In the ever-evolving landscape of education, ensuring that all students, especially those with disabilities, achieve their full potential is paramount. Minnesota's Part B Statewide Systemic Improvement Plan (SSIP) Evaluation, set for January 25, 2024, offers a comprehensive approach to improving graduation rates for American Indian/Alaska Native and Black/African American students with disabilities. This blog will break down the plan and highlight its key elements, making it easy to understand and follow.
Goal 1: Improving Graduation Rates
The primary goal of the SSIP is to enhance the 6-year graduation rate for American Indian/Alaska Native and Black/African American students with disabilities. This goal is pivotal for creating a more inclusive and equitable educational environment.
Evaluation Question 1.1: Implementation Fidelity
One of the first steps in achieving this goal is ensuring that evidence-based practices are implemented with fidelity. The plan includes several data sources to monitor and evaluate the implementation:
- Check & Connect Self-Assessment: Mentors and coordinators self-report their engagement with families and student capacity-building activities.
- Check & Connect Fidelity Survey: Coordinators review monitoring forms to ensure adherence to key program elements.
- Check & Connect Practice Profile Review: Mentors and coaches assess and discuss their skills and practices to ensure consistency and effectiveness.
Evaluation Question 1.2: Student Engagement and Outcomes
Another critical aspect is evaluating whether the Check & Connect program is functioning as intended. This involves assessing student engagement, attendance, disciplinary referrals, and academic progress. Key data sources include:
- Student Focus Groups: Conducted by external evaluators to gather insights from students participating in Check & Connect.
- Student Engagement Instrument: Measures students' mental and affective engagement in the school environment.
Evaluation Question 1.3: Graduation Rates
Finally, the plan monitors the 6-year graduation rates for American Indian/Alaska Native and Black/African American students. LEAs submit graduation data annually, which is then analyzed to measure progress.
Goal 2: Building District Capacity
The second goal focuses on improving the capacity of partner districts to implement and scale up evidence-based practices. This involves several evaluation questions and data sources:
Evaluation Question 2.1: Implementation Levels
Understanding the current level of implementation is crucial. The Student-Mentor Scaling Report tracks the number of students and mentors involved in the program, helping to identify capacity issues and areas for improvement.
Evaluation Question 2.2: District Capacity
The District Capacity Assessment measures the district's ability to implement evidence-based practices effectively. This involves a comprehensive evaluation of leadership, competency, and organizational capacity.
Evaluation Question 2.3: Staff Knowledge and Skills
Focus groups and district visit summaries provide insights into the knowledge and skills of LEA staff regarding Active Implementation Frameworks. This helps identify areas where additional support or training may be needed.
Goal 3: Enhancing State Support
The final goal is to improve the state's capacity to support districts in implementing evidence-based practices. The Regional Capacity Assessment evaluates the state's ability to provide the necessary leadership, competency, and organizational support.
Conclusion
Minnesota's Part B Statewide Systemic Improvement Plan is a robust and comprehensive approach to improving graduation rates for students with disabilities. By focusing on implementation fidelity, student engagement, and building district and state capacity, the plan aims to create a more inclusive and equitable educational environment.
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