Overview of Idaho’sOverview of Idaho’sState Systemic Improvement State Systemic Improvement Plan (SSIP)Plan (SSIP)Division of Special EducationDr. Charlie Silva State Director of Special Education

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Presentation GoalsPresentation Goals2

Provide a basic understanding of Phase I SSIP Phase I components

State-identified Measurable Result

Next Steps

What is the SSIP? What is the SSIP? 3

A comprehensive, ambitious, yet achievable multiyear plan to improve outcomes for

students with disabilities.

Why SSIP? Why Now?Why SSIP? Why Now?

Compliance Focus5

Planning and Doing

•Identify coherent improvement strategies

•Develop action steps

•Develop Theory of Action

•Develop Plan for improvement

Analysis and Focus

•Identify starting point

•Broad Data Analysis

•Broad Infrastructure Analysis

•Identify primary concern (potential SiMR)

Evaluation

•Evaluation of progress

•Adjust plan as neededHow well is the solution working?

What is the problem?

What shall we do about it?

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SSIP Phase I

SSIP Phase I and II

SSIP Phase III

SSIP Phase IInvestigate

•Conduct root cause analysis to identify contributing factors

•For each contributing factor, identify both barriers and leverage points for improvement

•Narrow and refine the SiMR

Why is it happening?

SSIP

SSIP Phase I ComponentsSSIP Phase I Components7

Component 1:

Data Analysis

Component 2:

Analysis of State Infrastructure to Support Improvement & Build Capacity

Component 3:

State-identified Measurable Result (SiMR)

Component 4:

Selection of Coherent Improvement Strategies

Component 5:

Theory of Action

Component 1 - Data AnalysisComponent 1 - Data Analysis8

Narrowing down the field

IndicatorRecommendation

Rationale

Indicator 1: Graduation Rates Potential Option  

Indicator 2: Dropout Rates Not a viable optionIndicator cannot stand alone, per OSEP guidance

Indicator 3: Participation and Performance on Statewide Assessments

Potential Option  

Indicator 5: Participation/Time in General Education Settings (LRE)

Not a viable optionIndicator may be used as a strategy, per OSEP guidance, but was not identified as a focal point.

Indicator 6: Preschool Children in General Education Settings (Pre-School LRE)

Not a viable optionIndicator may be used as a strategy, per OSEP, but was not identified as a focal point.

Indicator 7: Preschool Children with Improved Outcomes

Potential option No state-funded preschool in Idaho

Component 1 - Data AnalysisComponent 1 - Data Analysis9

Broad Stakeholder Groupso General Education Groups

(Title I, School Improvement, etc.)

o Parent and Advocacy Groups

o Idaho Special Education Advisory Panel (SEAP)

o Director Advisory Council (DAC)

Component 1 - Data AnalysisComponent 1 - Data Analysis

Indicator 3 – Participation and Performance on Statewide Assessment

“Which area do students with disabilities need to be most proficient in to be successful?”

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Component 1 - Data AnalysisComponent 1 - Data Analysis

Indicator 3 – Participation and Performance on Statewide Assessment

NAEP 2012-2014 -- Grade 4 Reading

All Students Students with Disabilities

Advanced: 7%39%

Advanced: 1%7%

Proficient: 26% Proficient: 6%

Basic: 35%60%

Basic: 12%93%

Below Basic: 32% Below Basic: 81%

NAEP 2012-2014 -- Grade 4 Math

All Students Students with DisabilitiesAdvanced: 6%

39%Advanced: 3%

14%Proficient: 33% Proficient: 11%Basic: 43%

60%Basic: 33%

86%Below Basic: 17% Below Basic: 53%

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Component 2 – Infrastructure Component 2 – Infrastructure AnalysisAnalysis

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Address State system components including Governance Fiscal Quality standards Professional

development Data Technical assistance,

and Accountability

Component 2 – Infrastructure AnalysisComponent 2 – Infrastructure Analysis13

Governanceo Governoro State Board of Educationo Superintendent of Public Instructiono Local Education Agencies (LEA)so Individuals with Disabilities Education

Act (IDEA)o Idaho Comprehensive Literacy Plan

Fiscalo State Board of Educationo Idaho Building Capacity (IBC) Projecto Common Core Coacheso Idaho Reading Indicator (IRI)

Component 2 – Infrastructure AnalysisComponent 2 – Infrastructure Analysis14

Quality Standardso Professional Standards Commission

(PSC)o Idaho Common Core State Standardso Special Education Advisory Panel

(SEAP)o Directors Advisory Committee (DAC)

Professional Developmento Common Core Coaches o Idaho Training Clearinghouse (ITC)

Learning Communityo SDE Special Education Division

Trainings o SDE Webinar System for Professional

Development Trainings

Component 2 – Infrastructure AnalysisComponent 2 – Infrastructure Analysis15

Datao Idaho System for Education Excellence

(ISEE)o Assessment Division Collection of

Statewide testing datao Early Childhood Outcome (ECO)so Special Education Division Data Reporting

Coordinator

Technical Assistanceo Special Education Division’s Assistanceo Idaho Training Clearinghouse (ITC)

Learning Communityo ESEA’s Assistanceo SSOS Division School Improvement o Webinar System for TA to LEAs

Component 2 – Infrastructure AnalysisComponent 2 – Infrastructure Analysis16

Accountability & Monitoringo ESEA Accountability Systemo Idaho Building Capacity Projecto Idaho Reading Initiative: B-12

Literacy Plano SEAP (Special Education Advisory

Panel)o DAC (Directors Advisory Committee)o Special Education Division’s General

Supervision and Monitoringo ESEA Divisiono SSOS Division School Improvement

SDE Internal Infrastructure SDE Internal Infrastructure AnalysisAnalysis

 GOVERNANC

EFISCAL

QUALITY STAND

PROF. DEV.

DATATECH.

ASSIST.ACCT. & MON.

ISDE Division S/O W/T S/O W/T S/O W/T S/O W/T S/O W/T S/O W/T S/O W/T

Assessment  X  X  X  X      X  X  X  X      X  X

Certification  X  X      X    X        X    X  X

Content  X  X  X  X  X  X  X  X      X  X  X  

ESEA  X  X      X  X  X  X  X    X  X  X  X

SSOS  X  X  X  X  X  X  X  X  X  X X   X  X  X

SE&PsR  X  X  X    X  X      X          

SPED  X  X  X  X X  X  X  X  X  X  X  X   X  X

S/O – Strengths and Opportunities W/T – Weaknesses and Threats

Component 2 – Infrastructure AnalysisComponent 2 – Infrastructure Analysis18

Strengthso Comprehensive Literacy Plan

Webinar system

o Collaborative and Comprehensive Professional Development system

o Functioning Accuracy Survey system

o SDE Organizational

Component 2 – Infrastructure AnalysisComponent 2 – Infrastructure Analysis19

Improvement Opportunitieso Resources

o Scheduling

o Collaboration

Component 3 - SiMRComponent 3 - SiMR20

State-identified Measurable Result (SiMR)

“An identified area, which when implemented or resolved, has the potential to generate the highest

leverage for improving outcomes/results for children with disabilities.”

Idaho’s SiMRIdaho’s SiMR21

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 Balance.

Component 4Component 4Coherent Improvement StrategiesCoherent Improvement Strategies

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Root Causeso Ineffective PD, TA, and Coaching

o Lack of Collaboration

o Inconsistent Assessment

o Lack of Involvement with Families and Community

Component 4Component 4Coherent Improvement StrategiesCoherent Improvement Strategies

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Leverage pointso Idaho Training Clearinghouseo Common Core State Standards

ELA/Literacyo Idaho Comprehensive Literacy Plano ESEA/SSOS/MTSS Collaborative

Monitoringo State and Federal Assessmentso Idaho Parents Unlimited (IPUL)o Special Education Advisory Panel

(SEAP)o 21st Century Classrooms Learning

Centerso Parent Interviews and Surveyso Idaho Commission on Libraries

Component 4Component 4Coherent Improvement StrategiesCoherent Improvement Strategies

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Strands of Actiono Professional Development,

Technical Assistance, & Coaching

o Collaboration

o Assessment Practices

o Family & Community Involvement

Theory of ActionTheory of ActionProfessional Development, Technical Assistance,

Coaching

If the SDE develops a statewide structure that supports the implementation of evidence-based literacy practices

o Then the SDE will provide collaborative professional learning opportunities, technical assistance, and coaching to LEAs and schools regarding literacy

o Then LEA and school educational staff will have standardized literacy resources and ongoing supports necessary to consistently and effectively implement and maintain evidence-based practices in literacy

o Then evidence-based literacy practices will be implemented with fidelity and sustained over time to achieve an increase in literacy outcomes

o Then there will be an 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 Balance.

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Theory of ActionTheory of ActionCollaboration

If the SDE builds collaboration across ISDE divisions and community agencies to offer professional learning opportunities on literacy for LEAs and schools

oThen the SDE will leverage current department and community initiatives to streamline messages around effective literacy instruction

o Then the SDE and community agencies will broaden and deepen their own understanding of each other’s literacy initiatives

o Then SDE and community initiatives will be supported and implemented to best serve students

o Then LEAs and schools will build collaboration vertically and horizontally, including all stakeholders, building their capacity to implement evidence-based literacy practices

o Then there will be an 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 Balance.

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Theory of ActionTheory of ActionAssessment Practices

If the SDE develops a statewide balanced assessment system for formative, diagnostic, interim, and summative assessments

oThen LEA and school educational staff will develop an understanding of the uses and purposes for formative, diagnostic, interim, and summative assessments

o Then LEA and school educational staff will use appropriate data to make decisions regarding, programming, curriculum, and instruction

o Then LEA and school educational staff will use accurate data to make daily instructional choices for students

o Then there will be an 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 Balance.

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Theory of ActionTheory of ActionFamily & Community Involvement

If the SDE facilitates LEAs’ capacity to engage families and their local community in early literacy practices

oThen meaningful conversations will occur and the capacity of families and in their child’s literacy development will increase

oThen the ISDE will increase support and resource availability for families and communities in regards to literacy

o Then families and community stakeholders will understand the literacy standards and their role in developing literacy skills in their children

o Then there will be an 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 Balance.

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Why is it happeni

ng?

How well is the

solution working?

What is the

problem?

What shall we do about

it?

SSIPSSIP

Next Steps - Phase II - Improvement Next Steps - Phase II - Improvement PlanPlan

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Develop plan focusing ono Infrastructure development

o Support for implementing evidence-based practices

o Evaluation of implementation

Next Steps Phase III - EvaluationNext Steps Phase III - Evaluation30

Evaluate and Reviseo Assess and report progress in

implementing the SSIPo Justify, using data from the

evaluation, the continued implementation of the SSIP without modifications

o Provide a rationale for any revisions made

How well is the

solution working?

What is the

problem?

Why is it happeni

ng?

What shall we do

about it?

SSIPSSIP

Questions and DiscussionQuestions and Discussion31