Program Accountability

1. Program Accountability Making Education Work for All Children Office of Special Education and Early Intervention Services

2. Paying Attention Why is it important? Office of Special Education and Early Intervention Services

3. Background • The No Child Left Behind Act (NCLB) • The Individuals with Disabilities Education Act (IDEA 2004) Office of Special Education and Early Intervention Services

4. Don’t fight forces. Use them. --R. Buckminster Fuller

5. A New Era • Student progress monitoring • Use of research-based instructional practices Office of Special Education and Early Intervention Services

6. Academic Systems Behavioral Systems • Tier 3: Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Tier 3: Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Tier 2: Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Tier 2: Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response Three Tier Model of School Supports • Tier 1: Universal Interventions • All students • Preventive, proactive • Tier 1: Universal Interventions • All settings, all students • Preventive, proactive 1-5% 1-5% 5-10% 5-10% 80-90% Students 80-90% Multi-Tier Model of Service Delivery Office of Special Education and Early Intervention Services

7. What we also hope to see . . . SOLID LINES SEEM SO PERMANENT: WE PREFER A “DASHED” FLOW-THROUGH VERSION! Use of the System’s Greatest Talent, No Matter What Individualized Needs Must Be Addressed All Students Get What They Need, When They Need it Wraparound A “Permeable” System At All Levels Thoughtful Transition Access to the General Curriculum and Help, Regardless of Setting Deliberate Fellowship Between School, Home, and Community Office of Special Education and Early Intervention Services

8. The significant problems we have cannot be solved at the same level of thinking with which we created them. Albert Einstein, (attributed)US (German-born) physicist (1879 - 1955)

9. Paying Attention How are we doing? Office of Special Education and Early Intervention Services

14. A Few Data Points • Graduation • Dropout • Disproportionality Office of Special Education and Early Intervention Services

15. Graduation and Dropout Rates for Students with IEPs (December 2004) Source: MI-CIS Office of Special Education and Early Intervention Services

16. Graduation and Dropout Rates for Students with IEPs: A Trend Analysis (1998 - 2004) Office of Special Education and Early Intervention Services Source: MI-CIS

17. Graduation and Dropout Rates of Students with IEPs per Disability Category (December 2004) Source: MI-CIS Office of Special Education and Early Intervention Services

18. Disproportionality • A statewide view of “risk” for selected disabilities, by race-ethnicity • Risk = (Number of students from racial/ethnic group in disability category / Number of all students from racial/ethnic group) * 100 Office of Special Education and Early Intervention Services

19. Cognitive Impairment: African Americans Show Higher Risk for being Identified with Cognitive Impairment than other Race Ethnicities Source: MICIS Office of Special Education and Early Intervention Services

20. Learning Disabilities: Native Americans and Hispanics Show Higher Risk for Being Identified as Learning Disabled Student Source: MICIS Office of Special Education and Early Intervention Services

21. Emotional Impairment: Native Americans Show Higher Risk for being Identified with Emotional Impairment Source: MICIS Office of Special Education and Early Intervention Services

22. Speech and Language: White Students Show Higher Risk for being Identified with Speech and Language Impairments Source: MICIS Office of Special Education and Early Intervention Services

23. Assessment • Participation and Proficiency of students with IEPs Office of Special Education and Early Intervention Services

24. English Language Arts: Participation Rate of Students with IEPs (MEAP and MI-Access combined) Source: MDE / OEAA Office of Special Education and Early Intervention Services

25. Mathematics: Participation Rate of Students with IEPs (MEAP and MI-Access combined) Source: MDE / OEAA Office of Special Education and Early Intervention Services

26. Proficiency (% students with IEPs proficient on MEAP) Source: MDE / OEAA Office of Special Education and Early Intervention Services

27. Facts About Special Education Office of Special Education and Early Intervention Services

28. Facts about CIMS Office of Special Education and Early Intervention Services

29. Facts about Disporportionality Office of Special Education and Early Intervention Services

30. Facts about Graduation and Drop Out Office of Special Education and Early Intervention Services

31. Facts about LRE Office of Special Education and Early Intervention Services

32. Facts about Assessments Office of Special Education and Early Intervention Services

33. Facts about State Performance Plan Office of Special Education and Early Intervention Services

34. State Performance Plan How do we set targets for improvement in Special Education? Office of Special Education and Early Intervention Services

35. MDE SPP Rigorous Targets How should we select a target? Office of Special Education and Early Intervention Services

36. Specific - related to a service and corporate objectives • Measurable – input – output - outcome • Achievable - but also stretch the organization • Realistic – able to reach the target • Timely and Time-scaled – clearly setting out by when the expected standard or level of service will be achieved. • Source: Her Majesty’s Treasury Dept. Website

37. Targets are to be SMA RT!--OSEP bc • SPECIFIC • MEASURABLE • ACHIEVABLE, BUT • CHALLENGING • (Abc) • RELEVANT • TIMED Office of Special Education and Early Intervention Services

38. Targets - How aggressive? • It depends: • Stretch targets - you may not meet them but trying may get you further • Minimal targets - you will get there - likely to only maintain status quo - little improvement • Be Realistic: you may need additional info to address ability to measure success towards objective • This is from an Environmental Management System presentation—Office of the Federal Environmental Executive Office of Special Education and Early Intervention Services

39. Some Sources of These Challenging Targets • General Education Goals • National Performance • Comparable States • Standard Deviations Relative to State LEA Average • Trend Office of Special Education and Early Intervention Services

40. What indicators were we asked to examine? • Graduation Rate • Dropout Rate • LRE 3-5 • LRE 6-12 • Suspension/ Expulsion • AYP/ Assessment • Hearings—Little Data Office of Special Education and Early Intervention Services

42. Graduation Rate: Comparable States • Comparing to other states • Graduation Rates at highs of 82% • 2003-2004 data • i.e. reported in Dec. 04, including Spring 03 graduations Office of Special Education and Early Intervention Services

43. Graduation Rate: Comparable States 2002-2003 Office of Special Education and Early Intervention Services

45. Graduation Rate: Trend Office of Special Education and Early Intervention Services

46. Graduation Rate: Summary • Current Statewide Baseline Mean=67.1% • General Education Goals—80 % • National Performance—1 S.D.+ = 68.2% • Comparable States—Current Highs 82% • Standard Deviations Relative to State LEA Average 1S.D.+=97% • Trend—89 to 90% Office of Special Education and Early Intervention Services

48. Dropout Rate: Comparable States 2003-2004 Office of Special Education and Early Intervention Services

49. Dropout Rate: Comparable States 2002-2003 Office of Special Education and Early Intervention Services