A Partnership That Works
The goal of the System Improvement Leads Project is to provide SELPAs throughout the state of California with the resources and tools they need to serve as connectors, capacity builders, and facilitators within the Statewide System of Support. Areas of focus within the System Improvement Leads Project include improving the quality of data governance and use, building a culture and understanding of continuous improvement, and implementation of high-leverage and evidence-based practices for improving outcomes for students with disabilities.
A Different Way to Lead: System Improvement Leads Networked Improvement Community (SIL NIC)
In most organizations, leaders are considered the experts. They come up with solutions to problems and ask their employees to implement them. However, this style of leadership no longer meets the complexity and fast-paced nature of today’s world. Instead, leaders must create learning environments that draw on the expertise of everyone in their organizations and value learning through experimentation and failure.
Introducing the State Performance Plan Indicator Modules
The SPPI Modules are intended to provide easy access to information about the California State Performance Plan Indicators. Each module in the series outlines the essential elements of the specified indicator including definition, data source, calculation, targets, and connections to related processes. The series has been designed to increase educator understanding of how the SPP indicators are developed and how they apply in a local context so that this information can be leveraged when working to improve outcomes for students. To check out the SPPI Modules, please click the link to our Online Learning Center, and look under the Continuous Improvement tab.
Root Cause Analysis Inquiry Guide
2022-2023 Special Education Common Problems of Practice Edition
The Root Cause Analysis Inquiry Guide: 2022-2023 Special Education Common Problems of Practice Edition is designed to support teams in conducting rigorous root cause analysis investigations that incorporate qualitative and quantitative data. The intention of this guide is to support school teams in identifying the primary causes behind problems in their educational systems, with the ultimate goal of successfully addressing system issues and improving outcomes for students
SEL Simplified for Streamlined Success
Supporting SEL through connected practices is a helpful and easy to use resource aimed at connecting educators with aligned practices to support their students' social emotional learning. This resource highlights the interconnectivity of High Leverage Practices (HLPs), Universal Design for Learning (UDL), California Standards for the Teaching Profession (CSTP), and the Collaborative for Academic, Social, and Emotional Learning (CASEL) in supporting Social Emotional Learning.
Getting to Know the Improvement Data Center
As part of the System Improvement Leads (SIL) project, the Improvement Data Center was created to provide stakeholders the ability to align their data use and governance practices and monitor data overtime to support the implementation of the Individuals with Disabilities Education Act (IDEA)
Tools to Support Root Cause Analysis
These resources are designed to support the process of root cause analysis and range from supports for effective meetings to summarizing and planning.
Tools to Support Root Cause Analysis
These resources are designed to support the process of root cause analysis and range from supports for effective meetings to summarizing and planning.
State Performance Plan (SPP) Indicator Guide
The SPPI Guide provides convenient access to information on the California State Performance Plan Indicators. This resource includes a collection of individual handouts for each of the 14 State Performance Plan indicators reported in the local-level Annual Performance Report (APR). Each handout will outline the essential elements of the specified indicator including definition, data source, calculation, targets, and connections to related processes. The goal of this guide is to support school leaders in analyzing the wide range of valuable data provided within the APR in order to improve the quality of education for all students, with an emphasis on students with disabilities.
Improvement Data Center (IDC): Data Tools Visual How-to Guides
The Improvement Data Center (IDC) Data Tools assists SELPAs and LEAs to identify patterns, trends, and data trajectories in order to better understand and monitor State Performance Plan Indicator (SPPI) data. The handouts below will support the user in locating and maximizing the IDC Data Tools Dashboard.
Improvement Data Center (IDC): Data Tools Visual How-to Guides
The Improvement Data Center (IDC) Data Tools assists SELPAs and LEAs to identify patterns, trends, and data trajectories in order to better understand and monitor State Performance Plan Indicator (SPPI) data. The handouts below will support the user in locating and maximizing the IDC Data Tools Dashboard.
Introduction to the Data Quality Toolkit Video and Technical Assistance Support Guide
Consistent, reliable, and effective data practices help LEAs make informed decisions regarding funding and planning, improve special education compliance, and most importantly, have a positive impact on outcomes for students with disabilities. The Data Quality Toolkit supports LEAs with Data Use and Governance by centralizing resources to help improve data quality. Watch this short video to help you better understand how to prepare to use the Data Quality Toolkit.
Facilitators Toolkit
The facilitator’s toolkit contains protocols to support improvement conversations and meetings. This set includes protocols to facilitate consensus building, problem solving, teaming and synthesizing.
Facilitators Toolkit
The facilitator’s toolkit contains protocols to support improvement conversations and meetings. This set includes protocols to facilitate consensus building, problem solving, teaming and synthesizing.
Plan-Do-Study-Act... to Reopen Schools Effectively
Just over a year since the global pandemic of COVID-19 forced school closures across the country, California is working hard to reopen. The challenge of meeting student needs while maintaining safety protocols, and getting it all done rapidly, is a daunting task for administrators and teachers alike. In many ways, reopening feels like just as much of a crisis in managing our education system as the transition to virtual learning environments did one year ago.
Utilizing High Leverage Practices as Change Ideas to Improve Outcomes for Students with Disabilities
In an effort to build capacity around the implementation of High Leverage Practices (HLPs), the SIL Team has developed a guidebook titled Utilizing High Leverage Practices as Change Ideas to Improve Outcomes for Students with Disabilities. This guidebook was designed to assist LEAs in utilizing HLPs as change ideas to improve outcomes for students with disabilities, and focuses on the elements of the Special Education Plan, including State Performance Plan Indicators 1 through 14, as well as Chronic Absenteeism and Child Find.
High Leverage Practices: Improving Outcomes for Students with Disabilities
Building on the work of The Council for Exceptional Children (CEC) and Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR), the System Improvement Leads have developed a resource highlighting the basic definition, criteria, and key components of High Leverage Practices (HLPs). This document outlines the 22 HLPs that are organized around the four aspects of practice: collaboration, assessment, social/emotional/behavioral, and instruction. This resource promotes the implementation of HLPs to support students with disabilities in various school settings and across all tiers of intervention and instruction.
Improvement in Times of Crisis
Brandon Bennett, a Senior Fellow at the Carnegie Foundation for Improvement Science, describes the challenge educational leaders are faced with in responding to the COVID-19 crisis. Bennett suggests that educational leaders can use improvement science to manage their systems and pivot toward rapid learning. The utilization of Plan-Do-Study-Act (PDSA) cycles to test out and gain information can allow for a focus on investing in new resources or maintaining existing ones in order to meet the emerging needs in our current reality.
Distance Learning Resources
Distance Learning Resources for Parents and Educators
Access to video modules, slide decks, and documents to provide parents/guardians and educators with resources and supports for distance learning environments.
Improving Performance of Students with Disabilities Handbook
A Handbook for Providing Technical Assistance to Local Education Agencies
The handbook is divided into four sections. Section One provides an overview of the key components of California’s accountability system with implications for Students with Disabilities (SWDs). Section Two includes background information on California’s Students with Disabilities. Models and frameworks for supporting SWDs are explored including Multi-Tiered System of Supports (MTSS), Universal Design for Learning (UDL), and Evidence-Based Practices (EBPs). Section Three offers specific guidance for developing leadership teams that use data to monitor progress, identify interventions, and adapt instructional practices and behavioral supports to promote success for all students. Section Four provides a toolkit that includes rubrics, templates, tools, and links to a variety of resources that support the technical assistance and guidance strategies presented.
Improving Performance of Students with Disabilities Web Modules
Web Modules for Providing Technical Assistance to Local Education Agencies
The Improving Performance of Students with Disabilities web modules are designed to provide a foundation for improving outcomes for students with disabilities. The modules are aligned with the Improving Performance of Students with Disabilities Handbook and provide: (1) an overview of California’s accountability system and the implications for students with disabilities, (2) background information on California’s students with disabilities and evidence-based practices within a multi-tiered system of supports, (3) guidance for developing leadership teams that use data to monitor progress, identify interventions, and adapt instructional practices and behavioral supports to promote success for all students, and (4) a toolkit that includes rubrics, templates, tools, and links to a variety of resources that support the technical assistance and guidance strategies presented. The training modules are on-demand and provide users with self-paced access to videos, the Improving Performance of Students with Disabilities Handbook, and handouts.
