State Systemic Improvement Plan (SSIP) Office of Special Education January 20, 2016

Vision To create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens Mission To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community State Board of Education ©MDE – Office of Special Education 2

All students are proficient and show growth in all assessed areas Every student graduates high school and is ready for college and career Every child has access to a high quality early childhood program Every school has effective teachers and leaders Every community effectively uses a world-class data system to improve student outcomes State Board of Education Goals 5-Year Strategic Plan for ©MDE – Office of Special Education 3

This session is designed to provide participants with the details of the alignment of the State Systemic Improvement Plan (SSIP) to the Strategic Plan and other State initiatives, including the Literacy-Based Promotion Act. The State- identified Measurable Result (SiMR) will be discussed, and feedback from participants will be requested to inform Phase II of the SSIP. Purpose of this Session ©MDE – Office of Special Education 4

The U.S. Department of Education Office of Special Education Programs (OSEP) revised its approach to monitoring and supporting states with the goal of improving educational and functional outcomes for students with disabilities. To place a greater emphasis on monitoring for results, OSEP has added a new indicator (17) to the State Performance Plan (SPP) and Annual Performance Report (APR) that requires states to develop a State Systemic Improvement Plan (SSIP) focused on improving results for students with disabilities. State Systemic Improvement Plan (SSIP) ©MDE – Office of Special Education 5

Comprehensive, multi-year plan Focuses on results for students Results-Driven Accountability Will be measured by a new Indicator 17 Phase I submitted to OSEP on April 1, 2015 APPROVED!! Phase II to be submitted in April 2016 State Systemic Improvement Plan (SSIP) ©MDE – Office of Special Education 6

The State will increase the percentage of third grade students with Specific Learning Disability and Language/Speech rulings in targeted districts who score proficient or higher on the regular statewide reading assessment from 38 percent to 68 percent by FFY State-identified Measurable Result (SiMR) ©MDE – Office of Special Education 7

Internal and external stakeholders and the MDE Office of Special Education staff identified multiple contributing factors that are impacting reading proficiency for students with disabilities. Contributing Causes ©MDE – Office of Special Education 8

Those contributing factors are: ―Limited capacity of staff to provide high quality, evidence- based reading instruction ―Low expectations for students with disabilities ―Inconsistent implementation of multi-tiered systems of supports ―Limited access to the general education curriculum ―Inconsistent delivery of evidence-based instruction in reading Contributing Causes (continued) ©MDE – Office of Special Education 9

The OSE requested districts to submit an application to request participation in the SSIP. The application required the district to form a leadership team to conduct a data review for students with disabilities to complete the application process. The OSE received applications from 12 districts. State Systemic Improvement Plan (SSIP) ©MDE – Office of Special Education 10

Supports for Target Districts Funding for half the salary of a literacy coach to support teachers in providing evidence-based reading instruction and data analysis or a Professional Development Literacy Grant to build literacy capacity Campaign to increase the number of special education teachers who participate in Language Essentials for Teachers of Reading and Spelling (LETRS) Re-purpose the technical assistance unit in the OSE to focus on the provision of differentiated technical assistance with a focus on literacy In-district training for teachers and administrators in Universal Design for Learning, Differentiated Instruction, Inclusive Practices, Positive Behavior Interventions and Supports, and development and implementation of a Multi-Tiered System of Supports ©MDE – Office of Special Education 11

Supports for Target Districts (cont.) In-district training for principals and administrators on how to conduct learning walks that address Inclusive Practices, Universal Design for Learning, and Differentiated Instruction Participation in a results-focused monitoring system that targets improved outcomes for students with disabilities, with a focus on reading, to assist districts with identifying areas of need and growth that will drive additional technical assistance activities provided by MDE ©MDE – Office of Special Education 12

 Amory  Holmes County  Lamar County  Lee County  Moss Point  New Albany  Richton  Senatobia Municipal  Sunflower County  Walthall County  Webster County  Yazoo City SSIP Districts ©MDE – Office of Special Education13

Additional districts will be recruited during the spring of 2016 for the second cohort beginning in the school year. SSIP Districts (cont.) ©MDE – Office of Special Education 14

Welcome and Introductions State Board Visions, Mission, and Goals Purpose of SSIP Discussion: State-identified Measurable Result (SiMR) Discussion: Conducting a District Self- Assessment to Determine Literacy Needs Next Steps Entrance Meeting ©MDE – Office of Special Education 15

Develop and implement a District Leadership Team; which must include the superintendent, special education director, curriculum director, and federal programs director, as well as additional members deemed necessary that meets regularly to review, analyze, and discuss data.  Provide data to support the implementation of literacy activities outlined in the district’s Literacy Action Plan.  Utilize funds provided by MDE Office of Special Education (funding not to exceed $35,000.00) to employ a literacy coach or to implement research- based professional development through a Literacy Professional Development Grant. District Expectations ©MDE – Office of Special Education 16

 Provide time for administrators and teachers to participate in professional learning activities.  Participate in a Results-Driven Accountability (RDA) site visit.  Access technical assistance from the MDE Office of Special Education based upon identified needs. District Expectations (cont.) ©MDE – Office of Special Education 17

SSIP Phase I: Special Education Task Force Internal Stakeholders at MDE Special Education Advisory Panel Special Education Directors Workgroup SSIP Phase II: Special Education Task Force Special Education Directors Input from parents in participating LEAs Internal Stakeholders at MDE Special Education Advisory Panel Stakeholder Engagement Stakeholder engagement is critical to sustained, systemic improvement ©MDE – Office of Special Education18

Kick-off and Data Analysis Meetings: –Are the agendas user-friendly? –Are there other activities that should be included? –Are there any suggestions for the parent engagement meeting? –Is the timeframe sufficient? –How should MDE/SSIP districts utilize the information obtained from the parent meeting? Stakeholder Feedback ©MDE – Office of Special Education 19

Data Sources: –Are data points easily and readily accessible? –Have you already determined specific needs from a review of your district’s data? –Are there other data points that would be helpful in determining needs? Stakeholder Feedback (cont.) ©MDE – Office of Special Education 20

Professional Development: –How can districts get more special education teachers involved in literacy professional development? –Are needs assessments conducted in each school to determine PD needs so that resources are allocated to address those needs? –How do schools/districts determine what Technical Assistance is needed from the Office of Special Education (OSE)? –How should MDE evaluate professional development effectiveness in SSIP districts? Stakeholder Feedback (cont.) ©MDE – Office of Special Education 21

The OSE has professional development available for ALL teachers and administrators. For a complete listing of available professional development offerings, please visit the RESA website at: Trainings ©MDE – Office of Special Education 22

The OSE has a teacher listserv available for all teachers. The purpose of the listserv is to inform teachers of upcoming trainings, upcoming webinars, and other resources that are available. Teacher Listserv ©MDE – Office of Special Education 23

Teacher Listserv (cont.) ©MDE – Office of Special Education 24

Edryce Thompson State Systemic Improvement Plan Support Specialist Lisa White (Educator in Residence) State Systemic Improvement Plan Coordinator M. April Rice Tanya Bradley Office Director Bureau Director Office of Special Education Office of Instructional Support Contact Information for OSE ©MDE – Office of Special Education 25