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.