Overview of Idaho’s Overview of Idaho’s State Systemic Improvement State Systemic Improvement Plan (SSIP) Plan (SSIP) Division of Special Education Dr. Charlie Silva State Director of Special Education 1
Dec 21, 2015
Overview of Idaho’sOverview of Idaho’sState Systemic Improvement State Systemic Improvement Plan (SSIP)Plan (SSIP)Division of Special EducationDr. Charlie Silva State Director of Special Education
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Presentation GoalsPresentation Goals2
Provide a basic understanding of Phase I SSIP Phase I components
State-identified Measurable Result
Next Steps
What is the SSIP? What is the SSIP? 3
A comprehensive, ambitious, yet achievable multiyear plan to improve outcomes for
students with disabilities.
Planning and Doing
•Identify coherent improvement strategies
•Develop action steps
•Develop Theory of Action
•Develop Plan for improvement
Analysis and Focus
•Identify starting point
•Broad Data Analysis
•Broad Infrastructure Analysis
•Identify primary concern (potential SiMR)
Evaluation
•Evaluation of progress
•Adjust plan as neededHow well is the solution working?
What is the problem?
What shall we do about it?
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SSIP Phase I
SSIP Phase I and II
SSIP Phase III
SSIP Phase IInvestigate
•Conduct root cause analysis to identify contributing factors
•For each contributing factor, identify both barriers and leverage points for improvement
•Narrow and refine the SiMR
Why is it happening?
SSIP
SSIP Phase I ComponentsSSIP Phase I Components7
Component 1:
Data Analysis
Component 2:
Analysis of State Infrastructure to Support Improvement & Build Capacity
Component 3:
State-identified Measurable Result (SiMR)
Component 4:
Selection of Coherent Improvement Strategies
Component 5:
Theory of Action
Component 1 - Data AnalysisComponent 1 - Data Analysis8
Narrowing down the field
IndicatorRecommendation
Rationale
Indicator 1: Graduation Rates Potential Option
Indicator 2: Dropout Rates Not a viable optionIndicator cannot stand alone, per OSEP guidance
Indicator 3: Participation and Performance on Statewide Assessments
Potential Option
Indicator 5: Participation/Time in General Education Settings (LRE)
Not a viable optionIndicator may be used as a strategy, per OSEP guidance, but was not identified as a focal point.
Indicator 6: Preschool Children in General Education Settings (Pre-School LRE)
Not a viable optionIndicator may be used as a strategy, per OSEP, but was not identified as a focal point.
Indicator 7: Preschool Children with Improved Outcomes
Potential option No state-funded preschool in Idaho
Component 1 - Data AnalysisComponent 1 - Data Analysis9
Broad Stakeholder Groupso General Education Groups
(Title I, School Improvement, etc.)
o Parent and Advocacy Groups
o Idaho Special Education Advisory Panel (SEAP)
o Director Advisory Council (DAC)
Component 1 - Data AnalysisComponent 1 - Data Analysis
Indicator 3 – Participation and Performance on Statewide Assessment
“Which area do students with disabilities need to be most proficient in to be successful?”
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Component 1 - Data AnalysisComponent 1 - Data Analysis
Indicator 3 – Participation and Performance on Statewide Assessment
NAEP 2012-2014 -- Grade 4 Reading
All Students Students with Disabilities
Advanced: 7%39%
Advanced: 1%7%
Proficient: 26% Proficient: 6%
Basic: 35%60%
Basic: 12%93%
Below Basic: 32% Below Basic: 81%
NAEP 2012-2014 -- Grade 4 Math
All Students Students with DisabilitiesAdvanced: 6%
39%Advanced: 3%
14%Proficient: 33% Proficient: 11%Basic: 43%
60%Basic: 33%
86%Below Basic: 17% Below Basic: 53%
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Component 2 – Infrastructure Component 2 – Infrastructure AnalysisAnalysis
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Address State system components including Governance Fiscal Quality standards Professional
development Data Technical assistance,
and Accountability
Component 2 – Infrastructure AnalysisComponent 2 – Infrastructure Analysis13
Governanceo Governoro State Board of Educationo Superintendent of Public Instructiono Local Education Agencies (LEA)so Individuals with Disabilities Education
Act (IDEA)o Idaho Comprehensive Literacy Plan
Fiscalo State Board of Educationo Idaho Building Capacity (IBC) Projecto Common Core Coacheso Idaho Reading Indicator (IRI)
Component 2 – Infrastructure AnalysisComponent 2 – Infrastructure Analysis14
Quality Standardso Professional Standards Commission
(PSC)o Idaho Common Core State Standardso Special Education Advisory Panel
(SEAP)o Directors Advisory Committee (DAC)
Professional Developmento Common Core Coaches o Idaho Training Clearinghouse (ITC)
Learning Communityo SDE Special Education Division
Trainings o SDE Webinar System for Professional
Development Trainings
Component 2 – Infrastructure AnalysisComponent 2 – Infrastructure Analysis15
Datao Idaho System for Education Excellence
(ISEE)o Assessment Division Collection of
Statewide testing datao Early Childhood Outcome (ECO)so Special Education Division Data Reporting
Coordinator
Technical Assistanceo Special Education Division’s Assistanceo Idaho Training Clearinghouse (ITC)
Learning Communityo ESEA’s Assistanceo SSOS Division School Improvement o Webinar System for TA to LEAs
Component 2 – Infrastructure AnalysisComponent 2 – Infrastructure Analysis16
Accountability & Monitoringo ESEA Accountability Systemo Idaho Building Capacity Projecto Idaho Reading Initiative: B-12
Literacy Plano SEAP (Special Education Advisory
Panel)o DAC (Directors Advisory Committee)o Special Education Division’s General
Supervision and Monitoringo ESEA Divisiono SSOS Division School Improvement
SDE Internal Infrastructure SDE Internal Infrastructure AnalysisAnalysis
GOVERNANC
EFISCAL
QUALITY STAND
PROF. DEV.
DATATECH.
ASSIST.ACCT. & MON.
ISDE Division S/O W/T S/O W/T S/O W/T S/O W/T S/O W/T S/O W/T S/O W/T
Assessment X X X X X X X X X X
Certification X X X X X X X
Content X X X X X X X X X X X
ESEA X X X X X X X X X X X
SSOS X X X X X X X X X X X X X X
SE&PsR X X X X X X
SPED X X X X X X X X X X X X X X
S/O – Strengths and Opportunities W/T – Weaknesses and Threats
Component 2 – Infrastructure AnalysisComponent 2 – Infrastructure Analysis18
Strengthso Comprehensive Literacy Plan
Webinar system
o Collaborative and Comprehensive Professional Development system
o Functioning Accuracy Survey system
o SDE Organizational
Component 2 – Infrastructure AnalysisComponent 2 – Infrastructure Analysis19
Improvement Opportunitieso Resources
o Scheduling
o Collaboration
Component 3 - SiMRComponent 3 - SiMR20
State-identified Measurable Result (SiMR)
“An identified area, which when implemented or resolved, has the potential to generate the highest
leverage for improving outcomes/results for children with disabilities.”
Idaho’s SiMRIdaho’s SiMR21
Increase the percent of fourth grade students with disabilities in Idaho who will be proficient in literacy as measured on the state summative
assessment, currently ISAT by Smarter Balance.
Component 4Component 4Coherent Improvement StrategiesCoherent Improvement Strategies
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Root Causeso Ineffective PD, TA, and Coaching
o Lack of Collaboration
o Inconsistent Assessment
o Lack of Involvement with Families and Community
Component 4Component 4Coherent Improvement StrategiesCoherent Improvement Strategies
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Leverage pointso Idaho Training Clearinghouseo Common Core State Standards
ELA/Literacyo Idaho Comprehensive Literacy Plano ESEA/SSOS/MTSS Collaborative
Monitoringo State and Federal Assessmentso Idaho Parents Unlimited (IPUL)o Special Education Advisory Panel
(SEAP)o 21st Century Classrooms Learning
Centerso Parent Interviews and Surveyso Idaho Commission on Libraries
Component 4Component 4Coherent Improvement StrategiesCoherent Improvement Strategies
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Strands of Actiono Professional Development,
Technical Assistance, & Coaching
o Collaboration
o Assessment Practices
o Family & Community Involvement
Theory of ActionTheory of ActionProfessional Development, Technical Assistance,
Coaching
If the SDE develops a statewide structure that supports the implementation of evidence-based literacy practices
o Then the SDE will provide collaborative professional learning opportunities, technical assistance, and coaching to LEAs and schools regarding literacy
o Then LEA and school educational staff will have standardized literacy resources and ongoing supports necessary to consistently and effectively implement and maintain evidence-based practices in literacy
o Then evidence-based literacy practices will be implemented with fidelity and sustained over time to achieve an increase in literacy outcomes
o Then there will be an Increase the percent of fourth-grade students with disabilities in Idaho who will be proficient in literacy as measured on the state summative assessment, currently ISAT by Smarter Balance.
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Theory of ActionTheory of ActionCollaboration
If the SDE builds collaboration across ISDE divisions and community agencies to offer professional learning opportunities on literacy for LEAs and schools
oThen the SDE will leverage current department and community initiatives to streamline messages around effective literacy instruction
o Then the SDE and community agencies will broaden and deepen their own understanding of each other’s literacy initiatives
o Then SDE and community initiatives will be supported and implemented to best serve students
o Then LEAs and schools will build collaboration vertically and horizontally, including all stakeholders, building their capacity to implement evidence-based literacy practices
o Then there will be an Increase the percent of fourth-grade students with disabilities in Idaho who will be proficient in literacy as measured on the state summative assessment, currently ISAT by Smarter Balance.
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Theory of ActionTheory of ActionAssessment Practices
If the SDE develops a statewide balanced assessment system for formative, diagnostic, interim, and summative assessments
oThen LEA and school educational staff will develop an understanding of the uses and purposes for formative, diagnostic, interim, and summative assessments
o Then LEA and school educational staff will use appropriate data to make decisions regarding, programming, curriculum, and instruction
o Then LEA and school educational staff will use accurate data to make daily instructional choices for students
o Then there will be an Increase the percent of fourth-grade students with disabilities in Idaho who will be proficient in literacy as measured on the state summative assessment, currently ISAT by Smarter Balance.
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Theory of ActionTheory of ActionFamily & Community Involvement
If the SDE facilitates LEAs’ capacity to engage families and their local community in early literacy practices
oThen meaningful conversations will occur and the capacity of families and in their child’s literacy development will increase
oThen the ISDE will increase support and resource availability for families and communities in regards to literacy
o Then families and community stakeholders will understand the literacy standards and their role in developing literacy skills in their children
o Then there will be an Increase the percent of fourth-grade students with disabilities in Idaho who will be proficient in literacy as measured on the state summative assessment, currently ISAT by Smarter Balance.
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Why is it happeni
ng?
How well is the
solution working?
What is the
problem?
What shall we do about
it?
SSIPSSIP
Next Steps - Phase II - Improvement Next Steps - Phase II - Improvement PlanPlan
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Develop plan focusing ono Infrastructure development
o Support for implementing evidence-based practices
o Evaluation of implementation
Next Steps Phase III - EvaluationNext Steps Phase III - Evaluation30
Evaluate and Reviseo Assess and report progress in
implementing the SSIPo Justify, using data from the
evaluation, the continued implementation of the SSIP without modifications
o Provide a rationale for any revisions made
How well is the
solution working?
What is the
problem?
Why is it happeni
ng?
What shall we do
about it?
SSIPSSIP