Statement
The state and local educational agencies (SEA and LEAs) plan for sustaining the activities that support a coordinated system for providing high-quality accessible formats in a timely manner.
Intent
Sustainability is the process of turning an initiative into a lasting, established program—and keeping it going over time. Using assessment data in cycles and adopting a continuous improvement mindset are critical to sustainability. An agency uses transparent communication and dissemination strategies to sustain its ongoing efforts and success. Resources are allocated and responsively adjusted to sustain continuous improvement.
Critical Components
To effectively address Quality Indicator AF7 the following components should be present:
AF7.1 Routine Self-assessments
Conduct routine self-assessments to identify areas for growth and measure continuous progress toward meeting the Quality Indicators with Critical Components for the Provision and Use of Accessible Formats.
AF7.1 Self-Assessment Scoring Matrix
| Not Started | Emerging | Operationalizing | Scaling & Sustainability |
|---|---|---|---|
| The need to conduct self-assessments to measure continuous progress toward meeting the Quality Indicators with Critical Components for the Provision and Use of Accessible Formats has not yet been considered. | The SEA and LEAs (“the agency”) are reviewing NCADEMI’s self-assessment tool and planning how to incorporate it into system improvement efforts. Leaders are identifying who will participate, what data will inform the assessment, and how results will be used. Early discussions may include aligning the self-assessment process with broader strategic planning. | The agency has conducted a baseline self-assessment of at least three Quality Indicators with Critical Components, with a plan to progress through all seven. Key staff with critical perspectives are involved in the self-assessment process. Results inform specific program areas, such as PD or IEP team guidance, and some actions have been taken. Procedures for consistently tracking progress over time are being developed. | The agency has instituted routine cycles of self-assessment of all seven Quality Indicators. Assessment results guide planning, resource allocation, and engagement with leadership, staff, and families of students with disabilities. Results are used to celebrate progress and address persistent gaps. |
The scoring matrix is part of the Quality Indicator Self-Assessment Tools.
AF7.2 Internal Communication Strategy
An internal communication strategy to keep staff informed of the:
- Status and any updates to the agency’s obligations for providing accessible formats
- Training and professional development (PD) opportunities
- Opportunities to provide feedback on the implementation of accessible formats
- Ways to request technical assistance, including training and coaching
AF7.2 Self-Assessment Scoring Matrix
| Not Started | Emerging | Operationalizing | Scaling & Sustainability |
|---|---|---|---|
| The need for an internal communication strategy has not yet been considered. | The SEA and LEAs (“the agency”) are identifying key internal audiences (e.g., special education, IEP teams, IT, procurement, leadership) and planning how to keep them informed. Messaging goals, communication channels (e.g., staff updates, staff portals), and roles for maintaining communication are being defined. Planning includes ways to gather staff feedback. | Internal communication about digital accessibility is underway within the agency. Staff receive updates on agency efforts, available training, and how to get support. There are emerging channels for staff to share questions or concerns, and feedback is being used to improve messaging and outreach. Communication is coordinated across departments. | A comprehensive internal communication strategy withing the agency keeps all relevant staff regularly informed about progress, expectations, training, support options, and ways to provide feedback. Communication is timely, accessible, and coordinated across divisions. The agency routinely uses staff feedback to improve internal communication methods. |
AF7.3 External Communication Strategy
An external communication strategy to keep families informed of the:
- Status and any updates to the agency’s obligations for providing accessible formats
- Ways to provide feedback on their children’s experience with accessible formats provided by the agency
- Services and resources for supporting their children who require accessible formats
AF7.3 Self-Assessment Scoring Matrix
| Not Started | Emerging | Operationalizing | Scaling & Sustainability |
|---|---|---|---|
| The need for an external communication strategy has not yet been considered. | The SEA and LEAs (“the agency”) are identifying the best ways to reach families with information about the provision and use of accessible formats. Initial discussions are underway to determine the key areas that need to be communicated to families, such as the agency’s obligations, feedback mechanisms, and available services. Communication goals, accessible formats, translation needs, and contact points for feedback are being developed. | The agency has developed a communication strategy that includes updates on its actions for providing accessible formats, methods for families to provide feedback, and information on available services and resources. Information is shared through accessible channels (e.g., website, newsletters) and at every IEP meeting. The agency is refining external communications based on feedback. | The agency maintains a coordinated, accessible external communication strategy that keeps families informed about the status of the provision and use of accessible formats, opportunities for providing feedback, and available support resources. The agency regularly reviews the communication strategy and uses feedback from families to continuously improve its outreach efforts. |
AF7.4 Dissemination Strategy
A dissemination strategy to ensure guidelines are widely available through varied means to reach all applicable parties.
AF7.4 Self-Assessment Scoring Matrix
| Not Started | Emerging | Operationalizing | Scaling & Sustainability |
|---|---|---|---|
| The need for a dissemination strategy to ensure guidelines are widely available has not yet been considered. | The SEA and LEAs (“the agency”) are identifying the various audiences who need access to guidelines related to the provision and use of accessible formats (e.g., special education, general education, IEP teams, families, procurement) and planning how to distribute them in accessible, practical formats. Dissemination goals, responsibilities, and preferred communication channels are being established. | The agency is sharing accessible format guidelines through multiple channels, such as the agency website, internal training hubs, and printed materials. Efforts are underway to ensure the content is accessible, easy to navigate, and tailored by audience. Dissemination is coordinated across departments. | The agency has a sustained dissemination strategy that ensures accessible format guidelines are easily available and routinely updated across platforms and formats. All relevant audiences know where to find the guidelines and how to apply them. The strategy ensures equitable access—including in-person, digital, and accessible formats—and is regularly evaluated for reach and effectiveness. |
AF7.5 Resource Allocation
Allocation of resources to sustain coordinated fiscal, human, and infrastructure needs, including consideration of:
- Alignment of staff roles and responsibilities with the agency’s obligation to provide accessible formats in a timely manner
- Funding models
- Grant opportunities
- Budgeting strategies
AF7.5 Self-Assessment Scoring Matrix
| Not Started | Emerging | Operationalizing | Scaling & Sustainability |
|---|---|---|---|
| The need to allocate resources to sustainably meet fiscal, human, and infrastructure needs has not yet been considered. | The SEA and LEAs (“the agency”) are reviewing existing resource allocations (staffing, technology, funding) and identifying gaps in capacity to meet obligations related to the provision and use of accessible formats. Planning is underway to align staff responsibilities, explore funding models or grant opportunities, and build the provision and use of accessible formats into budget requests and program plans. | The agency has begun to allocate specific resources—such as dedicated staff time for training, the alignment of staff roles and responsibilities as necessary, or budget lines—to ensure the timely provision and use of accessible formats for students with disabilities. Responsibilities are being formalized in position descriptions, and the agency is seeking or leveraging funding opportunities to expand or sustain efforts. | The agency has a long-term, coordinated approach to resource allocation that supports all aspects of the provision and use of accessible formats. The agency’s obligations are reflected in staffing, job responsibilities, budgets, procurement plans, and technology infrastructure. The agency actively pursues and integrates grant funding to sustain its activities. Cycles of self-assessment inform resource planning. |