Oklahoma State Department of EducationSpecial Education Services

Dr. Rene AxtellAssistant State Superintendent

October 23, 2014

ODSS FALL CONFERENCE

RESULTS DRIVEN ACCOUNTABILITY (RDA) DATADISTRICT DATA PROFILES (DDP)/

DETERMINATIONSGENERAL SUPERVISIONTECHNICAL ASSISTANCEPROFESSIONAL DEVELOPMENT

MODULESASSESSMENTS & ACCOMMODATIONS

OAAP

AGENDA

UNITED STATES DEPARTMENT OF EDUCATION (USDE),OFFICE OF SPECIAL EDUCATION PROGRAMS (OSEP)has changed the way in which states must collect and report data from Local Education Agencies (LEA)

In preparation of the February 2015 State Performance Plan (SPP)/Annual Performance Report (APR) submission which will focus on student level accountability, states were issued a new state level profi le

State Determinations were made based on the new accountability system

OVERVIEW

OVERVIEWPart B June 2014 determinations

used both compliance and results data

Each contributed 50 percent to the calculation

Part B determinations were calculated using both a :Compliance MatrixResults Matrix containing 6 results elements

NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS

(NAEP)Percentage of 4th grade students, with

disabilities, excluded from the NAEPPercentage of 8th grade students, with

disabilities, excluded from the NAEPPercentage of 4th graders scoring at basic or above in math and reading on the NAEP

Percentage of 8th graders scoring at basic or above in math and reading on the NAEP

REGULAR STATEWIDE ASSESSMENT

Percentage of students with disabilities participating in regular statewide assessment in 4th and 8th grade in math and reading

Percentage of students with disabilities participating in alternate assessment based on modified academic achievement

Proficiency gaps in 4 th and 8th grade in math and reading

STUDENT PARTICIPATION

Participation rates in statewide assessments are based on analysis of participation rates across all states, established 3 groupings:At least 90% - 2 points81-89% - 1 point80% or less - zero

PROFICIENCY GAPS

For state assessment performance, states were rank ordered by proficiency gaps between students with disabilities and all students in both math and readingTop 1/3 of states with smallest gaps – 2 points

Middle 1/3 – 1 pointBottom 1/3 - zero

CALCULATION OF DETERMINATION

2014 Results Percentage was calculated for each state based on the percentage of total possible points on results elements

A total RDA percentage was calculated for each state based on 50% compliance and 50% results

RDA percentage and special conditions factors were taken into account and states were placed in determinations categories.

DETERMINATIONS

Meets Requirements – at least 80% unless continuing special conditions from last 3 years

Needs Assistance – 60% to 79% or 80% or higher and special conditions

Needs Intervention – less than 60%

Needs Substantial Intervention – No states

Part B Compliance Indicator

Performance Full Correction of Findings of Noncompliance Identified

Score

Indicator 4B 0.00% N/A 2

Indicator 9 0.00% N/A 2

Indicator 10 0.00% N/A 2

Indicator 11 96.25% Y 2

Indicator 12 90.00% Y 2

Indicator 13 92.64% Y 2

Indicator 15 Not valid and reliable data 0

Indicator 20 93.33% 1

Timely State Complaint Decisions

100.00% 2

Timely Due Process Hearing Decisions

100.00% Y 2

Longstanding Noncompliance

1

• Special Conditions NONE

• Uncorrected identified noncompliance

Yes 2 to 4 Years

Total 18

Points Earned Total Possible Points %

18 22 81.92%

Reading Component Elements Performance

Percentage of 4th and 8th Grade Children with Disabilities Participating in Regular Statewide Assessments

48.00%

Proficiency Gap for 4th and 8th Grade Children with Disabilities on Regular Statewide Assessments

Data Suppressed

Percentage of 4th Grade Children with Disabilities Scoring at Basic or Above on the National Assessment of Educational Progress

26.00%

Percentage of 4th Grade Children with Disabilities Excluded from Testing on the National Assessment of Educational Progress

9.00%

Percentage of 8th Grade Children with Disabilities Scoring at Basic or Above on the National Assessment of Educational Progress

33.00%

Percentage of 8th Grade Children with Disabilities Excluded from Testing on the National Assessment of Educational Progress

8.00%

Math Component Elements Performance

Percentage of 4th and 8th Grade Children with Disabilities Participating in Regular State Assessment

51.00%

Proficiency Gap for 4th and 8th Grade Children with Disabilities on Regular Statewide Assessments

Data Suppressed

Percentage of 4th Grade Children with Disabilities Scoring at Basic or Above on the National Assessment of Educational Progress

58.00%

Percentage of 4th Grade Children with Disabilities Excluded from Testing on the National Assessment of Educational Progress

10.00%

Percentage of 8th Grade Children with Disabilities Scoring at Basic or Above on the National Assessment of Educational Progress

25.00%

Part B Results Driven Accountability Matrix: 2014

Oklahoma

Graduation Component Elements Performance Score

Placeholder Placeholder Placeholder

65.91%6565.91% NEEDS ASSISTANCE

Results Driven Accountability Percentage and Determination

Results Total Points Available Results Points Earned

Results Performance

16 8 50.00%

Compliance Total Points Available

Compliance Points Earned

Compliance Performance

22 18 81.82%

CURRENT DETERMINATIONS PART B – COMPLIANCE

INDICATORS ONLY

CURRENT DETERMINATIONS PART B – WITH QUALTIY INDICATORS INCLUDED

WHAT DOES THIS MEAN FOR THE STATE OF

OKLAHOMA?

THE FUTURE OF SPECIAL EDUCATION DATA IN OKLAHOMA

Over the next year, the SDE intends to review the processes in place for the collection and reporting of Special Education data. As data becomes increasingly important, the SDE would like to ensure that districts are properly prepared to fulfi ll the requirements that are placed upon them. In order to do this, several measures are currently in development, including:

Creation of a Data Boot Camp Development of guidance for each report Improving the usefulness of reports allowing districts

to make more data driven decisions Interfacing with the WAVE to decrease the amount of

duplicated data entry

Data profi les show performance on the targets identifi ed in the State Performance Plan (SSP). Districts are provided these profi les annually.

This year, SDE completed a review of the calculations that supply the numbers for the data profi les in order to improve transparency and understanding of the performance targets. This review helped SDE develop guidance for the district data profi les. This guidance will be sent to districts along with the DDP and is available on the SDE Special Education website under Data and Reporting: Part B.

DDP will be mailed to districts on Monday, October 27, 2014.

DISTRICT DATA PROFILES (DDP)

Indicator and Targets

Data Source and Measurement

1. Percent of students with disabilities in Grade 12 who graduated with a diploma State Target – Greater than or equal to 82.40%

Data Source: Same data as used for reporting to the Department of Education under the Elementary and Secondary Education Act (ESEA) Measurement: The number of special education students who graduated with a diploma divided by the number of special education students in the graduating cohort year.

2. Percent of exited students with disabilities who dropped out. State Target – less than 4.05%

Data Source: Special Education Updated Child Information Measurement: The count by Exit Code is taken from the child information in the Special Education Updated Child Information The Adjusted Dropout Rate is calculated:# of students indicated as Dropped Out +# of students indicated as Moved, not Known to be Continuing Divided by the Adjusted Total:# of students indicated as Died +# of students indicated as Dropped Out +# of students indicated as Graduated with Diploma +# of students indicated as Moved, not Known to be Continuing +# of students indicated as Reached Max Age  

Formula: (Adjusted Dropout Rate) / (Adjusted Total) 

If the districts percentage is less than 4.05% then they meet the target otherwise they are marked as does not meet target.

OSDE-SES must issue DETERMINATIONS based on the District Data Profiles based on 4 levels as outlined in the General Supervision Manual:Meets RequirementsNeeds AssistanceNeeds InterventionNeeds Substantial Intervention

IN THE MEANTIME…

WHAT CAN I DO BASED ON MY DETERMINATION?

HOW DO I PREPARE FOR RESULTS DRIVEN ACCOUNTABILITY?

TA/PD OVERVIEW

For an overview of technical assistance and professional development, please see this page: http://ok.gov/sde/overview-technical-assistance-and-professional-development

Requests for technical assistance and professional development from the OSDE-SES can be made by clicking the red button on our webpage.

Once you click the button, you’ll be taken to a Google form to submit your request.

Submitting requests through this form helps us more effi ciently track requests and determine areas of need.

REQUESTS FOR TA/PD

http://ok.gov/sde/professional-development-directory

PROFESSIONAL DEVELOPMENT

DIRECTORY

PD MODULESComplete (9/5/14) In Process

Special Education 101 Behavior Interventions

Accommodations Co-Teaching

Early Childhood Outcomes Formative Assessments

Policies, Handbook, Process Alternate Assessments

Secondary Transition FBA/BIP

Academic Interventions Disability Categories

Universal Design for Learning Confidentiality/FERPA

Assistive Technology Section 504

Contents: Overview (contents/timeframe/audience)Materials (activities/resources/information)PPT Notes

PD MODULES

PD MODULES

For use by LEAs, schools, and other interested stakeholders.

Developed to effi ciently meet the PD needs of LEAs and schools.

Intended to build coherence around best practices.

TECHNICAL ASSISTANCE DIRECTORY

http://ok.gov/sde/ses-tech-assistance

Self-AssessmentsInstructionsTarget PD ResourcesImprovement Plan Template

TECHNICAL ASSISTANCE DIRECTORY

http://ok.gov/sde/ses-tech-assistance

ASSESSMENTS & ACCOMMODATIONS

A critical part of teaching and assessing students with

disabilities… is providing them with accommodations that support

learning and that support their ability to show what they know

and can do.

NICHY (2007). Assessment and Accommodations, Evidence for Education , V2, Issue 1, p. 1

ACCOMMODATIONS

Practices and procedures that provide equitable access during instruction and assessment for students with disabilities

Intended to reduce or even eliminate the effects of a student’s disability

Do not reduce learning expectations

Must be consistent across classroom instruction, classroom assessments, district-wide assessments, and statewide assessments.

ACCOMMODATIONS

Practices and procedures in the areas of:

- Presentation - Response- Setting - Timing/Scheduling

Provide equitable access during instruction and assessments for students with disabilities.

ACCOMMODATIONS

OSTP ACCOMMODATIONS

Portfolio• Science and Social Studies

Dynamic Learning Maps (DLM)• Math and ELA

OKLAHOMA ALTERNATE ASSESSMENT PROGRAM

OAAP TIMELINE 2014-2015

OAAP RESOURCES AND WEBPAGE

Information and resources for the 2014-15 OAAP is available at http://ok.gov/sde/assessment. 2014-15 Portfolio Training DLM Resources, TimelineEducator Portal LinkOAAP UpdatesPortfolio Administration Manual

OAAP WEEKLY UPDATES

Information about the 2014-15 OAAP is disseminated weekly via Oklahoma State Department of Education listservs.Checklist containing timely notices;Dynamic Learning Map (DLM) developments;

andPEARSON Access/Portfolio Administration

information.

To subscribe, email Kurt.Johnson@sde.ok.gov.*All updates are archived also posted to http://ok.gov/sde/assessment

QUESTIONS/COMMENTS

Oklahoma State Department of Education

Special Education Services Division2500 N. Lincoln Blvd.

Oklahoma City, OK 73105

Email: Special.Ed@sde.ok.govPhone: (405) 521-3351