Focused Review of Improvement Indicators A Self-Assessment Process SPP Stakeholder Meeting December 16, 2009

Focused Monitoring Established State priority areas ◦ Graduation ◦ Reading achievement Positive impact on educational results & functional outcomes Research-based focus 5 LEAs plus MPS selected annually 2Wisconsin DPI Special Education Team

What lessons learned? Need ownership by district-level and building-level administrators Need strong parent involvement Need to impact at state level – not possible when only visiting 6 districts a year 11/5/2009Wisconsin DPI Special Education Team3

Lessons Learned continued Need tools to share with interested districts now that the word is out Need to help districts focus on what they can impact and improve – aided by FPR process Need to mirror PCSA process and develop some stand alone options 11/5/2009Wisconsin DPI Special Education Team4

Focused Review of Improvement Indicators (FRII) So we are scaling up to the next level of focused monitoring – The FRII Process 5Wisconsin DPI Special Education Team

Data Collection & Analysis Goal Setting & Action Planning Plan Implementation &Technical Assistance Progress Monitoring Improving Student Outcomes ( SPP Indicators Criteria Selection The FRII Process 6Wisconsin DPI Special Education Team

LEA Criteria Has not met SPP improvement targets ◦ Indicators 1, 2, 3, 4  3 Consecutive Years ◦ Indicators 8 & 14  1 Year LEAs identified the year following their Procedural Compliance Self-Assessment 7Wisconsin DPI Special Education Team

LEA Notification “Heads Up” letter in the fall of Procedural Compliance Self-Assessment year Official notification in spring of Procedural Compliance Self-Assessment year 8Wisconsin DPI Special Education Team

LEA Preparation Establish district team Orientation meeting for FRII – Phase 1 Download and print data books Gather recommended materials, including existing district or school improvement plans 9Wisconsin DPI Special Education Team

LEA Preparation Continued Conduct in-district surveys, if necessary Collect and compile student specific data, if necessary Conduct review of necessary policies and procedures, if necessary 10Wisconsin DPI Special Education Team

Data Collection & Analysis FRII – Phase 1 2 Days District team participates Focus activity – identified indicators Disaggregated data analysis Root cause development 11Wisconsin DPI Special Education Team

Transitional Period Occurs between FRII – Phase 1 and FRII – Phase 2 Establishment of District Improvement Team Additional data collection, if necessary Verification of potential root causes Orientation meeting for FRII – Phase 2 12Wisconsin DPI Special Education Team

Goal Setting & Action Planning FRII - Phase 2 1 Day District Improvement team participates Prioritization of needs Develop district improvement plan ◦ In response to identified root causes ◦ Scientific evidence-based content ◦ Selecting content that builds capacity ◦ Integration with existing district improvement efforts 13Wisconsin DPI Special Education Team

Goal Setting & Action Planning Continued Develop district improvement plan ◦ Selecting student and staff learning targets (goal setting) ◦ Design of improvement activities ◦ District design of assessments used for formative evaluation 14Wisconsin DPI Special Education Team

Plan Implementation & Technical Assistance Ongoing Collaboration and implementation Sustainability Internal and external supports for improvement (DPI & collaborating partners) 15Wisconsin DPI Special Education Team

Progress Monitoring On-going data analysis ◦ Program evaluation or ◦ Summative evaluation ◦ Quarterly progress monitoring 16Wisconsin DPI Special Education Team

Ultimate Goals Improve outcomes for students with disabilities Gather best practices Highlight success stories Build capacity to be self-evaluative Sustain improvement Wisconsin DPI Special Education Team17