LEVERAGING EVIDENCE-BASED PRACTICE

STATE SYSTEMIC IMPROVEMENT PLANS

Maryland has developed early childhood and school-age State Systemic Improvement Plans (SSIP) as part of their State Performance Plan/Annual Performance Report (SPP/APR). The SSIPs are intended to improve the State infrastructure for providing technical assistance, support the local implementation of evidence-based practices, and evaluate the impact of the SSIP work on targeted child and student outcomes. Infrastructure and technical assistance strategies used by the DSE/ EIS in their partnership with Local Infants and Toddlers Programs and Local School Systems are Implementation Science, Systems Coaching, and an Evidence-Based Data-Informed Decision Making Model.

Maryland Infants and Toddlers Program SSIP

The Maryland Infants and Toddlers Program (MITP) State Systemic Implementation Plan (SSIP) focuses on increasing the rate of growth of positive social-emotional skills in infants, toddlers, and preschool age children with developmental delays/disabilities. The initial implementation of the MITP SSIP is in four Local Infants and Toddlers Programs.

The MITP has developed three key approaches to improve social-emotional development:

  1. Providing leadership for strategic collaboration and resource management through inter- and intra-agency collaborative teaming.
  2. Providing technical assistance and programmatic support with a focus on family partnerships and evidence-based practices using Systems Coaching and professional learning in:
  • Division of Early Childhood (DEC) of the Council for Exceptional Children (CEC) recommended practices/key principles
  • Authentic Family Assessment, including the Routines-Based Interview (RBI)
  • Reflective coaching
  • Social-Emotional Foundations for Early Learning
  1. Ensuring accountability with a focus on results through data-informed decision-making.

School-Age Special Education SSIP

The Maryland School-Age Special Education State Systemic Implementation Plan (SSIP) focuses on increasing mathematics proficiency of students with disabilities in grades 3 through 5. The initial implementation of the School-Age SSIP is in six Local School Systems (LSS).

The DSE/EIS has developed three key approaches to improve results for students with disabilities:

  1. Providing leadership for strategic collaboration and resource management through cross-functional and cross-departmental teaming.
  2. Providing technical assistance and programmatic support focused to build LSS capacity to implement targeted evidence-based practices, including Systems Coaching, online resources and professional learning for LSS Implementation Teams in:
  • Effective core math instruction and advanced tiered math interventions
  • Culturally responsive, specialized instruction within a tiered intervention system
  • Family partnerships
  1. Ensuring accountability with a focus on results through data-informed decision-making.

Link to Full Plans:

Maryland Infants and Toddlers Program (Part C):

http://mdideareport.org/SupportingDocuments/MDInfantsandToddlersProgramPartCSSIPPhaseII.pdf

School Age Special Education:

http://mdideareport.org/SupportingDocuments/SSIPMarylandSchoolAge-PartB.pdf