IDEA Compliance

Need Training on ETR/IEP/Transition?

SST8 no longer offers ETR, IEP or Transition 101 trainings for the region.  ODE has developed a series of Universal Support Modules that provide entry-level information on ETR, IEP, and Transition.  These tools, including narrated PowerPoint slides and transcripts, are excellent resources for onboarding new special education staff or providing a refresher when needed. 
 
Need to go deeper with ETR, IEP, or Transition?  Additional options include
  • Deep Dive into ETR (differentiated by Preschool and School-Age), IEP, and Transition sessions offered by SST-8 once a year (only open to a maximum of 3 district-level trainers, unless you are participating in our Internal Monitoring series)
  • Internal Monitoring for IDEA Compliance series (Deep Dive sessions are required prerequisites; series is full for 2019-2020).
  • Check with your ESC for trainings on ETR/IEP/Transition or Legal Updates.  

About Ohio's IDEA/Compliance Monitoring Strategy

States have a responsibility under federal law, to establish a system of general supervision that monitors local education agencies' (LEA) implementation of the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and Am. Sub. HB1. The Ohio Department of Education (ODE) fulfills this responsibility through its Office for Exceptional Children (OEC). OEC, in coordination with the Office for Early Learning and School Readiness (OEL&SR), has developed a Comprehensive Monitoring System for Continuous Improvement that includes three levels of reviewing LEAs’ implementation of IDEA. The Comprehensive Monitoring System is designed to ensure 100 percent compliance with the statutory requirements of the IDEA and Ohio Operating Standards for Ohio Educational Agencies serving Children with Disabilities and improve services and outcomes for student with disabilities.

Ohio’s compliance with many of these requirements is evaluated through the State Performance Plan (SPP), which is submitted to the U.S. Department of Education, Office of Special Education Programs (OSEP). The SPP is comprised of targets and improvement activities for indicators of state performance. 
Through its system of general supervision, OEC uses multiple monitoring processes to address and improve district performance on SPP indicators. The monitoring process selected for a given district is based on OEC priorities and the district’s performance across indicators.

Components of Ohio's Comprehensive Monitoring System

OEC conducts three different types of Monitoring Process reviews.  All LEAs participate in some level of monitoring review annually. Each review method involves a different level of intensity and resources from both OEC and LEAs.
  • Special Education Ratings: Every year, all LEAs receive a rating on the performance of their special education program. The Ohio Department of Education uses final data that districts submit through the Education Management Information System (EMIS) and compares them to state- and federally-approved targets for the 17 Indicators depicted above. These data result in one of four ratings — Meets Requirements, Needs Assistance, Needs Intervention or Needs Substantial Intervention. Ohio receives an annual rating from the U.S. Department of Education based on the same four categories.
    • Note: Each year's rating is based on data submitted through EMIS for the prior school year (e.g., 2018 Special Education Rating is based on data from the 2016-2017 school year). 
  • IDEA Selective Review: Purpose is to determine compliance with federal and state laws for serving students with disabilities; and to assist LEAs in resolving specific issues or concerns. 
  • IDEA Monitoring and Strategic Improvement Process :  Purpose is to determine compliance with federal and state laws for serving students with disabilities and to assist educational agencies in building a continuous improvement process.  

The intent of all IDEA monitoring reviews is to maximize the use of resources that will result in better academic, social and post-secondary outcomes for students with disabilities and to meet regulatory requirements. 

SST8 is committed to supporting districts through all aspects of the monitoring process. For districts undergoing onsite review, one or more SST8 ELSR/Special Education consultants will be assigned to participate in the process alongside the district team, helping to develop and implement any corrective actions which may be needed, and serving as a liaison between the district and ODE Offices of Exceptional Children and Early Learning/School Readiness.

For more information, please contact

Helen Brophy
Brophy, Helen
Educational/Transition Consultant
Office: 330-929-6634 x 511268
Sarah Jackson
Jackson, Sarah
Early Learning/School Readiness Coordinator
Office: 330-929-6634 x 511254
Jenine Sansosti
Sansosti, Jenine
SST-8 Director
Office: 330-929-6634 x 511242
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