1. Office of Special Education Programs US Department of Education

2. OSEP Mission OSEP is dedicated to improving results for infants, toddlers, children, and youth with disabilities ages birth through 21 by providing leadership and financial support to assist states and local districts to provide comprehensive IDEA services

3. Organizational Chart US Department of Education Institute for Education Sciences (IES) Office of Special Education and Rehabilitative Services (OSERS) Michael Yudin, Acting Assistant Secretary Office of Elementary and Secondary Education (OESE) Monitoring and State Improvement (MSIP) Gregg Corr, Director Research to Practice (RTP) Larry Wexler, Director Team ATeam BTeam CTeam D National Initiatives Team Secondary Transition Team Elementary and Middle School Team Early Childhood and Parent Team Christy Kavulic, Associate Division Director Office of Special Education Programs (OSEP) Melody Musgrove, Director Ruth Ryder, Deputy Director Rehabilitation Services Administration (RSA)

4. Results-Driven Accountability OFFICE OF SPECIAL EDUCATION PROGRAMS

5. Individuals with Disabilities Education Act Part C Purposes Ensure that infants and toddlers with disabilities and their families receive early intervention services and their rights are protected Assist States and local programs Ensure EIS providers and parents have the necessary tools To assess and ensure effectiveness

6. Individuals with Disabilities Education Act Part B Purposes Ensure that children with disabilities have a free appropriate public education and their rights are protected Assist States and localities Ensure educators and parents have the necessary tools To assess and ensure effectiveness

7. Statutory Monitoring Focus Primary Monitoring Focus  Improving early intervention results and functional outcomes for all children with disabilities  In the past, our focus was on ensuring that Grantees (States) meet IDEA program procedural requirements

8. What we focus on is what improves. 8

9. Over the course of the last nine years OSEP has taken the steps necessary to prepare for a results focused accountability system Data timeliness and quality much improved Compliance rates much improved

10. 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.

11. Core Principles Principle 1: Partnership with stakeholders. Principle 2: Transparent and understandable to educators and families. Principle 3: Drives improved results Principle 4: Protects children and families Principle 5: Differentiated incentives and supports to States Principle 6: Encourages States to target resources and reduces burden Principle 7: Responsive to needs

12. OSEP Theory of Action Vision: All infants, toddlers, children, and youth with disabilities will achieve improved educational results and functional outcomes. : All infants, toddlers, children, and youth with disabilities will receive individualized services in natural settings. Strands of ActionIf OSEPThen … provides guidance in a timely and responsive manner..communicates its vision effectively … States will have the information they need to align their activities to OSEP’s vision …States will promote higher expectations for CWD …States, LEAs and EIS providers will have higher expectations for CWD, will access resources to provide effective interventions and services to infants, toddlers, children, and youth with disabilities …All infants, toddlers, children, and youth with disabilities will receive individualized services in natural settings and demonstrate improved educational results and functional outcomes … engages strategically with other ED programs, Federal agencies, States, grantees and outside organizations … OSEP will more effectively leverage resources to improve services for CWD OSEP will increase the reach and impact of its work … provides differentiated resources and evidence-based information …supports the development of effective personnel that support CWD … States have increased capacity to support LEAs and EIS providers to deliver effective interventions …the number of effective personnel will increase … holds States and grantees accountable for clearly identified, measureable results …engages States in planning, assessment and evaluation … States put systems in place that lead to improved results for CWD and protect the rights of children and families Technical Assistance Accountability Leadership Collaboration

13. Components of RDA State Performance Plan/Annual Performance Report (SPP/APR) measures results and compliance. Determinations reflect State performance on results, as well as compliance. Differentiated monitoring and technical assistance supports improvement in all States, but especially low performing States.

14. State Systemic Improvement Plan The SPP/APR includes a comprehensive, multi-year State Systemic Improvement Plan (SSIP), focused on improving results for infants, toddlers, children and youth with disabilities, that includes the following …

15. Year 1— FFY 2013 Delivered by April 2015 Year 2— FFY 2014 Delivered by Feb 2016 Years 3-6— FFY 2015-18 Feb 2017- Feb 2020 Phase I Analysis Phase II Plan Phase III Evaluation Data Analysis; Infrastructure Analysis; State-identified measureable result; Coherent Improvement Strategies; Theory of Action. Multi-year plan addressing: Infrastructure Development; Support EIS Program/LEA in Implementing Evidence-Based Practices; Evaluation Plan. Reporting on Progress including: Results of Ongoing Evaluation; Extent of Progress. Revisions to the SPP. SSIP Activities by Phase

16. SSIP and the SIMR Part B Assessment for SWD (Reading and/or Math) Graduation Rate for SWD (May be paired with drop-out) Post School Outcomes (using Multi Tiered Levels of Support) Other – must be related to an indicator on the SPP/APR Part C Early Childhood outcomes (Social Emotional and/or Knowledge and skills or Behavior) Family outcomes (May also cluster with ECO) Other – must be related to an indicator on the SPP/APR

17. OSEP State Systemic Improvement Plan: A Conceptual Framework for Improving Results for Children with Disabilities

18. OSEP Results-Driven Accountability Conceptual Framework for OSEP Differentiated Monitoring and Support to State Education Agencies and Lead Agencies Based on Their Levels of IDEA Implementation and Capacity to Support Improved Results High Implementation X High Capacity = Improved Results for Children with Disabilities

19. Differentiated Monitoring and Support SSIP Implementation Support activities, including on site visits or calls and desk support All States have received TA on SSIP development and general TA from Regional Resource Centers and other OSEP-funded TA Centers Targeted TA based on determinations and SSIP Low performing States will get more intensive support Connecting our work with RTT Early Learning, SIG and ESEA Flex

20. SSIP Implementation Support Activities SSIP Implementation Support Activities have been and will continue to be an opportunity for: The State, State partners (including local programs),and OSEP to engage in conversation focused on the SEA’s and LA’s work on completing the SSIP OSEP and State partners to support the SEA/LA efforts to complete Phase I of the SSIP OSEP and State partners to analyze the States’ capacity to support LEA/EIS programs in implementing IDEA and improving outcomes OSEP and State partners to collaborate with the State to identify technical assistance and resources that the SEA/LA will need to increase their capacity to develop and implement the SSIP

21. SSIP Implementation Support Activities SSIP Implementation Support On-Site or calls and Desk Support Activities are not IDEA compliance monitoring activities. OSEP will not be making findings based on conversations that occur during the SSIP Implementation Support on-site/ calls/desk support activities

22. Outcomes of SSIP Implementation Support Activities OSEP Increase understanding of the State’s capacity to support LEAs/EIS programs in implementing IDEA and improving outcomes for infants, toddlers, children and youth with disabilities Inform the development of OSEP’s accountability system, including what TA and guidance OSEP will need to provide States States Identify resources that would be useful to States as they continue to work toward improved outcomes for all infants, toddlers, children and youth Explore ways to leverage resources and affect change at the local level Increase understanding of the State’s capacity to complete the SSIP Increase awareness and begin to identify the TA and support that the State will need to develop and implement the SSIP

23. OSEP Review and Analysis of the SSIP Due April 1, 2015 (Phase I of the SSIP) Evaluation Tool consists of a checklist and qualitative analysis The review and analysis rating will be based on looking at all five components and the specific elements within each component High Quality vs. Adequate Quality vs. Low Quality rating Based on the Quality rating States will receive either universal, targeted or intensive TA and support to move into phase II of the SSIP

24. WEBSITE FOR MORE INFORMATION https://osep.grads360.org/#program

25. OSEP Early Childhood Investments Part D of IDEA

26. IDEA Part D Discretionary Grant Program National activities to improve the education of children with disabilities Technical Assistance and Dissemination Personnel Development Technology and Media Projects State Personnel Development Grants Parent Training and Information

27. OSEP EC Investments The National IDEA Technical Assistance Center on Early Childhood Longitudinal Data Systems (SRI International) Provide technical assistance to States on the development and enhancement of statewide early childhood longitudinal data systems to improve States’ capacity to collect, analyze, and report high- quality data required under sections 616 and 618 of the IDEA.

29. OSEP EC Investments IDEA Data Center (Westat) Provide technical assistance to build capacity within states for collecting, reporting, and analyzing high-quality IDEA data.

31. OSEP EC Investments The Early Childhood Technical Assistance Center (University of North Carolina at Chapel Hill) Support States in administering high-quality and effective IDEA Part C early intervention and Part B preschool programs, increasing the use of effective practices in the programs, and enhancing the outcomes for young children and their families served in the programs.

33. OSEP EC Investments The Early Childhood Personnel Center (University of Connecticut) To support States in developing and implementing integrated and comprehensive systems of professional development so that all personnel have the skills and competencies to provide services and supports to young children with disabilities and their families.

35. OSEP EC Investments National Center on Coursework and Training Modules (Vanderbilt University) – IRIS Center Develop and promote the use of innovative teaching and learning tools, coursework, and training modules to improve the quality of preservice preparation and professional development programs and expand the content on evidence-based practices that is provided in these programs.

37. OSEP EC Investments Grants to prepare early childhood personnel 14 awards in 2014 ($250K for each of 5 years) Awards go to universities to prepare scholars at the bachelor, master, or state certificate level

38. OSEP Parent Investments Parent Training and Information Centers Provide parents of children with disabilities the training and information they need to enable them to participate effectively in helping their child with disabilities meet development and learning goals and understand their rights and protections under IDEA.

40. Department of Education Early Childhood Goals  Access to high-quality early learning programs  Effective early learning workforce  Comprehensive early learning assessment systems

41. BUILDING ON A $1 BILLION INVESTMENT RACE TO THE TOP-EARLY LEARNING CHALLENGE – 20 STATES

42. Preschool Development Grants Support states to build, develop, and expand voluntary, high-quality preschool programs for children from low- and moderate-income families. Development: for states with small or no state- funded preschool programs Expansion: for states with larger state-funded preschool programs and/or a Race to the Top – Early Learning Challenge (RTT-ELC) grant

43. Preschool Development Grants High-Quality Preschool Program means an early learning program that includes structural elements that are evidence- based and nationally recognized as important for ensuring program quality, including at a minimum— (f) Inclusion of children with disabilities to ensure access to and full participation in all opportunities; (2) Ensure that the percentage of Eligible Children with disabilities served by the High-Quality Preschool Programs is not less than either the percentage of four-year-old children served statewide through part B, section 619 of IDEA, or the current national average, whichever is greater.

44. EXPANDING PRESCHOOL PRESCHOOL DEVELOPMENT GRANTS – 31 INTENTS TO APPLY Puerto Rico

45. ED EARLY LEARNING EFFORTS WORKING TO IMPROVE OUTCOMES BIRTH THROUGH THIRD GRADE Improved outcomes My Brother’s Keeper Studies, Research, and Evaluations Parent Toolkit Bridging the Word Gap Technical Assistance Focus on Suspensions/ Expulsions

46. Department of Health and Human Services Early Head Start and Child Care Partnerships A new competitive grant opportunity to support the partnering of Early Head Start programs with child care providers. New or existing Early Head Start grantees will partner with regulated center-based or family child care providers who agree to meet the Head Start Program Performance Standards. The resulting partnerships will allow programs to leverage their funds to provide more high quality early learning slots in their community.

47. Interagency Initiatives Making sure all of our youngest children are screened and given support early are important priorities for the U.S. Departments of Health and Human Services and Education

48. Birth to Five: Watch Me Thrive! Toolkit 1.A compendium that reviews implementation, reliability and validity characteristics of screening instruments 2.User guides, designed for providers from multiple sectors and the communities in which they live 3.Collection of resources to bring awareness to parents and providers about healthy child development

49. Interagency Initiatives Early Childhood Interagency Policy Board Developing a public awareness campaign for preschool inclusion Policy Statement Exemplars of Inclusion User Guides Collection of Resources

50. Please Contact OSEP with Questions Virginia.Sheppard@ed.gov Tracie.Dickson@ed.gov Dawn.Ellis@ed.gov Christy.Kavulic@ed.gov Julia.Martin.Eile@ed.gov Meredith.Miceli@ed.gov