1. Moving from Initiative Overload to Maximum Impact, Supporting and Advancing a Shared Vision across Improvement Efforts
Office of Special Education Programs Project Directors’ Meeting
August 2016

2. Presenters and Discussants
Kerry Haag, Assistant Director, Division of Learning Services, Kansas Department of Education
Amy Gaumer Erickson, Associate Research Professor, University of Kansas
Jana Rosborough, West Ed, National Center on Systemic Improvement (NCSI) System Alignment Learning Collaborative
Johnny Collett, Council of Chief State School Officers; NCSI
Moderator: Lynn Holdheide, American Institutes for Research, Center on Great Teachers and Leaders, NCSI, GTL Center, and CEEDAR Center

3. Session Objectives
To increase awareness of the need to align initiatives to avoid initiative overload, conflicting priorities and messages, and duplication of efforts, and most importantly, to extend initiative reach, by maximizing efforts and resources, that leads toward stronger outcomes.
To demonstrate how the State Systemic Improvement Plan can and has been a catalyst to align efforts.
To explore and discuss the opportunities and challenges in aligning initiatives and efforts.

4. Mixed Messages and Missed Opportunities: A Case for Alignment

5. State Systemic Improvement Plan (SSIP) -Focus on Improving Outcomes for Children with Disabilities
Year 1 – FFY 2013
Delivered by April 2015
Year 2- FFY 2014
Delivered by Feb 2016
Years 3-6
FFY
Feb 2017 – Feb 2020
Phase 1
Analysis
Phase II
Plan
Phase III
Evaluation
Data Analysis;
Infrastructure Analysis
State-identified measurable result;
Coherent Improvement Strategies
Theory of Action
Multi-year plan addressing:
- Infrastructure
Development
- Support EIS
Program/LEA in
Implementing
Evidence-Based
Practices
Evaluation Plan
Reporting on Progress including:
- Results of
Ongoing
- Extent of Progress
Revisions to the SPP
Focused on improving outcomes for CWD
SiMR - state’s identified a particular arear of focus

6. Cross State Learning Collaborative By SIMR or Topic
Learning Collaboratives
Social Emotional Outcomes
Language and Literacy
Graduation and Post-School Outcomes
Family Outcomes
Results Based Accountability
Mathematics
Systems Alignment
Targeted TA
Unpack the Collaboratives – what occurs, follow up
A network of shared leadership and peer support designed to enable participants to:
identify issues and opportunities in improving outcomes for children with disabilities from cradle to career
joint / self reflection, feedback, problem-solving, support
engage in professional learning and growth to build statewide capacity in foundational areas:
Data Use
Knowledge Utilization
Systems Change
Communication & Collaboration

7. Systems Alignment Learning Collaborative Purpose Statement
10/4/2017
Systems Alignment Learning Collaborative Purpose Statement
The purpose of the collaborative is to support states through systems alignment and implementation to build and sustain district capacity to improve results for students in most need of support.
Statement has been refined.
Key Points:
Expansion to districts.
System Focus
Students Most in Need of Support
Learning Collaborative Opportunities: Interaction with Other States, Facilitated Discussions, Making the Reach (the Connections); Responsiveness to State Needs

8. States are interested in…
Why did States choose to join the Systems Alignment Learning Collaborative?
States are interested in…
Taking a systems approach to the SSIP work (Considering improved outcomes for students with disabilities within the broader improvement efforts of the agency; Exploring systemic issues at the root of low student performance including leadership, instructional quality, poverty etc.)
Breaking down silos and working collaboratively with general education at the state, district, and local level (Including integrating with existing initiatives related to ESSA, Title I, Multi-Tiered System of Supports (MTSS), etc.)
Sharing approaches, strategies, and resources related to the implementation of MTSS
ESSA implementation

10. What are member states’ most critical needs?
De-siloing the work including:
Changing internal structures to support more coordinated and integrated improvement efforts (particularly across federal programs)
Fostering the necessary leadership to support such systems change
Navigating the cultural, emotional, and technical challenges required by such systems change
Scaling up improvement efforts
Logistical support for Phase II work including:
Calendaring tasks
Evaluation
Stakeholder engagement
Format, templates to organize the work

11. Systems Alignment Learning Collaborative Supporting the Work
Center for School Turnaround
Quilting Silos
Leading By Convening
Maximizing Federal Funds
Every Student Succeeds Act (ESSA)
Geographic Information Systems (GIS)
Emphasize/highlight “quilting silos” and “GIS” are, and how they fit in the conversation related to alignment

12. State Example: Kansas

13. Kansas Can

14. State Level Outcomes Drive the Kansans Can Vision…
Kindergarten Readiness
Social-Emotional Growth (measured locally)
Individual Plans of Study for All
High School Graduation Rates
Post-Secondary Attendance/Completion
Post-Secondary Remedial Course Rates

15. A Successful Kansas High School Graduate…
Has the…
academic preparation,
cognitive preparation,
technical skills,
employability skills, and
civic engagement
to be successful in postsecondary education, in the attainment of an industry-recognized certification, or in the workforce without the need for remediation.

16. KSDE 2016 Initiatives Division of Learning Services
New State Accreditation Model
ESSA Implementation
Individual Plans of Study
Social-Emotional Character Development
Getting Classrooms/Schools Ready for Kindergartners
Civic Engagement
Annual Measures of Student Success (AMOSS)
Comprehensive Support & Improvement (KLN)
Teacher and Leader Evaluation System
Educator Equity Plan Implementation
Increase Graduation and Reduce Drop Out Rates
Post-Secondary Measures

17. Kansas Technical Assistance System Network (TASN)
Designed to enhance the capacity of local school districts to implement evidence-based practices and model provision of integrated services
One-stop assistance via Big Blue Button:
Establishes and maintains communication and work alignment for an estimated 70 providers, partners, and contractors
Requires coordinated support and common evaluation practices
Statewide professional learning for SSIP, SPDG, IDEA and Title
Braided funding: IDEA Part B, SPDG, Section 619 and Title IIA, iii, 1003a, 1003g

18. KSDE TASN Standard Operating Principles (a sample)
All TASN providers must actively participate, collaborate and support KSDE initiatives.
All objectives and activities will align with and support implementation of the Kansas Multi-Tier System of Supports (MTSS) Integrated Framework.
All activities are to utilize an implementation science framework, coordinate with other KSDE initiatives, and focus on capacity-building, using data to drive decision making.
All funded efforts will work collaboratively with the TASN evaluator to design and implement an evaluation plan for each priority area.
Complete list of KSDE TASN Standard Operating Principles available at

19. Who are Kansas TASN providers and partners?
Coordination*+
Evaluation*+
Kansas MTSS Integrated Framework+
Kansas Learning Network
Autism & Tertiary Behavior Supports*
General Supervision & Accurate Data
Evidence-Based Instructional Practices within Co-Taught Classrooms*
Teacher Recruitment & Retention*
Kansas Parent Information Resource Center*+
Instructional Technology (Infinitec)
Families Together, Inc. (Kansas PTI)*
Training for Teachers of the Deaf*
Kansas Instructional Resource Center for Visual Impairments
Training for Teachers of Visually Impaired*
KSDE Early Childhood, Special Education, & Title Services Team (ECSETS)*+
*Denotes SPDG-funded partnership.
+Denotes SSIP partnership.
TASN Alignment Graphic available at

20. Guiding Principles for Evaluation
Utilization-Focused
Empower, don’t overburden educators
Draw accurate conclusions
Focus on continual improvement
Support decision making at the state, provider, district, school, team, and teacher levels
Determine impact
Evaluator as Coach

21. KSDE TASN Theory of Change
Through high-quality professional learning…
Participants increase knowledge and skills;
Administrators create conditions to support implementation;
Participants implement evidence-based practices with fidelity;
Students improve academic, behavioral, and social outcomes; and
Schools sustain the implementation with fidelity.

22. SSIP Improvement Strategies
1.0 Strategically realign, reallocate, and leverage current State Education Agency (SEA) policies, organization and infrastructure for increased capacity of district evidence-based practice implementation.
2.0 Design, implement and evaluate an integrated school improvement planning framework, built upon the existing Kansas Multi-Tier System of Supports (Kansas MTSS), to increase district capacity to provide effective reading instruction for students with disabilities.
3.0 Evaluate the degree to which the state infrastructure supports district implementation of evidence-based practices to improve reading results for students with disabilities Kindergarten through 5th Grade (SIMR).

23. Evaluation Questions What does this look like?
Outcomes & Indicators
How do you know if this is happening?
Evaluation Measures
How and when will people (at each level) use the data for improvement?
Self-Correcting Feedback Loops and Timeline
Kansas SSIP Evaluation Plan available at

24. SSIP Logic Model Inputs Improvement Strategies
Short-Term (Knowledge, skills, and collaboration)
Intermediate (Installation of evidence-based instructional practices)
Example: KSDE, TASN, District, School, and Grade-Level Collaborative Teams make data-based decisions and share data through communication loops.
Longer-Term (Implementation of evidence-based instructional practices with fidelity)
Impact (Student outcomes)
Kansas SSIP Logic Model available at

25. SSIP Evaluation Measures (a sample)
High-Quality Professional Development (HQPD) Observation
Document Review
TASN Coordination/Evaluation Feedback Survey
Kansas MTSS Checklist for Implementation Readiness
Kansas MTSS School Implementation Scale
Kansas MTSS Collaborative Team Progress Planner
Kansas MTSS Family Engagement Survey
Universal Screening Data
Kansas SSIP Evaluation Plan available at

26. How will people use data for improvement? MTSS Trainers/Coaches
Self-Correcting Feedback: How data is used for improvement at school, district, TA & SEA levels
How will people use data for improvement?
Measures
Collaborative Team
Administrators
MTSS Trainers/Coaches
KSDE Leadership
Pre/post assessment at each training
Reflect on growth in knowledge of adult learners
Determine impact of training on staff knowledge and determine needs and future time investment.
Direct efforts to customize and improve training and coaching to meet participants’ needs.
Assures that professional development provided to Kansas educators is consistent in quality and continually improving.
Determines areas of need for TASN providers’ professional development and resource allocation.
HQPD Observation (completed by evaluators or state trainer) and TASN Training Evaluation
Reflect on quality of training, determine next steps, and communicate lingering questions and coaching needs.
Kansas MTSS Evaluation Plan available by clicking here.

27. What do the SSIP and SPDG have in common?
Driven by State Needs
Implementation Science Framework
Focus on Building State Education Agency Capacity
Scaling Up Evidence-Based Practices at the District Level
Sustained Professional Learning & Implementation Fidelity
Family Involvement & Stakeholder Engagement
Rigorous and Relevant Evaluation Methods
Use of Theory of Action
Logic Model Development
SPDG Program Measures
State-Level Project Measures
Annual Progress Reporting
Supported by Nationwide Communities of Practice
Utilize Shared National Resources