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 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
College and Career Ready: Students with Disabilities Ohio Longitudinal Transition Study 2005 – 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
Ohio Academic Content Standards – Extended (OACS-E) and Alternate Assessment for Students with Cognitive Disabilities (AASCD)
Training online modules 8000 face-to-face 500 Trainers 10,000 TAs OACS-E AASCD
Participation Data Grade Band Students 2013 Students OGT Total16,56516,603
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 school year.
Any school employing physical restraint and/or seclusion practices shall ensure it has: A policy and procedure;policy and procedure Specific training related to the use of restraint and seclusion; A process for collection of each incident.
Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT
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 –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 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 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
Social ohio-department-of-education Ohio Families and Education Ohio Teachers’ Homeroom OhioEdDept storify.com/ohioEdDept