SIG Design

Vision

To build a process and structures that enable families, schools, and communities to work together using effective systemic and educational practices that remove barriers and thereby enhance capacity and result in improved outcomes of all students particularly students with disabilities birth -21.

Goal

To improve outcomes for students with disabilities birth to 21.

SIG 5 year Outcomes

• Young children with disabilities, birth through 5 will receive special education and related services in age appropriate general education settings including, home, child care , preschools, Head Start, 4 and 5 year old kindergarten, and community playgroups staffed by a qualified workforce of regular and special educators working collaboratively with each other and with families.
• All students, including students with disabilities, will meet challenging academic and behavior standards through improved quality of educational services and collaborations among professionals and parents.
• Students with disabilities will have post secondary plans that will move them from school to post school activities including post-secondary education, vocational training, employment, continuing and adult education, adult services, independent living and community participation.

SIG Outcome Indicators

These outcome indicators are designed specifically for students and families as well as schools/districts involved in the SIG Systemic Change initiative:

General Outcome Indicators:

1. 100% of the IHE's participating in the "SIG Survey of IHE's" will partner with DPI to align their curriculum standards and develop performance based training programs that will build the capacity of Wisconsin's qualified workforce of regular and special educators, pupil service professionals and administrators in the areas of inclusive early childhood environments, family involvement, collaborative planning and decision making, and transition to post school life.
2. Students with disabilities will demonstrate a 50% increase in graduation rate over the baseline.
3. The suspension rate of students with disabilities will be at a rate comparable to their non-disabled peers.
4. The habitual truant rates for students with disabilities will be reduced to <5%.
5. 90% of parents surveyed will indicate they are satisfied with their involvement in and the quality of the education of their child.

Early childhood

1. Fewer than 32% of preschool children with disabilities will be served exclusively in special education settings.
2. 100% of families who have young children with disabilities transitioning from county Birth to 3 early intervention services will be offered and encouraged to have a transition planning conference at least 90 days prior to their third birthday.
3. Collaboration among early intervention, childcare, Head Start, and school early childhood programs will increase system level partnerships.

Early & Ongoing Collaboration and Assistance (EOCA)

1. Special education referral rates will be reduced by 10% from baseline in EOCA pilot schools.
2. There will be a 5% increase from baseline in the percent of referred students found eligible for special education services in EOCA pilot schools.
3. Students will demonstrate a 25% reduction from baseline in the gap between the proportions of students scoring proficient and advanced in pilot EOCA schools within the following comparison groups:
   1. disabled and non-disabled
   2. white and non-white
   3. students in poverty and students not in poverty
   4. ELL and non-ELL students
4. 66% of students in EOCA pilot school who receive targeted interventions will demonstrate a measurable positive response to intervention. (determined through pre-post severity ratings and goal attainment)

Post High School/Transition:

1. There will be a 7% increase in the numbers of students with disabilities attending postsecondary education and training as measured by the post school follow up study.
2. 80% of students with disabilities will be employed one year after high school graduation as measured by the post high school follow up study.
3. The statewide transition project will have representative councils in all 72 counties within Wisconsin and as a result will increase the number of transition action teams and expand the use of the Web site i.e. the WSTI Clearinghouse of transition information available at both state and county level.

Strategies that define our method for reaching our goals

Strategy #1

To provide professional development and technical assistance to individuals, organizations and systems as a primary systems change vehicle to ensure that special education systems will align and support a quality workforce, teaching and learning.

Strategy #2

To provide newly expanded, refined, and strengthened comprehensive collaborative partnerships among families, schools and communities thereby enhancing the capacity to create a seamless education and care system, birth to 21.

Strategy #3

To design and develop innovative dissemination and technical assistance strategies created by SIG staff and partner organizations which will provide extensive information and assistance to education service providers and others to facilitate the use of research-based, best practices and resources.