2015 Leadership Conference “All In: Achieving Results Together” Minnesota’s Efforts to Increase State and Local Capacity to Use Data to Improve Results Lisa Backer, Early Childhood Special Education Supervisor Division of Early Learning Services; MN Department of Education

MN Section 619: Outcome 2, Summary Statement 1

Turn the Curve Thinking

Start with Why Why: Increase slope of developmental trajectories How: Do it right! Do it Well! What: Components of Quality Lisa Simon Sinek: Start with Why How Great Leaders Inspire Action

The black box

Development of Tool Review of research Focus group of local program leaders Small pilot (18 local programs) Input from selected national experts Based on evidence statements

Understand the state of the State

Identified Local Program Strengths Part C Responsive Interactions & Environments (83%) Assessment (81%) Transition (79%) Natural Environments (79%) CLD Considerations (77%) Part B/619 Responsive Interactions & Environments (81%) Assessment (80%) Partnership with Families (79%) Transitions (77%) CLD Considerations (75%)

Relative weaknesses identified by local programs Part C Ongoing Data-driven Improvement: Collection Curriculum Identification Partnership with Families Ongoing Data-driven Improvement: Use (34%) Part B Curriculum Least-restrictive environments Services are coordinated Identification Ongoing Data-driven Improvement: Use (32%) education.state.mn.us

Steps to improve local use of data: Teacher or provider Teacher/Service Provider Use of assessment is part of state’s tiered quality rating and Improvement system (TQRIS) Modules developed through Race to the Top: Early Learning Challenge grant

Outcomes

Outcomes State Effort

Outcomes State Effort

Outcomes State Effort

Outcomes State Effort

Fulcrum a : prop; specifically : the support about which a lever turns b :  one that supplies capability for action

Steps to improve use of data by local administrators State asked local administrators what would help them to make better use of outcome data. We did what they asked us to do.

More Specifically… …“Package” the outcome data Linked entrance and exit data Demographic data Program variables …teach basic analysis skills Sort Filter Add variables Create and interpret pivot tables

Building state-level capacity to use data to improve results Monitoring investments in professional development

Active Implementation Frameworks Making It Happen USABLE INTERVENTIONS To experience the benefits of the intervention, what exactly are practitioners saying and doing? IMPLEMENTATION STAGES What steps lead to successful implementation? IMPLEMENTATION DRIVERS What critical program and organizational supports are needed to implement this change? IMPLEMENTATION TEAMS Who helps guide the change process? IMPROVEMENT CYCLES How can we efficiently solve problems and get better? ©Copyright Dean Fixsen and Karen Blase  (c) Dean Fixsen and Karen Blase, 2012

Data and the Frameworks of Active Implementation Useable Interventions Family-guided, routines-based intervention Pyramid model (TACSEI) Classroom engagement Stages Drivers Selection Training Coaching

Common Course Catalog Course classification system about the courses taught by Minnesota teachers and service providers and completed by Minnesota students. Phased-in throughout K-12 beginning in 2010. Initial implementation for early childhood in 2015-2016

Centers of Excellence for Young Children with Disabilities (CoE) Regionally-based professional Development Facilitators Actively partner with local leaders Bring resources to support program improvement Support exploration

CESTAR: Centers of Excellence Staff, time, activities & resources CESTAR was developed out of a need to have a system to manage comprehensive data: implementation data in local programs, Professional Development Facilitator time and effort, program improvement data,

INCREASING STATE and LOCAL DATA CAPACITY FOR RESULTS 2015 Leadership Conference “All In: Achieving Results Together” INCREASING STATE and LOCAL DATA CAPACITY FOR RESULTS Marcella E. Franczkowski Assistant State Superintendent Division of Special Education/Early Intervention Services Maryland State Department of Education Maryland State Department of Education | Division of Special Education and Early Intervention Services | July 2015

leadership, support and accountability for results Our Mission Division of Special Education/Early Intervention Services The leadership, support and accountability for results provides to local school systems, public agencies, and stakeholders through a seamless, comprehensive system of coordinated services to children and students with disabilities, birth through 21, and their families. Maryland State Department of Education | Division of Special Education and Early Intervention Services | July 2015

Maryland’s Work Results for Children with Disabilities Maryland State Department of Education | Division of Special Education and Early Intervention Services | July 2015

The Strategic Plan: Moving Maryland Forward Maryland State Department of Education | Division of Special Education and Early Intervention Services | July 2015

Using A Tiered Approach to Narrow the Gap A Statewide Differentiated Framework UNIVERSAL TARGETED FOCUSED INTENSIVE Tiers of engagement & supervision to improve birth-21 Early Intervention and Special Education results

Using Advanced Tools to Narrow the Gap A Longitudinal Accountability Decision Support System LADSS Conceptual Framework–Enhanced functions and benefits LADSS encompasses the integration of statewide demographic and outcome data with special education and early intervention services data collection tools through a linked special educational longitudinal data warehouse One of the Longitudinal Accountability Decision Support System tools is the MD Online IEP The next version of the MD Online IEP moves beyond compliance and promotes learning through targeted instruction that aims to narrow the achievement gap. Changes also include the switch from Maryland State Curriculum to Maryland Career and College Readiness Standards and PARCC Accommodations when finalized. The next version of the MD Online IEP will be available July 1, 2014. The presentation will highlight some of the changes in the next version.

Diagnostic & Prescriptive Tools for Decision Making and Results Individualized Family Service Plans (IFSP) and Individualized Education Programs (IEP) Diagnostic & Prescriptive Tools for Decision Making and Results

State & Local Data Drive Professional Learning: IFSPs/IEPs

Implementation of a Statewide Evidence-Based Model for Data-Informed Decision Making (TAP-IT) Team Track Analyze Implement Plan Maryland State Department of Education | Division of Special Education and Early Intervention Services | July 2015

Trend/Gap Data: An Example in Reading A Comparison of Students in General and Special Education in a Local Jurisdiction & Students in General and Special Education in the State of Maryland 5th Grade Reading General vs. Special Education HOWARD COUNTY PUBLIC SCHOOLS 5th Grade Reading General vs. Special Education STATE OF MARYLAND >=95 79.4 71.6 72.0 23 gap 87.3 48.5 38.8 gap 92.3 35.1 63.3 70.2 35.1 gap 29 gap Source: Maryland State Department of Education Maryland State Department of Education | Division of Special Education and Early Intervention Services | July 2015

State & Local Data Driven Resources Local Priority Flexibility Maryland State Department of Education | Division of Special Education and Early Intervention Services | July 2015

Using Innovative Resources to Narrow the Gap: Two Competitive Federal Initiatives for State-Local-School Capacity Building

Using State Data to Inform Public Awareness Families Policy Makers/Legislative Local Leaders Examples: Birth – Five Legislative Booklet “Return on Investment” Mouse Pad “Narrow the Gap” data Maryland State Department of Education | Division of Special Education and Early Intervention Services | July 2015

Maryland Spotlight on Results

MarylandLearningLinks.org

Role of Families, PTIs, & CPRCs 2015 Leadership Conference “All In: Achieving Results Together” How States are Increasing State and Local Data Capacity to Support Improved Results Role of Families, PTIs, & CPRCs Josie Thomas The Parents’ Place of Maryland

Examples from Maryland SESAC - State Advisory Panel SSIP/SIMR SPDG Parent Survey Workgroup Online IEP improvements LEA level – SECAC, SIT

Additional Roles: PTIs/CPRCs Data How is PTI/CPRC data shared and incorporated in SEA reporting & analyses? LEAs? 2. Training Where’s the data? Teaching families how to ask questions 3. Coaching Preparing parents for serving on groups where data is discussed WI FACETS “Serving on Groups”

Results driven accountability at every level Involving Parents = Improved Relationships Develop a plan; reach out & involve everyone Provide training to make sure everyone at the table understands data Create a ripple Beginning edge – lots or room for collaboration & growth , how it’s displayed, analyzed, and used

NCSI Support to States

The NCSI Charge Provide states with TA to support school districts and local early intervention programs to improve outcomes for children with disabilities by building capacity Play a major role in helping states achieve the national vision of Results-Driven Accountability for special education and early intervention programs

NCSI Partnerships WestEd (prime grantee) American Institutes for Research (AIR) National Association of State Directors of Special Education (NASDSE) Council of Chief State School Officers (CCSSO) SRI International National Parent Technical Assistance Centers Network Meadows Center for Preventing Educational Risk, UT-Austin (external evaluator)

NCSI Approach: Differentiated TA Based on Data 8/29/2018 NCSI Approach: Differentiated TA Based on Data

NCSI Universal TA All States Assigned TA Facilitator: Learn state needs, help identify solutions, leverage resources and services Tools / professional development on significant issues Structures to promote co-creation of tools by diverse stakeholders Web-based conversations Ask the NCSI information request system Thought-leader forums with leaders in the field Twitter chats, Facebook, and other social media State exemplars / case studies shared

NCSI Targeted TA Many States 8/29/2018 NCSI Targeted TA  Many States Cross-State Learning Collaboratives: Multidisciplinary stakeholders engaged in team-based work to identify & solve issues associated with targeted areas State agencies, programs/districts, parents, legislators, governors’ staff, others Teams meet face-to-face & through web-based solutions Topics to support improved results Direct learning with experts, peers, exemplars, hands-on TA for individualized problem solving & support On-demand support: TA for individual states / clusters of states on topically driven issues under the four macro areas of Data Use, Knowledge Utilization, Systems Change, and Communication & Collaboration

Learning Collaborative Focus Areas Early Literacy (birth-3rd grade) Intermediate and Adolescent Literacy (grades 4 & above) Mathematics Social Emotional Outcomes (young children) Graduation & Post-School Outcomes Results-based Accountability Systems School Turnaround Family Outcomes (young children)

NCSI Intensive TA A Few States “Needs Intervention” determination status Thoughtful TA in-take process Customized TA Plan developed in coordination with other TA providers who are supporting the state TA provided per individualized TA plan

Upcoming Activities Professional Development Thought Leader Forums 8/29/2018 Upcoming Activities Professional Development OSEP Leadership Conference Webinars on evidence-based practice Social emotional outcomes; Leading by Convening; Multi-tiered systems of support; Reading; Mathematics; and more… Thought Leader Forums Measuring and reporting growth in performance for students with disabilities Defining and building capacity Defining levels of evidence regarding Evidence-Based Practices Stakeholder engagement: Leading by Convening and Implementation Science

Upcoming Activities, Continued 8/29/2018 Upcoming Activities, Continued Launch of Cross-State Learning Collaboratives Tools to support SSIP Phase II efforts Analysis of states’ Phase I SSIP submissions Exemplars for school turnaround that intentionally addresses special education systems at the school level