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					                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

				
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