.
The Commission on School Accreditation held a Show Cause hearing for the LEA and granted
the LEA an additional 5 months to achieve compliance with IDEA or its accreditation would be
automatically withdrawn with no further hearing. The Mississippi State Board of Education
(SBE) approved the action of the Commission on School Accreditation. Shortly after, the SBE
approved the LEA’s Corrective Action Plan (CAP).
The Commission on School Accreditation hearing and SBE approval took place at the end of
the 2011-2012 school year. At this same time, the LEA hired a new Superintendent, a new
Director of Exceptional Education Services, and was undergoing a major organizational
restructuring, including adding additional staff. However, the LEA still faced many challenges.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Four (4) formal State complaints and 3 requests for due process hearings were received by
MDE OSE during the 2011-2012 school year.
In August 2012, MDE also appointed an Educator-in-Residence to provide the LEA with
additional technical assistance in implementing the recently approved Corrective Action Plan.
The Technical Advisor previously appointed to the LEA continued to work with the LEA as well.
In order to fully address all areas of noncompliance and other concerns, on November 2, 2012,
MDE and the LEA entered into a Compliance Agreement/Memorandum of Agreement (MOA)
regarding the LEA’s failure to achieve compliance within the one year timeline. This
Compliance Agreement extends the action to withdraw accreditation status to June 30, 2013
and includes sanction actions to withhold and direct the use of IDEA funds. MDE took
immediate action to withhold all IDEA funds and is now directing all expenditures of
IDEA funds. As part of the Compliance Agreement, the LEA and MDE have mutually agreed
upon an Administrator of the Corrective Action Plan (CAP) for the LEA. The Administrator will
have one assistant. The Administrator is able to hire consultants, with MDE’s approval, to help
the LEA achieve compliance.
The Administrator:
Met with LEA high school, middle school, and elementary school principals to conduct
needs assessment for training to ensure students are receiving FAPE in the LRE
Hired a financial manager to oversee IDEA expenditures and help the LEA build
capacity to appropriately expend IDEA funds and complete grant applications for IDEA
funds
Hired a data manager to help the LEA put data management systems in place to
accurately collect, track, and report all required data
The Administrator in collaboration with MDE and the LEA will submit proposed revisions to the
LEAs current CAP to the State Board of Education to: (a) address all areas of noncompliance
currently on record for the LEA; (b) establish strategies for corrective actions reasonably
calculated to assist the LEA in reaching full compliance with IDEA; and (c) establish new
timelines to implement corrective actions necessary to resolve all areas of noncompliance and
verify compliance with IDEA.
As part of the Compliance Agreement, the following actions also will take place:
Based on follow-up reports and the needs assessment, additional external consultants
will be hired or changes to the LEA’s current special education department organization
structure will be made if needed.
Any identified training needs will be addressed and training provided.
Any identified needs for revision, addition, or changes to the LEA’s current policies and
procedures will be addressed
Correction of all noncompliance for remaining named Petitioners of the systemic
complaint, similarly situated students, and other students which MDE may identify.
o MDE Educator-in-Residence will lead, guide, and provide technical assistance at
all Petitioner or identified similarly situated students’ pre-planning IEP meetings
or IEP meetings
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Correction of all noncompliance for those students identified in the Indicator 11 and 12
Findings and Decisions Reports, any similarly situated students and other students
which MDE may identify.
o Follow-up to ensure that all students identified have been evaluated and a
determination of whether or not the student is IDEA eligible.
o Follow-up to ensure that all evaluation meetings conducted with parent(s) to
advise of results and if eligible, that the district moves forward to plan initial IEP
meetings.
Address the systemic compliance issues and begin to build capacity and effectuate
change within the LEA to ensure that all students with disabilities who suffered
inappropriate removals due to discipline issues are receiving appropriate behavior
interventions and supports to address any discipline and behavior concerns.
Address all systemic compliance issues with Indicators 11 and 12 (child find) within JPS
to build capacity, effectuate change, and ensure that proper procedures are in place to
implement appropriate procedures for child find.
The administrator of the CAP reports to MDE weekly, and reports to the State Board of
Education are submitted on a bi-monthly basis.
The State will continue to work with the LEA to correct all remaining noncompliance by June
30, 2013. The SBE has stated that if the LEA has not corrected all noncompliance by the June
deadline, but is making substantial improvements, the SBE may extend the Compliance
Agreement.
Correction of Any Remaining Findings of Noncompliance identified in FFY 2009 or Earlier:
All previous noncompliance has been verified as corrected and was reported as such in prior
Annual Performance Reports.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Additional Information Required by the OSEP APR Response Table (if applicable)
Statement from the Response Table
State’s Response
In reporting on correction of
noncompliance in the FFY 2011 APR, due
February 1, 2012, the State must report
that it verified that each LEA with
noncompliance identified in FFY 2010: (1)
is correctly implementing the specific
regulatory requirements (i.e., achieved
100% compliance) based on a review of
updated data such as data subsequently
collected through on-site monitoring or a
State data system; and (2) has corrected
each individual case of noncompliance,
unless the child is no longer within the
jurisdiction of the LEA, consistent with
OSEP Memo 09-02. In the FFY 2011
APR, the State must describe the specific
actions that were taken to verify the
correction.
The State reported on the verification of
correction of noncompliance for this
indicator under the appropriate headings of
the Indicator 15 FFY 2011 APR. The State
reported that all but one LEA with
noncompliance identified in FFY 2010: (1)
is correctly implementing the specific
regulatory requirements (i.e., achieved
100% compliance) based on a review of
updated data such as data subsequently
collected through on-site monitoring or a
State data system; and (2) has corrected
each individual case of noncompliance,
unless the child is no longer within the
jurisdiction of the LEA, consistent with
OSEP Memo 09-02. The State described
the specific actions that were taken to verify
the correction. Please see the narrative for
a description of actions taken for the one
LEA that has not corrected noncompliance.
In addition, in reporting on Indicator 15 in
The Indicator 15 Worksheet was used and
the FFY 2010 APR, the State must use the is included as Attachment A.
Indicator 15 Worksheet.
Further, in responding to Indicators 11, 12,
and 13 in the FFY 2011 APR, the State
must report on correction of the
noncompliance described in this table
under those Indicators.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
The verification of correction of
noncompliance for Indicators 11, 12, and
13 has been reported under those
Indicators.
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APR Template – Part B
Mississippi
Explanation of Progress or Slippage that Occurred for FFY 2011 (SY 2011-2012):
Indicator 15 - Monitoring , Complaints and Hearings
100
100
100
100 100 100 100 100
100
95.06
95
92.5
Target
89.09
90
85
83.78
% of
Noncompliance
Corrected within 1
Year
80
75
2006
2007
2008
2009
2010
2011
Target = 100% / Actual = 89.09% - Target Not Met
Mississippi did not meet the 100% target for Indicator 15 and showed slippage from FFY 2010.
All SPP Improvement Activities will continue throughout the next school year.
Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines /
Resources for FFY 2012:
None
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
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APR Template – Part B
Mississippi
Part B State Annual Performance Report (APR) for FFY 2011 (SY 2011-2012)
Monitoring Priority: Effective General Supervision Part B / General Supervision
Indicator 18: Percent of hearing requests that went to resolution sessions that were resolved
through resolution session settlement agreements.
(20 U.S.C. 1416(a)(3(B))
Measurement: Percent = [(3.1(a) divided by 3.1)] times 100.
FFY
Measurable and Rigorous Target
2011
(2011-2012)
50% of hearing requests that go to resolution sessions will be resolved
through resolution agreements.
Actual Target Data for FFY 2011 (SY 2011-2012):
SECTION C: DUE PROCESS COMPLAINTS
(3) Total number of due process complaints filed
(3.1) Resolution meetings
(a) Written Settlement agreements reached through resolution meetings
(3.2) Hearings fully adjudicated
24
12
6
6
(a) Decisions within timeline (include expedited)
3
(b) Decisions within extended timeline
2
(3.3) Due process complaints pending
(3.4) Due process complaints withdrawn or dismissed (including resolved without
a hearing)
0
18
Percent = (3.1(a) divided by 3.1) times 100
3.1 = 12
3.1(a) = 6
Percent = (6/12) * 100 = 50% Target Met
From July 1, 2011, through June 30, 2012, 24 requests were filed for due process hearings.
Six were resolved without hearings through resolution session settlement agreements.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 153
APR Template – Part B
Mississippi
Discussion of Improvement Activities Completed for FFY 2011 (SY 2011-2012):
State Performance Plan 2005-2012
Improvement Activities
Improvement Activities FFY 2011
(SY 2011-2012)
Analyze the reasons Due Process
Hearing requests are being filed and
explore ways that the MDE OSE staff in
the Division of Technical Assistance
can provide additional support and
technical assistance to LEAs regarding
the resolution process and provide
parent training based upon the analysis
of this information. [On-going]
The Office of Parent Outreach within
the Bureau of Special Projects is fully
staffed and provides support to LEAs
and parents.
Provide professional development
opportunities for parents and families to
ensure they are knowledgeable of their
rights afforded to them through the
Procedural Safeguards, and to provide
them with information regarding issues
of identification, eligibility, placement,
and FAPE. [On-going]
Training was made available to parents,
caregivers, and other interested parties
in a variety of settings (local, advocacy,
and regional) on Child Find, Procedural
Safeguards, Discipline, and IEP
development.
Take appropriate measures to resolve
complaints whenever it is determined
that an LEA is not implementing the
decision of the hearing officer. [Ongoing]
One full-time staff member assigned to
the Division of Technical Assistance
coordinates the processes of mediation,
due process and resolution sessions.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Investigative LEA audit(s) were utilized
to determine the status of LEA
compliance with IDEA regulations.
Five full-time staff members are
assigned to the Office of Parent
Outreach to assist with the coordination
of dispute resolution. This includes
mediation, due process, resolution
sessions, and IEP facilitation.
Page 154
APR Template – Part B
Mississippi
Explanation of Progress or Slippage that Occurred for FFY 2011 (SY 2011-2012):
Indicator 18 - % of Hearing Requests that Went to Resolution
Sessions and were Resolved through Resolution Agreements
100
100
100
100
100
75
50
50
50
50
40
50
50
50 50
2010
2011
25
0
2006
2007
2008
Target
2009
Actual
Target = 50% / Actual = 50% - Target Met
Mississippi met the 50% target for FFY 2011. This is a decrease from the FFY 2010 data. MDE
OSE will continue to offer training to parents, LEAs, and hearing officers to improve results in
this area.
Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines /
Resources for FFY 2012:
None
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 155
APR Template – Part B
Mississippi
Part B State Annual Performance Report (APR) for FFY 2011 (SY 2011-2012)
Monitoring Priority: Effective General Supervision Part B / General Supervision
Indicator 19: Percent of mediations held that resulted in mediation agreements.
(20 U.S.C. 1416(a)(3)(B))
Measurement:
Percent = [(2.1(a)(i) + 2.1(b)(i)) divided by 2.1] times 100.
FFY
Measurable and Rigorous Target
2011
(2011-2012)
75% of mediations held will result in mediation agreements.
Actual Target Data for FFY 2011 (SY 2011-2012):
SECTION B: MEDIATION REQUESTS
(2) Total number of mediation requests received through all dispute resolution
processes
(2.1) Mediations held
(a) Mediations held related to due process complaints
(i) Mediation agreements related to due process complaints
(b) Mediations held not related to due process complaints
(i) Mediation agreements not related to due process complaints
46
41
11
3
30
21
(2.2) Mediations pending
0
(2.3) Mediations withdrawn or not held
5
Percent = [(2.1(a)(i) + 2.1(b)(i)) divided by 2.1] times 100.
2.1 = 41
2.1(a)(i) = 3
2.1(b)(i) = 21
Percent = [(3+ 21) / 41] * 100 = 58.5% - Target Not Met
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 156
APR Template – Part B
Mississippi
From July 1, 2011, through June 20, 2012, a total of 46 mediation requests were made. Five
were withdrawn or dismissed, leaving a total of 41 mediations which were conducted. Twentyfour of the 41 mediations resulted in mediation agreements.
Discussion of Improvement Activities Completed for FFY 2011 (SY 2011-2012):
State Performance Plan 2005-2012
Improvement Activities
The MDE will coordinate the annual
selection of qualified individuals to
serve as mediators.
The MDE will coordinate the annual
training program for individuals selected
to serve as mediators.
The MDE OSE will solicit feedback from
LEAs regarding the effect and impact of
mediation services provided, and to
obtain feedback on the effectiveness of
the individual(s) conducting mediation
for the LEA.
The MDE/OSE will explore the reasons
cited for mediation requests through an
analysis of the tracking system used for
mediation. This information will be used
to determine any critical areas of need
on a Statewide basis or for determining
individual targeted technical assistance
with specific LEAs.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Improvement Activities FFY 2011
(SY 2011-2012)
The staff within the Office of Parent
Outreach was responsible for
coordinating the selection process of
mediators and hearing officers for the
new school year. The staff gathered
letters of interest, scheduled interview
times, chose interview team members,
handled letters of selection/rejection,
and selected names to be placed on
the rotation list.
The staff within the Office of Parent
Outreach was responsible for
coordination of the annual training of
mediators and hearing officers. Art
Cernosia, Esq. provided a two-day
training session. This included
notification of trainer, letters regarding
venue, and all materials that were
provided at the training.
The staff within the Office of Parent
Outreach was responsible for sending,
collecting, and reporting any feedback
which was provided on the satisfaction
survey concerning mediation.
The staff within the Office of Parent
Outreach was responsible for the daily
monitoring of tracking sheets on
mediation and hearing officers in an
effort to ensure quality control and/or
analysis of this data. This data has
been utilized in the OSE to complete
numerous Federal tables and has been
the basis for determination of targeted
technical assistance within LEAs.
Page 157
APR Template – Part B
Mississippi
Explanation of Progress or Slippage that Occurred for FFY 2011 (SY 2011-2012):
Indicator 19 - % of Mediations Held that
Resulted in Mediation Agreements
80
75
75 76.1 75
78.57
75
76.92
75
75
75
69.56
70
62.5
58.5
60
46.67
50
40
2005
2006
2007
2008
Target
2009
2010
2011
Actual
Target = 75% / Actual = 58.5% - Target Not Met
Mississippi did not meet the 75% target for FFY 2011. Seventeen of the twenty-four mediations
held did not result in a mediation agreement.
Of those 17 cases:
Seven findings of noncompliance were issued to the LEAs after on-site investigations were
conducted by MDE OSE.
Four due process requests were withdrawn after unsuccessful mediation.
Written agreements were later reached in two cases.
There was a decision by a hearing officer in two cases.
One due process complaint was dismissed after mediation.
One case not related to a due process or formal State complaint was not further pursued by
the requestor.
The MDE OSE continues to offer training opportunities for all mediators.
Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines /
Resources for FFY 2012:
None
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 158
APR Template – Part B
Mississippi
Part B State Annual Performance Report (APR) for FFY 2011 (SY 2011-2012)
Monitoring Priority: Effective General Supervision Part B / General Supervision
Indicator 20: State reported data (618 and State Performance Plan and Annual Performance
Report) are timely and accurate.
(20 U.S.C. 1416(a)(3)(B))
Measurement:
State reported data, including 618 data, State Performance Plan, and Annual
Performance Reports, are:
a. Submitted on or before due dates (first Wednesday in February for child count,
including race and ethnicity; and educational environments; first Wednesday in
November for exiting, discipline, personnel and dispute resolution; December 15 for
assessment; May 1 for Maintenance of Effort & Coordinated Early Intervening
Services; and February 1 for Annual Performance Reports).
b. Accurate, including covering the correct year and following the correct measurement.
FFY
2011
(2011-2012)
Measurable and Rigorous Target
100% of Statewide data will be accurately reported by established
deadlines.
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 159
APR Template – Part B
Mississippi
Actual Target Data for FFY 2011 (SY 2011-2012):
Percent = 100% - Target Met
Part B Indicator 20 - SPP/APR Data
APR Indicator
Valid and reliable
1
2
3A
3B
3C
4A
4B
5
6
7
8
9
10
11
12
13
14
15
18
19
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
APR Score
Calculation
Correct
calculation
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Subtotal
Timely Submission Points - If the
FFY 2011 APR was submitted on-time,
place the number 5 in the cell on the
right.
Grand Total – (Sum of the subtotal
and Timely Submission Points) =
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Total
1
1
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
38
5
43.00
Page 160
APR Template – Part B
Mississippi
Part B Indicator 20 - 618 Data
Table
Timely
Complete
Data
Passed
Edit Check
Responded to
Date Note
Requests
Total
Child Count
Due Date: 2/1/12
1
1
1
1
4
Personnel
Due Date: 11/7/12
1
1
1
N/A
3
Ed. Environments
Due Date: 2/1/12
1
1
1
1
4
Exiting
Due Date: 11/7/12
1
1
1
N/A
3
Discipline
Due Date: 11/7/12
1
1
1
N/A
3
State Assessment
Due Date: 12/19/12
1
NA
NA
N/A
1
Dispute Resolution
Due Date: 11/7/12
1
1
1
N/A
3
1
1
NA
MOE & CEIS
Due Date: 5/1/12
618 Score Calculation
N/A
Subtotal
Grand Total
2
23
43.00
(Subtotal X 1.87)=
Indicator #20 Calculation
A. APR Grand Total
B. 618 Grand Total
C. APR Grand Total (A) + 618 Grand Total (B) =
Total N/A in APR
Total N/A in 618
Base
D. Subtotal (C divided by Base*) =
E. Indicator Score (Subtotal D x 100) =
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
43.00
43.00
86.00
0
0
86
1
100
Page 161
APR Template – Part B
Mississippi
Discussion of Improvement Activities Completed for FFY 2011 (SY 2011-2012):
All Improvement Activities listed in the SPP have been completed.
Additional Improvement Activities Completed for FFY 2011 (SY 2011-2012):
Continued annual database review
LEA training on data quality and timely data entry
Continued development in MSIS that included:
Updated automated procedures to generate and prepare EDEN files for submission for
Indicator 20
Assisted with a major upgrade of MSIS over the summer of 2011 that enhanced
usability and response time for LEAs
Began work on an online IDEA Project Application that will include the collection of
Maintenance of Effort and Coordinated Early Intervening Services data
Participated in the planning and early development phases of the Mississippi’s Statewide
Longitudinal Data System (SLDS)
Participated in the planning, documentation, and development phase of MDE’s data
warehouse project, which is the planned future source for EDFacts reporting for the State’s
618 data
All of the above activities have a direct impact on Indicator 20 to allow Mississippi to collect
and report timely and accurate data.
Explanation of Progress or Slippage that occurred for FFY 2011 (SY 2011-2012):
Target = 100% / Actual = 100% - Target Met
Mississippi will continue to train and review for data quality on all data submitted to the State
database. OSE will continue each year with the above additional improvement activities. All
SPP Improvement Activities have been completed.
Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines /
Resources for FFY 2012:
None
Part B State Annual Performance Report for (FFY 2011)
(OMB NO: 1820-0624 / Expiration Date: 7/31/2015)
Page 162