REACh Responsive Education for All Children

1. 9/4/2012 REAChResponsive Education for All Children The Responsive Education for All Children (REACh) initiative is funded by IDEA Discretionary and Department of Education State Personal Preparation Grant funds. The initiative helps Wisconsin schools establish and sustain the capacity to reduce barriers to learning and enable all students to experience school success. The initiative provides professional development, technical assistance and expert school-level support for implementing the Early Ongoing Collaboration and Assistance (EOCA) framework and increase the use, variety and quality of evidence based educational options made available to all students. For more information go to http://www.eocaschools.org/ When citing these materials, reference Wisconsin Department of Public Instruction, Responsive Education for All Children (REACh) with presentation title. The Early Ongoing Collaboration and Assistance (EOCA) Framework assists Wisconsin schools to make systemic improvement that results in positive outcomes for all students. The Early Ongoing Collaboration and Assistance (EOCA) Framework assists Wisconsin schools to make systemic improvement that results in positive outcomes for all students.

2. 9/4/2012 Wisconsin Department of Public Instruction REACh Intiative - Working Draft Supporting School Implementation of the EOCA Framework as a Means for Addressing Disproportionality

3. Wisconsin Department of Public Instruction REACh Intiative - Working Draft 3 9/4/2012 Challenges for Districts & Schools What options do we offer struggling learners aside from special education? How do we involve families in the education of struggling learners? How do we increase the capacity of teachers and staff in order to meet the diverse needs of today�s learners? ADD SPEAKER NOTES- Today�s schools face... ADD SPEAKER NOTES- Today�s schools face...

4. Wisconsin Department of Public Instruction REACh Intiative - Working Draft 4 9/4/2012 REACh�The Vision and Mission �to help Wisconsin schools establish and sustain the capacity to make systemic improvement needed to reduce barriers to learning and enable all students to experience meaningful academic success REACh is an expansion and refinement of the successful Early Ongoing Collaboration and READS initiatives that were consolidated into REACh effective July 1, 2006. The focus of this statewide initiative is on helping schools develop a better capacity to be responsive to students, particularly students at risk of failure; and to support the efforts of staff and families in the education of students. REACh does this by providing grants to high need districts and schools. The initiative is also building the capacity to provide access to all Wisconsin schools to high quality resources, professional development and technical assistance through the establishment of 4 collaborative regional REACh Centers The REACh initiative uses the EOCA framework as its system change model. The EOCA Frameworks helps schools concentrate on the structures used to support decision making about the educational program including academic curriculum, behavioral supports, linkages with outside agencies, and of particular emphasis, intervention planning for students at the greatest risk of failure. Implementation of the framework helps schools (MICHELLE-FEEL FREE TO CONSOLIDATE THESE MORE and change order e.g. the last two could be combined???) enhance the success of all students, especially those at high risk of failure and referral for special education. create a climate of shared responsibility for all learners. promote the use of collaborative decision-making in schools. support the involvement of key stakeholder groups (teachers, parents, others) in the effort to promote positive student outcomes. Identify, implement, and evaluate evidence-based prevention and intervention programs at the student, classroom, and system level. To analyze local data to determine student and system priority needs, develop a plan to address priority and systematically monitor program effectiveness. . �So schools can achieve improved student outcomesREACh is an expansion and refinement of the successful Early Ongoing Collaboration and READS initiatives that were consolidated into REACh effective July 1, 2006. The focus of this statewide initiative is on helping schools develop a better capacity to be responsive to students, particularly students at risk of failure; and to support the efforts of staff and families in the education of students. REACh does this by providing grants to high need districts and schools. The initiative is also building the capacity to provide access to all Wisconsin schools to high quality resources, professional development and technical assistance through the establishment of 4 collaborative regional REACh Centers The REACh initiative uses the EOCA framework as its system change model. The EOCA Frameworks helps schools concentrate on the structures used to support decision making about the educational program including academic curriculum, behavioral supports, linkages with outside agencies, and of particular emphasis, intervention planning for students at the greatest risk of failure. Implementation of the framework helps schools (MICHELLE-FEEL FREE TO CONSOLIDATE THESE MORE and change order e.g. the last two could be combined???) enhance the success of all students, especially those at high risk of failure and referral for special education. create a climate of shared responsibility for all learners. promote the use of collaborative decision-making in schools. support the involvement of key stakeholder groups (teachers, parents, others) in the effort to promote positive student outcomes. Identify, implement, and evaluate evidence-based prevention and intervention programs at the student, classroom, and system level. To analyze local data to determine student and system priority needs, develop a plan to address priority and systematically monitor program effectiveness. . �So schools can achieve improved student outcomes

5. Wisconsin Department of Public Instruction REACh Intiative - Working Draft 5 9/4/2012 Federal and State Linkages NCLB IDEA New WI Promise State Performance Plan for Students with Disabilities State Personnel Development Grant The EOCA Framework has a direct link to both federal and state legislation. The No Child Left Behind Act of 2002 requires schools to be responsive to the needs and achievement of all learners. School districts are encouraged to use IDEA funds to set up coordinated early intervening services for students who have not been identified as a child with a disability, but who need additional academic and behavioral support to succeed in general education. The EOCA Framework also provides school staff with critical information for analyzing student response to general education intervention efforts necessary to determine if a student has a disability and requires special education services. In addition, the EOCA Framework is an important vehicle for meeting the goals of our State Improvement Grant, as well as State Superintendent Elizabeth Burmaster�s New Wisconsin Promise. The EOCA Framework has a direct link to both federal and state legislation. The No Child Left Behind Act of 2002 requires schools to be responsive to the needs and achievement of all learners. School districts are encouraged to use IDEA funds to set up coordinated early intervening services for students who have not been identified as a child with a disability, but who need additional academic and behavioral support to succeed in general education. The EOCA Framework also provides school staff with critical information for analyzing student response to general education intervention efforts necessary to determine if a student has a disability and requires special education services. In addition, the EOCA Framework is an important vehicle for meeting the goals of our State Improvement Grant, as well as State Superintendent Elizabeth Burmaster�s New Wisconsin Promise.

6. Wisconsin Department of Public Instruction REACh Intiative - Working Draft 6 9/4/2012 Anticipated Outcomes Improved achievement Reduced achievement gaps Reduced social emotional and behavior concerns Reduced special education referrals Reduced disproportionate special education identification Increased graduation rates Increased capacity to address needs of students at risk for failure Increased meaningful family involvement The REACh Initiatives is directed at helping schools realize these outcomes Improved student achievement and reduced achievement gaps Reduced behavior concerns/disciplinary actions Reduced special education referrals Reduced disproportionate special education identification of students of color Increased capacity of all teachers to address the needs of students at risk for failure Increased number of families meaningfully participating in the problem-solving process The REACh Initiatives is directed at helping schools realize these outcomes Improved student achievement and reduced achievement gaps Reduced behavior concerns/disciplinary actions Reduced special education referrals Reduced disproportionate special education identification of students of color Increased capacity of all teachers to address the needs of students at risk for failure Increased number of families meaningfully participating in the problem-solving process

7. Wisconsin Department of Public Instruction REACh Intiative - Working Draft 7 9/4/2012 The EOCA Framework for Student and System Success is based upon a data-driven, continuous improvement model. The framework is organized at four levels: Vision Context Process Content The EOCA Framework for Student and System Success is based upon a data-driven, continuous improvement model. The framework is organized at four levels; Vision, Context, Process, and Content. It describes the structure and supports needed to coordinate system and student centered activities. The EOCA Framework for Student and System Success is based upon a data-driven, continuous improvement model. The framework is organized at four levels; Vision, Context, Process, and Content. It describes the structure and supports needed to coordinate system and student centered activities.

8. Wisconsin Department of Public Instruction REACh Intiative - Working Draft 8 9/4/2012 Guiding Assumptions Early indicators of future problems are identifiable Most factors relating to academic and behavioral concerns can be influenced Failure can be avoided with prevention, stopped with effective intervention Monitoring student response to instruction and intervention is a key to success Shared vision honors our hopes, dreams and aspirations for students Change takes time The EOCA Framework is founded on the following guiding assumptions: Early indicators of future problems are identifiable Most factors relating to academic and behavioral concerns can be influenced Failure can be avoided with prevention and stopped with effective intervention Monitoring student response to instruction and intervention is the key to success Shared vision honors all our hopes, dreams and aspirations for students Slow and steady wins the race� In other words, change takes time! The EOCA Framework is founded on the following guiding assumptions: Early indicators of future problems are identifiable Most factors relating to academic and behavioral concerns can be influenced Failure can be avoided with prevention and stopped with effective intervention Monitoring student response to instruction and intervention is the key to success Shared vision honors all our hopes, dreams and aspirations for students Slow and steady wins the race� In other words, change takes time!

9. Wisconsin Department of Public Instruction REACh Intiative - Working Draft 9 9/4/2012 Vision: Schools provide high quality options to enhance the success of all students

10. Wisconsin Department of Public Instruction REACh Intiative - Working Draft 10 9/4/2012 Context: Involvement of all stakeholders; Enhancement addressed in all contexts The Context of the EOCA Framework identifies who is involved in decision making and where the effects of decisions will be directed. The student is the focal point of the framework, with family members as the first stakeholders and primary supports for the student. Decision making occurs in the classroom, school, district, and community; involving teachers, other school staff, administrators, and community stakeholders. The Context of the EOCA Framework identifies who is involved in decision making and where the effects of decisions will be directed. The student is the focal point of the framework, with family members as the first stakeholders and primary supports for the student. Decision making occurs in the classroom, school, district, and community; involving teachers, other school staff, administrators, and community stakeholders.

11. Wisconsin Department of Public Instruction REACh Intiative - Working Draft 11 9/4/2012 Process: How data is used to guide continuous improvement The EOCA Framework uses a data-driven decision making process to guide continuous improvement. Data provides evidence for identification and prioritization of both system and student needs. Action plans that include strategies and indicators of progress are developed and implemented. Data related to the action plan is collected and analyzed. From the data analysis, further needs are identified and the process continues.The EOCA Framework uses a data-driven decision making process to guide continuous improvement. Data provides evidence for identification and prioritization of both system and student needs. Action plans that include strategies and indicators of progress are developed and implemented. Data related to the action plan is collected and analyzed. From the data analysis, further needs are identified and the process continues.

12. Wisconsin Department of Public Instruction REACh Intiative - Working Draft 12 9/4/2012 Ten researched-based components provide the content of the EOCA Framework. These ten components are implemented by responsive schools to generate and sustain an ongoing cycle of both system and student success. The EOCA Framework components are: Shared Vision and Commitment Administrative Leadership and Support Environment of Collaboration Resource Mapping Collaborative Procedures for Responding to Individual Student Needs Evidence-Based Prevention and Intervention Student Progress Monitoring System Data-Based Decision Making Professional Development and Support, and Family and Community Involvement.Ten researched-based components provide the content of the EOCA Framework. These ten components are implemented by responsive schools to generate and sustain an ongoing cycle of both system and student success. The EOCA Framework components are: Shared Vision and Commitment Administrative Leadership and Support Environment of Collaboration Resource Mapping Collaborative Procedures for Responding to Individual Student Needs Evidence-Based Prevention and Intervention Student Progress Monitoring System Data-Based Decision Making Professional Development and Support, and Family and Community Involvement.

13. Wisconsin Department of Public Instruction REACh Intiative - Working Draft 13 9/4/2012 EOCA Framework Components Shared vision and commitment (Prevention Focus) Administrative leadership and support Environment of collaboration Resource mapping Collaborative procedure for responding to individual needs Evidence-based prevention and intervention Student progress monitoring system Data-based decision-making Professional development and support Family and community involvement The ten EOCA Framework components are grouped into four clusters or categories. The cluster, Building Capacity, identifies the components needed to develop the capacity for systemic change that results in positive outcomes for all students. The components in Building Capacity are; shared vision and commitment, administrative leadership and support, and environment of collaboration. The cluster, Adopting Processes, identifies the processes responsive schools utilize to support systemic change that results in positive outcomes for all students. The components in Adopting Processes are; resource mapping and collaborative procedures for responding to individual student needs. The Making Informed Decisions cluster, identifies the procedures in place that inform decisions about what students should learn and be able to do, as well as what to do if expectations have not been met. These components are student progress monitoring system, evidence-based prevention and intervention, and data-based decision making. The Ensuring Sustainability cluster, identifies the knowledge, skills, and support needed to sustain improvement efforts. These components include professional development and support, and family and community involvement. The ten EOCA Framework components are grouped into four clusters or categories. The cluster, Building Capacity, identifies the components needed to develop the capacity for systemic change that results in positive outcomes for all students. The components in Building Capacity are; shared vision and commitment, administrative leadership and support, and environment of collaboration. The cluster, Adopting Processes, identifies the processes responsive schools utilize to support systemic change that results in positive outcomes for all students. The components in Adopting Processes are; resource mapping and collaborative procedures for responding to individual student needs. The Making Informed Decisions cluster, identifies the procedures in place that inform decisions about what students should learn and be able to do, as well as what to do if expectations have not been met. These components are student progress monitoring system, evidence-based prevention and intervention, and data-based decision making. The Ensuring Sustainability cluster, identifies the knowledge, skills, and support needed to sustain improvement efforts. These components include professional development and support, and family and community involvement.

14. Wisconsin Department of Public Instruction REACh Intiative - Working Draft 14 9/4/2012 REACh OffersTechnical Assistance, Professional Development, and Resources

15. Wisconsin Department of Public Instruction REACh Intiative - Working Draft 15 9/4/2012 Role of the REACh Mentor To provide on-site technical assistance to Wisconsin school districts receiving REACh grants To offer support and guidance helping district and participating school teams implement the EOCA framework at the system, building, classroom, and individual student levels To provide expertise to district and participating schools as they work to achieve REACh goals and expected outcomes

16. 9/4/2012 Wisconsin Department of Public Instruction REACh Intiative - Working Draft Why Mentor Support for Schools Implementing the REACh Initiative?

17. Wisconsin Department of Public Instruction REACh Intiative - Working Draft 17 9/4/2012 Essential Mentor Functions Provide expert knowledge of the EOCA Framework for Student and System Success Guide districts and participating schools as they design, implement, and evaluate a multi-tier early intervening services and response to intervention model Assist districts and participating schools in establishing/enhancing an environment of collaboration including a collaborative problem-solving process for responding to individual student needs

18. Wisconsin Department of Public Instruction REACh Intiative - Working Draft 18 9/4/2012 Essential Mentor Functions Attend district and building leadership and/or collaborative problem-solving meetings as appropriate Provide districts and participating schools with the knowledge and skills necessary to implement the 10 framework components Assist districts and participating schools as they utilize a data-driven school improvement model for instructional decision making and action planning Provide resources and/or professional development to support implementation of the EOCA Framework and REACh action plan

19. Wisconsin Department of Public Instruction REACh Intiative - Working Draft 19 9/4/2012 High Quality Professional Development and Resources Attend REACh events including trainings, networking meetings, and an annual showcase Access to Regional Centers which provide ongoing technical assistance and professional development opportunities Access to guides and toolkits developed through the initiative to support implementation of REACh activities and the EOCA Framework

20. Wisconsin Department of Public Instruction REACh Intiative - Working Draft 20 9/4/2012 REACh�For More Information Grants and General Information Paula Volpiansky, DPI REACh Initiative Director paula.volpiansky@dpi.state.wi.us 608-267-3725 http://www.dpi.wi.gov/reach/ Professional Development and Publications Michelle Ring, CESA 1 REACh Mentor & Technical Assistance Coordination mring@cesa1.k12.wi.us 262-787-9569 http://www.eocaschools.org