IDEA Partnership State – State Meeting March , 2006 Connecting to Data and strategies Connecting to Data and strategies Using Quantitative Data Using Quantitative Data Fredric DeMay Fredric DeMay

Who is Fred DeMay? 35 Years in the Field of Special Education 35 Years in the Field of Special Education 25 Years with the New York State Education Department 25 Years with the New York State Education Department Coordinator for Program Development and Special Education Policy Coordinator for Program Development and Special Education Policy SIG Director SIG Director Helped develop NY’s TA infrastructure for General and Special Education Helped develop NY’s TA infrastructure for General and Special Education

Using Quantitative Data to Guide IDEA Partnership Activities Connections to OSEP SPP indicators Connections to OSEP SPP indicators Alignment with State Performance Plans Alignment with State Performance Plans Creating a “Value-Added” component of partnership relationships Creating a “Value-Added” component of partnership relationships Getting to “Win-Win” Getting to “Win-Win”

A quick reality check… HMOY are familiar with the 20 (14 LEA) OSEP indicators that drive the SPP/APR? HMOY are familiar with the 20 (14 LEA) OSEP indicators that drive the SPP/APR? HMOY have a copy of your State’s SPP? HMOY have a copy of your State’s SPP? HMOY are familiar with your State’s baseline data? HMOY are familiar with your State’s baseline data? HMOY are familiar with your State’s Measurable and Rigorous Targets for each indicator? HMOY are familiar with your State’s Measurable and Rigorous Targets for each indicator?

A quick reality check… HMOY are aware of the Activities/ Timelines/ and Resources included in the SPP to achieve those targets? HMOY are aware of the Activities/ Timelines/ and Resources included in the SPP to achieve those targets? HMOY had significant input into your State’s SPP? HMOY had significant input into your State’s SPP? HMOY were directly involved in the development of your State’s SPP? HMOY were directly involved in the development of your State’s SPP? HMOY can explain the difference between the SPP and APR? HMOY can explain the difference between the SPP and APR?

State Performance Plan (SPP) 6-year plan 6-year plan 3 priority areas 3 priority areas 20 indicators 20 indicators Measurable and rigorous targets Measurable and rigorous targets Improvement strategies Improvement strategies

SPP Content For each indicator For each indicator Overview of the System or Process Overview of the System or Process Baseline data and discussion Baseline data and discussion Measurable and Rigorous Targets Measurable and Rigorous Targets Improvement Activities /Timelines /Resources Improvement Activities /Timelines /Resources How Stakeholder Input Obtained How Stakeholder Input Obtained Public Dissemination Plan Public Dissemination Plan

Annual Performance Reports (APR) Valid and reliable information Valid and reliable information Annual reports to USDOE on the performance of the State on the SPP Annual reports to USDOE on the performance of the State on the SPP State reports annually to the public on the performance of each LEA Program in the State on the targets in the SPP State reports annually to the public on the performance of each LEA Program in the State on the targets in the SPP

APR Content Actual performance against the targets Actual performance against the targets Improvement activities completed Improvement activities completed Explanation of progress or slippage Explanation of progress or slippage Any revisions to approved targets, improvement activities, timelines or resources – with justifications Any revisions to approved targets, improvement activities, timelines or resources – with justifications Public reporting plan Public reporting plan

Monitoring Priority Areas FAPE in the LRE FAPE in the LRE Disproportionality Disproportionality Effective General Supervision Effective General Supervision

Indicators: FAPE in the LRE 1. Graduation rate 2. Drop out rate 3. Participation and Performance on Statewide Assessments 4. Rates of Suspension and Expulsion 5. Least Restrictive Environment placements– school age 6. LRE - preschool 7. Preschool Outcomes (improved social- emotional, knowledge and skills, behaviors) 8. School facilitation of parent involvement

Indicators: Disproportionality 1. Disproportionate representation of racial and ethnic groups in special education that is the result of inappropriate identification 2. Disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification

Indicators: General Supervision 1. Evaluations and eligibility determinations within 60 days 2. Children referred from EI with IEPs implemented by their 3 rd birthdays 3. Youth with appropriate IEPs relating to transition services 4. Youth employed or in post secondary school within one year after leaving high school

General Supervision Responsibility (State reporting only) 1. Compliance corrected within one year of identification 2. Complaints resolved within 60 day timeline 3. Impartial hearings adjudicated within 45 days 4. Hearing requests resolved in resolution sessions 5. Mediations resulting in mediation agreements 6. State data and reports timely and accurate

Federal Monitoring The Secretary shall monitor the States The Secretary shall monitor the States using quantifiable indicators in each of the priority areas, and using quantifiable indicators in each of the priority areas, and using such qualitative indicators as are needed to adequately measure performance. using such qualitative indicators as are needed to adequately measure performance.

State Monitoring The Secretary shall require States to - The Secretary shall require States to - Monitor implementation of this part by local education agencies Monitor implementation of this part by local education agencies Enforce this part in accordance with IDEA monitoring priorities and enforcement actions Enforce this part in accordance with IDEA monitoring priorities and enforcement actions

Enforcement Needs assistance: 2 consecutive years Needs assistance: 2 consecutive years Technical assistance Technical assistance Direct use of funds Direct use of funds Impose conditions on use of funds Impose conditions on use of funds Needs intervention: 3 or more consecutive years Needs intervention: 3 or more consecutive years Corrective action plan or improvement plan Corrective action plan or improvement plan Withhold/recover funds Withhold/recover funds Needs substantial intervention: at any time Needs substantial intervention: at any time Recover/withhold funds Recover/withhold funds Judicial referral Judicial referral

and the point is…. The complexity and depth of the SPP took many States by surprise. The complexity and depth of the SPP took many States by surprise. In some cases the infrastructure may not exist to leverage change in the indicator areas. In some cases the infrastructure may not exist to leverage change in the indicator areas. The SPP may drive some States to emphasize increased monitoring or other punitive compliance strategies as a fallback position, particularly with annual public data-reporting requirements. The SPP may drive some States to emphasize increased monitoring or other punitive compliance strategies as a fallback position, particularly with annual public data-reporting requirements.

and the point is…. It is probable that the SPP will dominate the attention and resources of SEAs. It is probable that the SPP will dominate the attention and resources of SEAs. Activities, projects and programs that are not directly linked to SPPs (although potentially valuable), are not likely to be supported. Activities, projects and programs that are not directly linked to SPPs (although potentially valuable), are not likely to be supported. SEAs may not yet have a clear set of strategies defined. SEAs may not yet have a clear set of strategies defined. The unintended consequence of weakening collaborative efforts is possible. The unintended consequence of weakening collaborative efforts is possible.

and the point is…. Any ‘Partnership’ initiative should be integrated into the SPP and demonstrated to support the State’s improvement efforts. Any ‘Partnership’ initiative should be integrated into the SPP and demonstrated to support the State’s improvement efforts.

Case Study - NYS IDEA Monitoring Priority: FAPE in the LRE IDEA Monitoring Priority: FAPE in the LRE Indicator #1: % of youth with IEPs graduating from HS with a regular diploma compared to all students Indicator #1: % of youth with IEPs graduating from HS with a regular diploma compared to all students

Case Study - NYS Baseline data: 55% (1998 cohort) and 58% (1999 cohort) of SWD graduated with a regular diploma within 4 years compared to 77% of all students. Baseline data: 55% (1998 cohort) and 58% (1999 cohort) of SWD graduated with a regular diploma within 4 years compared to 77% of all students.

Measurable and Rigorous Targets % grad rate % grad rate % grad rate % grad rate % grad rate % grad rate % grad rate % grad rate % grad rate % grad rate % grad rate % grad rate Less than 18% point gap Less than 18% point gap Less than 17% point gap Less than 17% point gap Less than 16% point gap Less than 16% point gap Less than 15% point gap Less than 15% point gap

Sample Improvement Activities/Timelines/Resources Conduct focused “Exiting/Transition” monitoring reviews of districts with graduation rates below State targets Conduct focused “Exiting/Transition” monitoring reviews of districts with graduation rates below State targets Conduct focused monitoring reviews of BOCES to review student access to general curriculum Conduct focused monitoring reviews of BOCES to review student access to general curriculum Special Education Quality Assurance (SEQA) Regional Offices, SETRC, RSSCs Special Education Quality Assurance (SEQA) Regional Offices, SETRC, RSSCs

Sample Improvement Activities/Timelines/Resources Partner with other State Agencies to leverage local and State interagency funding to implement school-based collaborative efforts to improve results for students with disabilities Partner with other State Agencies to leverage local and State interagency funding to implement school-based collaborative efforts to improve results for students with disabilities Use a data-driven strategic planning model to develop annual improvement plans with Big Four Cities Use a data-driven strategic planning model to develop annual improvement plans with Big Four Cities Task Force on School and Community Collaboration Task Force on School and Community Collaboration Urban Initiative Urban Initiative

Sample Improvement Activities/Timelines/Resources Promote implementation of Positive Behavioral Intervention and Supports (PBIS) in school districts with graduation rates below the State target Promote implementation of Positive Behavioral Intervention and Supports (PBIS) in school districts with graduation rates below the State target Increase participation in CTE programs Increase participation in CTE programs Support Preservice teacher preparation programs to enhance skills of general and special education teachers Support Preservice teacher preparation programs to enhance skills of general and special education teachers PBIS project in collaboration with SED, OMH, DOH, Families Together of NYS PBIS project in collaboration with SED, OMH, DOH, Families Together of NYS Regents policy development and various TA programs Regents policy development and various TA programs Numerous provider shortage and IHE initiatives including SIG Numerous provider shortage and IHE initiatives including SIG

Connections and Alignment The Emerging Role of the IDEA Partnership At the State Level – help define primary strategies partners will use to improve graduation rate. At the State Level – help define primary strategies partners will use to improve graduation rate. Research and Analysis – Why does the gap exist? What are the key factors that contribute to the high dropout rates and low graduation rates for SWD? What are the policy implications for legislation, Board of Regents, Regulations, local policy? Are there areas in the country or State where the gap does not exist? If so, why? What worked? How can partners work with SED and LEAs to move best practices to the field? Research and Analysis – Why does the gap exist? What are the key factors that contribute to the high dropout rates and low graduation rates for SWD? What are the policy implications for legislation, Board of Regents, Regulations, local policy? Are there areas in the country or State where the gap does not exist? If so, why? What worked? How can partners work with SED and LEAs to move best practices to the field? What can National and State partners do specifically to support SED efforts as outlined in the SPP? What can National and State partners do specifically to support SED efforts as outlined in the SPP? What are the most critical needs (from SPP) that individual partners can assist with (value-added)? What are the most critical needs (from SPP) that individual partners can assist with (value-added)?

Connections and Alignment The Emerging Role of the IDEA Partnership At the Regional or Intermediate level (County, BOCES, major city) – engage directly with regional TA and school improvement efforts to support and enhance school improvement strategies. At the Regional or Intermediate level (County, BOCES, major city) – engage directly with regional TA and school improvement efforts to support and enhance school improvement strategies. How are regional TA initiatives addressing graduation rate gaps? How are regional TA initiatives addressing graduation rate gaps? What role does or can the partner organizations play in improving graduation rates? What role does or can the partner organizations play in improving graduation rates? What are the expected outcomes from the partner’s participation? What are the expected outcomes from the partner’s participation? What data will be needed to document outcomes? What data will be needed to document outcomes?

Connections and Alignment The Emerging Role of the IDEA Partnership At the LEA level – engage directly with individual districts and schools to address specific graduation gap issues. At the LEA level – engage directly with individual districts and schools to address specific graduation gap issues. What role does or can the partner organization play in improving graduation rates? What role does or can the partner organization play in improving graduation rates? What are the expected outcomes from the partner’s participation? What are the expected outcomes from the partner’s participation? What data will be needed to document outcomes? What data will be needed to document outcomes?

Let’s explore how this can play out… The NY IDEA Partnership experience

What does ‘Value-Added’ mean? Every partner plays a key role in supporting improvement efforts. Every partner plays a key role in supporting improvement efforts. That role is defined in context with the State’s Performance Plan. That role is defined in context with the State’s Performance Plan. That role may have multiple dimensions. That role may have multiple dimensions. That role has measurable impact. That role has measurable impact. That role continually contributes to positive progress. That role continually contributes to positive progress.

Getting to Win - Win SEAs win because they can’t do this on their own, SEAs win because they can’t do this on their own, Partners win because they have a clearly defined role that contributes to improved results, Partners win because they have a clearly defined role that contributes to improved results, Schools win because they have additional resources through partners, and most importantly Schools win because they have additional resources through partners, and most importantly Students win if the SPP has the intended impact. Students win if the SPP has the intended impact.