seas vs state v2 ppt03wcompression
TRANSCRIPT
ANALYZING SPECIAL EDUCATION’S
““GREAT DIVIDE”GREAT DIVIDE”
S.E.A.S.S.E.A.S. ““IEPs are not actually designed IEPs are not actually designed or used for individualized or used for individualized education; instead they are education; instead they are focused on legal protection and focused on legal protection and compliance with regulatory compliance with regulatory processes”processes”
Special Education CycleSpecial Education Cycle
YOUR data interconnects with each of the daily tasks in
your SPED department.
It drives the actions, decisions, funding, and
development of each IEP and the services that follow.
Each of these programs requires varying degrees of administration and staff participation.
SEAS SEAS ApplicationApplication
Every step forward in productivity
Support Teachers…Tackle PaperworkSupport Teachers…Tackle Paperwork
feel excessive paperwork interferes with their ability to serve children with disabilities more effectively (53 percent )
spend an average of 35 percent of their time filling out forms or—literally—trying to find the proper paperwork.
EQUALS 2 STEPS BACKWARDS IN PAPERWORK
““The typical special education teacher… The typical special education teacher…
Not all systems reduce PAPERWORKNot all systems reduce PAPERWORK
“States have never been required by the federal government to collect so much information on students with disabilities, and in such detail...
…Many states have had to retool their computer programs and devote employees specifically to the task.”
("States Face a December Deadline to
Submit Special Education Data," Nov. 9, 2005.)
What is the difference?What is the difference?
Children with Disabilities Children with Disabilities are being left behind!are being left behind!
LEAVES LITTLE TIME FOR DAILY TASKS
printing or making copies of forms specific to special education
scheduling IEP meetings
mailing notices to parents
tracking paperwork from other teachers that is required for the IEP process
initial evaluations & triennial evaluations
functional behavioral assessments
manifestation determination reviews
keeping behavior logs to track frequencies of specific student behaviors
behavioral intervention plans
other aspects of special education
Updating, verifying quality & integrity of data for all parties
The system is driven by complex regulations, excessive paperwork and ever-increasing administrative demands at all levels—for the child, the parent, the local education agency and the state education agency
2001 - President’s Commission on Excellence in Special Education:
Summary of Findings; A New Era: Revitalizing Special Education for Children and Their Families.
IDEA 2004IDEA 2004 involves
more than 800800 individual regulations.
Special Education… MORE than just IEP’SSpecial Education… MORE than just IEP’S
RTIIDEAFAPE
HIPPACivil Rights
State FTE reportingOrganizational Oversight
Data BackupTransferability
Can you fit all of your eggs into ONE basket???
80 to 90 % 80 to 90 % of in-service for special education is devoted to compliance…
… not improving instruction or the quality of student IEPs.
The right system = SUCCESS!The right system = SUCCESS!
Facts about SEAS:Facts about SEAS:
Reduce SpEd teacher
shortages
Increase SpEd Career
expectancy
Streamline Paperwork
Litigation Defense
Training & Support without
adding human resources
Consider how each tool can both perform the collaborative functions required by your department as a SUPPORT TOOL for your staff.
Special Education CycleSpecial Education Cycle
“The first step towards getting somewhere is to decide that you are not going to stay where you are.” ~John Pierpont Morgan ~John Pierpont Morgan
WILL receive IEP data and integrate with state reporting mechanisms.
Will NOTWill NOTassist in the collaboration activities that create, address, and track WHY theses determinations have been made. i.e. Pre-eval assessments, Goals & Objectives
State Web-BasedIEP application
What it is…What it is… AN IEP? AN IEP?
1. Tool for collaborative planning between the school, the parents/caregivers, the student (where appropriate) and other agencies as necessary
2. Effective means of identifying and prioritizing learning outcomes
3. Consensus agreement on the student's current learning and development focus
4. Statement of learning objectives
5. Concise and usable summary of the student's educational program
6. Summary of teaching strategies, & related resources for curriculum areas and essential skills
7. Commitment to supporting the student to achieve identified goals
8. Tool for tracking individual student learning in terms of agreed goals and objectives
9. Element in reviewing the effectiveness of the teaching and support program
10. Support for those with less experience in working with students with special needs
11. Record of the relationship between any support services being provided and the student's educational program
12. Method to promote effective partnerships between the student and all those involved with them.
SEAS Security…Just like you want itSEAS Security…Just like you want it
Add as many students of Schools to the staff YOU CHOOSE
DATA… DATA… Where does it all Come From?Where does it all Come From?
“DATA-DRIVEN DECISION MAKING is the KEY to identify strategies that work and developing more effective methods of allocating your resources"
*Does not help create quality narratives
WHAT WE WHAT WE GETGET Administrative
Oversight issues Multiple people are
recording & updating Department Friction Accuracy & Consistency Frustration
Process for providing Process for providing staff support and team collaborationstaff support and team collaboration
WHAT WE WHAT WE WANTWANT Sharing information Identifying outcomes Selecting priorities Planning actions Agreeing on responsibilities Determining teaching and
support strategies Tracking of resources
(materials and personnel).
Is your system
Incomplete?Incomplete?
““Student progress and success occur when there are effective partnerships Student progress and success occur when there are effective partnerships between individuals, families, schools, and other specialists.”between individuals, families, schools, and other specialists.”
DUE PROCESS…Not IF…but WHENDUE PROCESS…Not IF…but WHEN
All data & activities must be documented, reported, and stored & shared among multi- disciplinary teams, teachers, supervisors, and principles.
Exposure to civil rights, FAPE, IDEA, and other due process litigation will consume a districts time, resources, and budget, and patience.
“School districts should brace for more litigation in the wake of Monday’s decision…
…There will be many more IDEA cases appealed to court by pro
se parents.” Kathleen Mehfoud, a Reed Smith partner who represents schools in special ed disputes,
regarding Wilkelman v. PARMA CITY SCHOOL DISTRICT ; a 7-2 decision in favor of parents ability to represent their children in court.
Reporting or ProgressReporting or Progress
Each Piece of the Speciale Education Pie rest upon the previous.
Reporting is the BY-PRODUCT all of the elements of your process.
Reporting & Medicaid is the necessity of LEA FUNDING
The rest is a necessity for CHILD PROGRESS!
Ask yourself…Ask yourself…
How can I be sure that implementing a new system, process, or technology will assist with handling the complex data & reporting needs for my district?
What role will this process play in reducing attrition of teachers… New and Old?
Why not just use our FREE state system?
Are my electronic records permissible in court?
“Able TO AGGREGATE AND DISAGGREGATE data into meaningful data-driven decision making formats?”
MORE QUESTIONS?
Teacher Satisfaction Teacher Satisfaction == Teacher Shortages Teacher Shortages
of school districts report special education teacher shortages.59
openings openings for special education teachers were left
vacant or filled by substitutes in 1999-2000.58 U.S. Department of Education-funded SPeNSE study
of special education positions nationally that are filled by
uncertified personneluncertified personnel. 60 (The proportion of special education positions held by uncertified personnel is even
higher in some states.61 )
Improving working conditions of special educators by reducing paperwork and mitigating the adversarial nature of special education
98%
12,000
10%
SEAS SolutionSEAS Solution
Student-Centered database “Single-Source“ = increased Data integrity Student-Centered; not just IEP based
Compliance Timeline – Automatic reminders AEPS* /ARM– Documented assessments Service Tracking – Ensuring services accountability Goals/Objectives – Tied to State/Federal Goal criteria
Security Access rights to all stake-holders EASE of USE
Familiar forms for teachers to type directly on Auto-populate redundant information accurately to EACH form
*Assessment, Evaluation, and Programming System (AEPS)
State SolutionState Solution
The State Web-Based IEP is designed around the principle of STATE DATA REPORTING
The application:1. Provides all fields that must be completed to follow State
reporting and funding regulations Teachers do not actually fill out forms, just the required fields
2. Checks for irregular paperwork, or clerical errors Sends back a list of areas that must be appended.
3. Allows for a large number of pre-designed reports
ARM WILL ALSO:ARM WILL ALSO:•Reduced exposure to non-compliance litigation•Always have the most current regulations•Provides a strong additional layer of security for your student assessments•Adds structure and order to a complex process•Helps staff drive to professional best practices•Can be used as a staff development tool•Increases the flow of communication at the report level when information is the most critical•Identifying and allocating responsibilities
ARM AEPS Assessment Report Manager
HOW TO AVOID HOW TO AVOID •Critical information missing.Critical information missing.
•Poorly written goals and objectives.Poorly written goals and objectives.
•Inadequate assessment dataInadequate assessment data
•Unclear links between the component parts.Unclear links between the component parts.
•Very few evaluation statementsVery few evaluation statements.