1. The SWIFT Center SCHOOLWIDE INTEGRATED FRAMEWORK FOR TRANSFORMATION Wayne Sailor Jenny Stonemeier National Title 1 Conference San Diego, CA February, 2014

2. The SWIFT CENTER: A Schoolwide Integrated Framework for Transformation is the National Center on Schoolwide Inclusive School Reform At the University of Kansas funded by The U.S. Department of Education Office of Special Education Programs

3. SWIFT a National Technical Assistance Center providing intensive technical assistance to five states: Maryland Mississippi New Hampshire Oregon Vermont Serving 64 schools across 16 school districts 2013-2017

4. SWIFT CENTER Intensive Technical Assistance Three levels Universal TA to all 64 schools Targeted TA to some schools Needs-based, on-demand TA to a few schools

5. LEVEL 1 UNIVERSAL TA www.swiftschools.org Professional Learning Institutes – National – In-state SEA/LEA facilitator support Coach training Dashboard

6. LEVEL 2 TARGETED TA Level 1 TA supports WEBINAR participation Skype problem-solving sessions with consultants SWIFT-FIT knowledge bank

7. LEVEL 3: Needs based, on-demand TA Level 1 supports Level 2 supports On-site specialized consultant services

8. SWIFT CENTER Capacity building system uses implementation science at 3 levels: SEA Implementation Team LEA Implementation Team LEA/School Leadership Team

9. SEA IMPLEMENTATION TEAM SWIFT process SEA coordinator plus General education/special education leaders plus Other stakeholders including parent organization representatives Supported by SWIFT Center SEA facilitator

10. LEA IMPLEMENTATION TEAM SWIFT process LEA coordinator plus General education/special education leaders plus Other stakeholders including parent organization representatives Supported by SWIFT Center LEA facilitators

11. LEA/SCHOOLS LEADERSHIP TEAMS Four stages of Transformation Exploration Installation Initial Implementation Full Implementation Progress measured by SWIFT-FIT (fidelity of implementation tool)

12. SWIFT Domains of Influence & Core Features

14. SWIFT Goals Goal 1: Identify and examine six Knowledge Development Schools using rigorous evaluation measures and field assessments to determine the unique features of effective inclusive schoolwide reform. Goal 2: Recruit, select and then provide intensive technical assistance to four states, with four districts per state, to build capacity to install SWIFT in 64 schools. Goal 3: Build capacity to sustain SWIFT schools and extend SWIFT practices to additional schools within implementing districts. Goal 4: Implement a system to support multi-level state leadership and coordination to scale up SWIFT. Goal 5: Establish and disseminate a national Knowledge Bank on schoolwide inclusive reform.

16. Expected outcomes from SWIFT Transformation at School Level Significant increases in measured academic achievement for all students, all subgroups Closure trend for achievement gap---Students with disabilities Significant increases in time students with disabilities spend in general education

17. Pearson correlation between ELA & SAMAN Score: Significant positive correlation between STAR ELA score and SAMAN, r(10763)=.088, p <.01.

18. Pearson correlation between Math & SAMAN Score: Significant positive correlation between STAR ELA score and SAMAN, r(10596)=.163, p <.01.

21. Significant effect of SAM Positive in slope (  = 1.23, t = 1.96, p =.05). Regression weight for SAM implementation in the prediction of math score SLOPE is significantly different. The SAM implementation impacts the slope positively, which means that students in SAM schools are making more progress on DC-CAS Math over 3 school years (i.e., SY 09-10, SY 10-11, and SY 11-12) than comparison schools. DC-CAS Math Score 7 SAM schools vs 7 Comparison Schools

22. Significant effect of SAM Positively with slope (  = 9.01, t = 3.13, p <.01) SAM implementation had a significant effect on slope of DC-CAS Math score for students who were receiving special education service any year between 2009 and 2011 school year. The SAM implementation impacts the slope positively, which means that those students in SAM schools are making more progress on DC-CAS Math over 3 school years (i.e., SY 09-10, SY 10-11, and SY 11- 12) DC-CAS Math Score All students who received special education any year between SY09-10 and SY11-12 3 Best Encultration SAM schools vs 3 Comparison Schools

23. Expected outcomes from SWIFT Transformation at District Level Capacity to: – Sustain transformed schools – Scale up transformation to additional district schools

24. Expected outcomes from SWIFT Transformation at State Level Capacity to: – Assist LEAs to sustain and scale up SWIFT transformational systems – Scale up SWIFT transformational systems to other LEAs statewide

25. Policy Framework Early Lessons

26. 26 Policy DefinitionAuthorizing BodyExamples A principle, plan, or course of action established in statute, regulation, or proclamation Elected chief executive or a federal, state, or local governing body Accountability Discipline Funding Others?

27. 27 Practice DefinitionAuthorizing BodyExamples A method or procedure used in a particular field or profession; a set of these regarded as standard Field leaders – researchers, professional associations, credentialing agencies MTSS Instructional methodology Curriculum UDL Others?

28. 28 Implementation Strategies DefinitionAuthorizing BodyExamples A systematic series of actions directed to some end Building and District Leadership School visitor management Staffing models and assignments Daily dismissal Others?

29. 29 In What Ways are Federal Policies Implicated with SWIFT? 14 th Amendment, Brown vs. Board of Ed Civil Rights Act, Title VII ADA: Title II – integration Rehab Act, Section 504 – accommodation ESEA – Disadvantaged youth, Family engagement, Funding streams – Qualified personnel – Performance standards and reporting requirements, etc. IDEA – FAPE, IEP, LRE, UDL, Due process, Funding, Family engagement – Performance indicators and plans, Evidence based practices, etc.

30. 30 In What Ways are State Policies Implicated with SWIFT? State legislation aligned with federal statutes – ADA and Section 504 – ESEA – IDEA State Board of Ed policy and implementing regulations such as: – Curricular standards and textbooks – Licensure/ certification – UDL – Use of restraint and seclusion – Professional development – Funding – Other State DOE policy, regulations, guidance, resource allocations Collective Bargaining And more ---

31. 31 In What Ways are District Policies Implicated with SWIFT? Transparency of district policies; Issuing guidance to schools Attendance policies; Disciplinary policies; Bullying prevention Visitors/volunteers policies; Parent/Community engagement Revenue structures; Staffing ratios IDEA eligibility processes/placement District leadership selection process Professional development for educators ADA accessibility of facilities Assessment, equipment, and services for Assistive Technology Hiring/firing/retiring timelines and processes Student academic placement; Matriculation/graduation School assignment and feeder processes Instructional strategies (UDL, MTSS, etc.) Transportation And more-----

32. 32 In What Ways are School Policies Implicated with SWIFT Any school level policies (written or oral, real or perceived) that influence effective implementation

33. 33 Why is Policy Important for SWIFT? Goals: – To align policies at the school, district, state and federal level in order to support sustainability – To identify and address policy barriers that prevent successful implementation of SWIFT – To learn lessons about policy solutions that support broad replication of SWIFT

34. 34 SWIFT Policy Principles 1.Every student’s individual strengths, preferences and abilities are highly valued. 2.Every student receives a rigorous and quality education in order to become productive and contributing citizens. 3.Every adult in the school takes shared ownership for the success of every child. 4.Schools actively engage family and community partners. 5.Students are given meaningful opportunities to engage in their education. 6.Students are healthy: physically, socially and emotionally.

35. SWIFT Policy Conditions These principles are aligned and coordinated across systems. Resources are allocated and managed equitably to achieve all principles. All school personnel receive the preparation and supports they need on research based practices to implement and sustain these principles. The Local Education Agency, through ongoing monitoring, identification and removal of barriers, supports the Policy Principles.

36. 36 Policy Areas of Focus Funding – Models, Blending and Braiding Professional development Eligibility, IEPs, Placement Discipline Accountability/ teacher effectiveness Parent and stakeholder engagement

37. 37 What Can We Learn? What are commonly identified policy enablers/ barriers? Who are essential stakeholders? What are financial/economic impacts of SWIFT implementation? Which policies/solutions support SWIFT implementation? Which policies/solutions support SWIFT sustainability? Which policies/solutions support SWIFT replication?