Kerry Haag, Assistant Director/SPDG Project Director,

1. Overview of the Kansas Technical Assistance System Network: Using Technical Assistance to Facilitate Implementation of Evidence-based Practices Kerry Haag, Assistant Director/SPDG Project Director, Early Childhood, Special Education and Title Services, Kansas State Department of Education Crystal Davis, TASN Coordinator, Kansas State Department of Education

2. How did Kansas create TASN? • Review of state data and existing resources • Informed by: • Experience • Implementation science • Anticipated future needs

3. Creating the system… From: • Supports created around disability specific statewide personnel needs • Degree & expectations for coordination with SEA and other providers inconsistent. • Evaluation was project specific and not coordinated to afford system evaluation To: • Supports aligned with State Board goals & policies and priorities for accountability • Structure to ensure easier access to and coordination of TA that ensured a consistency of message • Evaluation that leads to data driven decision making at all levels

4. Common Approach Capacity building with emphasis on fidelity & sustainability. An emphasis and support for utilizing the principles contained in the implementation research. Alignment and coordination regardless of funding stream. Standard operating principles.

5. KSDE Technical Assistance System Network (TASN) http://ksdetasn.org/

6. How is technical assistance accessed and provided through TASN? • By request of districts, schools and families • As directed by the KSDE

8. TASN Website – Single Point of Access • Common Calendar • Resource Depot • TASN TA Request System • TA Provider Service Tracking http://ksdetasn.org/

9. Accessing TASN Support

10. How are evaluations conducted through TASN? • Guided by the logic model • Data collected from internal providers • Data collected from consumers • On going review of state data

12. What is the connection between TASN and the ESEA flexibility work in Kansas? • Students with disabilities are general education students first • Structure of TASN allowed for shift in work • Relationships with districts already established

13. What did the work look like? TASN providers assisted by: • writing portions of the waiver • collecting data in districts and schools • creating a directory of technical assistance • delivering TA to support priority and focus schools’ plans for improvement

14. TASN Belief System • Priorities and resource allocation should, can, and will shift based on state data and other factors. • All staff have the knowledge and skills necessary to provide the technical assistance outlined in project proposals and other KSDE directed activities designed to address priority areas. • All services provided by TASN are focused on increasing district capacity to implement and sustain the identified evidence-based practices addressed in district improvement efforts. • Intensity of TA (TASN resource commitment) is proportionate to district need.

15. Challenges & Future Directions • Linking TA more closely with district and school improvement. • Coordination among providers inside our system and establishing relationships with providers outside our system. • Using the data to inform decisions as we refine TA supports. • Internal PD for providers

16. Thank you & Questions