reading drives achievement: success through literacy wisconsin’s approach to rda
TRANSCRIPT
Reading Drives Achievement:
Success through Literacy
Wisconsin’s Approach to RDA
Compliance Results
Results Driven Accountability (RDA)
What is it?Special education
accountability based on:
Results Driven Accountability: National
Perspective• To help close the achievement gap for
students with disabilities • To move away from a one-size-fits-all,
compliance-focused approach • To craft a more balanced system that
looks at how well students are being educated in addition to continued efforts to protect their rights
OSEP's Three RDA Components:
• Determinations • State Performance Plan/Annual
Performance Reports• Differentiated monitoring and
support
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Indicator 12 Indicator 13 Indicator 15Reading Performance (WSAS) Math Performance (WSAS)
Why RDA?
Reading Math
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Which area of focus (indicator) will have the most impact on
others?
Bottom Line• If students with disabilities are
proficient in reading, they will be more likely to:
• Graduate from high school;• Be college and career ready; • Have improved post-high school
outcomes.
Increase Literacy for Students with Disabilities
in Grades 3-8
Reading Drives Achievement: Success
through Literacy
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
Special Education Team Mission Statement
• Provide leadership to improve outcomes and ensure free appropriate public education for students protected under IDEA.
What do we know about Wisconsin?
• DPI literacy-related resources and related supports
• Discretionary grant projects-content and infrastructure
• Existing service-delivery and support infrastructure
• Emerging common vision for literacy and systems frameworks
What do we know about Wisconsin?
• Lack of a cohesive state-wide system for monitoring and providing supports
• Great variance in the supports districts receive
• Lack of common vision/beliefs-reading and responsibility for reaching all learners
• General education and special education systems are “siloed”
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SSIP
• Conduct root cause analysis (including infrastructure) to identify contributing factors
• For each contributing factor, identify both barriers and leverage points for improvement
• Search/evaluate evidence-based solutions (Exploration Phase)
• Develop action steps (address barriers/use leverage points)
• Develop Theory of Action• Develop Plan for Improvement
(Implementation Framework)
• Initiate Data Analysis• Conduct broad
Infrastructure Analysis• Identify problem area
• Evaluation of progress annually• Adjust plan as needed
How well is the solution
working?What is the problem?
Why is it happening?
What shall we do
about it?
SSIP
SSIP Phase I
SSIP Phase I and II
SSIP Phase III
SSIP Phase I
Slide from: OSEP Slides to Explain Results Driven Accountability (RDA) Retrieved from http://www2.ed.gov/about/offices/list/osers/osep/rda/index.html
Results Driven Accountability (RDA)
What is it?
Does this fit with what is already happening in schools?
YES!A focus on
– college and career readiness, – high expectations and quality instruction– data-based decision-making, – effective educators,– Title I– implementation of RtI/PBIS/PLCs/UDL, etc.
Agenda 2017What and how should kids learn?
How do we know if they learned it?
How do we ensure that students have highly effective teachers and schools?
How should we pay for schools?
Target GoalsBy 2017, to prepare our students for
success in further education and career:
Further increase graduation rate from 85.7 percent to 92 percent.
Close graduation and career and college readiness gaps.
Adopt the Fair Funding for Our Future plan to make school finance more equitable and transparent.
Your VoiceWhen you hear College and Career Ready, what do you think it means
for students with IEPs?"
Your Voice"What do you WISH it means when
you hear College and Career Ready for students with IEPs?"
Direct URL: https://youtu.be/3B4SnAM7Zho
Defining
College and Career Ready
Your VoiceHow does College and Career
Readiness for students with IEPs align with your work? How does College and
Career Readiness for students with IEPs connect to RDA?
Promoting Excellence for All
Strategies that Close Achievement Gaps
Excellence for All Website
How Do RDA & EE Work Together?
RDA
Wisconsin’s approach to the revised Special Education accountability system, focuses on improving the literacy outcomes for students with disabilities
Educator Effectiveness
Wisconsin’s Educator Effectiveness System is a performance-based evaluation system for educators intended to improve teacher practice which ultimately will improve student outcomes
Guidance for Educators Serving in Unique Roles and Contexts Toolkit
What are the shifts in Wisconsin?
District Improvement
Supports
ProfessionalLearning
Resources
Links Between
Compliance and Results
Determinations
Integrated improvement supports available to all districts
Some districts will receive targeted improvement supports
Professional learning supports available to all districts
•Literacy•Access•Promising practices
Procedural compliance self-assessment will focus on items related to reading achievement
Model forms revision
Will include compliance and results indicators
Improvement Strategies
• Coordinated Improvement planning• Professional Learning resources
– Literacy-specific (EC specific; Struggling Readers PD; RtI Center; DPI literacy resources)
– Promising practices– Access (UDL, co-teaching, CCR IEPs)
• Connecting Compliance and Results– CCR IEPs ( model forms, aligned PCSA)
DISTRICT IMPROVEMENT SUPPORTS
Coordinated Improvement Planning
• Special education and title I teams to streamline improvement supports
• Help to lesson the burden of duplication; a focus on meaningful and manageable operations
• To provide a coordinated system of supports
Wisconsin is Scaling Up!• OSEP-funded center to help states
through implementation and scaling-up of evidence-based practices (SISEP)
• Implementation science• WI will focus on integrating Special
Education and Title I processes and procedures
• Coordinated monitoring and improvement planning supports
• Implementation of new supports for RDA
Students cannot benefit from education practices they do
not experience.
PROFESSIONALLEARNING
RESOURCES
Literacy Resources• Reading in Wisconsin
• Teaching Our Readers When They Struggle
• Literacy Live Webinars
• Multi-Level System of Supports (WI RtI Center):
Promising Practices
• Included within SSIP as a result of stakeholder input (was one of the most frequently cited requests).
• Will bring together educators from schools that have shown greater than average growth for students with disabilities in the area of literacy.
• Hoping to have the strategies showcased by the beginning of next school year.
Vision of Co-teaching Factors
Effective Instruction
Teacher-Teacher
Relationships
Student-Teacher
Relationships
Family & Community Engagemen
t
School & Instructiona
lLeadership
Universal Design for Learning
• UDL Startup Grants are underway. These grants are expected to go through the end of the 2016-17 school year and focus on two main areas:– Building UDL Capacity – Trainers
available in every CESA and Large LEA. – UDL Implementation –22 school teams
and demonstration sites throughout Wisconsin
– For more information: Contact Jayne Bischoff
– http://dpi.wi.gov/universal-design-learning
Discretionary Grants
• Special education regional services (RSN)
• State Personnel Development Grant (SPDG)
• Family engagement & Training (WSPEI)(WI FACETS)
• Culturally responsive practices (DTAN)
• Transition (TIG)
• Early childhood (ECPSL)
• 2R Charter Special Education Capacity-Building Initiative
LINKS BETWEEN COMPLIANCE AND
RESULTS
College and Career Ready IEPs
Procedural
RDA: PCSARevised Model Forms
Content/ Best
Practices
Modules
Professional
Development
Improved Student Outcomes
College and Career Ready IEPs
• Procedural Compliance Self-Assessment
• Items that impact student outcomes
• Intentional focus on improving reading outcomes
• Improved Model IEP Forms– To align with new RDA: PCSA– Focus on improving reading / literacy
outcomes– Promote linkages or cross-referencing
across the entire IEP process
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College and Career Ready IEPs
• IEPs that focus on high expectations and results, while maintaining compliance for students 3-21
• Introduction to College & Career Ready IEPs
• Guidance will include online discussion tool and ongoing development of modules
Preparation for Implementation• Engaging families in meaningful
ways• Continuous monitoring of student
progress data and adjusting instruction as needed (RtI/PBIS)
• Ensuring high quality standards-based curriculum and instruction
• Facilitating collaboration between special educators and general educator, including reading experts, in order to build a strong and effective reading program for all students
Preparation for Implementation, cont.
• Infusing cultural responsiveness and universal design for learning
• Adopting practices from the Promoting Excellence for All framework
• Focusing IEP meetings on desired outcomes
• Coordinating professional learning and ensuring connections between initiatives are clear and understood for all staff
Your VoiceWhat activities might you engage in to increase literacy/reading outcomes for
your students?
By 2017-18, Wisconsin will be
• Using a balanced approach between compliance and results
• Implementing CCR-IEPs• Scaling up of improvement strategies
at the regional and district levels
WI DPI SPED @WisDPISPED
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