1. State Performance Plan Indicators: Information and actions
Principals’ Meeting
April 18, 2019
Special Education

2. State performance plan (SPP) 20 indicators
Monitoring Priorities:
Free Appropriate Public Education (FAPE)
Disproportionality
Child Find
Transition (early childhood, secondary, post-school outcomes)
General Supervision
Data Sources:
PEIMS/TSDS
Statewide Assessment Program
Submissions of specific data directly to TEA’s online system
Parent survey
Post School Outcomes Survey
Because several of the indicators pull information directly from PEIMS, it is important that the data be accurate. Graduation is reported in SPP Indicator 1 and is an area that has needed increased monitoring and numerous corrections on students with IEPs recently. A system is in place for the campus coordinators and counselors to communicate regarding graduation plans.
Indicators 7 and 13 will continue to be submitted in TEAL, TEA’s online system.
Indicators 11 and 12 involve timeliness of initial evaluations ARD meetings as well as the transition from early childhood intervention programs to public school. These reports are submitted each summer in the TEAL system.

3. SPP 7: Early childhood outcomes
All students with IEPs ages 3-5, regardless of placement
Positive social-emotional Skills
Acquiring and using knowledge and skills
Taking appropriate action to meet needs
Child’s team completes the Child Outcomes Summary Form (COSF)
Complete Entry COSF within 30 school days of entry into the program
Complete Exit COSF at dismissal or at exit from PPCD status
The Special Education Department submits the data from COSFs to TEA
There is a training and support session scheduled for 3:45 on April 29, 2019 for teachers who need assistance.
Recent reminder in EBD
Training and support session April 29, 2019
In addition to the specific ratings for the students in the 3 outcomes, we submit assurances for each student regarding how the family provided input on the child’s functioning and the multiple sources of data are available for review.

4. SPP 8: Parent participation
The TEA, through a consulting agency, conducts a survey of parents who have children receiving special education services.
How do we use the information to inform and improve our practices in NEISD?
The Texas Education Agency (TEA) is conducting its annual survey of parents who have a student receiving special education services. The Parent Involvement Survey in Special Education is used to measure Indicator 8 of the State Performance Plan. This survey is required by the Office of Special Education Programs (OSEP) and measures the extent to which parents feel their school is facilitating parent involvement as a means to improve services and results for children receiving special education services. Because of the size of the district, NEISD is included in the survey each year.
We receive a report each fall based on the responses to the spring survey. Being considered part of the child’s team at school and receiving good communication from the school weigh heavily, as does perception of the student’s progress.

5. 2017-18 Results North East ISD Statewide Surveys sent 437 27,384
Surveys received 66
4,441
Response rate
15%
16%
Percent of surveys received in English
86%
84%
Percent of surveys received in Spanish
14%
Number of campuses with one or more responses 14
1060

8. 2019 campuses receiving surveys
Alternative HS
Churchill
Colonial Hills
Dellview
Driscoll
Tex Hill
Jackson
Johnson
Nimitz
JJAEP
Oak Grove
Oak Meadow
Roosevelt
Wilshire
Wood
District in Region 20 with highest response rate will receive 2 free registrations for the ESC 20 Special Education Academy August If NEISD gets it, we will prioritize the campus with highest response rate and add a registration.
Specific information about distribution of the survey and follow-up with parents will be provided to the principals of the designated campuses. #1

9. IDEA 2004 states that all students with IEPS must have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.
Effective the school year from a bill that was passed in the 85th Legislature, Senate Bill 748 made changes to TEC , Transition Planning, and , the Content of the IEP. We also see changes reflected in TEC , Transition and Employment Guide, that was revised in July And, in and , Transfer of Parent Rights at Age of Majority, with the focus being on alternatives to guardianship.
In alignment with IDEA, the US Department of Education Office of Special Education Programs (USDE/OSEP) identifies five monitoring priorities within the SPP and 20 indicators associated with these monitoring priorities. Transition in the IEP is one of the targets related to the implementation of IDEA under Monitoring Priority: Effective General Supervision Part B/Effective Transition
Early Childhood Transition (Indicator 12)
Secondary Transition (Indicator 13)  
Post-School Outcomes (Indicator 14A-C)     
Source: Texas Education Agency - State Performance Plan and Annual Performance Report and Requirements 

10. SPP Indicator 13: Secondary Transition
State Performance Plan (SPP) Indicator 13 measures the
"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 age appropriate transition assessment, transition services, including course 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 must also 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."
Indicator 13 - What you need to know:
The State Performance Plan (SPP) for Indicator 13 measures transition planning for students age 16 and above. This data must be reported annually to TEA.
Indicator 13 is a 100% compliance indicator that measures the percent of youth aged 16 or above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonable enable the student to meet the post-secondary goals.
The IEP must include all required transition planning elements as indicated on TAC Content of the IEP.
By age 16, all IEPS are eligible for SPP 13 audit.
The results of data collected for this indicator are reported in the Annual Performance Report. In turn, we use the data to determine how effective high school transition planning and services for students with IEPs are being addressed, to include adequate goals and coordinated activities that support the movement toward their postsecondary goals. 
Purpose:
Within the transition process, for an IEP to be in compliance with IDEA regulations, the postsecondary goals must be measurable, based on transition assessment data, occur after high school, and represent the student’s perspective.
In addition, this involves the development of annual IEP goals, a course of study, a coordinated set of activities, and agency linkages that will support the student to reach his or her postsecondary goals.
While educators are not responsible for ensuring that each student meets his or her postsecondary goals, we are responsible for developing and implementing an IEP that supports the student in moving toward his or her goals.
How:
Data collection period is July 1 to June 30 of each year.
Deadline to submit and certify State Performance Plan data in TEAL is August 16.
We have already begun collecting data for the required indicators and are planning to submit and certify the data before the deadline.
Data requires a sampling procedure. This sample includes students who are age 15, but will turn age 16 by June 30 of the collection period.
SPP 13 includes the same requirements from previous years (data collection/audit checklist and sampling procedures).
Transition Teachers have received training and resources to prepare for sample audits and the official data collection for SPP Indicator 13, as well as to support your staff .
There is an extract in Skyward for SPP 13 “candidates”. 
While NEISD has over 1300 students that fall within the parameters to be audited, the sampling requires a max of 250 students be submitted for the audit process.

11. SPP Indicator 13: Secondary Transition
Indicator 13 - What you need to know:
Indicator 13 questions:
Q1: Are there appropriate, measurable post-secondary goals that cover education, training, employment, and independent living?
Q2: Are post-secondary goals updated annually.
Q3: Is there evidence that the measurable, post-secondary goals were based on age-appropriate transition assessment?
Q5: Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goals?
Q6: Is there annual IEP goals related to the student’s Post Secondary goals?
Q7: Is there evidence that the student was invited to the ARD meeting where transition services were discussed?
Q8: Is there evidence that a representative from a participating agency was invited to the ARDC with prior consent?
After responding to all 8 audit questions…Does the IEP meet the requirements of Indicator 13? Yes = *100% Compliance*

12. SPP Indicator 14: Post-School Outcomes
State Performance Plan (SPP) Indicator 14 measures the percent of youth who are no longer in secondary school, had individualized education programs (IEPs) in effect at the time they left school, and were:  
Enrolled in higher education within one year of leaving high school
Enrolled in higher education or competitively employed within one year of leaving high school  
Enrolled in higher education or in some other postsecondary education or training program, or competitively employed or in some other employment within one year of leaving high school 
Indicator 14 - What you need to know:
Indicator 14 is a performance indicator that measures postsecondary outcomes within one year of leaving high school for students who had an IEP in effect at the time of graduation.
It requires accurate demographic data be collected annually from students receiving special education services prior to graduation from high school.
**TEA is making a change, which is why we need to ensure demographic info is reported accurately in Skyward. When we get more details from TEA, we will share with Campus Coordinators.
Purpose:
The primary purpose is to provide a clear measure of post-school results of youth with IEPs as they transition from high school to adult life.
Post school outcomes data will give us a better picture of how we REALLY DID in supporting our students when they were in our K-12 programs.
We can use this data for program improvement.
How:
Each year, school districts in Texas collect information from exiting high school seniors about their plans for after graduation and results are reported in the Annual Performance Report. 
Calls to the student will be made June 1-July 31 by a state contracted agency.
Data collection for the Grade 12 Exit, includes students with IEPs who:
• are currently enrolled in Grade 12 and are anticipated to exit through graduation at the end of the school year; and
• are students with IEPs who have dropped out, completed a GED or graduated early since being reported as enrolled on the Fall 2018 Snapshot date.
Students not included for Indicator 14:
seniors who will receive 18+ services
current students who are in 18+ services and have not completed their IEP or receiving their diploma
indicate on the Indicator 14 roster that the student is a “continuer” (student is not graduating and will be receiving 18+ services next year).

13. SPP Indicator 14: Post-School Outcomes
Indicator 14 - What you need to know:
Beginning in , the data for SPP 14 will be collected with Leaver data in the TSDS PEIMS Fall collection (October 2019). More information will be shared when the process for PEIMS TSDS is finalized.
Previously, data for indicator 14 was entered by the Data Entry Agent into the web-based SPP 14 application by accessing TEAL.
NuStats will conduct phone surveys during summer 2020.
Therefore, it’s crucial that Transition Teacher and/or Case Manager must collect accurate demographic information for students who are exiting their final year.

14. SPP Indicator 14: Post-School Outcomes
The following are definitions for some of the terms that will be used in the Post-School Outcomes Survey questions:
Enrolled in higher education means that the student has been enrolled on a full-time or part-time basis in a community college (2-year program) or college/university (4- or more year program) for at least one complete term, at any time in the year since leaving high school.
Competitive employment means that the student has 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.
Enrolled in other postsecondary education or training means that the student has been enrolled on a full-time or part-time basis for at least one complete term at any time in the year since leaving high school in an education or training program (e.g., Job Corps, adult education, workforce development program, vocational technical school which is less than a 2-year program).
Some other employment means that the student has 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. This includes working in a family business (e.g., farm, store, fishing, ranching, catering services, etc.).
Indicator 14: What you need to know:
The slide provides definitions for some of the terms that will be used in the Post-School Outcomes Survey questions. The survey include a total of twelve questions:
Eleven questions needed for the State Performance Plan (SPP) Indicator 14 reporting:
Q1: At any time since leaving high school, have you
ever been enrolled in any school, job training, or education program?
Q2: Describe the kind of school or job training program in which you were enrolled.
Q3: Did you complete an entire term?
Q4: Do you know if there is an Office of Disability Services at your 2- or 4- year
college/university?
Q5: Did you contact this Office for support?
Q6: What supports or accommodations have you received
through the Office of Disability Services?
Q7: At any time since leaving high school, have you ever worked?
Q8: Since leaving high school, have you worked for at least 3 months (about 90 days)?
Q9: Did you work an average of 20 or more hours per week (or about half time of a 40-hour week)?
Q10: Were you paid at least minimum wage?
Q11: Describe the job you have or have had.
One question to address statewide and district high school program improvement:
Q12: Have you contacted any of the following adult service agencies for support or information since leaving high school?
Students are:
informed that one year after leaving high school, a state contracted company will be contacting them to ask about their life one year after they leave school
Informed that calls will be made June 1-July 31
requested to provide the school, typically the case manager, with their current phone number, mailing address, and address
provided 1-Year Story Bookmarks at their graduation ARD as a visual reminder

15. SPP Indicator 14: Post-School Outcomes
Note: While the sampling procedure yields results that are statistically meaningful at the state level, data at the regional and/or district level should not be considered as reflective of attitudes and perceptions of students and/or parents. Findings may not necessarily be statistically representative at a high degree of confidence.
The Indicator 14: Post-School Outcome Survey is a statewide survey that was administered
during the summer of 2018 by NuStats. Sponsored by the Texas Education Agency, and facilitated by
Education Service Center Region 11, the purpose of the survey is to follow-up with persons previously
enrolled in high schools (who had an individualized education program, IEP at the time of exiting high
school). Data is collected on the former students’ post-high school activities. Eligible respondents either
graduated or dropped out during the 2016–2017 school year. The survey included a total of twelve
questions: eleven questions needed for the State Performance Plan (SPP) Indicator 14 reporting and one
question to address statewide and district high school program improvement. Table 1 presents the data
collection summary. .
Tables 1 and 2 display the SPP Indicator 14 measurements for NORTH EAST ISD_15910 and the state.
Table 1 provides five categories. Each student is classified into one of the five categories given their
answers in the survey. There were 120 students available to contact, and 461 completed the survey
Texas Education Agency
Indicator 14: Post-School Follow-Up Survey (2017–2018)
NORTH EAST ISD_15910 Report

16. SPP Indicator 14: Post-School Outcomes
Note: While the sampling procedure yields results that are statistically meaningful at the state level, data at the regional and/or district level should not be considered as reflective of attitudes and perceptions of students and/or parents. Findings may not necessarily be statistically representative at a high degree of confidence.
Measurements A, B, and C in Table 2 are derived by adding the percentage data from Table 1 for the
following categories:
 Measurement A = (1, Higher Education)
 Measurement B = (1, Higher Education) + (2, Competitively Employed)
 Measurement C = (1, Higher Education) + (2, Competitively Employed) + (3, Some Other Postsecondary Education or Training Program) + (4, Some Other Employment)
Using the calculations outlined above, Table 2 indicates the percent of youth classified as Measurement
A, B, or C. NOTE: All youth were no longer in postsecondary school and had Individualized Education
Programs (IEPs) in effect at the time they left school.
Texas Education Agency
Indicator 14: Post-School Follow-Up Survey (2017–2018)
NORTH EAST ISD_15910 Report

17. Ultimately, everything that happens during the course of a student’s elementary and secondary education will impact how well the student does once he or she leaves school. From elementary through post-school transition, meaningful post-school outcomes with adequate supports and services, require the implementation of effective transition services, which may include Improvements to policies or practices.
Post-School Outcomes Survey (PSO)