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Updates from ODE and OEC: Ohio’s Work
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Agenda
What we learned during the regional summits
Ohio’s APR Data
Updates: Federal and State
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Regional Summits
Graduation data causes frustration – What do we do about it?
Climate and discipline practices
ESSA Impact
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Students with Disabilities
238,285 or
14.2%
STUDENTS WITH
DISABILITIES
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Who?
Autism Deaf-Blind
Emotional
Hearing
Multiple Disabilities
Intellectual Disability
Other Health Impairement
Orthopedic Specific Learning Disability
Speech
Traumatic Brain Injury
Vision
Developmental Delay
Autism Deaf-Blind
Emotional
Hearing
Multiple Disabilities
Intellectual Disability
Other Health Impairement
Orthopedic Specific Learning Disability
Speech
Traumatic Brain Injury
Vision
Developmental Delay
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Education Environments
(Indicator 5a)
Number of children with IEPs aged 6 through 21
served inside the regular classroom ≥80.00% of the
day
58.70% 62.00% 62.81% 63.92% 65.13%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
11-12 12-13 13-14 14-15 15-16
Full Inclusion Target
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Reading Proficiency
59.5% 63.2% 66.2% 60.2% 59.6%
53.0%
75.4%
97.0% 98.8%
27.3% 25.5% 26.1% 18.9% 19.0% 16.3%
40.9%
64.5% 69.6%
3rdGrade
4thGrade
5thGrade
6thGrade
7thGrade
8thGrade
10thGrade
11thGrade
12thGrade
2015-2016
Typical SWD
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88.0% 88.0% 88.0% 88.0% 87.0% 87.0% 87.0% 87.0%
85.8% 85.4% 85.7%
84.7%
87.3% 86.8%
87.3%
86.0%
80%81%82%83%84%85%86%87%88%89%90%
4th GradeReading
8th GradeReading
4th GradeMath
8th GradeMath
Students with Disabilities Participating in Regular State Assessments
2012-2013 2013-2014 2014-2015 2015-2016
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Alternate Assessment Participation
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How are Students Exiting School?
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Dropout Rates
22%
17%
24%
2012-2013 2013-2014 2014-2015
Percent of Students with Disabilities Exiting Services by Dropping Out
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33% or 70%?
Which Graduation Rate?
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Dropped Out 19%
Transferred to Regular Education
6%
[CATEGORY NAME]
70%
Other [PERCENTAGE]
How Ohio Students Left Special Education in 2016: Ohio Calculation
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Dropped Out 19%
Transferred to Regular Education
6%
Graduated with a Diploma
33%
Graduated with a Certificate
42%
How Ohio Students Left Special Education in 2016: Federal Calculation
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Ohio Enrollment and Suspension
14.5%
2.1%
16.5%
5.2% 4.8%
71.1%
28.0%
0.4%
49.1%
5.3% 6.5%
38.6%
SWD Asian Black Hispanic Multiracial White
Percentage of Total Enrollment and Total Suspensions by Student Group
% of Total Enrollment % of Total Out-of-School Suspensions
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Restraint and Seclusion Practices
85%
19%
37%
15% 81% 63%
Enrollment Physical restraint Seclusion
Percentage of Ohio students subjected to physical restraint or seclusion, by disability (IDEA) status in 2014-2015
Students without disabilities Students with disabilities
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The Annual Performance Report
Results and Meaningful Outcomes
for Students with Disabilities
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Annual Performance Report • Submitted
February 1, 2017
• Based on 2015-2016 data
• Covers compliance and student outcome indicators, just like District Special Education Profiles
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Ohio’s Performance Indicators with Progress Indicators with Slippage
Assessment participation (3b) Graduation rates (1) School-age LRE (5) Dropout rates (2) Preschool LRE (6) Discipline discrepancies (4a) Preschool outcomes (7) Parent involvement (8) Disproportionality (10) Post-school outcomes (14) Resolution sessions (15) Mediation agreements (16)
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3 Years with Different Assessments
44.12%
55.11%
34.19% 38.56%
28.57% 24.18%
Math Reading
SWD Proficient or Above
13-14(OAA)
14-15(PARCC)
15-16(AIR)
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3 Years with Different Assessments
85.93% 90.80% 78.40% 83.80%
70.00% 68.20%
Math Reading
Typical Students Proficient or Above
13-14(OAA)
14-15(PARCC)
15-16(AIR)
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What Is IOhio’s Work? INCLUSIVITY
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Updates:
Federal &
State
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Significant Guidance Supporting text font: Arial 32
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USDOE: OSER Guide
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Equity Equity in IDEA: Significant Disproportionality Final Regulations
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OSEP Dear Colleague Letter related to
Preschool Least Restrictive Environment
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Every Student Succeeds Act
Supporting the Whole Child
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ESSA School Quality Indicator
• Student engagement • School climate • Access to advanced coursework • Discipline • Chronic Absenteeism
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Ohio HB 410
School Discipline
– Education in the midst of school removal
School Truancy
– An Absence Intervention Team
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Initiatives and Work Positively Addressing School Climate, Social Emotional Learning and Discipline
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Early Language and
Literacy
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Ohio Dean’s Compact & CEEDAR
• Innovation – • Teacher preparation and Renewal • Address service needs in the state • Ongoing problem solving and re-design
• OPPORTUNITY, INCLUSIVITY and
POSSIBILITIES
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Responsibility of a School District of Residence to Ensure Free Appropriate Public Education (FAPE) to its Students with Disabilities in Separate Public
or Private Facilities
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Redesigning and Re-tooling
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ESSA: A Focus on Vulnerable Students
VULNERABLE STUDENTS
& CONTINUOUS
IMPROVEMENT
STUDENTS WITH
DISABILITIES
DELINQUENT
FOSTER CARE
HOMELESS
MIGRANT
MILITARY
ENGLISH LEARNERS
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What Is Our Work?
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education.ohio.gov
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Join the Conversation
@OHEducation @OHEducationSupt
OHEducation
OhioEdDept
OHEducation
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education.ohio.gov/Text