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The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) requires each state to have in place a State Performance Plan (SPP) that evaluates its efforts to implement the requirements and purposes of Part B of IDEA and describes how the state will improve such implementation. The SPP, submitted every six years, includes measurable and rigorous targets for the 20 indicators established under three monitoring priority ares:
The New York State Education Department elicited broad stakeholder involvement in the development of its SPP in order to set measurable and rigorous annual performance targets. The SPP provides the baseline data, measurable and rigorous targets, improvement activities, timelines and resources established by the State for each indicator.
Recently, the Lake Placid School Board approved a comprehensive improvement plan. That plan became a requirement when the state changed it’s scoring system for Special Education. We asked Mr McCarthy to help us understand the nuances involved in working with special needs children while maintaining the objectives of the state’s public school system.
Over the years, the regulations and specifications for working with special needs children has seen several revisions. Below we provide a brief history of the State Performance Plan. A copy of the full State Performance Plan (SPP) is available by following the links below. The New York State (NYS) Part B State Performance Plan (SPP) for 2005-2012 was developed as follows:
In April 2005, the Office of Vocational and Educational Services for Individuals with Disabilities (VESID) convened a work group to develop the SPP. The workgroup included representatives from the following VESID units: Special Education Policy and Partnerships, Quality Assurance, and Strategic Evaluation, Data Collection, Analysis and Reporting (SEDCAR). VESID staff developed the SPP in consultation with staff from the Office of Elementary, Middle, Secondary and Continuing Education (EMSC) responsible for data collection and reporting under the No Child Left Behind Act (NCLB). Data for indicators requiring baselines reported in the 2005-06 SPP were obtained and analyzed to identify trends and related data for establishing targets. Implementation activities that impacted those trends were also identified.
In August 2005, VESID staff attended the OSEP Summer Institute where the requirements for the SPP were provided to states.
VESID issued a State memorandum in September 2005 to provide information to the field about the requirements for the SPP.
A report was made to the Board of Regents in October 2005 to obtain their input on addressing the issues relating to the development and implementation of the SPP.
Meetings were held with various constituent groups beginning in late September into early November 2005 from a broad spectrum of stakeholders on various stages of the initial development and revisions of the SPP. Stakeholders provided recommendations for State targets, improvement activities and methods to collect data on new indicators,
Composition of the stakeholder groups
In separate meetings conducted from late September until early November 2005, the following groups provided input into the State’s development of the SPP. In total, approximately 420 individuals participated in these meetings, providing stakeholder input on the development of the State’s Performance Plan.
How stakeholder input was obtained
The requirements set forth by the U.S. Education Department (USED) for the development of the SPP were shared with each group, including information on measures proposed by the State, current baseline information and proposed strategies. The meetings with stakeholders generally included an overview presentation, including a discussion of requirements for targets, a presentation of baseline data and included a facilitated discussion of targets, improvement strategies and proposed plans to collect data on new indicators. Depending on the size of the stakeholder meeting, both large group and small group discussions focused on particular indicators. Participants were provided with forms with guiding questions to facilitate their input, which could be provided as part of the group process and/or in writing. Guiding questions included:
Stakeholder input on SPP revisions
Office of Special Education (OSE)1 staff meet with various constituency groups throughout the year to share and discuss the design and implementation of NYS’ SPP, including, but not limited to, the following groups:
Annually, OSE staff meets with its State Advisory Panel to specifically obtain input on proposed targets and revisions to the SPP. The Advisory Panel is continuously kept apprised on an annual basis regarding progress and issues reflected in the SPP in order to obtain their insights and input in determining implementation strategies and need for revisions.
In October 2010, OSE staff met with its State Advisory Panel to establish targets and improvement activities for two additional years (FFY 2011 and 2012). Throughout the year, OSE staff engaged its funded technical assistance centers to discuss improvement activities in relation to Annual Performance Report data.
Public dissemination plan
The SPP is posted on the Department’s website (http://www.p12.nysed.gov/specialed/spp/home.html). An announcement of its availability will be provided annually through the list serve and through a memorandum to school districts, parent organizations and others interested in the education of students with disabilities. Press announcements are released to newspapers regarding its availability.
The following current data collection sources were reviewed in determining how the State will collect baseline and annual data for each of the indicators: