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Subject: State Performance
Plan/Evaluation of Missouri by OSEP
Source: Heidi Atkins Lieberman, Assistant Commissioner
Intended Audience: Directors of Special Education, Special Education
Contacts
Date: June 11, 2007
As you know, Missouri's State Performance Plan (SPP), required by the
Individuals with Disabilities Education Act (IDEA), identified measurable
and rigorous targets for Missouri in the area of twenty required indicators
identified by the U. S. Department of Education, Office of Special Education
Programs (OSEP). On February 1, 2007, Missouri filed our Annual Performance
Report (APR) with OSEP; this reported the state's performance on the
indicators and targets. Both the SPP and APR are posted on our website at:
http://dese.mo.gov/divspeced/DataCoord/index.html listed under the Data
Reports Section (Part B). I encourage you to be familiar with these
documents as the SPP drives our monitoring focus and reflects the connection
between compliance and performance.
The APR of each state has been undergoing an evaluation process by OSEP
these last few months. This evaluation involves a review of Missouri's
performance on both the performance indicators (e.g. graduation rates, MAP
achievement levels) and the compliance indicators (e.g. timely resolution of
parent complaints). OSEP also reviews the state's ability to provide valid,
reliable, and timely data for each of the indicators.
As a result of the evaluation, Missouri will shortly be notified, along with
all other states and territories, of OSEP's determination on our
performance. This notification will indicate whether the State:
o Meets the requirements and purposes of IDEA Part B;
o Needs assistance in
implementing the requirements of Part B;
o Needs intervention in
implementing the requirements of Part B; or,
o Needs substantial
intervention in implementing the requirements of Part B.
We will let you know as soon as we receive our notification and share with
you any ramifications this "determination" may have on responsible public
agencies in Missouri.
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