Achieving Balance …
Sue Zake, Ph.D. Director of OEC
Federal and State Requirements
Compliance
Ohio’s Determination:
Meets Requirements
Compliance Indicators are Met
Monitoring & Dispute Resolution
Child Find
IEP
LRE
Prior Written Notice
Federal and State Requirements
A Shift in Focus: Results Driven Accountability
Statutory Monitoring Focus
20 USC 616(a)(2)
• Improving educational results and
functional outcomes for all children with
disabilities
• In the past
–Federal focus: ensuring that states meet
IDEA procedural requirements
–State focus: ensuring that LEAs meet
IDEA procedural requirements
OSEPs Vision for RDA
All components of an accountability
system will be aligned in a manner that
best support states in improving results
for infants, toddlers, children and youth
with disabilities, and their families.
Components of RDA
• Determinations reflect performance on
results, as well as compliance.
• Differentiated monitoring and technical
assistance supports improvement in all
districts, but especially low performing
districts.
LEA Determinations
• 2014:
–Will use the current matrix (based on
2012-13 data)
• 2015:
–Will use results data
–Will change how compliance data is used
in state and district determinations
IF …
• The New Learning Standards are designed to
prepare students for success beyond high
school
• The assessments based on the Standards will
measure students’ progress toward readiness
for postsecondary opportunities
Definition of Readiness for
College and Careers
High school graduates have the
necessary knowledge and skills to qualify
for and succeed in entry level, credit
bearing, college level courses; and
postsecondary job training and education
for a chosen career
How Students with Disabilities Exited Special Education in 2012
Transferred to regular education
5.06%
Dropped out
26.43%
Died
0.36%
Reached maximum age
0.32%
Met non-standard requirements
21.02%
Graduated with regular high
school diploma
46.80%
College and Career Ready:
Students with Disabilities
Ohio Longitudinal
Transition Study
2005 – 2013
7 years of Trend Data
OLTS: Trends
Students with disabilities:
• Increased enrollment in two and four-year
post-secondary education programs
• Full-time employment is increasingly less
common since 2008
PREDICTORS of
POSTSECONDARY
EDUCATION
Enrollment
PREDICTORS OF
EMPLOYMENT
The Compliance ~ Education
Connection
Aligned courses of study
Supervised work experiences
Links to postsecondary settings
and adult services
Largest possible effect of Grade 23 on Graduation Rates,
Number of Districts
Header Font: Arial 42 Bold
Between 5% and 10% change, 19
>10% change, 7
5% change, 23
Supporting text font: Arial 32
4% change, 37
3% change, 63
Unaffected, 320
2% change, 119
1% change, 143
Pathway to Employment – A
Conversation Starter
Realizing Employment First for Youth
Chris Filler, Project Manager
Chris_filler@ocali.org
Sue Beck, Project Coordinator
Sue_beck@ocali.org
Instruction & Learning
(College & Career Ready)
Progress?
120.0
110.0
Performance Index
100.0
95.9
96.8
97.5
99.0
99.8
99.7
Typical Students
90.0
80.0
70.0
71.9
71.3
72.4
73.3
70.1
71.7
Students with Disabilities
60.0
50.0
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
Changes in LEA
Performance Index: 2008 to 2013
688
432
283
80
Typical
Sw/D
Number of LEAs that Dropped
Typical
Sw/D
Number of LEAs that Gained
Diverse Learners:
Instruction and Assessment
Third Grade Reading Guarantee
Goal: Ensure All Students Can Read
College and Career Ready
Target: Early
Intervention/Support
for “at risk” K-3
students
USDOE Grant (2010-12)
Alignment as a Systemic
Tool
Classroom
Instruction
Identifying Successful Practices
for Students with Disabilities in
Ohio Schools
An Ohio Special Education Research Project
by the
Ohio Coalition for the Education of Children
with Disabilities
Recommendations
for
Practice
• Leadership for Implementation of EvidenceBased Practices
• Special Education & General Education
Alignment
• Leveraged Focus
SPDG 2007–2012:
Lessons Learned (Brian McNulty, June 2013)
SPDG: 2013 …
System-wide inquiry & learning through
shared instructional leadership
Integrated services (MTSS)
OIP Implementation – 5 Step Process
Parent – Educator Partnerships
Ohio Academic Content
Standards – Extended (OACS-E)
and
Alternate Assessment for
Students with Cognitive
Disabilities (AASCD)
Training 2012-2013
OACS-E
AASCD
2200 online modules
8000 face-to-face
500 Trainers
10,000 TAs
Participation Data
Grade
Band
Students
2013
Students
2012
3-5
7030
7039
6-8
7315
7238
OGT
2220
2326
Total
16,565
16,603
LRE Project
a multi-year effort to improve least restrictive
environment decisions and supports to students
with disabilities
Ohio Rule and Policy on
Positive Behavior Intervention
and Supports (PBIS) and
Restraint and Seclusion
Purpose
Build positive behavior interventions and
supports
Prevent use of restraint &/or seclusion
Protects the safety of all children & adults
Mission
Increase positive
academic and
behavioral outcomes
for all students
Application
Applies to all traditional Ohio
school districts
Effective:
Start of the 2013-2014 school
year.
Any school employing
physical restraint
and/or seclusion
practices shall ensure
it has:
•A policy and procedure;
•Specific training
related to the use of
restraint and seclusion;
•A process for collection
of each incident.
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
www.pbis.org
Federal and State Requirements
Results Driven Accountability
Indicator 17: State Systemic
Improvement Plan (SSIP)
…
a comprehensive, multi-year State
Systemic Improvement Plan (SSIP),
focused on improving results for children
with disabilities
• Broad strategies with detailed
improvement activities
RDA
RDA - SSIP: Phase 1 - Analysis
• Phase I
Submit in 2015 with SPP/APR for 2013-14
–Data Analysis;
–Identification of the Focus for Improvement;
–Infrastructure to Support Improvement and
Build Capacity; and
–Theory of Action.
Stakeholder involvement!
RDA - SSIP: Phase 2 - Plan
Submitted in 2016 with SPP/APR for 2014-15
• Infrastructure Development;
• Support for LEA Implementation of
Evidence-Based Practices; and
• Evaluation Plan
RDA - SSIP: Phase 3 –
Evaluation and Revisions
Phase 3 submitted in 2017 with SPP/APR for
2015-16
• Results of ongoing evaluation of strategies
in the SSIP
• Extent of implementation of strategies
• Progress toward established goals
• Any revisions made to the SSIP in response
to the evaluation
RDA - Differentiated Monitoring
and Support
Technical Assistance in Support of
RDA
education.ohio.gov
• Sue Zake, Director
• Tom Lather, Associate Director
• Wendy Stoica, Assistant Director (Diverse
Learners)
• Jo Hannah Ward, Assistant Director
(Resource Management)
• Olivia Schmidt, Interim Assistant Director
(Monitoring Services and Supports)
• Monica Drvota, Interim Assistant Director
(Procedural Safeguards)
Contact Information:
Sue Zake
sue.zake@education.ohio.gov
614-752-1012
Social Media
Ohio Families and Education
Ohio Teachers’ Homeroom
ohio-department-of-education
storify.com/ohioEdDept
@OHEducation
OhioEdDept