Systems Performance Review & Improvement (SPR&I) Training

1. Systems Performance Review & Improvement (SPR&I) Training Oregon Department of Education Fall 2007

2. Training Overview • Please sure to sign in – include what district/program you are representing • You should have a packet of handouts (EI/ECSE or school age) and today’s agenda • Introductions • Agenda review (today and tomorrow)

3. Agenda • Day 1 • General supervision overview • Data: Timely & accurate, uses • Final determinations: School age and EI-ECSE - breakout • Compliance: Correction of noncompliance and policies procedures update • Transition • Day 2 • Updates • Transition continued • Comprehensive file review and personalized technical assistance

4. Components of General Supervision: District perspective Policies, Procedures, and Effective Implementation State Performance Plan Integrated Monitoring Activities Data on Processes and Results Fiscal Management Improvement, Correction, Incentives & Sanctions Targeted Technical Assistance & Professional Development Effective Dispute Resolution

5. State Performance Plan State Performance Plan • Consists of compliance and performance indicators covering parts B (20) and C 14) of IDEA • Implementation of the SPP leads to improved results • Reporting is critical to ensuring accountability to the public • The SPP is the blueprint for systems change

6. Policies, Procedures & Effective Implementation Policies, Procedures & Effective Implementation • Need to be aligned with IDEA • Can use ODE or OSBA versions • Need to have methods to detect noncompliance and ensure correction of noncompliance (SPR&I) • Program improvement through strategic planning and training

7. Effective Dispute Resolution Effective Dispute Resolution • Are timely • Track issues • Inform improvement activities • Should influence process • Determine that parents and families and students understand their rights, especially in cases where there are few or no complaints, hearings, or other resolutions

8. Data on Processes & Results Data on Processes & Results • Collection • Multiple data submissions • SPR&I - PCR and KPI • Examination and analyses • Areas of concern (thresholds) • Analysis of related indicators (worksheets) • Reporting • LEA Performance compared to state targets (Special Education Report Card) • Status determination • 4 categories (same as for states) • Enforcement activities • Improvement • Data are used to plan and revise activities (single file corrections and trainings for systemic change)

9. Integrated Monitoring Activities Integrated Monitoring Activities • Investigation related to noncompliance • Activities include continuous examination of process for compliance and performance (file reviews) • Need to show evidence of correction and improvement • Technical assistance and professional development support improvement and correction

10. Targeted Technical Assistance & Professional Development Targeted T/A & Prof Dev • Directly connected to the SPR&I and improvement activities • Provided to correct noncompliance and improve results • Measure effectiveness of implementation • Distribute promising practices and evidence based practices to local schools/programs

11. Improvement, Correction, Incentives & Sanctions Improvement & Correction, Incentives & Sanctions • Ensure timely correction of noncompliance • Improvement planning to meet key performance targets • Corrective action planning and follow-up tracking of correction and improvement • Impacts the annual determination of districts/programs • Incentives? Sanctions?

12. Fiscal Management Fiscal Management • Funds distributed in accordance with federal requirements • Funds are used in accordance with federal and state requirements • States provide oversight on the use of funds • Funds are aligned to problem areas in the SPP/APR

13. Describing a ‘System’ of General Supervision Problems in Description Equating general supervision as only being monitored Viewing administration as a collection of separate and isolated functions Defining accountability as an event rather than a ‘state’ and process Others?

14. Discussion • Take five – ten minutes to discuss with your team: • How comprehensive is your current system? • What are the strengths – weaknesses? • What are specific challenges you face? • What have you done to overcome those challenges?

15. General Supervision - State integrated system Policies, Procedures, and Effective Implementation State Performance Plan Integrated Monitoring Activities Data on Processes and Results Fiscal Management Improvement, Correction, Incentives & Sanctions Targeted Technical Assistance & Professional Development Effective Dispute Resolution

16. The components • Each of the Big 8 is required by IDEA and the General Education Provisions Act (GEPA) • ODE has established an integrated system to assist districts/programs (SPR&I – focused monitoring/assistance) • System is continuously being updated based on OSEP directives and ODE refinements (district feedback) • Understanding system and updates is crucial for ongoing compliance and improved outcomes

17. Why an “Integrated System”? • General Supervision system must be accountable for: • improving educational results and functional outcomes • ensuring that public agencies meet program requirements • To be effective, components must • connect • interact • articulate • inform each other

18. Integration of Big 8 Components • State Performance Plan (SPP) • Policies, Procedures, and Effective Implementation • Data on Processes and Results • Targeted Technical Assistance and Professional Development • Effective Dispute Resolution • Integrated Monitoring Activities • Improvement, Correction, Incentives and Sanctions • Fiscal Management

19. Policies, Procedures, and Effective Implementation State Performance Plan What is ‘System ?’ Data on Processes and Results Integrated Monitoring Activities Fiscal Manage-ment Improvement, Correction, Incentives & Sanctions Effective Dispute Resolution Targeted T/A & Professional Development

20. State Performance Plan • Blueprint for systems change • All other components must be integrated with SPP

21. SPP- Part C • Indicator 1: Timely Service Delivery • Indicator 2: Settings • Indicator 3: Child Outcomes • Indicator 4: Family Outcomes • Indicator 5: Child Find Birth -1 • Indicator 6: Child Find Birth - 3 • Indicator 7: Timeliness of IFSP • Indicator 8: Early Childhood Transition • Indicator 9: Part C Monitoring System • Indicator 10: Administrative Complaints

22. SPP - Part C cont’d • Indicator 11: Due Process Hearings • Indicator 12: Resolution Agreements • Indicator 13: Mediations • Indicator 14: Data Accuracy

23. SPP – Part B • Indicator 1: Graduation • Indicator 2: Dropout • Indicator 3: Statewide Assessment • Indicator 4: Suspension/Expulsion • Indicator 5: LRE Placement • Indicator 6: Preschool Settings • Indicator 7: Preschool Skills • Indicator 8: Parent Involvement • Indicator 9: Disproportionate Rep. in Sped • Indicator 10: Disproportionate Rep. in specific disability category

24. SPP – Part B cont’d • Indicator 11: Child Find • Indicator 12: Part C to B Transition • Indicator 13: Secondary Transition w/IEP Goals • Indicator 14: Secondary Transition/Post School Outcomes • Indicator 15: Monitoring, Complaints & Hearings • Indicator 16: Written Complaints • Indicator 17: Due Process Hearings • Indicator 18: Hearing Requests that went to Resolution • Indicator 19: Mediations • Indicator 20: Timeliness of State Reported Data & Reports

25. Public Reporting Make the state’s performance plan available through public means, including by posting on the state educational agency’s (SEA’s) website, distribution to the media, and distribution through public agencies http://www.ode.state.or.us/initiatives/idea/spp_apr2005.doc

26. SPP years and corresponding APR due dates 1. 2005-06 – February 2007 2. 2006-07 – due February 2008 3. 2007-08 – due February 2009 4. 2008-09 – due February 2010 5. 2009-10 – due February 2011 6. 2010-11 – due February 2012

27. Policies, Procedures and Effective Implementation • Aligned with IDEA • District/program policies and procedures aligned with state • District/program policies and procedures designed and implemented to improve results • District/program policies and procedures personnel adequately prepared • Establish and maintain specifications for highly qualified personnel • State and districts/programs have written policies and procedures in place, including assurances (April 08) • Required memoranda of understanding (MOUs) in place and current

28. Data on Processes and Results • Collection and verification • 618 • Dispute resolution • Previous monitoring efforts (SPR&I database & onsite visits) • Examination and analyses • Areas of concern across the state • Clusters of related indicators (FAPE, LRE, Disproportionality) • Reporting • Annual Performance Report (APR) • LEA performance against state targets (Special Education Report Card) • Annual status determination for each district/program (final determinations) • Improvement • Data are used to plan and revise activities

29. Integrated Monitoring Activities • Activities include continuous examination of performance for compliance and results • Written reports (APR) specify evidence of correction and improvement • Internal and external TA and professional development support improvement and correction

30. Monitoring Priority Areas • Provision of a free appropriate public education (FAPE) in the least restrictive environment (LRE) • State exercise of general supervision, including child find, effective monitoring, the use of resolution meetings, mediation, and a system of transition services as defined in §300.43 and in 20 U.S.C. 1437(a)(9) • Disproportionate representation of racial and ethnic groups in special education and related services, to the extent the representation is the result of inappropriate identification

31. Oregon’s SPR&I System • Provides accountability for enforcing federal and state regulations and ensuring continuous improvement • Focuses of procedural compliance and key performance indicators from IDEA and Oregon’s SPP • Facilitates the collection and analysis of data, reporting, and improvement planning for state, districts and programs • Provides ODE with a mechanism to review district/program policies, procedures, and process for meeting the IDEA 2004 requirements

32. SPR&I Activities • Small sub grants are distributed each summer to help facilitate attendance of key personnel at required trainings. • Trainings consist of: • Updates to special education general supervision and SPR&I system • Themes districts/programs had difficulty with during the previous year • Comprehensive file review process

33. SPR&I Activities cont’d • Procedural compliance review (PCR) • ODE randomly selects (by age and disability type) files based on SECC • Charter schools, unique programs and EI/ECSE are included • Districts/programs review files (targeted-comprehensive) and submit procedural compliance data within SPR&I system • Compliance also includes complaints and due process hearings

34. SPR&I Activities cont’d • Procedural compliance indicators (PCR) verification • ODE conducts verification of district/program compliance data and determines noncompliance to be corrected within established timelines • May require district/program to submit files they review, or additional files as part of this process • Analysis of key performance indicators (KPI) • ODE reports through SPR&I district/program performance against state and federally set targets identified in SPP • Districts/programs not meeting targets are flagged for further analysis (worksheets)

35. SPR&I Activities cont’d • Improvement planning, implementation and reporting • Districts/programs use SPR&I system to identify improvement activities using data-based decision making • Improvement plans should be based on PCR and KPI results, and include individual file corrections and professional development for staff

36. SPR&I Activities cont’d • Final Determinations • FFY 2005 based on noncompliance identified in 2005-2006 that was not corrected within one year • Also included timely and accurate submission of data (PCR) • Did not include key performance indicators this time • Key performance indicator compliance and timely/accurate status was identified (located on your district summary sheet) - may be included next year

37. Take Aways • IDEA 2004 includes parallel federal and state accountability provisions • OSEP review of states’ APRs • States’ analysis of and reporting on district/program performance against SPP targets • Primary focus of federal and state monitoring activities are on • Improving educational results and functional outcomes • Ensuring requirements of Part B and C are met

38. It’s about Better Results