Georgia Parent Mentor Kickoff:Inform, Imagine, Inspire with Results-Driven Accountability

Ruth RyderDEPUTY DIRECTOR

OFFICE OF SPECIAL EDUCATION PROGRAMS

September 22, 20151

Individuals with Disabilities Education Act

Purposes•Ensure that children with disabilities have a free appropriate public education and their rights are protected•Assist States and localities•Ensure educators and parents have the necessary tools•Assess and ensure effectiveness

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Purpose of IDEA“(c) (5)Almost 30 years of research and experience has demonstrated

that the education of children with disabilities can be made more effective by-- (A) having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible, in order to--

(i) meet developmental goals and, to the maximum extent possible, the challenging expectations that have been established for all children; and

(ii) be prepared to lead productive and independent adult lives, to the maximum extent possible; (B) strengthening the role and responsibility of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at home”

(IDEA Section 601, Findings)3

IDEA Supports Family Engagement

• IDEA funded parent centers have served as models for State and locally funded centers• Parent Training and Information Centers• Community Parent Resource Centers • Parent Technical Assistance Centers

• Family engagement on advisory groups• State Interagency Coordinating Councils – Section 641 of

IDEA• State Advisory Panels – Section 612 of IDEA• More information at www.stateadvisory panel.org 4

Parent to Parent of GA

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State Personnel Development Grants

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Technical Assistance Centers

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Dual Capacity-Building Framework

The Dual Capacity-Building Framework can be used by states, districts and schools to guide their efforts in creating and sustaining family-school-community partnerships to improve students outcomes.

www.ed.gov/family-and-community-engagement 8

OSEP has revised its accountability system to shift the balance from a system focused primarily on compliance to one that puts more emphasis on results.

RDA – Shifting the Balance

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What is the Vision for RDA?

All components of an accountability system will be aligned in a manner that best support States in improving results for infants, toddlers, children and youth with disabilities, and their families.

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Core Principles

• Principle 1: Partnership with stakeholders.• Principle 2: Transparent and understandable to

educators and families. • Principle 3: Drives improved results• Principle 4: Protects children and families• Principle 5: Differentiated incentives and

supports to States• Principle 6: Encourages States to target

resources and reduces burden• Principle 7: Responsive to needs 11

What are the Components of RDA?

• State Performance Plan/Annual Performance Report (SPP/APR) measures results and compliance and includes a State Systemic Improvement Plan• Determinations reflect State performance on

results, as well as compliance• Differentiated monitoring and support focuses on

improvement in all States, but especially low performing States 12

Determinations

• OSEP must annually determine if a State “Meets Requirements,” “Needs Assistance,” or “Needs Intervention.” States must also make determinations of their LEAs• Previously, OSEP only considered compliance in

making State determinations.• Beginning with its 2014 determinations, OSEP

considered results and compliance as factors in making State Determinations under Section 616(d)

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Part B Profiles

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Georgia Profile Page

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State Performance Plan/ Annual Performance Report

• New 6 year SPPs (Indicators 1-16) were submitted on February 1, 2015• A new indicator in the SPPs (Indicator 17) is

the State Systemic Improvement Plan (SSIP), an ambitious yet achievable, multi-year plan focused on improving results for student with disabilities was submitted on April 1, 2015• Next SPP is due February 1, 2016 and SSIP is

due April 1, 2016 18

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Year 1—FFY 2013Delivered by Apr 2015

Year 2—FFY 2014Delivered by Apr 2016

Years 3-6—FFY 2015-18Feb 2017- Feb 2020

Phase IAnalysis

Phase IIPlan

Phase IIIEvaluation

• Data Analysis;• Infrastructure Analysis;• State-identified

measureable result;• Coherent Improvement

Strategies;• Theory of Action.

• Multi-year plan addressing:• Infrastructure

Development; • Support EIS

Program/LEA in Implementing Evidence-Based Practices;

• Evaluation Plan.

• Reporting on Progress including:• Results of Ongoing

Evaluation;• Extent of Progress.

• Revisions to the SPP .

SSIP Activities by Phase

State-Identified Measureable Result – Part BWhat are States working on?

•Graduation: 13 AK, DC, FL, GA, MN, MT, NC, ND, NJ, PA, RMI, VA, WV

•Reading/ELA: 34 AR, AS, AZ, CNMI, CO, CT, DE, FSM, GU, HI, IA, ID, IL, IN, KS, LA, MI, MS, NE, NV, NM, NY, OH, OK, OR, Palau, SC, SD, TN, TX, VI, WA, WI, WY

•Math: 7 KY, MD, ME, PR, RI, UT, VT

•Reading and Math: 2 CA, MO

•Early Childhood Outcomes: 2 MA, NH

•Post-school Outcomes: 2 AL, BIE20

What We Learned AboutStakeholder Involvement

• Stakeholders were identified, but their involvement was not adequately described

• In Phase II, we want to see how States will be intentionally and meaningfully including stakeholders in the development, implementation and evaluation of their plan

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Differentiated Monitoring and Support

• SSIP Implementation Support Activities, including on site visits and desk support• All States will get TA on SSIP development and

general TA from OSEP-funded TA Centers• Targeted and intensive TA based on determinations

and SSIP• Connecting our work with other programs that

support work in the reform areas including increasing high quality early learning opportunities, implementing college and career ready standards, and turning around the lowest performing schools 22

GRADS 360osep.grads360.org

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Center for Parent Information and Resourceswww.parentcenterhub.org

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Questions?

Thank you!!

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