Special Education

Making Money Matter (M3): Theory of Action and Principles

Theory of Action:

If the Department provides special education technical assistance and requires that a portion of IDEA entitlement funding (at least 2%) be directed toward district improvement of performance outcomes for students with IEPs through evidence-based, inclusive instructional practices and services emphasizing intersectionality of equity, particularly racial equity; and provides technical assistance;

Then Needs Intervention (NI) districts will:

  • Uncover system gaps,
  • Identify high impact practices to fill those gaps, that
  • Emphasize inclusive environments and practices, and
  • Build capacity and systems to implement and sustain identified practices with fidelity and at scale that promote equity, especially racial equity;

So that all student's performance outcomes, especially students with IEPs, will improve.

Core Principles:

  • Students with IEPs cannot wait for incremental improvement in their educational conditions

  • Investment in effective, sustainable instructional practices

  • Engagement in a continuous cycle of improvement

  • Collaboration among stakeholders

  • Integration with district/school improvement efforts, including blending and braiding of funds

  • Shared accountability for outcomes

  • Close success gaps related to the intersectionality of ableness with historically underserved student groups

  • Prioritize racial equity because students of color have been historically prohibited and structurally excluded from educational opportunities

  • Support from the Department

Process Principles:

  • The process must be grounded in a cycle of continuous improvement, informed by data, driven by results, and with a laser-like focus on implementation of a few high-leverage strategic practices.

  • The Determination improvement and resource alignment process requires time, attention, and commitment and should be a central part of district leaders' daily work.

  • Monitoring of progress must focus on outcomes and how the activities outlined in the plan are serving the best interests of students with IEPs.

  • Collaboration between and among stakeholders is essential for accelerated and sustained improvement.

  • The process requires a willingness to challenge and be challenged, to honestly assess progress and confront difficult issues, and to make the necessary mid-course corrections based on a robust analysis of evidence.

  • Regular monitoring and accountability is designed to focus and accelerate the improvement process by providing ongoing feedback.

Last Updated: August 6, 2025

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