DPI Updates

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PresenterPresentation NotesJuliaA bit of a change from past DPI updates. Will provide some data to give a glimpse into current student outcomes. Focusing on students. Achievement/opportunity gap crisis.

Updates are available in the looping slide deck as well as through the weekly newsletter.

2019-2021 Biennial Budget

Striving for Equity in Education

Special Education Aid ($96.9 million increase over the biennium) First increase in a

decade. By the end of the biennium, the state’s investment in special education will

have moved from 25% to 30% of school districts’ costs.

Mental Health Aid ($12.5 million increase over the biennium) We have kids in need.

Wisconsin’s 2017 Youth Risk Behavior Survey showed a rise in depressive symptoms

and suicidal thoughts in our children. We will now be able to support more students

who need help.

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PresenterPresentation NotesJuliaCarolyn mentioned...The data to come will paint a picture of WHY we need to continue to have an equity budget. Need your continued support.

Statewide Data

Creating urgency…

….to achieve our goal of cutting Wisconsin's persistent achievement gaps in half

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PresenterPresentation NotesSusan-As part of ESSA and Wisconsin’s Consolidated State Plan, we set the ambitious goal of cutting Wisconsin’s persistent achievement gaps in half within six years. -The October 30th DPI Press Release on the 2019 NAEP (National Assessment of Educational Progress) reiterates that we still have work to do, as it reported that Wisconsin has the widest achievement gap between black and white students of any state.-As Carolyn Stanford Taylor states, “We have work ahead to achieve our rigorous expectations. Our persistent achievement gaps are a crisis. Closing these gaps is not only the right thing to do, it is imperative for our state.”

2019 Youth Risk Behavior Survey (YRBS)

● 2019 School/District/County results:

currently available

● 2019 State-level results: coming soon

(awaiting federal certification)

● Today’s YRBS slides based on 2017 YRBS

State-level results

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PresenterPresentation NotesSusan-The Wisconsin Youth Risk Behavior Survey (YRBS) is conducted as part of a national effort by the U.S. Centers for Disease Control and Prevention to monitor health-risk behaviors of the nation's high school students. -We know that students today are dealing with an increasing number of barriers and stressors. We know this because they’re self-reporting through the YRBS. They’re sharing critical information that provides us with important data.- We highly encourage you to use this data as you work through your continuous improvement efforts, analyze root cause, and determine the educational supports and services your students need - across academic, behavioral, social and emotional needs.

-As you may have seen in the looping PowerPoint, the 2019 School/District/County results are currently available.-The 2019 State-level results are awaiting federal certification.-So the YRBS slides I’m about to share with you are based on the 2017 YRBS State-level results only

WI YRBS Topics Related to Mental Health

Some Risk Areas

● School & neighborhood safety● Sexual and physical violence● Lack of sleep● Screen use/online behaviors● Carrying a weapon● AODA use● Bullying

*2017 YRBS Data

Some Protective Factors:

● School belonging● Extracurricular participation● Access to, and use of, supports● Supportive adults● Physical activity, sleep, nutrition

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PresenterPresentation Notes

Susan

-The Youth Risk Behavior Survey addresses many risk areas, as well as protective factors. Some are listed above. -We can directly or closely relate these risk areas and behaviors to outcomes such as depression, anxiety, sense of belonging,self-harm, and suicidal ideation and attempts (to name only a few).

https://dpi.wi.gov/sspw/yrbs/online

Demonstrated Mental Health Needs

● Nearly 40 percent of respondents self-reported anxiety● 27 percent self-reported depression● More than 16 percent self-reported self-harm● More than 16 percent of respondents have considered suicide,

and nearly 8 percent actually attempted suicide

*2017 YRBS Data

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PresenterPresentation NotesSusan-According to the 2017 YRBS: Youth anxiety is increasing. Youth depression is increasing. Youth suicidality is increasing.

-Nearly 40 percent of all respondents self-reported anxiety.-27 percent self-reported depression.-More than 16 percent self-reported self-harm.-More than 16 percent of respondents have considered suicide, and nearly 8 percent actually attempted suicide.

Demonstrated Mental Health Needs

Certain groups reported extremely high rates of anxiety, including :

• students who are LGBT• students experiencing homelessness• students with low grades• females• students with physical disabilities and chronic health conditions• students of color

* 2017 YRBS Data7

PresenterPresentation NotesSusan-While nearly 40 percent of all respondents self-reported anxiety, the data shows that anxiety is most prevalent among high risk groups including:

-Students who are LGBT, experiencing homelessness, have low grades in school, females, students with physical disabilities and chronic health conditions, and students of color. -In the next few data slides, I’ll focus on students self reporting physical disabilities and chronic health conditions, as well as students of color.

Physical Disability or Chronic Health Condition

● 2017 YRBS Results are for students

reporting physical disability or chronic health

condition.

● 2019 will have that question plus special

education status.■ Schools and districts already have the 2019

information in their YRBS reports.

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PresenterPresentation NotesSusanI want to address terminology as it relates to disability in the 2017 and the 2019 data.-The 2017 YRBS Results shown in the next few slides are for students self-reporting physical disability or chronic health condition - not special education status.-The 2019 YRBS Results will have that question plus special education status. -Remember that schools and districts have special education status included in the 2019 school and district level data.

In the 2017 YRBS - Statewide, 12.8% of students self-reported having a physical disability or chronic health condition. -Taken as a group, they reported noticeably different experiences and outcomes from their peers.

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PresenterPresentation NotesSusan

-Students with a physical disability or chronic health condition were at substantially higher risk for a number of items related to mental health. 67% higher risk of anxiety80% higher risk of symptoms of depression2x as likely to self-harm

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PresenterPresentation NotesSusan

-Students with a physical disability or chronic health condition are almost 2.5 times more likely to say they feel they don’t belong at their school.

Other questions that reveal factors which might contribute to a lack in sense of belonging include:● 50% more likely to report being bullied at school (1.5 times)● 80% more likely to report electronic bullying (1.8 times)● Two to three times more likely to report being harassed

Race and Ethnicity Data

● Results reported based on available race/ethnic categories.

● When there are too few responses to a question for a given

race/ethnic group, numbers are presented at the level of detail

available (e.g., white vs. students of color;

black/Hispanic/White, etc.)

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PresenterPresentation NotesSusanI will be showing you several data slides regarding race and ethnic groups. It’s important to note that:-Results reported are based on available race/ethnic categories.-So when there are too few responses to a question for a given race/ethnic group, numbers are presented at the level of detail available.-For example, white vs. students of color -If there are enough responses, then we will see black/Hispanic/White)

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PresenterPresentation NotesSusan-The YRBS asks students whether they have experienced significant problems with feeling anxious, nervous, tense, scared, or like something bad was going to happen.

-All student groups (white, hispanic, black) report relatively high levels of anxiety. However, rates of anxiety appear to be particularly high for Black students, as shown here with almost half of all black students reporting experiencing anxiety.

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PresenterPresentation NotesSusan-Similar to the responses to anxiety, there also appear to be some racial/ethnic differences in students’ experiences of depression. -Approximately 1 in 4 white/non-hispanic students reports having experienced depression or prolonged sadness.

-For students of color, the number is closer to 1 in 3.

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PresenterPresentation NotesSusan

-When we look at the YRBS “sense of belonging” question by different student groups, a consistent pattern emerges: whether the question is broken down by sex, LGBT status, or race and ethnicity, students in the more marginalized groups all report a lower sense of belonging than their peers.

-This slide shows what that looks like for Black, Hispanic/Latino, and White students. -While all students report a fairly high sense of belonging, white students are about 8%-10% higher than their peers of color. -While there is room to help all students increase their sense of belonging,it’s important to pay particular attention to students who are marginalized or differ from the school norm, including, in many cases, students of color.

- Students’ sense of belonging at their school can affect their mental and physical health, their school attendance, engagement, and overall ability to succeed academically.

Graduation Rates

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PresenterPresentation NotesJuliaSusan shared some of the social and emotional impacts students are experiencing. I’m going to show some corollary outcome data, and focus particularly on the intersectionality of race and ability.

Graph on left shows the graduation gap between students with and without disabilities. The graph on the right shows what that looks like when you add race. As Courtney and Ananda illustrated, of particular note is the black/white gap. You’ll notice that the gap between black students with and without disabilities (the green and blue lines) is larger than the gap between white students with and without disabilities. So the impact isn’t proportionate or just additive, the intersectionality of being a black student with a disability in Wisconsin is actually MORE impactful.

ELA Proficiency Rates

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PresenterPresentation NotesHere you can see just how few students with disabilities are proficient as measured by these exams, and when we look at black students with disabilities, for example, very few throughout the entire state are testing in the proficient range.

Math Proficiency Rates

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PresenterPresentation NotesThe patterns maintain for mathematics proficiency.

Continuous Improvement

• Focus on addressing root causes

• Adult practices and student outcomes

• Situated within your EMLSS and

leverages your EE system

• Data Inquiry Journal

• Many supports availablehttps://dpi.wi.gov/continuous-improvement

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PresenterPresentation NotesJuliaThis week each district in the state received an email from Deputy State Superintendent Mike Thompson foreshadowing the release of the second year of joint federal notification packages. Included in these packages are TSI identifications under ESSA, IDEA LEA Determinations, and Racial Equity in Special Education. EVERY district will receive data in the notification packages to be used in their continuous improvement processes, regardless of identification status. You additionally have YRBS data and other local data that you can examine and disaggregate, such as AP course enrollment, interim/screening data, ODRs, attendance, climate survey data, etc. Because even if your district doesn’t reach a specific threshold or meet a cell size, we hope that the data you have seen today motivates you to take your continuous improvement efforts to the next level. There is no time to waste.

The continuous improvement process helps you focus on addressing the root causes of your particular disparities, and focus both on changing adult practices as well as student outcomes.

These efforts are implemented within your EMLSS and EE systems. Statewide evaluations of both of these systems have produced data showing increased rates of improvement for students of color and students with IEPs at a greater rate...

There are many free and low cost resources available. The data inquiry journal within WISEDash for districts is a great starting point to walk you through the continuous improvement process. Supports through the CESA-based TA Network, the Leading for Learning Series, WISH Center, DTAN, RtI Center are additional wonderful resources. CCR IEPs, Urban Leadership opportunities for principals, new director supports through WCASS...

At DPI we are walking the talk: examining how we are resourcing supports/initiatives. Looking at data and adjusting accordingly. We will be able to analyze aggregated root causes and improvement strategies to ensure we are channeling resources and research toward high needs and high leverage strategies.

___________________________50/50 for determinations and the inclusion of LRE as a means to focus on high expectations/results/and students as general education students first.

https://dpi.wi.gov/continuous-improvement

A Collaborative Focus on the Whole Child

EQUITY:Every student has access to the educational resources and rigor they need at the right moment in their education, across race, gender, ethnicity, language, ability, sexual orientation, family background, and/or family income.

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PresenterPresentation NotesSusan-In order to close the achievement gap, we need to ensure that every student has access to the educational resources and rigor they need at the right moment in their education across race, gender, ethnicity, language, ability, sexual orientation, family background, and/or family income. -As Carolyn shared earlier this morning, our focus is on high expectations and inclusive programming that focuses on the whole child and students as general education students first. -According to the American Psychological Association, less than half of children with mental health challenges get treatment, services, or support. Yet, research increasingly reveals the connection between social-emotional development, mental health, and academic achievement.

-What we can’t lose sight of is that we as educators are in a unique place where we engage with children every day. We need to maximize our opportunities, draw attention to adult practices, and create environments where students feel healthy, safe, engaged, supported, and challenged. Thank you for attending the conferences. We hope you enjoy your sessions.

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