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More than numbers

Learn how states are using general supervision systems to improve outcomes for children with disabilities. Explore examples of changes made to supervision systems and discover resources for leveraging these systems to drive student success.

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More than numbers

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  1. More than numbers Using Data to Build LEA Capacity to Improve Outcomes

  2. OSEP Disclaimer 2019 OSEP Leadership Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2019 OSEP Leadership Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)

  3. Slide 3 RDA- Results Driven Accountability RBA-Results Based Accountability

  4. General Supervision in an Era of Results Driven Accountability: NCSI Collaboratives • Cross-State Learning Collaboratives bring states together to form networks of shared leadership and peer support. • We believe we can learn best from each other and improve together in networked communities.

  5. General Supervision in an Era of Results Driven Accountability: NCSI Collaboratives RBA Collaborative Purpose Statement: To build capacity of State Education Agencies and Lead Agencies in the implementation of comprehensive general supervision systems that serve to improve outcomes for children with disabilities, while maintaining compliance under IDEA.

  6. General Supervision in an Era of Results Driven Accountability: NCSI Collaboratives

  7. General Supervision in an Era of Results Driven Accountability: NCSI Collaboratives RBA states are in various places on a continuum, ranging from a focus primarily on compliance to a balanced focus on improving results as well as ensuring compliance.

  8. Context on the RBA Journey As stated in section 616 of the 2004 amendments to the IDEA: “The primary focus of Federal and State monitoring activities described in paragraph (1) shall be on – • (A) improving educational results and functional outcomes for all children with disabilities; and • (B) ensuring that States meet the program requirements under this part, with a particular emphasis on those requirements that are most closely related to improving educational results for children with disabilities.”

  9. Context on the RBA Journey Yet prior to 2014... • “...the Department’s primary focus was to determine whether states were meeting procedural requirements such as timelines for evaluations, due process hearings and transitioning children into preschool services. • While these compliance indicators remain important to children and families, under the new framework known as Results-Driven Accountability (RDA), the Department will also include educational results and outcomes for students with disabilities in making each state’s annual determination under the Individuals with Disabilities Education Act (IDEA).” US DOE’s press release on RDA: https://www.ed.gov/news/press-releases/new-accountability-framework-raises-bar-state-special-education-programs

  10. Context on the RBA Journey • To refocus federal, state, and local efforts on improving results (in addition to maintaining compliance), OSEP launched its RDA initiative. • RDA = results driven accountability

  11. Context on the RBA Journey RDA's Three Components: • State Performance Plan/Annual Performance Reports (SPP/APR), which measures results and compliance and includes the State Systematic Improvement Plans (SSIPs), designed to improve outcomes in targeted areas. • Determinations, which reflect state performance on results, as well as compliance. • Differentiated monitoring and support for all states

  12. Context on the RBA Journey RDA's Three Components: • State Performance Plan/Annual Performance Reports (SPP/APR), which measures results and compliance and includes the State Systematic Improvement Plans (SSIPs), designed to improve outcomes in targeted areas. • Determinations, which reflect state performance on results, as well as compliance. • Differentiated monitoring and support for all states General Supervision!

  13. General Supervision as Leverage to Improve Results Similar to OSEP, many states are taking a critical look at their general supervision systems and identifying ways to amplify their focus on improving results in addition to ensuring compliance with IDEA.

  14. General Supervision as Leverage to Improve Results Examples of changes states have made to their systems as part of RBA efforts: • Introduced results or outcomes data points to their LEA determinations and/or risk assessments (for monitoring and/or support) • Differentiated monitoring and support to LEAs • Collaborated with ESSA efforts to provide support to LEAs focused on improving student outcomes • Created new professional development opportunities for LEAs around effective use of data • Deepened state agency capacity to support LEAs with improvement planning

  15. General Supervision as Leverage to Improve Results • To support state efforts, NCSI, in collaboration with states and with OSEP, created a new resource entitled “Leveraging General Supervision Systems to Improve Student Outcomes: A Process Guide for IDEA Part B.” • This process guide is intended to help states and stakeholders consider ways to leverage their general supervision systems to improve outcomes for students with disabilities and their families while ensuring compliance with the Individuals with Disabilities Education Act (IDEA).

  16. General Supervision as Leverage to Improve Results • Process facilitated by NCSI staff with team of state stakeholders. • Six steps designed to help states and stakeholders evaluate the extent to which their general supervision system is designed to improve results.

  17. Background Information • 401 Active Local Education Agencies • 1,141248 students • 170,209 students with disabilities (14.9%) • 47.4% of students on Free/Reduces Lunches

  18. Why RDA? Graduation Rate Results vs. Compliance

  19. RDA in Indiana • A Comprehensive Look at a District System • A Shift from Compliance toBoth Results andCompliance • A Culmination of the Work our Office has Been Doing

  20. RDA Determinations in Indiana

  21. Breakdown of Results

  22. Breakdown of Compliance and Data

  23. Cross Office Collaboration

  24. Lessons Learned • Be Bold-jumping in with both feet is ok! • Involve Stakeholders through every step • Transparency is crucial • Be aware of Data Governance and IT Structure • Use data to drive decision-making and inform stakeholders • This is journey of continuous improvement-Be open to change! • Strive to align and integrate across systems within your SEA

  25. Discussion Questions • To what extent do you feel your current general supervision system supports the goal of improving educational results and functional outcomes for students with disabilities? In what ways? • What pieces about the Indiana general supervision system resonated with you? How might this apply to the work being done in your state?

  26. OSEP Disclaimer 2019 OSEP Leadership Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2019 OSEP Leadership Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)

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