OSEP

Theme by Richard Straussfrom 2001 A Space Odyssey, 1968: Also Sprach Zarathrustra

State Systemic Improvement Plan:

Challenge and Opportunity for the 21Century:

The New Alabama State Systemic Improvement Plan

Adapted with Permission from a Presentation developed by the Southeast regional resource centerSPRING CASE CONFERENCE FEBRUARY 2014

State Performance Plan/Annual Performance Report Indicators

In December 2005, Alabama submitted its first State Performance Plan (SPP) to the Office of Special Education Programs (OSEP). In each succeeding year, we reported results and compliance data in the Annual Performance Report (APR) for each of twenty indicators as specified by OSEP.Where Weve BeenThe emphasis from the Office of Special Education Programs has been upon procedural compliance. For the last several years, Alabama has been determined to: Meet the Requirements of the IDEA

BUT.

As Bob Dylan sang back in 1964:The times, They Are A-Changin..As Bob Dylan sang back in 1964:The times, They Are A-Changin..4The current SPP period spanned the years from 2005-2012. With the FFY 2012 APR submission in 2014, OSEP will implement a new process rooted in its Results Driven Accountability Process.Results-Driven Accountability--A new vision that focuses upon both compliance and resultsWith this new vision, comes greater expectations, greater accountability, and greater opportunity for all the students we teach.6Statutory Monitoring Focus (20 USC 616(a)(2))

Improving educational results and functional outcomes for all children with disabilities.In the past, the focus has been upon ensuring that States and LEAs meet IDEA program procedural requirements.

To facilitate the movement from the focus upon compliance to the focus upon Results-Driven Accountability, OSEP has set forth the blueprint for states to identify an improvement area:The new Indicator 17 or State Systemic Improvement Plan (SSIP).Why SSIP? Why Now?

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Why SSIP? Why Now?For over 30 years, there has been a strong focus on regulatory compliance with the IDEA and Federal regulations for early intervention and special education As a result, compliance has improved, but results have not!The current environment is characterized by high levels of accountability for performance of all children and youthThere are numerous initiatives that target improved results.Lets build on these initiatives.

OSEPs Proposed New SPP/APR:

--Combines the SPP/APR--Includes a comprehensive, multi-year State Systemic Improvement Plan (SSIP)--Collects SPP/APR data through a web-based,on-line submission process(GRADS)

One improvement plan instead of multiple small improvement plans for each indicator and broad strategies with detailed improvement activities.11State Systemic Improvement Plan (SSIP)Indicator # 17 - State Systemic Improvement plan

MEASUREMENT: The States SPP/APR includes a comprehensive, multi-year State Systemic Improvement Plan, focused on improving results for students with disabilities, that includes the following components, as further defined below:

State Systemic Improvement planIndicator # 17 - State Systemic Improvement plan

Phase I (which the State must include with its 2015 submission of its SPP/APR for FFY 2013):a.Data Analysis; b.Identification of the Focus for Improvement;c.Infrastructure to Support Improvement and Build Capacity; andd.Theory of Action.

Data analysis means that in addition to the data we have previously collected 13State Systemic Improvement planIndicator # 17 - State Systemic Improvement plan

Phase II (which, in addition to the Phase 1 content outlined above, the State must include with its 2016 submission of its SPP/APR for FFY 2014):e.Infrastructure Development; Support for local educational agency Implementation of Evidence-Based Practices; and

g.Evaluation Plan.

State Systemic Improvement planIndicator # 17 - State Systemic Improvement plan

Phase III (which, in addition to the Phase I and Phase II content outlined above), must include with its FFY 2015 APR submitted in 2017 the results of its ongoing evaluation of the strategies included in the SSIP, including the extent to which the State has implemented them, the extent to which the State has made progress toward and/or met the established goals, and any revisions the State has made in the SSIP in response to its evaluation.

Remember: We are building a new system.Were building a dream also. Our dream is improved results for children and youth with disabilities.

.and we are building it in the air.

Data AnalysisBroad AnalysisInfrastructure AnalysisBroad AnalysisFocus for ImprovementTheory of Action

Data AnalysisIn-depth Analysis Related to Primary Concern AreaInfrastructure AnalysisIn-depth Analysis Related to Primary Concern Area Phase I ComponentsData AnalysisBroad AnalysisUse Data to Determine ProgressConduct a broad analysis of state data to determine progress or lack thereof toward the desired outcomes for children and youth with disabilities. This is accomplished by taking a BIG VIEW of our state data. This is the broad data analysis that OSEP is talking about.Data that we are already using for decision making.Not a root-cause analysis. That comes later.

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SSIP Data Analysis Template-SERRC18Partnerships are the Key to Success!19

In Alabama, we often think about our challengesbudget issues, etc. But we are fortunate to have many partners working with us to succeed: mental health, vocational rehabilitation, early intervention, IHEsWe are fortunate to have many working relationships at both state and local levels.19RememberIn order to achieve the desired outcomes, the SSIP must be aligned with Alabamas Plan 2020 including vision, mission, and goals.

InformsSSIP20Our Vision

Every Child a GraduateEvery Graduate Prepared

for College/Work/Adulthood in the 21st Century.

Begin with the End in MindOur first step is to vision the desired outcomes for children and youth with disabilities. This gives us a north star for outcomes or desired results and allows you to plan with the end in mind.

Whats your vision related to performance on assessment, secondary transition, and post-school outcomes?

--What are other areas that should be considered?

Instant poll

22.

22Identify the Focus Area for ImprovementThe primary concern that we have identified in the previous activities becomes our focus area for improvement Within the focus area, we will need to identify improvement strategies and define the desired resultsThe State must demonstrate how addressing this area of focus for improvement will build LEAs capacity to improve the identified result for students with disabilities.

23BackExample: Improving Graduation Rate for Students with DisabilitiesHow well is the solution working?What is the Problem?Why is it happening?What shall we do about it?SSIP24We begin the process by defining the problem.Whats keeping us from realizing our vision for Alabamas students with IEPs???24 Identify Areas of High and Low PerformanceUse the observations from the quantitative data analysis and the stakeholder input to determine performance in key areas associated with improved outcomes for children and youth with disabilities (e.g. academic proficiency, graduation rate)

What are the areas of high performance?

What are the areas of low performance?

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25Determine the Cause of Low PerformanceNow is the time to determine why the poor performance is occurring. (Why are the desired outcomes not being achieved?)

This will be accomplished through an:In-depth analysis of all data related to the primary area of concern.Analysis of state infrastructure to determine the impact of systemic issues on the improvement strategies.

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26How well is the solution working?What is the Problem?Why is ithappening?What shall we do about it?SSIP27Now that we know what the primary concern isLets determine why it is happening!Conduct an In-depth Data AnalysisIn order to accomplish this in-depth analysis, we will need to:Disaggregate data into a variety of subgroupsExamples:Students with disabilities/Students without disabilitiesDisability categoryGrade levelEducational placeDetermine trends, gaps, outliers, etc.Obtain and analyze additional quantitative data, if needed

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28Conduct an In-depth Data AnalysisCollect and analyze qualitative data related to the primary concern:

Surveys

Interviews

Focus groups

Other

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We will be using survey data already collected as well as conducting additional surveys.29Conduct an In-depth Infrastructure AnalysisTo complete the picture of why the problem is occurring, it will also be important to conduct an analysis of the states infrastructure to determine how systemic issues are impacting desired outcomes for children and youth with disabilities.

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30Conduct an Analysis of State InitiativesIn order to determine how current initiatives are impacting the primary concern, it is necessary to conduct an analysis of the initiatives in the state.Include initiatives that are related to or have an impact on the primary concern area.Include initiatives in general education and other areas beyond special education.

31SISEP State Initiative Inventory- SERRC

31How well is the solution working?What is the Problem?Why is it happening?What shall we do about it?SSIP32Now that we know why it is happening!What shall we do about it? Develop a Theory of ActionA theory of action is at its core, a simple IF, THEN statement. It makes the connection between what you are doing and what you expect to happen.A theory of action focuses on how and why the program will produce the change, using if-then statements to generate a logical explanation and reveal strategies and assumptions about how resources and activities are used.

If we do thisThen this will happen.33Develop a Theory of Action34Improvement Strategy

If we implement a statewide initiative that focuses on effective instructional practicesThen students will improve performance on statewide reading assessmentIncludes changes in state systemBuild capacity of LEAs to implement initiative 34Create a Logic ModelNext we will develop a logic model that shows the relationship between the activities and the outcomes that Alabama expects to achieve over a multi-year period.A logic model visually depicts a programs components so that planned activities align with desired outcomes.

Logic models diagram identified problems, root causes and local conditions that facilitate concise and clear communication, planning and evaluation, and allow programs to critically analyze the progress they are making toward their goals.

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EVALUATION: check and verifyWhat do you want to know?How will you know it? Logic model in evaluation

36Our logic model may look sOur Legacy, Our Time

The impact of Alabamas new State Systemic Improvement Plan will last far beyond the years that many of us will spend in education. Think about the question Why do old ones plant trees they will never sit under? Because that is their legacy, as the SSIP is our legacy and our time.37Thanks to the Southeast Regional Resource Center for providing information, resources, and support in development of Alabamas SSIP Presentation.