Promoting Inclusive Practices Via
Monitoring State Performance Plan
Indicators # 5 and #6
Barbra Kelley, Ed.D.
March 3, 2012
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

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
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
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
Wisconsin Department of Public Instruction Preschool EE Chart
Percent of Students Ages 6-21with IEPs
in Various Educational Environments
2007
200
8
200
9
% of time inside the
general ed. classroom
% of time inside the
general ed. classroom
% of time inside the
general ed. classroom
>
80%
4079%
<
40%
>
80%
4079%
<
40%
>
80%
4079%
<
40%
Dist. 40.2 28.0
25.8
40.2 27.3
26.8
41.1 25.4
27.0
State
16.8
50.8 27.3
16.9
52.2 26.7
15.8
50.7 27.5
Indicator # 5
Mid-Size School District – Three Year Period
2007-2008
2008-2009
2009-2010
% of Time in the General Education
Classroom
40 – 79
%
 80 %
< 40 %
% of Time in the General Education
Classroom
40 -79
%
 80 %
< 40 %
% of Time in the General
Education Classroom
4079
%
>80%
< 40 %
59.76
11.79
60.68
9.53
65.82
8.37
53.57
11.24
54.74
11.20
54.58
10.97
District
State
Indicator #5
Large Size School District – Three Year Period
2007-2008
2008-2009
2009-2010
% of Time in the General Education
Classroom
40 – 79
%
 80 %
< 40 %
% of Time in the General Education
Classroom
40 79
%
 80 %
< 40 %
% of Time in the General
Education Classroom
40>
79
%
80%
< 40 %
37.88
16.10
42.17
15.49
42.82
15.08
53.57
11.24
54.74
11.20
54.58
10.97
District
State
Indicator #5
Small Size School District – Three Year Period
2007-2008
2008-2009
2009-2010
% of Time in the General Education
Classroom
% of Time in the General Education
Classroom
% of Time in the General
Education Classroom
 80
%
< 40 %
 80 %
< 40 %
>80%
39.22
23.04
42.11
22.63
42.61
23.30
53.57
11.24
54.74
11.20
54.58
10.97
40 – 79
%
40 79
%
4079 %
< 40 %
District
State
STATE
State Performance
Plan
20 Indicators
Monitoring System
Reporting System
DISTRICT
Education
Environmental Code
Data Entry
Special Education
Program Design
SCHOOL
Response to
Intervention Approach
Referral and
Evaluation
Special Education
Placement
Program Design
Education
Environmental Code –
Indicators #5 % #6
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
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)

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.

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
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

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
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
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
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)
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
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