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Part B Indicators 1 & 2

Part B Indicators 1 & 2. Graduation and Dropout. Western Regional Resource Center APR Clinic 2010 • November 1-3, 2010 • San Francisco, California. Submission Dates. Western Regional Resource Center APR Clinic 2010. Graduation Indicator (B-1).

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Part B Indicators 1 & 2

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  1. Part B Indicators 1 & 2 Graduation and Dropout Western Regional Resource Center APR Clinic 2010 • November 1-3, 2010 • San Francisco, California

  2. Submission Dates Western Regional Resource Center APR Clinic 2010

  3. Graduation Indicator (B-1) Percent of Youth with IEPs graduating with a regular diploma Data source and measurement aligned with ESEA States must report using the rate calculation and timelines established by USDE under Title I of the ESEA One year data lag — For the February 2011 APR, use data from SY 2008-09 and compare the results to the target. Provide the actual numbers used in the calculation. Use data reported in the State CSPR Sampling is not allowed

  4. What is the New ESEA Adjusted Cohort calculation method? The percent of Youth with IEPs graduating with a regular diploma

  5. Graduation Indicator (B1)

  6. Extended-Year Rates • …to give states, districts and schools credit for students who take longer than four years to graduate with a regular high school diploma Data source and measurement aligned with ESEA • States should have applied to the Secretary of Education to use the extended-year rate in addition to the 4-year graduation rate for AYP determinations • To be arranged between individual states and OESE • The extended-year rate should not be limited to specific groups of students such as students with disabilities and English language learners

  7. Targets, Timelines & Reporting • Targets should be the same as the annual graduation rate targets set under Title I of the ESEA • Timelines for Implementation: 2010-2011 • Describe the results of data examination of the data for the year before the reporting year. Sampling of data is not allowed • Provide actual numbers used in the calculation • Provide narrative that describes the conditions youth must meet to graduate with a regular diploma. If different for youth with IEPs, explain why.

  8. Graduation Q&A • New calculation, new baseline, new targets • When does it become baseline? • Can States revise targets? • How should States set new targets? • The key is to document and explain what you are doing in your APR!

  9. Dropout Indicator (B-2) • Percent of Youth with IEPs dropping out • Data source and measurement aligned with ESEA • States must report using the dropout data used in the ESEA graduation rate and follow the timelines established by the department under ESEA • One-year data lag • Use state level data dropout data collected for ESEA reporting in the CSPR (Table N/X032) • Sampling is not allowed

  10. Targets, Timelines & Reporting • Targets should be the same as the annual dropout rate targets set under Title I of the SEA • Describe the results of data examination of the data for the year before the reporting year. Sampling is not allowed • Provide actual numbers used in the calculation • Provide a narrative that describes what counts as dropping out for all youth. If different for youth with IEPs, explain why. • Timelines for Implementation: 2010-2011

  11. Dropout Q&A • Is there a standard dropout rate calculation for students with disabilities? • What if my state doesn’t have dropout rate targets under ESEA? • How should we set new dropout targets?

  12. General Implications • Many states are having to change calculation methods, reset baselines, revise graduation indicator targets in SPP/APR and set dropout targets for ESEA • The new ESEA regulations require states to use longitudinal data by SY 2010–11 to calculate the 4-year adjusted cohort graduation rate. To comply, states must have a longitudinal data system in place with the capacity to yield this information and 5 years of data on students. • Because the regulations do not establish specific long-term goals or annual growth targets, concern exists that states could continue to set low goals and small growth targets.

  13. What’s Next • States will need to familiarize themselves and their districts with the new requirements and assess what needs to be done in order to meet reporting timelines. • Many questions left to answer! OSEP is working with NDPC-SD, Center on Data Accountability and other relevant parties to address these questions.

  14. Useful Links Guidance on ESEA graduation reporting: A Uniform, Comparable Graduation Rate (October 2008) http://www2.ed.gov/policy/elsec/reg/proposal/uniform-grad-rate.html Information on the CSPR due December 17, 2010CSPR: Part I for Reporting on SY 2009-10 Attachment B-1: Overview of EdFacts Data http://www2.ed.gov/about/inits/ed/edfacts/edfacts-calendar.doc OSEP SPP-APR Calendar http://spp-apr-calendar.tadnet.org/

  15. Contact Information Matthew Klare, Ph.D. NDPC-SD – Clemson University 209 Martin Street Clemson, SC 29631 mklare@clemson.edu www.ndpc-sd.org

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