1. Special Education Performance Profiles and SPP Compliance Indicator Reviews Office for Exceptional Children

2. Intended Outcomes Participants will understand: How the OSEP visit and the SEA Determination have impacted ODE and LEAs Critical elements of OEC’s SPP Compliance Indicator Reviews and actions they must take

3. Reasons for Changes October 2009 – OSEP Verification Visit and Focused Monitoring March 2010 – OSEP Letter of Findings June 2010 – SEA Determination

4. OSEP Report Highlights Identified critical areas in which ODE must improve: Ensure accurate and reliable data Expand monitoring system Monitor spending of Part B funds Ensure LRE

5. Other Important Findings OSEP also found ODE noncompliant with SPP Indicators 5, 11, 12, and 13 Indicator 5 – LRE Indicator 11 – Child Find Indicator 12 – Transition from Part C to B Indicator 13 – Post secondary transition

6. The Big Picture Indicators 5, 11, 12 and 13 represent the entire life span of a student with a disability while he/she is in school.

7. SEA Determinations Meets Requirements 31 states Needs Assistance 27 states Needs Intervention (Ohio & DC) Needs Substantial Intervention 0 states

8. ODE’s Corrective Action Plan ODE’s Corrective Action Plan (CAP) submitted to OSEP addresses the issues identified and is designed to improve ODE’s federally required system of general supervision of IDEA.

9. OEC’s Comprehensive System of Monitoring for Continuous Improvement As part of ODE’s CAP: All LEAs will be reviewed annually at varying levels of intensity IDEA on-site reviews include fiscal, early childhood and data verification Selection and scheduling of LEAs for on-site reviews coordinated with PACTS (Federal Program Reviews)

10. OEC’s Comprehensive Monitoring System for Continuous Improvement Selective Reviews IDEA On-site Reviews Compliance Indicator Reviews (SPED Profiles) Due Process More Intensive Level of IntensityMonitoring Methods All LEAs Some LEAs Less Intensive Few LEAs

11. OEC’s Comprehensive Monitoring System for Continuous Improvement Selective Reviews IDEA On-site Reviews SPP Compliance Indicator Reviews (SPED Profiles) Due Process More Intensive Level of IntensityMonitoring Methods All LEAs Some LEAs Less Intensive Few LEAs

12. SPP Compliance Indicator Review Purpose of the SPP Compliance Indicator Review is to ensure that LEAs meet SPP targets and are compliant with IDEA in order to improve services and results for students with disabilities.

13. State Performance Plan (SPP) Accountability for 20 Indicators Drives the work of OEC Progress on indicator targets measured yearly Results on performance reported to OSEP through Annual Performance Report or APR

14. Compliance Indicators Results Indicators 9 & 10: Disproportionality 11: Child find 12: Early childhood transition 13: Secondary transition 15: General supervision 16: Complaint timelines 17: Due process timelines 20: Data submission 1: Graduation 2: Dropout 3: Assessment 4: Discipline 5: School-age LRE 6: Preschool LRE 7: Preschool outcomes 8: Parent involvement 14: Postsecondary outcomes 18: Resolution sessions 19: Mediations SPP Indicators

15. Indicator 6 Preschool Educational Environments Indicator 7Preschool Outcomes Indicator 12Early Childhood Transition from Part C to Part B Are young children with disabilities entering kindergarten ready to learn? Indicator 3Statewide Assessment Indicator 4Suspension/Expulsion Indicator 5School-age Educational Environments Are children with disabilities achieving at high levels? Indicator 1Graduation Indicator 2Dropout Indicator 13Secondary Transition Indicator 14Postsecondary Outcomes Are youth with disabilities prepared for life, work and postsecondary education? Indicator 8Facilitated Parent Involvement Indicator 9Disproportionality (Across Disability Categories) Indicator 10Disproportionality (Specific Disability Categories) Indicator 11Child Find Indicator 15 Timely Correction of Noncompliance Findings Indicator 20 Timely and Accurate Data Does the district implement IDEA to improve services and results for children with disabilities?

16. Review of Data SEAs must review data at least annually for the purpose of identifying noncompliance with IDEA.

17. Notification of Noncompliance SEAs must notify LEAs of noncompliance with IDEA in writing ODE’s written notification = the “Summary Report” ( for Compliance Indicator Reviews) LEAs must correct noncompliance within one year of notification

18. SPP Compliance Indicator Review All LEAs receive a Special Education Performance Profile annually Profile identifies LEAs’ performance on ALL indicators Includes longitudinal data on ALL targets

19. Indicators Requiring Action by LEAs Indicator 4 (Discipline Discrepancy) Indicators 9 & 10 (Disproportionality) Indicator 11 (Initial Evaluations) Indicator 12 (Early Childhood Transition) Indicator 13 (Secondary Transition Planning) Indicator 15 (Timely Correction) Indicator 20 (Timely and Accurate data) Compliance with submitting surveys Indicator 8 (Parent Involvement) Indicator 14 (Postschool Outcomes)

20. Special Education Profile Review of Sample Profile

23. Timeline

24. Components of Monitoring 1)Review Data/Student Records 2)Identification of Noncompliance 3)Corrective Actions 4)Verification of Correction (2 prong) a)Individual Cases of Noncompliance b)Systemic Noncompliance 5)Verification of Accurate and Timely Reporting 6)Clearance or Sanctions Applied

25. Corrective Action Plan The Corrective Action Plan (CAP) must address individual and systemic issues Activities must ensure 100% correction Plan must be submitted 30 days from written notification

26. Verification of Correction - 2 Prong Approach Prong 1 – LEA must correct each individual case of noncompliance; and Prong 2 – LEA must show that it is correctly implementing the specific regulatory requirements, i.e. it has achieved 100% compliance, based on a review of updated data.

27. Verification of Correction Required by OSEP Can OEC verify correction: When a CAP is submitted? NO When a CAP is approved? NO When the CAP activities are completed? No When new policies and/or procedures are approved? No When OEC has documentation that individual cases have been corrected and LEA practice has changed? YES!!

28. Verification of Accurate and Timely Reporting In addition to verifying correction by reviewing updated student records, OEC will also verify that the information in the records matches the data reported in EMIS Example: Indicator 11 – OEC will compare the dates reported in EMIS to the dates on the consent form and initial evaluation team report

29. Correction Process Clearance LEAs have demonstrated they have met the two prongs of correction within one year of the finding. Progressive Sanctions LEAs have NOT met the two prongs within one year: 1.Required PD/TA from the SST 2.Revision of CAP to address identified issues 3.Redirect Part B funds to areas of need 4.Withhold funds

31. Data Verification Ensuring Timely & Accurate Reporting

32. Basic Questions Why do we have to do this? Compliance with Federal Law – IDEA requires reporting Why EMIS? Ohio Revised Code defines EMIS as the state data system for student records Student special ed data can be linked to Report Card, financial, and additional data required for federal reporting

33. So, now what do I have to do? Remember some basics: Your check ledger is not an IRS 1040 form and… Your district software IS NOT EMIS EMIS deadlines are not negotiable

34. The EMIS Coordinator Keeps abreast of EMIS communications. Disseminates any new EMIS information within the district Monitors general issues and other EMIS reports: –Dec Child Count –Student Disab Not Funded –General Issues COMMUNICATEs with special education staff 34

35. EMIS Coordinator and Monitoring Translate SSIDs to student names Extract records from district software Identify dates of district submission to EMIS

36. The Special Education Administrator Provides SSIDs of monitored records to EMIS staff Pulls records of students with requested IDs Examines records to understand reason for non-compliance, if it exists Ensures requested copies are provided to ODE

37. Preventing Data Goofs Reports generated by OEC and sent via “gen issues” Data that will be used for Indicators 11, 12 and13 Meant to HELP districts identify data errors, and ODE to identify additional business rules

38. Most Frequent Data Errors Fat finger errors Missing non-compliance reasons Missed reporting timelines Data in district software, but not uploaded to EMIS

39. Compliance Timeline Codes Describes reasons why an activity (e.g. ETR) was not completed according to the federally mandated timelines Some provide reasons to remove a missed timeline from non-compliance calculations 39

40. Reporting Cut-Offs Why the “prior to June 1” cut-off for reporting events? SPED staff need time to communicate with EMIS staff EMIS staff need time to enter and verify data EMIS & SPED staff may be off during summer months 40

41. District Software isn’t EMIS District records contain much more than ODE needs for reporting Entering into DASL or ESIS or IEP Anywhere is only first step Not all systems have automatic weekly uploads

42. Data Resources  EMIS Manual  EMIS Newsflash  Data Collection Tool for Students with Disabilities Visit www.education.ohio.gov, search using the following keywords:www.education.ohio.gov

43. It’s not just about Compliance

44. SPP & Continuous Improvement Profile promotes continuous improvement of results for students with disabilities Provides longitudinal data on targets for all indicators SSTs will provide TA/PD to improve performance of children with disabilities

45. How does this connect to the Ohio Improvement Process? As part of ODE’s State System of Support (SSOS), SST/OIP facilitators must focus District Leadership Teams’ attention to the required aspects of their special education service delivery system by assisting them in reviewing their performance on SPP Indicators.

46. Does the SPP connect to OIP? SST/OIP facilitators will assist district leadership teams in review of performance on SPP indicators All districts can seek technical assistance on SPP indicators from SSTs

47. Using the Profile for Continuous Improvement Review SPP data and identify “systemic” issues – targets that have not been met over multiple years Put in place plans that will correct systemic issues Monitor progress in correcting systemic issues

59. OEC Regional Contact Region 15 Jana Perry, (614) 752-1187, Jana.Perry@ode.state.oh.usJana.Perry@ode.state.oh.us

60. Questions Comments Concerns Thank you!