Oklahoma State Department of Education Special Education Services Dr. Rene Axtell Assistant State Superintendent October 23, 2014 ODSS FALL CONFERENCE

 RESULTS DRIVEN ACCOUNTABILITY (RDA) DATA  DISTRICT DATA PROFILES (DDP)/ DETERMINATIONS  GENERAL SUPERVISION  TECHNICAL ASSISTANCE  PROFESSIONAL DEVELOPMENT  MODULES  ASSESSMENTS & ACCOMMODATIONS  OAAP AGENDA

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 IndicatorPerformanceFull Correction of Findings of Noncompliance Identified Score Indicator 4B0.00%N/A2 Indicator 90.00%N/A2 Indicator %N/A2 Indicator %Y2 Indicator %Y2 Indicator %Y2 Indicator 15Not valid and reliable data0 Indicator %1 Timely State Complaint Decisions100.00%2 Timely Due Process Hearing Decisions %Y2 Longstanding Noncompliance1 Special ConditionsNONE Uncorrected identified noncompliance Yes 2 to 4 Years Total18 Points EarnedTotal Possible Points% %

Graduation Component ElementsPerformanceScore Placeholder

65.91% %NEEDS ASSISTANCE Results Driven Accountability Percentage and Determination Results Total Points AvailableResults Points EarnedResults Performance % Compliance Total Points AvailableCompliance Points Earned Compliance Performance %

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

 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, DISTRICT DATA PROFILES (DDP)

Indicator and TargetsData Source and Measurement 1. Percent of students with disabilities in Grade 12 who graduated with a diploma State Target – Greater than or equal to 82.40% Data Source: Same data as used for reporting to the Department of Education under the Elementary and Secondary Education Act (ESEA) 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. 2. Percent of exited students with disabilities who dropped out. State Target – less than 4.05% 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.

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 IN THE MEANTIME…

WHAT CAN I DO BASED ON MY DETERMINATION? HOW DO I PREPARE FOR RESULTS DRIVEN ACCOUNTABILITY?

TA/PD OVERVIEW  For an overview of technical assistance and professional development, please see this page: ew-technical-assistance- and-professional- development ew-technical-assistance- and-professional- development

 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. REQUESTS FOR TA/PD

 PROFESSIONAL DEVELOPMENT DIRECTORY

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 

 Self-Assessments  Instructions  Target PD Resources  Improvement Plan Template TECHNICAL ASSISTANCE DIRECTORY

ASSESSMENTS & 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. ACCOMMODATIONS

OSTP ACCOMMODATIONS

Portfolio Science and Social Studies Dynamic Learning Maps (DLM) Math and ELA OKLAHOMA ALTERNATE ASSESSMENT PROGRAM

OAAP TIMELINE

OAAP RESOURCES AND WEBPAGE Information and resources for the OAAP is available at  Portfolio Training  DLM Resources, Timeline  Educator Portal Link  OAAP Updates  Portfolio Administration Manual

OAAP WEEKLY UPDATES Information about the 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, *All updates are archived also posted to

QUESTIONS/COMMENTS Oklahoma State Department of Education Special Education Services Division 2500 N. Lincoln Blvd. Oklahoma City, OK Phone: (405)