Next Generation IEPs

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

–New Accountability System 2

–Balancing Compliance and Results

Results Driven Accountability (RDA)

What is it?

Why RDA?

Results Driven Accountability (RDA)What is it?

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Indicator 12 Indicator 13Indicator 15 Reading Performance (WSAS)Math Performance (WSAS)

April 24, 2015 4

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WSAS Proficiency for SwD 2012-2013

Grade and Subject

% P

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cien

t an

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Why Reading?2013-14 Statewide WSAS Reading Proficiency for Students with Disabilities by Race/Ethnicity

Data Disaggregation

Data2013-14

Area Lowest SwD(%

Proficient)

Nondisabled

Comparison

Primary Disability

SLDOHI EBD

3.7%10.9%14.5%

41.5%

Race/Ethnicity

HispanicBlack

Am. Indian

8.7%9.2%11.1%

20.4%14.8%24.7%

Gender FemaleMale

7.6%12.5%

24.7%21.9%

Grade 8th 6th 10th

12.7%13.7%14.1%

39.2%41.7%48.7%

Economic Disadvantag

e

SWD 10.3% 18.1%

–Family engagement–Cultural responsiveness–Effective educators using research-based approaches

–Early intervention–Positive, proactive social-emotional supports

–Systems-wide approach

Values within Wisconsin’s RDA System

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

Next Generation IEPs

Procedural

RDA: PCSA

Revised Model Forms and Online

Tool

Content / Best

Practices

Modules Professional Development

Improved Student Outcomes

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

Free and Reduced Lunch

2004

Free and Reduced Lunch2014

13

Wisconsin 2013-14 Public K-12 Enrollment

Total Enrollment: 887,306

14

WisconsinOverlaps Among Subgroups 2013-14

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

Special Education

General Education

Sea of Ineligibility

Intensity of Need

Am

ou

nt o

f Re

sou

rces

Ne

ede

d to

Sup

por

t Stu

de

nts

G/T

Title I

Assist Moving From Fragmented Services…

Bridging the Gap

General + Intensive Resources

General Resources

Intensity of Need

Am

ount

of

Res

ourc

es N

eede

d to

Sup

port

Stu

dent

s

General + Supplemental Resources

…to a System of Support

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

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

Next Generation IEPs Summary

Next Generation IEPs . . .

• 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

Next Generation IEP Key Concepts

Discuss High Expectations for Post Secondary College

and Career Readiness

Growing a Culture of High Expectations

Videos

Grade Level Universal Curriculum

Know and Discuss District Grade Level Standards,

Universal Instruction, and Functional Expectations

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

Identify Grade Level Access and Achievement

Group ActivityBased on your experience with students, name as many reasons possible why a student may show

difficulties with reading comprehension.

Feedback

Group ActivityDid 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?

Traditional IEP Process

Evaluation

AssessmentPresent Levels Goals

Accommodations

Services and Supports

Connections to

Standards?

Quarterly Reporting on Goals

Next Generation IEP Process

First

Then

Next

Ongoing

Evaluation to Inform Grade Level Academic and

Functional Skills

Goals to Address Disability Related Needs and Improve Access and

Achievement

Services, Supports, Accommodations that

Support Goals

Ongoing Assessment of IEP Components to Inform Access and Achievement

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

Next Generation IEPs

Procedural

RDA: PCSARevised Model Forms

Content/ Best

Practices

ModulesProfessional Developme

nt

Improved Student Outcomes

Revised Model IEP FormsConnections Between Required Components

Evaluation

Present Level of

Academic Achievemen

t & Functional

Performance

Measurable Annual Goal(s)

IEP Service

s

Report Progress Toward Goal(s)

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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

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Model Forms: Options

• Revised DPI Model IEP Forms

• Process IEP Form• Reading Profile• Combination

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

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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:

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.)

Feedback Where do IEP teams need prompts to

remind them to consider reading needs?

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

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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

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Process Model IEP Form

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.

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)

Timeline

2015-16 2016-17 2017-18

5th year of current cycle.

Pilot:•Train pilot districts1st 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)

•Next Gen IEP Resources ongoing 43

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Thank you for your time & input!