1. Results-Driven Accountability OFFICE OF SPECIAL EDUCATION PROGRAMS 1

2. Individuals with Disabilities Education Act Purposes Ensure that infants and toddlers with disabilities and their families receive early intervention services and their rights are protected Assist States and local programs Ensure EIS providers and parents have the necessary tools To assess and ensure effectiveness 2

3. Statutory Monitoring Focus Primary Monitoring Focus  Improving early intervention results and functional outcomes for all children with disabilities  In the past, our focus was on ensuring that States meet IDEA program procedural requirements 3

4. What we focus on is what improves. 4

5. Over the course of the last nine years OSEP has taken the steps necessary to prepare for a results focused accountability system Data timeliness and quality much improved Compliance rates much improved 5

6. RDA OVERVIEW 6

7. Vision for RDA 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. 7

8. 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 for OSEP to target its work and investments to best support States in improving results for infants, toddlers, children and youth with disabilities. RDA Mission 8 A L I G N M E N T

9. Core Principles Principle 1: Partnership with stakeholders. Principle 2: Transparent and understandable to educators and families. Principle 3: Drives improved results Principle 4: Protects children and families Principle 5: Differentiated incentives and supports to States Principle 6: Encourages States to target resources and reduces burden Principle 7: Responsive to needs 9

10. OSEP Theory of Action 10 Vision: All infants, toddlers, children, and youth with disabilities will achieve improved educational results and functional outcomes. : All infants, toddlers, children, and youth with disabilities will receive individualized services in natural settings. Strands of ActionIf OSEPThen … provides guidance in a timely and responsive manner..communicates its vision effectively … States will have the information they need to align their activities to OSEP’s vision …States will promote higher expectations for CWD …States, LEAs and EIS providers will have higher expectations for CWD, will access resources to provide effective interventions and services to infants, toddlers, children, and youth with disabilities …All infants, toddlers, children, and youth with disabilities will receive individualized services in natural settings and demonstrate improved educational results and functional outcomes … engages strategically with other ED programs, Federal agencies, States, grantees and outside organizations … OSEP will more effectively leverage resources to improve services for CWD OSEP will increase the reach and impact of its work … provides differentiated resources and evidence-based information …supports the development of effective personnel that support CWD … States have increased capacity to support LEAs and EIS providers to deliver effective interventions …the number of effective personnel will increase … holds States and grantees accountable for clearly identified, measureable results …engages States in planning, assessment and evaluation … States put systems in place that lead to improved results for CWD and protect the rights of children and families Technical Assistance Accountability Leadership Collaboration

11. Components of RDA State Performance Plan/Annual Performance Report (SPP/APR) measures results and compliance. Determinations reflect State performance on results, as well as compliance. Differentiated monitoring and technical assistance supports improvement in all States, but especially low performing States. 11

12. SPP/APR Focused on Systemic Improvement Reduce burden Reduce indicators (- B-15 and 20; C-9 and 14) Pare down reporting requirements to just those specifically required One comprehensive improvement plan focused on analyzing current system and redesigning as necessary to improve results 12

13. State Systemic Improvement Plan 13 The SPP/APR includes a comprehensive, multi-year State Systemic Improvement Plan (SSIP), focused on improving results for student with disabilities, that includes the following components…

14. Year 1— FFY 2013 Delivered by April 2015 Year 2— FFY 2014 Delivered by Feb 2016 Years 3-6— FFY 2015-18 Feb 2017- Feb 2020 Phase I Analysis Phase II Plan Phase III Evaluation Data Analysis; Infrastructure Analysis; State-identified measureable result; Coherent Improvement Strategies; Theory of Action. Multi-year plan addressing: Infrastructure Development; Support EIS Program/LEA in Implementing Evidence-Based Practices; Evaluation Plan. Reporting on Progress including: Results of Ongoing Evaluation; Extent of Progress. Revisions to the SPP. 14 SSIP Activities by Phase

15. Conduct root cause analysis (including infrastructure) to identify contributing factorsConduct root cause analysis (including infrastructure) to identify contributing factors For each contributing factor, identify both barriers and leverage points for improvementFor each contributing factor, identify both barriers and leverage points for improvement Conduct root cause analysis (including infrastructure) to identify contributing factorsConduct root cause analysis (including infrastructure) to identify contributing factors For each contributing factor, identify both barriers and leverage points for improvementFor each contributing factor, identify both barriers and leverage points for improvement Search/evaluate evidence- based solutions (Exploration Phase)Search/evaluate evidence- based solutions (Exploration Phase) Develop action steps (address barriers/use leverage points)Develop action steps (address barriers/use leverage points) Develop Theory of ActionDevelop Theory of Action Develop Plan for Improvement (Implementation Framework)Develop Plan for Improvement (Implementation Framework) Search/evaluate evidence- based solutions (Exploration Phase)Search/evaluate evidence- based solutions (Exploration Phase) Develop action steps (address barriers/use leverage points)Develop action steps (address barriers/use leverage points) Develop Theory of ActionDevelop Theory of Action Develop Plan for Improvement (Implementation Framework)Develop Plan for Improvement (Implementation Framework) Initiate Data AnalysisInitiate Data Analysis Conduct broad Infrastructure AnalysisConduct broad Infrastructure Analysis Identify problem areaIdentify problem area Initiate Data AnalysisInitiate Data Analysis Conduct broad Infrastructure AnalysisConduct broad Infrastructure Analysis Identify problem areaIdentify problem area Evaluation of progress annuallyEvaluation of progress annually Adjust plan as neededAdjust plan as needed Evaluation of progress annuallyEvaluation of progress annually Adjust plan as neededAdjust plan as needed How well is the solution working? What is the problem ? Why is it happening? What shall we do about it? 15 SSIP Phase I SSIP Phase I and II SSIP Phase III SSIP Phase I

16. Differentiated Monitoring and Support SSIP Implementation Support activities, including on site visits and desk support All States will get TA on SSIP development and general TA from Regional Resource Centers and other OSEP-funded TA Centers Targeted TA based on determinations and SSIP Low performing States will get more intensive support Connecting our work with Early Learning, SIG and ESEA Flex 16

17. OSEP Results-Driven Accountability Conceptual Framework for OSEP Differentiated Monitoring and Support to State Education Agencies and Lead Agencies Based on Their Levels of IDEA Implementation and Capacity to Support Improved Results 17 High Implementation X High Capacity = Improved Results for Children with Disabilities

18. 18 OSEP State Systemic Improvement Plan: A Conceptual Framework for Improving Results for Children with Disabilities

19. RDA Incentive Grant Proposed in the 2015 budget $100 million from IDEA Part B section 611 4 year competitive grants to States for Part B and Part C To support States in implementing their SSIPs States must agree to use results data in their LEA determinations 19

20. SSIP IMPLEMENTATION SUPPORT ACTIVITIES 20

21. What are SSIP Implementation Support Activities? SSIP Implementation Support Activities are an opportunity for: The State, State partners (including OSEP funded TA centers),and OSEP to engage in conversation focused on the SEA’s and LA’s work on completing the SSIP OSEP and State partners to support the SEA/LA efforts to complete Phase I of the SSIP OSEP and State partners to analyze the States’ capacity to support LEA/EIS programs in implementing IDEA and improving outcomes OSEP and State partners to collaborate with the State to identify technical assistance and resources that the SEA/LA will need to increase their capacity to develop and implement the SSIP 21

22. SSIP Implementation Support Activities SSIP Implementation Support On-Site/Desk Support Activities are not IDEA compliance monitoring activities. OSEP will not be making findings based on conversations that occur during the SSIP Implementation Support on-site /desk support activities 22

23. Outcomes of SSIP Implementation Support Activities OSEP Increase understanding of the State’s capacity to support LEAs/EIS programs in implementing IDEA and improving outcomes for children with disabilities Inform the development of OSEP’s accountability system, including what TA and guidance OSEP will need to provide States States Identify resources that would be useful to States as they continue to work toward improved outcomes for all children Explore ways to leverage resources and affect change at the local level Increase understanding of the State’s capacity to complete the SSIP Increase awareness and begin to identify the TA and support that the State will need to develop and implement the SSIP 23

24. What should States expect during the SSIP Implementation Activities? The Implementation guide and agenda are tools to provide a framework for the discussion. The structure and focus of the on site or desk support activity should be determined based on the needs of the State State staff will initiate the discussion on specific components of the SSIP as outlined in the agenda template Stakeholders will engage in the discussion to support the State in the SSIP development OSEP staff will engage in the discussion with the State and State partners on the SSIP development There is no expectation that any forms be completed or minutes be taken during the meeting 24

25. What happens after the SSIP Implementation Activities? This is the first in a series of conversations that OSEP will have with States to complete the SSIP. Following the SSIP Implementation Activities, OSEP staff will continue to work with States to provide ongoing support and TA OSEP will not be issuing a formal report following the SSIP Implementation On-Site/Desk Support The State will receive a letter summarizing the big ideas discussed at the meeting and providing resources, as appropriate OSEP will send the State a survey about the initial conversation in order to inform OSEP’s future work with States 25