ODSS FALL CONFERENCE Oklahoma State Department of Education Special Education Services Dr. Rene Axtell Assistant State Superintendent October 23, 2014 AGENDA RESULTS DRIVEN ACCOUNTABILIT Y (RDA) DATA DISTRICT DATA PROFILES (DDP)/ DETERMINATIONS GENERAL SUPERVISION TECHNICAL ASSISTANCE PROFESSIONAL DEVELOPMENT MODULES ASSESSMENTS & ACCOMMODATIONS OAAP OVERVIEW UNITED STATES DEPARTMENT OF EDUCATION (USDE), OFFICE OF SPECIAL EDUCATION PROGRAMS (OSEP) has changed the way in which states must collect and report data from Local Education Agencies (LEA) In preparation of the February 2015 State Performance Plan (SPP)/Annual Performance Report (APR) submission which will focus on student level accountability, states were issued a new state level profile State Determinations were made based on the new accountability system OVERVIEW Part B June 2014 determinations used both compliance and results data Each contributed 50 percent to the calculation Part B determinations were calculated using both a : Compliance Matrix Results Matrix containing 6 results elements NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP) Percentage of 4 th grade students, with disabilities, excluded from the NAEP Percentage of 8 th grade students, with disabilities, excluded from the NAEP Percentage of 4 th graders scoring at basic or above in math and reading on the NAEP Percentage of 8 th graders scoring at basic or above in math and reading on the NAEP REGULAR STATEWIDE ASSESSMENT Percentage of students with disabilities participating in regular statewide assessment in 4 th and 8 th grade in math and reading Percentage of students with disabilities participating in alternate assessment based on modified academic achievement Proficiency gaps in 4 th and 8 th grade in math and reading STUDENT PARTICIPATION Participation rates in statewide assessments are based on analysis of participation rates across all states, established 3 groupings: At least 90% - 2 points 81-89% - 1 point 80% or less - zero PROFICIENCY GAPS For state assessment performance, states were rank ordered by proficiency gaps between students with disabilities and all students in both math and reading Top 1/3 of states with smallest gaps – 2 points Middle 1/3 – 1 point Bottom 1/3 - zero CALCULATION OF DETERMINATION 2014 Results Percentage was calculated for each state based on the percentage of total possible points on results elements A total RDA percentage was calculated for each state based on 50% compliance and 50% results RDA percentage and special conditions factors were taken into account and states were placed in determinations categories. DETERMINATIONS Meets Requirements – at least 80% unless continuing special conditions from last 3 years Needs Assistance – 60% to 79% or 80% or higher and special conditions Needs Intervention – less than 60% Needs Substantial Intervention – No states Part B Compliance Indicator Performance Full Correction of Findings of Noncompliance Identified Score Indicator 4B 0.00% N/A 2 Indicator 9 0.00% N/A 2 Indicator 10 0.00% N/A 2 Indicator 11 96.25% Y 2 Indicator 12 90.00% Y 2 Indicator 13 92.64% Y 2 Indicator 15 Not valid and reliable data 0 Indicator 20 93.33% 1 Timely State Complaint Decisions 100.00% 2 Timely Due Process Hearing Decisions 100.00% Y Longstanding Noncompliance 2 1 • Special Conditions NONE • Uncorrected identified noncompliance Yes 2 to 4 Years Total 18 Points Earned Total Possible Points % 18 22 81.92% Oklahoma Part B Results Driven Accountability Matrix: 2014 Reading Component Elements Performance Percentage of 4th and 8th Grade Children with Disabilities Participating in Regular Statewide Assessments 48.00% Proficiency Gap for 4th and 8th Grade Children with Disabilities on Regular Statewide Assessments Data Suppressed Percentage of 4th Grade Children with Disabilities Scoring at Basic or Above on the National Assessment of Educational Progress 26.00% Percentage of 4th Grade Children with Disabilities Excluded from Testing on the National Assessment of Educational Progress 9.00% Percentage of 8th Grade Children with Disabilities Scoring at Basic or Above on the National Assessment of Educational Progress 33.00% Percentage of 8th Grade Children with Disabilities Excluded from Testing on the National Assessment of Educational Progress 8.00% Math Component Elements Performance Percentage of 4th and 8th Grade Children with Disabilities Participating in Regular State Assessment 51.00% Proficiency Gap for 4th and 8th Grade Children with Disabilities on Regular Statewide Assessments Data Suppressed Percentage of 4th Grade Children with Disabilities Scoring at Basic or Above on the National Assessment of Educational Progress 58.00% Percentage of 4th Grade Children with Disabilities Excluded from Testing on the National Assessment of Educational Progress 10.00% Percentage of 8th Grade Children with Disabilities Scoring at Basic or Above on the National Assessment of Educational Progress 25.00% Graduation Component Elements Performance Score Placeholder Placeholder Placeholder Results Total Points Available Results Points Earned Results Performance 16 8 50.00% Compliance Total Points Available Compliance Points Earned Compliance Performance 22 81.82% 18 Results Driven Accountability Percentage and Determination 65.91%6565.91% NEEDS ASSISTANCE CURRENT DETERMINATIONS PART B – COMPLIANCE INDICATORS ONLY CURRENT DETERMINATIONS PART B – WITH QUALTIY INDICATORS INCLUDED WHAT DOES THIS MEAN FOR THE STATE OF OKLAHOMA? THE FUTURE OF SPECIAL EDUCATION DATA IN OKLAHOMA Over the next year, the SDE intends to review the processes in place for the collection and reporting of Special Education data. As data becomes increasingly important, the SDE would like to ensure that districts are properly prepared to fulfill the requirements that are placed upon them. In order to do this, several measures are currently in development, including: Creation of a Data Boot Camp Development of guidance for each report Improving the usefulness of reports allowing districts to make more data driven decisions Interfacing with the WAVE to decrease the amount of duplicated data entry DISTRICT DATA PROFILES (DDP) Data profiles show performance on the targets identified in the State Performance Plan (SSP). Districts are provided these profiles annually. This year, SDE completed a review of the calculations that supply the numbers for the data profiles in order to improve transparency and understanding of the performance targets. This review helped SDE develop guidance for the district data profiles. This guidance will be sent to districts along with the DDP and is available on the SDE Special Education website under Data and Reporting: Part B. DDP will be mailed to districts on Monday, October 27, 2014. Indicator and Targets Data Source and Measurement 1. Percent of students with Data Source: Same data as used for reporting to the Department of Education under the disabilities in Grade 12 Elementary and Secondary Education Act (ESEA) who graduated with a diploma State Target – Greater than or equal to 82.40% 2. Percent of exited students with disabilities who dropped out. State Target – less than 4.05% Measurement: The number of special education students who graduated with a diploma divided by the number of special education students in the graduating cohort year. Data Source: Special Education Updated Child Information Measurement: The count by Exit Code is taken from the child information in the Special Education Updated Child Information The Adjusted Dropout Rate is calculated: # of students indicated as Dropped Out + # of students indicated as Moved, not Known to be Continuing Divided by the Adjusted Total: # of students indicated as Died + # of students indicated as Dropped Out + # of students indicated as Graduated with Diploma + # of students indicated as Moved, not Known to be Continuing + # of students indicated as Reached Max Age Formula: (Adjusted Dropout Rate) / (Adjusted Total) If the districts percentage is less than 4.05% then they meet the target otherwise they are marked as does not meet target. IN THE MEANTIME… OSDE-SES must issue DETERMINATIONS based on the District Data Profiles based on 4 levels as outlined in the General Supervision Manual: Meets Requirements Needs Assistance Needs Intervention Needs Substantial Intervention WHAT CAN I DO BASED ON MY DETERMINATION? HOW DO I PREPARE FOR RESULTS DRIVEN ACCOUNTABILITY? TA/PD OVERVIEW For an over view of technical assistance and professional development, please see this page: http://ok .gov/sde/over vi ew -technical-assistanceand-professionaldevelopment REQUESTS FOR TA/PD Requests for technical assistance and professional development from the OSDE-SES can be made by clicking the red button on our webpage. Once you click the button, you’ll be taken to a Google form to submit your request. Submitting requests through this form helps us more efficiently track requests and determine areas of need. PROFESSIONAL DEVELOPMENT DIRECTORY http://ok.gov/sde/professional-development-directory PD MODULES Complete (9/5/14) In Process Special Education 101 Behavior Interventions Accommodations Co-Teaching Early Childhood Outcomes Formative Assessments Policies, Handbook, Process Alternate Assessments Secondary Transition FBA/BIP Academic Interventions Disability Categories Universal Design for Learning Confidentiality/FERPA Assistive Technology Section 504 PD MODULES Contents: Overview (contents/timeframe/audience) Materials (activities/resources/information) PPT Notes PD MODULES For use by LEAs, schools, and other interested stakeholders. Developed to efficiently meet the PD needs of LEAs and schools. Intended to build coherence around best practices. TECHNICAL ASSISTANCE DIRECTORY http://ok.gov/sde/ses-tech-assistance TECHNICAL ASSISTANCE DIRECTORY Self-Assessments Instructions Target PD Resources Improvement Plan Template http://ok.gov/sde/ses-tech-assistance ASSESSMENTS & ACCOMMODATIONS ACCOMMODATIONS A critical part of teaching and assessing students with disabilities… is providing them with accommodations that support learning and that support their ability to show what they know and can do. NICHY (2007). Assessment and Accommodations, Evidence for Education, V2, Issue 1, p. 1 ACCOMMODATIONS Practices and procedures that provide equitable access during instruction and assessment for students with disabilities Intended to reduce or even eliminate the effects of a student’s disability Do not reduce learning expectations Must be consistent across classroom instruction, classroom assessments, district-wide assessments, and statewide assessments. ACCOMMODATIONS Practices and procedures in the areas of: - Presentation - Response - Setting - Timing/Scheduling Provide equitable access during instruction and assessments for students with disabilities. OSTP ACCOMMODATIONS OKLAHOMA ALTERNATE ASSESSMENT PROGRAM Portfolio •Science and Social Studies Dynamic Learning Maps (DLM) •Math and ELA OAAP TIMELINE 2014-2015 OAAP RESOURCES AND WEBPAGE Information and resources for the 2014 -15 OAAP is available at http://ok.gov/sde/assessment. 2014-15 Portfolio Training DLM Resources, Timeline Educator Portal Link OAAP Updates Portfolio Administration Manual OAAP WEEKLY UPDATES Information about the 2014-15 OAAP is disseminated weekly via Oklahoma State Department of Education listservs. Checklist containing timely notices; Dynamic Learning Map (DLM) developments; and PEARSON Access/Portfolio Administration information. To subscribe, email Kurt.Johnson@sde.ok.gov. *All updates are archived also posted to http://ok.gov/sde/assessment QUESTIONS/COMMENTS Oklahoma State Department of Education Special Education Services Division 2500 N. Lincoln Blvd. Oklahoma City, OK 73105 Email: Special.Ed@sde.ok.gov Phone: (405) 521-3351