Sue Zake, Ph.D. Director of OEC 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

Fall 2013 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 Diverse Learners

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

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

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

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?

Changes in LEA Performance Index: 2008 to 2013

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

Goal: Ensure All Students Can Read 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 Curriculum Classroom Instruction Alignment Standards Assessments

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 Evidence-Based 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)

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

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

Increase positive academic and behavioral outcomes for all students 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.

Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students www.pbis.org

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