Updates from ODE and OEC: Ohio’s Work

Agenda

What we learned during the regional summits

Ohio’s APR Data

Updates: Federal and State

Regional Summits

Graduation data causes frustration – What do we do about it?

Climate and discipline practices

ESSA Impact

Students with Disabilities

238,285 or

14.2%

STUDENTS WITH

DISABILITIES

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

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

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

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

Alternate Assessment Participation

How are Students Exiting School?

Dropout Rates

22%

17%

24%

2012-2013 2013-2014 2014-2015

Percent of Students with Disabilities Exiting Services by Dropping Out

33% or 70%?

Which Graduation Rate?

Dropped Out 19%

Transferred to Regular Education

6%

[CATEGORY NAME]

70%

Other [PERCENTAGE]

How Ohio Students Left Special Education in 2016: Ohio Calculation

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

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

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

The Annual Performance Report

Results and Meaningful Outcomes

for Students with Disabilities

Annual Performance Report • Submitted

February 1, 2017

• Based on 2015-2016 data

• Covers compliance and student outcome indicators, just like District Special Education Profiles

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)

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)

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)

What Is IOhio’s Work? INCLUSIVITY

Updates:

Federal &

State

Significant Guidance Supporting text font: Arial 32

USDOE: OSER Guide

Equity Equity in IDEA: Significant Disproportionality Final Regulations

OSEP Dear Colleague Letter related to

Preschool Least Restrictive Environment

Every Student Succeeds Act

Supporting the Whole Child

ESSA School Quality Indicator

• Student engagement • School climate • Access to advanced coursework • Discipline • Chronic Absenteeism

Ohio HB 410

School Discipline

– Education in the midst of school removal

School Truancy

– An Absence Intervention Team

Initiatives and Work Positively Addressing School Climate, Social Emotional Learning and Discipline

Early Language and

Literacy

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

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

Redesigning and Re-tooling

ESSA: A Focus on Vulnerable Students

VULNERABLE STUDENTS

& CONTINUOUS

IMPROVEMENT

STUDENTS WITH

DISABILITIES

DELINQUENT

FOSTER CARE

HOMELESS

MIGRANT

MILITARY

ENGLISH LEARNERS

What Is Our Work?

education.ohio.gov

Join the Conversation

@OHEducation @OHEducationSupt

OHEducation

OhioEdDept

OHEducation

education.ohio.gov/Text