State Systemic Improvement Plan March 18, 2015. All components of an accountability system will be...
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Transcript of State Systemic Improvement Plan March 18, 2015. All components of an accountability system will be...
State Systemic Improvement Plan
March 18, 2015
All components of an accountability system will be aligned in a manner that best supports States in improving results for infants, toddlers, children and youth with disabilities, and their families.
Results Driven Accountability and the State Systemic Improvement Plan
Data Analysis: Description of how State analyzed key data to determine area(s) for improvement
Improvement Focus: How did the data analysis lead to the identification of the State’s improvement outcome (e.g., improve EI/ECSE outcomes? improve performance on reading assessments?)
Components of SSIPPhase I – Due April 2015
Infrastructure to Support and Build Capacity: What broad strategies will the State implement to address this outcome and to build local capacity to improve outcomes (e.g., implement evidence-based practices?)
Theory of Action: description of changes in the State system and local provider practices that must occur to achieve the State-identified, measurable result (SIMR) (If…Then...)
Components of SSIPPhase I – Due April 2015
Infants, Toddlers, and Preschool Children with Disabilities and their Families is:
To increase the rate of growth in
Social/emotional and Approaches to Learning skills and performance for children with disabilities, birth through age 5.
State-initiated Measureable Result(SIMR)
Theory of ActionPart C
And, if EI/ECSE programs implement, with fidelity,
evidence- based strategies for teaching social-emotional and approaches to learning
skills,
Then, the percentage of young children with disabilities demonstrating growth in social-emotional and approaches to learning skills will increase.
If ODE provides technical assistance and financial
support for EI/ECSE programs to fully
implement evidence-based strategies targeting social-emotional and
approaches to learning skills,
Part B: Students with Disabilities, Kindergarten through age 21 is:
To increase the percentage third grade students with disabilities reading at grade level , as measured by state assessment.
State-initiated Measureable ResultPart B
Theory of ActionPart B
If ODE provides technical assistance and financial support
to school districts to fully implement a literacy multi-
tiered system of support (MTSS) in elementary schools utilizing OrRTI, SWIFT, EBISS or other evidenced based model of
intervention,
And if school districts
implement, with fidelity, a MTSS for literacy in elementary
schools,
Then the percentage of
third grade students with
disabilities reading at
grade level will increase.