In this blog KA’s intern, Alysha Bold, and Peter Witham from Education Analytics (EA) discuss the collaborative efforts between the Region 10 Comprehensive Center (R10CC) and the Wisconsin Department of Public Instruction (WDPI) to strengthen state capacity to identify evidence-based improvement strategies (EBIS).

Bold: Education Analytics (EA), through R10CC, supported WDPI’s development and dissemination of ESSER-III application guidance and its review of local educational agency (LEA) applications for ESSER-III funding, with a particular focus on implementation of the statutory language on evidence-based funding. Why did this partnership develop and why was technical assistance from EA important for the project’s success?

Witham: In Fall 2021, WDPI received more than $1.5 billion of Elementary and Secondary School Emergency Relief Fund (ESSER)-III funding to distribute to LEAs in a timely manner and in accordance with federal requirements. Among the ESSER-III requirements is that a portion of the funding had to go to supporting evidence-based strategies (with “evidence-based” defined as in the Elementary and Secondary Education Act). WDPI, like many state agencies, has a small team devoted to the work of reviewing and approving applications, and that team requested support to quickly and accurately create application guidance that would help districts select the best evidence-based interventions (EBIS) for their school district’s needs. Through R10CC, EA was able to provide capacity to WDPI and support this effort. We began the project by collaborating with WDPI to identify the currents status of the initiative, what resources the agency already had, what it needed, and how EA could help. It was a collaborative process between WDPI and EA from start to finish.

Bold: What capacity constraints did LEAs in Wisconsin face in selecting EBIS and how did the resources and guidance developed help them make informed choices?

Witham: There are hundreds of strategies available to LEAs, with varying levels of empirical evidence or research to support their efficacy. Many districts lack the time and expertise to parse through the volume of EBIS and evaluate which programs are truly evidence-based and are likely to result in the desired student outcomes.  Further, LEAs may have interest in strategies for which there is only a “strong logic” for improving outcomes and, under Wisconsin’s procedures, those districts  are required to submit a logic model demonstrating that the strategy meets the ESEA Tier 4evidence standard (“demonstrates a rationale based on high-quality research finding or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes”). EA supported the development of guidance resources, such as logic model templates, for LEAs to use in critically examining potential strategies and in subsequently justifying their selection in the application to WDPI.

Bold: What about the application guidance made it specific to Wisconsin LEAs? Are there any plans to share these guidance resources with other parts of the country?

Witham: Each of the guidance resources as aligned with federal requirements for ESSER-III funding, utilized examples of EBIS that are widely adopted in WI, and supported LEAs in considering EBIS’ that would be the best fit for their context. The resources EA created with WDPI have the potential to be used elsewhere.

Bold: Can you speak to how R10CC and WDPI are evaluating the success of the resources developed? What has been the feedback from LEAs on the guidance materials thus far?

Witham: WDPI’s primary metrics of success have been that all ESSER-III applications were approved, and funding was effectively distributed to applicants to support EBIS implementation. WDPI and R10CC have explored conducting an LEA-level survey to gather additional insight on EBIS implementation to understand the value of the application guidance in EBIS selection and implementation, highlight promising practices, and opportunities for resource development in areas of greatest need.

Bold: Is there anything else you wish to share that we may not have touched on yet?

Witham: It is worth noting that R10CC entered a second collaboration with WDPI from Fall 2022-Spring 2023. Through this engagement, EA developed asynchronous resources to strengthen state capacity to support districts in selecting EBIS for their Comprehensive Support and Improvement (CSI) schools. These schools, which have been designated as needing additional support, received additional funding from the state to implement EBIS that meet ESEA evidence requirements. A recording of the asynchronous training can be found here.

 

About Education Analytics

Education Analytics is a mission-driven non-profit that uses data and analytics to improve outcomes for students and the education system. Since its founding in 2012, Education Analytics has conducted rigorous research and developed cutting-edge analytics to support evidence-based decision making at all levels of the educational ecosystem. With a commitment to partnership and collaboration, Education Analytics aims to help education agencies across the country make better decisions on policies and programs that lead to success for all students.

Related Work

Aligning Evidence Based Improvement Strategy (EBIS) Selection Process with ESSA and Racial Equity

 

About Peter Witham: Dr. Witham is a consultant to EA on the R10CC project. He is the CEO of ITP, a for-profit education consulting and technology firm focused on supporting educational organizations in the design, implementation, and continuous improvement of innovative strategies.

About Alysha Bold: Ms. Bold a third-year student in the Honors program at the University of Georgia, studying economics and political science. She is also pursuing a Nonprofit Management and Leadership Certificate.