Office of Special Education Programs

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Office of Special Education Programs

• US Department of Education

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OSEP Mission

• OSEP is dedicated to improving results for
  infants, toddlers, children, and youth with
  disabilities ages birth through 21 by providing
  leadership and financial support to assist states
  and local districts to provide comprehensive IDEA
  services

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Organizational Chart
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Results-Driven Accountability

• OFFICE OF SPECIAL EDUCATION PROGRAMS

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Individuals with Disabilities Education Act Part C

• Purposes
• Ensure that infants and toddlers with
  disabilities and their families receive early
  intervention services and their rights are
  protected
• Assist States and local programs
• Ensure EIS providers and parents have the
  necessary tools
• To assess and ensure effectiveness

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Individuals with Disabilities Education Act Part B

• Purposes
• Ensure that children with disabilities have a
  free appropriate public education and their
  rights are protected
• Assist States and localities
• Ensure educators and parents have the necessary
  tools
• To assess and ensure effectiveness

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Statutory Monitoring Focus

• Primary Monitoring Focus
• Improving early intervention results and
  functional outcomes for all children with
  disabilities
• In the past, our focus was on ensuring that
  Grantees (States) meet IDEA program procedural
  requirements

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What we focus on is what improves.
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Over the course of the last nine years

• OSEP has taken the steps necessary to prepare for
  a results focused accountability system
• Data timeliness and quality much improved
• Compliance rates much improved

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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.

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Core Principles

• 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

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OSEP Theory of Action
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
provides guidance in a timely and responsive manner ..communicates its vision effectively States will have the information they need to align their activities to OSEPs vision States will promote higher expectations for CWD States, LEAs and EIS providers will have higher expectations for CWD, will access resources to provide effective interventions and services to infants, toddlers, children, and youth with disabilities All infants, toddlers, children, and youth with disabilities will receive individualized services in natural settings and demonstrate improved educational results and functional outcomes
engages strategically with other ED programs, Federal agencies, States, grantees and outside organizations OSEP will more effectively leverage resources to improve services for CWD OSEP will increase the reach and impact of its work States, LEAs and EIS providers will have higher expectations for CWD, will access resources to provide effective interventions and services to infants, toddlers, children, and youth with disabilities All infants, toddlers, children, and youth with disabilities will receive individualized services in natural settings and demonstrate improved educational results and functional outcomes
provides differentiated resources and evidence-based information supports the development of effective personnel that support CWD States have increased capacity to support LEAs and EIS providers to deliver effective interventions the number of effective personnel will increase States, LEAs and EIS providers will have higher expectations for CWD, will access resources to provide effective interventions and services to infants, toddlers, children, and youth with disabilities All infants, toddlers, children, and youth with disabilities will receive individualized services in natural settings and demonstrate improved educational results and functional outcomes
holds States and grantees accountable for clearly identified, measureable results engages States in planning, assessment and evaluation States put systems in place that lead to improved results for CWD and protect the rights of children and families States, LEAs and EIS providers will have higher expectations for CWD, will access resources to provide effective interventions and services to infants, toddlers, children, and youth with disabilities All infants, toddlers, children, and youth with disabilities will receive individualized services in natural settings and demonstrate improved educational results and functional outcomes
Leadership
Collaboration
Technical Assistance
Accountability
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Components of RDA

• State Performance Plan/Annual Performance Report
  (SPP/APR) measures results and compliance.
• Determinations reflect State performance on
  results, as well as compliance.
• Differentiated monitoring and technical
  assistance supports improvement in all States,
  but especially low performing States.

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State Systemic Improvement Plan
The SPP/APR includes a comprehensive, multi-year
State Systemic Improvement Plan (SSIP), focused
on improving results for infants, toddlers,
children and youth with disabilities, that
includes the following
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SSIP Activities by Phase
Year 1FFY 2013 Delivered by April 2015 Year 2FFY 2014 Delivered by Feb 2016 Years 3-6FFY 2015-18 Feb 2017- Feb 2020
Phase I Analysis Phase II Plan Phase III Evaluation
Data Analysis Infrastructure Analysis State-identified measureable result Coherent Improvement Strategies Theory of Action. Multi-year plan addressing Infrastructure Development Support EIS Program/LEA in Implementing Evidence-Based Practices Evaluation Plan. Reporting on Progress including Results of Ongoing Evaluation Extent of Progress. Revisions to the SPP .
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SSIP and the SIMR

• Part B

• Part C

• Assessment for SWD (Reading and/or Math)
• Graduation Rate for SWD (May be paired with
  drop-out)
• Post School Outcomes (using Multi Tiered Levels
  of Support)
• Other must be related to an indicator on the
  SPP/APR

• Early Childhood outcomes (Social Emotional and/or
  Knowledge and skills or Behavior)
• Family outcomes (May also cluster with ECO)
• Other must be related to an indicator on the
  SPP/APR

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OSEP State Systemic Improvement Plan A
Conceptual Framework for Improving Results for
Children with Disabilities
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OSEP Results-Driven AccountabilityConceptual
Framework for OSEP Differentiated Monitoring and
Support to State Education Agencies and Lead
Agencies Based on Their Levels of IDEA
Implementation and Capacity to Support Improved
Results
High Implementation X High Capacity Improved
Results for Children with Disabilities
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Differentiated Monitoring and Support

• SSIP Implementation Support activities, including
  on site visits or calls and desk support
• All States have received TA on SSIP development
  and general TA from Regional Resource Centers and
  other OSEP-funded TA Centers
• Targeted TA based on determinations and SSIP
• Low performing States will get more intensive
  support
• Connecting our work with RTT Early Learning, SIG
  and ESEA Flex

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SSIP Implementation Support Activities

• SSIP Implementation Support Activities have been
  and will continue to be an opportunity for
• The State, State partners (including local
  programs),and OSEP to engage in conversation
  focused on the SEAs and LAs work on completing
  the SSIP
• OSEP and State partners to support the SEA/LA
  efforts to complete Phase I of the SSIP
• OSEP and State partners to analyze the States
  capacity to support LEA/EIS programs in
  implementing IDEA and improving outcomes
• OSEP and State partners to collaborate with the
  State to identify technical assistance and
  resources that the SEA/LA will need to increase
  their capacity to develop and implement the SSIP

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SSIP Implementation Support Activities

• SSIP Implementation Support On-Site or calls and
  Desk Support Activities are not IDEA compliance
  monitoring activities. OSEP will not be making
  findings based on conversations that occur during
  the SSIP Implementation Support
• on-site/ calls/desk support activities

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Outcomes of SSIP ImplementationSupport Activities

• OSEP
• Increase understanding of the States capacity to
  support LEAs/EIS programs in implementing IDEA
  and improving outcomes for infants, toddlers,
  children and youth with disabilities
• Inform the development of OSEPs accountability
  system, including what TA and guidance OSEP will
  need to provide States

• States
• Identify resources that would be useful to States
  as they continue to work toward improved outcomes
  for all infants, toddlers, children and youth
• Explore ways to leverage resources and affect
  change at the local level
• Increase understanding of the States capacity to
  complete the SSIP
• Increase awareness and begin to identify the TA
  and support that the State will need to develop
  and implement the SSIP

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OSEP Review and Analysis of the SSIP

• Due April 1, 2015 (Phase I of the SSIP)
• Evaluation Tool consists of a checklist and
  qualitative analysis
• The review and analysis rating will be based on
  looking at all five components and the specific
  elements within each component
• High Quality vs. Adequate Quality vs. Low Quality
  rating
• Based on the Quality rating States will receive
  either universal, targeted or intensive TA and
  support to move into phase II of the SSIP

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WEBSITE FOR MORE INFORMATION

• https//osep.grads360.org/program

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OSEP Early Childhood Investments

• Part D of IDEA

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IDEA Part D Discretionary Grant Program

• National activities to improve the education of
  children with disabilities
• Technical Assistance and Dissemination
• Personnel Development
• Technology and Media Projects
• State Personnel Development Grants
• Parent Training and Information

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OSEP EC Investments

• The National IDEA Technical Assistance Center on
  Early Childhood Longitudinal Data Systems (SRI
  International)
• Provide technical assistance to States on the
  development and enhancement of statewide early
  childhood longitudinal data systems to improve
  States capacity to collect, analyze, and report
  high-quality data required under sections 616 and
  618 of the IDEA.

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OSEP EC Investments

• IDEA Data Center (Westat)
• Provide technical assistance to build capacity
  within states for collecting, reporting, and
  analyzing high-quality IDEA data.

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OSEP EC Investments

• The Early Childhood Technical Assistance Center
  (University of North
  Carolina at Chapel Hill)
• Support States in administering high-quality and
  effective IDEA Part C early intervention and Part
  B preschool programs, increasing the use of
  effective practices in the programs, and
  enhancing the outcomes for young children and
  their families served in the programs.

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OSEP EC Investments

• The Early Childhood Personnel Center
  (University of Connecticut)
• To support States in developing and implementing
  integrated and comprehensive systems of
  professional development so that all personnel
  have the skills and competencies to provide
  services and supports to young children with
  disabilities and their families.

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OSEP EC Investments

• National Center on Coursework and Training
  Modules (Vanderbilt University) IRIS Center
• Develop and promote the use of innovative
  teaching and learning tools, coursework, and
  training modules to improve the quality of
  preservice preparation and professional
  development programs and expand the content on
  evidence-based practices that is provided in
  these programs.

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OSEP EC Investments

• Grants to prepare early childhood personnel
• 14 awards in 2014 (250K for each of 5 years)
• Awards go to universities to prepare scholars at
  the bachelor, master, or state certificate level

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OSEP Parent Investments

• Parent Training and Information Centers
• Provide parents of children with disabilities the
  training and information they need to enable them
  to participate effectively in helping their child
  with disabilities meet development and learning
  goals and understand their rights and protections
  under IDEA.

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Department of Education Early Childhood Goals

• Access to high-quality early learning programs
• Effective early learning workforce
• Comprehensive early learning assessment systems

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Building on a 1 Billion Investment

• Race to the Top-Early Learning Challenge 20
  states

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Preschool Development Grants

• Support states to build, develop, and expand
  voluntary, high-quality preschool programs for
  children from low- and moderate-income families.
• Development for states with small or no
  state-funded preschool programs
• Expansion for states with larger state-funded
  preschool programs and/or a Race to the Top
  Early Learning Challenge (RTT-ELC) grant

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Preschool Development Grants

• High-Quality Preschool Program means an early
  learning program that includes structural
  elements that are evidence-based and nationally
  recognized as important for ensuring program
  quality, including at a minimum
• (f) Inclusion of children with disabilities to
  ensure access to and full participation in all
  opportunities
• (2) Ensure that the percentage of Eligible
  Children with disabilities served by the
  High-Quality Preschool Programs is not less than
  either the percentage of four-year-old children
  served statewide through part B, section 619 of
  IDEA, or the current national average, whichever
  is greater.

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Expanding preschool

• preschool development grants 31 intents to apply

Puerto Rico
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Ed early learning efforts

• Working to improve outcomes birth through third
  grade

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Department of Health and Human Services

• Early Head Start and Child Care Partnerships
• A new competitive grant opportunity to support
  the partnering of Early Head Start programs with
  child care providers.
• New or existing Early Head Start grantees will
  partner with regulated center-based or family
  child care providers who agree to meet the Head
  Start Program Performance Standards.
• The resulting partnerships will allow programs to
  leverage their funds to provide more high quality
  early learning slots in their community.

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Interagency Initiatives
Making sure all of our youngest children are
screened and given support early are important
priorities for the U.S. Departments of Health and
Human Services and Education
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Birth to Five Watch Me Thrive! Toolkit

• A compendium that reviews implementation,
  reliability and validity characteristics of
  screening instruments
• User guides, designed for providers from multiple
  sectors and the communities in which they live
• Collection of resources to bring awareness to
  parents and providers about healthy child
  development

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Interagency Initiatives

• Early Childhood Interagency Policy Board
• Developing a public awareness campaign for
  preschool inclusion
• Policy Statement
• Exemplars of Inclusion
• User Guides
• Collection of Resources

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Please Contact OSEP with Questions

• Virginia.Sheppard_at_ed.gov
• Tracie.Dickson_at_ed.gov
• Dawn.Ellis_at_ed.gov
• Christy.Kavulic_at_ed.gov
• Julia.Martin.Eile_at_ed.gov
• Meredith.Miceli_at_ed.gov