DPI UpdateCollaborative PST

Conference

Focus On Reading Results

Special Education Team News

• Molly Bever – Consultant for Intellectual Disabilities• Lauren Holapa – Office Operations Associate• Nico Mittnacht – Consultant for Compliance• Nancy Molfenter – Consultant for Transition• Heike Saynisch – Office Operations Associate• Christina Specter – Consultant for Compliance• Vaunce Ashby – Consultant for Disproportionality• Scott Brown – Consultant for Implementation• Anita Castro – Consultant for Compliance• Jayne Bischoff, Universal Design for Learning

Consultant• Sherri Honaker – Operations Program Associate• Patricia Williams – Assistant Director

Specific Learning Disabilities

• Literacy Data and Specific Learning Disabilities Eligibility Webinar Series

• Dyslexia and Specific Learning Disabilities

• Progress Monitoring for Specific Learning Disabilities Eligibility Decisions

EBD Update• EBD PST meeting that have been

scheduled for spring are:• CESA 10 Apr 11• CESA 11 March 9• CESA 12 March 10• CESAs 9, 6 and 8 are pending dates•  The focus of these meetings will be

interventions for EBD students and the reduction of incidents of seclusion and restraint.

Autism Updates• Autism PST meeting on topic of

Supporting Mental Health and Anxiety for Students with Autism which Promotes Access to Instruction.  –May 4 in Superior and May 6 in Oshkosh – PSTs on the Autism PST email list receive

registration link.  – Contact Daniel Parker,

daniel.parker@dpi.wi.gov if you would like to be added to the PST update list and receive registration.

•  

Autism Updates• Autism DPI page has been updated with

over 400 short videos on the topic of preparing students with autism for life in college

• Direct links to 16 recorded webinars on various topics such as FBA, self directed IEPs, visual schedules, effective use of paraprofessionals,

• Several webinars outlining NPDC-ASD evidence based practices for students with autism as well as WSPEI webinars on UDL, mental health, and many others.

Intellectual Disabilities• Changing from CD to Intellectual

Disabilities and both definition and eligibility requirements revisions

• Emergency rule in effect July 1, 2015 • Please contact Molly Bever with any

questions. 

Significant Developmental Delay

• Permits the identification of children with significant developmental delay (SDD) through the age of nine rather than six.

• Emergency rule in effect July 1, 2015 • Please contact Jenny Giles with any

questions.

Early Childhood• Inclusion Policy Statement– highlighting the importance of making

sure that all young children with disabilities have access to inclusive high-quality early childhood programs 

• You can read information on the policy statement here.

IEP Sample Forms• Aligned with the Reading Drives

Achievement: Success through Literacy. • Piloted by a number of volunteer

districts throughout the state.• Sample Forms finalized in the spring of

2016. • Review the DRAFT Sample Forms. • Questions or feedback about the DRAFT

Sample Forms may be directed to anita.castro@dpi.wi.gov 

CCR IEP Updates

• Introduction to College and Career Ready IEPs online guidance including PowerPoint

• Watch for several short video clips narrating the overview module as well. 

• Specific modules going deeper into CCR IEP frameworks will be developed throughout the year.

IDEA Changes Lives• Students with disabilities are

attending college in record numbers• Learn what attending college means

to these students and watch a four minute trailer for the movie Rethinking College.

• For more information about college and post-secondary opportunities for students with disabilities visit The Association on Higher Education and Disability and Think College

Co-Teaching

• Why a co-teaching workgroup at DPI?

– Co-teaching is one of the strategies that can advance reading proficiency and overall academic outcomes for students with disabilities

– Supporting co-teaching efforts goes hand-in-hand with DPI focus on Results Driven Accountability (RDA)

Vision of Co-teaching Factors

Effective Instruction

Teacher-Teacher

Relationships

Student-Teacher

Relationships

Family & Community Engagemen

t

School & Instructiona

lLeadership

Co-Teaching Modules

• Modules are under development to provide evidence-based practice information to the field.

• Modules will be based on the factors from the previous slide.– Introduction– Effective Practice– Teacher-Teacher Relationships– Student-Teacher Relationships– Family and Community Engagement– School and Instructional Leadership– Draft Introductory Video

TIG Updates

• The 3rd annual TIG Academy took place October 29-30 at the Wilderness Conference Center in the Wisconsin Dells and 550+ people attended

• DPI and DVR collaborated to present on the Workforce Innovation and Opportunity Act (WIOA) at the Transition Academy

• TIG continues to support PROMISE Grant enrollment

• TIG hosted a Transition Collaboration meeting on December 2nd with presentations on both WIOA and PROMISE in conjunction with DWD/DVR

• Additional avenues to support districts with practice shifts under WIOA will be developed

TIG Statewide Activities• More than 70 districts will be conducting their own Post-school

Outcomes Survey (Indicator 14) again this year• There are 6 districts plus one consortia of districts engaged in

the best practices project to improve employment outcomes for students with the most significant disabilities (Community-based Integrated Employment (CBIE) Project)

• CBIE schools use the Transition Improvement Plan (TIP) and will also use individual student service level data to determine degree of increased use of evidence-based practices in transition

• 375+ total Transition Improvement Plans (TIPs) have been createdby districts around the state

• DPI/TIG will be working with TransCen this spring to conduct a formal external evaluation of our work

• The TIG website: http://www.witig.org/ houses information and resources

PTP Outcomes

• TIG Coordinators continue to support directors and teachers to understand transition planning best practice and compliance requirements

• 59 LEAs with errors, down from about 110 last year, and 98 records with errors, also down from last year

• Wisconsin continues to have over 98% compliance with Indicator 13 and recently published research shows that practice development and better outcomes follow higher levels of compliance with this indicator

Wisconsin Statewide Parent-Educator Initiative

• WSPEI is piloting family engagement and literacy presentations – for schools, districts, CESAs – how to engage families of students with IEPs in literacy

activities

• WSPEI and WSEMS has a webinar available on how to Conduct Friendly and Productive College and Career Ready IEPs.  – This module provides ideas on how to welcome, honor,

and connect with families in IEP meetings.  – Available on the WSEMS web site.

• WSPEI updated “Request a Training” button to the WSPEI web site.  – Trainings for families and educators on a variety of topics

including IEP Process, Confidentiality, Transition, Culturally Responsive Family Engagement, and Many Others.

ACP and PTPs• All students

beginning in Grade 6

• based on the STUDENT’S interests, abilities, values, and goals.

• INFORMED CHOICES for education, training and careers.

• ACP is a CULTURE SHIFT

• Students turning 14

• ACP WILL NOT REPLACE THE IEP/PTP.

• The IEP/PTP does not take the place of the ACP

• ACP will inform, enhance and improve the IEP/PTP process prior to age 14 through 18-21.

2011 Wisconsin Act 125 - Seclusion and Physical

Restraint

• 2nd Largest # of IDEA Complaints

• Training Requirement

• Reporting Requirement

• More information

Using Data to Decrease Physical Restraint and Seclusion• With Act 125, schools are asked to report and maintain data on seclusion and physical restraint.

• Through an analysis of the data collected, educators can identify patterns of using seclusion and restraint, review practices used in seclusion and restraint and evaluated the impact of interventions in preventing seclusions or restraints.

• Using the data collected will provide a framework to reduce the use of physical restraint and seclusion.

Twice Exceptional Students• OSEP Memo 15-08 –Children with

disabilities with high cognition.• Obligation to evaluate all children,

regardless of cognitive skills, suspected of having on of 13 disabilities

• Wisconsin’s Toolkit for Gifted Education includes examples of service plans for twice exceptional students

Interpreter Training

• WSPEI, WI FACETS, ALSA, DTAN, and Green Bay Public Schools have collaborated to develop a training for interpreters at IEP meetings. 

• This training will be made available in CESA 7 on 01/13, CESA 6 on 02/01, CESA 2 on 02/25.  

• Contact each CESA for registration information.

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

Racial Disproportionality in Special Education

• 38 LEAs; those LEAs serve 42% of SWDs in Wisconsin.

• Wisconsin over-identifies Black and Native students in special education.

• Disproportionality Technical Assistance Network (“the Network”) - provides free/low-cost training, support, and technical assistance

• Onalaska School District. https://youtu.be/GYDsn609WRM

Wisconsin Student Assessment System (WSAS)

• State Summative Assessment at grades 3-8 in English Language Arts and Mathematics

• State Summative Assessment at grades 4, 8 and 10 in Science and Social Studies

• Grades 9 and 10 ACT Aspire Early High School

• Grades 11 ACT Plus Writing and ACT WorkKeys

• Grades 3 -11 Dynamic Learning Maps (alternate) Assessment in English Language Arts and Mathematics

• Wisconsin Alternate Assessment for Students with Disabilities (WAA-SwD) Social Studies at Grades 4, 8, and 10 

Alternate Academic Achievement

Standards/Assessment for Science

• Wisconsin will be adopting the Dynamic Learning Maps-Essential Elements in science. The DLM-EEs in science explore a deeper understanding of the WMAS.

• Beginning in the Spring of 2016, Wisconsin will use the DLM system for science as well as in the areas of ELA and math.                                                                                                                                               

Promoting Excellence for All

The Promoting Excellence for All eCourse is a resource added to the Promoting Excellence for All Website to be used by Wisconsin practitioners working to close achievement gaps in their schools and districts.

eCourse

Based on the work of Promoting Excellence for All

School improvement areas that can close gaps:

• effective instruction, • student–teacher relationships, • family and community engagement, and • school and instructional leadership

within a belief framework that pays attention to race and values culturally responsive practices

Family and Community Engagement

ESEA Reauthorization: The Every Student Succeeds Act

• It's time to replace the nation's most important education law with one that ensures opportunity for every child, expands support for schools, teachers, and principals, and preserves accountability for the progress of all students.

 

40 Years of IDEA The Individuals with

Disabilities Education Act (IDEA) was signed into law 40 years ago to assure that youth with disabilities receive a free and appropriate public education that provides educational opportunities and services.

IDEA 40th Anniversary

• Dear Colleague Letter: Clarification of FAPE and Alignment with State Academic Standards

• IDEAs That Work: Preparing Children and Youth with Disabilities for Success

• Supporting and Responding to Behavior:  Evidence-Based Classroom Strategies for Teachers

WI DPI SPED @WisDPISPED

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