State Performance Plan (SPP)

SPP Indicator 7: Early Childhood Outcomes

What's Required

In 2005, the Early Childhood Outcomes (ECO) Center created the Child Outcomes Summary Process as a way for states to summarize data on children for federal reporting purposes. States use the Child Outcomes Summary Form to document the percent of preschool children with individualized education programs (IEP) who demonstrate improved functioning in three outcome areas.

- - Positive social-emotional skills (including social relationships
  - Acquisition and use of knowledge and skills (including early language/communication and early literacy)
  - Use of appropriate behaviors to meet their needs

Starting in 2011, the ECO Center began using the term "Child Outcomes Summary Process" (rather than the Child Outcomes Summary Form or COSF ) to emphasize that this measurement approach is a team process, not just a form.

What We Do

On an ongoing basis throughout the school year, preschool teachers and Speech/Language Pathologists report on all children, ages three through five, who meet the Entry and Exit criteria during the reporting period (July 1-June 30). The electronic Childhood Outcomes Summary Form (eStar) collects the following data:

- - Positive Social Emotional Skills at time of entry/exit
  - Acquisition and use of knowledge and skills at time of entry/exit
  - Use of appropriate behaviors to meet needs at time of entry/exit
  - Assessment Instruments used to collect data
  - Reason for exiting (ie: aged out, dismissed)

After the data are entered, the entries are reviewed by a program specialist for data entry errors to ensure accuracy and to ensure all schools are reported and not duplicate data exists. Preschool teachers are responsible for printing the completed COSF and placing it in the student's state folder.

SPP Indicator 11: Child Find

What's Required

The Individuals with Disabilities Education Act of 2004 (IDEA 2004), Section 616(b)(2)(B), requires states to collect data from LEAs for State Performance Plan (SPP) indicators 1-14 in order to report data for the State Performance Plan / Annual Performance Report. The school is responsible for assuring that the data is accurate and therefore, must be knowledgeable of the process. Once entered and complete, the District Certifier will certify the data. Every district must have a complete and certified status regardless of whether the district has no data to enter. If a district has no data to enter a zero should be entered into the application before the data collection is certified.

What We Do

Periodically, our Admissions and Records Supervisor checks a report in e-Star that reflects the information input by department LSSPs/Educational Diagnosticians. This report provides:

- - Evaluations completed within the state established timeline;
  - Evaluations not completed within state established timelines;
  - Determined not eligible;
  - Determined eligible;
  - Determined to have been delayed and the reason for delay. These are sent by the Special Education Director to review. *Detailed records are added to the student’s special education file.
  - And all other required components of Indicator 11.

*Detailed Records may include, but are not limited to: certified letters; detailed physician's letters, comprehensive records of phone calls made or attempted along with the results of those calls, copies of correspondence sent to parents and any responses received, records of visits made to the parent's home or place of employment and the results of those visits, log of multiple attempts to contact parents or guardians; etc. and should be collected as circumstances warrant.

After the data are entered, the entries are reviewed by our the District Certifier for incomplete information to ensure accuracy and to ensure all school are reported.

SPP Indicator 12: Early Childhood Transitions

What's Required

The Individuals with Disabilities Education Act of 2004 (IDEA 2004), Section 616(b)(2)(B), requires states to collect data from LEAs for State Performance Plan (SPP) indicators 1-14 in order to report data for the State Performance Plan / Annual Performance Report. State Performance Plan (SPP) Indicator 12 is a percentage of students referred by Part C / Early Childhood Intervention (ECI) prior to age 3 who are found eligible for Part B / District Special Education Services and who have an IEP (Individualized Education Program) developed and implemented by their third birthday.

What We Do

Periodically, our Admissions and Records Supervisor checks a report in eStar that reflects the information input by the department LSSPs/Educational Diagnosticians. This report provides the data collected for SPP 12:

- - Student demographics (including Date of Birth);
  - 120 day transition date;
  - Referral date;
  - Evaluation date;
  - ARD/IEP date; and
  - Reason for evaluation delay.
  - Detailed Records* are added to the student’s special education folder. Any delay is shared with both the PIP Supervisor and Special Education Director.

After the data are entered, the entries are reviewed by our the District Certifier for incomplete information to ensure accuracy and to ensure all school are reported.

"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 service 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."

What's Required

State Performance Plan (SPP) Indicator 13 measures the percent of youth 16 years old and above with an Individualized Education Program (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 service needs.
- evidence that the student was invited to the IEP Team meeting where transition services are to be discussed
- 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.

The data collection period is July 1 to June 30 of each year. Indicator 13 refers to students with disabilities who are at least 16 year old between July 1 and June 30 of the collection period, and students up through age 21 (age 22 if appropriate). This indicator requires a sampling procedure. This sample includes students who are age 15 but will turn age 16 by June 30 of the collection period.

What We Do

1. The Admissions and Records Supervisor will generate a list of students with disabilities that meets the Criteria for Data Collection.
2. Once the list of students is generated, the names will be placed in alphabetical order.
3. The list all students whose folders were reviewed and reported in prior data collection years must be removed.
4. This now becomes the official list and districts will follow the Required Sampling Procedures.
5. For the selected students, the college and career counselors will review the folders and complete the data entry form answering all of the required questions.
6. The designated SPP Data Entry person for the district will collect these forms and enter the data into the system and submit the data.
7. The district certifier will review the information, correct any errors, and submit/certify the submission for the district.

SPP Indicator 14: Post-Secondary Outcomes

What’s Required

"Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were: enrolled in higher education within one year of leaving high school, enrolled in higher education or competitively employed within one year of leaving high school or 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."

SPP Indicator 14 - Definitions

- - Enrolled in higher education - the student has been enrolled on a full-time or part-time basis in a community college (2-year) or college/university (4 or more years) for at least one complete term, at any time in the year since leaving high school.
  - Competitive employment - the student has worked for pay at or above the minimum wage in a setting with others who are nondisabled for a period of 20 hours a week for at least 90 days at any time in the year since leaving high school. This includes military employment.
  - Enrolled in other postsecondary education or training - the student has been enrolled on a full-time or part-time basis for at least one complete term at any time in the year since leaving high school in an education or training program (e.g., Job Corps, adult education, workforce development program, vocational technical school which is less than a 2-year program).
  - Some other employment - the student has worked for pay or been self-employed for a period of at least 90 days at any time in the year since leaving high school. This includes working in a family.

What We Do

At the end of the school year, prior to graduation day, the College and Career Counselors verify the student’s email address, phone number, and home address (where they will live after graduation).

The College and Career Counselors will also verify the parent/guardian’s email address, phone number, and home address.

This information will be entered into the student information system and then will be shared with Texas Education Agency through PEIMS.