Results Driven Accountability:

Focus On Reading Results

Fist of Five

What is your level of knowledge of Results-Driven Accountability?

Turn and Talk

• In your experience, what has helped increase reading achievement for students with disabilities?

Results Driven Accountability (RDA) What is it?

– New accountability system

– Balancing compliance and results

0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00

100.00

2009 2010 2011 2012 Indicator 12 Indicator 13 Indicator 15 Reading Performance (WSAS) Math Performance (WSAS)

Why RDA?

Compliance 50%

Results 50%

State Determination

Accountability: IDEA Determinations

• https://www.youtube.com/watch?v=83DO0POacCE

Reading Math

What Does Success Look Like?

Core 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

Phase I

• Data Analysis • Identification of area of focus • Infrastructure analysis • Theory of action/selection of improvement

strategies

Emerging Themes

• Collaboration • Systemic change/integration of efforts • Beliefs/culture • Standards/instruction/assessment • Technical/procedural change

Emerging Theme Collaboration

• General and special education • Family engagement • Community engagement • EC/K-12/IHE • DPI divisions • Within and between CESAs • Models of collaboration (i.e. PLCs, coaching)

Emerging Theme Systemic change/integration of efforts

• Connections between initiatives • Effective communication within and between

systems • Common vision • Consistent curriculum • Professional Learning Communities • MLSS/RtI • Social/emotional learning • Coaching

Emerging Theme Beliefs/culture

• High expectations

• Ownership and responsibility of all by all • Common vision for reading • Social/emotional learning

Emerging Themes Standards/instruction/assessment

• Co-teaching • Instructional coaching • Meaningful access to rich, standards-based

instruction • Best practices • Teachers’ reading expertise • Universal design for learning • Assistive technology • Balanced assessment • Social/emotional learning

Emerging Theme Technical/procedural change

• Next generation IEPs • Procedural compliance procedures • Funding/resource allocation • Building schedules to allow for

collaboration and professional learning

Where We Are Headed: Our Vision • Increased literacy outcomes for students with

disabilities – Streamline monitoring and support systems – Development of resources based on needs – Identification of districts in need of additional

supports; district support based on specific need – Identification of promising practices for improving

reading achievement – Focus on requirements in the special education

Procedural Compliance Self-Assessment to improve reading outcomes

RDA Timeline – 2013-2014

• Data and infrastructure analysis

– 2014-2015 • Plan and infrastructure development

– 2015-2016

• Pilot implementation

– 2016-2017 • Pilot implementation

– 2017-2018

• Full implementation

Turn and Talk

• What are barriers to increased reading achievement for students with disabilities?

Agenda 2017

Standards & Instruction – What and how should kids learn?

Assessments and Data Systems – How do we know if they learned it?

School and Educator Effectiveness – How do we ensure that students have

highly effective teachers and schools?

School Finance Reform – How should we pay for schools?

Target Goals By 2017, we need to reach target goals that prepare our students for success in further education and career:

9 Further increase graduation rate from 85.7 percent to 92 percent.

9 Increase career and college readiness from 32 percent to 67 percent.

9 Close graduation and career and college readiness gaps by 50 percent.

9 Increase the percentage of students scoring proficient in third-grade reading and eighth-grade mathematics.

9 Adopt the Fair Funding for Our Future plan to make school finance more equitable and transparent.

Promoting Excellence for All • Effective instruction

• Student-teacher relationships

• Family and community engagement

• School and instructional leadership

Wisconsin’s Vision for ALL Learners

Vision: Every Child a Graduate

“Every child must graduate ready for future

education and the workforce. We must

align our efforts so all our students are

prepared to succeed in college or a

career.”

-State Superintendent Tony Evers

Guiding Principles ~Every student has the right to learn

~Instruction must be rigorous and relevant

~Purposeful assessment drives instruction

~Learning is a collaborative responsibility

~Students bring strengths and experiences to

learning

~Responsive environments engage learners

Ensuring Student Success

• Multi level System of Support

• Response to Intervention

• Provide support to students when they need it

29

Wisconsin’s Vision for Response to Intervention

Academic Standards

• What we expect students to know and be able to do

• Wisconsin State Standards

Portrait of a Literate Student

31

A strong infrastructure includes:

• A strong Core Curriculum

• Culturally Responsive Practices

• Family Involvement

A strong infrastructure includes:

• Early Intervention

• Quality Teachers using Evidence-Based Practices

• Implement a Multi-Level System of Support

Strategies, Resources, Interventions

• Co-teaching models (with continuous training

and PD to ensure success)

• Access to DPI grants and resources

• Access to CESA resources

• District-wide Professional Development

opportunities

Strategies, Resources, Interventions

• Ensure access to high quality core curriculum for ALL students

• Align assessment tools with instructional practices

• Create a Professional Learning Community

• Use research-based interventions

Strategies, Resources, Interventions

• Reading Specialists and Special Education teachers must work as a collaborative team to build a strong, literacy-rich curriculum. Develop a cohesive structure, that teaches Reading Comprehension Strategies across the curriculum in grades K-12.

What can you do to prepare? • Focus IEP meetings and IEPs on desired

outcomes and continuously monitor progress

• Ensure families are meaningfully engaged

• Use data to adjust programming as needed

What can you do to prepare? • Ensure high quality standards-based

curriculum and instruction

• Facilitate collaboration between Special Education and General Education

• Infuse Culturally Responsive practices and Universal Design for Learning principles

• Guiding Principles of Teaching and Learning

• Promoting Excellence for All

• Portrait of a Literate Individual

• Foundations for ELA

Examine your beliefs:

Understand academic standards:

CCSS 101 for ELA: http://bit.ly/CCSSELA101

WMELS and CCSS ELA: http://bit.ly/earlyliteracy

Unpacking & Repacking: http://bit.ly/standunpack

Dig Deeper into Some Areas:

Vocabulary http://bit.ly/WIvocab

Text Complexity http://bit.ly/textcomplexity1

Close Reading http://bit.ly/ReadComplexText

Speaking & Listening

Coming soon! http://ela.dpi.wi.gov/

Understand statute related to reading:

Statutory Requirements: http://readwisconsin.dpi.wi.g

ov/statutory-comments • Standard C • Reading Specialist • Licensure laws

Examine balanced literacy assessment system:

2014 – 15 Literacy Live! http://readwisconsin.dpi.wi.gov/literacy-live

Stay connected with DPI’s learning resources:

Google+ ELA: http://bit.ly/WIDPIELA Literacy Coach: http://bit.ly/WILitCoach Blog: theliteracybooth.blogspot.com

Twitter: @WISDPILit

Laura Adams, Literacy laura.adams@dpi.wi.gov

(608)267-9268

Marci Glaus, ELA marci.glaus@dpi.wi.gov

(608)266-3551

Barb Novak, Literacy barb.novak@dpi.wi.gov

(608)266-5181

Turn and Talk

• What supports would be helpful to increase reading achievement for students with disabilities?