WHAT A GREAT IDEA!! Focusing on Results and Using IDEA (Individuals with Disabilities Education Act) Part D Investments to Support Improved Outcomes for ALL Students 2014 National Title I Conference February 3, 2014 Ruth Ryder, Office of Special Education Programs, U.S. Department of Education David Guardino, Office of Special Education Programs, U.S. Department of Education Angela Tanner-Dean, Office of Special Education Programs, U.S. Department of Education

Today’s agenda Our Mission Alignment Collaboration A Focus on Results Connections Resources to Support All Students Part D Investments 2

to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access ED Mission to provide leadership to achieve full integration and participation in society of people with disabilities by ensuring equal opportunity and access to, and excellence in, education, employment and community living OSERS Mission to improve results for infants, toddlers, children and youth with disabilities ages birth through 21 by providing leadership and financial support to assist states and local districts...[and by] ensuring that the rights of infants, toddlers, children, and youth with disabilities and their parents are protected OSEP Mission Alignment within the Department 3

… and across Offices to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access ED Mission 4 to promote academic excellence, enhance educational opportunities and equity for all of America's children and families, and to improve the quality of teaching and learning by providing leadership, technical assistance and financial support OESE Mission to promote accountability for improving student achievement by ensuring that States implement rigorous systems of standards, assessments, and accountability that motivate educators to assume responsibility for getting each and every student to achieve at high levels SASA Mission to build the capacity of States and districts to improve student outcomes, and sustain the reforms, in their lowest-performing schools OST Mission

ED Collaboration: Building Bridges with partners across ED Effective Communication: Meaningfully engage staff across program offices Changing conversation with States and Stakeholders Coordinated Monitoring: Working together across program offices to multiple perspectives Supporting States in ensuring that local implementation addresses the needs of all students Coordinated Technical Assistance Leveraging resources and expertise Streamlining assistance to facilitate comprehensive reforms Ensuring that support addresses needs of all students 5

Where are the connections? All Students have access to instruction aligned with college and career ready standards States, locals, and schools are accountable to raise performance and close achievement gaps All teachers are evaluated more accurately to support improvements to teaching and learning ESEA Flex (OESE/SASA) Results Driven Accountability (OSEP) School Turnaround (OESE/OST) IMPROVED OUTCOMES FOR ALL STUDENTS 6

IDEA: Results-Driven Accountability All components of an accountability system will be aligned in a manner that best support States in improving results for infants, toddlers, children and youth with disabilities, and their families. State Performance Plan/Annual Performance Report (SPP/APR) measures results and compliance. Differentiated monitoring and support for all States, but especially low performing States. Annual determinations reflect State performance on results, as well as compliance. 7

Title I — Improving The Academic Achievement Of The Disadvantaged The purpose of this title is to: ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments. This purpose can be accomplished by — (1) ensuring that high-quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with challenging State academic standards so that students, teachers, parents, and administrators can measure progress against common expectations for student academic achievement; (2) meeting the educational needs of low-achieving children in our Nation's highest-poverty schools, limited English proficient children, migratory children, children with disabilities, Indian children, neglected or delinquent children, and young children in need of reading assistance;

Title I continued: (3) closing the achievement gap between high- and low-performing children, especially the achievement gaps between minority and nonminority students, and between disadvantaged children and their more advantaged peers; (4) holding schools, local educational agencies, and States accountable for improving the academic achievement of all students, and identifying and turning around low-performing schools that have failed to provide a high-quality education to their students, while providing alternatives to students in such schools to enable the students to receive a high-quality education; (5) distributing and targeting resources sufficiently to make a difference to local educational agencies and schools where needs are greatest;………………

Individuals with Disabilities Education Act, Part D: Purpose Systemic change benefiting all students, including children with disabilities, requires the involvement of States, local educational agencies, parents, individuals with disabilities and their families, teachers and other service providers, and other interested individuals and organizations to develop and implement comprehensive strategies that improve educational results for children with disabilities.

Part D Funds Contributed to the Development of: Captioning AIM Progress monitoring Assessment: 1% and RTT assessment Accommodations Personnel standards IHE Reform Social emotional interventions PBIS RTI Intensive interventions Autism interventions Communities of Practice 11

OSEP Discretionary Program Appropriation Requests Program2014 Amount Education Technology, Media and Materials $29,600,000 Parent Information Centers Program $24,500,000 Personnel Preparation$85,800,000 State Personnel Development Grants (SPDG $45,000,000 Technical Assistance and Dissemination (TA&D) $46,800,000

Educational Technology, Media, and Materials Program Primary source of support for accessible technology and media-related activities under the Individuals with Disabilities Education Act (IDEA). Technology activities promote the development, demonstration, and use of technology, including products with universal design features. It includes activities such as: Research on using technology to improve learning and provide access to curricula, and technical assistance and dissemination activities to enhance the use of technology by parents and teachers. Media and materials activities include closed captioning, video description, the timely provision of books and other educational materials in accessible formats, and other activities that improve access to education for students with disabilities.

fair, equal, and significant opportunity 14

Parent Program Primary vehicle under the Individuals with Disabilities Education Act (IDEA) for providing information and training to parents of children with disabilities. The program supports competitive awards to help ensure that: Children with disabilities and their parents receive training and information designed to assist these children in meeting developmental and functional goals and challenging academic achievement goals, and in being prepared to lead productive independent adult lives; Children with disabilities and their parents receive training and information on their rights, responsibilities, and protections under IDEA, in order to develop the skills necessary to cooperatively and effectively participate in planning and decision making relating to early intervention, educational, and transitional services; and Parents receive coordinated and accessible technical assistance and information to assist them in improving early intervention, educational, and transitional services and results for their children and families.

distributing and targeting resources sufficiently to make a difference 16

Personnel Development Program Helps meet State-identified needs for adequate numbers of fully certified personnel to serve children with disabilities by supporting competitive awards to: Provide research-based training and professional development to prepare special education, related services, early intervention, and regular education personnel to work with children with disabilities; Ensure that those personnel are highly qualified, and possess the skills and knowledge that are needed to serve children with disabilities; and Ensure that regular education teachers have the necessary knowledge and skills to provide instruction to students with disabilities in regular education classrooms.

high-quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials 19

State Personnel Development Grants Provides grants to assist State educational agencies (SEAs) in reforming and improving their systems for personnel preparation and professional development of individuals providing early intervention, educational, and transition services to improve results for children with disabilities.

closing the achievement gap between high- and low-performing children 21

Technical Assistance and Dissemination (TA&D) The Department’s primary vehicle under the IDEA for providing educators, policymakers, other service providers, and parents of children with disabilities with information on effective practices for meeting the needs of children with disabilities and their families. The program makes competitive awards to provide technical assistance, support model demonstration projects, disseminate useful information, and implement activities that are supported by scientific research. 22

Technical Assistance on School, LEA, and SEA Improvement Frameworks PBIS SWIFT ECTA SISEP Learning Port 23

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identifying and turning around low- performing schools 25

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meeting the educational needs of low-achieving children in our Nation's highest-poverty schools

Resources!! 29

Questions? Contact Information: Ruth Ryder – David Guardino – Angela Tanner-Dean – Resources: