1 of 37

Data Review Protocol (DRP) Facilitation Training

(Districts with Level 1 Designation)

Secondary Transition

Cycle 2, Fall 2025

1

2 of 37

Webinar Overview

Kelsey Teeter

Secondary Special Education Program Consultant

Division of Special Education

Purpose and Intent of the Data Review Protocol
The Data Review Protocol Process
Key Resources and Next Steps

3 of 37

DRP in Continuous Improvement

3

Assess

Prioritize

Plan

Implement

Evaluate

4 of 37

Purpose of the DRP

Support the team understanding of IDEA-DA data elements and leverage data they have gathered
Build capacity for the ongoing use of data for continuous improvement
Engage in facilitated conversations to support interpretation, prioritization and implementation planning aligned with student-focused outcome data
Utilize a process that is rooted in data-informed decision making to determine IDEA-DA sub-focus areas

4

5 of 37

Underlying Theory & Intent of DRP

Each of the steps has been developed within the framework of a guided conversation (Crocker, 1997).
Questions flow in 4 cognitive levels and permit participants to discuss abstract concepts and come to some resolution after sufficient information and processing.
1. Objective
2. Reflective
3. Interpretive
4. Decisional
Data elements intentionally selected based on impact to associated student outcomes.

5

The DRP process has been intentionally designed to facilitate team member engagement and participation through the structured stages of guided conversation that move from first exploring and gaining initial consensus, and then leads to more focused discussion on the data that supports priority areas of need. As we walk through the process today, you will notice very intentional placement of decision making steps in the process. It is important that the team has considered all of the necessary data before making any decisions.

The data elements have also been intentionally selected based on their relativity to impacting student outcomes. For example, in Secondary Transition, step 1 focused heavily on reviewing and understanding those outcomes, and the factors that might impact them, leading to a decision about what area of outcomes the team will focus on. In step 2, we take a deeper dive into the specific evidence-based practices and predictors that have the most influence over the outcome decided upon, leading to a team decision on what practices and predictors will be focused on in order to make progress in the identified outcome area. In both steps, teams will move through the stages of objective and reflective processing to support intentional and meaningful decision making.

6 of 37

Preparations

6

7 of 37

DRP Facilitator Preparation Checklist

7

Step by step details to prepare for each DRP session
Links to each supporting document and resource needed
Located on the IDEA-DA Google Site

8 of 37

In the Facilitation Checklist: Facilitation Guide and Slides

8

9 of 37

In the Facilitation Checklist: Notetaker

9

10 of 37

In the Facilitation Checklist: ACHIEVE Data Roles and Data Cheat Sheet

10

ACHIEVE DRP Manager
ACHIEVE DRP Viewer

The checklist also notes that the team will need to set up key ACHIEVE DRP User Roles in advance of the session.

One of these User Roles is the ACHIEVE DRP Manager. This person is responsible for entering text and finalizing the DRP in ACHIEVE. This role is typically given to the district’s special ed director, superintendent or their designee that will be participating in the DRP. This role will need to be determined in advanced and is a user role that will be assigned in ACHIEVE. As we move through the slides today, you will see where connections to the DRP Manager’s role are cued within the Facilitation Guide Notetaker, and Presentation slides. This role may or may not be the same person who serves as the Notetaker.

The other role is the ACHIEVE DRP Viewer which is used for any other members of the district leadership team that will be participating on the DRP Team. This user role provides view only access to the district’s data tables. The role cannot edit, or finalize any of the text fields completed by the DRP manager. Access to user roles is a district decision.

The checklist also provides a Data Cheat Sheet. This data cheat sheet explains each data element inlcuded in the data tables. This will be helpful to have handy as the team reviews the data could run questions about what it means, why it’s important, or where the data came from.

11 of 37

Team Members to Consider for the Secondary Transition DRP

Superintendent
Associate/Assistant Superintendent
Special Education Director
High School Principal(s)
Middle School Principal(s)
AEA Representative
Multi-Tiered System of Supports (MTSS) and/or School Improvement Coordinator

11

Special Education Teacher/Coach
Transition Specialist/Coordinator/Facilitator*
School Counselor*
CTE Representative*
Work-Based Learning Coordinator*
Vocational Rehabilitation Counselor*
Other General Education Teachers

The district should consider representation from the following individuals:

12 of 37

Important: PII and Confidentiality

IMPORTANT:

The data displayed in DRPs are not for public dissemination
Cells may have small n-sizes that constitute Personally Identifiable Information (PII) making it a confidential document
This data is only to be accessed and used by the district DRP team for the purpose of continuous improvement and implementation planning

12

13 of 37

Step 1: The Data

Data Review Protocol: The Process

Student Outcomes

13

14 of 37

Step 1A: Collect and Analyze Data

Purpose: Getting to know the data leading to shared consensus of data outcomes

Process and Intent:

Providing space for initial reactions and emotions
Coaching team away from jumping to conclusions, interpretations, and application at this stage
Highly reflective and objective

14

15 of 37

Step 1A: Facilitating the Process

15

DRP Facilitation Guide, pages 4-5

DRP Notetaking Guide, pages 1-2

16 of 37

Step 1A: Finalizing Team Consensus

16

ACHIEVE DRP, Step 1A Consensus Statements

17 of 37

Step 1B: Create Data Summary Statements

Purpose: Defining the shared expectations of postsecondary outcomes for learners with IEPs in our district.

Process and Intent:

Focusing more on the interpretive processing of outcome data
Identifying trends, factors and patterns associated with student-level outcomes
Developing specific summary statements for each postsecondary outcome area based on specific factors, patterns, and outcomes identified in data

17

18 of 37

Step 1B: Looking at the Data

18

Data Cheat Sheet, page 4

ACHIEVE DRP, Step 1B Data Tables

19 of 37

Step 1B: Facilitating the Process

19

DRP Facilitation Guide, pages 6-7

DRP Notetaking Guide, page 4-5

20 of 37

Step 1B: Finalizing Data Summary Statements

20

ACHIEVE DRP, Step 1B Data Summary Statements

21 of 37

Step 1C: Determine Area(s) of Improvement

Purpose: Prioritize areas of need to determine area of focus for continuous improvement efforts

Process and Intent:

Focus on interpretative and decisional processing of the data
Reflection on the Consensus Statements made in 1A and Summary Statements made in 1B
Facilitated team prioritization strategy

21

22 of 37

Step 1C: Facilitating the Process

22

DRP Notetaking Guide, pages 6-7

DRP Facilitation Guide, page 8

23 of 37

Step 1C: Finalizing Area(s) for Improvement

23

ACHIEVE DRP, Step 1C Select area(s) for improvement

24 of 37

Step 2: Additional Factors

Data Review Protocol: The Process

Student and system level factors leading to improved outcomes

24

25 of 37

Step 2A: Digging Deeper with Additional Factors at the Learner Level

Purpose: Identifying practices and predictors that will support improved outcomes in identified focus area(s).

Process and Intent:

Objective, interpretational and decisional review of student-level data related to evidence-based practices and predictors that lead to post school success.
Identifying priority practices and predictors for improvement and potential next steps.

25

26 of 37

Step 2A: Looking at the Data

26

Data Cheat Sheet, pages 5-6

ACHIEVE DRP, Step 2A Data Tables

The data reviewed by the team in this step focuses on their student’s participation in 3 priority areas: Career Technical Education, Career-Connected Learning, and Postsecondary Education Preparation. These areas and data elements have all been selected based on having the strongest levels of evidence demonstrating their correlation to improve postsecondary education and employment outcomes, as well as Iowa’s Postsecondary Readiness Index. Of course we know that these opportunities are beneficial for all, however, participation and engagement in these courses, services, supports, and activities have also been proven specifically to support improved postschool outcomes for students with disabilities. The data provided in this step is also disaggregated for the team to better understand how students with IEPs, BIPs, on the Alternate Assessment, and involved with IVRS are participating in these priority practice areas.

27 of 37

Step 2A: Facilitating the Process

27

DRP Facilitation Guide, pages 9-13

DRP Notetaking Guide, pages 8-10

28 of 37

Step 2A: Finalizing Potential Next Steps

28

ACHIEVE DRP, Step 2a Digging Deeper with Additional Factors at the Learner Level

29 of 37

Step 2B: Digging Deeper with Additional Factors at the System Level

Purpose: Identify system factors that may be affecting student outcomes.

Process and Intent:

Objective, interpretational and decisional review of system level factors that impact practices and outcomes.
Identifying key system factors for improvement and potential next steps.

29

30 of 37

Step 2B: Facilitating the Process

30

DRP Facilitation Guide, pages 14-16

DRP Notetaking Guide, pages 11-13

31 of 37

Step 2B: Finalizing Potential Next Steps (System Level)

31

ACHIEVE DRP, Step 2B Digging Deeper with Additional Factors at the System Level

*Please note, the progress report question seen on the ACHIEVE DRP slide for 2a will be added to the top of step.

32 of 37

Step 2C: Results Statement (Secondary Transition)

Purpose: Create a statement that describes the desired state in the selected area of focus.

Process and Intent:

Focus on interpretive and decisional processing leading to a clearly defined desired state and results statement
Identifying clear next steps and any additional information or data needed for development of the implementation plan

32

33 of 37

Step 2C: Facilitating the Process

33

DRP Facilitation Guide, page 17

DRP Notetaking Guide, page 14

34 of 37

Wrapping Up

34

35 of 37

Next Steps

35

Contact the Regional Special Education Director to set up ACHIEVE DRP user roles
Plan, prepare, and execute the district’s DRP

Facilitation Preparation Checklist and Facilitation Guide are key supports for this

After completing DRP, begin developing Implementation Plan
Finalized DRP and Implementation Plan are both due by March 13, 2026

36 of 37

For Additional Resources and Support…

36

Visit and bookmark the IDEA-DA Google Site
Open offices hours are available for drop-in support
“How to Guides” for accessing the DRP in ACHIEVE
Accessing and developing the Implementation Plan
…and more!

37 of 37

Thank you!

Kelsey Teeter

515-975-7332

kelsey.teeter@iowa.gov