Adapting Curriculum & Classroom Environments for Student Success (ACCESS)

The Delaware Department of Education (DDE) strives to support student learning at the highest levels. During the 2014-15 school year, the U.S. Department of Education, Office of Special Education Programs (OSEP) instituted a new requirement that all states submit specific plans as to how they will improve student achievement in an ongoing and systematic manner. This new federal reporting requirement is termed the “State Systemic Improvement Plan” or SSIP. This plan will involve five core areas, 1. Data Analysis: The SSIP must describe how the State identified and analyzed key data in order to (1) select the area or result to be improved for children with disabilities (called the State-identified Measurable Result for Children with Disabilities), and (2) identify root causes contributing to low performance. Key data to be analyzed include data from SPP/APR indicators, 618 data collections, and other available data (as applicable). This must be done for both Parts B and C. 2. State-identified Measurable Result for Children with Disabilities: What result(s) for infants and toddlers with disabilities does the State intend to improve in its Part C systems? What result(s) for students with disabilities will be improved under Part B? This information about the “State-identified measurable result for children with disabilities” must be stated in the SSIP the State submits to OSEP in Phase 1. 3. Analysis of State Infrastructure to Support Improvement and Build Capacity: States will need a strong infrastructure to build the capacity of LEAs and EIS programs to implement, scale up, and sustain the use of evidence-based practices that improve results for children with disabilities. To that end, States must analyze their infrastructure to determine if improvements are needed in systems of governance, fiscal oversight, quality standards, professional development, data capacity, technical assistance, and accountability. 4. Selection of Coherent Improvement Strategies: What improvement strategies will the State use to achieve the desired result(s) for children with disabilities served under Part C or Part B? The SSIP must explain how the improvement strategies were selected; why they are sound, logical, and aligned; and how they will lead to measurable improvement in the State-identified result(s) for infants and toddlers in Part C and for students with disabilities under Part B. 5. Theory of Action: The SSIP must include a graphic illustration of the State’s “theory of action” for the improvement strategies it has selected. In other words, it must explain in its SSIP why doing X (improvement strategies) will improve Y (the State’s capacity to lead meaningful change in LEAs and EIS programs and achieve improvement in the State-identified result for children with disabilities). The UK-Human Development Institute (UK-HDI) will work closely with the DDE to develop and refine their SSIP. Working in conjunction with DDE, state and local stakeholders, and other TA organizations with overlapping work scopes, the UK-Human Development Institute will provide coordinated assistance in the development of the DDE’s State Systemic Improvement plan. UK-HDI staff will be dedicated to ensuring that the DDE meets OSEP’s requirements at the highest level.