1. Patricia Williams & Anita Castro Special Education Team patricia.williams@dpi.wi.gov anita.castro@dpi.wi.gov 1 Sample IEP Forms College and Career Ready

2. Why All the Changes? Approximately 20% of students with disabilities are performing at or above “proficiency” in reading. Focus on procedural compliance has not resulted in better outcomes. New Federal emphasis on outcomes: Results Driven Accountability (RDA). 2

3. Results Driven Accountability (RDA) Reading Drives Achievement: Success through Literacy 3

4. The primary vehicle for providing FAPE is through an appropriately developed and implemented IEP. An IEP must take into account the impact of the child’s disability on his or her involvement and progress in the general education curriculum. Goals must be ambitious but achievable, and aligned with grade-level content standards. U.S. Dept. of Education Dear Colleague Letter, Nov. 2015

5. Agenda 2017 Every Child a Graduate, College and Career Ready

6. The Journey 6

7. Our Partners Joined Us On the Journey 7 State Superintendent’s Council on Special Education

8. RDA: PCSA Pilot Districts 8 Alma CenterMilton AshlandMonona Grove BarronPardeeville Beecher-Dunbar-PembineRiver Ridge ChiltonRosendale-Brandon HamiltonSauk Prairie HudsonStevens Point MarkesanWabeno MaustonWausau Middleton-Cross PlainsWest De Pere

9. Positive Feedback Regarding the Revised Sample IEP Forms Changes the conversation: emphasis on improving outcomes. Connections between present levels/needs of the student with goals and services. Parent involvement / Student involvement 9

10. College and Career Ready IEP Process First Then Next Ongoing Understand achievement of grade-level academic standards and functional expectations to identify the student’s strengths and needs Identify how the student’s disability affects academic achievement and functional performance Develop ambitious but achievable goals that close achievement gaps and support the unique strengths and needs of the student Align specially designed instruction, services, supports, and accommodations needed to support the goals and ensure access to the general curriculum Analyze progress towards goals to evaluate what works and what is needed to close the student’s achievement gaps

11. College and Career Ready IEP Process Understand achievement of grade-level academic standards and functional expectations to identify the student’s strengths and needs. Identify how the student’s disability affects academic achievement and functional performance. Develop ambitious but achievable goals that close achievement gaps and support the unique strengths and needs of the student. Align specially designed instruction, services, supports, and accommodations needed to support the goals and ensure access to the general curriculum. Analyze progress towards goals to evaluate what works and what is needed to close the student’s achievement gaps. Understand achievement of grade- level academic standards and functional expectations to identify the student’s strengths and needs Identify how the student’s disability affects academic achievement and functional performance Develop ambitious but achievable goals that close achievement gaps and support the unique strengths and needs of the student Align specially designed instruction, services, supports, and accommodations needed to support the goals and ensure access to the general curriculum Analyze progress towards goals to evaluate what works and what is needed to close the student’s achievement gaps First Then Next Ongoing

12. RDA: PCSA PCSA checklist items that impact student outcomes Sample IEP Forms aligned with checklist Intentional focus on improving reading/literacy outcomes Linkages  Needs – Goals – Services 12

13. One of these things is not like the others… One of these things just doesn't belong, Can you tell which thing is not like the others By the time I finish my song? 13

14. Can you find the differences? 14

15. Are you ready to see your fixer upper? 15

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17. 17 Revised Sample IEP Forms Referral Form (R-1) IEP Team Meeting Cover Sheet (I-3) Review of Existing Data (EW-1 → ED-1) Evaluation Report (ER-1) Present Levels (I-4); Special Factors (I-5); Annual Goals (I-6) and Program Summary (I-9) = IEP Linking Form (I-4) Annual IEP Goal Review (I-5) Interim IEP Goal Review (I-6)

18. 18 Revised Referral Form (R-1)

19. Revised Cover Sheet (I-3) 19

20. Revised Review of Existing Data (EW-1) Now: Existing Data Review (ED-1) 20

21. Revised Evaluation Report (ER-1) Existing Data and New Assessments 21

22. Revised Evaluation Report (ER-1) Need for Special Education 22

23. Individualized Education Program (I-4) Linking Present Levels, Needs, Goals & Services 23

24. Individualized Education Program (I-4) Disability-Related Needs October 21, 2015 24

25. Individualized Education Program (I-4) Family Engagement 25

26. Individualized Education Program (I-4) Measurable Annual Goals 26

27. Individualized Education Program (I-4) Program Summary 27

28. Individualized Education Program Annual Review of IEP Goals (I-5) 28

29. Individualized Education Program Interim Review of IEP Goals (I-6) 29

30. Training and Certification Module October 21, 2015 30

31. RDA: Procedural Compliance Self-Assessment Record Review Summary 31

32. College and Career Ready IEPs ProceduralRDA: PCSA Sample IEP Forms Content/ Best Practices Guiding Questions/ Modules Professional Development Discussion Tool Improved Student Outcomes

33. College and Career Ready IEP Process First Then Next Ongoing Understand achievement of grade-level academic standards and functional expectations to identify the student’s strengths and needs Identify how the student’s disability affects academic achievement and functional performance Develop ambitious but achievable goals that close achievement gaps and support the unique strengths and needs of the student Align specially designed instruction, services, supports, and accommodations needed to support the goals and ensure access to the general curriculum Analyze progress towards goals to evaluate what works and what is needed to close the student’s achievement gaps

34. College and Career Ready IEP Discussion Tool Supplements IEP software management systems (not a replacement) Provide professional development and teacher training Enhance IEP and planning discussions 34

35. Procedural Compliance Training Plan Sample IEP Forms – Summer and Fall 2016 PCSA Directions and Standards – Spring 2017 Opportunities –Leadership Conference –Regional (CESA) Training –Large District Training –Web-based Training –Guidance Documents 35

36. Guidance Documents Definition of Disability-Related Need Affecting Reading Guidance document on Family Engagement DPI letter issued April 6, 2016: Reading Teachers and the Provision of Specially Designed Reading Instruction as Outlined in Students’ IEPs 36

37. RDA-PCSA Timeline 2015-162016-172017-18 5 th / Final Year of Current PCSA Cycle Pilot: Sample IEP Forms, Training and Certification Module, RDA: PCSA, and Reporting Tool Technical Assistance & Training on RDA: PCSA January 2017 CCR IEP Discussion Tool 1 st Year of monitoring using new RDA: PCSA checklist LEAS who reported on the cyclical indicators for the 2016-2017 school year participate in the 2017-18 PCSA 37

38. For More Information To access the Sample IEP Forms, visit: http://dpi.wi.gov/sped/laws-procedures- bulletins/procedures/sample/forms http://dpi.wi.gov/sped/laws-procedures- bulletins/procedures/sample/forms To learn more about the Procedural Compliance Self-Assessment, visit: http://dpi.wi.gov/sped/educators/procedural- compliance-self-assessment To see the 5-year cycle list: http://dpi.wi.gov/sped/educators/cyclical- indicators http://dpi.wi.gov/sped/educators/cyclical- indicators 38

39. ComplianceProgramsSystems Results Driven Accountability 39

40. 40 Thank you for your time!