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The program combined webinars, root-cause analysis training, and tailored interventions, while building SEA capacity through internal collaboration. A formative evaluation reports strong alignment with partner-style support, improved cross-division teamwork, and intent to adopt standardized improvement design and methods as the grant concludes in June 2025.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Special Education Teacher Shortage in Illinois  \nWhere are we now  \nIn the K–12 education landscape, a critical challenge is continuing. Low retention rates among special education teachers has led to staff shortages and detrimental outcomes for students with disabilities. Recognizing the urgency to address this issue, the Illinois State Board of Education (ISBE) has partnered with the National Center for Systemic Improvement (NCSI) to embark on a collaborative mission to design a state system of support to begin addressing the shortage. The journey began as ISBE identified 40 entities with low retention rates among special education teachers and invited them to participate in a two  \nyear grant program (Fall 2023–Spring 2025) using federal emergency relief funds (CFDA: 84.425) to fund innovative strategies to address local shortages. Out of the 40 invited, 27 entities opted in to the initiative, ready to explore new avenues for improvement.  \nNCSI provided technical assistance to ISBE in several core areas:  \n• in modeling improvement science principles and methods,  \n • in codeveloping a high-level design of the learning  \nexperiences needed to guide local entities through a root-cause analysis process,  \n• and in concrete strategies on how the ISBE could collaborate internally to have an integrated approach across two separate divisions: educator effectiveness and special education.  \nOUR PROGRAM  \nThe program commenced with three webinars co-planned with NCSI and hosted by ISBE. These webinars were for entities to develop theories why they experienced retention challenges with special education teachers. Through root cause analysis and targeted improvementscience training, these entities gained invaluable insights into the underlying causes of their struggles. In between the learning webinars, the entities investigated their own context—using improvement methods—to learn more about  \nthe issues facing their special education teachers and began identifying root causes. Later, each team designed and implemented personalized interventions connected to their investigations.  \nISBE provided a supportive environment, offering virtual, collaborative spaces where entities could connect; share challenges; learn from each other; and exchange successful strategies relevant to their unique contexts. The shared learning experience  \nfostered a sense of community, transcending mere compliance and accountability, as ISBE wanted to genuinely learn and engage with local entities on their journey of growth and improvement.  \nThe grant program will end in June 2025. ISBE and NCSI are both eager to evaluate the impacts of the grant program on specialeducation teacher retention  \nrates among the entities.  \nPROGRAM HIGHLIGHTS  \nA formative evaluation, conducted by Meadows Center for Preventing Educational Risk, examined the state educational agency (SEA) capacity built by the partnership with NCSI. The questionnaire asked participants to reflect on their experience.  \nSeveral highlights from the responses include:  \n• 100 percent of survey respondents shared that NCSI emphasized the SEA’s role to support learning and impact rather than solely enforce compliance.  \n• One ISBE staff shared,“I think this is a great first step in changing the mindset of ISBE employees, in opening the doors to better collaboration between departments, and in painting a different picture of ISBE—more of a partner thana governing body.”  \n• Another participant shared that this experience made them“more open to collaborating with other departments—this work made it seem more possible.”  \n• The experience built capacity to collaborate across SEA divisions. One staff member shared,“[SEAs] have been traditionally so siloed and territorial even, so I am hoping this trend continues.”  \nLessons Learned  \nLESSON 1:  \nEMBRACE STRATEGIC DESIGN FOR STATE SYSTEMS OF SUPPORT.  \nCodes","cbCain0agkE8PjFj","https://ap.wps.com/l/cbCain0agkE8PjFj","pdf",261825,"English","# Where are we now\n# Our program\n## Program highlights\n## Lessons Learned\n# Lesson 1\n# Lesson 2\n# Lesson 3\n# Lesson 4","[{\"question\":\"What problem does the grant program target in Illinois?\",\"answer\":\"The program targets the special education teacher shortage driven by low teacher retention rates, which leads to staff shortages and negative outcomes for students with disabilities.\"},{\"question\":\"How did the program support local entities and participants?\",\"answer\":\"Entities participated in webinars on retention challenges and root-cause analysis, used improvement methods to examine their own context, and then designed and implemented personalized interventions tied to identified root causes.\"},{\"question\":\"What key lessons were reported from the partnership?\",\"answer\":\"Lessons include using strategic design for statewide systems of support, fostering internal SEA collaboration for integrated support, embodying improvement science principles, and developing standard methods and materials to build SEA capacity.\"}]","An Improvement and Learning Journey - Empowering Local Special Education Entities to Address the Special Education Teacher Shortage in Illinois | PDF"]