Compliance: Evidence of the Good Work
Compliance: Evidence of the Good Work
In Hampton, compliance with federal and state indicators serves as a critical measure of how well we are supporting students with disabilities in achieving successful outcomes. Indicators 13 and 14 specifically focus on postsecondary transition planning and outcomes, providing a framework for ensuring students are equipped with the goals, supports, and services needed to thrive after high school. However, these indicators do not exist in isolation; they are intricately connected to other key measures such as Indicator 1 (Graduation Rates), Indicator 2 (Dropout Rates), and Indicator 4 (Suspension/Expulsion Rates).
By analyzing these indicators collectively, we gain a comprehensive picture of our efforts to prepare students for life beyond school. This data allows us to evaluate whether we are meeting compliance standards and, more importantly, whether we are delivering the best possible outcomes for our students. It highlights areas of strength and uncovers opportunities for improvement, guiding us toward more effective practices that promote student success.
In conjunction with the reauthorization of IDEA 2004, the U.S. Department of Education, through the Office of Special Education Programs (OSEP), requires states to develop six-year State Performance Plans (SPP) around 17 indicators, on which data was to be submitted annually via Annual Performance Reports (APR).
• The original SPP /APR requirements (2005 – 2012) placed a heavy emphasis on compliance
• The revised SPP /APR requirements (2012 to current year) include a new accountability framework, called Results Driven Accountability (RDA), which brings into focus the educational results and functional outcomes for children with disabilities while balancing those results with the compliance requirements of IDEA. This prioritization on compliance and outcomes is believed to more clearly support the goals of IDEA: equality of opportunity, full participation, independent living, and economic self-sufficiency.
• Secondary transition efforts connect four of the 17 Indicators:
Indicator 1: Graduation Rate
Indicator 2: Dropout Rate
Indicator 13: Secondary Transition IEP Requirements (100%)
Indicator 14: Post-School Outcomes
Referral to Eligibility
Medical Diagnosis vs Educational Eligibility-PEATC Facts
Requesting an Eligibility Evaluation- PEATC Facts
Referral to Eligibility Evaluation Flowchart-PEATC Facts
Key Timelines for Special Education Processes- PEATC Facts
Eligibility Factsheets- PEATC Factsheet
Supplemental Guidance for Evaluation and Eligibility in Special Education-VDOE
What is Special about Specially Designed Instruction? TTAC
Independent Educational Evaluation
Requesting an Independent Educational Evaluation- PEATC Factsheet
IDEA Disability Eligibility Categories
• Autism • Blindness • Developmental Delay (if used in your school division up to age 6) • Emotional Disability • Hearing Impairment • Intellectual Disabilities • Multiple Disabilities • Orthopedic Impairment • Other Health Impairment • Specific Learning Disability • Speech or Language Impairment • Traumatic Brain Injury • Visual Impairment
Meeting Notice:
Procedural Safeguards: Virginia
PLAAFP:
Understanding the PLAAFP Statement- PACER Center
Student Profile- PEATC Resource Document
Assessment:
Guidelines for Assessment Participation- VDOE
Testing and Assessment in Special :Education Overview-Thoughtco
Understanding the different types of Assessments- PEATC Document
Team Members:
IEP Team Members- Vanderbilt University
Roles Around the IEP Table- PEATC Factsheet
The IEP Team-Center for Parent Information and Resources
Parent and Student Input in the Special Education Process- PEATC
Goals:
Challenging, Ambitious, Measurable Annual Goals - Vanderbilt University
How to Recognize SMART IEP Goals | Individualized Education Program - Understood.org
Measurable Goals - PEATC Factsheet
Accommodations & Modifications
Accommodations for Students with Disabilities - PEATC Resource Document
Common Classroom Accommodations and Modifications - Understood.org
Testing Accommodations for Students with IEPs - PEATC Resource Document
Modifications for Students with IEPs - PEATC Resource Document
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