Reading Drives Achievement: Success through Literacy Wisconsin’s Approach to RDA

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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