1. Supporting All Teachers for All Students: SATFAS
Evidence-based Practices Professional Development to Build Statewide Capacity

2. Session Outcomes By the end of this session, participants will:
Understand the importance of sustainability factors in statewide initiatives
Learn about successful initiatives of districts using SATFAS
Develop an action plan for participants to take back to their state
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

3. SPDG Goals
SPECIAL EDUCATORS: To increase the percentages of highly qualified special education and related services personnel employed in the state (autism).
LRE: To increase the percentages of School Administrative Units (SAUs) that improve least restrictive environment (LRE) rates for children ages three to 20, and the progress of children with disabilities in the general curriculum (IDEA Indicators B5, B3).
STANDARDS: To increase educators’ knowledge and instructional usage of the Common Core State Standards (CCSS) for children with disabilities.
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

4. SPDG Goals continued…
EARLY INTERVENTION: To increase the percentages of children, ages birth-2, receiving timely evidence-based early intervention services in their natural environments by qualified personnel (IDEA Indicators C1, C2, C3, C7).
TRANSITION: To increase the percentages of SAU special education and related services personnel who can develop and implement effective, compliant transition plans and activities within timelines (IDEA Indicators B12, B13, and C8). The project will address children ages birth to 20 with all types of disabilities throughout the state.
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

5. 15 BIG IDEAS to Improve Initiatives (1-5) Beth A Steenwyk, CCSSO/ASES
Leadership: HARD skills and Soft skills to get the job done
Shared Vision & Purpose: Establish & Revisit continuously
Communication: Need an intentional Plan
Selection Process: Structured process to select the practice that is connected to the need
Leveraging: Awareness of context & opportunity
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

6. 15 BIG IDEAS to Improve Initiatives (6-10) Beth A Steenwyk, CCSSO/ASES
Readiness: Adoption & Implementation Process
Identify Critical Components: What it IS & What it is NOT
Complexity of Implementation: If you can’t explain it, they can’t do it
Demonstrations & Scaling: Know the difference
Capacity Building: Continuously assess personnel growth to performance standards
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

7. 15 BIG IDEAS to Improve Initiatives (11-15) Beth A Steenwyk, CCSSO/ASES
Role and Function Change: This will happen, it can’t be avoided
Measurement & Progress: If not measuring progress you are not implementing
Feedback & Support: Can’t improve or change without it
Aligned & Integrated: Activities at one level can derail activities at another level
Braiding Initiatives: Relationship between practices not competition
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

8. Build a Comprehensive evidence-based professional development plan.
Our Charge: Building Capacity Statewide to Improve Learning for Students with Disabilities
Build a Comprehensive evidence-based professional development plan.
Sustainability Factors
Partnership driven
Evidence-based
Definitive in roles & responsibilities
Accessible statewide
Leverages federal, state and local resources
Meets the PD needs at the state, regional and local level
Debra Begins here.
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

9. A Systems Approach National Center on Educational Outcomes
Moving from isolated to layered: Integrating the work highlights similarities without committing to a unified approach.
(RTI, SAT, UDL & Local Control)
Work at all levels to improve capacity at other levels (coherence).
(State, Regional, District, Building & Classroom)
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

10. A Systems Approach continued… National Center on Educational Outcomes
Designing state/regionally developed products and tools for universal access and applicability.
(Accessible: State forms, tools & resources)
Intentional usage by all regional providers for a consistent process and connected set of state/regionally developed tools.
(Regionally and locally focused approach)
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

11. Applying Implementation Science
Systems change framework:
Exploration
Initial Implementation
Full Implementation
Sustainability
Fixen, 2009; Metz & Bartley, 2012
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

12. Exploration: 2011-2012 SPDG Goal 1:
Need: Highly trained professionals working with students with autism & better outcomes.
Creating readiness: The SPDG Goal 5: Effective Transition Planning Implementation Team
Ownership: Accountability
Outcome: Bi-Directional Convergent Evidence-base Practice Professional Development Model
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

13. Building Capacity – Moving toward Sustainability
A convergent bi-directional model of professional development where state and local practices work together to influence district level philosophy, beliefs, practices, and implementation.
What does this look like?
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

14. SATFAS PD Model
Supporting All Teachers for All Students Professional Development Model
Sustainability Factors
Partnership driven: MDOE, SAUs, family support organizations, IHEs, community-based organizations
Evidence-based: NPDC-ASD, ECTA, OSEP, What Works
Definitive in roles & responsibilities: Teams, Admin support
Accessible statewide: Training, coaching, website
Leverages federal, state and local resources
Meets the PD needs at the state, regional and local level
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

15. ALIGNMENT OF FEEDBACK & SUPPORTS
School
District
Regional
State
Feedback and Support Loops
should address the following:
Status/Stage of innovation implementation;
Competencies needed for innovation fidelity;
Leadership supports necessary for innovation sustainability;
Systems necessary to support innovation implementation;
Consistent cycles of improvement to insure the elimination of barriers and optimize system to improve implementation.
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

16. Differentiated EBP PD & TA

17. Installation: Develop Leader Teams
LRE (District Team)
Autism (District team – Initial implementation)
Part C (Regional site team)
IEP Goal Alignment for Proficiency-based Learning (District)
Post-Secondary Transition Planning (Regional)
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

18. Installation: Finding the resources (leaders) within the state
Credibility (State’s, designers, coaches, implementers)
Identifying the right practice, approach to implementation (design the competencies)
Finding implementers and building implementation teams (organization level)
Alignment of feedback and supports (coaches)
Resources: state, local, and regional
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

19. Regional Chart of Leadership Teams

20. Full Implementation: Effective Practices
Introduced
Adopted
Practiced – Coaching/Mentoring- Refined
Evaluated – Coaching/Mentoring- Refined
Maintained through leadership changes
Improved over time – Coaching/Mentoring
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

21. Evaluation (External Evaluator)
Integrated within all SPDG Initiatives.
Includes pre and post knowledge and understanding of participants.
Assesses for adult learning principles and presentation.
Provides continuous feedback to drive additional training needs.
Longitudinal data to assess personnel development, professional development and practices.
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

22. Highlights – Autism Maine Autism Leader Teams
Advanced training and coaching
42 teams in 3 cohorts with 85% highly active
Teachers/Paras report
-Understanding of effective strategies
-Increased implementation of those strategies
-Increased understanding of individual student needs
-Increased achievement of student outcomes
-Increased awareness within school/district
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

23. Highlights-Least Restrictive Environment
17 targeted districts in Year Two
Tools developed by State Partnership Team
Overarching questions planning tool
Facilitated discussion tool
Student progress monitoring data collection tool
Action plans
Implementation teams created
Professional development tailored to district needs
Onsite coaching provided to each team
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

24. District Highlights: LRE
Augusta, ME
Using the action plan…
Major themes identified
Data-based decision making
Informational meetings
Inclusionary practice assessment
School-wide Positive Behavioral Intervention Supports
Practitioner responsibilities reviewed and revised
Student progress monitoring for long term outcomes
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

25. District Highlights – LRE continued
Targets
2012
2013
2014
2015
≥80% Reg. Ed Environment
Target ≥65% of students
57%
58.20%
61.68%
65.28%
<40% Reg. Ed Environment
Target <9% of students
19.25%
17.72%
18.11%
16%
<Separate School, hospital
Target <3.1%
3.5%
3.97%
4.46%
4.92%
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

26. District Highlights – LRE
Fairfield, ME
Using the action plan…
Major themes identified
Data-based decision making
Informational meetings
Inclusionary practice assessment
School-wide Positive Behavioral Intervention Supports
Practitioner responsibilities reviewed and revised
Student progress monitoring for long term outcomes
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

27. Three Phases of Implementation
Phase 3- Full Implementation
1/2017-6/2017
Full Implementation:
Launch full program with revisions
Monitor fidelity
Recruit feedback
Phase 1- Development
1/2016-6/2016
Program Installation:
Formulate Team
Program Outcome Measure
Develop SWPBIS Handbook
Update Discipline Policy
Phase 2- Trial Implementation
9/ /2016
Initial Implementation:
Staff Training
Launch Program
Monitor for fidelity
Recruit Feedback
By June 2016, the SWPBIS team has established a positive and collaborative relationship.
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

28. District Highlights: LRE, CCSS & Transition
Sullivan, ME
Using the action plan…
Major themes identified
Coaching
Data-based decision making
Informational/Advisory meetings
LRE calculation training and assessment
Co-teaching
Active transition planning
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

29. Highlights: Early Intervention
Evidence-based Early Intervention Model developed
Consistent service delivery across 9 sites
125 EI professionals trained
Fidelity of implementation with database
Compliance on 11/12 IDEA indicators
5 Components
Understanding the family ecology
Functional family-centered needs assessment
Primary service provider
Support-based home visits
Collaborative consultation to childcare
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

30. Highlights – Transition
Indicator 13: 94% overall compliance for districts monitored in SATFAS cohort

31. What Did We Learn?
LRE – 2 districts opted out of initial trainings and continue to struggle with LRE compliance
Transition – regional-based teams not successful; change did not occur until district level teams formed
Coaching – key component to a team’s success
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

32. Conversation and Questions
Why would a state need to address sustainability factors when providing evidence-based professional development?
How do you address barriers to providing equitable and effective EBP-PD in your state?
How do you address the retention of special educators in your state?
Beth begins here
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

33. Conversation and Team Task
Reflect on the conversation.
In small groups of 3 to 4:
Discuss your state’s capacity building and
sustainability plan for professional development.
Use the facilitated discussion tool and identify 2 action steps your state can implement to move forward in this work.
REPORT…
Beth begins here
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

34. Questions? Beth begins here
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government

35. Contact Information
Deborah Rooks-Ellis, SPDG Coach & External Evaluator, University of Maine,
Debrajean Scheibel, SPDG Coordinator, Maine Department of Education,
Beth Lorigan, Special Projects Manager, Maine Department of Education,
The contents of this presentation were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government