1. Updates: Office for Exceptional Children
February 2018

2. Preparing All Students for Success

3. Meet Our Team
Dr. Kim Monachino, Director Olivia Schmidt, Assistant Director, Monitoring Supports & Services Team Amy Szymanski, OEC Diverse Learners Team Andrew Hinkle, Educational Program Specialist Wendy Stoica, Assistant Director, Diverse Learners Team

4. Today’s Discussion Parent Notice Document Gifted Advisory Council
Gifted Cost Study
New ETR and IEP forms
Transition
1% Alternate Assessment
Literacy
Parent Notice Document

5. Gifted Advisory Council

6. Gifted Advisory Council
Operating Standards for Serving and Identifying Students that are Gifted
Effective July 2017 to establish a Gifted Advisory Council

7. Gifted Advisory Council
Develop and update state plan for gifted education
Advise on policy recommendations

8. Gifted Advisory Council
Establish criteria to implement innovative gifted services
Establish criteria to recognize exemplary gifted services

9. Gifted Cost Study

10. Gifted Cost Study
Study to determine the appropriate amounts of funding for each category and sub-category of students identified as gifted
Appropriate method for funding gifted education courses and programs

11. Gifted Cost Study Identification Staffing Professional development
Technology
Materials
Supplies

12. Gifted Cost Study
Emphasis on services for smaller, rural school districts

13. Gifted Cost Study
Report deadline: May 1

14. Gifted Cost Study Ohio Education Research Center/Research Partners
Identified nine districts (urban, suburban and rural)
Conduct focus groups and interviews

15. ETR and IEP Forms

16. New ETR and IEP Forms
New IEP and ETR forms posted at education.ohio.gov
No requirement to use new forms until the school year

17. Universal Support Materials
Search:
Universal Support Materials

18. ETR Form User friendly planning form
Major areas remain the same; formatting changes
Eligibility questions are the same

19. IEP Form Front page: Some changes
Dynamic: Child’s specific age – changes entire form
Static version: ALL sections present

20. IEP Form: Section 1
Future Planning
No changes

21. IEP Form: Section 2
Special Instructional Factors
No changes

22. IEP Form: Section 3
Profile
Student’s RIMP (if applicable)

23. IEP Form: Section 4 Extended School Year Services
Moved from Section 10
If yes, What goals determined the need?
Yes or No: Will the team need to collect further data and reconvene to make a determination?

24. IEP Form: Section 5 Postsecondary Transition
Complete section if the student will turn 14 years old before the end of this IEP
Added: Student’s needs, strengths, preferences and interests
“Competitive integrated employment” for all students

25. IEP Form: Section 5 Postsecondary Transition
Includes “type of evidence indicating transition service has been completed” check boxes
Anecdotal records; checklist; work sample; rubric; other
Includes a “transition services progress report”

26. IEP Form: Section 6 Measurable Annual Goals
-Progress reporting section
Indicate when progress will be reported
Removed “method”

27. IEP Form: Section 6
Progress Reports: Provided to parents of a child with a disability at least as often as report cards are issued to all children. If the district provides interim reports to all children, progress reports must be provided to all parents of a child with a disability.

28. IEP Form: Section 7 Description(s) of Specially Designed Services
The “amount of time” and “frequency” areas have been removed from accommodations, modifications, support for school personnel and services to support medical needs

29. IEP Form: Section 8 Transportation as a Related Service
Aide (for transportation only)
“Does the child require special transportation?”
“Does the child need transportation to and from services?”

30. IEP Form: Sections 9 and 10 Section 9 (Extracurricular Activities)
No changes to this section
Section 10 (General Factors)
ESY determination moved to Section 4
Third Grade Reading Guarantee question: “Is the child on-track for reading?”
Yes/No question

31. IEP Form: Section 11 Least Restrictive Environment (LRE)
School age and preschool sections
School age
“Does the child attend the school they would attend if not disabled?”
“Does the child receive all special education services with nondisabled peers?”

32. IEP Form: Section 11 Least Restrictive Environment (LRE) Preschool
“Does the child attend a general education setting?”
-No
“What prevents the child from attend a general education setting?”
“Who provides the child with instruction in the general education curriculum?”

33. IEP Form: Section 11 Least Restrictive Environment (LRE) Preschool
“Does the child attend a general education setting?”
-Yes
“Does the child receive all of his/her special education and related services embedded within regular classroom routines and activities? -Yes

34. IEP Form: Section 11 Least Restrictive Environment (LRE)
“Does the child receive all of his/her special education and related services embedded within regular classroom routines and activities?
-No
“What prevents the child from receiving all of all of his/her special education and related services embedded within regular classroom routines and activities?”

35. IEP Form: Section 12 Testing Met participation requirement?
Is the child participating in the Alternate Assessment for Children with Significant Cognitive Disabilities?
-Ohio AASCD Participation Criteria document

36. Required signatures/ participation
Questions that must be considered during discussion surrounding a student’s participation in the AASCD
Documentation for each is required and should be reflected in daily instruction, IEP services, ETR implications for instruction etc.
What the decision is NOT based on
Required signatures/ participation

37. IEP Form: Section 12 Testing District Testing
Grid for all possible areas of district testing; includes space for name of test and all accommodations
Statewide Testing
Grid for all possible areas of state testing; includes space for name of test and all accommodations

38. IEP Form: Section 13 Exemptions New Section
Third Grade Reading Guarantee
“Does the child have a cognitive disability?”
If yes, automatic exemption
If no, team must consider data and determine whether or not to exempt the child from the TGRG

39. IEP Form: Section 13 Exemptions Graduation Tests
Determine whether the student is excused from the consequences of the required graduation tests
If so, which subjects

40. IEP Form: Section 13 Exemptions Graduation Tests
Is the child excused from the consequences of not passing the required graduation tests?
The child is excused from not passing the required graduation tests in the following subjects.

41. IEP Form: Section 14
Meeting Participants
Add additional positions

42. IEP Form: Section 15 Signatures Copy of Procedures Safeguards Notice
Hard copy
Electronically

43. Universal Support Materials
Search:
Universal Support Materials

44. Secondary Transition

45. On-Time Graduation Project
Use readily available data and evidence-based resources to improve on-time graduation and post-school outcomes for all students, with a focus on those with disabilities.

46. On-Time Graduation Project
Year 1 Put structures in place for a system of support for students with disabilities in grades 6, 9, 11 to keep them on-track for graduation. Year 2 Implementation

47. On-Time Graduation Project
NTACT
ODE
State Support Team
School District
Student
Build
Capacity
Enhance & Align Policies, Procedures & Practices
Improved attendance, course
performance and behavior

48. School District Expectations
Adopt research-based indicators to identify students at-risk of not graduating on-time at grades 6, 9, 11 using research-based thresholds established in attendance, course performance and behavior.

49. School District Expectations
Match these students to readily available and evidence-based interventions based on identified need, provide interventions, and monitor progress.

50. School District Expectations
Incorporate Special Education Profile data and Evidence-based Predictors and Practices (EBPP) for Improving Post-school Outcomes for Students with Disabilities into school district continuous improvement planning.

51. On-time Graduation Project
2017
2018
2019
2020
2021
Cohort 1
4 schools
4 SSTs
Cohort 2
5 more SSTs
Cohort 3
7 more SSTs

52. 1% Alternate Assessment Participation

53. Alternate Assessment 1% cap
There is no longer an accountability cap on district participation. 1% cap on the state.

54. District Justification/ State Waiver
District Justification -619 submissions -Will be posted on Department website Ohio’s State Waiver -Public Comments will be posted -Submitted Nov. 20, 2017

55. Alternate Assessment Review your decision making process
Use flowchart and companion document
Look at disability categories
Is the AA decision appropriate?
Is the decision documented in the IEP?
We will look at ETRs that don’t make sense: SLD, OHI, ED, S&L, etc.

56. Extended Standards Update
Dec. 11, 2017:
ELA/Math public comment closed
February 2018:
Science and Social Studies public comment
July-December 2017:
ELA/Math committee review
January-March 2018:
Science and Social Studies committee review
June 2018:
Present to State Board

57. Alternate Assessment 2.0 Spring 2019: Independent field test
Sprig 2020: Operational field test
Spring 2021: New grade level alternate assessment

58. Option 1 for 2018 and Students with Disabilities
Requirement to retest applies to all students
Excusal should be removed from IEP
Decision made for student not district

59. Accessibility Manual Test Timer Fidgets
Accommodations for district vs state tests
Accommodations for ACT/SAT
Appendix D – AT (STT. Dual monitor.)

60. Literacy

61. Ohio’s Literacy Vision

62. Ohio’s Plan to Raise Literacy Achievement
Reading Achievement Plan Review
Ohio’s Plan to Raise Literacy Achievement

63. Language and Literacy Continuum
Emergent Literacy
Early Literacy
Conventional Literacy
Adolescent Literacy
Support for All Learners Across the Literacy Development Continuum

64. Ohio’s Theory of Action
Birth-Grade 12 Language and Literacy Development
Shared Leadership
Multi-Tiered System of Support
Teacher Capacity
Family Partnerships
Community Collaboration

65. Striving Readers education.ohio.gov Application due: March 2.
Search keywords: Striving Readers
Application due: March 2.
$33.25 million dollars will be awarded to single or consortia partners.

66. GOALS of the Early Literacy Pilot1
More educators will diagnose why students are struggling and provide evidence-based reading instruction 2
More educators will be equipped to provide evidence-based reading instruction and interventions 3
More learners will read at grade level and be on track to complete school and be ready for college and careers

67. State Personnel Development Grant
Reading Achievement Plan Review
State Personnel Development Grant
Provide evidence-based language and literacy training to:
local administrators that serve high populations of English learners
Build regional capacity with team approach

68. Reading Achievement Plan Review
Collaboration with the Ohio Coalition for The Education of Children with Disabilities

69. Collaboration with Institutes of Higher Education
Reading Achievement Plan Review
Collaboration with Institutes of Higher Education

70. Closing and Reminders

71. Update OEDS
Make sure to update district contact information in OEDS.
information must be correct
Use official district only (no personal accounts)
Your role in OEDS must be correct to get access to documents and information.

72. Office for Exceptional Children
Dr. Kim Monachino, Director Olivia Schmidt, Assistant Director, Monitoring Supports & Services Team Amy Szymanski, OEC Diverse Learners Team

73. Office for Exceptional Children
Andrew Hinkle, Educational Program Specialist Wendy Stoica, Assistant Director, Diverse Learners Team

74. education.ohio.gov

75. Share Your Stories
#MyOhioClassroom

76. Join the Conversation OHEducation @OHEducation @OHEducationSupt
OhioEdDept
education.ohio.gov/text