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We Lead in an Age of Effectiveness

We Lead in an Age of Effectiveness. History of Change in Special Education. 1990 to 2010. NOW. 1970 to 1990. 1960 ’ s. Before 1950. Primary Goal of IDEA and Accountability.

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We Lead in an Age of Effectiveness

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  1. We Lead in an Age of Effectiveness History of Change in Special Education 1990 to 2010 NOW 1970 to 1990 1960’s Before 1950

  2. Primary Goal of IDEA and Accountability • Under the IDEA 2004 requirements, the primary goal for providing services to individuals with disabilities is to prepare them for further education, employment, and independent living. • Thus, improving educational results and functional outcomesfor students and their families should be the main focus of the accountability system. Office of Special Education

  3. Historic Changes Announced in 2012 On March 2, 2012, U.S. Secretary of Education Arne Duncan announced historic changesin Federal policy: • To help close the achievement gapfor students with disabilities, • To move away from a one-size-fits-all, compliance-focused approach, and • To craft a more balanced systemthat looks at how well students are being educated in addition to continued efforts to protect their rights. Office of Special Education

  4. Other National and State Initiatives The recent OSEP initiative is aligned with other current changes being implemented at the state and national level, including • The ESEA Flexibility Waiversfocus on improving outcomes for all students. • The academic rigor and expectations for all students have been increased with the adoption of the Common Core State Standards. • Currently, our State accountability systemis under intensive review with stakeholders and is being revised to focus on improving results for all students and implementing accountability measures for states, local districts, and schools. • Mississippi is designing a new educator evaluation systemthat will include accountability measures for student achievement and growth for all school instructional personnel and administrative leaders. Office of Special Education

  5. Results-Driven Accountability (RDA) A New Model to Strengthen Accountability for Students with Disabilities • Moving away from a Regulatory Emphasis on Procedural Compliance to aResults-Driven Accountability (RDA) Model • Focusing on Improving Educational Results and Functional Outcomes for Children and Youth with Disabilities Office of Special Education

  6. OSEP’s Rationale for Change and Background Points • Children with disabilities are part of, not separate from, the general education population. Thus, special education accountability should strengthen and complement other ED reform initiatives, including ESEA flexibility. • The accountability system under the IDEA should provide meaningful information to the public regarding the effectivenessof states and local educational agencies in educating children with disabilities. Office of Special Education

  7. NEW RDA MODEL A more balanced approach for determining program effectiveness in special education will be implemented in 2013. • An annual review of all indicator data for both compliance and results from the Annual Performance Report (APR) will be required. • The State as well as local districts will be held accountable jointly to improve results and demonstrate growth over time. • This new focus on joint responsibility for accountability will require states and local districts to establish collaborative models that will address improving educational results and student learning outcomes. Office of Special Education

  8. OSEP and NASDSE PRIORITIES A Unified System of Education • The success of all children is dependent upon the quality of both general and special educationand how well schools integrate services that, in the past, have been fragmented or separate. • Special Education is not a place, but an integral part of education. Office of Special Education

  9. Accountability and Results In the new OSEP RDA model, all components of accountability will be aligned in a manner that best supports the local education agencies (LEAs) in improving educational results and functional outcomes for Every student with a disability. Office of Special Education

  10. More Information • For more information about the work of the U.S. Department's Office of Special Education Programs, see http://www2.ed.gov/about/offices/list/osers/osep/index.html • For more information on the 20 Part B Indicators, see http://www.nichcy.org • Bartlett, John C., Attitudes for Excellence, Principal Leadership, Sept. 2012. • Mark Wolak Ed.D, President, Board of School Superintendents, History of Change in Special Education Office of Special Education

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