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

Today’s Session is Brought to You by the

Letters R, D, A

Making APR Related to, and the Catalyst for, Improving Student

Outcomes

PresentersBruce Bull

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.

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.

Jack

Jack

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

Impro

ving

Student

Results

Can you tell me how to get,how to get to

Improved Results

IDEA 2004Focused 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.

APR Compliance Indicators

11 – Timely Eligibility Determinations

12 – Timely C to B Transitions

13 – Improved Secondary Transition

15 – Timely Correction of Noncompliance

Has the APR resulted in improved compliance?

ComplianceIndicator 11: Timely Eligibility Determinations

2006 2007 2008 2009 2010 20110

102030405060708090

100

Black Tennessee Red National

ComplianceIndicator 12: C to B transition, IEP by 3rd birthday

2006 2007 2008 2009 2010 20110

102030405060708090

100

Black Tennessee Red National

2007 2008 2009 2010 20110

102030405060708090

100

ComplianceIndicator 15: Noncompliance corrected in one year

Black Tennessee Red National

ComplianceIndicator 13: Secondary Transition Planning

2009 2010 20110

102030405060708090

100

Black Tennessee Red National

Compliance Indicator Trends (Nat & TN)

APR IndicatorImproved? Improvement

greater than 5%?

Timely Initial Evals Yes Yes

Timely Part C-Part B Transition

Yes Yes

Secondary Transition Planning

Yes Yes

Noncompliance Corrected in 1 Year

Yes Yes

APR Results IndicatorsB1 – Graduation rateB2 – Dropout rateB3 – Reading proficiencyB3 – Math proficiencyB5 – Educational PlacementB14 – Post school outcomes

Has the APR resulted in improved educational results and functional

outcomes?

ResultsIndicator 1 and 2: Graduation and Dropout Rate

2006 2007 2008 2009 20100

102030405060708090

100 Red National Grad Rate = 63.6%

Red National Dropout Rate = 8.7%

Black Tennessee Grad and Dropout Rates

ResultsIndicator 3: Reading Proficiency

2006 2007 2008 2009 2010 20110

102030405060708090

100

Black Tennessee Red National

“Due to setting a new target, the 2009 data is baseline data.”

ResultsIndicator 3: Math Proficiency

2006 2007 2008 2009 2010 20110

102030405060708090

100

Proficiency

Black Tennessee Red National

“Due to setting a new target, the 2009 data is baseline data.”

ResultsIndicator 5: Education Environment

2006 2007 2008 2009 2010 20110

102030405060708090

100In General Educa-tion > 80% of School Day Na-tional Average = 59.8%

In General Education < 40% of School Day National Average = 13.2%

Black Tennessee Ed Environments

ResultsIndicator 14: Post School Outcomes

2009 2010 20110

102030405060708090

100

C

B

A

A = Enrolled in Higher EducationB = Higher Education + Competitively EmployedC = Higher Ed + Competitively Employed + Other Ed or Employment

Black Tennessee Red National

Results Indicator Trends Nation TN Nation TN

Improved? Improved MORE than 5 Percent?

Grad rate No Yes No YesDropout rate Yes Yes No YesReading proficiency

Yes No No No

Math proficiency

Yes No No No

General ed inclusion

Yes No No No

Post School Outcomes

Yes No No No

APR Indicator Trends Is there more than 5 percent improvement?

Grad rate TN yes No Timely Initial Evals YesDropout rate TN yes

No Timely Part C-Part B Transition

Yes

Reading proficiency

No Secondary Transition Planning

Yes

Math proficiency

No Noncompliance Corrected in 1 Year

Yes

General ed inclusion

No

Post School Outcomes

No

Results Indicators

Compliance

Indicators

Table talk about national and TN data.

5 minutes Facilitator Handout #1

Student Decision

B13 Transition Planning

B4 Addressing Behavior

B3 Statewide Assessment

Middle School Transition

B6 B7 Early Childhood Experiences

B4 Behavior

Cultural expectations

Pregnancy

B8 Family Dynamics

Demographics (gender, SES, disability, R/E)

Add More Add More

Dropout (partial) tree of

influence.

Activity: Graphically depict data and APR indicators relating to your topic.

10 minutesFacilitator Handout #2 (To be collected)

Break

Break Wisdom

What gets counted counts

You measure what you treasure

What gets measured gets done

Planning is important, yet not sufficient to get results

“What do you see in these data?”https://www.youtube.com/watch?v=j13Gd7MSs7o

District DistrictDistrict

Our Number of SWD Dropouts by Year

SWD Dropouts by Year by Grade

SWD Dropouts by High School

SWD Dropouts by High School by Year

SWD Dropouts by High School by R/E

All Student Dropouts by High School by R/E

Activity: Distribute Drilling into the Data.

15 minutes, then report out

Facilitator Handout #3 (To be collected.)

Activity: Supports, tools, TA needed for data drilling.

10 minutes, 12 min report out.

Facilitator Handout #4 (To be collected.)

Access Data

Review, Analyze

Data

Generate Root

Causes

Implement Improvement

Strategies

Collect New Data

Ongoing Data Process

(Results Driven Accountability)Focus on

improvement strategies.

Adapted from Presentation by Michigan and Kansas, NASDSE 2013

This is pretty neat stuff.

Remember not specific to SWD.

What Works for Improving Outcomes for Students with

Disabilities (SWD)?

Classroom Practices• Inclusive practices (Access to the

general curriculum)• General and special educator

collaboration

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

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

What Works for Improving Outcomes for Students with Disabilities (SWD)? (con’t)

Professional Development• Targeted staff professional

development• Caring school culture where SWD

feel valued

What Works for Improving School Outcomes, Including Subgroups such

as SWD?

Use of Data•Ongoing data analysis and review

across grades, teams, etc.•All faculty involved in reviewing,

analyzing and revising based on data

What Works for Improving School Outcomes, Including Subgroups such

as SWD?

Focused School Wide Goals•Aligning resources, fiscal,

material, personnel, professional development around the goal(s)

What Works for Improving School Outcomes, Including Subgroups such

as SWD? (con’t)Shared Instructional Practices• District aligned curriculum to support

standards based instruction• Ongoing assessment/monitoring,

common formative assessments• Identify specific instructional strategies

the district/school will adopt and implement with fidelity

What Works for Improving School Outcomes, Including Subgroups such

as SWD? (con’t)Pay attention to implementation• Fidelity to the program or strategy is

assessed and refined in every classroom/school• Aligned structures in place for

feedback and support (teams, grade level, dept, topic, etc)

What Works for Improving School Outcomes, Including Subgroups such

as SWD? (con’t)Monitor and Provide Feedback and

Support• Regularly measure•Monitor implementation, progress,

and routinely provide feedback• Learn from others (other schools,

other districts)

What Works for Improving School Outcomes, Including Subgroups such

as SWD? (con’t)Engage Families• Empower families to support

instruction to their children•Make families part of the decision

making team• Value and pay attention to family

feedback and input

Activity: Your next local steps towards results.

5 minutes

Facilitator Handout #5 (Not collected.)

Next Steps and ResourcesWe (presenters and TDOE) will find resources to help you:• Target indicators for improvement• Drill into the data• Consider root causes• Develop and implement

improvement efforts.

Your Next Steps and Resources

Use indicator data as a catalyst for improvement

Work with colleagues to consider root causes and select doable improvement efforts.

Next Steps and ResourcesAsk for assistance internally and externally

Share with others your successes and challenges. We can collectively share and improve.

“Eric’s Graduation Speech”

http://www.youtube.com/watch?v=gSactvpsla0&feature=youtu.be

Bruce [email protected] O’Hara [email protected]