The result of this alignment is the reassignment to the Teaching and Learning SED’s Support Branch, which includes the Curriculum Frameworks and Instructional Support Division; the English Learner Support Division; the Educator Excellence and Equity Division; the Career and College Transition Division; the Early Education and Support Division; and the Expanded Learning Division. This change has already begun to bridge the common work of educating students with disabilities, and helped to further define the role as an integral part of the CASOS. SED’s Section II: Evaluation Question Development This section is intended to provide information on how the CDE has continued to evaluate the activities and outcomes from each phase of the SSIP. As stated in Section II, California has experienced many statewide changes which have affected the SSIP. After a thorough analysis of the outcomes from Phases I–III, and the adoption of the new CASOS, the CDE developed evaluation questions to guide the year-two Phase III process and implementation evaluation of the SSIP. The CDE used the cascading logic model to analyze each of the independent and dependent variables in the SSIP TOA plan to construct five evaluation questions in response to requirements from the OSEP. These final evaluation questions yielded responses identifying the underlying reasons for success, accidents, and failures in the SSIP. The following table shows how the cascading logic model was applied to the OSEP SSIP evaluation requirements as the inputs and assisted in evaluation question development through analyzing the TOA input and output variables in the SSIP. Input/How California State Systemic California State Improvement Plan Theory of Systemic Improvement Action Plan Input Variables Plan Theory of Action Plan Desired Output Well-developed, aligned, or SWD will benefit from integrated LEA improvement plans, increased instructional How will students implemented effectively, that opportunities and with disabilities include evidence-based strategies improved academic benefit? and goals targeted to improve outcomes as measured by SWD access to instruction and improved performance on academic performance. statewide assessments. SWD will benefit from increased instructional How will students LEAs optimize use of resources by opportunities and with disabilities and aligning LCAPs and SWD improved academic their families be improvement plans. outcomes as measured by supported? improved performance on statewide assessments.
The result of this alignment is the SED’s reassignment to the Teaching and Learning Support Branch, which includes the Curriculum Frameworks and Instructional Support Division; the English Learner Support Division; the Educator Excellence and Equity Division; the Career and College Transition Division; the Early Education and Support Division; and the Expanded Learning Division. This change has already begun to bridge the common work of educating students with disabilities, and helped to further define the SED’s role as an integral part of the CASOS. Section II: Evaluation Question Development This section is intended to provide information on how the CDE has continued to evaluate the activities and outcomes from each phase of the SSIP. As stated in Section II, California has experienced many statewide changes which have affected the SSIP. After a thorough analysis of the outcomes from Phases I–III, and the adoption of the new CASOS, the CDE developed evaluation questions to guide the year-two Phase III process and implementation evaluation of the SSIP. The CDE used the cascading logic model to analyze each of the independent and dependent variables in the SSIP TOA plan to construct five evaluation questions in response to requirements from the OSEP. These final evaluation questions yielded responses identifying the underlying reasons for success, accidents, and failures in the SSIP. The following table shows how the cascading logic model was applied to the OSEP SSIP evaluation requirements as the inputs and assisted in evaluation question development through analyzing the TOA input and output variables in the SSIP. Input/How California State Systemic Improvement Plan Theory of Action Plan Input Variables California State Systemic Improvement Plan Theory of Action Plan Desired Output How will students with disabilities benefit? Well-developed, aligned, or integrated LEA improvement plans, implemented effectively, that include evidence-based strategies and goals targeted to improve SWD access to instruction and academic performance. SWD will benefit from increased instructional opportunities and improved academic outcomes as measured by improved performance on statewide assessments. How will students with disabilities and their families be supported? LEAs optimize use of resources by aligning LCAPs and SWD improvement plans. SWD will benefit from increased instructional opportunities and improved academic outcomes as measured by improved performance on statewide assessments.