Introduction - State Performance Plan / Annual Performance Report Part C - FFY 2020

Sep 1, 2026

This introduction provides instructions for reporting under Part C of the IDEA for infants and toddlers with disabilities and their families for FFY 2020 in Oregon. It details the State’s General Supervision System, Technical Assistance System, Professional Development System, Stakeholder Involvement, and Reporting to the Public, explaining how these systems drive improved results and ensure Lead Agency (LA) compliance. It also summarizes Oregon’s roles and processes, including SPR&I, data and monitoring, technical assistance access, professional development, and public indicator reporting.

LanguageEnglish

CategoryPresentations

FormatDOCX

Pages53

Reading Time19 min

AccessFree to download

Introduction

Instructions

Intro - Indicator Data

Executive Summary

Additional information related to data collection and reporting

General Supervision System

State Performance Plan / Annual Performance Report: Part C for STATE FORMULA GRANT PROGRAMS under the Individuals with Disabilities Education Act For reporting on FFY 2020 Oregon PART C DUE February 1, 2022 U.S. DEPARTMENT OF EDUCATION WASHINGTON, DC 20202 Introduction Instructions Provide sufficient detail to ensure that the Secretary and the public are informed of and understand the State’s systems designed to drive improved results for infants and toddlers with disabilities and their families and to ensure that the Lead Agency (LA) meets the requirements of Part C of the IDEA. This introduction must include descriptions of the State’s General Supervision System, Technical Assistance System, Professional Development System, Stakeholder Involvement, and Reporting to the Public. Intro - Indicator Data Executive Summary The Oregon Department of Education (ODE) Office of Enhancing Student Opportunities is responsible for Oregon’s 197 school districts and 35 Early Intervention/Early Childhood Special Education (EI/ECSE) programs that serve students eligible for IDEA services. The State works collaboratively with districts and programs to support improved academic and functional results for children with disabilities. The State supports and monitors its districts and programs via the following processes: General Supervision System; Technical Assistance System; Professional Development System; Stakeholder Involvement; and Reporting to the Public. These systems are designed to facilitate high expectations and college and career readiness (CCR) for the State’s students with disabilities. The State has a Technical Assistance System that utilizes technology and personnel to provide districts and programs timely access to data and activities that ensure compliance, as well as improved academic and functional outcomes for students with disabilities. Education specialists serve as single points of contact for districts and programs. In addition, a web-based system provides access to data and on-demand technical assistance, to specialists, districts, and programs. The State’s Professional Development System leverages both IDEA discretionary funds and funds from the State Personnel Development Grant (SPDG) to provide every district and program the opportunity to receive direct technical assistance and professional development focusing on the implementation of evidence-based practices for students with disabilities. Activities include: annual state-wide training on data collections and compliance and performance issues as informed by the state-wide, web-based System Performance Review & Improvement (SPR&I) application; workshops to parents of students with disabilities regarding procedural safeguards and navigating the IEP or IFSP; and support for programs to implement Multi-Tiered Systems of Support (MTSS). In addition, districts/programs can request individualized technical assistance from the State and every effort is made to provide the professional development on-site. The State solicits stakeholder input as needed on Annual Performance Report (APR) target setting and the State Systemic Improvement Plan (SSIP) content. The State creates Special Education Profiles for each of the 197 school districts and 35 Early Intervention/Early Childhood Special Education (EI/ECSE) county programs. These profiles display the indicators on the Annual Performance Report that is required for public reporting. Profiles are given to parents of children with disabilities and made available to the public on the State’s website: https://www.oregon.gov/ode/schools-and-districts/reportcards/SpEdReportCards/Pages/default.aspx. Additional information related to data collection and reporting The Covid-19 pandemic continues to have an impact on ability of the State’s EI/ECSE programs to collect indicator data. The biggest impact was on the ability of the EI/ECSE county to receive referrals for possible EI services (C5 and C6) and assess exiting EI chil

FAQs

What is the purpose of the Introduction section for Oregon’s Part C reporting for FFY 2020?

It provides instructions to ensure the public and the Secretary understand Oregon’s systems that drive improved outcomes for infants and toddlers with disabilities and their families, and verifies Lead Agency (LA) requirements under IDEA Part C are met.

Which systems does Oregon describe to improve results and support compliance under IDEA Part C?

Oregon describes its General Supervision System, Technical Assistance System, Professional Development System, Stakeholder Involvement, and Reporting to the Public, including monitoring and legal components.

How did the Covid-19 pandemic affect indicator data collection for EI/ECSE programs?

It reduced referrals for services (C5 and C6) and complicated exit child outcome data collection (C3), with some evaluations conducted virtually or declined, and a small number not administered exit AEPS I due to in-person or virtual assessment limitations.

Sep 1, 2026

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