office of special education services instructional leaders roundtable oct. 16, 2014 john r. payne,...
TRANSCRIPT
Office of Special Education Services
Instructional Leaders RoundtableOct. 16, 2014
John R. Payne, Director
Implementation Status Report
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SC Enrich IEP Implementation (as of 10/13)
Live
Close to live
Set up is behind schedule
SC Enrich IEP Resource Materials SC Enrich IEP Project Portal
Deployment information Guides Training documents
Help function within Enrich system Guides Product release notes Sample documents
OSES website – SC Enrich IEP page Links FAQs OSES memos
Materials created by other districts
OSES Support Surveys SCASA Meeting Consortium
Meetings District Visits Conference Calls GoToMeetings 8 Regional Clinics for
Advanced Features
State Performance Plan The Individuals with Disabilities Education
Improvement Act of 2004 (IDEA) requires each state to develop a multi-year performance plan.
This State Performance Plan (SPP) evaluates the state’s efforts to implement the requirements and purposes of the IDEA and describes how the state will continuously improve upon this implementation.
The SPP includes measurable and rigorous targets for 17 indicators.
Part B State Performance Plan Indicator 17:The State Systemic Improvement Plan
SSIP is a multi-year plan, implemented in phases, to include:
The identification of systemic approaches that will lead to improved results for students with disabilities across key measures: performance on assessment, graduation with a regular diploma, and post-school outcomes;
The development of a plan to support LEAs in identifying and implementing the evidence-based practices that will result in changes in school and provider practices to advance the state-identified, measurable improvement in results for students with disabilities; and
The alignment with other initiatives, including initiatives in general education and other areas beyond special education, which can have an impact on students with disabilities.
Why SSIP? Why Now?Despite a focus on compliance, states are not seeing improved results for children and youth with disabilities:
Young children are not coming to Kindergarten prepared to learn; In many locations, a significant achievement gap exists between
students with disabilities and their general education peers; Students are dropping out of school; and/or Many students who do graduate with a regular education
diploma are not college and career ready.
Michael Yudin, Assistant Secretary for Special Education and Rehabilitative Services
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Building Local Capacity
What ideas doyou have forbuilding localcapacity?
What makes aqualityimprovementactivity?
What is the best way to“market” thiswork?
We are seeking community stakeholders to be part of our core team.