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Office of Special Education Programs US Department of Education
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Office of Special Education Programs
US Department of Education
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
Organizational ChartUS Department of Education
Institute for Education Sciences
(IES)
Office of Special Education and Rehabilitative Services (OSERS)
Michael Yudin, Acting Assistant Secretary
Office of Elementary and Secondary Education
(OESE)
Monitoring and State Improvement (MSIP)Gregg Corr, Director
Research to Practice(RTP)
Larry Wexler, Director
Team A Team B Team C Team D
National Initiatives Team
Secondary Transition Team
Elementary and Middle School Team
Early Childhood and Parent Team Christy Kavulic, Associate Division
Director
Office of Special Education Programs (OSEP)
Melody Musgrove, DirectorRuth Ryder, Deputy Director
Rehabilitation Services Administration (RSA)
Results-Driven Accountability
OFFICE OF SPECIAL EDUCATION PROGRAMS
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
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
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
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
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.
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
OSEP Theory of ActionVision: 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 OSEP’s 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 CWDOSEP will increase the reach and impact of its work
… 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
… 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
Technical Assistance
Accountability
Leadership
Collaboration
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.
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 …
Year 1—FFY 2013Delivered by April 2015
Year 2—FFY 2014Delivered by Feb 2016
Years 3-6—FFY 2015-18Feb 2017- Feb 2020
Phase IAnalysis
Phase IIPlan
Phase IIIEvaluation
• 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 .
SSIP Activities by Phase
SSIP and the SIMR
Part B
• 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
Part C
• 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
OSEP State Systemic Improvement Plan: A Conceptual Framework
for Improving Results for Children with Disabilities
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
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
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 SEA’s and LA’s 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
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
Outcomes of SSIP ImplementationSupport Activities
OSEP•Increase understanding of the State’s capacity to support LEAs/EIS programs in implementing IDEA and improving outcomes for infants, toddlers, children and youth with disabilities
•Inform the development of OSEP’s 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 State’s 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
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
WEBSITE FOR MORE INFORMATION
https://osep.grads360.org/#program
OSEP Early Childhood Investments
Part D of IDEA
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
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.
OSEP EC InvestmentsIDEA Data Center (Westat)
• Provide technical assistance to build capacity within states for collecting, reporting, and analyzing high-quality IDEA data.
OSEP EC InvestmentsThe 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.
OSEP EC InvestmentsThe 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.
OSEP EC InvestmentsNational 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.
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
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.
Department of Education Early Childhood Goals
Access to high-quality early learning programs
Effective early learning workforce
Comprehensive early learning assessment systems
BUILDING ON A $1 BILLION INVESTMENTRACE TO THE TOP-EARLY LEARNING CHALLENGE – 20 STATES
Preschool Development GrantsSupport 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
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.
EXPANDING PRESCHOOLPRESCHOOL DEVELOPMENT GRANTS – 31 INTENTS TO APPLY
Puerto Rico
ED EARLY LEARNING EFFORTSWORKING TO IMPROVE OUTCOMES BIRTH THROUGH THIRD GRADE
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.
Interagency InitiativesMaking 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
Birth to Five: Watch Me Thrive! Toolkit
1. A compendium that reviews implementation, reliability and validity characteristics of screening instruments
2. User guides, designed for providers from multiple sectors and the communities in which they live
3. Collection of resources to bring awareness to parents and providers about healthy child development
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
