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

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Presentation on theme: "Today’s Session is Brought to You by the Letters R, D, A Making APR Related to, and the Catalyst for, Improving Student Outcomes."— Presentation transcript:

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

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3 Presenters Bruce 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 Prior to that he was an Assistant Research Professor of special education research and projects from 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.

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10 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

11 Can you tell me how to get, how to get to Improved Results

12 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.

13 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?

14 Compliance Indicator 11: Timely Eligibility Determinations Black Tennessee Red National

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

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

17 Compliance Indicator 13: Secondary Transition Planning Black Tennessee Red National

18 Compliance Indicator Trends (Nat & TN) APR Indicator Improved? Improvement greater than 5%? Timely Initial Evals Yes Timely Part C-Part B Transition Yes Secondary Transition Planning Yes Noncompliance Corrected in 1 Year Yes

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

20 Results Indicator 1 and 2: Graduation and Dropout Rate

21 Results Indicator 3: Reading Proficiency

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

23 Results Indicator 5: Education Environment

24 Results Indicator 14: Post School Outcomes Black Tennessee Red National

25 Results Indicator Trends NationTNNationTN Improved? Improved MORE than 5 Percent? Grad rateNoYesNo Yes Dropout rateYes NoYes Reading proficiency YesNo Math proficiency YesNo General ed inclusion YesNo Post School Outcomes YesNo

26 APR Indicator Trends Is there more than 5 percent improvement? Grad rate TN yes NoTimely Initial EvalsYes Dropout rate TN yes NoTimely Part C-Part B Transition Yes Reading proficiency NoSecondary Transition Planning Yes Math proficiency NoNoncompliance Corrected in 1 Year Yes General ed inclusion No Post School Outcomes No Results Indicators Compliance Indicators

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

28 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 Dropout (partial) tree of influence.

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

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31 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

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

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38 Our Number of SWD Dropouts by Year

39 SWD Dropouts by Year by Grade

40 SWD Dropouts by High School

41 SWD Dropouts by High School by Year

42 SWD Dropouts by High School by R/E

43 All Student Dropouts by High School by R/E

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

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

46 Access Data Review, Analyze Data Generate Root Causes Implement Improvement Strategies Collect New Data Ongoing Data Process (Results Driven Accountability) Focus on improvement strategies.

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

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

49 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 Classroom Practices (con’t) Instruction informed by ongoing assessment and data analysis (formative assessment, progress monitoring, RtI practices) Student centered supports

50 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 School Culture School leaders committed to improved outcomes for all students Shared responsibility among staff for success of all students Strong family engagement

51 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 Professional Development Targeted staff professional development Caring school culture where SWD feel valued

52 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 Use of Data Ongoing data analysis and review across grades, teams, etc. All faculty involved in reviewing, analyzing and revising based on data

53 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) Focused School Wide Goals Aligning resources, fiscal, material, personnel, professional development around the goal(s)

54 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 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

55 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) 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)

56 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) Monitor and Provide Feedback and Support Regularly measure Monitor implementation, progress, and routinely provide feedback Learn from others (other schools, other districts)

57 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 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

58 Activity: Your next local steps towards results. 5 minutes Facilitator Handout #5 (Not collected.)

59 Next Steps and Resources We (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.

60 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.

61 Next Steps and Resources Ask for assistance internally and externally Share with others your successes and challenges. We can collectively share and improve.

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63 “Eric’s Graduation Speech”

64 Bruce Bull Nancy O’Hara


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