Phase I: Infrastructure Analysis Part C/619 State Accountability

Phase I: Infrastructure Analysis Part C/619 State Accountability

Phase I: Infrastructure Analysis Part C/619 State Accountability Priority Area May 1st , 2014 Disclaimer This SSIP presentation and supplemental materials were developed prior to OSEPs publication of the final SPP/APR package

Webinar Goals Participants will leave the webinar with a basic understanding of: Phase I: Infrastructure Analysis process Resources and strategies that can support states in the Infrastructure Analysis process How other states are approaching infrastructure analysis 3 What is the SSIP? Multi-year, achievable plan

that: Increases capacity of EIS programs/LEAs to implement, scale up, and sustain evidence-based practices Improves outcomes for children with disabilities (and their families) 4 Infrastructure Analysis Purpose of the Infrastructure Analysis

Determine the capacity of the current state system to support improvement and build capacity in LEA/EISs to implement, scale up, and sustain evidence-based practices to improve results for children and youth with disabilities 5 Infrastructure Analysis Address State system components including:

Governance Fiscal Quality standards Professional development Data Technical assistance, and Accountability

6 Phase I Components Theory of Action Coherent Improvement Strategies What will we do about it? In-depth Data Analysis Why is it happening?

In-depth Infrastructure Analysis State Identified Measurable Result Broad Data Analysis What is the problem? Broad

Infrastructure Analysis Infrastructure Analysis The infrastructure analysis is a two step process Broad analysis of the overall system that identifies strengths and weaknesses of the system In-depth analysis of each of the components as they relate to the identified measurable result 8

Broad Infrastructure Analysis Determine the strengths and weakness of each of the system components Identify system components that appear to be associated with: High performance of children with disabilities Low performance of children with disabilities SWOT Analysis NCRRC SSIP State Infrastructure Analysis Guide SERRC Systems Framework ECTA Center State Infrastructure Analysis Tool Part C - MPRRC 9

SWOT Analysis State Infrastructure (NCRRC) Provides questions to stimulate thinking about various system/ infrastructure components:

Strengths Weaknesses Opportunities Threats 10 Infrastructure Analysis Guide (SERRC) Supports both broad and in-depth infrastructure analysis Helps to identify

systemic barriers and system components that can be leveraged to improve results 11 System Framework (ECTA) What it means for system to be of high quality Guide states in evaluating system,

identifying areas for improvement, and developing effective, efficient system to support effective practices 12 State Infrastructure Analysis Tool Part C (MPRRC) Guide states in

describing and conducting broad and in-depth infrastructure analysis Organized around Implementation Drivers Framework Self Reflection As you think about your states infrastructure what are some of the strengths that you can leverage to support development and implementation of the

SSIP? What are some of the weaknesses that you will need to address? 14 Bureau of Family Health Special Health Services Section Infant Toddler Services 1-800-332-6262 or 785-296-6135 Sarah Walters, L.B.S.W, M.S.Ed. Coordinator

Where are we with Infrastructure Analysis in Kansas? Strategic Plan Development of Results Driven Accountability Conceptual Framework Implementation Science Extravaganza Looking at Infrastructure analysis through Implementation Science lens SSIP Infrastructure Analysis Questionnaire RDA Conceptual Framework

How do we know where we stand with the ability to operationalize this framework? The Big Drill Down Here is a glimpse at the document Next Steps Continue to gather input from various stakeholders including but not limited to

State ICC State Agency Early Childhood Leadership Team Local tiny-k program coordinators Parents/families tiny-k practitioners Next Steps Narrow in on our topic and do further drill down to identify our SSIP Target

Next Steps More Tools Local Contributing Factor Tool for SPP/APR Indicator C-3/B-7 (ECTA Center) System Framework Finance and Governance (ECTA Center) Gantt Chart (RRCP, ECTA Center, and DaSy Center) The End We try really hard to stay in our Happy Place! Massachusetts SSIP Infrastructure Analysis

Stakeholder Engagement Stakeholder Engagement started early on in the process October 2013 EI Program Director Session ECO Stakeholders already existing stakeholder group advising state on improving approach to measuring child & family outcomes State Leadership Team Interagency Coordinating Council Infrastructure Analysis Tool

SWOT Analysis State Infrastructure MA modified the SWOT tool to increase the focus on integrating existing initiatives: What aspects of the MA EIP current initiatives make it unique? How does the MA EIP system leverage its resources (fiscal, material, personnel, etc.) to build capacity at the local system level? What are challenges with regard to the MA EIP ability to support local systems in efforts to implement sustainable new initiatives? Infrastructure Analysis Tool

Current Initiatives & Practices Facilitated a loosely structured group brain storming session with ECO Stakeholders Strengths Weaknesses Opportunities Threats MA SWOT Analysis

Universal acceptance f EI Broad eligibility Program Based System (referral, evaluation, IFPS development, Service Coordination) each program is doing all components which makes it easier to make a systems change Blended service model BDI-2 Pilot Process/Ongoing support/Roundtables, etc. S

O Strong Professional Development System through EITC (which is accessible)

Breadth & Scope of disciplines/backgrounds in the field Collaboration/alignment with Higher Education Strong collaborative relationship with Part B Linkages with referral sources, Hospitals, Pediatricians, etc. (?EHR?) Intersection with multiple Early Childhood services and agencies Active communication across all Stakeholders Rich cohort of Parent Leaders/Parent Engagement Strong ICC/EI Consortium Multiple payer sources

Elevate more opportunities within the system To provide more consistency across programs related to practice Grow more leaders within the system Opportunity to chose resources (fiscal/evaluation)

Cross Training Models of multiple systems Partner with Higher Ed More control over data when we move to a web based system Further Define Data Opportunities: What are you planning to do with the information you get from your data? e.g.: inform the field for Return on Investment increased (buy-in), test a hypothesis related to improved outcomes (opportunities to engage & grow leaders), Are there

opportunities to support de-identified data use in partnership with Higher Ed (increasing a strength)? What top three strengths can support the most important or largest number of weaknesses by making a focused effort?

W T Implementing evidence based practice to fidelity Inability to measure effectiveness of initiatives to evaluate and reflect on initiatives and overall benefit to the system Service model not having targeted evaluation teams/Service

Coordination Disparities/Equity of services for all children and families Service access due to poverty & linguistic capacity Ability to embed training across agencies Separate silos among agencies i.e. childcare/EI

New Leadership with changes in Administration Retention/Turnover Aging staff in leadership roles Ability to attract/support/and sustain multicultural staff (T) Technology is a weakness local programs ability to access technology; States ability to keep up with technology enhancements Financial limitations EI rate Financial resources to sustain and implement evidence based practices

Linking concepts to shift threats to opportunities: Cohesive -Will ASQ-SE, BDI-2 existing efforts be part of the SSIP? If so, that could message continued effort for program buy-in. -manageable to do and get buy-in -build on existing efforts -emphasize quality

-marketable/easy to understand/easy to support -Does economy/budget connect to cohesiveness because building a cohesive plan with real, measurable, long-term impact? Does budgeting also speak to the need to connect to existing initiatives? Challenge of serving broad eligibility (meeting the professional development needs)

Change How do we market a cohesive plan engage the field in the results driven SSIP # of initiatives; are we involved in too many? Balance quality of service and the number served

Buy-In at local program level Buy-In for all changes in the system (ASQ-SE, BDI-2, etc,) Varying priorities at program/agency level (EHR) Electronic Health record - impact to the system Omnibus Bill DCF automatic eligibility/impact to the system/need for additional professional development Liability Issues HIPPA;FERPA; Collaboration with other agencies (nonreimbursable activities)

Economy/Budgeting Next Steps Continue to identify linkages from the SWOT analysis Develop a Data Analysis Plan that includes our hypothesis, inferences, etc.

prior to viewing additional data which will include the SWOT Analysis as well. Need for further drill down/data analysis Lessons Learned Need for more reflection on the process SSIP components are not a linear process In-depth Infrastructure Analysis As the state identified measurable result is decided, an in-depth analysis of the state

infrastructure is conducted to determine: The functions of each infrastructure component in relationship to the focus area for improvement. Identify contributing factors to low and high performance within the focus area for improvement. 32 In-depth Infrastructure Analysis The state might also complete an inventory of current initiatives to determine how the initiatives (in total or in part) can be leveraged

in the SSIP. It will also be helpful to review past initiatives to determine if they will support the SSIP (in total or in part). (System Framework ECTA Center) (SSIP State Infrastructure Analysis Guide) Local Contributing Factor Tools TA Providers SISEP State Initiative Inventory - SERRC 33 Local Contributing Factors Tools 34 Initiative Inventory for SSIP Helps states identify current and previously implemented initiatives that can be leveraged to support the identified measurable result

Adapted from NIRN and SISEP 35 Colorados Story CDEs Strategic Goals State Identifiable Measrueable Results Literacy & math achievement (with an emphasis on prek-3) Graduation

Post-school outcomes Family Involvement School Age Data Very low proficiency rates in math (20%) and literacy (23%) Students with Specific Learning Disabilities have lowest achievement High drop-out rate (28%) Low graduation rate (54%) Preschool Data Child outcomes; Indicator 7 in the 80%s

LRE; Indicator 6 84% Question: what happens between preschool and 3rd grade? 619s Involvement in the SSIP Emphasizing the importance of the pre-k to 3rd grade years Invited to attend with the Big B team to the MPRRC planning/TA meeting last month Research on the connection between pre-K vocabulary to 3rd grade reading to graduation Infrastructure Analysis

Our primary concerns are aligned with CDEs strategic goals Data supports our identified primary areas of concern Infrastructure/Capacity Leadership: CDEs strategic goals Heightened recognition of the importance of early childhood Preschool special education is an integral part of the larger special education unit Partnering with CDHS who manages the RTTTELC

Infrastructure/Capacity Funding/Resources: 611 budget; higher focus on Results Driven Accountability (RDA), following OSEPs shift from compliance to student outcomes RTTT-ELC; partnering with PD team on PD opportunities Partnering with Higher Education; Early Literacy Summit DaSy ECTA Center

Infrastructure/Capacity Other Initiatives: RTTT-ELC READ Act (focus on K-3 literacy) School Readiness Literacy grants Multi-Tiered System of Supports (MTSS) Unified Improvement Process (UIP) New DD eligibility category Ability to collect more data If/Then If we focus on students starting strong (preK &

K), then students will read by third grade. If we put a focus on preK & K, then we can prevent future problems in performance by starting strong. If If If we can help students: -start strong, -attain proficiency in reading & math by third grade, -meet or exceed core standards of literacy & math,

-graduate from high school Then Then students will have the skills, knowledge & disposition needed to contribute to society and successfully participate in postsecondary education and workforce. Further Refinement

Lead to focus on students with SLD Impacted our budget review process Further data and infrastructure analysis Collaboration of stakeholder groups of the RTT-ELC & those of young children with disabilities needs to improve Look for alignment with Part C Further input from stakeholders Infrastructure Analysis Summarize the results of the infrastructure analysis: Describe the coordination of the components of the

system. Identify the strengths of each of the components of the system and the overall system. Identify the overall improvements that need to be made to the system. Identify the initiatives that can be leveraged for the SSIP. 50 Considerations Consider the interconnectedness of the in-depth infrastructure analysis with the in-depth data

analysis and how information from both help refine the measureable results and identify improvement strategies. Consider looking at both the state infrastructure as well as the local infrastructure. Consider involving stakeholders, especially those with knowledge about the infrastructure and with expertise in the measurable results area. Next Steps Let us know what you need Contact Information

Arlene Russell, NCRRC [email protected] Anne Lucas, WRRC/ECTA [email protected] Carolee Eslinger, MPRRC [email protected] Megan Vinh, WRRC [email protected] Grace Kelley, SERRC

[email protected] 53 Thank you for your attention! This is the third webinar in a series on SSIP for Part C and Section 619 presented in 2014. Resources related to this call and other presentations in the series are available at the following URL:

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