Making Money Matter (M³)

The Making Money Matter (M³, AKA "M-cubed") project, is part of the Massachusetts Results Driven Accountability (RDA) initiative. This initiative is intended to promote targeted use of federal special education funds in ways that are designed to lead to improved outcomes for students with Individualized Education Programs (IEPs). Districts identified for M³ participation are directed to use a portion of the funds made available under the IDEA Part B special education entitlement grant, known as Fund Code (FC) 240, for the improvement of performance issues identified through the Massachusetts accountability system.

M³ districts are required to direct at least 2% of their total special education entitlement allocation toward targeted district improvement of performance outcomes for students with disabilities. Districts may choose to direct more of their IDEA allocation toward M³ activities in order to create meaningful and sustainable systemic change and to accelerate progress for students with IEPs.

All districts participating in M³ must submit the M3 Year-end Report by June 30.

Eligibility

Districts required to participate in M³ are those with:

• A special education determination level of Needs Assistance (NA), Needs Intervention (NI), or Needs Substantial Intervention (NSI); and
• One or more schools with MA accountability percentiles 1–10

For additional information regarding special education determination of district need for technical assistance or intervention, please review the Determination of Need for Special Education Technical Assistance or Intervention on the ESE Accountability Lists, Materials, and Tools webpage.

District M³ eligibility will continue for at least three years from first designation.

Application

As part of the FC 240 application, identified districts must complete the M³ tab in the Workbook. Districts must identify the amount of funds (at least 2%) being directed toward the M³ initiative, complete a program description, and reflect the district's M³ Spending Plan in the grant application.

All M³ funds must be identified from the districts' FC 240 allocation. However, districts are encouraged to blend and braid funds from other sources toward achieving the wider goals and strategies for improved performance for students with IEPs that align to those for improving achievement for all students. Blending and braiding are processes for using multiple funding streams to support a common initiative. Blending refers to wrapping together multiple resources toward a common goal and braiding refers to coordinating and tracking multiple funding sources toward the project.

As part of the FC 240 application, districts identified for M³ participation must submit a completed M³ Program Information Workbook, where the district will report the following information:

Denote whether the district is in the M³ initial year of assessment or whether the district has participated for more than one year and is in the implementation phase of the project and/or a new assessment cycle, and briefly describe the program plan, using the template provided.

Continuing districts (that participated at least one year previously) also must briefly state the Theory of Action, area(s) of need, the process for midcourse corrections, and blended/braided fund use. Districts continuing to participate in the M³ program also must submit the Year-end Report to Abigail T. Slayton in the DESE Statewide System of Support prior to application approval.

Fund Use

M³ funds may be used at the district and/or school level. Schools designated as Requiring Assistance or Intervention under the MA Accountability Framework should be prioritized for school level interventions.

M³ initiatives should be aligned with district/school improvement and action plans, prioritizing services at schools that have been identified for low subgroup performance in the Students with Disabilities category under the MA Accountability Framework.

M³ funds should be used to:

1. Engage in self -assessment in order to uncover system gaps, with an emphasis on identifying gaps related to the intersectionality of ableness with historically underserved student groups. Toward this goal, participating LEA's will collect and examine qualitative and quantitative data across schools, including teacher, parent, and student perceptions, for differences that may be related to institutional bias in identification, placement, IEP objectives and services, service implementation, resource allocation, discipline, attendance, access to high quality evidence-based curriculum in the least restrictive environment, behavior management, extra-curricular participation, cultural responsiveness, and academic performance across identifiable groups of students with IEPs; examine the root causes for differences; and develop methods for eliminating differences across student groups and providing equitable and academically rigorous services for ALL students with IEPs to thrive regardless of race, gender, ethnicity, primary language, family income, trauma experience, gender identity, gender expression, sexual orientation, or any other historically underserved student characteristic
2. Identify and implement culturally responsive, high impact, evidence-based interventions to close gaps, which emphasize Tier 1 inclusive instructional practices, services, and supports for ALL students with IEPs, interrupting inequitable practices and ensuring inclusive school environments and opportunities for ALL students
3. Build capacity and implement structures and systems to sustain high quality, culturally responsive, academic and nonacademic services to ALL students with IEPs with fidelity and at scale, with an emphasis on building IEP service equity across student groups that addresses root causes of disparities through an equity conscious continuous improvement approach
4. Seek to ensure equity in education by supporting individual cultures, identities, talents, abilities, languages, and interests of each student with an IEP to ensure that they receive the opportunities, resources, and academic rigor to meet their unique needs and aspirations and to reach their full potential, prioritizing racial equity because students of color have been historically prohibited and structurally excluded from educational opportunities

Districts should align M³ initiatives with their district/school improvement plan(s) or Charter School action plan. Furthermore, districts engaged in sustainable improvement are encouraged to use M³ funds in alignment with their sustainable improvement plan strategies and to prioritize services at schools that have been identified for low performance in particular student groups in the Students with Disabilities category under the MA Accountability Framework.

First year participants will self-assess and create an M³ Action Plan and Multi-Year Strategic Plan. Identified districts are required in their first year to engage in a self-assessment and planning processes that are broad in scope, including multiple indicators of successful outcomes for students with IEPs. Each district's M³ process and work should mirror and align with improvement/turnaround/action planning that is occurring in the district for all students. However, the M³ work must target the outcomes for students with IEPs, the effectiveness of local special education programs and services, and the improvement of the application of the district standards and indicators to special education systems. Once the district identifies key assets, issues and challenges, develops priority areas of need, and explores root causes, DESE expects that all district administrators (general and special) will collaborate to identify overlapping strategic objectives and initiatives in order to best use district resources for all students. The DESE Planning for Success process can be useful in this process as well as the M³ First Year Participation and Planning Year Guide.

Continuing districts will continue implementation of their Action Plan and Multi-Year Strategic Plan and/or re-assess the gaps and needs of students with IEPs, emphasizing closing gaps for students experiencing intersectionality. Participating districts will make data-based midcourse corrections as needed. The DESE Planning for Success process can be useful in this process too.

Districts engaged in school turnaround in partnership with the DESE Statewide System of Support (SSoS) are strongly encouraged to consult with their applicable DESE SSoS representative — Regional Directors or Assistance Lead or Strategic Transformation Director or Targeted Assistance Liaison in the development, implementation, and review of initiatives under this M³ program.

Principles

Theory of Action:

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

Then districts will:

• Uncover system gaps,
• Identify high impact interventions to fill those gaps, that
• Emphasize Tier 1 inclusive practices and supports, 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:

• 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
• Support from DESE
• Accountability for outcomes
• Close equity 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
• Students with IEPs cannot wait for incremental improvement in their educational conditions

Principles of the Planning Process:

• 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 objectives.
• The 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.

Contact: Please contact Abigail T. Slayton or (TEL: 781-338-3517) with any questions related to M³.

Helpful M³ Guidance

Additional resource for M³ Planning and Programs: Equity in Special Education Placement: School Self-Assessment Guide for Culturally Responsive Practice by ResearchGate (2005)

Helpful Related Links

Additional information regarding special education determination of LEA need for technical assistance or intervention: 2020-2021 Determinations of Need for Special Education Technical Assistance or Intervention

Last Updated: May 10, 2021