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State Performance Plan / Annual Performance Report

Under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA), states are required to report the progress of students with disabilities in important areas of performance. This page provides important information about the Rhode Island Performance Report.

Annual Performance Report (FFY 2017)


District State Performance Plan (SPP) Reporting

The State shall report annually to the public on the performance of each local educational agency (LEA) located in the State on the targets in the State's Performance Plan.

State Systemic Improvement Plan (SSIP)

The State Systemic Improvement Plan (SSIP) is a comprehensive, multi-year plan that focuses on improving results for children with disabilities within OSEP's focus on Result Driven Accountability (RDA). SSIP development included data analysis, infrastructure analysis, a state-identified measurable result, the selection of coherent improvement strategies, and a theory of action.  RI reports annually on progress with the SSIP to OSEP in the Rhode Island State Performance Plan as Indicator 17. 

Year 1 - FFY 2013
Delivered by April 2015
Year 2 - FFY 2014
Delivered by April 2016
Years 3-6 - FFY 2015-18
February 2017 to February 2020
Phase I Analysis Phase II Plan Phase III Evaluation
  • Data analysis
  • Infrastructure analysis
  • State-identified measurable result
  • Coherent improvement strategies
  • Theory of action
  • Multiyear plan addressing:
    • Infrastructure development
    • Support local education agencies in implementing evidence-based practices
    • Evaluation plan
  • Reporting on progress including:
    • Results of ongoing evaluation
    • Extent of progress toward short- and long-term outcomes
  • Revisions to the SPP and evaluation data to support decisions

View an image of the above table.

Infographics

Project Resources

Summary Slides

Theory of Action

If...

... supports are provided for data-based decision making to inform intensive, individualized instruction in mathematics throughout the state,

then...

... LEAs and schools will change systems and adult behaviors to increase their capacity to improve the proficiency level of students with disabilities, so that

... we will reach our student achievement goal!

We hypothesize that improving intensive and individualized instruction within a systematic framework of culturally and linguistically responsive supports for students with disabilities, particularly elementary Grades 3-5 Hispanic and Black children with specific learning disabilities in urban settings, will improve their performance on State assessments of math by 4% by Federal Fiscal Year 2018.

 

Logic Model

SiMR: Improve the mathematics achievement for Hispanic and Black students with specific learning disabilities in Grades 3-5 by 4% by fiscal year 2018 (2018-19) on the statewide assessment.

Activities Outputs Short-Term Outcomes Intermediate Outcomes Long-Term Outcomes

Provide Training in Math

Provide Training in Data-Based Individualization (DBI)

Provide Coaching

TA & Support to Implement

Engage Parents & Families

Align RIDE Initiatives as Appropriate

Training & TA Tracking System

Coaching Logs

School Improvement Plans

Parent-School Communications

Artifacts from State Agencies

Increased educator knowledge of DBI for math

  • Teams use DBI with fidelity
  • Decision rules and exit criteria in place at Tier 3 level
  • Teaming structures at the Tier 2 levels are refined
  • Decision rules and exit criteria are in place at Tier 2 level
  • Teams have knowledge/understanding of DBI
  • Teams have content knowledge about Tier 1 math instruction

Increased parent or family awareness of intensive intervention and how to support their child

Increased educator application of skills related to DBI for math

  • EBPs in math are adapted and individualized
  • Individual progress monitoring goals are set using a variety of methods
  • Teams select and implement a Tier 2 program or Math strategy with fidelity
  • Teams have skills in DBI steps 1-3
  • Assessment practices are refined and include considerations for ELL students
  • Teams differentiate instruction for ELLs and Students with Disabilities at the Tier 1 level
  • Screening procedures are implemented with fidelity

Improved communication, coordination, collaboration, and alignment of RIDE initiatives

Improved formative assessment outcomes for students receiving intensive math intervention

Improved fidelity of school-level implementation of MTSS

Improved LEA capacity to support, scale, and sustain improvement efforts in urban settings and with diverse populations/p>

Federal Reporting

Review previous State Performance Plans/Annual Performance Reports (SPP/APR)

For previous State Performance Plans/Annual Performance Reports (SPP/APR) please contact Susan Wood at (401) 222-8992.