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Jennings County shows gains in special-education measures, board hears state Results Driven Accountability report
Summary
District staff presented the state Results Driven Accountability data for special education, showing improved proficiency, growth percentiles and graduation rates for students receiving special education supports.
District staff presented the Results Driven Accountability (RDA) report for the 2023–24 school year, explaining how the Indiana state categorization compares school corporations by enrollment bands and assigns scaled scores for special-education outcomes.
Todd Ebinger reviewed components of the RDA calculation: 25% graduation rate, 20% least-restrictive-environment (LRE) placement percentage, and 55% assessments (I-Learn/I-Read/alternative assessments). For the 2023–24 school year, the district reported 37.8% of students receiving special education were approaching proficiency in math and 33.7% in English language arts; median student growth percentiles were 50 in both subjects.
The district reported a 79.4% passing rate on IREAD-3 for students receiving special education (the transcript labeled this “I read 3”), and an increase in the percentage of students taking the alternative assessment to 1.8% (the presenter noted that federal guidance caps the alternative-assessment population at 1%). The graduation rate for students receiving special education rose to 82.6% for 2023–24.
Presenter comments and board remarks emphasized multi-year improvements: math approaching-proficiency rose from 29.1% (2021–22) to 37.8% (2023–24); ELA growth percentile increased to 50. The presenter noted the district moved out of a targeted-support category into “no support” for the most recent review year and that compliance and timely reporting requirements were met.
Board members praised the improvement. One board member said the rise in graduation rate for students with disabilities was “very impressive” and credited hours of work with families and staff. The presentation also flagged programmatic trends: the district reported growth in special-education eligibility categories for autism and speech impairment since 2018, which staff said will guide future programming and supports.
The item was informational; there was no formal board action recorded on the presentation.
