Transcript Connecting State Performance Plans and Technical

Connecting State
Performance Plans and
Technical Assistance
Through Evidence-Based
Education
Melissa Price
Higher Education Support Center for SystemsChange
Syracuse University
August 2006
Presentation Overview
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Identify one method for linking SSP and
Technical Assistance.
Explain how NYS Learning Communities
work.
Detail 3 part logic model for Technical
Assistance.
Discuss the feasibility of this
arrangement in other areas.
NYS Context
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Over 700 school districts
3.3 million public school students
Over 100 IHE’s with teacher preparation
programs
NYC and the BIG 4
Large rural areas
Racial, cultural and linguistic diversity
Emphasis on data analysis and causal
analysis
Technical Assistance Networks
NYS Regions
8/99
Support for LEAs
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Regional Configurations
Continuity
Consistency
Contract/ Subcontract Process
Accountability
Evolution of Learning
Communities in NYS
National Staff Development Standards
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HESC sponsored initiatives
Higher Education Task Force Study
Groups
Leadership Groups
Learning Communities initial year
May 2006 Inclusion Conference
• Learning Communities Report Out
• And Make Decisions to
Continue, Change Focus
or Discontinue
Learning Communities Begin
May 2005 Inclusion Conference
LC
TIMELINE
AND CYCLE
Learning Communities
Implement Work Plans
2005 – 2006
Purpose of the
Learning Communities
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Improve communication for more
consistent application of research,
policy and practice
Multiple stakeholders
Different perspectives
Various degrees of expertise and
experience
Purpose of the
Learning Communities
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To build capacity through shared
experience, interaction and engagement
Explore the use of a variety of
communication methods such as the
website forums, telephone conference
calls, web-enhanced conference calls,
person to person meeting,
videoconferencing.
NYS State Performance
Plans
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20 indicators
Some baseline data already exists
Some baseline data collection being
created
Creating more systematic ways to tie
SPP to Technical Assistance efforts
The Challenge
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How to coordinate resources, focus on
State Performance Plans and improve
student outcomes.
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Policy intent vs. Policy implementation
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Moving beyond intention to action
POLICY
PRACTICE
RESEARCH
Critical Elements for LC Efforts
in 06-07
• Intent to change one or more of the 20 State
Performance Plan Indicators in an advantageous way,
• Increased likelihood of success (the terms evidence
based education and scientifically based education, etc
will be part of this explanation),
• And a design that will plan for the collection of data or
evidence to prove or disprove the effectiveness of the
activity/intervention.
SPP Matrix
The Logic Model - A Three Part Process
Part One
Part Two
Part Three
BASELINE
WORK PLAN
FINAL REPORT
How
What the
What Resulted
Things
Learning
and How We
“Are/Were”
Community
Know That.
When We
Will Do
Start(ed).
To Improve
the Situation.
06-07 Logic Model for LCs:
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Resembles an I.E.P. with goals,
benchmarks, and evaluation
Coordinate with State Performance
Plan Indicators
Incorporate NCLB Standards
Provide data on which to base
decisions to scale up, revise or
discontinue.
Part Two: The Work Plan
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Goals
Activities and Activity Outcomes
Rationale – SBR/EBE
Intermediate Quantitative Outcomes
Intermediate Qualitative Outcomes
Partners
Logistics
Budget
Partners
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IDEA Partnership
Conference Participation
Partner Matrix
Learning Community Engagement
Levels of Commitment
Discussion and
Application
Key Lesson:
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Learning Communities Enable Policies
to Matter
Horizontal Scaling Up
Better dissemination through peer to
peer networks
For further information:
Melissa Price
New York Higher Education Support
Center for SystemsChange
Syracuse University
www.systemschange.syr.edu