State Performance Plan
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What do the Federal Regulations Require? The federal regulations have been revised to include a number of new systems/reports that are intended to drive improvement planning and public reporting of results: ◦ Compliance Monitoring ◦ State Performance Plan ◦ Annual Performance Reports ◦ State & District Determinations ◦ Public Reporting Beginning in 2005, each State had to develop a State Performance Plan the details how the State will implement the requirements of the IDEA and how the State will measure improvement. The State Performance Plan must be submitted to the Federal Office of Special Education Programs for review and approval The SPP is a roadmap for Nebraska’s special education compliance and improvement efforts The SPP includes baseline data and improvement plans in each area required by OSEP the State Performance Plan must be revised at least once every 6 years. OSEP has established “Indicators” in those areas most likely to impact student learning Each Indicator includes: ◦ Statement of the Indicator ◦ Data Sources ◦ Measurement ◦ Description of the system ◦ Baseline data ◦ Measurable and rigorous target ◦ Improvement activities and timelines ◦ Resources Graduation Dropout Assessment Suspension/expulsion LRE Preschool settings Preschool outcomes Parent Involvement Disproportionality Child find Transition C to B Secondary Transition Goals Post School Outcomes Correction of Noncompliance Complaints Mediation Due Process Resolution Meetings Timely/Accurate Data The SPP must be established through stakeholder input: ◦ Current targets must be reviewed ◦ Current activities and resources can be reviewed ◦ State plan must be reviewed and revised in 2011 Districts should be aware of the priorities and activities established in the State Performance Plan for use when establishing local priorities and activities. The requirement of a performance report is not new to IDEA Became much more complex in the 1997 with addition of State Performance Plan Must report annually on the progress being made in each of the Indicators contained in the State Performance Plan The format looks very much like the State Performance Plan Must report on the state’s current level of performance ◦ Did the state hit the target? ◦ Was there improvement or slippage from last year? ◦ What activities did the state complete ◦ What was the impact of the activities ◦ Is there any need to revise the ◦ State Performance Plan Report includes aggregated statewide data – not district specific data Most of the data is drawn from ILCD The Annual Performance report is a good barometer of whether the state is on track for meeting the targets established in the State Performance Plan Annual Performance Report is submitted to OSEP in February OSEP uses the information in the APR to determine the State’s level of Performance (Determination) OSEP also aggregates the information contained in all of the State’s APRs and reports to Congress on improvement activities being implemented as part of the Individuals with Disabilities Education Act Reporting to Congress is facilitated by requiring each state to use the same format for submitting their APR The Annual Performance Report will give Districts a good idea of the activities that have happened in Nebraska during the previous year. Districts should carefully review the report to determine whether revisions are necessary to the State Performance Plan – i.e. should the targets be revised, should activities be included or deleted etc. State Performance Plan Annual Performance Report Six Year Plan One Year Report Plans for the future Reports on the past activities Establishes State targets Reports on progress or slippage in meeting the targets Required for Parts B and C Required for Parts B and C Public Document Public Document Used to make decisions on State’s performance (Determinations) The Federal Regulations require NDE to publicly report on districts’ progress in meeting the targets established in the State Performance Plan The report must be made within 120 days of NDE’s submission of the Annual Performance Report Reports must be made available on NDE’s website Annually report to the public the districts’ performance on the targets ◦ Graduation -Suspension/Expulsion ◦ Dropout -LRE ◦ Assessment -Parent Involvement ◦ Childfind -Transition from C to B ◦ Disproportionality -Secondary Transition The report must include the most recent data available on a district NDE is not required to report to the public any information: ◦ Which would result in the disclosure of personally identifiable information about individual children or ◦ Where the available data are insufficient to yield statistically reliable information Districts should be aware that public reporting is happening Districts should review the public reports for their region Districts should be able to respond to questions from the public regarding the data which is reported Annually OSEP places states in one of four categories: ◦ Meets Requirements ◦ Needs Assistance ◦ Needs Intervention ◦ Needs Substantial Intervention OSEP looks at Compliance Indicators and timely submission of data Part B – Needs Assistance Part C – Meets Requirements The state must make determinations annually about the performance of each LEA using the categories in 300.603(b)(1) ◦ Meets Requirements ◦ Needs Assistance ◦ Needs Intervention ◦ Needs Substantial intervention The purpose of the District Determination is: ◦ to focus scarce resources on those districts most in need of assistance; and ◦ Improve results for students through implementation of enforcement actions Used specific data points in isolation ◦ Performance on compliance indicators ◦ Timely submission of data ◦ Correction of compliance within one year ◦ Significant audit findings Using this system NDE identified 9 districts in the category of “Needs Assistance” This process lead to “false positives” Federal Regulations require states to use quantifiable and qualitative indicators as are needed to adequately measure district performance in: 1.The priority areas and; 2.The indicators in the State Performance Plan. 1) Priority Areas include: Provision of FAPE in the LRE State exercise of general supervision Disproportionate Representation of racial and ethnic groups to the extent the representation is a result of inappropriate identification. 2) Indicators in State Performance Plan Graduation Drop out Statewide Assessment Suspension/Expulsion LRE Placement Parent Involvement Preschool Settings Preschool Outcomes *Disproportionate Representation *Disproportionate Representation in Special Education in Disability Categories *Child Find *Transition from Part C to Part B *Secondary Transition Post-School Outcomes *Correction of noncompliance Timely/Accurate Data NDE is revising the process used for making district determinations Moving from a system which looks at only a few indicators to a system which takes into account all of the indicators As part of the District Determination process states must have an “enforcement” process As district’s performance on the targets decreases, the State’s intervention increases If a district’s performance is poor for an extended period of time, the State is required to take actions regarding districts’ funds. Matches up to the base, minimal condition or capability needed to achieve an objective that must be met or possessed If the district is in the category of “Meets Requirements” no action is required. Synonyms for "assistance": aid, assist, backing, balm, benefit, comfort, ease, help, lift, ministration, protection, reinforcement, relief, remedy, rescue, restorative, service, support, upholding, State is Required to take one or more of the following actions: Advise district of available sources of Technical Assistance; and/or Identify the district as a high-risk grantee and impose special conditions on the district’s federal IDEA funds Synonyms for "intervention": ◦ Encroachment, imposition, infiltration, infringement, injection, interference, interjection, intrusion, invasion, stepping in, trespass, State is Required to take one or more of the following actions: Require the district to prepare a corrective action plan or improvement plan; and/or Withhold (in whole or in part) any further federal funds made available under IDEA Needing extensive and significant intersession or involvement of outside sources to achieve the required standards. If a district is found to be in need of substantial intervention, the State is required to: Withhold (in whole or in part) any further payments of federal funds made available under Part B of the IDEA State Determination District Determinations Determination made by OSEP Determination made by NDE Must be publicly reported No requirement for public reporting Information obtained from the APR Information obtained from ILCD Categories established in Federal Categories established in Federal Regulations Regulations Determination uses “compliance” Determination uses all of the indicators from APR and looks at indicators; “compliance” and the timely and accurate “performance” indicators as well as submission of data audit findings and timely/accurate data submission Federal Regulations include Federal Regulations include sanctions for all states except sanctions for all districts except those that “Meet Requirements” those that “Meet Requirements” Public Reporting District Determinations Federal Requirement Federal Requirement Report of district data Determined using district level compared to the State data compared to the SPP Performance Plan target target and district improvement Must be made public - website Not required to publicly report Intended for transparency – Intended to assist in focusing informational resources and drive improvement Results in enforcement action/corrective action Attempt to have approximately the same number of schools in each category as previous years Avoid “false positives” Make sure the category is descriptive of the group of schools contained within it Review of District Data and Proposed Categories!