1. IDEA plus ESSA: Supporting All Students Through Strategic Alignment

2. 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)

3. 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.

4. 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

5. 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 

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

7. 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).

8. Common Tenets
Implementation
and
Improvement
Sciences

9. Common Tenets Continued
Implementation
and
Improvement
Sciences

10. 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)

11. Courtney Reed Jenkins, Assistant Director, Special Education

12. 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)

13. 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

14. Federal Identifications: WI Data perspective

15. 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

16. 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

17. 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

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

19. 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

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

21. Idaho
Travis Poulsen Federal Programs and Special Education Director

22. 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

23. District Alignment
General Education
Title 1
Special Education

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

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

26. 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

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

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

29. Questions

30. 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)