Improving Systems, Practices and Outcomes

What States Need to Submit as a Part of SSIP Phase II

Updated Data

In its FFY 2014 through FFY 2018 SPPs/APRs, due yearly February 2016 through February 2020, the state must provide updated data for the specific FFY (expressed as percentages) and those data must be aligned with the SIMR(s) for Infants and Toddlers with Disabilities and their Families. In its FFY 2014 through FFY 2018 SPPs/APRs, the state must report on whether or not it met its target.

Components

  • Phase II Component #1: Infrastructure Development
    • 1a) Specify improvements that will be made to the state infrastructure to better support EIS programs and providers to implement and scale up EBPs to improve results for infants and toddlers with disabilities and their families.
    • 1b) Identify the steps the state will take to further align and leverage current improvement plans and other early learning initiatives and programs in the state, including Race to the Top-Early Learning Challenge, Home Visiting Program, Early Head Start, and others which impact infants and toddlers with disabilities and their families.
    • 1c) Identify who will be in charge of implementing the changes to infrastructure, resources needed, expected outcomes, and timelines for completing improvement efforts.
    • 1d) Specify how the state will involve multiple offices within the State Lead Agency, as well as other state agencies and stakeholders in the improvement of its infrastructure.
  • Phase II Component #2: Support for EIS programs and providers Implementation of Evidence-Based Practices
    • 2a) Specify how the state will support EIS providers in implementing the evidence-based practices that will result in changes in Lead Agency, EIS program, and EIS provider practices to achieve the SIMR(s) for infants and toddlers with disabilities and their families.
    • 2b) Identify steps and specific activities needed to implement the coherent improvement strategies, including communication strategies and stakeholder involvement; how identified barriers will be addressed; who will be in charge of implementing; how the activities will be implemented with fidelity; the resources that will be used to implement them; and timelines for completion.
    • 2c) Specify how the state will involve multiple offices within the Lead Agency (and other state agencies such as the SEA) to support EIS providers in scaling up and sustaining the implementation of the evidence-based practices once they have been implemented with fidelity.
  • Phase II Component #3: Evaluation
    • 3a) Specify how the evaluation is aligned to the theory of action and other components of the SSIP and the extent to which it includes short-term and long-term objectives to measure implementation of the SSIP and its impact on achieving measurable improvement in SIMR(s) for infants and toddlers with disabilities and their families.
    • 3b) Specify how the evaluation includes stakeholders and how information from the evaluation will be disseminated to stakeholders.
    • 3c) Specify the methods that the state will use to collect and analyze data to evaluate implementation and outcomes of the SSIP and the progress toward achieving intended improvements in the SIMR(s).
    • 3d) Specify how the state will use the evaluation data to examine the effectiveness of the implementation; assess the state‚Äôs progress toward achieving intended improvements; and to make modifications to the SSIP as necessary.

Phase II Technical Assistance and Support

Describe the support the state needs to develop and implement an effective SSIP.

  • IDEAs that Work: Office of Special Education Programs, U.S. Department of Education

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P170001 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

Project Officer: Julia Martin Eile     © 2012-2018 ECTA Center

  • UNC Frank Porter Graham Child Development Institute