IDEA plus ESSA: Supporting All Students Through Strategic Alignment

2019 OSEP Leadership Conference OSEP Disclaimer 2019 OSEP Leadership Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2019 OSEP Leadership Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)

Session Description The purpose of this panel is to highlight how state education agencies have used the practices of implementation and improvement science to align and leverage SEA programs, practices, and policies to support local education agencies in their sustained use of evidence practices that improve outcomes for students with disabilities. Panel participants will share their lessons learned, successes, and where they are going next.

Session Panelists Caryn Ward Director State Implementation & Scaling Up Center of Evidence Based Practices (SISEP) Courtney Jenkins Assistant Director Special Education Team Wisconsin Department of Public Instruction Travis Poulsen Special Services Director Lewiston School District Lewiston, Idaho Steve Goodman Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) Jana Rosborough Senior Program Associate, National Center for Systemic Improvement, WestEd

What do we mean by Strategic Alignment? Strategic alignment is the process and the result of linking an organization's structure and resources with its strategy and business (organization) environment. Source: Wikipedia 

Benefits of Strategic Alignment Enables Higher Performance Optimizes contributions of: People Processes Realization of measurable objectives Minimizes waste and misdirection of effort and resources

Common Methods for Addressing Strategic Alignment Implementation Science: Implementation science refers to the “methods or techniques used to enhance the adoption, implementation, and sustainability” of an intervention (Powell et al., 2015) Improvement Science: A methodology that uses cycles of inquiry to learn what is needed to improve practice (Byrk, et al., 2015).

Common Tenets Implementation and Improvement Sciences

Common Tenets Continued Implementation and Improvement Sciences

Why is that important to you? 2 – 4 – All Activity What do you do when working on strategic alignment? Are there methods you use? Why is that important to you? 2 – 4 – All (Adapted from: Nine Whys, The Surprising Power of Liberating Structure, Lipmanowicz & McCandless, 2014)

Courtney Reed Jenkins, Assistant Director, Special Education

Federal Identifications: WI’s Focus on Equity Individuals with Disabilities Education Act District Level Every Student Succeeds Act School Level LEA Determinations Racial disproportionality (identification, placement, discipline) Targeted Support (subgroups) Additional Targeted Support (subgroups) Comprehensive Support (all students/school)

Federal Identifications: WI District perspective Frame: Continuous Improvement Coordination was more than just the topic School and district improvement plans Educator Effectiveness (SLO and PPG) IDEA improvement plan(s) ESEA improvement plan for focus and/or priority Continuous improvement of adult practices to improve student outcomes

Federal Identifications: WI Data perspective

Coherence between Special Ed and Title I: Success in WI! Successful roll-out reports, technology, embargo Successful communication continuous improvement, coordination Successful coordination internal, external

Coherence between Special Ed and Title I: Joint Notifications – WI – SY 18-19 Federal Identifications: Summary & Detailed reports IDEA LEA determinations: all districts ESSA identifications (CSI, TSI, ATSI): when applicable Special Ed disproportionality: lagged, May 2019 Identification Packet Materials Cover letter: General information about identification, next steps Summary report: ESSA and IDEA determinations in one place District summary report and detailed supplemental data (separate for IDEA and ESSA) Flyer: next steps/getting started Technical Assistance Network information Logistics When: Winter 2018-Spring 2019 How: Delivery via SAFE, same security roles as for state report cards Key Takeaway: All districts received a joint federal notification packet, whether they have identifications or not because our communication is around continuous improvement

Coherence between Special Ed and Title I: Joint supports in WI LEA receives notification package LEA accesses supports for continuous improvement Continuous supports are available to all LEAs, identified or not, with priority access to those will identifications. LEA accesses supports for implementing identified improvement strategies

Coherence between Special Ed and Title I: Joint monitoring in WI

Coherence between Special Ed and Title I: Where WI is going next Evaluation of investments to support continuous improvement and continuous improvement efforts Focus on evidence-based practices, particularly to accelerate literacy for students with IEPs, through Wisconsin’s Knowledge Mobilization initiative Build state’s capacity to support identified schools and districts Coherence between continuous improvement under federal accountability and teacher evaluation system

Coherence between Special Ed and Title I: What made it work in WI External systems-change coaching Strong collective commitment to equity

Idaho Travis Poulsen Federal Programs and Special Education Director

Idaho: Cultivating Leaders to Grow Young Readers Goal: “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 Balanced.” Structure: Four year cohort district implement evidence-based practices in the district, building, and classroom. Evidence-Based Practices: District: Implementation Science and Continuous Improvement Cycle Building: Instructional Coaching IES Foundational Skills for Reading and Explicit Instruction

District Alignment General Education Title 1 Special Education

Lewiston’s Story Leverage Points Successes Challenges What we learned Next steps

National Lens Reflections and Learnings Jana Rosborough, National Center for Systemic Improvement (NCSI)

Central Themes on Impacting Alignment Getting Started Getting Real about Instruction Getting Serious about Inclusive Leadership Getting Clear that the Work is Both Technical and Adaptive

Opportunities See the System Allocate Resources Navigate… …multiple plans …timelines …definitions …teams Allocate Resources Strategically deploy… …people …time …funding

Opportunities Leverage the Work Engage Stakeholders Common vision Effective initiatives Return on Investments Engage Stakeholders Feedback loops Horizontal and Vertical alignment Intentional SEA messaging

Questions

2019 OSEP Leadership Conference OSEP Disclaimer 2019 OSEP Leadership Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2019 OSEP Leadership Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)