results-driven accountability in special education ann moore, state director office of special...

RESULTS-DRIVEN ACCOUNTABILITY IN SPECIAL EDUCATION

Ann Moore, State Director

Office of Special Education (OSE)

January 2013

• The Individuals with Disabilities Education Act (IDEA) is a Federal law that guarantees a free, appropriate public education (FAPE) to each child with a disability throughout the nation.

• The IDEA governs how states and public agencies provide early intervention, special education, and related services to approximately 7 million eligible infants, toddlers, children, and youth with disabilities.

Individuals with Disabilities Education Act (IDEA)

Office of Special Education 2RDA January 2013

From the very beginning in 1975 with the passage of the Education for All Handicapped Children Act (also known as Public Law 94-142), the Federal Office of Special Education Programs (OSEP) has required states to focus our resources on procedural compliance through rigorous monitoring efforts and extensive reporting procedures.

Individuals with Disabilities Education Act (IDEA)

RDA January 2013 Office of Special Education 3

Under the IDEA 2004 requirements, the primary goal for providing services to individuals with disabilities is:

to prepare them for further education, employment, and independent living.

• Thus, improving educational results and functional outcomes for students and their families should be the main focus of the accountability system.

• However, the continued over emphasis on regulatory procedural compliance without consideration of results has created a bureaucratic process for states to implement.

IDEA and Accountability


The National Association of State Directors of Special Education (NASDSE) has consistently urged OSEP officials to also consider results and outcomes rather than continuing the heavy emphasis on the compliance indicators alone. Furthermore, the NASDSE Board of Directors has frequently expressed concerns with OSEP leaders concerning the stringent emphasis on procedural compliance requirements established through OSEP directives and guidance documents, including Memorandum 09-02.

The National Association of State Directors of Special Education


In 2012, the U.S. Department of Education recognized that the educational outcomes of children and youth with disabilities have not improved as much as expected even with intensive Federal regulatory oversight and significant funding provided to address closing achievement gaps through programs such as No Child Left Behind and IDEA.

U.S. Department of Education


On March 2, 2012, U.S. Secretary of Education

Arne Duncan announced historic changes in

Federal policy:• To help close the achievement gap for students

with disabilities,• To move away from a one-size-fits-all,

compliance-focused approach, and• To craft a more balanced system that looks at

how well students are being educated in addition to continued efforts to protect their rights.

Historic Changes

Announced in 2012


"For too long we've been a compliance-driven bureaucracy when it comes to educating students with disabilities."

"We have to expect the very best from our students—and tell the truth about student performance—so that we can give all students the supports and services they need. The best way to do that is by focusing on results."

U.S. Secretary of Education Arne Duncan


A New Model to Strengthen Accountability

for Students with Disabilities

• Moving away from a Regulatory Emphasis on Procedural Compliance to a Results-Driven Accountability (RDA) Model

• Focusing on Improving Educational Results and Functional Outcomes for Children and Youth with Disabilities

Results-Driven Accountability (RDA)


• In order to fulfill the IDEA’s requirements, a more balanced approach to determining program effectiveness in special education is necessary.

• The Office of Special Education Programs’ (OSEP) vision for Results-Driven Accountability (RDA) is that all components of accountability will be aligned in a manner that best supports states in improving results for infants, toddlers, children and youth with disabilities, and their families.

OSEP’s Vision for RDA


• Children with disabilities are part of, not separate from, the general education population. Thus, special education accountability should strengthen and compliment other ED reform initiatives, including ESEA flexibility.

• An emphasis on compliance over results in special education fails to acknowledge those states where children with disabilities are achieving and being prepared for a range of college and career options appropriate to their individual needs and preferences.

• The accountability system under the IDEA should provide meaningful information to the public regarding the effectiveness of states and local educational agencies in educating children with disabilities.

OSEP’s Rationale for Change and Background

Points


1. A system that is developed in partnership with our stakeholders

2. A system that is transparent and understandable to states and the general public, especially individuals with disabilities and their families

3. A system that drives improved outcomes for all children and youth with disabilities regardless of their age, disability, race/ethnicity, language, gender, socioeconomic status, or location

Core Principles of RDA


4. A system that ensures the protection of the individual rights of each child or youth with a disability and their families, regardless of his/her age, disability, race/ethnicity, language, gender, socioeconomic status, or location

5. A system that provides differentiated incentives, supports, and interventions based on each state’s unique strengths, progress, challenges, and needs



6. A system that encourages states to direct their resources to where they can have the greatest positive impact on outcomes– and the protection of individual rights for all children

and youth with disabilities– and minimizes state burden and duplication of effort

7. A system that is responsive to the needs and expectations of the ultimate consumers (i.e., children and youth with disabilities and their families) as they identify them



A more balanced approach for determining program effectiveness in

special education will be implemented in 2013.

• An annual review of all indicator data for both compliance and results from the State Performance Plan (SPP) and Annual Performance Report (APR) will be required.

• The state as well as local districts will be held accountable jointly to improve results and demonstrate growth over time.

• This new focus on joint responsibility for accountability will require states and local districts to establish collaborative models that will address improving educational results and student learning outcomes.

NEW RDA MODEL


The designation “Meets Requirements” should acknowledge a state’s effectiveness in improving outcomes for children and youth with disabilities relative to other states and to the nation as well as ensuring that states meet the IDEA program requirements.

• Mississippi is one of the few states that achieved a “Meets Requirements” determination for four consecutive years based on the compliance indicators in the SPP/APR.

• OSEP is constructing a new matrix for making annual determinations that will address student achievement and growth as well as other student outcome measures such as graduation rates.

State Accountability and Annual Determinations


• Our next Annual Performance Report will be submitted to OSEP on February 15, 2013, and State determinations will be announced in late June or early July 2013.

• Each local school district will now receive an annual determination based on the district’s overall performance results on a set of priority indicators and other relevant data rather than only compliance indicators beginning in fall of 2013.

Moving Forward in 2013 with RDA


• Engage stakeholders in developing the State’s RDA model.

• Revise State policies to: – incorporate the RDA model, and– establish a differentiated system of monitoring and

technical assistance (TA) based on the performance indicator data.

• Redesign internal work processes to better support local districts in improving results.

Next Steps for Mississippi in 2013


• Develop service models to better support local school districts in improving results and outcomes.

• Establish and train service teams to implement a differentiated system of monitoring, technical assistance, and support for local school districts.

• Provide targeted technical assistance and supports to districts and schools with the most significant needs for improvement.

Next Steps for Mississippi in 2013


• The Office of Special Education assures that programs and services for students with disabilities meet State and Federal requirements.

• This involves both compliance and technical assistance functions.

Office of Special Education

Primary Functions


Compliance functions include continuous

monitoring compliance through data reports,

administering the due process system,

providing mediation services, conducting complaint

investigations and fiscal audits, approving policies

and procedures, conducting focused and

Comprehensive reviews, and approving nonpublic

special education programs.

Compliance Functions


Technical assistance functions involve providing

information and guidance on regulations as well as

promising practices in educating students with

disabilities, including numerous Statewide and regional

trainings and technical assistance initiatives,

administering the comprehensive system of personnel

development for special education, and management

of grant programs to school districts for special

education service delivery.

Technical Assistance


Improving educational results and functional outcomes for EVERY child and youth with disabilities

In the new RDA model, all components of accountability will be aligned in a manner that best supports the local education agencies (LEAs) in improving educational results and functional outcomes for children and youth with disabilities.

New Vision for the Office of Special Education


The primary function of the Office of Special Education (OSE) will be refocused to provide a more service-oriented organization that seeks to improve the educational results and functional outcomes for EVERY child and youth with disabilities.

We will strive to nurture a dedicated staff through professional development opportunities, field experience, and individual accountability.

We will coordinate services, including training, technical assistance, and supports, to local school districts as well as parents and families to provide effective educational programs and services to students with disabilities, ages 3-20, who need special education and related services.

New Mission of Service


The Office of Special Education will continue efforts to monitor and enforce the IDEA program requirements and to protect the rights of students with disabilities and their families.

• The IDEA requires states to monitor LEAs, but it does not specifically require on-site monitoring of each LEA.

• The Office of Special Education will fulfill its statutory responsibility to monitor all local educational agencies (LEAs) through the Annual Performance Reports (APR) and monitoring of compliance with fiscal requirements.

General Supervision and IDEA Requirements


• A differentiated system of monitoring and technical assistance will be developed and implemented to support LEAs with the most significant needs for improvement.

• The Office of Special Education will continue to investigate Formal State Complaints, as required by the IDEA regulations, and protect the rights of students with disabilities and their families.

Monitoring and Compliance


• All school districts will be monitored through ongoing review of the required data reports, including fiscal data reports.

• Performance data will be used to determine the appropriate level of monitoring, technical assistance, and additional support for districts that do not receive an annual designation of Meets Requirements.

Monitoring and Technical Assistance


Using data on priority indicators, districts with

identified needs may receive an on-site visit that

will be designed to provide targeted technical

assistance and supports– utilizing a collaborative approach to analyze

data, and – jointly planning strategies for program

improvement.

Monitoring and Technical Assistance


• For more information about the work of the U.S. Department's Office of Special Education Programs, see http://www2.ed.gov/about/offices/list/osers/osep/index.html

• For more information on the 20 Part B Indicators, see http://www.nichcy.org

• Bartlett, John C., Attitudes for Excellence, Principal Leadership, September 2012

References


http://www2.ed.gov/about/offices/list/osers/osep/index.html

http://www.nichcy.org/

results-driven accountability in special education ann moore, state director office of special...

Documents

special education ann

office of special education6on

office of special education5in

compliance indicators

compliancedriven bureaucracy

accountability rda

resultsdriven accountability

educational results