LEA Self-Assessment

1. LEA Self-Assessment Summer Institute July 28-29, 2014 http://ncimplementationscience.ncdpi.wikispaces.net/ECD+LEA+Self-Assessment+Work+Session

2. Agenda • Purpose, Proposed Tools and Components • Policy & Fiscal Compliance Monitoring • Practice Profile • IEP Development & Implementation • Research-Based Instruction & Practices • Problem-Solving for Improvement • Communication & Collaboration • Data Summary & Analysis • Improvement Planning • Feedback

3. Purpose of LEA Self-Assessment

4. Purpose • Data to drive decision-making at the LEA, regional, and state level • Improvement Planning • Tiered Support Model – customized LEA support • Support problem-solving • Improve access to data • Bridge improvement efforts: • State Board of Education • Agency Initiatives • OSEP Requirements • EC Division Strategic Vision & Core Elements

5. Update March 10, 2014

6. Indicator 17: SSIP • Improvement Planning • Building Capacity of State Staff • Active Engagement • Cross-Division Work • Root Cause Analysis • Transparency • Front Loading TA • Selection for Differentiated Intervention • Qualitative Data Collection • Incentives (rewards/sanctions) Towards Accountability TEN DESIRED ELEMENTS OF MONITORING FOR RESULTS

7. SSIP Includes • General Considerations • Infrastructure Analysis • Data Analysis • Focus of Improvement • Theory of Action

8. result Implementation of effective practices Improved outcomes for children and families

9. Evolution of Results-Driven Accountability (RDA) NC submits Continuous Improvement Plan; IDEA Reauthorized & SPP/APR become part of Federal Statute IDEA Reauthorized; Continuous Improvement Monitoring Process Begins EC Division staff continue data analyses, develop core principles & RDA processes NC begins work on RDA & shares during Nov OSEP onsite visit LEAs submit Continuous Improvement Performance Plans (CIPPs) 1997 2000 2004 Dec 2005 2006 - 2013 2007-2013 2011 2012 2012 – 2014 Feb 2015 1st of 3 phases of RDA to be submitted as part of the SPP/APR process (Indicator 17) NC submits revised SPP/APR & any required changes, including a 2-yr extension NC submits Self-Assessment & requires LEAs to do so (5 yr cycle) NC Submits initial 6-yr State Performance Plan (SPP) EC Division staff begin analyzing data for results North Carolina Department of Public Instruction Exceptional Children Division Staff Meeting August 27, 2013

10. Process • Data Review by Regions using Rubric • Inventory of Training & TA (Core, Supplemental, Intensive) • Gap Analysis: What is needed to support LEAs? • Big Ideas: What is ECD core? • Survey: Consensus about essential knowledge and skills • Division-wide feedback: What do LEAs need to know and be able to do to provide support for all students? • Identify Core Elements • Draft Practice Profile • Develop LEA Self-Assessment Process

11. Core Elements:What LEAs Need to Know and Be Able to Do to Effectively Serve Every Student

12. LEA Self-Assessment First Draft Spring 2014

13. ToolS & Components

14. LEA Self-Assessment & Improvement Process Data Profile Summary & Analysis Compliance(Policy & Fiscal) Practice Profile Improvement Plan

16. Process for Group Work & Consensus building

17. Group Activity Process • Individually: Review items in this section. Note questions or concerns. • Group: Discuss items about which group members have questions or concerns. Determine your recommendation. • Large Group: Discuss areas workgroups identified and determine whole group recommendation. • For Practice Profile items, determine your LEA’s rating for each item.

18. Policy & fiscal Compliance Monitoring

19. Policy & Fiscal • When a finding(s) of non-compliance is determined, a State is required to notify the LEA of the finding(s) • Within one year of the notification, a State must verify that the finding(s) of non-compliance has been corrected: a. evidence of correction of non-compliant finding (Prong 1) b. review of new records to ensure 100% compliance (Prong 2) c. notification to LEA that the verification (correction & 100% compliance) has been competed

20. DRAFT

21. DRAFT DRAFT

22. Feedback: Policy & Fiscal Monitoring Process • Individually: Review items in this section. Note questions or concerns. • Group: Discuss items about which group members have questions or concerns. Determine your recommendation. • Large Group: Discuss areas workgroups identified and determine whole group recommendation.

23. Practice Profile IEP Development & Implementation

24. Core Element 3: IEP Development & Implementation • For this Core Element, you will be considering the way your LEA develops and documents IEPs for students with disabilities. • Suggested Data Sources: EVAAS; Disaggregated Student Accountability Data (inc. Indicator 3-C); IEP Meeting Minutes; Internal Audit outcomes; LRE Data; Student Record Review Protocol: IEP 16-23, EVAL 5 • IEP information should be collected by conducting a review of 5% of the IEPs in the LEA (a minimum of 5 IEPs for small LEAs and a maximum of 50 IEPs for larger LEAs). This information could be incorporated into the LEAs existing internal audit procedures and collected at that time.

25. Core Element 3: IEP Development & Implementation – Guiding Questions • What process do IEP teams use to develop and implement students' IEPs? • What kinds of data are teams using to determine LRE? What data is used to determine each student's current needs? How is this information used to determine appropriate strategies to address each identified need? What process is in place to double check that all needs are addressed in the IEP? What data is used to determine how the student will participate in assessments? • How effectively does your LEA progress monitor? Are progress monitoring provisions made for each student with an IEP? How is all of the data collected used to inform IEP decisions and evaluate student progress? • Does data show that IEP team decisions and IEP design and implementation is leading to improved outcomes for Students with Disabilities?

27. LEA Example: Davidson • Documenting evidence based decision-making on the IEP

28. LEA Example: Southern Wake Academy • Data notebooks to document and monitor individual student progress

29. Group Activity • Individually: Review items in this section. Note questions or concerns. • Group: Discuss items about which group members have questions or concerns. Determine your recommendation. • Large Group: Discuss areas workgroups identified and determine whole group recommendation. • Determine your LEA’s rating for each item.

30. Practice Profile Research-Based Instruction and Practices

31. Core Element 4: Research-based Instruction and Practices • For this Core Element, you will be considering the way your LEA identifies, implements, and monitors research-based instruction and practices. • Suggested Data Sources: Documentation of procedure for selecting initiatives, practices, and instructional methods (flowcharts, checklists, etc.); Methods for evaluating evidence base of initiatives and practices; Data about student needs to be addressed (LEA Public Report, CNA - Comprehensive Needs Assessment, student data about achievement, attendance, behavior, functional performance, transition needs, etc.); Implementation Team Rosters; Hexagon Tool; Implementation/Action Plan; Practice Profiles; Communication protocols; District Capacity Assessment; Fidelity Checks/Monitoring; Training Rosters and Coaching Logs; Program Reporting Documents; Outcome Data; Personnel Selection Criteria Consider conducting an Initiative Inventory.

32. Core Element 4: Research-based Instruction & Practices – Guiding Questions • How does your LEA evaluate your current practices to identify potential problems? Once a problem is identified, what information is used to select an appropriate solution/intervention. How is an intervention's research base evaluated? How do you determine whether the potential program is a good fit for the identified need and capability of the LEA to support it? How does the potential method fit with programs and practices already in place (Initiative Inventory). • Once a new intervention is selected, how does the LEA plan for it's success? How are staff and students selected to participate in the intervention? How are staff trained and what follow-up support is provided to staff to implement the new intervention once they have been trained? How is fidelity of implementation assessed? • What data are monitored to assess to health of the implementation? How has your LEA planned for sustainability of the initiative from across stages? How is your LEA building capacity for the implementation? • How does your LEA document the processes, procedures, and practices that support successful implementation? How does your LEA address EC issues in the LEA Strategic Plan?

34. Group Activity • Individually: Review items in this section. Note questions or concerns. • Group: Discuss items about which group members have questions or concerns. Determine your recommendation. • Large Group: Discuss areas workgroups identified and determine whole group recommendation. • Determine your LEA’s rating for each item.

35. Practice Profile Problem-solving for improvement

36. Core Element 5: Problem-Solving for Improvement • For this Core Element, you will be considering the way your LEA collects and uses data to identify potential problems, work toward solutions, and continually improve outcomes for students. • Suggested Data Sources: Formative and Summative assessment data for academic, behavioral, and functional goals; Progress Monitoring and outcome data for academic, behavioral, and functional goals (including CEIS); Data from fidelity measures; Meeting minutes from problem-solving teams (PLCs, NCSIP Analyses Team, PBIS team, etc.); Documentation of Problem-Solving Process used by LEA; Collected data (NCSIP Developmental Reviews, SPP/APR data, class size, teacher licensure and retention data, PBIS data, etc.)

37. Core Element 5: Problem-Solving for Improvement – Guiding Questions • What data does your LEA collect? How often? Who looks at the data? How is this data used to evaluate current practice? • Does your LEA have a common problem-solving model? • Does your data set include both fidelity and outcome data? • How does your LEA use student and teacher data to inform eligibility determination, instructional decision-making, programming, and delivery of services? • How are problems identified? • How are solutions that are implemented monitored over time to determine effectiveness? • How is data used determine when the LEA should stop doing activities?

39. LEA Example: New Hanover • Processes and tools to support problem-solving

40. Group Activity • Individually: Review items in this section. Note questions or concerns. • Group: Discuss items about which group members have questions or concerns. Determine your recommendation. • Large Group: Discuss areas workgroups identified and determine whole group recommendation. • Determine your LEA’s rating for each item.

41. Practice Profile Communication and collaboration

42. Core Element 6: Communication & Collaboration • For this Core Element, you will be considering the way your LEA ensures effective communication (internally and externally as well as across all levels) and involves all stakeholders in meaningful ways. • Suggested Data Sources: Information provided to stakeholders (e.g., newsletters, pamphlets, LEA website/electronic resources); Stakeholder meeting invitations, agendas, and rosters; Methods for soliciting stakeholder feedback: surveys, forums, hotlines, etc.; Training Agendas and Rosters; LEA survey data on parent involvement; Indicator 8 Survey Data; MOAs with community agencies; Initiative implementation evidence (MOAs, meeting agendas, implementation plans, fidelity checks, outcome data, etc.); LEA participation in SEA stakeholder committees; Participation in DAC activities at regional level; Letters/reports between SEA/LEA (e.g., visits, evaluations, consultations, etc.); Attendance/ participation in regional meetings; Conference Documentation; Professional Development agendas and rosters (SEA)

43. Core Element 6: Communication & Collaboration – Guiding Questions • What procedures does your LEA have in place to ensure communication so that policy supports practice and successful practice drives policy development? • How are decisions communicated across levels from your Superintendent and School Board to Directors to School Administrators to Staff and Families? • What mechanisms are in place for families, community partners, and staff to communicate concerns to decision-makers? Are multiple methods of communication available? How does the LEA encourage stakeholder participation, not only of families, but also of other child-serving agencies and community partners? • How does your LEA partner with the SEA to improve outcomes for students?

45. Group Activity • Individually: Review items in this section. Note questions or concerns. • Group: Discuss items about which group members have questions or concerns. Determine your recommendation. • Large Group: Discuss areas workgroups identified and determine whole group recommendation. • Determine your LEA’s rating for each item.

46. Practice Profile Summary

48. Data Summary & Analysis

49. Guiding Questions for Analysis • Review the results of your Policy & Fiscal Compliance Monitoring. Are there any compliance issues you know your LEA must address? • Are there any other policy or fiscal items you believe are influencing outcomes? What consideration will you give these when developing your next steps? • Review your Indicator Data/Data Profile. What indicators are you considering targeting for improvement and why? • Review your results on the Practice Profile. Which of the six core elements are the most challenging for your LEA?

50. Guiding Questions for Analysis • Of the elements you identified, what seems to be important? Are there any commonalities? Are you surprised by any of the results? What is of concern to you about this/these elements? • What other information or data do you need to problem-solve the issues around this/these identified areas? Are there other people who need to be involved in the conversation to further clarify the issues? After further discussion, do you have any additional concerns? • Think about the items of concern you have identified from the Monitoring, Data Profile, and Practice Profile. Consider your priorities. What issues that you have uncovered are the most important? What areas are the most serious? How urgent is the issue? Are there any deadlines associated with any of the issues or concerns? What is the potential for growth? • Based on your assessment of the situation, determine which area(s) you want to focus on improving.