Academy for New Special Education Leadership 2015

Results Driven Accountability (RDA) What is it? Special education accountability based on:

Results Driven Accountability: Assuring Compliance & Improving Results Improving educational results and functional outcomes for all children with disabilities Ensuring that LEAs are meeting the procedural requirements under IDEA All components of an accountability system will be aligned in a manner that best support States in improving results for infants, toddlers, children and youth with disabilities, and their families.

Core Principles Principle 1: Partnership with stakeholders Principle 2: Transparent and understandable to educators and families Principle 3: Drives improved results Principle 4: Protects children and families Principle 5: Differentiated incentives and supports to states Principle 6: Encourages states to target resources and reduces burden Principle 7: Responsive to needs

Special Education Team Mission Statement Provide leadership to improve outcomes and ensure free appropriate public education for students protected under IDEA.

Results Driven Accountability

OSEP's Three RDA Components: State Performance Plan/Annual Performance Reports Determinations Differentiated monitoring and support

Improved Student Outcomes

Determinations 9 IDEA requires that OSEP monitors how states are implementing special education. Previously, OSEP only considered compliance in making State determinations. Beginning with its 2014 determinations, OSEP considered results and compliance as factors in making State Determinations Low performing States will get more intensive support

Results Driven Accountability SIMR Improvement Strategies Theory of Action Submit SSIP Plan Infrastructure Development LEA Support for EBP Evaluation Implementation and Evaluation Procedural Compliance Self Assessment 4 th Year of 2 nd Cycle 5 th Year of 2 nd Cycle Pilot RDA PCSA Technical Assistance & Pilot RDA PCSA 1 st Year of RDA PCSA LEA Determinations Compliance Only w/Forecast Compliance greater than results Invitation for technical assistance Compliance greater than results First year of identifying needs assistance Equal balance compliance results Second year of identifying needs assistance LEA Supports Plan for Supports and Technical Assistance Develop Supports and Technical Assistance Pilot Supports and Technical Assistance Provide Supports and Technical Assistance Timeline

RDA in Wisconsin Reading Drives Achievement: Success through Literacy

Why RDA?

ReadingMath

Coordination with Other Improvement Efforts Agenda 2017: Every Child a Graduate College and Career Ready College- and career-readiness standards Promoting Excellence for All Educator Effectiveness Title I

Every Child a Graduate Agenda 2017 Standards & Instruction –What and how should kids learn? Assessments and Data Systems –How do we know if they learned it? Accountability – systems and individuals –How do we support improvement if they don’t? School Finance –How should we pay for schools?

Target Goals Further increase graduation rate from 85.7 percent to 92 percent. Increase career and college readiness from 49 percent to 67 percent. Close graduation and career and college readiness gaps by 50 percent. Increase the percentage of students scoring proficient in third-grade reading and eighth-grade mathematics. Adopt the Fair Funding for Our Future plan to make school finance more equitable and transparent.

Promoting Excellence for All Strategies that Close Achievement Gaps Excellence for All Website

Guiding Principles of Teaching and LearningGuiding Principles of Teaching and Learning Promoting Excellence for All Portrait of a Literate IndividualPortrait of a Literate Individual Foundations for ELA WI RtI Center’s Beliefs about Reading to UnderstandWI RtI Center’s Beliefs about Reading to Understand Results Driven Accountability (RDA) Where to begin? Examine beliefs:

Values within Wisconsin’s RDA System Family engagement Cultural responsiveness Effective educators using research-based approaches Early intervention Positive, proactive social-emotional supports Systems-wide approach

What do we think?

So what will change? Monitoring, supports, and resources will additionally focus on improving outcomes for students with disabilities, particularly in literacy: Procedural compliance self-assessment will focus on items that impact reading achievement District special education determinations will include both compliance and results Professional learning resources will be available to all districts Integrated improvement supports will be available to all districts Some districts may be identified for more intensive improvement supports

What are our improvement strategies? Monitoring and improvement-planning supports  coaching supports  supports through a district implementation team  continuous improvement approach  data-based decision-making process  tailored to district-specific needs  evaluation of impact

Improvement Strategies, Cont. Guidance and professional learning for meaningful access to rich, standards- based, general education curriculum and instruction: –Universal Design for Learning (emerging/new) –College and Career Ready IEPs (new) –Collaboration (adapted from existing) –Co-teaching (new) –Beliefs/culture of high expectations (new)

Improvement Strategies, Cont. Literacy-specific supports: –DPI’s foundational literacy resources, leveraged for cross-divisional audiences (existing/emerging) –Cross-divisional PD on diagnosis and interventions for struggling readers (new) –Early literacy training package (existing) –K-5 Universal Reading Review (existing)

Improvement Strategies, Cont. Promising practices: –Promoting excellence for all (existing) –Spotlighting effective practices for literacy outcomes for students with disabilities (new) –UDL demonstration sites and video library (new) Multi-Level System of Supports (WI RtI Cntr): –PD/TA on culturally responsive academic and behavioral (PBIS) system of supports (existing) –Leadership and coaching (existing)

Improvement Strategies, Cont. Supports through other discretionary grant projects (add’l literacy-specific elements added to each): –Family engagement & Training (WSPEI)(WI FACETS) –Culturally responsive practices (DTAN) –Transition (TIG) –Early childhood (ECPSL) –Special education regional services (RSN) –2R Charter Special Education Capacity-Building Initiative

Does this fit with what is already happening in schools? YES! A focus on –college and career readiness, – high expectations and quality instruction –data-based decision-making, –effective educators, –implementation of RtI/PBIS/PLCs/UDL, etc.

Preparation for Implementation Engaging families in meaningful ways Continuous monitoring of student progress data and adjusting instruction as needed Ensuring high quality standards-based curriculum and instruction Facilitating collaboration between special educators and general educator, including reading specialists, in order to build a strong and effective reading program for all students

Preparation for Implementation, cont. Infusing cultural responsiveness and universal design for learning Adopting practices from the Promoting Excellence for All effort Focusing IEP meetings on desired outcomes Coordinating professional learning and ensuring connections between initiatives are clear and understood for all staff

How will we implement? OSEP-funded center to help states through implementation and scaling-up of evidence- based practices (SISEP) Implementation science WI will focus on integrating Special Education and Title I processes and procedures Coordinated monitoring and improvement planning supports Implementation of new supports for RDA

SISEP: State Implementation & Scaling-up of Evidence-Based Practices National Technical Assistance Center funded by the US Department of Education, Office of Special Education Programs (OSEP) Assist State Education Agencies and Local Education Agencies in applying implementation science through building sustainable implementation infrastructures Support a system that effectively employs evidence- based practices to improve student outcomes

SISEP Center State Implementation and Scaling up of Evidence-based Practices (SISEP)  Co-Directors: Dean Fixsen and Barbara Sims  OSEP Project Officer: Jennifer Coffey

WHY Educationally Significant Outcomes WHAT Effective Interventions HOW & WHO Effective Implementation WHERE Enabling Contexts Formula for Success

Active Implementation Frameworks WHO Teams WHEN Stages HOW & WHERE Drivers HOW Cycles WHAT Effective & Usable Interventions

Introduction and Overview of work with SISEP  Using implementation science to establish and scale up a coordinated system of monitoring and improvements supports  Initially between Title I and Special Education  Internal workgroup is in learning stage

Why are we doing this? Special education and title I teams to streamline monitoring Help to lesson burden of monitoring To provide a coordinated system of supports

Students cannot benefit from education practices they do not experience.

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Your Turn… What does this bring to mind for you about your new work?

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