Connecting State Performance Plans and Technical Assistance Through Evidence-Based Education Melissa Price Higher Education Support Center for SystemsChange Syracuse University August 2006

Presentation Overview Identify one method for linking SSP and Technical Assistance. Identify one method for linking SSP and Technical Assistance. Explain how NYS Learning Communities work. Explain how NYS Learning Communities work. Detail 3 part logic model for Technical Assistance. Detail 3 part logic model for Technical Assistance. Discuss the feasibility of this arrangement in other areas. Discuss the feasibility of this arrangement in other areas.

Assumptions SPP = State Performance Plans SPP = State Performance Plans Logic Model Logic Model Work Plan Work Plan Learning Communities Learning Communities TA Providers TA Providers

NYS Context Over 700 school districts Over 700 school districts 3.3 million public school students 3.3 million public school students Over 100 IHE’s with teacher preparation programs Over 100 IHE’s with teacher preparation programs NYC and the BIG 4 NYC and the BIG 4 Large rural areas Large rural areas Racial, cultural and linguistic diversity Racial, cultural and linguistic diversity Emphasis on data analysis and causal analysis Emphasis on data analysis and causal analysis Technical Assistance Networks Technical Assistance Networks

NYS Regions

Support for LEAs Regional Configurations Regional Configurations Continuity Continuity Consistency Consistency Contract/ Subcontract Process Contract/ Subcontract Process Accountability Accountability

Evolution of Learning Communities in NYS National Staff Development Standards HESC sponsored initiatives HESC sponsored initiatives Higher Education Task Force Study Groups Higher Education Task Force Study Groups Leadership Groups Leadership Groups Learning Communities initial year Learning Communities initial year

Learning Communities Begin May 2005 Inclusion Conference Learning Communities Implement Work Plans 2005 – 2006 May 2006 Inclusion Conference Learning Communities Report Out And Make Decisions to Continue, Change Focus or Discontinue LC TIMELINE AND CYCLE

Purpose of the Learning Communities Improve communication for more consistent application of research, policy and practice Improve communication for more consistent application of research, policy and practice Multiple stakeholders Multiple stakeholders Different perspectives Different perspectives Various degrees of expertise and experience Various degrees of expertise and experience

Purpose of the Learning Communities To build capacity through shared experience, interaction and engagement To build capacity through shared experience, interaction and engagement Explore the use of a variety of communication methods such as the website forums, telephone conference calls, web-enhanced conference calls, person to person meeting, videoconferencing. Explore the use of a variety of communication methods such as the website forums, telephone conference calls, web-enhanced conference calls, person to person meeting, videoconferencing.

NYS State Performance Plans 20 indicators 20 indicators Some baseline data already exists Some baseline data already exists Some baseline data collection being created Some baseline data collection being created Creating more systematic ways to tie SPP to Technical Assistance efforts Creating more systematic ways to tie SPP to Technical Assistance efforts

The Challenge How to coordinate resources, focus on State Performance Plans and improve student outcomes. How to coordinate resources, focus on State Performance Plans and improve student outcomes. Policy intent vs. Policy implementation Policy intent vs. Policy implementation Moving beyond intention to action Moving beyond intention to action

slide courtesy of Elaine Bonner-Tompkins, CCCSO Avoiding “The Telephone Game” According to researcher Jim Spillane, a common challenge that can undermine policy implementation is misunderstanding of the intent of policies by administrators ( 43.pdf) According to researcher Jim Spillane, a common challenge that can undermine policy implementation is misunderstanding of the intent of policies by administrators ( 43.pdf) 43.pdfhttp:// 43.pdf

slide courtesy of Elaine Bonner-Tompkins, CCCSO Avoiding “The Telephone Game” Making policy make sense to district administrators and practitioners explained much of the variation in policy implementation among the Michigan school systems studied. Making policy make sense to district administrators and practitioners explained much of the variation in policy implementation among the Michigan school systems studied.

POLICY PRACTICERESEARCH

Critical Elements for LC Efforts in Intent to change one or more of the 20 State Performance Plan Indicators in an advantageous way, Increased likelihood of success (the terms evidence based education and scientifically based education, etc will be part of this explanation), And a design that will plan for the collection of data or evidence to prove or disprove the effectiveness of the activity/intervention.

SPP Matrix

The Logic Model - A Three Part Process Part One Part Three Part Two WORK PLANFINAL REPORT How Things “Are/Were” When We Start(ed). What the Learning Community Will Do To Improve the Situation. What Resulted and How We Know That. BASELINE

06-07 Logic Model for LCs: Resembles an I.E.P. with goals, benchmarks, and evaluation Resembles an I.E.P. with goals, benchmarks, and evaluation Coordinate with State Performance Plan Indicators Coordinate with State Performance Plan Indicators Incorporate NCLB Standards Incorporate NCLB Standards Provide data on which to base decisions to scale up, revise or discontinue. Provide data on which to base decisions to scale up, revise or discontinue.

Part One: This portion of the Logic Model will be same each year for the five year life-span of the Learning Community. This portion of the Logic Model will be same each year for the five year life-span of the Learning Community. This information will be provided by VESID/ HESC. This information will be provided by VESID/ HESC. Information contained in this Part One will include: Information contained in this Part One will include: long-term quantitative outcomes*, long-term quantitative outcomes*, baseline quantitative data, baseline quantitative data, and source of baseline quantitative data. and source of baseline quantitative data.

Goals Goals Activities and Activity Outcomes Activities and Activity Outcomes Rationale – SBR/EBE Rationale – SBR/EBE Intermediate Quantitative Outcomes Intermediate Quantitative Outcomes Intermediate Qualitative Outcomes Intermediate Qualitative Outcomes Partners Partners Logistics Logistics Budget Budget Part Two: The Work Plan

Part Three: Final Report The final report will contain: The final report will contain: –intermediate (one year) quantitative (outcome) data, –intermediate (one year) qualitative information (including any products created), –a narrative regarding progress toward long- term outcomes, –and a final budget report.

Partners IDEA Partnership IDEA Partnership Conference Participation Conference Participation Partner Matrix Partner Matrix Learning Community Engagement Learning Community Engagement Levels of Commitment Levels of Commitment

Discussion and Application

Key Lesson: Learning Communities Enable Policies to Matter Learning Communities Enable Policies to Matter Horizontal Scaling Up Horizontal Scaling Up Better dissemination through peer to peer networks Better dissemination through peer to peer networks

For further information: Melissa Price New York Higher Education Support Center for SystemsChange Syracuse University