Promoting Inclusive Practices Via Monitoring State Performance Plan Indicators # 5 and #6

1. Promoting Inclusive Practices Via Monitoring State Performance Plan Indicators # 5 and #6 Barbra Kelley, Ed.D. March 3, 2012

2. W E L C O M E

3. Session Agenda • Quick review of the State Performance Plan Indicators #5 and #6 • Educational Environment Code Vigilance • Sample Data • All Striving for the Same Outcomes • Framework or Process to Monitor Inclusive Practices • Benefits of Self-Monitoring for Greater Inclusion Opportunities

4. State Performance Plan Indicators #5 and # 6 • # 5 – Educational Placements, Ages 6-21 • Percent of students with disabilities ages 6-21 receiving their instruction in the general education classroom 80% or more of the educational day • Percent of students with disabilities ages 6-21 receiving their instruction in the general education 40-79% of their educational day

5. State Performance Plan Indicators#5 and #6 • Percent of students with disabilities ages 6-21 receiving their instruction in the general education setting less than 40% of their instructional day • Percent of students with disabilities ages 6-21 receiving their instruction in separate schools, residential facilities, or homebound/hospital placements

6. State Performance Plan Indicators#5 and #6 • #6 Preschool Educational Environment • Percent of children ages 3-5 with IEPs attending a: • Regular early childhood program and receiving services in the regular early childhood program • Separate special education class, separate school or residential facility

7. Wisconsin Department of Public Instruction Preschool EE Chart

8. Percent of Students Ages 6-21with IEPs in Various Educational Environments

9. Indicator # 5 Mid-Size School District – Three Year Period

10. Indicator #5 Large Size School District – Three Year Period

11. Indicator #5 Small Size School District – Three Year Period

12. How Is The Data Connected To Inclusive Practices?

13. Education Environmental Code – Indicators #5 % #6

14. Using A Framework to Monitor Inclusive Practices

15. Benefits of Analyzing EE Code Data • Comparison over time • May or may not be promoting inclusive practices as intended • Evidence based decision making practices • Staffing • Student placements and access to the general education setting • Program changes • Moving away from traditional placement options

16. Education Environment Codes • EE Code 1 – Students with special needs receiving their instruction in the general education setting 80% or > (Inclusive) • EE Code 2 – Students ….. <79% but >40% (some inclusive opportunities) • EE Code 3 – Students ….. <40% in the general education setting (little or no inclusive education opportunities)

17. Focus on the Education Environmental Code 2 • The goal is to decrease the # of students with special needs in more contained types of settings while increasing the # of students receiving their instruction in the general education setting • EE Code 2 is where students move in and out of – both forward and backward • There could be potentially anywhere from 25 – 35 % of the students within the school district with special needs being served >40% and <79% in the general education setting.

18. District Level Special Education Administrator • Monitor student movement from EE Code 3 to EE Code 2 (instruction from < 40 % in general education to > 40 % in general education) • Monitor student movement from EE Code 2 (instruction from > 40 % in the general education setting to <79%) • Monitor student movement from EE Code 2 to EE Code 1 (> 80 % in the general Education setting) • Promoting an Inclusive Program Design

19. School Administrator and Program Support Level Monitoring • Monitor student movement from EE Code 3 to EE Code 2 (instruction from < 40 % in general education to > 40 % in general education) • Monitor student movement from EE Code 2 (instruction from > 40 % in the general education setting to <79%) • Monitor student movement from EE Code 2 to EE Code 1 (> 80 % in the general Education setting) • Promoting an Inclusive Program Design

20. Benefits of Analyzing EE Code Data • Comparison over time • May or may not be promoting inclusive practices as intended • Evidence based decision making practices • Staffing • Student placements and access to the general education setting • Program changes • Moving away from traditional placement options

21. Framework for Promoting Inclusive Practices by Monitoring State Performance Indicators #5 & # 6 at the District and Individual School Level • I Statement of Inclusive Practices Commitment – What does the district or the school value with regard to inclusive practices: • WHAT IS • II Three -Year Educational Environment (EE) Code Data – State, District, and School • Table completion

22. THE VISION • III Set Appropriate Goal for the District (may also be imbedded in the DIP or SIP) • IV Start of School EE Code Data (baseline data to begin indicator Improvement process) • Table with EE Code Data for the Start of the School Year • Place for goal to be documented • Activities to reach goal

23. V End of First Semester EE Code Data (critical for elementary level schools) • Table with EE Code data • Analysis (at the district level an analysis of the district programs; school level analysis of school service design) • Goal status • Goal adjustment (if necessary)

24. VI End of Second Semester EE Code Data (Critical for all school sites) • Table with EE Code data for the end of the school year • Analysis (at the district level an analysis of the district programs; school level analysis of school service design) • Goal Status • Goal adjustment (if necessary) • Report of EE Code situation to stakeholders • Celebration and continued support

25. START OF A NEW CYCLE • VII New Three-Year EE Code Data – State, District, and School • Table completion • Draft new goals • Update the DIP and the SIP as appropriate • Program and staff adjustments accordingly

26. Comments & Questions??