/ Part B
Infrastructure Analysis Template
State Systemic Improvement Plan
Phase 1 /
State:
Date Completed:
Analysis Team:
Name / Position

Section A: Broad Infrastructure Analysis

Initially, a broad analysis of the state infrastructure is completed to determine the strengths of each of the system components and to identify systemic issues that may present a barrier to the performance of children and youth with disabilities. This broad analysis occurs simultaneously or immediately following the broad data analysis and prior to the identification of the focus area for improvement.

Identify the components of the state system that may be contributing to high performance of children and youth with disabilities by placing a check in the column to the left of the component. For each checked component, provide a brief description of how the component is contributing to the high performance. Expand each section as needed.
Governance:
Monitoring and Accountability:
Technical Assistance:
Data:
Professional Development:
Quality Standards:
Fiscal:
Identify the components of the state system that may be contributing to low performance of children and youth with disabilities by placing a check in the column to the left of the component. For each checked component, provide a brief description of how the component is contributing to the low performance. Expand each section as needed.
Governance:
Monitoring and Accountability:
Technical Assistance:
Data:
Professional Development:
Quality Standards:
Fiscal:

Section B: In-depth Infrastructure Analysis

Following the broad analysis of the state infrastructure, an in-depth analysis is conducted to assess the capacity of the current state system to support improvement and build capacity in local programs to implement, scale up, and sustain evidence-based practices, programs or models to improve results for children and youth with disabilities. For each infrastructure component, states are asked to provide a brief description of the component and to gather additional information about the impact of the component on improved results by addressing a set of guiding questions. Additionally, states address how the component can be leveraged and improved. Please note that additional questions will need to be asked about each system component to determine how the state system can support improvement and build capacity in local programs to implement, scale up, and sustain evidence-based practices, programs or models to improve results for children and youth with disabilities

Component / Governance
Provide a brief description of governance within the state agency. Include the core components and essential functions. (Expand as needed.)
Consider addressing the following questions in the analysis of the governance component of the state system. I
1.  How are leaders/administrators from early intervention/special education engaged in decision making within and across the state agency?
2.  How does the state engage stakeholders including the Interagency Coordinating Council/State Advisory Panel for Special Education to support the state agency on the development and implementation of policies, programs and practices related to improving results for children and youth with disabilities?
3.  How does the state align agency priorities, initiatives, and activities across the state to improve outcomes for students with disabilities?
4.  What priorities have been identified in the state agency related to improving outcomes for children and youth with disabilities?
5.  How does the state leadership ensure that initiatives are aligned across departments, divisions, workgroups in order to reduce duplication, leverage resources, and maximize results for children and youth with disabilities?
6.  How does the state utilize sanctions, rewards, and opportunities to remove barriers to improvement, motivate change, and build the capacity of districts/programs to improve results for children and youth with disabilities?
7.  What system does the state have in place for developing implementation capacity at State, regional, district, and school levels and, in the process, help align the working relationships among components to improve the education system?
8.  How will the state use linked team structures (e.g. state, regional, and local implementation and leadership teams) to create hospitable environments for implementation of improvement strategies?
9.  What are the feedback loops across all levels (i.e., state, regional, local) of the system for communicating implementation of improvement initiatives?
Based on the identified focus for improvement, what additional questions will need to be asked about this system component to determine how the state system can support improvement and build capacity in local programs to implement, scale up, and sustain evidence-based practices, programs or models to improve results for children and youth with disabilities?
Description of How Decisions are Made in the State System:
Describe how decisions (e.g. priorities and assignment of personnel and fiscal resources) are made in the state system. (Expand as needed.)
List the representatives (e.g., agencies, positions, individuals) that must be involved in planning for systemic improvements in the State system.
Agency / Individual / Position / Role
How can the governance component of the state system be leveraged to improve results for children and youth with disabilities? (Expand as needed.)
What improvements will need to be made to the state’s governance system including the decision making process in order toto improve results for children and youth with disabilities? (Expand as needed.)
Component / Fiscal
Provide a brief description of the state’s fiscal system. Include the core components and essential functions. (Expand as needed.)
Consider addressing the following questions in the analysis of the fiscal component of the state system:
1.  How does the state fund improvement strategies? How are funds across funding sources leveraged to maximize resources?
2.  How does the state use district/program data to guide the development and implementation of improvement strategies?
3.  Are fiscal resources available to support the implementation of the focus area improvement strategies? Specify funding sources.
4.  Are there other fiscal resources that could be leveraged to support the implementation of the focus area improvement strategies? Specify funding sources.
5.  Who will be responsible for approving allocation of fiscal resources needed for implementation of the focus area improvement strategies?
6.  Are there any specific purchasing policies or procedures that could negatively impact acquisition of resources (e.g. equipment, materials, personnel, etc.)
7.  Who will be responsible for monitoring use of funds related to the implementation of the focus area improvement strategies to ensure that they are used as intended?
Based on the identified focus for improvement, what additional questions will need to be asked about this system component to determine how the state system can support improvement and build capacity in local programs to implement, scale up, and sustain evidence-based practices, programs or models to improve results for children and youth with disabilities?
How can the fiscal component of the state system be leveraged to improve results for children and youth with disabilities? (Expand as needed.)
What improvements will need to be made to the fiscal system component to improve results for children and youth with disabilities? (Expand as needed.)
Component / Quality Standards
Provide a brief description of the standards that are in place to guide curriculum for all children- including children and youth with disabilities. Include information about personnel standards. (Expand as needed.)
Consider addressing the following questions in the analysis of the state system’s quality standards:
1.  Has the state developed learning standards for children and youth? Has the state adopted the Common Core State Standards?
2.  Are there alternate standards for children and youth with disabilities?
3.  How do the focus area improvement strategies align with state learning standards? Are there any disconnects noted between the standards and the improvement strategies?
4.  Has the state developed personnel standards for administrators, educators/providers, and other key personnel that establish required qualifications?
5.  How does the state ensure that preparation programs are preparing providers, educators, and administrators to develop and implement quality educational programs based on the state standards for children and youth with disabilities?
6.  How does the state monitor LEAs and local programs to ensure that administrators, educators/providers, and other key personnel are meeting the established standards?
Based on the identified focus for improvement, what additional questions will need to be asked about this system component to determine how the state system can support improvement and build capacity in local programs to implement, scale up, and sustain evidence-based practices, programs or models to improve results for children and youth with disabilities?
How can the state’s quality standards be leveraged to improve results for children and youth with disabilities? (Expand as needed.)
What improvements will need to be made to the quality standards system component to improve results for children and youth with disabilities? (Expand as needed.)
Component / Data
Provide a brief description of the state’s data system. Include core components and essential functions. (Expand as needed.)
Consider addressing the following questions in the analysis of the state data system:
1.  How does the state ensure that data used for decision-making are valid and reliable?
2.  What procedures does the state have in place to identify and correct data quality issues?
3.  How has your agency established clear expectations for effective data use across state offices and departments, facilitating coherence and reducing fragmentation in the services and/or supports provided to districts?
4.  Does the state have a consistent means of sharing data between key state agencies (e.g. Part C and Part B, Part B and Rehabilitation Services)?
5.  How does the state use data to inform the development and implementation of improvement strategies designed to improve results for children and youth with disabilities?
6.  How does the state support LEAs (districts, schools and classrooms) and local programs in their use of data to inform and guide improvement planning?
7.  How will the state use its data system to determine areas of low performance and to identify factors contributing to the low performance?
8.  What are the state’s practices for accessing and using data to identify strengths and weaknesses in the state’s infrastructures and determine areas for improvement?
9.  What strategies will the state implement to collect, analyze and report process and outcome data on improvement strategy activities?
10.  What additional resources may be needed to support data collection, analysis, use, and reporting for the state’s SSIP?
Based on the identified focus for improvement, what additional questions will need to be asked about this system component to determine how the state system can support improvement and build capacity in local programs to implement, scale up, and sustain evidence-based practices, programs or models to improve results for children and youth with disabilities?
How can the state’s data system be leveraged to improve results for children and youth with disabilities? (Expand as needed).
What improvements will need to be made to the data system component to improve results for children and youth with disabilities? (Expand as needed.)
Component / Monitoring and Accountability
Provide a brief description of the state’s accountability system. Include core components and essential functions. (Expand as needed.)
Consider addressing the following questions in the analysis of the state accountability system:
1.  How are results for children and youth with disabilities used in determining monitoring activities? How are the monitoring activities differentiated based on district/program results data?
2.  How are sanctions and rewards used within the state’s accountability system to support improvement and build capacity in local programs to implement, scale up, and sustain evidence-based practices, programs or models to improve results for children and youth with disabilities? How can they be used to leverage the state’s SSIP?
3.  How are monitoring activities coordinated across departments, divisions, workgroups within the state agency to reduce duplication, promote alignment, and maximize resources?
4.  What revisions will need to be made in the state’s monitoring and accountability system to support the state’s SSIP?
Based on the identified focus for improvement, what additional questions will need to be asked about this system component to determine how the state system can support improvement and build capacity in local programs to implement, scale up, and sustain evidence-based practices, programs or models to improve results for children and youth with disabilities?
How can the state’s accountability system be leveraged to improve results for children and youth with disabilities? (Expand as needed.)
What improvements will need to be made to the monitoring and accountability system component to improve results for children and youth with disabilities? (Expand as needed.)
Component / Professional Development
Provide a brief description of the state’s system of providing professional development. Include core components and essential functions. ? (Expand as needed.)
Consider addressing the following questions in the analysis of the state professional development system:
1.  Does the state provide funding to LEAs and local programs for the provision of professional development to administrators, educators/service providers, and families? How can these funds be leveraged to support professional learning related to the improvement strategies identified in the SSIP?
2.  Does the state have a regional system for delivering professional development to administrators, educators/service providers, and families
3.  How will the state select LEAs and local programs to participate in specific professional development activities included in the SSIP? What specific criteria will be used to select these districts/ programs?
4.  Does/how does the state provide skills-based professional learning to educators, administrators, administrators?
5.  How will the state ensure that trainers have been trained and coached in the selected program/practice included in the improvement strategy?
6.  What system or processes does the state have in place to provide professional development to prepare building level leaders and teachers to support implementation of new practices, programs or models?
7.  How will the state develop performance-based measures in terms of process and outcomes for professional development participants?
8.  How will ensure that coaching is available to support fidelity of implementation and maximize results for children and youth with disabilities?
Based on the identified focus for improvement, what additional questions will need to be asked about this system component to determine how the state system can support improvement and build capacity in local programs to implement, scale up, and sustain evidence-based practices, programs or models to improve results for children and youth with disabilities?
How can the state’s professional development system be leveraged to improve results for children and youth with disabilities? (Expand as needed.)
What improvements will need to be made to the professional development system component to improve results for children and youth with disabilities? (Expand as needed.)
Component / Technical Assistance
Provide a brief description of the state’s system of providing technical assistance to districts/programs. Include core components and essential functions. (Expand as needed.)
Consider addressing the following questions in the analysis of the state’s technical assistance system:
1.  What structures does the state have in place to support the provision of technical assistance(and coaching) to LEAs and local programs?
2.  Are there purveyors in the state who can provide technical assistance (and coaching) on the practices, programs or models specified in the SSIP improvement strategies?
3.  What system does the state have in place for provision of coaching to support skill development for implementation of a new practice, program or model being implemented statewide in districts and schools?
4.  What is the state’s system and processes to review data to determine (1) if new practices, programs or models are being implemented with fidelity? (2) impact on student outcomes?
Based on the identified focus for improvement, what additional questions will need to be asked about this system component to determine how the state system can support improvement and build capacity in local programs to implement, scale up, and sustain evidence-based practices, programs or models to improve results for children and youth with disabilities?
How can the state’s technical assistance system be leveraged to improve results for children and youth with disabilities? (Expand as needed.)
What improvements will need to made to the technical assistance system component to improve results for children and youth with disabilities? (Expand as needed.)

Section C: Infrastructure Analysis Summary