Indicator B5 (LRE) Improvement Plan
ODE GUIDANCE TO DISTRICT
Team Members
Process
Establish process for developing
well represented and diversified
team.
 Include someone who
understands data.
 Include evaluation personnel.
 Invite a broad group to
participate including general ed.
teachers and administrators.
List team members and
position titles.
Data Review
Process
Review data on placement by
federal reporting category (more
than 80%, less than 40%, Pub.
Private).
 What do the data show by
reporting category and by
disability type?
 Do you have enough data to
support inferences and make
some conclusions about the
distribution of students in your
district?
 What factors influence
placement distribution at district
level, at the school level, and in
programs such as resource
room or behavioral programs?
 What is happening in general
education settings to support
inclusion?
 Are students achieving based on
their placement and support?
 Are students being overly
suspended or expelled by
reporting category?
Review data results.
Identify and explore factors
within the district that
influenced the results (RTI,
specific programs, lack of
continuum of services,
scheduling).
 Be specific with the
numbers of students
affected when identifying
factors that impact data by
reporting category.
SUBMITTED IMPROVEMENT PLAN
Example
Outcome
Director, Student Services
School Psychologist
Special Education Teacher(s) (Elementary and
Secondary)
Regular Education Teacher(s) (Elementary and
Secondary)
Speech Pathologist
Autism Specialist
Behavior Specialist
School Administrator (Elementary and Secondary)
Parent
Example
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SPR&I reports including:
o B5 LRE
o B3 Assessment
o B4 Discipline
Multiyear Database (MYDB)
A well balanced
representative team.
Outcome
List of specific factors
that influence placement
decision making and
counts of students
impacted by them.
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ODE GUIDANCE TO DISTRICT
Measurable Objectives
Process
You have assembled a team,
analyzed the data and explored the
circumstances and influences in
your district.
 What long-term objectives do
you hope to achieve for the next
year or two?
 How will you prioritize and
implement changes with
available resources?
 What measures will you use in
addition to indicator B5 data to
demonstrate success?
Specific Activities &
Timelines
Now that you have selected a few
measurable objectives for the next
year or two, you will need to define
specific activity steps needed to
reach your objective(s).
 Assign specific but reasonable
completion dates for each
activity. Should definitely include
activities to be completed within
the school year.
Apply what you have learned
from the data analysis to select
two long term goals you can
achieve in the next year or two.
SUBMITTED IMPROVEMENT PLAN
Example
Outcome
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Process
Involve various team members
with specific expertise to
enhance participation, increase
likelihood of implementation,
and reduce burden on any one
individual for systems change.
Example
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Person(s) Responsible for
Activity
Now that you have measurable
objectives and specific activities,
who is the district person most
appropriate to carry them out?
 How will process be tracked and
information on progress be
distributed?
 When will the team meet to
review progress?
 Who are backup personnel to
support each activity?
Process
Assign your staff and fiscal
resources to meet objectives.
100% of staff will be trained (will receive review) on
appropriate process for federal placement
distribution, including: from evaluation to IEP
accommodations/modifications, to nonparticipation
justification, to federal reporting to be used.
100% of IEPs will accurately reflect the time students
do not participate with the general education peers,
and the proper federal reporting code used.
100% accuracy of federal placement distribution data
submitted to ODE.
Develop appropriate team including broad
representation to meet bi-annually to review federal
placement distribution data at the school level by
disability type, race/ethnicity, and grade level.
Provide staff training on the difference between
nonparticipation justification, placement
determination, and SECC placement coding August 2009
District level review of placement codes prior to
completion of SECC report - January 2010.
Elementary and secondary special education staff to
review placement for Hispanic and Native American
students removed from the regular education
classroom more than 21% - May 2009.
Joint meeting of secondary ELL and SpEd staff to
coordinate scheduling options to maximize LRE –
Quarterly.
Example
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A primary person is assigned for each activity with a
additional staff as appropriate for larger tasks.
Established meeting schedule and communication
plan.
Clear indication of what
district priorities are over
the next few years.
Focus should be on
accurate reporting of
data and
appropriateness of
evaluation-IEP
developmentnonparticipation
justification-federal
reporting process.
Outcome)
Identification of 2-4
specific action steps and
timelines for each
measureable objective.
Outcomes
Each person
responsible for an
activity understands and
accepts the timeline for
their specific task.
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ODE GUIDANCE TO DISTRICT
Evidence of Completion
Process
This is where you address progress
towards implementation of your
plan, and/or completion of your
measurable objectives or specific
activities.
 Are you confident in the
appropriateness of the decision
making process that leads to the
data?
 Are you confident in the federal
placement distribution data
submitted to ODE?
 How will you know that you have
made progress towards meeting
your objectives?
 Do you have outcome data that
show clear evidence of
completion of your measurable
objectives.
Report on specific activities
that are completed, and
measurable objectives that are
in the process of being
implemented or are completed.
SUBMITTED IMPROVEMENT PLAN
Example
Outcomes
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File review indicates need for accommodations and
modifications are not sole reason for removal from
general education.
Accurate and timely data to ODE is the result of an
improved system of collection from the schools, to
the district, to the ODE.
Review of December 2009 SECC shows that district
meets Federal placement targets for 2009-2010.
Review of secondary placement data from
December 2009 SECC indicates that middle school
and high school placements meet Federal placement
targets (or have improved substantially from 2008-09
data).
Review of Federal Placement by Ethnicity Report
indicates that Hispanic and Native American
students are not removed from the regular education
classroom at disproportionate rates.
Joint quarterly meetings for secondary ELL and
special education staff has resulted in increased
communication and coordination of services for
students who are eligible for both ELL and special
education services.
Successful completion
of steps towards proper
team membership, more
accurate data, and
capacity to analyze
data.
Successful completion
of measurable
objective(s).
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