1. NC State Improvement Project
Dr. Paula Crawford, Project Director
Section Chief, Program Improvement and Professional Development
Exceptional Children Division

2. NC State Improvement Project
OSEP awarded NC in October 2016
Fourth, five year cycle

3. NC State Improvement Project
What’s new? Levels of Engagement: 5 = Best Practice Centers 15 = Demonstration Sites 51 = Network Sites 71 Sites
We wanted a fresh approach to partnering with LEAs so we created the 3 new levels of engagement
New goals, requirements and expectations along with new funding structures and regional focused support
Alignment with the SSIP and LEA Self-Assessment process

4. 2016-17 NC SIP Sites 5 Best Practice 15 Demonstration
51 Network including 9 City School Districts and 1 Charter
This regional saturation provides accessibility and support structures across the state through the regionally based DPI staff and LEA staff serving as Regional Coaches

5. NC State Improvement Project
What’s new?
Reading and Math Foundations 2016 revision
400 Foundations Instructors state-wide are completing recertification of Reading/Math Foundations (required)
30 Regional Coaches selected to support
To date, over 35,900 teachers have completed Reading/Math Foundations courses
We included our courses on Co-teaching for Administrators and Teachers as well as Adolescent Literacy support with KU SIM strategies
We have developed a course for Leadership focusing on their understanding of and support for Evidence Based Practices

6. NC SIP Goals
GOAL 1 - NC SIP staff will increase their capacity to provide
leadership, professional development, coaching, and
supports to participating districts, teachers, and families
on leadership and effective reading, math, and content
literacy instruction.
GOAL 2 - District and building administrators will have the skills to develop, implement, and evaluate district plans that support the improvement of core content instruction and achievement of students with disabilities in their districts.
Paula

7. GOAL 3 - Teachers and administrators will have the
skills to effectively implement research-based reading,
math, adolescent literacy and co-teaching instructional
practices for students with disabilities in the K-12
classroom, which will lead to increased student
engagement, student generalization of skills,
academic achievement, and family engagement.
GOAL 4 - Pre-service teachers and in-service
administrators enrolled in partnering IHEs, will have
the capacity to effectively implement and support
research-based reading, math, adolescent literacy,
and co-teaching for students with disabilities.
Paula

8. Evidence Based PD Planning
Develop annual plan
Provide support to: complete both EBP courses and EBP program training
Identify and train: coaches, fidelity data collectors
Provide parent involvement activities
Participate in TA and planning meetings
Collect and report: annual instructional quality measures, implementation fidelity scores, expenditures, student and parent data
Complete annual developmental review

9. NC State Improvement Project
Expectations for
Best Practice Centers and Demonstration Sites
Provide schoolwide implementation, hosting, and observations of professional learning:
Reading and Math Foundations
Co-Teaching for Administrators and Teachers
Leaders Understand and Support EBPs
Adolescent Literacy
Coaching Continuum

10. Potential Results of Planning
“let it happen” 14% success in 7 years. versus “make it happen” 80% success in 3 years.
Successfully implementing a program that fits your organization’s needs is a process—not a single event—that occurs in multiple stages of planning, purposeful action, and evaluating.
It is not enough to simply select a proven evidence-based program and assume success will automatically follow.

11. Continuous Improvement
(add implementation triangle)
Multiple areas of focus extending the depth and breadth of the prior work
Selection process for 30 Regional Coaches to work with the project in addition to the DPI staff
LEAs selected ES and MS schools in feeder patterns for schoolwide implementation based on the data and School Improvement Plans
Leaderships’ Understanding of EBPs and how to support the professional learning and follow-up coaching
Fixen, et al, 2005

13. Successfully implementing a program that fits your organization’s needs is a process—not a single event—that occurs in multiple stages of planning, purposeful action, and evaluating.
These are the stages of implementation that systems travel through when employing a new program. It is important to point out that it takes years for an innovation to reach “full implementation”.
Point out that, knowing this, it doesn’t make sense for schools to abandon programs from year to year.
Instructor Knowledge
Exploration
-Identify school’s needs to determine the type of program that will be most appropriate.
-Search programs
Installation
Establishing an Implementation Team within your organization will be critical at this stage.
The following are typical tasks to be conducted during this stage:
Select staff; establish a schedule; order materials; train staff
Initial Implementation: Expect the Unexpected!
During the initial implementation stage, individuals begin to put into practice all that has been planned for during exploration and installation. (Known as the “awkward stage”)
Full Implementation: The Program Is In Place!
The processes and procedures to provide the selected program are now in place with fidelity.
Innovation:
After a program has been implemented with fidelity, program modifications may be considered to help produce better outcomes. (“Tweaking”)
Sustainability:
At this stage, an organization should institutionalize a quality assurance mechanism to evaluate use of data. This will facilitate assessing the effectiveness and quality of the program.

14. Review of Planning Tool

15. Thank you!
Questions?