State Directors Conference Boise, ID, March 4, 2013 Cesar D’Agord Regional Resource Center Program WRRC – Western Region

Results-Driven Accountability (RDA)

State Directors ConferenceBoise, ID, March 4, 2013

Cesar D’AgordRegional Resource Center ProgramWRRC – Western Region

What do we know about RDA? How is RDA likely to impact your State?

How will it possibly impact your School district?

RDA…

“ The opinions and information expressed in this presentation do not necessarily reflect the position or policy of the Office of Special Education Programs (OSEP) or the United States Department of Education (USDOE). No endorsement of OSEP or USDOE should be inferred."

A presentation prepared by OSEP, delivered nationally to all states via webinar on August 27, 2012

OSEP’s Memo 13-6, distributed to states on December 12, 2012 (12/12/12)

IDEA Section 618 Report to Congress data National Center on Educational Outcomes

(NCEO) materials WRRC materials and data calculations IDEA 2004

Data Sources for this Presentation:

improving educational results and functional outcomes for all children with disabilities

ensuring that States meet… the program requirements, with… emphasis on those most related to improving results

20 U.S.C. 1416(a)(2) Sec. 616(a)

The primary focus of Federal and State monitoring activities shall be on-

The Secretary shall monitor the States, and shall require each State to monitor the local educational agencies…using quantifiable indicators in each of the following priority areas…:

Sec. 616(a)

Monitoring Priorities

(A) Provision of a free appropriate public education in the least restrictive environment. (B) State exercise of general supervisory authority, including child find, effective monitoring, the use of resolution sessions, mediation,…and a system of transition services. (C) Disproportionate representation of racial and ethnic groups in special education and related services to the extent the representation is the result of inappropriate identification. The Secretary shall consider other relevant information and data, including data provided by States under section 618

Monitoring Priorities

14. Post School Outcomes

1. Graduation Rates2. Dropout Rates

13. Post Secondary Transition

4. Suspensions/ Expulsions

3. Participation and Performance on

Statewide Assessments

6. Pre-School Educational Settings

5. Educational Settings

7. Early Childhood Outcomes

8. Parent Involvement

9 and 10. Disproportionalit

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11 and 12. Child Find

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Data

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The Determination ProcessDecember 2005: States submitted State

Performance Plans (SPPs)

February 1st, every year, states submit Annual Performance Reports (APRs) and if

applicable, revised SPPs

June: Secretary releases determinations based on data reported in SPPs/ APRs and

other available data

Secretary takes specific technical assistance or enforcement actions

(as required)

Information obtained through monitoring visits

Other public information made

available

From February to May each year, Secretary reviews SPPs/APRs and considering multiple

additional factors makes determinations

Specialconditions

State single audit

findings

Information obtained through fiscal monitoring

Meets Requirements Needs Assistance

◦Needs Assistance for two consecutive years

Needs Intervention Needs Substantial Intervention

The Determination Process

In regard to SPP/APR Indicators

◦ Data: With respect to data, OSEP examines whether the States provided valid and reliable data for all indicators

◦ Compliance: OSEP examines Indicators 4B, 9, 10, 11, 12, 13, 15, 16, 17, and 20 looking for evidence that the State demonstrates substantial compliance.

◦ Meets Requirements: Generally, and absent any other issues OSEP considers a State to “meet requirements” if the State: (1) Provided valid and reliable data; and (2) Demonstrated substantial compliance for compliance Indicators.

Determination Process (Before RDA)

Results Driven Accountability

Based on OSEP’s Presentation of August 2012

OSEP offered opportunities for input, starting on March 23rd, 2012

OSEP staff presented updates on meetings and conference calls

General public input via blog, email, etc. OSEP is working with OSEP Sponsored

Projects on what and how results data can be used for RDA

OSEP Memo 13-6, dated 12/12/12

Steps in OSEP’s RDA Development Process

States Aggregate Performance on Selected Compliance Indicators

12. Transition C to B

16. Complaints timely resolved

11. Timely evaluations

20. Data0

102030405060708090

100

79.24

93.22

84.75

95.8996.31 96.72 96.87 97.74

FFY 2005 FFY 2010

Data Source: OSEP

Academic Proficiency for Students with Disabilities

Data Source: OSEP

improving educational results and functional outcomes for all children with disabilities

ensuring that States meet… the program requirements, with… emphasis on those most related to improving results

20 U.S.C. 1416(a)(2) Sec. 616(a)

The primary focus of Federal and State monitoring activities shall be on-

SPP/APR – APR Indicators measure results

Determinations – Broadly reflect State performance (not just compliance and accurate data)

Differentiated monitoring and technical assistance based on weighted identification of States

Components of RDA

Memo 13-6 was released to states on 12/12/12

Includes the FFY 2011 SPP/APR Instructions for the SPP/APR submission that was due Feb 1st 2013

Includes information on how RDA may impact States Determinations

Results indicators may be included in the determination process!

State-to-School District determinations may be impacted as well.

OSEP Updates: Memo 13-6

About State Determinations, Memo 13-6 indicates: OSEP is considering how it will use data

from results indicators in making determinations in the spring of 2013.

OSEP is developing a “State Results Matrix” that will be used to examine a variety of results data.

Example included in the Memo was Statewide Assessment, based on Indicator 3 (since this was presented as an example, it indicates other results indicators may be included)

In what Concerns to RDA

State Assessments Participation rate in general statewide

reading and math assessments (similar to 3b),

Proficiency on assessments (similar to 3a), Improvement in proficiency on

assessments, and The gap in proficiency on assessments

between students with disabilities and all students.

Example included in Memo 13-6

Decision Matrix: Reading and math combined

Results Matrix Example

• Element 1: Participation in general assessment• Element 2: Improvement in percent proficient• Element 3: Gap in proficiency between

students with disabilities and students without disabilities• Element 4: Percent proficient or above

Source: NCEO

Source: NCEO

Results Matrix

Source: NCEO

How is Idaho Performing on Selected Results Data?Comparing Idaho to RRC Region 6 (WRRC)

and National Data where available












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Slide 47

Indicator 14 OutcomesFFY

200

9

FFY

201

0

FFY

2011

14. A Enrolled in higher education within one year 17% 22%

19%

14. B Enrolled in higher education or competitively employed within one year 31% 41% 38%

14. C

Enrolled in higher education, other postsecondary education or training, competitively employed, or in some other employment within one year

71% 78% 73%

Post School Outcomes: Idaho Trend Data

Back

Source: Idaho FFY 2011 APR

Graduation Rates

Data Source: IDEA Section 618, Table 4-1. Students ages 14 through 21 with disabilities served under IDEA, Part B, who exited school

Graduated with DiplomaGrad Rates = X

100(Graduated with Diploma +Received a Certificate +Reached Maximum Age +Dropped out)Not included on denominator: - Transferred to Gen Education;

- Moved and Known to Continue;- Died

Back

Special Education Graduation Rates 2009-2010

Guam

Hawaii

Amer

ican

Sam

oa

North

ern

Mar

iana

s

Was

hing

ton

Alask

a

Califo

rnia

Idah

o

Orego

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Nevad

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U.S. a

nd o

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reas

0%

10%

20%

30%

40%

50%

60%

70%65.4%

51.4%

40.7%38.5%

32.5%30.4%

28.2%25.8% 24.6%

18.3%

38.0%

BackSource: Section 618 Data

Special Education Graduation Rates

StateSpecial Education Graduation Rates

2009/10

National Rank on Graduation Rates 09/10

Guam 65.4% 3

Hawaii 51.4% 12

American Samoa 40.7% 30

Northern Marianas 38.5% 33

Washington 32.5% 39

Alaska 30.4% 40

California 28.2% 42

Idaho 25.8% 48

Oregon 24.6% 51

Nevada 18.3% 56

U.S. and outlying areas 38.0% Lowest rank = 57

Note: Information from RMI, FSM and Palau is not included on 618 data tables.BackSource: Section 618 Data

Special Education Graduation Rate Trends (comparing 2005 to 2009)

Was

hing

ton

Guam

Alask

a

Amer

ican

Sam

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Nevad

a

Orego

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Idah

o

Califo

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Hawaii

North

ern

Mar

iana

s

U.S. a

nd o

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reas

-20%

-10%

0%

10%

20%

30%

40%

32.5%

10.1%

3.6% 3.2% 2.8% 1.8%

-0.5%-1.3% -7.0%

-14.6%

4.9%


Special Education Graduation Rate Trends (comparing 2005 to 2009)

State 5-year trend Graduation Rate Sp. Ed. Students

National Rank 5-year trend

Washington 32.5% 1

Guam 10.1% 14

Alaska 3.6% 33


Nevada 2.8% 36

Oregon 1.8% 40

Idaho -0.5% 44

California -1.3% 46

Hawaii -7.0% 52

Northern Marianas -14.6% 57



Dropout Rates

Data Source: IDEA Section 618, Table 4-1. Students ages 14 through 21 with disabilities served under IDEA, Part B, who exited school

# 14-21 Dropped out

Dropout Rates = X 100(#14-21 Graduated with Diploma +Received a Certificate +Reached Maximum Age +Dropped out +

Transferred to General Education +Moved, Known to Continue +Died)

Special Education Dropout Rates 2009-2010

Amer

ican

Sam

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North

ern

Mar

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s

Guam

Idah

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Califo

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Hawaii

Orego

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Was

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Alask

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Nevad

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U.S. a

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0%

5%

10%

15%

20%

25%

30%

0.0% 0.0%

5.1%

10.3% 10.5%12.2%

13.2%

16.5%

22.8%

26.3%

12.7%


Special Education Dropout Rates 2009-2010

StateSpecial Education

Dropout Rates 2009/10

National Rank on Dropout Rates

2009/10



Guam 5.1% 4

Idaho 10.3% 14

California 10.5% 16

Hawaii 12.2% 26

Oregon 13.2% 34

Washington 16.5% 44

Alaska 22.8% 50

Nevada 26.3% 52



Special Education Dropout Rate Trends (comparing 2005 to 2009)

Guam

Nor

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n Mar

ianas

Amer

ican

Sam

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Califo

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Idah

o

Ore

gon

Alask

a

Nev

ada

Haw

aii

Was

hingto

n

U.S. a

nd outly

ing a

reas

-40%

-30%

-20%

-10%

0%

10%

20%

-32.6%-30.3%

-13.9%

-5.6% -4.9% -3.6%-1.1%

-0.3%

12.2%

16.5%

-2.6%

Note: Information from RMI, FSM and Palau is not included on 618 data tables.


Special Education Dropout Rate Trends (comparing 2005 to 2009)

State5-year trend Sp. Ed.

Dropout RatesNational Rank 5-year Dropout Rate trend

Guam -32.6% 1


American Samoa -13.9% 5

California -5.6% 14

Idaho -4.9% 18

Oregon -3.6% 26

Alaska -1.1% 36

Nevada -0.3% 40

Hawaii 12.2% 54

Washington 16.5% 56

U.S. and outlying areas -2.6% Lowest rank = 57



Participation for Students with IEPs (Indicator 3.B)

Targets forFFY 2011

Reading Math

95% 95%

Actual Target Data for

FFY 2010

(SY2010-2011)

# % # %

13,189

out of

13,421

98.3%

13,178

out of

13,419

98.2%


FY 2011

(SY 2011-2012

14,066 out of 14,302 98.3% 14,079 out

of 14,314 98.4%

BackSource: Idaho FFY 2011 APR

Performance of Students with IEPs (Indicator 3.C)

Targets forFFY 2011

Reading Math

66.04% 61.28%

Actual Target Data for FFY 2010

(SY2010-2011)

# % # %

6,245

out of

12,323

50.7%

4,972

out of

12,317

40.4%


FY 2011

(SY 2011-2012

10,870 out of 14,066 77.2% 9,399 out

of 14,079 66.8%

Back


The Idaho SDE received an ESEA waiver in 2012

Idaho will be using an Achievement Annual Measureable Objective (AMO) with the following targets:

Subject Current AMO for AYP

2011-2012

Goal

2012-2013

Goal

2013-2014

Goal

Reading 85% 85% 86% 88%

Mathematics 83% 83% 84% 86%

Back


Statewide Assessment, Reading, Grade 4 (NAEP Data, 2005 and 2011)

State

2005 Average scale score (all

students)

2011 Average scale score

(all students)

2011 Average scale score (sp ed students)

Gap All Students and Sp

Ed Students

Gap as % of All

Students

Washington 223 221 183 38 17%

California 207 211 174 37 18%

Oregon 217 216 177 39 18%

Nevada 207 213 174 39 18%

Alaska 211 208 169 39 19%

Idaho 222 221 176 45 20%

Hawaii 210 214 159 55 26%

Scale Score: A score, derived from student responses to assessment items, that summarizes the overall level of performance attained by that student. While NAEP does not produce scale scores for individual students, NAEP does produce summary statistics describing scale scores for groups of students. NAEP subject area scales typically range from 0 to 500 (reading, mathematics, U.S. history, and geography) or from 0 to 300 (science, writing, and civics).

Back

Statewide Assessment Grade 4 – Reading (Trend from 2005 to 2011)

Nevada California Hawaii Oregon Idaho Washington Alaska

-2%

-1%

0%

1%

2%

3%

2.6%2.3%

1.9%

-0.2%

-0.5%

-1.3%-1.5%


Amer

ican S

amoa

North

ern M

arianas

Oregon

Nevad

a

Idah

o

Alask

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Califo

rnia

Was

hingto

n

Guam

Hawaii

U.S. a

nd outly

ing a

reas

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

89.4%84.8%

70.8%64.7% 61.9% 58.8%

52.5% 50.8%

40.3%

21.0%

60.5%

LRE: Regular Classroom > 80% Fall 2010



LRE: Regular Classroom > 80% Fall 2010

StatePercent of Students

>80%Rank Performance

Fall 2010



Oregon 70.8% 14

Nevada 64.7% 24

Idaho 61.9% 29

Alaska 58.8% 36

California 52.5% 48

Washington 50.8% 52

Guam 40.3% 55

Hawaii 21.0% 56




LRE: Regular Classroom > 80% 5-Year Trend (from 2006 to 2010)

North

ern M

arianas

Nevad

a

Alask

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Guam

Califo

rnia

Oregon

Was

hingto

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Idah

o

Hawaii

Amer

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amoa

U.S. a

nd outly

ing a

reas

-4%

-2%

0%

2%

4%

6%

8%

10%

12%10.8%

5.8%

3.5% 3.1% 2.9%1.9%

0.7% 0.5% 0.4%

-3.0%

6.8%


LRE: Regular Classroom > 80% 5-Year Trend (from 2006 to 2010)

State 5-year trend Rank 5-year trend


Nevada 5.8% 22

Alaska 3.5% 34

Guam 3.1% 37

California 2.9% 39

Oregon 1.9% 44

Washington 0.7% 48

Idaho 0.5% 49

Hawaii 0.4% 50

American Samoa -3.0% 54



LRE: Regular Classroom < 40% Fall 2010

North

ern M

arianas

Amer

ican S

amoa

Oregon

Idah

o

Alask

a

Was

hingto

n

Nevad

a

Califo

rnia

Hawaii

Guam

U.S. a

nd outly

ing a

reas

0%

5%

10%

15%

20%

25%

30%

35%

2.1%4.0%

10.7% 10.9% 11.5%13.5% 13.5%

22.4%

26.2%

32.2%

14.2%


Source: Section 618 Data

LRE: Regular Classroom < 40% Fall 2010State Performance Rank of Performance



Oregon 10.7% 23

Idaho 10.9% 25

Alaska 11.5% 26

Washington 13.5% 36

Nevada 13.5% 37

California 22.4% 53

Hawaii 26.2% 55

Guam 32.2% 56


Note: Information from RMI, FSM and Palau is not included on 618 data tables.Source: Section 618 Data

LRE: Regular Classroom < 40% 5-Year Trend (from 2006 to 2010)

Hawaii

North

ern M

arianas

Califo

rnia

Alask

a

Oregon

Was

hingto

n

Nevad

a

Amer

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amoa

Idah

o

Guam

U.S. a

nd outly

ing a

reas

-10%

-8%

-6%

-4%

-2%

0%

2%

4%

-8.9%

-6.3%

-3.2%

-1.8%-0.2%

0.0%0.3%

0.7%

2.1%

3.2%

-3.3%



LRE: Regular Classroom < 40% 5-Year Trend (from 2006 to 2010)

State 5-year trend Rank 5-year trend

Hawaii -8.9% 2


California -3.2% 13

Alaska -1.8% 22

Oregon -0.2% 38

Washington 0.0% 40

Nevada 0.3% 44


Idaho 2.1% 52

Guam 3.2% 53

U.S. and outlying areas -3.3% Lowest rank = 57














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Questions?

Documents

State Directors Conference Boise, ID, March 4, 2013 Cesar D’Agord Regional Resource Center Program WRRC – Western Region