Session Objectives Officeof Special Education Programs Overview of the Office of Special Education Program’s final report on Leveraging Federal funds Examples of how Federal funds can be leveraged to improve student outcomes Share future steps the Department plans to take to further support State and LEAs Overview of Results Driven Accountability (RDA) 2
Leveraging Federal Funds Focus Group Office of Special Education Programs Leverage points Short term - Technical assistance Awareness of updated regulations Information Clarification & dissemination Long term – • Student data reporting & accountability 3
Leveraging Resources Office of Special Education Programs Braided Funding Blended Funding • Financial assistance from Financial assistance from individual funding individual funding streams to States, local streams to States, local governments and other governments and other pass-through entities is pass-through entities is coordinated by all merged by all stakeholders stakeholders so each into one award and each individual award individual award loses its maintains its award- award-specific identity specific identity 4
Blending Schoolwide and Office of Special Education Programs IDEA funds Blending Title I and IDEA funds in a schoolwide program has been permissible since IDEA’s reauthorization in 1997 Blending is permissible as long as students with disabilities, included in such schoolwide programs: receive services in accordance with a properly developed Individualized Education Program (IEP); and are afforded all of the rights and services guaranteed to children with disabilities under IDEA 5 34 CFR § 300.206(c
Office of Special Education Programs Leveraging Resources: CEIS CEIS is: a set of coordinated services for students in kindergarten through grade 12 (with a particular emphasis on students in K-3) who are not currently identified as needing special education or related services but who need additional academic and behavioral support to succeed in a general education environment. 6 613(f) of IDEA; 34 CFR § 300.226(a)
Office of Special Education Programs Leveraging Resources: CEIS CEIS funds may only be used to provide interventions to students who need academic or behavioral support to succeed in the general education environment. CEIS funds may not be used to provide interventions to students who are currently identified as needing special education and related services. 7
Office of Special Education Programs Leveraging Resources: CEIS CEIS funds may be used for: Professional development for teachers and other school staff to enable personnel to deliver scientifically based academic and behavioral interventions; Direct interventions, such as educational and behavioral evaluations, services, and supports; and Services aligned with activities funded under the ESEA . § 613(f) of IDEA; 34 CFR § 300.226(b) 8
Leveraging Resources: Office of Special Education Programs Other State-level activities Voluntary: “States may reserve a portion of their allocations” § 300.704(b)(1) Approximately 10% of each State’s IDEA allocation is available for Other State-level activities This amount exceeds $1 billion available on a yearly basis 9
Leveraging Resources: Office of Special Education Programs Other State-level activities State-level activities can be braided with other Federal/State funds for: Technical assistance Personnel preparation and professional development and training Positive behavioral interventions and supports Technology in the classroom 10
Leveraging Resources: Office of Special Education Programs Other State-level activities State-level activities can be braided with other Federal/State funds for: • Assist in meeting personnel shortages • Capacity building activities and improving the delivery of services • Alternative programming for children who have been expelled from school 11
Next Office of Special Education Programs 12
Results Driven Accountability – Office of Special Education Programs Shifting the Balance OSEP has revised its accountability system to shift the balance from a system focused primarily on compliance to one that puts more emphasis on results. 13
Office of Special Education Programs Statutory Monitoring Focus • Primary Monitoring Focus Improving education results and functional outcomes for all children with disabilities and Ensuring that States meet the IDEA requirements • In the past, our focus was on ensuring that States meet IDEA program procedural requirements 14
Office of Special Education Programs 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. 15
Core Principles Office of Special Education Programs • 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 16
OSEP Theory of Action Office of Special Education Programs 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 Action If OSEP Then Then Then … States will have the … provides guidance in a information they need to align timely and responsive manner Leadership their activities to OSEP ’ s vision ..communicates its vision …States will promote higher effectively expectations for CWD …All infants, …States, LEAs toddlers, … OSEP will more effectively … engages strategically with and EIS providers children, and leverage resources to improve other ED programs, Federal Collaboration will have higher youth with services for CWD agencies, States, grantees and expectations for disabilities will OSEP will increase the reach outside organizations CWD, will access receive and impact of its work resources to individualized provide effective services in … provides differentiated … States have increased interventions natural settings resources and evidence-based capacity to support LEAs and Technical and services to and demonstrate information EIS providers to deliver infants, toddlers, improved …supports the development effective interventions Assistance children, and educational of effective personnel that …the number of effective youth with results and support CWD personnel will increase disabilities functional … holds States and grantees outcomes accountable for clearly … States put systems in place Accountability identified, measureable that lead to improved results 17 results for CWD and protect the rights …engages States in planning, of children and families assessment and evaluation
Office of Special Education Programs Components of RDA • State Performance Plan/Annual Performance Report (SPP/APR) measures results and compliance and includes a State Systemic Improvement Plan • Determinations reflect State performance on results, as well as compliance • Differentiated monitoring and support focuses on improvement in all States, but especially low performing States 18
Office of Special Education Programs Determinations • OSEP must annually determine if a State “Meets Requirements,” “Needs Assistance,” or “Needs Intervention.” States must also make determinations of their LEAs • Previously, OSEP only considered compliance in making State determinations. • Beginning with its 2014 determinations, OSEP considered results and compliance as factors in making State Determinations under Section 616(d) 19
Determinations 2014: Compliance Only Office of Special Education Programs 20
Determinations 2014: Office of Special Education Programs Results and Compliance 21
Determinations 2007 to 2014 Office of Special Education Programs 22
State Performance Plan/ Office of Special Education Programs Annual Performance Report • New 6 year SPPs were due on February 1 st • OSEP staff are reviewing Indicators 1-16 in the SPPs now and will provide initial input to States in March • A new indicator in the SPPs (Indicator 17) is the State Systemic Improvement Plan (SSIP), a comprehensive, multi-year plan focused on improving results for student with disabilities which is due April 1 st 23
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