1. Exceptional Children Updates Wendy Stoica, Assistant Director Office for Exceptional Children

3. Indicator Operating Standards ID and Service Plans Gifted Education

4. Indicator Thresholds For the 2015-16 school year: Gifted Performance Index – 116 points Gifted Value-Added – Grade of “C” or higher Gifted Input Points = 60 points For the 2016-17 school year and beyond: Gifted Performance Index – 117 points Gifted Value-Added – Grade of “C” or higher Gifted Input Points = 80 points

5. EMIS Reporting Tool Search keywords gifted data tool Includes EMIS Codes Explains conditions for reporting services

6. www.education.ohio.gov Search keywords: Gifted Indicator

7. Gifted Operating Standards

8. Identification and Service Plan

9. Resources FAQs English Language Learners

10. New Guidance Referral and Identification of ELLs with disabilities Multi-Tiered Systems of Support for Literacy/Reading Instruction for ELLs Background Resources for ELLs with disabilities http://education.ohio.gov/Topics/Other-Resources/Limited-English-Proficiency/ELL- Guidelines/Guidelines-for-Referral-and-identification-of-Engl

11. OESE-OSERS Q &A on ELs with Disabilities (July, 2014) Official title: “Questions and Answers Regarding Inclusion of English Learners with Disabilities in English Language Proficiency Assessments and Title III Annual Measurable Achievement Objectives” Defines “EL” and “children with disabilities” – does NOT address ELs covered by 504 plans. Available at: http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs http://w w2.ed.gov/policy/speced/guid/idea/memosdcltrs /q-and-a-on-elp-swd.pdf

12. Overview of Messages ELs with disabilities must be included in annual state ELP assessments in grades K-12, in all domains, with or without accommodations on in alternate assessments Must develop participation and accommodations guidelines for ELP and ALL alternate assessments Must monitor to ensure implementation in districts and schools Decisions about participation and accommodations must be made by IEP team and comply with IDEA – canNOT decide student will NOT participate – and documented on IEP

13. Overview of Messages – cont. ELs with disabilities can be exited from EL status only when the student no longer meets the State’s definition of an EL (i.e., is proficient in English), although school personnel can have input into the decision. ELP assessment results must be included in Title III AMAOs 1 and 2 (not AMAO 3, where the ELP assessment in not included anyway).

14. OESE-OSERS Q &A Addendum on ELs with Disabilities (July, 2014) Official title: “Addendum to Questions and Answers Regarding Inclusion of English Learners with Disabilities in English Language Proficiency Assessments and Title III Annual Measurable Achievement Objectives Issues July 18, 2014 (2014 Qs and As)” Available at: https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs /addendum-q-and-a-on-elp-swd.pdf https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs /addendum-q-and-a-on-elp-swd.pdf

15. Overview of Messages ELP screeners must provide for accommodations for ELs with disabilities. It is possible that screening may need to be done again for students who were not given accommodations on the screener. Evaluation of ELs for special education must follow IDEA requirements – no delays because student is EL. No alternate ELP standards are allowed. Which funds can be used for which purposes is complicated – be sure to read the Q and As on this.

16. Dear Colleague on ELs and LEP Parents (January, 2015) Letter from the U.S. Department of Justice and the U.S. Department of Education. “Joint guidance” is to assist SEAs, school districts, and all public schools in meeting their “legal obligations to ensure that EL students can participate meaningfully and equally in educational programs and services.” Available at: http://www2.ed.gov/about/offices/list/ocr/letters/colleague- el-201501.pdf http://w w2.ed.gov/about/offices/list/ocr/letters/colleague- el-201501.pdf

17. Guidance on Common Civil Rights Issues A.Identify and assess EL students in need of language assistance in a timely, valid, and reliable manner. B.Provide EL students with a language assistance program that is educationally sound and proven successful. C.Sufficiently staff and support the language assistance programs for EL students. D.Ensure EL students have equal opportunities to meaningfully participate in all curricular and extracurricular activities, including the core curriculum, graduation requirements, specialized and advanced courses and programs, sports, and clubs.

18. Guidance on Common Civil Rights Issues – cont. E.Avoid unnecessary segregation of EL students. F.Ensure that EL students with disabilities under the Individuals with Disabilities Education Act (IDEA) or Section 504 are evaluated in a timely and appropriate manner for special education and disability-related services and that their language needs are considered in evaluations and delivery of services. G.Meet the needs of EL students who opt out of language assistance programs.

19. ED-DOJ EL Tool Kit (September, 2015) Official title: “English Learner Tool Kit” Developed to help state and local education agencies help ELs by fulfilling the obligations in the Dear Colleague Letter of January 7, 2015. Includes 10 chapters, one for each “common civil rights issues” discussed in the January 7 document. Available at: http://www2.ed.gov/about/offices/list/oela/english- learner-toolkit/index.html http://w w2.ed.gov/about/offices/list/oela/english- learner-toolkit/index.html

20. Page 1 – Key points and overview

21. Page 15 – Tool 5 “Do’s and Don’ts when selecting accommodations”

22. Page 16+ – Resources

23. Literacy Graduation Secondary Transition Students with Disabilities

24. Reading Assessment Assessment participation measures specific to regular assessments Students taking alternate assessment not included 90% or above required for a score of 2 Determination: Needs Assistance

26. Early Literacy: A Focused Effort

27. Planning/Design Framework

28. How we focus, support and measure student literacy outcomes Framed to Impact

29. Early Literacy Foundation for Success Year 1 Delivered by April 2015 Year 2 Delivered by April 2016 Years 3-6 Delivered Feb 2017- 2020 Phase I – Analysis Phase II – Multi-Year Plan Addressing: Phase III – Evaluation 1)Data analysis 2)Infrastructure analysis 3)Focus area 4)Improvement strategies 5)Theory of action 1)Infrastructure development 2)Support for LEA implementation of evidence-based practices 3)Evaluation plan Report progress on implementation

30. Strands of Action Early Literacy Parent Partnerships Collaborative Structures Teacher Capacity Multi-tiered Systems of Support Characteristics of Effective Schools

31. Third Grade Reading Proficiency for SWD Who Dropped Out in 2014

32. Dropout Determination: Needs Assistance

33. Graduation Specific to SWD graduating with a regular high school diploma Does not include SWD excused from the consequences of the OGT, taking alternate assessments, or graduating by meeting their IEP goals

34. State Board of Education Graduation Advisory 1.What does it mean to receive a high school diploma? 2.Given the existing options for meeting graduation requirements, what are considerations for full participation and opportunity for students with disabilities to receive a regular or honors diploma in Ohio? 3.Should there be another graduation option? If so, what are the guiding principles to develop another option and what should it be?

35. Should there be another graduation option? No, the Graduation Advisory for Students with Disabilities does not recommend a new or different graduation option.

36. Ohio’s Healthy Schools and Communities Initiatives

37. Transition Support Partnership Overview – ODE and OOD $2.5 million (state) + federal match $11.2 million annually Employment services for youth with disabilities

38. Focused Service for Youth with Disabilities Job Coaching including support for summer job Job Development/ Placement (including summer job) Summer Youth Work Experience Summer Career Exploration

39. Ohio’s District Determinations: Now known as Special Education RatingsDistrict Determinations

40. Special Education Ratings 1 2 3 4 Needs Assistance Meets Requirements Needs Intervention Needs Substantial Intervention

41. District ratings can include: Performance on results indicators

42. 2017 Ratings Will Include: Performance on compliance indicators; Timely correction of noncompliance; Submission of valid, reliable and timely data; IDEA-specific audit findings; and Performance on results measures.

43. Adding Results Measures

44. Critical Decisions Curriculum and instruction Career Awareness, Transition, Workforce Development Assessment Participation Where services are provided

45. education.ohio.gov

46. Social Media @OHEducation @suptrichardross ohio-department-of-education Ohio Families and Education Ohio Teachers’ Homeroom OhioEdDept storify.com/ohioEdDept