1. NORTH DAKOTA TRANSITION AWAY FROM 2% Lindsey Dirk, Linda Hoag, Dan Juve (Special Education Coordinators)

2. USING DATA ACTION STEPS: 1. Disaggregation of data by the various sub-groups, i.e., ethnicity 2.SEA providing TA re: data analysis 3.Identify who are our persistently-low performing students (not just within SPED population) 4.Define our criteria (i.e., consistently low performance) for low-performing students (not just within SPED population) 5.Identify effective strategies and evidence-based practices that support student better outcomes

3. UNIVERSAL DESIGN ACTION STEPS: 1. PD in UDL for General Ed and Special Ed that includes examples of implementation 2. Teacher prep considerations; SEA explores the process that ESPB uses to evaluate the course syllabus regarding UDL training 3. Action research regarding learner characteristics matched to accommodations and performance on assessment 4. Define and Compare language (i.e., “adaptations, accommodations, modifications” to “Universal tools, Accommodations, and designated supports”) 5. Identify and disseminate what accommodations the SEA is going to allow.

4. ACCOMMODATIONS ACTION STEPS: 1. Define and Compare language (i.e., “adaptations, accommodations, modifications” to “Universal tools, Accommodations, and designated supports”)

5. STANDARD-BASED IEPS ? ACTION STEPS: 1. Training at the LEA level regarding Standards-based IEPs. 2. Technical Assistance and supervision/Monitoring of Standards- Based IEPs in LEAs by SEA 3. Identify strategies for collaboration between general ed and special ed at SEA and LEA levels (embedded at all levels)

6. NEXT STEPS: *State Systemic Improvement Plan is being developed to assist in improving student outcomes. *State Personal Development Grant: Working with multi-tier systems at the secondary level.