Results Driven Accountability (RDA)
Monitoring Part B of IDEA
Accountability for effective and meaningful implementation of the Individuals with Disabilities Education Act (IDEA) is fundamental to achieving its intent that “all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.” The U.S. Department of Education’s Office of Special Education Programs (OSEP) has announced that it is beginning to implement a new accountability framework for special education. This framework, known as Results Driven Accountability (RDA), is intended to balance focus on improving educational results and outcomes for students with disabilities. RDA provides greater supports to local education agencies in improving results for children and youth with disabilities, and their families.
The Division of Special Education and Student Services is responsible for general supervision and monitoring the implementation of the IDEA in accordance with the provisions at 34 CFR 300.604(a)(1), and (a)(3), (b)(2)(i) and (b)(2)(v), and (c)(2) and the Regulations Governing Special Education Programs for Children with Disabilities in Virginia, 8 VAC 20-80. Virginia’s general supervision is a system that involves the following components: State Performance Plan (SPP) and Annual Performance Reports (APR), effective policies and procedures, targeted technical assistance and professional development, effective dispute resolution system; integrated on-site and off-site monitoring activities, data verification, improvement and corrective action planning, and follow-up to ensure timely corrections.
Consistent with these requirements, the Virginia Department of Education has revised its monitoring of special education to implement RDA. The revised monitoring system is based upon targeted need as determined by data analyses of the state's SPP and APR, which incorporates both results data and compliance data generated from several different sources, including the Elementary and Secondary Education Act; Virginia's Standards of Learning; Discipline, Crime, and Violence Annual Report; Special Education Child Count; and other quantitative and qualitative data sources. The shift to RDA brings a more balanced approach to determining program effectiveness – focusing on how well students are performing while continuing to protect their rights.
- Frequently Used Terms (PDF)
- Regulations Governing Special Education Programs for Children with Disabilities in Virginia (PDF)
- Special Education Reports, Plans & Statistics
- Virginia’s Special Education State Performance Plan (SPP) – Part B
- Private Schools for Students with Disabilities