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TRANSCRIPT
W E L C O M E TO S E A P
J a n u a r y 2 4 , 2 0 2 0
State Performance Plan/Annual Performance Report
Carolyn J. Cherry | Special Education Supervisor, Results and Improvement
January 24, 2020
Today’s Process
We will provide:
An overview of key points of the SPP/APR
A review the indicator measures Indicators 1-17
Recommended targets for each indicator for FFY 2019
Provide opportunities for questions, dialogue and general feedback
3
Annual Performance Report (APR)
• Data is reported as Federal Fiscal Year (FFY)• Data reported in February 2020 is for FFY 2018
• Some data reported is ‘lag year’ (2017-18)• Indicators 1, 2, 4
• Some data reported is ‘current year’ (2018-19)• All other indicators
4
Key Points Continued
• Comparison of this year’s performance to last year’s performance isthe basis for determining progress or slippage for each indicator.
• Comparing this year’s performance to the annual target set in theState Performance Plan is the basis for determining whether thetarget has been met for each indicator.
Key Met Target, No SlippageDid not Meet Target, No SlippageDid not Meet Target, Slippage
5
Slippage
Definition: A worsening from the previous data AND a failure to meet the target. The worsening also needs to meet certain thresholds to be considered slippage.
• For a “large” percentage (10% or above), it is considered slippage if the worsening is morethan 1 percentage point. For example:
o It is not slippage if the FFY 2018 data for Indicator X are 32% and the FFY 2017 data were 32.9%.
o It is slippage if the FFY 2018 data for Indicator X are 32% and the FFY 2017 data were 33.1%.
• For a “small” percentage (less than 10%), it is considered slippage if the worsening is morethan 0.1 percentage point. For example:
o It is not slippage if the FFY 2018 data for Indicator Y are 5.1% and the FFY 2017 data were 5%.
o It is slippage if the FFY 2018 data for Indicator Y are 5.1% and the FFY 2017 data were 4.9%.
6
Who Sets the Targets?Indicator Target Setter(s) Indicator Type
1. Graduation ESSA Title I Results2. Dropout MDE/SEAP Results3B. Assessment-Participation ESSA Title I Results3A/3C. Assessment AYP/Proficiency MDE/SEAP Results4A. Discipline-SpEd Students MDE/SEAP Compliance4B. Discipline-SpEd Students by Race/Ethnicity OSEP Compliance5. Educational Environment 6-21 MDE/SEAP Results6. Educational Environments 3-5 MDE/SEAP/ICC Results7. Early Childhood Outcomes MDE/SEAP/ICC Results8. Parent Satisfaction MDE/SEAP Results9. Disproportionate Representation: Race/Ethnicity in SpEd OSEP Compliance10. Disproportionate Representation: Race/Ethnicity in 6 Disabilities OSEP Compliance11. Evaluation Timelines OSEP Compliance12. Part C to Part B Transition OSEP Compliance13. Transition Goals OSEP Compliance14. Post-School Follow-up MDE/SEAP Results15. Hearing Requests to Resolution MDE/SEAP Compliance16. Mediations to Agreement MDE/SEAP Compliance17. State Systemic Improvement Plan MDE/Stakeholders Results
OSEP Changes for FFY 2018 (this year)
• OSEP added one year of reporting to this SPP/APR‘package’—FFY 2019 to be reported February 2021
• OSEP has not yet released the new SPP/APR package
• Final Measurement Table, the ‘rules’ for how states areexpected to report data, was published this fall.
8
Indicator 1 – Historical Data
FFY(lag yr data)
2011(10-11)
2012(11-12)
2013(12-13)
2014(13-14)
2015(14-15)
2016(15-16)
2017(16-17)
baseline
Target ≥ 85.00% 90.0% 90.0% 90.0% 90.0% 90.0% 90.0%
Data 56.2% 56.7% 58.2% 58.4% 61.1% 60.8% 61.2%
*Baseline changed in 2011 to reflect OSEP direction to use Consolidated State Performance Report (CSPR)calculation; baseline changed in FFY 2017 to reflect MN’s updated ESSA graduation calculation.
9
Minnesota Graduation Rates for Youth with IEPs: 4-Year Cohort2012 to 2018
did not meet target, no slippage
10
Indicator 1 Targets
FFY(lag yr data)
2013(12-13)
2014(13-14)
2015(14-15)
2016(15-16)
2017(16-17)
2018(17-18)
2019(18-19)
Target ≥ 90% 90% 90% 90% 90% 90% 90%
11
Indicator 2
Percent of youth with IEPs dropping out of high school. (20 U.S.C. 1416 (a)(3)(A))
• OPTION 1 Data Source:• Same data as used for reporting to the Department under IDEA section 618.• Measurement: States must report a percentage using the number of youth with
IEPs (ages 14-21) who exited special education due to dropping out in thenumerator and the number of all youth with IEPs who left high school (ages 14-21)in the denominator.
• OPTION 2 Data Source:• Use same data source and measurement that the State used to report in its FFY
2010 APR that was submitted on February 1, 2012.*lag year data 12
Indicator 2 – Historical Data
FFY(lag yr data)
2011(10-11)baseline
2012(11-12)
2013(12-13)
2014(13-14)
2015(14-15)
2016(15-16)
2017(16-17)
Target ≤ 4.30% 4.30% 4.30% 4.30% 4.25% 4.25% 4.20%
Data 4.20% 4.40% 4.13% 4.16% 4.34% 4.60% 4.80%
13
Minnesota Dropout Rates for Youth with IEPs2012 to 2018
did not meet target, no slippage
14
Indicator 2 Targets
FFY(lag yr data)
2013(12-13)
2014(13-14)
2015(14-15)
2016(15-16)
2017(16-17)
2018(17-18)
2019(18-19)
Target ≤ 4.30% 4.30% 4.25% 4.25% 4.20% 4.15% 4.15%
15
Indicator 3
Participation and performance of children with IEPs on statewide assessments:
A. “Reserved”
B. Participation rate for children with IEPs.
C. Proficiency rate for children with IEPs against grade level, modifiedand alternate academic achievement standards. (20 U.S.C. 1416(a)(3)(A))
*current year data16
Indicator 3B Data – FFY 2018
Academic Area
Number of Children with
IEPs
Number of Children with IEPs
ParticipatingTarget Data
Reading 72,866 69,079 95.00% 94.78%
Math 72,302 68,217 95.00% 94.35%
17
Indicator 3B—Historical DataParticipation Rates for Students with IEPs-Reading
did not meet target, no slippage
18
Indicator 3B—Historical Data Participation Rates for Students with IEPs-Math
did not meet target, no slippage
19
Indicator 3B TargetsParticipation Rates for Students with IEPs
FFY 2013(13-14)
2014(14-15)
2015(15-16)
2016(16-17)
2017(17-18)
2018(18-19)
2019(19-20)
Reading 95.0% 95.0% 95.0% 95.0% 95.0% 95.0% 95.0%
Math 95.0% 95.0% 95.0% 95.0% 95.0% 95.0% 95.0%
20
Indicator 3C Reading Proficiency Data – FFY 2018
GradeChildren with IEPs who
received a valid score and a proficiency was assigned
Number of Children with IEPs Proficient Targets Data
GR 3 10,062 3,225 38.00% 32.05%
GR 4 10,336 3,089 35.00% 29.89%
GR 5 10,359 3,699 40.00% 35.71%
GR 6 9,778 2,979 35.00% 30.47%
GR 7 9,345 2,387 28.00% 25.54%
GR 8 8,937 2,299 27.00% 25.72%
GR 10 7,913 2,207 27.00% 27.89% 21
Indicator 3C Targets-Reading
FFY2013(13-14)
baseline
2014(14-15)
2015(15-16)
2016(16-17)
2017(17-18)
2018(18-19)
2019(19-20)
A ≥Grade 3
34.12% 34.0% 35.0% 36.0% 37.0% 38.0% 38.0%
B ≥Grade 4
31.27% 31.0% 32.0% 33.0% 34.0% 35.0% 35.0%
C ≥Grade 5
40.76% 36.0% 37.0% 38.0% 39.0% 40.0% 40.0%
D ≥Grade 6
33.86% 31.0% 32.0% 33.0% 34.0% 35.0% 35.0%
E ≥Grade 7
32.49% 24.0% 25.0% 26.0% 27.0% 28.0% 28.0%
F ≥Grade 8
31.24% 23.0% 24.0% 25.0% 26.0% 27.0% 27.0%
G ≥HS (10)
30.54% 23.0% 24.0% 25.0% 26.0% 27.0% 27.0% 22
Indicator 3C Math Proficiency Data – FFY 2018
GradeChildren with IEPs who
received a valid score and a proficiency was assigned
Number of Children with IEPs Proficient Targets Data
GR 3 10,056 4,174 50.00% 41.51%
GR 4 10,357 4,022 48.00% 38.83%
GR 5 10,354 2,771 35.00% 26.76%
GR 6 9,772 2,362 32.00% 24.17%
GR 7 9,316 1,881 25.00% 20.19%
GR 8 8,888 1,999 27.00% 22.49%
GR 11 7,131 1,016 22.00% 14.25% 23
Indicator 3C Targets-Math
FFY2013(13-14)
baseline
2014(14-15)
2015(15-16)
2016(16-17)
2017(17-18)
2018(18-19)
2019(19-20)
A ≥Grade 3
48.01% 46.0% 47.0% 48.0% 49.0% 50.0% 50.0%
B ≥Grade 4
44.22% 44.0% 45.0% 46.0% 47.0% 48.0% 48.0%
C ≥Grade 5
33.73% 31.0% 32.0% 33.0% 34.0% 35.0% 35.0%
D ≥Grade 6
28.03% 28.0% 29.0% 30.0% 31.0% 32.0% 32.0%
E ≥Grade 7
24.60% 21.0% 22.0% 23.0% 24.0% 25.0% 25.0%
F ≥Grade 8
25.25% 23.0% 24.0% 25.0% 26.0% 27.0% 27.0%
G ≥HS (11)
16.05% 15.0% 17.0% 19.0% 20.0% 22.0% 22.0%24
Indicator 5
Percent of children with IEPs aged 6 through 21 served:
A. Inside the regular class 80% or more of the day;B. Inside the regular class less than 40% of the day; andC. In separate schools, residential facilities, or
homebound/hospital placements.(20 U.S.C. 1416(a)(3)(A))
*current year data25
Indicator 5 – Historical Data
FFY 2005(05-06)
2010(10-11)
2011(11-12)
2012(12-13)
2013(13-14)
2014(14-15)
2015(15-16)
2016(16-17)
2017(17-18)
ATarget ≥ --- 62.50% 62.50% 62.50% 62.50% 60.52% 61.00% 61.50% 61.50%
Data 60.40% 61.30% 61.60% 62.00% 62.12% 60.52%baseline
60.45% 60.71% 60.91%
BTarget ≤ --- 8.80% 8.80% 8.80% 8.80% 9.50% 9.50% 9.50% 9.50%
Data 9.9%baseline
10.30% 10.30% 10.30% 10.14% 10.09% 10.08% 10.07% 10.04%
C Target ≤ --- 4.00% 4.00% 4.00% 4.00% 4.00% 4.00% 4.00% 4.00%
Data 4.7%baseline
4.20% 4.30% 4.10% 4.24% 4.26% 4.15% 4.11% 4.17%26
Indicator 5 Data – FFY 2018
Number of children with IEPs aged 6-21
served
Total number of children with IEPs
aged 6-21Target Data
A. Regular class 80percent or more 75,291 123,101 62.50% 61.16%
B. Regular class less than40 percent 12,287 123,101 9.50% 9.98%
C. Separate schools,residential facilities, orhomebound/hospitalplacements
5,082 123,101 4.00% 4.13%
27
Indicator 5 Targets
FFY2013
(13-14)2014
(14-15)2015
(15-16)2016
(16-17)2017
(17-18)2018
(18-19)2019
(19-20)
Target A ≥ 62.5% 60.52% 61.0% 61.5% 62.0% 62.5% 62.5%
Target B ≤ 8.8% 9.5% 9.5% 9.5% 9.5% 9.5% 9.5%
Target C ≤ 4.0% 4.0% 4.0% 4.0% 4.0% 4.0% 4.0%
28
Indicator 6
Percent of children aged 3 through 5 with IEP’s attending a:
• Regular early childhood program and receiving themajority of special education and related services in theregular early childhood program; and
• Separate special education class, separate school orresidential facility (20 U.S.C. 1416(a)(3)(A))
*current year data29
Indicator 6 – Historical Data
FFY2011
(11-12)baseline
2012
(12-13)
2013
(13-14)
2014
(14-15)
2015
(15-16)
2016
(16-17)
2017
(17-18)
A Target ≥ --- 52.00% 53.00% 53.30% 53.60% 53.90% 54.20%
A Data 51.40% 52.30% 52.98% 55.17% 56.66% 58.20% 59.32%
B Target ≤ --- 19.00% 18.50% 18.40% 18.30% 18.20% 18.10%
B Data 19.90% 18.20% 18.06% 16.87% 16.63% 15.07% 14.42%30
Part B Indicators 6A and 6B: FFY 2011 – FFY 2018
31
Indicator 6 Data – FFY 2018
Number of children with IEPs aged 3 through 5
attending
Total number of children with IEPs aged 3 through 5
Target Data
A. A regular early childhood programand receiving the majority of specialeducation and related services in theregular early childhood program.
10,697 18,353 54.50% 58.28%
B. Separate special education class,separate school or residential facility. 2,771 18,353 18.00% 15.10%
32
Indicator 6: Targets
FFY 2013(13-14)
2014(14-15)
2015(15-16)
2016(16-17)
2017(17-18)
2018(18-19)
2019(19-20)
Target A ≥ 53.0% 53.3% 53.6% 53.9% 54.2% 54.5% 54.5%
Target B ≤ 18.5% 18.4% 18.3% 18.2% 18.1% 18.0% 18.0%
33
Indicator 7
Percent of preschool children aged 3 through 5 with IEP’s who demonstrate improved:A. Positive social-emotional skills (including social
relationships);B. Acquisition and use of knowledge and skills (including early
language/communication and early literacy); andC. Use of appropriate behaviors to meet their needs.
(20 U.S.C. 1416 (a)(3)(A))
*current year data34
Indicator 7A-Positive Social Emotional Skills: Historical Data
blank FFY 2011(11-12)
2012(12-13)
2013(13-14)
baseline
2014(14-15)
2015(15-16)
2016(16-17)
2017(17-18)
A1 Target ≥ 80.00% 81.00% 71.35% 71.40% 71.50% 71.40% 71.80%
A1 Data 75.50% 71.90% 71.35% 69.58% 68.84% 69.58% 69.08%
A2 Target ≥ 51.50% 52.00% 56.93% 58.00% 59.00% 58.00% 61.00%
A2 Data 55.60% 54.70% 56.93% 55.32% 55.46% 55.32% 53.19%35
Indicator 7B-Acquire and Use Knowledge and Skills: Historical Data
blank FFY 2011
(11-12)2012
(12-13)
2013(13-14)
baseline
2014(14-15)
2015(15-16)
2016(16-17)
2017(17-18)
B1 Target ≥ 81.50% 82.00% 71.73% 71.80% 71.90% 71.80% 72.20%
B1 Data 75.20% 72.90% 71.73% 72.51% 71.96% 72.51% 69.54%
B2 Target ≥ 53.50% 54.00% 54.76% 54.90% 55.10% 54.90% 55.50%
B2 Data 55.70% 53.80% 54.76% 55.04% 54.70% 55.04% 51.94%36
Indicator 7C-Take Action to Meet Needs: Historical Data
blank FFY 2011
(11-12)2012
(12-13)
2013(13-14)
baseline
2014(14-15)
2015(15-16)
2016(16-17)
2017(17-18)
C1 Target ≥ 81.50% 82.00% 72.56% 72.60% 72.60% 72.60% 73.00 %
C1 Data 75.00% 73.10% 72.56% 70.98% 70.98% 70.98% 70.06%
C2 Target ≥ 69.50% 70.00% 66.46% 66.50% 66.50% 66.50% 66.80%
C2 Data 65.70% 65.10% 66.46% 64.34% 64.34% 64.34% 62.78%37
Child Outcomes Data for 2018-2019
• Developmental of children who entered or exited Part C or Preschoolspecial education between 7/1/2018 – 6/30/2019
• Allowable reporting methods
• Child Outcome Summary Ratings (COSF)
• Child by child
• Batch Upload
• Item level assessment data through batch upload
38
Benefits of item-level assessment submission option
• Assessment data measures progress on three federal child outcomes andthe Minnesota Early Childhood Indicators of Progress (ECIPs)
• Same methodology used by Voluntary Prekindergarten and SchoolReadiness Plus
• Less subjective than COSF ratings
• Can measure progress of IEP goals that are aligned to ECIPs
• Data can be used to strengthen local programs
• Included in dashboards that monitor the state’s investment for childrenwith high needs
39
Statewide shift to item-level requirement
• 2019-2020: Item level data is supported and encouraged for Preschool and Part C
• 2020-2021: Item level data will be supported and encouraged for Part C and stronglyencouraged for Preschool
• 2021-2022:
o Item level data will be encouraged for Part C
o Item level data will be required for most preschool students
o Exceptions: preschoolers with significant delays such that progress can not bemeasured using one of the KEP tools or children participating in inclusive settingsthat use a Parent Aware approved tool that is not also a KEP tool
40
Impact on Minnesota’s reported performance
• Data included 6,493 children who exited preschool special education in FFY 2018.
• Outcome data for 618 of those children was reported using the item level option.
Outcome 1Summary 1
Outcome 1Summary 2
Outcome 2Summary 1
Outcome 2Summary 2
Outcome 3Summary 1
Outcome 3Summary 2
COSF 66.8% 53.4% 69.2% 52.1% 67.0% 60.9%
Item-Level 58.9% 32.5% 44.3% 2.1% 73.1% 68.7%
41
B-7A Summary Statements: Positive Social Relationships
Results Target
1. The percent of preschool children whosubstantially increased their rate of growthby the time they turned 6 years of age orexited the program.
65.9%Slippage
72.0%Not Met
2. The percent of preschool children who werefunctioning within age expectations by thetime they turned 6 years of age or exited theprogram.
51.4%Slippage
62.0%Not Met
42
B-7A: Positive Social Emotional Skills by Federal Fiscal Year
43
B-7B Summary Statements: Acquire & Use Knowledge and Skills
Results Target
1. The percent of preschool children whosubstantially increased their rate of growth bythe time they turned 6 years of age or exitedthe program.
67.8%Slippage
72.4%Not Met
2. The percent of preschool children who werefunctioning within age expectations in by thetime they turned 6 years of age or exited theprogram.
49.9%Slippage
55.7%Not Met
44
B-7B: Acquisition and Use of Knowledge and Skills by Federal Fiscal Year
45
B-7C Summary Statements: Taking Action to Meet Needs
Results Target
1. The percent of preschool children whosubstantially increased their rate of growth bythe time they turned 6 years of age or exited theprogram.
67.6%Slippage
73.2%Not Met
2. The percent of preschool children who werefunctioning within age expectations by the timethey turned 6 years of age or exited theprogram.
61.7%Slippage
66.9%Not Met
46
B-7C: Action to Meet Needs by Federal Fiscal Year
47
Indicator 7 Data – FFY 2018
IndicatorsIndicator Measure Target Level Indicator Progress Target Data
Posi
tive
Soci
al
Rela
tions
hips
Target A1 ≥ Greater Than Expected Progress 72.0% 65.93%
Posi
tive
Soci
al
Rela
tions
hips
Target A2 ≥ Exit At Age Level 62.0% 51.38%
Know
ledg
e an
d Sk
ills
Target B1 ≥ Greater Than Expected Progress 72.4% 67.84%
Know
ledg
e an
d Sk
ills
Target B2 ≥ Exit At Age Level 55.7% 49.85%
Actio
n To
M
eet
Nee
ds
Target C1 ≥ Greater Than Expected Progress 73.2% 67.64%
Actio
n To
M
eet
Nee
ds
Target C2 ≥ Exit At Age Level 66.9% 61.65%
Posi
tive
Soci
al
Rela
tions
hips
Know
ledg
e an
d Sk
ills
Actio
n To
M
eet N
eeds
48
Indicator 7 –Targets
Indicator Measure Target FFY
2013(13-14)
baseline
2014(14-15)
2015(15-16)
2016(16-17)
2017(17-18)
2018(18-19)
2019(19-20)
Posi
tive
Soci
al
Rela
tions
hip
s Target A1 ≥Greater Than
Expected Progress71.4% 71.4% 71.5% 71.6% 71.8% 72.0% 72.0%
Posi
tive
Soci
al
Rela
tions
hip s
Target A2 ≥ Exit At Age Level 58.0% 58.0% 59.0% 60.0% 61.0% 62.0% 62.0%
Know
ledg
e an
d Sk
ills
Target B1 ≥Greater Than
Expected Progress71.8% 71.8% 71.9% 72.0% 72.2% 72.4% 72.4%
Know
led
ge a
nd
Skill
s
Target B2 ≥ Exit At Age Level 54.9% 54.9% 55.1% 55.3% 55.5% 55.7% 55.7%
Actio
n To
Mee
t N
eeds
Target C1 ≥Greater Than
Expected Progress72.6% 72.6% 72.7% 72.8% 73.0% 73.2% 73.2%
Actio
nTo
Mee
t N
eeds
Target C2 ≥ Exit At Age Level 66.5% 66.5% 66.6% 66.7% 66.8% 66.9% 66.9%
Posi
tive
Soci
al
Rela
tions
hips
Know
ledg
e an
d Sk
ills
Actio
n To
M
eet N
eeds
49
Indicator 8
Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities.
((20 U.S.C. 1416(a)(3)(A))
*current year data50
Indicator 8 – Historical Data
FFY2007
(07-08)baseline
2008(08-09)
2009(09-10)
2010(10-11)
2011(11-12)
2012(12-13)
2013(13-14)
2014(14-15)
2015(15-16)
2016(16-17)
2017(17-18)
Target ≥ 68.0% 69.0% 70.0% 70.0% 70.0% 70.0% 70.0% 71.0% 71.0% 71.5% 71.5%
Data 71.3% 67.6% 64.3% 66.0% 66.3% 70.6% 64.3% 69.3% 64.5% 71.9% 70.2%
51
Indicator 8 Data – FFY 2018
• Number of sampled parents = 2,481• Total number of respondent parents of children with
disabilities = 503• Number of respondent parents who report schools facilitated
parent involvement = 354=70.38% (did not meet target, no slippage)
• Response rate = 20.27%• Districts included in the survey = 151
52
Indicator 8 Targets
FFY2013
(13-14)2014
(14-15)2015
(15-16)2016
(16-17)2017
(17-18)2018
(18-19)2019
(19-20)
Target ≥ 70.0% 70.0% 71.0% 71.5% 72.0% 72.0% 72.0%
53
Indicator 14
Percent of youth, who are no longer in secondary school, had IEPs in effect at the time they left school and were:
A. Enrolled in higher education within one year of leaving high school.
B. Enrolled in higher education or competitively employed within oneyear of leaving high school.
C. Enrolled in higher education or in some other postsecondaryeducation or training program; or competitively employed or in someother employment within one year of leaving high school.
((20 U.S.C. 1416(a)(3)(B))
*current year data54
Indicator 14 – Historical Data
blank FFY 2009(09-10)
2010(10-11)
2011(11-12)
2012(12-13)
2013(13-14)
2014(14-15)
2015(15-16)
2016(16-17)
2017(17-18)
ATarget ≥ 29.10% 31.10% 32.10% 23.39% 25.00% 25.40% 25.80% 26.2%
AData 29.1% 33.00% 26.70% 32.40% 23.39%
baseline29.31% 24.86% 23.24% 27.14%
BTarget ≥ 61.90% 62.90% 63.90% 66.00% 66.00% 66.40% 66.80% 67.2%
BData 61.90%
baseline62.80% 65.80% 66.00% 66.63% 70.53% 69.25% 61.71% 65.67%
CTarget ≥ 77.70% 77.90% 77.90% 77.90% 78.30% 78.70% 79.10% 79.5%
CData 77.60%
baseline79.70% 79.50% 84.80% 80.67% 84.54% 86.78% 81.14% 80.05%
55
Indicator 14 – FFY 2018 Data
blank 2018-19 Data
A Enrolled in higher education within one year of leaving high school.
A 24.49% (did not meet target, slippage)
B Enrolled in higher education or competitively employed within one year of leaving high school.
B (A) 24.5% + 34.2% = 58.75% (did not meet target, slippage)
C
Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school.
C
(A) 24.5% + 34.2% = (B) 58.7% + 14.9% = 73.62% (C)(did not met target, slippage)
56
Indicator 14 Targets
FFY 2013(13-14)
2014(14-15)
2015(15-16)
2016(16-17)
2017(17-18)
2018(18-19)
2019(19-20)
Target A ≥ 23.39% 25.0% 25.4% 25.8% 26.2% 26.6% 26.6%
Target B ≥ 66.0% 66.0% 66.4% 66.8% 67.2% 67.6% 67.6%
Target C ≥ 77.9% 78.3% 78.7% 79.1% 79.5% 79.9% 79.9%
57
Indicator 4A
Rates of suspension and expulsion:
• 4A: Percent of districts that have a significant discrepancy inthe rate of suspensions and expulsions of greater than 10days in a school year for children with IEPs…
Data is lagged by one year per OSEP’s directiveDiscipline data for the 2016-17 school year is reported for
indicators 4A and 4B for FFY 2017 (this year)
*lag year data58
Indicator 4A Minimum N-size and Threshold
• Minimum N-size• At least 10 students with IEPsNo longer consider number of disciplinary incidents to be
in the ‘pool’ of districtsAny district that disciplines one or more students for a
total of 10 or more days is included in the calculation• Threshold
• 1.75 SD ≥ the state rate of 0.6% (stays the same)59
Indicator 4A – Historical Data
FFY* 2005old baseline
2010(09-10)
2011(10-11)
2012 (11-12)
2013 (12-13)
2014 (13-14)
2015 (14-15)
2016 (15-16)new baseline
2017 (16-17)
Target ≤ --- 1.40% 1.40% 1.40% 1.40% 1.40% 1.35% 4.43% 4.20%
Data 1.30% 1.00% 1.90% 1.20% .83% 1.46% 1.01% 4.43% 5.01%
*lag year data60
Indicator 4A Data – FFY 2018
• Number of districts in the State = 494
• Number of districts in the State with the minimum N-size of atleast 10 Students with IEPs = 476
• Number of districts that have a significant discrepancy = 26
26/476= 5.5% (did not meet target, no slippage)
16 metro area districts, 10 districts outside metro14 Charters (throughout the state)23 of the 26 districts also meet data threshold for indicator 4B
61
Indicator 4A Targets
FFY(lag year data)
2013(12-13)
2014(13-14)
2015(14-15)
2016(15-16)
2017(16-17)
2018(17-18)
2019(18-19)
Target ≤ 1.40% 1.40% 1.40% 4.43% 4.20% 4.00% 4.00%
62
Indicator 4B
Rates of suspension and expulsion:
Percent of districts that have: (a) a significant discrepancy, by race or ethnicity, in the rate or suspensions and expulsions of greater than 10 days in a school year for children with IEPs; and (b) policies, procedures or practices that contribute to the significant discrepancy and do not comply with requirements relating to the development and implementation of IEPs, the use of positive behavioral interventions and supports and procedural safeguards.
(20 U.S.C. 1416(a)(3)(A); 1412(a)(22))
*lag year data
63
Indicator 4B – Historical Data
FFY(lag yr data)
2010(09-10)
2011(10-11)
2012 (11-12)
2013 (12-13)
2014 (13-14)
2015 (14-15)
2016 (15-16)
baseline
2017 (16-17)
Target 0% 0% 0% 0% 0% 0% 0% 0%
Data 0.40% 0% 0% 0% 0% 0% 0% 0%
64
Indicator 4B Data Breakdown FFY 2018
• Of the 54, 8 were ChartersThe majority of charter schools were identified for only one area
10 districts met threshold for multiple racial/ethnic groups
• 28 metro districts, 26 outside metro/greater Minnesota• Number of Districts identified for discipline by race:
• 12 for American Indian students• 22 for Black students• 12 for Hispanic students• 11 for Two or More Races students• 11 for White students• 0 for Asian and Native Pacific Islander students
65
MDE Process
• Calculates ratios based uponyear-end discipline rates
• List of districts that meetdata thresholds is forwardedto the Division ofCompliance and Assistance
Division of Special Education
Division of Compliance and Assistance
• Reviews monitoring compliancedata to determine whetherdistricts are using inappropriatepractices
66
Indicators 9 and 10
• Indicator 9: Percent of districts with disproportionate representationof racial and ethnic groups in special education and related servicesthat is the result of inappropriate identification.
(20 U.S.C. 1416(a)(3)(C))
• Indicator 10: Percent of districts with disproportionaterepresentation of racial and ethnic groups in specific disabilitycategories that is the result of inappropriate identification.
(20 U.S.C. 1416(a)(3)(C))
*current year data67
Indicators 9 and 10 Overview
• Racial Proportions in Special Ed due to inappropriate practices
• Quantitative data + compliance data
• Comparisons
Each racial/ethnic group is compared with the subtotal of all other races
• Calculations• Risk ratios• Alternate risk ratios• Weighted risk ratios
68
Indicators 9 and 10 Comparison
• Minimum N-size of 20students with IEPs in theracial/ethnic group of interest
• Risk ratio and weighted riskratio are both greater than orequal to 2.8
• Alternate ratio used if districtdoes not meet minimum cellsize
Indicator 9 Indicator 10• Minimum N-size of 20 students with
IEPs in the racial/ethnic group ofinterest
• The N-size for each racial/ethnicgroup applies in each of thecategories: ASD, DCD, E/BD, OHD,SLD, SLI
• Risk ratio and weighted risk ratio areboth greater than or equal to 3.0
• Alternate ratio used if district doesnot meet minimum cell size
69
MDE Processes
Division of Special Education
• Calculates ratios based uponDec. 1 child count and fallenrollment, usingrace/ethnicity as reported inMARSS
• List of districts that meet datathresholds is forwarded to theDivision of Compliance andAssistance
Division of Compliance and Assistance
• Reviews monitoring compliancedata to determine whetherdistricts are using inappropriatepractices
70
Risk
Definition of RiskWhat percentage of students from a specific racial/ethnic group receive
special education for a particular disability?
71
Risk Ratio
Definition of Risk RatioWhat is a specific racial/ethnic group’s risk of receiving special education
for a particular disability as compared to the risk for all other students?
72
Calculating the Risk Ratio
Risk Ratio
Risk Group ARisk Group Non-A
73
Risk Ratio Example: White ASD
White Students
• 140 white students with AutismSpectrum Disorders (ASD)
• 6282 white total studentenrollment
• Risk = 140/6282 = .0223
Comparison Group
• 39 “other race” students withAutism Spectrum Disorders (ASD)
• 5309 “other race” total studentenrollment
• Risk = 39/5309 = .0073
Risk Ratio: .0223/.0073 = 3.05
74
Interpretation
• White students are 3.06 times more likely to beidentified as having ASD than students of all otherraces
Ratio of 2.0 = group is 2 times more likely
Ratio of 0.5 = group is half as likely
75
Other Ratios
• Weighted Risk Ratio: adjusts for statewidedemographics
• Alternate Risk Ratio: used when there are not enoughstudents of other races within a district to make acomparison
• Statewide data used for comparison
76
Indicator 9 and 10 – Historical Data
Indicator 9FFY
2005(05-06)
baseline
2010(10-11)
2011(11-12)
2012 (12-13)
2013 (13-14)
2014 (14-15)
2015 (15-16)
2016 (16-17)
2017 (17-18)
Target 0% 0% 0% 0% 0% 0% 0% 0%
Data 1.3% 0% 0% 0% 0% 0% 0% 0% 0%
Indicator 10FFY
2005(05-06)
baseline
2010(10-11)
2011(11-12)
2012 (12-13)
2013 (13-14)
2014 (14-15)
2015(15-16)
2016 (16-17)
2017 (17-18)
Target 0% 0% 0% 0% 0% 0% 0% 0%
Data 4.3% 0% 0% 0% 0% 0% 0% 0% 0%77
Indicator 9 – FFY 2018 Results
• 4 districts met data threshold in 2018-19
4 in Greater Minnesota3 Traditional Districts, 1 CharterAll 4 met the rate threshold for only Overall IdentificationNo districts identified as having inappropriate practices
(met target, no slippage)
78
Indicator 10 – FFY 2018 Results
• 18 districts met data threshold 11 Traditional Districts, 7 Charter Schools 1 Charter met for more than 1 category
• No districts had inappropriate practices(met target, no slippage)
Disability # of Districts
ASD 5DCD 1EBD 2OHD 2SLD 10
Race/Ethnicity # of DistrictsAmerican Indian 1
Asian 0Black 4
Hawaiian/Pac. Is. 0Hispanic 8
Multiracial 0White 7 79
Indicators 4B, 9 and 10 Targets
• Remains at 0%• Set by OSEP
FFY2013
(13-14)2014
(14-15)2015
(15-16)2016
(16-17)2017
(17-18)2018
(18-19)2019
(19-20)
Target ≥ 0% 0% 0% 0% 0% 0% 0%
80
Indicator 11
Percent of children who were evaluated within 60 days of receiving parental consent for initial evaluation or, if the State establishes a timeframe within which the evaluation must be conducted, within that timeframe.
(20 U.S.C. 1416(a)(3)(B))
*current year data81
Indicator 11 – Historical Data
FFY2006
(06-07)baseline
2010(10-11)
2011(11-12)
2012(12-13)
2013(13-14)
2014(14-15)
2015(15-16)
2016(16-17)
2017(17-18)
Target 100% 100% 100% 100% 100% 100% 100% 100% 100%
Data 94.9% 94.4% 95.2% 95.4% 96.3% 97.4% 97.5% 98.14% 96.28%
82
Indicator 11 – FFY 2018 Data
• Number of children for whom parental consent toevaluate was received: 515
• Number of children whose evaluations werecompleted within 60 days (or state-establishedtimeline): 496
=96.31% (did not meet target, no slippage)
83
Indicator 12
Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays.
(20 U.S.C. 1416(a)(3)(B))
*current year data
84
Indicator 12 – Historical Data
FFY2009
(09-10)baseline
2010(10-11)
2011(11-12)
2012(12-13)
2013(13-14)
2014(14-15)
2015(15-16)
2016(16-17)
2017(17-18)
Target 100% 100% 100% 100% 100% 100% 100% 100% 100%
Data 96.1% 95.7% 99.1% 100% 100% 100% 100% 100% 100%
85
Indicator 12 – FFY 2018 Data
Percent of children referred by Part C prior to age 3 who are found eligible for Part B, and who have an IEP developed and implemented by their third
birthdays.
Expected calculation: c/(a-b-d-e)
Percent of children referred by Part C prior to age 3 who are found eligible for Part B, and who have an IEP developed
and implemented by their third birthdays.
Expected calculation: c/(a-b-d-e)
Percent of children referred by Part C prior to age 3 who are found eligible for Part B,
and who have an IEP developed and
implemented by their third birthdays.
Expected calculation: c/(a-b-d-e)
Numerator(c)
Denominator(a-b-d-e)
Target Data
51 53 100% 96.23%
(did not meet target, slippage)86
Indicator 13
Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority. (20 U.S.C. 1416(a)(3)(B))
*current year data87
Indicator 13 – Historical Data
FFY2009
(09-10)baseline
2010(10-11)
2011(11-12)
2012(12-13)
2013(13-14)
2014(14-15)
2015(15-16)
2016(16-17)
2017(17-18)
Target 100% 100% 100% 100% 100% 100% 100% 100% 100%
Data 58.80% 57.30% 74.50% 79.10% 89.38% 88.30% 88.40% 88.53% 79.73%
88
Indicator 13 – FFY 2018 Data
• Number of youth aged 16 and above with IEPs thatcontain each of the required components forsecondary transition: 356
• Number of youth with IEPs aged 16 and above: 387
=91.99% (did not meet target, no slippage)
89
Indicators 11/12/13 Targets
FFY2013
(13-14)2014
(14-15)2015
(15-16)2016
(16-17)2017
(17-18)2018
(18-19)2019
(19-20)
Target 100% 100% 100% 100% 100% 100% 100%
Targets set by OSEP90
Indicator 15
Percent of hearing requests that went to resolution sessions that were resolved through resolution session settlement agreements.
(20 U.S.C. 1416(a)(3)(B))
*current year data
91
Indicator 15 – Historical Data and Targets
FFY 2010(10-11)
2011(11-12)
2012(12-13)
2013(13-14)baseline
2014 (14-15)
2015 (15-16)
2016 (16-17)
2017 (17-18)
Target ≥ 65% 65% 65% 9.09% 5-10% 15-20% 15-20% 15-20%
Data 0% 3.6% 15.4% 9.09% 9.09% 9.09% 9.09% 9.09%
Targets
FFY 2014(14-15)
2015(15-16)
2016(16-17)
2017(17-18)
2018(18-19)
2019(19-20)
Target ≥(may be in a range)
5-10% 15-20% 15-20% 15-20% 20-25% 20-25%92
Indicator 15 – Data FFY 2018
• 3 resolution sessions held
• 1 resulted in a settlement agreement=33.33% (met target, no slippage)*
*States are not required to establish baseline or targets if the number of resolutionsessions is less than 10
FFY 2017: • 6 resolution sessions held• 2 resulted in settlement agreement
= 33.33 %93
Indicator 16
Percent of mediations held that resulted in mediation agreements.
(20 U.S.C. 1416(a)(3)(B))
*current year data
94
Indicator 16 – Historical Data
FFY 2010(10-11)
2011(11-12)
2012(12-13)
2013(13-14)
baseline
2014(14-15)
2015(15-16)
2016(16-17)
2017(17-18)
Target ≥ 80%-90% 80%-90% 80%-90% 70%-75% 75%-80% 75%-80% 80%-90% 80%-90%
Data 93.0% 91.0% 88.9% 71.4% 81.25% 96.88% 92.68% 84.62%
Targets
FFY 2014(14-15)
2015(15-16)
2016(16-17)
2017(17-18)
2018(18-19)
2019(19-20)
Target ≥ 75%-80% 75-80% 80-90% 80-90% 80-90% 80-90%95
Indicator 16 Data – FFY 2018
• Mediation agreements related to due processcomplaints = 1
• Mediation agreements not related to due processcomplaints = 32
• Number of mediations held = 36
=91.67% agreement rate(met target)
96
Questions?Comments?Thank you!
97
Early Childhood Indicators in the Part B Annual Performance Report
Special Education Advisory Panel
January 2020
Part B-6A: 3-5 Federal SettingsFAPE in the LRE
Percent of children aged 3 - 5 with IEPs attending and receiving the majority of special education and related services in a regular early childhood program.
Statewide performance: 59.32%
Target 54.2 %
Target Met/No Slippage
99education.state.mn.us
Part B-6B: 3-5 Federal SettingsFAPE in the LRE
Percent of children aged 3 - 5 with IEPs attending a separate special education class, separate school or residential facility.
Statewide performance: 14.42%Target: 18.1%
Target Met/No Slippage
100education.state.mn.us
Part B Indicators 6A and 6B: FFY 2011 – FFY 2018
101education.state.mn.us
C-3 & B-7: Child Outcomes
Percent of infants and toddlers with IFSPs and preschoolers with IEPs who demonstrate improved:
a. Positive social and emotional skills
b. Acquisition and use of knowledge and skills
c. Use of appropriate behaviors to meet their needs
Child Outcomes Data for 2018-2019
• Developmental of children who entered or exited Part C or Preschoolspecial education between 7/1/2018 – 6/30/2019
• Allowable reporting methods
• Child Outcome Summary Ratings (COSF)
• Child by child
• Batch Upload
• Item level assessment data through batch upload
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Benefits of item-level assessment submission option
• Assessment data measures progress on 3 federal child outcomes and the MNEarly Childhood Indicators of Progress (ECIPs)
• Same methodology used by Voluntary Prekindergarten and School Readiness Plus
• Less subjective than COSF ratings
• Can measure progress of IEP goals that are aligned to ECIPs
• Data can be used to strengthen local programs
• Included in dashboards that monitor the state’s investment for children with highneeds
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Statewide shift to item-level requirement
2019-2020: Item level data is supported and encouraged for Preschool and Part C
2020-2021: Item level data will be supported and encouraged for Part C and strongly encouraged for Preschool
2021-2022:
• Item level data will be encouraged for Part C
• Item level data will be required for most Preschool Students
• Exceptions: preschoolers with significant delays such that progress can not bemeasured using one of the KEP tools or children participating in inclusive settingsthat use a Parent Aware approved tool that is not also a KEP tool
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Impact on Minnesota’s reported performance
• Data included 6,493 children who exited preschool special education in FFY 2018.
• Outcome data for 618 of those children was reported using the item level option.
Outcome 1Summary 1
Outcome 1Summary 2
Outcome 2Summary 1
Outcome 2Summary 2
Outcome 3Summary 1
Outcome 3Summary 2
COSF 66.8% 53.4% 69.2% 52.1% 67.0% 60.9%
Item-Level 58.9% 32.5% 44.3% 2.1% 73.1% 68.7%
106
Part B Summary Statements: Positive Social Relationships
Results Target
1. The percent of preschool children whosubstantially increased their rate of growthby the time they turned 6 years of age orexited the program.
65.9%Slippage
71.8%Not Met
2. The percent of preschool children who werefunctioning within age expectations by thetime they turned 6 years of age or exited theprogram.
51.4%Slippage
61.0%Not Met
B-7: Positive Social Emotional Skills by Federal Fiscal Year
Part B Summary Statements: Acquire & Use Knowledge and Skills
Results Target
1. The percent of preschool children whosubstantially increased their rate of growth bythe time they turned 6 years of age or exitedthe program.
67.8%Slippage
72.2%Not Met
2. The percent of preschool children who werefunctioning within age expectations in by thetime they turned 6 years of age or exited theprogram.
49.6%Slippage
55.5%Not Met
B-7: Acquisition and Use of Knowledge and Skills by Federal Fiscal Year
Part B Summary Statements: Taking Action to Meet Needs
Results Target
1. The percent of preschool children whosubstantially increased their rate of growth bythe time they turned 6 years of age or exited theprogram.
67.6%Slippage
73.0%Not Met
2. The percent of preschool children who werefunctioning within age expectations by the timethey turned 6 years of age or exited theprogram.
61.7%Slippage
66.8%Not Met
B-7: Action to Meet Needs by Federal Fiscal Year
Minnesota Child Welfare Training Academy
Listening SessionsSpecial Education Advisory Panel
January 24, 2020
Background• Governor’s Task Force on Child Protection• 93 recommendations to improve child protection• Ongoing Legislative Task Force on Child Protection• Professional Development Workgroup
• Appointed members• Drafted competencies• Developed recommendations for training framework
Legislation Passed May 2019:
Child Welfare Training Academy Leadership
Liz Snyder, MSWCo-Director, CWTA
Tracy Crudo,MSWCo- Director, CWTA
Traci LaLiberte, Ph.DPrincipal Investigator, CWTAExecutive Director, CASCW
Year One:• Planning and renovating
”Central” Academy space• Expanded New Worker
“Foundations” Training• New ICWA training with
partnership with UMD• Preparing RFPs for 4
Regional Learning Centers
Next Steps: Regional Learning Center RFP
Next Steps: Listening Sessions
Discussion
Thank youSarah Knoph, Child Welfare Training System Supervisor
Diana Miller, Training Program Operations Specialist
Compliance and Assistance Updates
Marikay Canaga Litzau
Director of Compliance and Assistance
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Compliance and Assistance Organization Chart
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Workgroup/Projects
• Restrictive Procedures Workgroup (meets quarterly)
• Olmstead - Positive Supports and Prevention of Abuse and Neglect Goals
• Functional Behavior Assessment (FBA) Workgroup: Will shareresults/resources at the break out session.
• Reading Level Workgroup: Stakeholder feedback completed. Will sharemodel due process forms at the break out session.
• Results Driven Accountability (RDA) - Risk Assessment
• Every Student Succeeds Act (ESSA) and Student Discipline Data
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Special Education Dispute Resolution
Special Education Dispute Resolution Updates
Kim Cooper, J.D.
Dispute Resolution Team
651-582-8306
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Technical Assistance in Fiscal Year (FY) 19
• Provided responses to close to 2,400 technical assistance phonecalls and emails.
• Provided 24 trainings throughout the state, training nearly 1,700district staff.
• Our most popular training topics were the Legal Framework of StudentDiscipline, Special Education Law for General Educators, and RestrictiveProcedures.
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Special Education Complaints FY19
FY19 FY18
122 complaints received by Minnesota Department of Education (MDE)
116 complaints received by MDE
98 decisions issued through August 29, 2019 87 decisions issued through August 29, 2018
78 decisions (80 percent) with findings of noncompliance
55 decisions (63 percent) with findings of noncompliance
8 systemic complaints 8 systemic complaints
0 decisions appealed 0 decisions appealed
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Top Areas of Non-Compliance in Special Education Complaints FY19
• prior written notice.
• provision of services in conformity with a student’s IndividualizedEducation Program (IEP).
• conciliation conferences.
• evaluation procedures.
• review and revision of a student’s IEP.
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Due Process Complaints FY19
FY19 FY18
16 due process complaints received by MDE 19 due process complaints received by MDE
3 resolution meetings held 6 resolution meetings held
1 written settlement agreement reached through a resolution meeting
2 written settlement agreements reached through resolution meetings
3 hearings fully adjudicated 2 hearings fully adjudicated
0 hearing decisions appealed 2 hearing decision appealed
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Expedited Due Process Complaints FY19
FY19 FY18
0 expedited due process complaints received by MDE 3 expedited due process complaints received by MDE
0 expedited resolution meetings held 2 expedited resolution meetings held
0 expedited hearings fully adjudicated 0 expedited hearings fully adjudicated
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Top Issues Raised in Due Process Complaints FY19
• whether the District properly identified and evaluated the Student.
• whether the Student is entitled to an independent educational evaluation atpublic expense.
• whether the District developed, reviewed, and revised an appropriate IEP.
• whether the District considered the Student's need for ESY services.
• whether the District implemented the services provided in Student's IEP.
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Posted Decisions
Special education complaint decisions and due process hearing decisions for FY19 forward may be found at:
https://education.mn.gov/MDE/dse/sped/conf/rec/
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Mediations FY19
FY19 FY18
69 mediation requests received by MDE 61 mediation requests received by MDE
36 mediations held 39 mediations held
33 partial or full agreements reached 33 partial or full agreements reached
92% agreement rate 85% agreement rate
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Top Issues Raised in Mediation Sessions FY19
• provision of services in conformity with the student’s IEP.
• annual goals and objectives.
• paraprofessional services.
• service time.
• accommodations and modifications.
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Facilitated Team Meetings FY19
FY19 FY18
50 facilitated team meeting requests received by MDE 46 facilitated team meeting requests received by MDE
33 facilitated team meetings held 24 facilitated team meetings held
30 full or partial agreements reached 22 full or partial agreements reached
91% agreement rate 92% agreement rate
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Top Issues Raised in Facilitated Team Meetings FY19
• provision of services in conformity with the Student’s IEP.
• present level of educational performance.
• annual goals and objectives
• service time.
• accommodations and modifications.
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Special Education Fiscal Monitoring
Special Education Fiscal Monitoring Updates
Bridgette Ramaley
Fiscal Monitoring Supervisor
651-582-8479
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Summary Data of Findings
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Training Opportunities
• No training currently scheduled
• Looking at alternative methods for those with corrective action plans (CAPs) tocomplete the CAP requirement.
• Considering shorter webinars done periodically on a specific topic.
• Working with other federal program teams to develop more resources to share andexploring options to have joint training for all federal programs.
• We want your input
• If you have specific training ideas or methods you think work especially well for thefield, please share them.
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Monitoring Changes
• Changes to be implemented in FY19 (18-19 school year)
• No more five year cycle
• Monitoring based on risk assessment only
• Agency wide risk assessment on sub-recipients
• Federal risk assessment completed by US Department of Education Risk Management Services
• Additional special education only items our team will apply
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Monitoring Changes Continued
• Three tiers of monitoring and assistance
• Universal/Low – Lowest risk, training available to you, assistance available upon request
• Targeted/Medium – Monitoring done only on a targeted area
• Intensive/High – Many flags in the risk assessment, concerns in multiple areas
• Time spent on site observing processes, reviewing data, and interviewing staff (interviews will primarily beonline, on site will be clarifications of information)
• Hands on during the CAP completion, CAPs could be very individual to the local education agency (LEA) orspecific depending on what the issue is
• Goal to be less general overall, more specific in finding the process break downs
• Monitoring is not the outcome, monitoring is the TOOL to reach a positive outcome, leaving you in a betterposition
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Monitoring Schedule
• This year:• Monitoring this year will be limited to Group D (last time a cycle group is used)
• A smaller monitoring group than normal will be used due to time/personnelconstraints
• Hoping to have notifications out by end of calendar year
• Future years:• All entities are in the mix and eligible to be monitored unless in CAP status
• Notifications out at beginning of year
• Rolling report and CAP dates
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Reports and Assistance Requested
• Fiscal monitoring reports are now online:
• https://public.education.mn.gov/MDEAnalytics/Data.jsp
• Scroll to special education section: “Special Education Fiscal ComplianceReview”
• Online interview testers:
• Individuals in various positions to test the online interview process
• Evaluate for functionality – does it work?
• Evaluate for clear and concise questions – do they make sense?
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New Staff
• Discipline Incident Reporting System (DIRS) Program Coordinator
• Carly Lykes
• Central contact for DIRS questions, training on how/what to report in DIRS, review data for completion and fidelity
• Assist special education monitoring teams and special education division as results based accountability (RBA) data analysis needs are determined
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Special Education Program Monitoring
Special Education Program Monitoring Updates
Erin Levin, J.D.
Program Monitoring Supervisor
651-582-8710
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What’s new?
• MNCIMP--Preparing contract for new online system toreplace Minnesota Continuous Improvement MonitoringProcess (MNCIMP).
• Results-based accountability—Looking to add more districtresults to our monitoring process, exploring data we alreadyhave for indicators, early childhood and ESSA.
• Streamlining some program monitoring now in preparation.
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Who’s new?
Personnel changes • Ken Kalamaha on medical leave— contact Melissa Janssen or me
instead
• New monitor: Melissa Janssen!
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Training
Record review training done• Only sessions were in August (“Fast and Furious” training) for special
education leadership
• Focus on New Leaders (also done) and Sped 101
Sped 101• Reminder: designed for special education teachers/related service providers
• Two days long, very interactive
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Record Review Training
Sped 101 Schedule• October 8-9 (Rochester)• October 29-30 (MDE)• November 6-7 (Detroit Lakes)• November 19-20 (MDE)• December 11-12 (MDE)• February 25-26 (MDE)• April 22-23 (MDE)
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Record Review Stats
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Noncompliance: Part B 2018-19
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Noncompliance: Part C 2018-19
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Record Review Stats
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Record Review Stats
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Record Review Stats
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Record Review Stats
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Record Review Stats
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Drum Roll…
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Congratulations to…
Districts with NO FINDINGS in record review:• Academia Cesar Chavez Charter School #4073• Ada-Borup Public School District #2854• AFSA High School #4074• Aitkin Public School District #0001• Ashby Public School District #0261• Barnum Public School District #0091• Battle Lake Public School District #0542• Braham Public School District #0314• Brainerd Public School District #0181• Breckenridge Public School District #0846
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Congratulations to…
Districts with NO FINDINGS in record review:• Browns Valley Public School District #0801• Campbell-Tintah Public School District #0852• Clarkfield Charter School #4172• Climax-Shelly Public Schools #0592• Clinton-Graceville-Beardsley Public School District #0592• Cromwell-Wright Public Schools #0095• Crosby-Ironton Public School District #0182• Crosslake Community Charter School #4059• Dilworth-Glyndon-Felton #2164• Discovery Woods Montessori School #4198
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Congratulations to…
Districts with NO FINDINGS in record review:• E.C.H.O. Charter School #4026• East Grand Forks Public School District #0595• Excell Academy Charter #4068• Fergus Falls Public School District #0544• Fisher Public School District #0600• Fosston Public School District #0601• Granada Huntley-East Chain #2536• Hancock Public School District #0768• Hermantown Public School District #0700• High School for Recording Arts #4039
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Congratulations to…
Districts with NO FINDINGS in record review:• La Crescent Montessori and STEM School #4054• Litchfield Public School District #0465• Martin County West Public School District #2448• Natural Science Academy #4187• Nerstrand Charter School #4055• New Heights School, Inc. #4003• Norman County West School District #2527• Ogilvie Public School District #0333• Orono Public School District #0278• Partnership Academy, Inc. #4097
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Congratulations to…
Districts with NO FINDINGS in record review:• Pine River-Backus School District #2174• Princeton Public School District #0477• Red Lake County Central Public School District #2906• Red Lake Falls Public School District #0630• Renville County West Public School District #2890• Richfield Public School District #0280• Rothsay Public School District #0850• Rum River Special Education Cooperative #6079• Sebeka Public School District #0820• St. Anthony-New Brighton Schools #0282
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Congratulations to…
Districts with NO FINDINGS in record review:• Stephen-Argyle Central Schools #2856• Truman Public School District #0458• Upper Mississippi Academy #4210• Wadena-Deer Creek School District #2155• Warren-Alvarado-Oslo School District #2176• West Central Area #2342• Westonka Public School District #0277• Willow River Public School District #0577• Win-E-Mac School District #2609• Yellow Medicine East School District #2190
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That’s all folks…
Very best wishes for a
wonderful school year!
Division of Compliance and Assistance
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