NC State Improvement Project Dr. Paula Crawford, Project Director Section Chief, Program Improvement and Professional Development Exceptional Children Division

NC State Improvement Project OSEP awarded NC in October 2016 Fourth, five year cycle 2016-2021

NC State Improvement Project What’s new? Levels of Engagement: 5 = Best Practice Centers 15 = Demonstration Sites 51 = Network Sites 71 Sites We wanted a fresh approach to partnering with LEAs so we created the 3 new levels of engagement New goals, requirements and expectations along with new funding structures and regional focused support Alignment with the SSIP and LEA Self-Assessment process

2016-17 NC SIP Sites 5 Best Practice 15 Demonstration 51 Network including 9 City School Districts and 1 Charter This regional saturation provides accessibility and support structures across the state through the regionally based DPI staff and LEA staff serving as Regional Coaches

NC State Improvement Project What’s new? Reading and Math Foundations 2016 revision 400 Foundations Instructors state-wide are completing recertification of Reading/Math Foundations (required) 30 Regional Coaches selected to support To date, over 35,900 teachers have completed Reading/Math Foundations courses We included our courses on Co-teaching for Administrators and Teachers as well as Adolescent Literacy support with KU SIM strategies We have developed a course for Leadership focusing on their understanding of and support for Evidence Based Practices

2016-2021 NC SIP Goals GOAL 1 - NC SIP staff will increase their capacity to provide leadership, professional development, coaching, and supports to participating districts, teachers, and families on leadership and effective reading, math, and content literacy instruction. GOAL 2 - District and building administrators will have the skills to develop, implement, and evaluate district plans that support the improvement of core content instruction and achievement of students with disabilities in their districts. Paula

GOAL 3 - Teachers and administrators will have the skills to effectively implement research-based reading, math, adolescent literacy and co-teaching instructional practices for students with disabilities in the K-12 classroom, which will lead to increased student engagement, student generalization of skills, academic achievement, and family engagement. GOAL 4 - Pre-service teachers and in-service administrators enrolled in partnering IHEs, will have the capacity to effectively implement and support research-based reading, math, adolescent literacy, and co-teaching for students with disabilities. Paula

Evidence Based PD Planning Develop annual plan Provide support to: complete both EBP courses and EBP program training Identify and train: coaches, fidelity data collectors Provide parent involvement activities Participate in TA and planning meetings Collect and report: annual instructional quality measures, implementation fidelity scores, expenditures, student and parent data Complete annual developmental review

NC State Improvement Project Expectations for Best Practice Centers and Demonstration Sites Provide schoolwide implementation, hosting, and observations of professional learning: Reading and Math Foundations Co-Teaching for Administrators and Teachers Leaders Understand and Support EBPs Adolescent Literacy Coaching Continuum

Potential Results of Planning “let it happen” 14% success in 7 years. versus “make it happen” 80% success in 3 years. Successfully implementing a program that fits your organization’s needs is a process—not a single event—that occurs in multiple stages of planning, purposeful action, and evaluating. It is not enough to simply select a proven evidence-based program and assume success will automatically follow.

Continuous Improvement (add implementation triangle) Multiple areas of focus extending the depth and breadth of the prior work Selection process for 30 Regional Coaches to work with the project in addition to the DPI staff LEAs selected ES and MS schools in feeder patterns for schoolwide implementation based on the data and School Improvement Plans Leaderships’ Understanding of EBPs and how to support the professional learning and follow-up coaching Fixen, et al, 2005

Successfully implementing a program that fits your organization’s needs is a process—not a single event—that occurs in multiple stages of planning, purposeful action, and evaluating. These are the stages of implementation that systems travel through when employing a new program. It is important to point out that it takes years for an innovation to reach “full implementation”. Point out that, knowing this, it doesn’t make sense for schools to abandon programs from year to year. Instructor Knowledge Exploration -Identify school’s needs to determine the type of program that will be most appropriate. -Search programs Installation Establishing an Implementation Team within your organization will be critical at this stage. The following are typical tasks to be conducted during this stage: Select staff; establish a schedule; order materials; train staff Initial Implementation: Expect the Unexpected! During the initial implementation stage, individuals begin to put into practice all that has been planned for during exploration and installation. (Known as the “awkward stage”) Full Implementation: The Program Is In Place! The processes and procedures to provide the selected program are now in place with fidelity. Innovation: After a program has been implemented with fidelity, program modifications may be considered to help produce better outcomes. (“Tweaking”) Sustainability: At this stage, an organization should institutionalize a quality assurance mechanism to evaluate use of data. This will facilitate assessing the effectiveness and quality of the program.

Review of Planning Tool

Thank you! Questions?