Next Generation IEPs

Presenters Anita Castro – Assistant Director Daniel Parker – Consultant, Autism and Family Engagement Marge Resan – Consultant, Procedural Compliance and Mediation Maria Lewis – Consultant, Procedural Compliance and Medicaid

Results Driven Accountability (RDA) What is it? New Accountability System 2 Balancing Compliance and Results

Why RDA? Results Driven Accountability (RDA) What is it? April 24, 2015

Why Reading? 2013-14 Statewide WSAS Reading Proficiency for Students with Disabilities by Race/Ethnicity

Economic Disadvantage Data Disaggregation Data 2013-14 Area Lowest SwD (% Proficient) Nondisabled Comparison Primary Disability SLD OHI EBD 3.7% 10.9% 14.5% 41.5% Race/Ethnicity Hispanic Black Am. Indian 8.7% 9.2% 11.1% 20.4% 14.8% 24.7% Gender Female Male 7.6% 12.5% 21.9% Grade 8th 6th 10th 12.7% 13.7% 14.1% 39.2% 41.7% 48.7% Economic Disadvantage SWD 10.3% 18.1%

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

How to Improve Outcomes Components of the System: Coordinated improvement system Supports for System Level Improvement Planning and Implementation State Implementation and Scaling up of Evidence-based Practices (SISEP) Center  Program Areas Content/Resources for Disability Related Needs Next Generation IEPs

Improved Student Outcomes Next Generation IEPs Procedural RDA: PCSA Revised Model Forms and Online Tool Content / Best Practices Modules Professional Development

Why Next Generation IEPs? In the Past Ten Years we Have Seen Significant Changes in . . . Socio-Economic Status of Families and Family Structures Cultural Demographics of Students Mental Health Needs of Students and Families Technology’s Role in Education Greater Access of Underserved Populations to Post Secondary Education

Free and Reduced Lunch 2004 Free and Reduced Lunch 2014

Wisconsin 2013-14 Public K-12 Enrollment Total Enrollment: 887,306

Wisconsin Overlaps Among Subgroups 2013-14

Why Next Generation IEPs? In Addition Wisconsin Educators Face . . . Achievement Gaps for Underserved Populations Increased Costs of Servicing Students Outside of General Education Setting New Educational Initiatives Districts Adopting New Grade Level Standards

Assist Moving From Fragmented Services… Title I Special Education Needed to Support Students Amount of Resources Sea of Ineligibility General Education G/T Intensity of Need

Needed to Support Students …to a System of Support Bridging the Gap General + Intensive Resources Needed to Support Students Amount of Resources General + Supplemental Resources General Resources Intensity of Need

Why Next Generation IEPs? Alignment of IEP Process with Existing Education Initiatives Academic and Career Plans College and Career Readiness Culturally Responsive Practices Educator Effectiveness Every Child a Graduate RDA RTI/PBIS Universal Design for Learning Wisconsin’s Guiding Principles for Teaching and Learning

Why Next Generation IEPs? Although the Laws and Rules for IEP have Not Changed, the Landscape of Education has Changed Greatly Next Generation IEPs were Developed to Provide IEP Teams with the Tools and Processes to Meet the Current Realities of Students, Families, and Educators

Next Generation IEPs Summary Compliant with IDEA Align with Changes in the Landscape of Education Assist IEP Teams be More Efficient and Effective in Supporting Students to be Involved in and Make Progress in General Education

Next Generation IEP Key Concepts Discuss High Expectations for Post Secondary College and Career Readiness

Growing a Culture of High Expectations Videos

Grade Level Universal Curriculum Know and Discuss District Grade Level Standards, Universal Instruction, and Functional Expectations

Next Generation IEP Key Concepts Use Data to Identify Present Levels of Student’s Academic & Functional Strengths & Disability Related Needs which Affect Access to and Progress in Academic Achievement in District’s Universal Instruction and Standards

Identify Grade Level Access and Achievement Group Activity Based on your experience with students, name as many reasons possible why a student may show difficulties with reading comprehension.

Group Activity Feedback Did you name any reasons which are NOT disability related? What are “disability-related” reading needs? What goals, services, supports, and accommodations would be needed for different reasons?

Traditional IEP Process Evaluation Present Levels Accommodations Assessment Goals Services and Supports Connections to Standards? Quarterly Reporting on Goals

Next Generation IEP Process Evaluation to Inform Grade Level Academic and Functional Skills First Then Goals to Address Disability Related Needs and Improve Access and Achievement Next Services, Supports, Accommodations that Support Goals Ongoing Ongoing Assessment of IEP Components to Inform Access and Achievement

Examples of Proposed Modules and Resources Introduction to Next Generation IEPs Factors Influencing Academic Achievement Grade Level Expectations Understanding Standards Universal Design Present Level Based on Learner Profile (strengths and needs) Using Data Writing IEP Goals Planning Instructional Services Determining Accommodations Assessment of Progress and Academic Achievement Wisconsin Model Early Learning Standards

Improved Student Outcomes Next Generation IEPs Procedural RDA: PCSA Revised Model Forms Content/ Best Practices Modules Professional Development

Revised Model IEP Forms Connections Between Required Components Evaluation Present Level of Academic Achievement & Functional Performance Measurable Annual Goal(s) IEP Services Report Progress Toward Goal(s)

Connecting Compliance and Results May 2015 Connecting Compliance and Results Rationale for revising PCSA →Results Improving Student Outcomes Working collaboratively with Title I, DPI Literacy Consultants, Office of Student Assessment, & External Stakeholders PCSA Checklist Items Directions and Standards Model IEP Forms Process IEP Form Wisconsin Department of Public Instruction

Revised DPI Model IEP Forms Process IEP Form Reading Profile Model Forms: Options Revised DPI Model IEP Forms Process IEP Form Reading Profile Combination

Revised Model IEP Forms May 2015 Revised Model IEP Forms Revised Model Forms Packet R-1, Referral EW-1, Consideration of Existing Data ER-1, Evaluation Report I-4, Present Levels I-5, Special Factors I-6, Annual Goals I-9, Program Summary Wisconsin Department of Public Instruction

INFORMATION FROM REVIEW OF EXISTING DATA (ER-1) A. Summary of previous evaluations   Reading evaluations: B. Information provided by parents Parent comments regarding child’s reading ability:

INDIVIDUALIZED EDUCATION PROGRAM: SUMMARY (I-9) The IEP team determined the student’s disability has an adverse affect on reading achievement. □ Yes □ No (If Yes, the IEP must include a minimum of one goal and special education to address the student’s disability related need affecting reading achievement.)

Feedback Where do IEP teams need prompts to remind them to consider reading needs? May 2015 Revised Model Forms Packet R-1, Referral EW-1, Consideration of Existing Data ER-1, Evaluation Report I-4, Present Levels I-5, Special Factors I-6, Annual Goals I-9, Program Summary Wisconsin Department of Public Instruction

Process Model IEP Form Process IEP Form Combines I-4, I-5 and I-6 May 2015 Process Model IEP Form Process IEP Form Combines I-4, I-5 and I-6 Would be used with the revised R-1, EW-1, ER-1 and I-9 Wisconsin Department of Public Instruction

Prior goal review Student’s Strengths and Needs How disability affects involvement and progress in general education curriculum Prior goal review Present Levels: Academic Achievement and Functional Performance Special Factors Annual Goals

Annual Goals Measurable Annual Goal Including Level of Attainment Baseline Measurable Annual Goal Including Level of Attainment Benchmarks or Short Term Objectives How will progress be measured? When will reports about student progress be provided to parents? IEP Team Goal Review

Reading Profile Page May include: Information about reading achievement, interventions, factors affecting reading achievement, progress monitoring results, etc. How reading achievement gaps will be addressed and who will provide special and / or regular education services and supports, etc.

Feedback Which would you prefer: Revised DPI Model Forms with reading prompts Process-oriented form that integrate present levels, special factors and goals Reading Profile – if so, what would you include? Combination (please specify)

Timeline 2015-16 2016-17 2017-18 5th year of current cycle. Pilot: Train pilot districts 1st semester Conduct pilot 2nd semester Next Generation IEP Modules and Resources Statewide Training & Technical Assistance on new RDA-PCSA. PD and Cert Online Tool Next Gen IEP Resources ongoing 1st year of monitoring using new RDA-PCSA checklist and online report. 1/5 of districts (cycle undetermined)

Thank you for your time & input! May 2015 Thank you for your time & input! Wisconsin Department of Public Instruction