1. Reading Drives Achievement: Success through Literacy Wisconsin’s Approach to RDA

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

3. Results Driven Accountability: National Perspective To help close the achievement gap for students with disabilities To move away from a one-size-fits-all, compliance-focused approach To craft a more balanced system that looks at how well students are being educated in addition to continued efforts to protect their rights

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

5. Why RDA?

6. ReadingMath

7. Which area of focus (indicator) will have the most impact on others?

8. Bottom Line If students with disabilities are proficient in reading, they will be more likely to: Graduate from high school; Be college and career ready; Have improved post-high school outcomes.

9. Increase Literacy for Students with Disabilities in Grades 3-8 Reading Drives Achievement: Success through Literacy

10. 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

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

12. What do we know about Wisconsin? DPI literacy-related resources and related supports Discretionary grant projects-content and infrastructure Existing service-delivery and support infrastructure Emerging common vision for literacy and systems frameworks

13. What do we know about Wisconsin? Lack of a cohesive state-wide system for monitoring and providing supports Great variance in the supports districts receive Lack of common vision/beliefs-reading and responsibility for reaching all learners General education and special education systems are “siloed”

14. 14 SSIP Conduct root cause analysis (including infrastructure) to identify contributing factorsConduct root cause analysis (including infrastructure) to identify contributing factors For each contributing factor, identify both barriers and leverage points for improvementFor each contributing factor, identify both barriers and leverage points for improvement Conduct root cause analysis (including infrastructure) to identify contributing factorsConduct root cause analysis (including infrastructure) to identify contributing factors For each contributing factor, identify both barriers and leverage points for improvementFor each contributing factor, identify both barriers and leverage points for improvement Search/evaluate evidence- based solutions (Exploration Phase)Search/evaluate evidence- based solutions (Exploration Phase) Develop action steps (address barriers/use leverage points)Develop action steps (address barriers/use leverage points) Develop Theory of ActionDevelop Theory of Action Develop Plan for Improvement (Implementation Framework)Develop Plan for Improvement (Implementation Framework) Search/evaluate evidence- based solutions (Exploration Phase)Search/evaluate evidence- based solutions (Exploration Phase) Develop action steps (address barriers/use leverage points)Develop action steps (address barriers/use leverage points) Develop Theory of ActionDevelop Theory of Action Develop Plan for Improvement (Implementation Framework)Develop Plan for Improvement (Implementation Framework) Initiate Data AnalysisInitiate Data Analysis Conduct broad Infrastructure AnalysisConduct broad Infrastructure Analysis Identify problem areaIdentify problem area Initiate Data AnalysisInitiate Data Analysis Conduct broad Infrastructure AnalysisConduct broad Infrastructure Analysis Identify problem areaIdentify problem area Evaluation of progress annuallyEvaluation of progress annually Adjust plan as neededAdjust plan as needed Evaluation of progress annuallyEvaluation of progress annually Adjust plan as neededAdjust plan as needed How well is the solution working? What is the problem ? Why is it happening? What shall we do about it? SSIP Phase I SSIP Phase I and II SSIP Phase III SSIP Phase I Slide from: OSEP Slides to Explain Results Driven Accountability (RDA) Retrieved from http://www2.ed.gov/about/offices/list/osers/osep/rda/index.html

15. Results Driven Accountability (RDA) What is it?

16. 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, –Title I –implementation of RtI/PBIS/PLCs/UDL, etc.

17. Agenda 2017 What and how should kids learn? How do we know if they learned it? How do we ensure that students have highly effective teachers and schools? How should we pay for schools?

18. Target Goals By 2017, to prepare our students for success in further education and career: Further increase graduation rate from 85.7 percent to 92 percent. Close graduation and career and college readiness gaps. Adopt the Fair Funding for Our Future plan to make school finance more equitable and transparent.

19. Your Voice When you hear College and Career Ready, what do you think it means for students with IEPs?"

20. Your Voice "What do you WISH it means when you hear College and Career Ready for students with IEPs?"

21. Direct URL: https://youtu.be/3B4SnAM7Zho

22. Defining College and Career Ready

23. Your Voice How does College and Career Readiness for students with IEPs align with your work? How does College and Career Readiness for students with IEPs connect to RDA?

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

25. How Do RDA & EE Work Together? RDA Wisconsin’s approach to the revised Special Education accountability system, focuses on improving the literacy outcomes for students with disabilities RDA Wisconsin’s approach to the revised Special Education accountability system, focuses on improving the literacy outcomes for students with disabilities Educator Effectiveness Wisconsin’s Educator Effectiveness System is a performance-based evaluation system for educators intended to improve teacher practice which ultimately will improve student outcomes Educator Effectiveness Wisconsin’s Educator Effectiveness System is a performance-based evaluation system for educators intended to improve teacher practice which ultimately will improve student outcomes remo v e Guidance for Educators Serving in Unique Roles and Contexts Toolkit

26. What are the shifts in Wisconsin? District Improvement Supports Professional Learning Resources Links Between Compliance and Results Determinations Integrated improvement supports available to all districts Some districts will receive targeted improvement supports Professional learning supports available to all districts Literacy Access Promising practices Procedural compliance self- assessment will focus on items related to reading achievement Model forms revision Will include compliance and results indicators

27. Improvement Strategies Coordinated Improvement planning Professional Learning resources –Literacy-specific (EC specific; Struggling Readers PD; RtI Center; DPI literacy resources) –Promising practices –Access (UDL, co-teaching, CCR IEPs) Connecting Compliance and Results –CCR IEPs ( model forms, aligned PCSA)

28. DISTRICT IMPROVEMENT SUPPORTS

29. Coordinated Improvement Planning Special education and title I teams to streamline improvement supports Help to lesson the burden of duplication; a focus on meaningful and manageable operations To provide a coordinated system of supports

30. Wisconsin is Scaling Up! 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

31. Students cannot benefit from education practices they do not experience.

32. PROFESSIONAL LEARNING RESOURCES

33. Literacy Resources Reading in Wisconsin Teaching Our Readers When They StruggleTeaching Our Readers When They Struggle Literacy Live Webinars Multi-Level System of Supports (WI RtI Center):WI RtI Center

34. Promising Practices Included within SSIP as a result of stakeholder input (was one of the most frequently cited requests). Will bring together educators from schools that have shown greater than average growth for students with disabilities in the area of literacy. Hoping to have the strategies showcased by the beginning of next school year.

35. Vision of Co-teaching Factors Effective Instruction Teacher- Teacher Relationships Student- Teacher Relationships Family & Community Engagement School & Instructional Leadership

36. Universal Design for Learning UDL Startup Grants are underway. These grants are expected to go through the end of the 2016-17 school year and focus on two main areas: –Building UDL Capacity – Trainers available in every CESA and Large LEA. –UDL Implementation –22 school teams and demonstration sites throughout Wisconsin –For more information: Contact Jayne Bischoff –http://dpi.wi.gov/universal-design-learning

37. Discretionary Grants Special education regional services (RSN) State Personnel Development Grant (SPDG) Family engagement & Training (WSPEI)(WI FACETS) Culturally responsive practices (DTAN) Transition (TIG) Early childhood (ECPSL) 2R Charter Special Education Capacity-Building Initiative

38. LINKS BETWEEN COMPLIANCE AND RESULTS

39. College and Career Ready IEPs ProceduralRDA: PCSA Revised Model Forms Content/ Best Practices Modules Professional Development Improved Student Outcomes

40. College and Career Ready IEPs Procedural Compliance Self-Assessment Items that impact student outcomes Intentional focus on improving reading outcomes Improved Model IEP Forms –To align with new RDA: PCSA –Focus on improving reading / literacy outcomes –Promote linkages or cross-referencing across the entire IEP process 40

41. College and Career Ready IEPs IEPs that focus on high expectations and results, while maintaining compliance for students 3-21 Introduction to College & Career Ready IEPs Guidance will include online discussion tool and ongoing development of modules

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

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

44. Your Voice What activities might you engage in to increase literacy/reading outcomes for your students?

45. By 2017-18, Wisconsin will be Using a balanced approach between compliance and results Implementing CCR-IEPs Scaling up of improvement strategies at the regional and district levels

46. WI DPI SPEDWI DPI SPED @WisDPISPED@WisDPISPED #collabpst2015