1. Next Generation IEPs

2. 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

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

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

6. Why Reading? Statewide WSAS Reading Proficiency for Students with Disabilities by Race/Ethnicity

7. Economic Disadvantage
Data Disaggregation
Data
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%

8. 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

9. 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

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

11. 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

12. Free and Reduced Lunch
2004
Free and Reduced Lunch
2014

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

14. Wisconsin Overlaps Among Subgroups 2013-14

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

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

22. Growing a Culture of High Expectations
Videos

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

24. 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

25. 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.

26. 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?

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

28. 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

29. 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

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

31. 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)

32. 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

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

34. 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

35. 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:

36. 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.)

37. 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

38. 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

39. 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

40. 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

41. 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.

42. 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)

43. 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)

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