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