State Systemic Improvement Plan - Illinois State Board Of Education
State Systemic Improvement Plan Building Capacity to Improve Results for Children with Disabilities
Melody Musgrove Messages Director, Office of Special Education Programs, USDE Students with Disabilities are part of, not separate from, the general education population Emphasis on compliance over results is not enough LEAs must build all educators’ capacity to meet those students’ needs Complement Ed Reform including ESEA flexibility SEAs must improve, align and leverage the State’s capacity to support LEAs ability to do so Done through a multitiered system of support
Results Driven Accountability ESEA Waiver: All Kids College & Career Ready Student Level Data Continuous Improvement Process Sub-group Populations SPP/APR State Systemic Improvement Plan
SSIP Process Overview Phase I 04/01/15 Phase II 04/01/16 Phase III Ongoing Data Analysis SEA Infrastructure Analysis to Support Improvement & Build Capacity State Identified Measurable Result for Children with Disabilities (SIMR) Selection of Coherent Improvement Strategies Theory of Action Multi-year plan addressing Infrastructure Development Support for LEA Implementation of Evidence-Based Practice Evaluation Plan Implementation Evaluation Report on Progress
SSIP Phase I Phase I 04/01/15 Data Analysis SEA Infrastructure Analysis to Support Improvement & Build Capacity State Identified Measurable Result for Children with Disabilities (SIMR) Selection of Coherent Improvement Strategies Theory of Action
Phase I SSIP Stakeholder Group City of Chicago SD 299 Higher Education Illinois Alliance of Administrators of Special Education Illinois Advisory Council on Bilingual Education Illinois Association of Regional Superintendents of Schools Illinois Association of School Administrators Illinois Association of School Boards Illinois Center for School Improvement Illinois Education Association Illinois Federation of Teachers/Chicago Teachers Union Illinois Principals Association Illinois Response to Intervention Network Illinois State Advisory Council on the Education of Children with Disabilities Illinois Statewide Technical Assistance Collaborative Parent Training and Information Centers Special Education Advocates SSIP Focus Schools
What Did the Data Analysis Tell Us? What is the outcome that we want? All students, specifically students with disabilities, must have the knowledge and skills necessary to be college and career ready Where are we falling short? Reading achievement of students with disabilities Who (which sub-group) is most impacted? Students who are African American and Hispanic Where should we focus on the sub-group? Third grade and below
What Did the Infrastructure Analysis Tell Us? ISBE Systems Need agency vision to support reading achievement, need intra-agency coordination, need policy/procedure review/revision, need to leverage agency resources Data Need increased access to data systems and the analysis of data via the Illinois Longitudinal Data System (ILDS) Practice Need coordinated technical assistance and professional development system to support reading achievement, need to train staff, need to increase available professional development for early reading and evidence-based reading interventions
State-Identified Measurable Result (SIMR) State Level Results Driven Accountability Third grade is the first year of the ESEA aligned statewide measure of student performance State-identified Measurable Result (SIMR) Criteria Aligned to, or a component of, the SPP/APR Based on Data and Infrastructure Analysis Child level outcome vs. a process to an outcome SIMR Increase the percentage of third grade African-American and Hispanic students with disabilities who are proficient or above the grade level standard on the state English-language arts assessment
Why Are We Falling Short with Subgroup? Potential Root Causes Data-Based Decision Making: The school is not making regular use of aggregated and disaggregated data to make decisions Sufficient Reading Instruction: Students in the school are not receiving enough instruction in reading High Expectations: Collaborative and mutually supportive relationship to achieve high academic and behavioral expectations for all students does not exist among all staff Evidence-Based Interventions Process: Evidence based interventions and supports to meet students’ academic and behavioral needs are not structured around a tiered response model (process) Evidence-Based Instruction and Management: Evidence based instruction and management to meet students’ academic and behavioral needs does not happen in all classrooms (practice) High Quality Core Instruction: High quality core instruction (Tier I) is not accessible to students with disabilities in the general education environment
Potential Root Causes Data based Decision Making High Quality Core Instruction Sufficient Reading Instruction Multi-tiered System of Support (MTSS) Framework Evidence Based Practice High Expectations Evidence Based Interventions Process
Synthesized Root Cause School and LEA personnel lack the assistance necessary to increase their knowledge and skills regarding the implementation of a Multitiered System of Support (MTSS) framework with fidelity
How Do We Achieve the SIMR? “How do we align initiatives at the SEA to maximize impact, maintain momentum, and support sustainability?” Ruth Ryder, OSEP
Coherent Improvement Strategies Steps & Activities Broad Improvement Strategy Steps & Activities Steps & Activities Steps & Activities Root Cause Broad Improvement Strategy Steps & Activities Steps & Activities Steps & Activities Broad Improvement Strategy Steps & Activities Steps & Activities
How will we address the root cause to achieve the SIMR? Through Three Broad Coherent Improvement Strategies Systems Implement an evidence-based professional development framework (training, coaching, and technical assistance) with targeted LEAs to establish and execute a Multi-Tiered System of Support (MTSS) framework with fidelity Data Apply data-driven decision making around reading performance Practices Utilize a professional development framework (training, coaching, and technical assistance) in prevention- and intervention-focused, evidencebased reading and environmental practices with targeted LEAs to increase academic, social, emotional, and behavioral competencies
Action Steps Systems MTSS organization and readiness Preparing for an organizational leadership team Creating readiness for local implementation Supporting implementation in local districts Scaling up and sustainability SEA Infrastructure: vision, coordination, policy/procedure review, leverage resources
Action Steps Data Data-driven decision making focused on continuous quality improvement Fostering a Data Culture Data System(s) Collection Analyses Interpretation Monitoring and evaluation SEA Infrastructure: increase access to data systems and analysis of data via ILDS
Action Steps Evidence-based and evidencePractices informed practices within a MTSS framework Academic supports Social/Emotional/Behavioral supports Educational environment Family and community engagement SEA Infrastructure: coordinate TA and PD, train staff, increase available reading PD
Theory of Action Illinois Hypothesizes That: African-American and Hispanic students with disabilities have low reading performance because schools and local education agencies (LEAs) have not implemented a Multi-Tiered System of Support (MTSS) framework with fidelity. If Illinois: Applies data-driven decision making around reading performance Then: Implements an evidence-based professional development framework (training, coaching , and technical assistance ) with targeted LEAs to establish and execute a MTSS framework with fidelity Improved results will stem from the local schools' and LEAs' ability to build and sustain their capacity to provide appropriate academic and environmental supports for students with disabilities through a MTSS framework so all students are college and career ready Utilizes a professional development framework (training, coaching, and technical assistance) in prevention- and interventionfocused, evidence-based reading and environmental practices with targeted LEAs to increase academic, social, emotional, and behavioral competencies Then: The percentage of 3rd grade African-American and Hispanic students with disabilities who are proficient or above the grade level standard on the state English-language arts assessment will increase
SSIP & MTSS Governance & Management SIMR Climate & Culture Curriculum & Instruction
SSIP Phase II Phase II 04/01/16 Multi-year plan addressing Infrastructure Development Support for LEA Implementation of Evidence-Based Practice Evaluation Plan
SSIP Phase II—Infrastructure Development Steps to further align/leverage current improvement plans/initiatives Resources needed Involvement of other SEA offices/agencies Expected outcomes Who will implement infrastructure changes Timelines
Phase II—Support for LEA Implementation of Evidence Based Practices Steps and activities that support implementation of improvement strategies How activities will be implemented with fidelity Resources that will be used How barriers will be addressed Who will be in charge of implementing Communication strategies and stakeholder involvement Involvement of other SEA offices/agencies How expected outcomes of strategies will be measured Timelines
Phase II—Evaluation Short-term and long-term objectives to measure Fidelity of implementation Impact on results Plan must be aligned with Theory of Action Other SSIP components Plan must include How stakeholders will be involved Methods to collect and analyze data on activities/outcomes How the state will use evaluation results (examine effectiveness, measure progress, make modifications, disseminate results)
What should be done to evaluate the SSIP and prepare for scale-up? Fidelity & Impact: Partnerships How stakeholders will be involved Fidelity & Impact: Systems, Data, Methods to collect and analyze data on Practice activities/outcomes Fidelity & Impact: How the state will use evaluation results Sustainability (examine effectiveness, measure progress, make & Scale-up modifications, disseminate results)
Effect Effort Evaluating SSIP for RDA Quantity Quality How much did we do? How well did we do it? Coherent Improvement Strategies Implemented with Fidelity Is anyone better off? Number of Student with Improved Outcomes Percent of Students with Improved Outcomes
SSIP Phase III Phase III Ongoing Implementation Evaluation Report on Progress
Illinois State Board of Education Special Education Services Jodi Fleck (jfleck@isbe.net) Mark Schudel (mschudel@isbe.net)
Phase I SSIP Stakeholder Group City of Chicago SD 299 Higher Education Illinois Alliance of Administrators of Special Education Illinois Advisory Council on Bilingual Education Illinois Association of Regional Superintendents of Schools Illinois Association of School Administrators Illinois Association of School Boards
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support this effort, all States are required to develop a State Systemic Improvement Plan (SSIP), as part of Indicator 11 of the State Performance Plan/Annual Performance Report (SPP/APR) for Part C of IDEA. 1 In developing, implementing, and evaluating the SSIP, OSEP expects that States focus on results that will
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in the State Systemic Improvement Plan (SSIP) and at a minimum is required to continue through 2020. WV GRADUATION 20/20 was specifically established to assist in building capacity to increase the high school completion rate for ALL students with special emphasis on students with disabilities (SWD) and those of low socio- economic status (low-SES).
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