1. Georgia Parent Mentor Kickoff: Inform, Imagine, Inspire with Results-Driven Accountability Ruth Ryder DEPUTY DIRECTOR OFFICE OF SPECIAL EDUCATION PROGRAMS September 22, 2015 1

2. Individuals with Disabilities Education Act Purposes Ensure that children with disabilities have a free appropriate public education and their rights are protected Assist States and localities Ensure educators and parents have the necessary tools Assess and ensure effectiveness 2

3. Purpose of IDEA “(c) (5)Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by-- (A) having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible, in order to-- (i) meet developmental goals and, to the maximum extent possible, the challenging expectations that have been established for all children; and (ii) be prepared to lead productive and independent adult lives, to the maximum extent possible; (B) strengthening the role and responsibility of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at home” (IDEA Section 601, Findings) 3

4. IDEA Supports Family Engagement IDEA funded parent centers have served as models for State and locally funded centers Parent Training and Information Centers Community Parent Resource Centers Parent Technical Assistance Centers Family engagement on advisory groups State Interagency Coordinating Councils – Section 641 of IDEA State Advisory Panels – Section 612 of IDEA More information at www.stateadvisory panel.org 4

5. Parent to Parent of GA 5

6. State Personnel Development Grants 6

7. Technical Assistance Centers 7

8. Dual Capacity-Building Framework The Dual Capacity-Building Framework can be used by states, districts and schools to guide their efforts in creating and sustaining family-school-community partnerships to improve students outcomes. www.ed.gov/family-and- community-engagement 8

9. OSEP has revised its accountability system to shift the balance from a system focused primarily on compliance to one that puts more emphasis on results. RDA – Shifting the Balance 9

10. What is the 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. 10

11. 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 11

12. What are the Components of RDA? State Performance Plan/Annual Performance Report (SPP/APR) measures results and compliance and includes a State Systemic Improvement Plan Determinations reflect State performance on results, as well as compliance Differentiated monitoring and support focuses on improvement in all States, but especially low performing States 12

13. Determinations OSEP must annually determine if a State “Meets Requirements,” “Needs Assistance,” or “Needs Intervention.” States must also make determinations of their LEAs Previously, OSEP only considered compliance in making State determinations. Beginning with its 2014 determinations, OSEP considered results and compliance as factors in making State Determinations under Section 616(d) 13

14. Part B Profiles 14

15. Georgia Profile Page 15

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18. State Performance Plan/ Annual Performance Report New 6 year SPPs (Indicators 1-16) were submitted on February 1, 2015 A new indicator in the SPPs (Indicator 17) is the State Systemic Improvement Plan (SSIP), an ambitious yet achievable, multi-year plan focused on improving results for student with disabilities was submitted on April 1, 2015 Next SPP is due February 1, 2016 and SSIP is due April 1, 2016 18

19. 19 Year 1— FFY 2013 Delivered by Apr 2015 Year 2— FFY 2014 Delivered by Apr 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. SSIP Activities by Phase

20. State-Identified Measureable Result – Part B What are States working on? Graduation: 13 AK, DC, FL, GA, MN, MT, NC, ND, NJ, PA, RMI, VA, WV Reading/ELA: 34 AR, AS, AZ, CNMI, CO, CT, DE, FSM, GU, HI, IA, ID, IL, IN, KS, LA, MI, MS, NE, NV, NM, NY, OH, OK, OR, Palau, SC, SD, TN, TX, VI, WA, WI, WY Math: 7 KY, MD, ME, PR, RI, UT, VT Reading and Math: 2 CA, MO Early Childhood Outcomes: 2 MA, NH Post-school Outcomes: 2 AL, BIE 20

21. What We Learned About Stakeholder Involvement Stakeholders were identified, but their involvement was not adequately described In Phase II, we want to see how States will be intentionally and meaningfully including stakeholders in the development, implementation and evaluation of their plan 21

22. 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 OSEP-funded TA Centers Targeted and intensive TA based on determinations and SSIP Connecting our work with other programs that support work in the reform areas including increasing high quality early learning opportunities, implementing college and career ready standards, and turning around the lowest performing schools 22

23. GRADS 360 osep.grads360.org 23

24. Center for Parent Information and Resources www.parentcenterhub.org 24

25. Questions? Thank you!! 25