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.

State Performance Plan 2021-2025 Target Setting Information  -  Feedback Requested

The Individuals with Disabilities Education Act (IDEA) requires each state to develop a state performance plan/annual performance report (SPP/APR) that evaluates the state’s efforts to implement the requirements and purposes of the IDEA and describes how the state will improve its implementation. The SPP/APRs include indicators that measure child and family outcomes and other indicators that measure compliance with the requirements of the IDEA.

RIDE is soliciting input for the performance measures of the state performance plan (SPP). RIDE has analyzed data, examined trends in performance and has set draft targets for the 17 Indicators established by the US Department of Education. Data visualizations of these Indicators are available.

RIDE is seeking the input of stakeholders with a vested interest in these measures and invites interested individuals to submit comments to Susan.Wood@ride.ri.gov on or before January 15, 2022.

Annual Performance Report (FFY 2021)

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.

SPP Public Reporting Data Visualizations

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.

Project Website

RI Intensive Math Intervention Project

Professional Learning

Free online mini-modules to support math improvement for students with disabilities

Instructional Handouts

These handouts are concise and explicit how-to instruction for teachers to implement specific math strategies with students.  

Tools for Parents and Families

Infographic tip sheets in English and Spanish

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.

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 population

If professional learning and coaching are provided on delivery of accessible, evidence-based math instruction, including data-based individualization (DBI), throughout the state,

Then LEAS and schools will change systems and adult behaviors to improve teacher and leader knowledge of and capacity to implement evidence-based math instruction across the Tiers of MTSS and within specially designed instruction (SDI) so that

Students with IEPs will demonstrate increased outcomes on math growth data, math screening and progress monitoring data.

Activities

Outputs

Short-term outcomes

Intermediate outcomes

Long-term outcomes

Provide training and resources on evidence-based math instruction across the Tiers of MTSS through an online learning management system

Provide training and resources on DBI through an online learning management system

Provide training and resources on defining and delivering of SDI while supporting general education access to evidence-based math instruction

Provide virtual and in person coaching of teams on DBI and SDI

Engage parents and families and broader stakeholders as active team members

Statewide access to training and resources in a delivery system that is efficient and flexible scheduled by LEAs

Training and TA tracking system

Coaching logs

School/district improvement Plans aligned to SSIP

RIDE tools and guidance that supports SSIP

Training and TA tracking system

Coaching logs, implementation interviews, fidelity measures

Parent school communications on student data and strengths;  online resources on math instruction; engagement surveys and focus groups

Increased educator knowledge of evidence-based math instruction at varying levels of intensity of instruction from Tier 1 to DBI to SDI

Increased educator knowledge of collaboration and teaming practices to ensure access to core-math instruction as well as to individualization based on data-use

Increased parent or family awareness of evidence-based math instruction and student progress across the tiers of MTSS

Increased educator application of skills related to evidence-based math instruction

Improved teaming structures to facilitate collaboration and DBI

Screening and progress monitoring are implemented with fidelity

SDI is progress monitored with fidelity

Improved parent and stakeholder beliefs about math instruction

Improved formative and summative assessment outcomes in math for students with IEPs

Improved fidelity of school-level implementation of MTSS and SDI across a growing number of LEAs

Improved stakeholder engagement to support improved math outcomes for students with IEPs

Logic Model Outcome

Evaluation Question

Data source/evidence

Increased educator knowledge of evidence-based math instruction at varying levels of intensity of instruction from Tier 1 to DBI to SDI

 

To what extent did educator knowledge of evidence-based math instruction at varying levels of intensity of instruction from Tier 1 to DBI to SDI change?

Needs assessment

Training evaluations

End-of-year (EOY) pulse check

Increased educator knowledge of collaboration and teaming practices to ensure access to core-math instruction as well as to individualization based on data-use

To what extent did educator knowledge of collaboration and teaming practices, to ensure access to core-math instruction as well as to individualized instruction based on data-use, change?

Training evaluations Observational tool

EOY pulse check

Training implementation surveys

Increased parent or family awareness of evidence-based math instruction across the tiers of MTSS
  • To what extent do families report they are aware of their child’s mathematics instruction?
  • To what extent do families report that they understand how to support their child’s mathematics instruction?

Needs assessment

EOY pulse check

Site-level dissemination of toolkit resources

RIPIN web traffic

Increased educator application of skills related to evidence-based math instruction

 

To what extent have intensive mathematics intervention and instructional practice changed adult behavior and practice in participating schools?

Training evaluations Observational tool

EOY pulse check

Training implementation surveys

Increased educator, family, and stakeholder beliefs of mathematics (short term)

To what extent did educator beliefs about mathematics instruction change?

To what extent did family and stakeholder beliefs about mathematics instruction change?

Math Beliefs Surveys

 

Improved formative and summative assessment outcomes in math for students with IEPs

To what extent have the implementation of intensive mathematics intervention and instruction practices improved student results?

Universal screening data

Progress monitoring data

State assessment growth data

Improved fidelity of school-level implementation of MTSS and SDI including screening and progress monitoring across a growing number of LEAs

To what extent did schools implement MTSS and DBI in mathematics with fidelity?

Needs assessment

EOY pulse check

Observational tool

Improved stakeholder engagement to support improved math outcomes for students with IEPs

To what extent do school level stakeholders report feeling engaged in the ongoing implementation and evaluation of the project?

 

Stakeholder engagement survey

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.