IDEA Partnership State – State Meeting March 20 -21, 2006 Connecting to Data and strategies Connecting to Data and strategies Using Quantitative Data Using

IDEA PartnershipIDEA PartnershipState – State MeetingState – State Meeting March 20 -21, 2006 March 20 -21, 2006

Connecting to Data Connecting to Data and strategiesand strategies

Using Quantitative Using Quantitative DataData

Fredric DeMayFredric DeMay

Who is Fred DeMay?Who is Fred DeMay?

35 Years in the Field of Special 35 Years in the Field of Special EducationEducation

25 Years with the New York State 25 Years with the New York State Education DepartmentEducation Department

Coordinator for Program Development Coordinator for Program Development and Special Education Policyand Special Education Policy

SIG DirectorSIG Director Helped develop NY’s TA infrastructure Helped develop NY’s TA infrastructure

for General and Special Educationfor General and Special Education

Using Quantitative Data to GuideUsing Quantitative Data to Guide IDEA Partnership Activities IDEA Partnership Activities

Connections to OSEP SPP indicatorsConnections to OSEP SPP indicators Alignment with State Performance Alignment with State Performance

PlansPlans Creating a “Value-Added” component Creating a “Value-Added” component

of partnership relationshipsof partnership relationships Getting to “Win-Win”Getting to “Win-Win”

A quick reality check…A quick reality check…

HMOY are familiar with the 20 (14 LEA) HMOY are familiar with the 20 (14 LEA) OSEP indicators that drive the SPP/APR?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 HMOY are familiar with your State’s

baseline data?baseline data? HMOY are familiar with your State’s HMOY are familiar with your State’s

Measurable and Rigorous Targets for Measurable and Rigorous Targets for each indicator?each indicator?

A quick reality check…A quick reality check…

HMOY are aware of the Activities/ HMOY are aware of the Activities/ Timelines/ and Resources included in the Timelines/ and Resources included in the SPP to achieve those targets?SPP to achieve those targets?

HMOY had significant input into your HMOY had significant input into your State’s SPP?State’s SPP?

HMOY were directly involved in the HMOY were directly involved in the development of your State’s SPP?development of your State’s SPP?

HMOY can explain the difference between HMOY can explain the difference between the SPP and APR?the SPP and APR?

State Performance Plan State Performance Plan (SPP)(SPP)

6-year plan6-year plan 3 priority areas3 priority areas 20 indicators20 indicators Measurable and rigorous Measurable and rigorous

targetstargets Improvement strategiesImprovement strategies

SPP ContentSPP Content

For each indicatorFor each indicatorOverview of the System or ProcessOverview of the System or ProcessBaseline data and discussionBaseline data and discussionMeasurable and Rigorous Targets Measurable and Rigorous Targets Improvement Activities /Timelines Improvement Activities /Timelines

/Resources/ResourcesHow Stakeholder Input ObtainedHow Stakeholder Input ObtainedPublic Dissemination PlanPublic Dissemination Plan

Annual Performance Annual Performance Reports (APR)Reports (APR)

Valid and reliable informationValid and reliable information Annual reports to USDOE on the Annual reports to USDOE on the

performance of the State on the SPPperformance of the State on the SPP State reports annually to the public State reports annually to the public

on the performance of each LEA on the performance of each LEA Program in the State on the targets Program in the State on the targets in the SPPin the SPP

APR ContentAPR Content

Actual performance against the Actual performance against the targetstargets

Improvement activities completedImprovement activities completed Explanation of progress or slippageExplanation of progress or slippage Any revisions to approved targets, Any revisions to approved targets,

improvement activities, timelines or improvement activities, timelines or resources – with justificationsresources – with justifications

Public reporting planPublic reporting plan

Monitoring Priority AreasMonitoring Priority Areas

FAPE in the LRE FAPE in the LRE

DisproportionalityDisproportionality

Effective General Effective General SupervisionSupervision

Indicators: FAPE in the LREIndicators: FAPE in the LRE1.1. Graduation rateGraduation rate

2.2. Drop out rateDrop out rate

3.3. Participation and Performance on Statewide Participation and Performance on Statewide AssessmentsAssessments

4.4. Rates of Suspension and ExpulsionRates of Suspension and Expulsion

5.5. Least Restrictive Environment placements–Least Restrictive Environment placements–school ageschool age

6.6. LRE - preschoolLRE - preschool

7.7. Preschool Outcomes (improved social-Preschool Outcomes (improved social-emotional, knowledge and skills, behaviors)emotional, knowledge and skills, behaviors)

8.8. School facilitation of parent involvementSchool facilitation of parent involvement

Indicators: Indicators: DisproportionalityDisproportionality

1.1. Disproportionate representation of Disproportionate representation of racial and ethnic groups in special racial and ethnic groups in special education that is the result of education that is the result of inappropriate identificationinappropriate identification

2.2. Disproportionate representation of Disproportionate representation of racial and ethnic groups in specific racial and ethnic groups in specific disability categories that is the result disability categories that is the result of inappropriate identificationof inappropriate identification

Indicators: General Indicators: General SupervisionSupervision

1.1. Evaluations and eligibility determinations Evaluations and eligibility determinations within 60 dayswithin 60 days

2.2. Children referred from EI with IEPs Children referred from EI with IEPs implemented by their 3implemented by their 3rdrd birthdays birthdays

3.3. Youth with appropriate IEPs relating to Youth with appropriate IEPs relating to transition servicestransition services

4.4. Youth employed or in post secondary Youth employed or in post secondary school within one year after leaving high school within one year after leaving high schoolschool

General Supervision General Supervision Responsibility Responsibility (State reporting (State reporting

only)only)1.1. Compliance corrected within one year of Compliance corrected within one year of

identificationidentification2.2. Complaints resolved within 60 day timelineComplaints resolved within 60 day timeline3.3. Impartial hearings adjudicated within 45 daysImpartial hearings adjudicated within 45 days4.4. Hearing requests resolved in resolution sessionsHearing requests resolved in resolution sessions5.5. Mediations resulting in mediation agreementsMediations resulting in mediation agreements6.6. State data and reports timely and accurateState data and reports timely and accurate

Federal MonitoringFederal Monitoring

The Secretary shall monitor the The Secretary shall monitor the StatesStates using quantifiable indicators in each using quantifiable indicators in each

of the priority areas, andof the priority areas, and using such qualitative indicators as using such qualitative indicators as

are needed to adequately measure are needed to adequately measure performance.performance.

State MonitoringState Monitoring

The Secretary shall require The Secretary shall require States to -States to - Monitor implementation of this part Monitor implementation of this part

by local education agencies by local education agencies Enforce this part in accordance Enforce this part in accordance

with IDEA monitoring priorities and with IDEA monitoring priorities and enforcement actionsenforcement actions

EnforcementEnforcement

Needs assistance: 2 consecutive yearsNeeds assistance: 2 consecutive years Technical assistanceTechnical assistance Direct use of fundsDirect use of funds Impose conditions on use of fundsImpose conditions on use of funds

Needs intervention: 3 or more consecutive Needs intervention: 3 or more consecutive yearsyears Corrective action plan or improvement planCorrective action plan or improvement plan Withhold/recover fundsWithhold/recover funds

Needs substantial intervention: at any timeNeeds substantial intervention: at any time Recover/withhold fundsRecover/withhold funds Judicial referralJudicial referral

and the point is….and the point is….

The complexity and depth of the SPP took The complexity and depth of the SPP took many States by surprise.many States by surprise.

In some cases the infrastructure may not In some cases the infrastructure may not exist to leverage change in the indicator exist to leverage change in the indicator areas.areas.

The SPP may drive some States to emphasize The SPP may drive some States to emphasize increased monitoring or other punitive increased monitoring or other punitive compliance strategies as a fallback position, compliance strategies as a fallback position, particularly with annual public data-reporting particularly with annual public data-reporting requirements.requirements.


It is probable that the SPP will dominate It is probable that the SPP will dominate the attention and resources of SEAs.the attention and resources of SEAs.

Activities, projects and programs that are Activities, projects and programs that are not directly linked to SPPs (although not directly linked to SPPs (although potentially valuable), are not likely to be potentially valuable), are not likely to be supported.supported.

SEAs may not yet have a clear set of SEAs may not yet have a clear set of strategies defined.strategies defined.

The unintended consequence of The unintended consequence of weakening collaborative efforts is possible.weakening collaborative efforts is possible.


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

Case Study - NYSCase Study - NYS

IDEA Monitoring Priority: FAPE in the IDEA Monitoring Priority: FAPE in the LRELRE

Indicator #1: % of youth with IEPs Indicator #1: % of youth with IEPs graduating from HS with a regular graduating from HS with a regular diploma compared to all studentsdiploma compared to all students

Case Study - NYSCase Study - NYS

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

Measurable and Rigorous TargetsMeasurable and Rigorous Targets

2005-06 59% grad rate2005-06 59% grad rate 2006-70 60% grad rate2006-70 60% grad rate 2007-08 61% grad rate2007-08 61% grad rate 2008-09 62% grad rate2008-09 62% grad rate 2009-10 63% grad rate2009-10 63% grad rate 2010-11 64% grad rate2010-11 64% grad rate

Less than 18% point gapLess than 18% point gap Less than 17% point gapLess than 17% point gap Less than 17% point gapLess than 17% point gap Less than 16% point gapLess than 16% point gap Less than 16% point gapLess than 16% point gap Less than 15% point gapLess than 15% point gap

Sample Improvement Activities/Timelines/ResourcesSample Improvement Activities/Timelines/Resources

Conduct focused Conduct focused “Exiting/Transition” “Exiting/Transition” monitoring reviews of monitoring reviews of districts with districts with graduation rates graduation rates below State targetsbelow State targets

Conduct focused Conduct focused monitoring reviews of monitoring reviews of BOCES to review BOCES to review student access to student access to general curriculumgeneral curriculum

Special Education Special Education Quality Assurance Quality Assurance (SEQA) Regional (SEQA) Regional Offices, SETRC, RSSCsOffices, SETRC, RSSCs

Special Education Special Education Quality Assurance Quality Assurance (SEQA) Regional (SEQA) Regional Offices, SETRC, RSSCsOffices, SETRC, RSSCs


Partner with other State Partner with other State Agencies to leverage local Agencies to leverage local and State interagency and State interagency funding to implement funding to implement school-based collaborative school-based collaborative efforts to improve results efforts to improve results for students with for students with disabilitiesdisabilities

Use a data-driven strategic Use a data-driven strategic planning model to develop planning model to develop annual improvement plans annual improvement plans with Big Four Citieswith Big Four Cities

Task Force on School and Task Force on School and Community CollaborationCommunity Collaboration

Urban InitiativeUrban Initiative


Promote implementation of Promote implementation of Positive Behavioral Positive Behavioral Intervention and Supports Intervention and Supports (PBIS) in school districts (PBIS) in school districts with graduation rates with graduation rates below the State targetbelow the State target

Increase participation in Increase participation in CTE programsCTE programs

Support Preservice Support Preservice teacher preparation teacher preparation programs to enhance skills programs to enhance skills of general and special of general and special education teacherseducation teachers

PBIS project in PBIS project in collaboration with SED, collaboration with SED, OMH, DOH, Families OMH, DOH, Families Together of NYSTogether of NYS

Regents policy Regents policy development and various development and various TA programsTA programs

Numerous provider Numerous provider shortage and IHE initiatives shortage and IHE initiatives including SIGincluding SIG

Connections and AlignmentConnections and AlignmentThe Emerging Role of the IDEA The Emerging Role of the IDEA

PartnershipPartnership At the State Level – help define primary strategies At the State Level – help define primary strategies

partners will use to improve graduation rate.partners will use to improve graduation rate. Research and Analysis – Why does the gap exist? What Research and Analysis – Why does the gap exist? What

are the key factors that contribute to the high dropout are the key factors that contribute to the high dropout rates and low graduation rates for SWD? What are the rates and low graduation rates for SWD? What are the policy implications for legislation, Board of Regents, policy implications for legislation, Board of Regents, Regulations, local policy? Are there areas in the country Regulations, local policy? Are there areas in the country or State where the gap does not exist? If so, why? What or State where the gap does not exist? If so, why? What worked? How can partners work with SED and LEAs to worked? How can partners work with SED and LEAs to move best practices to the field?move best practices to the field?

What can National and State partners do specifically to What can National and State partners do specifically to support SED efforts as outlined in the SPP?support SED efforts as outlined in the SPP?

What are the most critical needs (from SPP) that What are the most critical needs (from SPP) that individual partners can assist with (value-added)?individual partners can assist with (value-added)?


PartnershipPartnership At the Regional or Intermediate level (County, At the Regional or Intermediate level (County,

BOCES, major city) – engage directly with regional BOCES, major city) – engage directly with regional TA and school improvement efforts to support and TA and school improvement efforts to support and enhance school improvement strategies.enhance school improvement strategies. How are regional TA initiatives addressing graduation rate How are regional TA initiatives addressing graduation rate

gaps?gaps? What role does or can the partner organizations play in What role does or can the partner organizations play in

improving graduation rates?improving graduation rates? What are the expected outcomes from the partner’s What are the expected outcomes from the partner’s

participation?participation? What data will be needed to document outcomes?What data will be needed to document outcomes?


PartnershipPartnership At the LEA level – engage directly with individual At the LEA level – engage directly with individual

districts and schools to address specific districts and schools to address specific graduation gap issues.graduation gap issues. What role does or can the partner organization play in What role does or can the partner organization play in

improving graduation rates?improving graduation rates? What are the expected outcomes from the partner’s What are the expected outcomes from the partner’s

participation?participation? What data will be needed to document outcomes?What data will be needed to document outcomes?

Let’s explore how this can play Let’s explore how this can play out…out…

The NY IDEA Partnership The NY IDEA Partnership experienceexperience

SPP Indicator/ Targets/ Gap State Level Partnership Activities and Expected Outcomes

Regional Level Partnership Activities and Expected Outcomes

Local Level Partnership Activities and Expected Outcomes

1. Identify appropriate IDEA Partners for each SPP indicator; 2. Then discuss appropriate strategies and activities to support attainment of those indicators at the levels identified below. 3. Be sure to include measurable, data-driven indicators of outcomes that can be communicated to stakeholders.

SPP Indicator/ Targets/ Gap State Level Partnership Activities and Expected Outcomes

Regional Level Partnership Activities and Expected Outcomes

Local Level Partnership Activities and Expected Outcomes

1. % of Students with disabilities graduating with a HS diploma. 2005 59% < 18% pts 2006 60% < 17% pts 2007 61% < 17% pts 2008 62% < 16% pts 2009 63% < 16% pts 2010 64% < 15% pts

IDEA Partner: Date:

What does ‘Value-Added’ What does ‘Value-Added’ mean?mean?

Every partner plays a key role in Every partner plays a key role in supporting improvement efforts.supporting improvement efforts.

That role is defined in context with the That role is defined in context with the State’s Performance Plan. State’s Performance Plan.

That role may have multiple That role may have multiple dimensions.dimensions.

That role has measurable impact.That role has measurable impact. That role continually contributes to That role continually contributes to

positive progress.positive progress.

Getting to Win - WinGetting to Win - Win

SEAs win because they can’t do this on their SEAs win because they can’t do this on their own,own,

Partners win because they have a clearly Partners win because they have a clearly defined role that contributes to improved defined role that contributes to improved results,results,

Schools win because they have additional Schools win because they have additional resources through partners, and most resources through partners, and most importantlyimportantly

Students win if the SPP has the intended Students win if the SPP has the intended impact.impact.

Documents

IDEA Partnership State – State Meeting March 20 -21, 2006 Connecting to Data and strategies Connecting to Data and strategies Using Quantitative Data Using