Office of Special Education Services Instructional Leaders Roundtable Oct. 16, 2014 John R. Payne, Director

SC ENRICH IEP STATE SYSTEMIC IMPROVEMENT PLAN AND…

Implementation Status Report

Enrich University

SC Enrich IEP Resource Materials  SC Enrich IEP Project Portal  Deployment information  Guides  Training documents  Help function within Enrich system  Guides  Product release notes  Sample documents  OSES website – SC Enrich IEP page  Links  FAQs  OSES memos  Materials created by other districts

OSES Support  Surveys  SCASA Meeting  Consortium Meetings  District Visits  Conference Calls  GoToMeetings  8 Regional Clinics for Advanced Features

State Performance Plan  The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) requires each state to develop a multi-year performance plan.  This State Performance Plan (SPP) evaluates the state’s efforts to implement the requirements and purposes of the IDEA and describes how the state will continuously improve upon this implementation.  The SPP includes measurable and rigorous targets for 17 indicators.

SC Enrich Data Collection (Enrich Central)

Enrich Central

Part B State Performance Plan Indicator 17: The State Systemic Improvement Plan SSIP is a multi-year plan, implemented in phases, to include:  The identification of systemic approaches that will lead to improved results for students with disabilities across key measures: performance on assessment, graduation with a regular diploma, and post-school outcomes;  The development of a plan to support LEAs in identifying and implementing the evidence-based practices that will result in changes in school and provider practices to advance the state-identified, measurable improvement in results for students with disabilities; and  The alignment with other initiatives, including initiatives in general education and other areas beyond special education, which can have an impact on students with disabilities.

Why SSIP? Why Now? Despite a focus on compliance, states are not seeing improved results for children and youth with disabilities:  Young children are not coming to Kindergarten prepared to learn;  In many locations, a significant achievement gap exists between students with disabilities and their general education peers;  Students are dropping out of school; and/or  Many students who do graduate with a regular education diploma are not college and career ready. Michael Yudin, Assistant Secretary for Special Education and Rehabilitative Services 11

Building Local Capacity What ideas do you have for building local capacity? What makes a quality improvement activity? What is the best way to “market” this work? We are seeking community stakeholders to be part of our core team.

If you have questions or recommendations, or comments, please contact: The Office of Special Education Services (803)