today s session is brought to you by the letters r d a n.
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Today’s Session is Brought to You by the Letters R, D, A

Today’s Session is Brought to You by the Letters R, D, A

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Today’s Session is Brought to You by the Letters R, D, A

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  1. Today’s Session is Brought to You by the Letters R, D, A Making APR Related to, and the Catalyst for, Improving Student Outcomes

  2. Presenters Bruce Bull Nancy O’Hara, Ed.S. Nancy O’Hara is currently working with the Mid-South Regional Resource Center to provide technical assistance to state departments of education in implementing IDEA and improving outcomes for students. She is a former Assistant State Superintendent in Georgia. She also served as the state director for special education as well as various other jobs in the state and in LEAs. Bruce Bull is President of Special Education Data Services and Information Systems. SPEDSIS provides both special education data consultancy and builds special education data web systems for SEAs and Part C Lead Agencies. Previously he was both the Part C and Part B data manager for Oregon from 1996-2005. Prior to that he was an Assistant Research Professor of special education research and projects from 1984-1996.

  3. Jack

  4. Jack

  5. Session Overview • Revisit APR indicators • Consider how LEA determinations (APR indicator data) are improvement catalysts • Observe: data drill down, analyses, root cause and improvement strategy efforts • Next steps Improving Student Results

  6. Can you tell me how to get,how to get to Improved Results

  7. IDEA 2004 Focused monitoring.--The primary focus of Federal and State monitoring activities described in paragraph (1) shall be on— • (A) improving educational results and functional outcomes for all children with disabilities; and • (B) ensuring that States meet the program requirements under this part, with a particular emphasis on those requirements that are most closely related to improving educational results for children with disabilities.

  8. Has the APR resulted in improved compliance? APR Compliance Indicators 11 – Timely Eligibility Determinations 12 – Timely C to B Transitions 13 – Improved Secondary Transition 15 – Timely Correction of Noncompliance

  9. Compliance Indicator 11: Timely Eligibility Determinations Black Tennessee Red National

  10. Compliance Indicator 12: C to B transition, IEP by 3rd birthday Black Tennessee Red National

  11. Compliance Indicator 15: Noncompliance corrected in one year Black Tennessee Red National

  12. Compliance Indicator 13: Secondary Transition Planning Black Tennessee Red National

  13. Has the APR resulted in improved educational results and functional outcomes? APR Results Indicators B1 – Graduation rate B2 – Dropout rate B3 – Reading proficiency B3 – Math proficiency B5 – Educational Placement B14 – Post school outcomes

  14. Results Indicator 1 and 2: Graduation and Dropout Rate

  15. Results Indicator 3: Reading Proficiency

  16. Results Indicator 3: Math Proficiency “Due to setting a new target, the 2009 data is baseline data.”  

  17. Results Indicator 5: Education Environment

  18. Results Indicator 14: Post School Outcomes Black Tennessee Red National

  19. Compliance Indicators Results Indicators

  20. Table talk about national and TN data. 5 minutes Facilitator Handout #1

  21. B6 B7 Early Childhood Experiences Demographics (gender, SES, disability, R/E) Dropout (partial) tree of influence. Middle School Transition B8 Family Dynamics Student Decision B13 Transition Planning B4 Behavior Cultural expectations B4 Addressing Behavior B3 Statewide Assessment Pregnancy Add More Add More

  22. Activity: Graphically depict data and APR indicators relating to your topic. 10 minutes Facilitator Handout #2 (To be collected)

  23. Break

  24. Break WisdomWhat gets counted counts You measure what you treasureWhat gets measured gets done Planning is important, yet not sufficient to get results

  25. “What do you see in these data?”

  26. District District District

  27. Our Number of SWD Dropouts by Year

  28. SWD Dropouts by Year by Grade

  29. SWD Dropouts by High School

  30. SWD Dropouts by High School by Year

  31. SWD Dropouts by High School by R/E

  32. All Student Dropouts by High School by R/E

  33. Activity: Distribute Drilling into the Data. 15 minutes, then report out Facilitator Handout #3 (To be collected.)

  34. Activity: Supports, tools, TA needed for data drilling. 10 minutes, 12 min report out. Facilitator Handout #4 (To be collected.)

  35. Ongoing Data Process (Results Driven Accountability) Focus on improvement strategies.

  36. This is pretty neat stuff. Remember not specific to SWD. Adapted from Presentation by Michigan and Kansas, NASDSE 2013

  37. What Works for Improving Outcomes for Students with Disabilities (SWD)? Classroom Practices • Inclusive practices (Access to the general curriculum) • General and special educator collaboration

  38. What Works for Improving Outcomes for Students with Disabilities (SWD)? (con’t) Classroom Practices (con’t) • Instruction informed by ongoing assessment and data analysis (formative assessment, progress monitoring, RtI practices) • Student centered supports

  39. What Works for Improving Outcomes for Students with Disabilities (SWD)? (con’t) School Culture • School leaders committed to improved outcomes for all students • Shared responsibility among staff for success of all students • Strong family engagement