Making S¢ense
of the Stimulus Funds
Texas Council of Administrators of
Special Education Preconference
July 28, 2009
Presentations by TEA Division of IDEA Coordination and
Education Service Center staff
Stimulus Funds
Kathy Clayton
TEA | Division of IDEA Coordination
ARRA IDEA FUNDING
Phyllis Gandy
TEA | Division of IDEA Coordination
ARRA - Guiding Principles
• Spend Quickly to Save and Create Jobs
• Ensure Transparency and Accountability
• Thoughtfully Invest One-Time Funds
• Advance Effective Reforms
Advance Core Reforms:
Assurances
• College- and career-ready standards and high-
quality, valid, and reliable assessments for all
students, including ELLs and students with
disabilities
• Pre-K to Higher Education Data Systems that meet
the principles in the America COMPETES Act
• Teacher effectiveness and equitable distribution of
effective teachers
• Intensive support and effective interventions for
lowest-performing schools
ARRA – Framing Questions for
Decision Making
• Drive results for students?
• Increase capacity?
• Accelerate reform?
• Avoid the funding “cliff” and improve
longer-term productivity?
• Foster continuous improvement?
• Data driven decisions?
Possible Uses of the Funding
Obtain state-of-the art assistive technology devices
and provide training in their use to enhance access
to the general curriculum for students with
disabilities.
Provide intensive district-wide professional
development for special education and regular
education teachers that focuses on scaling-up,
through replication, proven and innovative evidence-
based school-wide strategies in reading, math,
writing and science, and positive behavioral
supports to improve outcomes for students with
disabilities.
Possible Uses of the Funding
Develop or expand the capacity to collect and use
data to improve teaching and learning.
Expand the availability and range of inclusive
placement options for preschoolers with disabilities
by developing the capacity of public and private
preschool programs to serve these children.
Hire transition coordinators to work with employers
in the community to develop job placements for
youths with disabilities.
Think with the End in Mind
• Plan for the Use of the Funds
• Establish Systems for Tracking These
Funds Separately
• Prepare for Federal Reporting
Requirements
Things to Think About Regarding
Reporting Requirements
• Do you have a Special Education Plan?
– CS7000 Provisions, Assurances, and
Certifications
– BS6006/6007 Program Budget Summary and
Support Schedule
– more detailed local plan
– surveys, demographic data, and student
achievement data
– auditor‟s request for the LEA‟s plan
Reporting Requirements, cont.
• What reporting is required?
– Total amount of funds received; and of that,
the amount spent on projects and activities;
– Details on sub-awards and other payments
– Prime recipient/sub-recipient
– A list of projects and activities funded by
name to include:
• Description
• Completion status
• Estimates on jobs created and or retained;
Reporting Requirements, cont.
• When is reporting required to begin?
– Initial reports are due October 10
– Reporting is cumulative from enactment of the
Recovery Act
• Additional Reporting Issues
– No waivers
– Non-compliance could be treated as a violation of
the award agreement
– All the information will be available to the public
through www.Recovery.gov
Data Quality Requirements
• Scope of Data Quality Reviews:
– Accuracy, completeness and timely reporting
– Avoidance of two key data issues
• Material Omissions
– “Instances where required data is not reported or reported
information is not otherwise responsive to the data requests
resulting in significant risk that the public is not fully informed as
to the status of a Recovery Act project or activity”
• Significant Reporting Errors
– “Instances where required data is not reported accurately and
such erroneous reporting results in significant risk that the
public will be misled or confused by the recipient report in
question”
Think with the End in Mind-Again
• USDE Reporting Requirements
• General Accounting Office (GAO)
• USDE – Office of the Inspector General (OIG)
Planning Resources
• State Performance Plan (SPP) Indicators
• AEIS/AYP/PBMAS Indicators
• Program Guidelines
http://maverick.tea.state.tx.us:8080/Guidelines/
Special%20Ed/SPEDAJ10/SPEDAJ10PP1100_G.pdf
• IDEA ARRA Funds Q&As
http://ritter.tea.state.tx.us/edex/ARRAFundsQA.pdf
• Questions should be directed to your Education
Service Center
• www.Recovery.gov
• http://www.whitehouse.gov/omb/assets/memoranda_
fy2009/m09-21.pdf
SPP/APR: Overview
David Carrales
TEA | Division of IDEA Coordination
State Performance Plan/
Annual Performance Report
IDEA 2004 requires each State to develop a six-year performance
plan (2005-2010).
• The State Performance Plan (SPP) evaluates the State‟s efforts to
implement the requirements and purposes of IDEA and illustrates
how the State will continuously improve upon this implementation.
• States will submit on an annual basis to the USDE Office of Special
Education Programs an annual performance report (APR) and report
publicly the performance of districts against the targets in the APR
• Performance on compliance indicators used in LEA Determinations
For more information on this subject, visit the TEA Website at:
http://ritter.tea.state.tx.us/special.ed/spp/index.html
SPP/APR:
Looking Forward
David Carrales
TEA | Division of IDEA Coordination
State Performance Plan/
Annual Performance Report
Indicator 1: % graduating with a regular diploma
• Must use graduation rate calculation established by USDE
under Title 1 of the ESEA, as reported to the Department of
Education under Title 1.
• Must use annual graduation rate targets under Title 1 of the
ESEA FFY 2008 (2008-09) due Feb 2010
Note: Title 1 adjusted cohort graduation rate goes into
effect in 2010-11
No change in PEIMS data collection
Report in FFY 2008 APR due Feb 1, 2010
State Performance Plan/
Annual Performance Report
Indicator 2: % dropping out of high school
• Must use the dropout data used in the ESEA graduation
rate calculation, as reported to the Department of
Education under Title 1.
Note: Title 1 adjusted cohort graduation rate goes into
effect in 2010-11
No change in PEIMS data collection
Report in FFY 2008 APR due Feb 1, 2010
State Performance Plan/
Annual Performance Report
Indicator 3: Participation and Proficiency on statewide assessments
A. Meet State‟s AYP Targets
B. Participation Rate
C. Proficiency Rate
No change in assessment data collection
Report in FFY 2008 APR due Feb 1, 2010
State Performance Plan/
Annual Performance Report
Indicator 4A: Rate of Suspension and Expulsion
Change to methodology on determining a „significant
discrepancy‟ in the rate of suspension and expulsion of
greater than 10 days in a school year for children with IEPs.
No change in PEIMS data collection
Report in FFY 2008 APR due Feb 1, 2010
State Performance Plan/
Annual Performance Report
Indicator 4B: Rate of Suspension and Expulsion (by Race/Ethnicity)
No change in PEIMS data collection
No APR reporting in Feb 2010
Report in FFY 2009 SPP due Feb 1, 2011
State Performance Plan/
Annual Performance Report
Indicator 5: % of children with IEPs aged 6-21 served:
A. Inside the regular class 80% or more of the day;
B. Inside the regular class less than 40% of the day; and
C. In separate schools, residential facilities, or homebound/
hospital placements.
No change in PEIMS data collection
Report in FFY 2008 APR due Feb 1, 2010
State Performance Plan/
Annual Performance Report
Indicator 6: % of children with IEPs aged 3-5 attending:
A. Regular early childhood program and receiving the majority
of special education and related services in the regular
early childhood program; and
B. Separate special education class, separate school or
residential facility.
No change in PEIMS data collection (yet)
No APR reporting in 2010
Report in FFY 2009 SPP due Feb 1, 2011
State Performance Plan/
Annual Performance Report
Indicator 7: % of preschool children with IEPs aged 3-5 who demonstrate:
A. Positive social-emotional skills (including social
relationships)
B. Acquisition and use of knowledge and skills (including early
language/communication and early literacy); and
C. Use of appropriate behaviors to meet their needs.
No change in SPP7 data collection
Report Baseline and Targets in
FFY 2008 SPP due Feb 1, 2010
State Performance Plan/
Annual Performance Report
Indicator 8: % of parents who report that schools facilitated parent
involvement as a means of improving services and results for
students with disabilities.
• Increased number of surveys distributed
• Public reporting on district performance
No change in SPP8 data collection process for 2008-09
Report in FFY 2008 APR due Feb 1, 2010
State Performance Plan/
Annual Performance Report
COMPLIANCE INDICATORS
State Performance Plan/
Annual Performance Report
Indicator 9: % of districts with disproportionate representation of
racial and ethnic groups in special education and related services
that is the result of inappropriate identification.
• Change in methodology for identifying over
and under representation
• Required review of policies, procedures and
practices (self assessment)
• Implement new race/ethn. reporting req. by 2010-11
No change in PEIMS data collection
Report in FFY 2008 APR due Feb 1, 2010
State Performance Plan/
Annual Performance Report
Indicator 10: % of districts with disproportionate representation of
racial and ethnic groups in specific disability categories that is the
result of inappropriate identification.
• Change in methodology for identifying over
and under representation
• Required review of policies, procedures and
practices (self assessment)
• Implement new race/ethn. reporting req. by 2010-11
No change in PEIMS data collection
Report in FFY 2008 APR due Feb 1, 2010
State Performance Plan/
Annual Performance Report
Indicator 11: % of children who were evaluated within 60 days of
receiving parental consent for initial evaluation or, if the State
establishes a timeframe within which the evaluation must be
conducted, within that timeline.
• Indicator change
• Potential changes to the data collection
procedures for 2009-10
• Noncompliance correction ASAPBNLTOY
No change in SPP11 data collection for 2008-09
Report in FFY 2008 APR due Feb 1, 2010
State Performance Plan/
Annual Performance Report
Indicator 12: % of children referred by Part C prior to age 3, who are
found eligible for Part B, and who have an IEP developed and
implemented by their third birthdays.
• Noncompliance correction ASAPBNLTOY
No change in SPP12 data collection for 2008-09
Report in FFY 2008 APR due Feb 1, 2010
State Performance Plan/
Annual Performance Report
Indicator 13: % of youth aged 16 and above with an IEP that includes
coordinated, measurable, annual IEP goals and transition services
that will reasonably enable the student to meet the post-secondary
goals.
OLD INDICATOR
State Performance Plan/
Annual Performance Report
NEW INDICATOR
State Performance Plan/
Annual Performance Report
Indicator 13: % of youth with IEPs aged 16 and above with an IEP
that includes appropriate measurable postsecondary goals that are
annually updated and based upon an age appropriate transition
assessment, transition services, including courses of study, that will
reasonably enable the student to meet those postsecondary goals,
and annual IEP goals related to student‟s transition services needs.
There also must be evidence that the student was invited to the IEP
Team meeting where transition services are to be discussed and
evidence that, if appropriate, a representative of any participating
agency was invited to the IEP Team meeting with the prior consent of
the parent or student who has reached the age of majority.
State Performance Plan/
Annual Performance Report
Indicator 13: % of youth aged 16 and above with an IEP that includes
coordinated, measurable, annual IEP goals and transition services
that will reasonably enable the student to meet the post-secondary
goals.
• District will submit data, State will not report it
• Noncompliance correction ASAPBNLTOY!
No change in SPP13 data collection for 2008-09
No APR Reporting in 2010
Report in FFY 2009 APR due Feb 1, 2011
State Performance Plan/
Annual Performance Report
Indicator 14: % of youth who are no longer in secondary school, had
IEPs in effect at the time they left school, and were:
A. Enrolled in higher education within one year of leaving high school.
B. Enrolled in higher education or competitively employed within one
year of leaving high school.
C. Enrolled in higher education or in some other postsecondary
education or training program; or competitively employed or in some
other employment within one year of leaving high school.
No change in SPP14 data collection process for 2008-09
No APR Reporting in 2010
Report in FFY 2009 SPP due Feb 1, 2011
State Performance Plan/
Annual Performance Report
IN for FFY 2008 APR due Feb 2010
Indicator 1: Graduation
Indicator 2: Dropout
Indicator 3A-C: Adequate Yearly Progress
Indicator 4A: Suspension/Expulsion
Indicator 5: LRE, 6-21
Indicator 7: Early Childhood Outcomes
Indicator 8: Parent Participation
Indicator 9/10: Disproportionate Representation
Indicator 11: Timely Initial Evaluation
Indicator 12: Early Childhood Transition
State Performance Plan/
Annual Performance Report
Out for FFY 2008 APR due Feb 2010
Indicator 4B: Suspension/Expulsion (Race/Ethnicity)
Indicator 6: LRE, 3-5
Indicator 13: Secondary Transition
Indicator 14: Post School Outcomes
Training, Technical
Assistance, and Resources
• Access to the General Education Curriculum
Sherry Marsh, Region 20 ESC
http://portal.esc20.net/portal/page/portal/esc20public/Special
Education/AGCHome/AGCStatewideLeadership
• Assistive Technology
Kirk Behnke, Region 4 ESC
http://www.texasat.net/
• Behavior and Discipline
Doug Maraffa, Region 4 ESC
http://www.txbsi.org/
• Post School Outcomes/Transition
Kathy Albers, Region 11 ESC
http://www.transitionintexas.org/
Disproportionate
Representation
David Carrales
TEA | Division of IDEA Coordination
State Performance Plan/
Annual Performance Report
Indicator 9: % of districts with disproportionate representation of
racial and ethnic groups in special education and related services
that is the result of inappropriate identification.
Indicator 10: % of districts with disproportionate representation of
racial and ethnic groups in specific disability categories that is the
result of inappropriate identification.
State Performance Plan/
Annual Performance Report
• Indicators 9 and 10 are Compliance Indicators
• Analysis identifies over and under representation for
the reporting year
• No Comparisons of Race/Ethnicity Categories/ Use
of Minimum “N” Size
• Required review of policies, procedures and
practices (self assessment)
• Implement new race/ethn. reporting req. by 2010-11
Report in FFY 2008 APR due Feb 1, 2010
Training, Technical
Assistance, and Resources
• Texas Initiative for Disproportionate
Representation in Special Education
Kelly Solis, Region 1 ESC
http://specialed.esc1.net/
SPP Indicator 6
Kathy Clayton
TEA | Division of IDEA Coordination
Training, Technical
Assistance, and Resources
• Preschool LRE Initiative
Sherry Marsh, Region 20 ESC
http://portal.esc20.net/portal/page/portal/esc20public/Special
Education/AGCHome/AGCPreschool
Question and Answer Panel
TEA | Division of IDEA Coordination
and Education Service Centers