The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) established a series of special education “indicators” to measure each school district’s services and results for students with disabilities. The Ohio Department of Education works with stakeholders to set annual targets – or goals – for how districts should perform on these indicators.
Every year, districts receive a Special Education Profile that shows whether they are meeting their goals, over time, for students with disabilities. The design of the Special Education Profile helps districts use data about services and outcomes for students with disabilities to keep improving their special education programs. This data gives schools answers about kindergarten readiness, achievement levels, preparedness for life beyond high school, services for children with disabilities, and equitable outcomes.
The primary basis of each district’s 2020-2021 Special Education Profile is the final special education program data that districts submitted through the state’s Education Management Information System (EMIS) for the 2018-2019 and 2019-2020 school years. The Special Education Profile also reflects a district’s performance on each indicator in the three previous years.
Each year, districts and community schools in Ohio receive a rating evaluating the performance of special education programs, known as the Special Education Rating. The Ohio Department of Education calculates this rating using the final data submitted through the Education Management Information System (EMIS). The compilation of data results in one of four possible ratings: Meets Requirements, Needs Assistance, Needs Intervention, or Needs Substantial Intervention.
Twin Valley's 2021 Special Education Rating is Meets Requirements!
The 2021 rating assesses districts’ performance on the following measures / Compliance Indicators:
- Discipline discrepancies by race (Indicator 4b);
- Disproportionality in special education identification (Indicators 9 and 10);
- Initial evaluation timelines (Indicator 11);
- Early childhood transition (Indicator 12);
- Secondary transition planning (Indicator 13);
- Timely correction of noncompliance (Indicator 15);
- Timely and accurate data reporting (Indicator 20); and
- Special education audit findings.
We are proud of our special education staff and students for their continued hard work!