Seas Vs State V2 Ppt03wcompression


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  • Seas Vs State V2 Ppt03wcompression

    1. 1. ANALYZING SPECIAL EDUCATION’S “ GREAT DIVIDE” S.E.A.S. “ IEPs are not actually designed or used for individualized education; instead they are focused on legal protection and compliance with regulatory processes”
    2. 2. Each of these programs requires varying degrees of administration and staff participation. Special 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. SEAS Application
    3. 3. Every step forward in productivity Support Teachers…Tackle Paperwork <ul><li>… feel excessive paperwork interferes with their ability to serve children with disabilities more effectively (53 percent ) </li></ul><ul><li>… spend an average of 35 percent of their time filling out forms or—literally—trying to find the proper paperwork. </li></ul><ul><ul><li>EQUALS 2 STEPS BACKWARDS IN PAPERWORK </li></ul></ul>“ The typical special education teacher…
    4. 4. Not all systems reduce PAPERWORK <ul><ul><li>“ States have never been required by the federal government to collect so much information on students with disabilities, and in such detail... </li></ul></ul><ul><ul><li>… Many states have had to retool their computer programs and devote employees specifically to the task.” </li></ul></ul><ul><li>(&quot;States Face a December Deadline to </li></ul><ul><li>Submit Special Education Data,&quot; Nov. 9, 2005.) </li></ul>
    5. 5. What is the difference?
    6. 6. <ul><li>LEAVES LITTLE TIME FOR DAILY TASKS </li></ul><ul><li>printing or making copies of forms specific to special education </li></ul><ul><li>scheduling IEP meetings </li></ul><ul><li>mailing notices to parents </li></ul><ul><li>tracking paperwork from other teachers that is required for the IEP process </li></ul><ul><li>initial evaluations & triennial evaluations </li></ul><ul><li>functional behavioral assessments </li></ul><ul><li>manifestation determination reviews </li></ul><ul><li>keeping behavior logs to track frequencies of specific student behaviors </li></ul><ul><li>behavioral intervention plans </li></ul><ul><li>other aspects of special education </li></ul><ul><li>Updating, verifying quality & integrity of data for all parties </li></ul>IDEA 2004 involves more than 800 individual regulations. Children with Disabilities are being left behind! 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 .
    7. 7. Can you fit all of your eggs into ONE basket??? 80 to 90 % of in-service for special education is devoted to compliance… … not improving instruction or the quality of student IEPs. Special Education… MORE than just IEP’S RTI IDEA FAPE HIPPA Civil Rights State FTE reporting Organizational Oversight Data Backup Transferability
    8. 8. The right system = SUCCESS! <ul><li>Facts about SEAS: </li></ul><ul><li>Reduce SpEd teacher shortages </li></ul><ul><li>Increase SpEd Career expectancy </li></ul><ul><li>Streamline Paperwork </li></ul><ul><li>Litigation Defense </li></ul><ul><li>Training & Support without adding human resources </li></ul>Consider how each tool can both perform the collaborative functions required by your department as a SUPPORT TOOL for your staff.
    9. 9. State Web-Based IEP application Special Education Cycle “ The first step towards getting somewhere is to decide that you are not going to stay where you are.” ~John Pierpont Morgan WILL receive IEP data and integrate with state reporting mechanisms. Will NOT assist in the collaboration activities that create, address, and track WHY theses determinations have been made. i.e. Pre-eval assessments, Goals & Objectives
    10. 10. <ul><li>Tool for collaborative planning between the school, the parents/caregivers, the student (where appropriate) and other agencies as necessary </li></ul><ul><li>Effective means of identifying and prioritizing learning outcomes </li></ul><ul><li>Consensus agreement on the student's current learning and development focus </li></ul><ul><li>Statement of learning objectives </li></ul><ul><li>Concise and usable summary of the student's educational program </li></ul><ul><li>Summary of teaching strategies, & related resources for curriculum areas and essential skills </li></ul><ul><li>Commitment to supporting the student to achieve identified goals </li></ul><ul><li>Tool for tracking individual student learning in terms of agreed goals and objectives </li></ul><ul><li>Element in reviewing the effectiveness of the teaching and support program </li></ul><ul><li>Support for those with less experience in working with students with special needs </li></ul><ul><li>Record of the relationship between any support services being provided and the student's educational program </li></ul><ul><li>Method to promote effective partnerships between the student and all those involved with them. </li></ul>What it is… AN IEP?
    11. 11. Add as many students of Schools to the staff YOU CHOOSE SEAS Security…Just like you want it
    12. 12. “ DATA-DRIVEN DECISION MAKING is the KEY to identify strategies that work and developing more effective methods of allocating your resources&quot; *Does not help create quality narratives DATA… Where does it all Come From?
    13. 13. <ul><li>WHAT WE WANT </li></ul><ul><li>Sharing information </li></ul><ul><li>Identifying outcomes </li></ul><ul><li>Selecting priorities </li></ul><ul><li>Planning actions </li></ul><ul><li>Agreeing on responsibilities </li></ul><ul><li>Determining teaching and support strategies </li></ul><ul><li>Tracking of resources (materials and personnel). </li></ul>“ Student progress and success occur when there are effective partnerships between individuals, families, schools, and other specialists.” <ul><ul><li>WHAT WE GET </li></ul></ul><ul><ul><li>Administrative Oversight issues </li></ul></ul><ul><ul><li>Multiple people are recording & updating </li></ul></ul><ul><ul><li>Department Friction </li></ul></ul><ul><ul><li>Accuracy & Consistency </li></ul></ul><ul><ul><li>Frustration </li></ul></ul>Process for providing staff support and team collaboration Is your system Incomplete?
    14. 14. <ul><li>All data & activities must be documented, reported, and stored & shared among multi- disciplinary teams, teachers, supervisors, and principles. </li></ul><ul><li>Exposure to civil rights, FAPE, IDEA, and other due process litigation will consume a districts time, resources, and budget, and patience. </li></ul>DUE PROCESS…Not IF…but WHEN “ 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.
    15. 15. <ul><li>Each Piece of the Speciale Education Pie rest upon the previous. </li></ul><ul><li>Reporting is the BY-PRODUCT all of the elements of your process. </li></ul><ul><li>Reporting & Medicaid is the necessity of LEA FUNDING </li></ul><ul><li>The rest is a necessity for CHILD PROGRESS! </li></ul>Reporting or Progress
    16. 16. <ul><li>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? </li></ul><ul><li>What role will this process play in reducing attrition of teachers… New and Old? </li></ul><ul><li>Why not just use our FREE state system? </li></ul><ul><li>Are my electronic records permissible in court? </li></ul><ul><li>“ Able TO AGGREGATE AND DISAGGREGATE data into meaningful data-driven decision making formats?” </li></ul><ul><li>MORE QUESTIONS? </li></ul>Ask yourself…
    17. 17. 98% 12,000 10% Teacher Satisfaction = Teacher Shortages of school districts report special education teacher shortages. 59 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 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
    18. 18. *Assessment, Evaluation, and Programming System (AEPS) SEAS Solution <ul><li>Student-Centered database </li></ul><ul><ul><li>“ Single-Source“ = increased Data integrity </li></ul></ul><ul><ul><li>Student-Centered; not just IEP based </li></ul></ul><ul><li>Compliance </li></ul><ul><ul><li>Timeline – Automatic reminders </li></ul></ul><ul><ul><li>AEPS* /ARM– Documented assessments </li></ul></ul><ul><ul><li>Service Tracking – Ensuring services accountability </li></ul></ul><ul><ul><li>Goals/Objectives – Tied to State/Federal Goal criteria </li></ul></ul><ul><li>Security Access rights to all stake-holders </li></ul><ul><li>EASE of USE </li></ul><ul><ul><li>Familiar forms for teachers to type directly on </li></ul></ul><ul><ul><li>Auto-populate redundant information accurately to EACH form </li></ul></ul>
    19. 19. <ul><li>The State Web-Based IEP is designed around the principle of STATE DATA REPORTING </li></ul><ul><li>The application: </li></ul><ul><ul><li>Provides all fields that must be completed to follow State reporting and funding regulations </li></ul></ul><ul><ul><ul><li>Teachers do not actually fill out forms, just the required fields </li></ul></ul></ul><ul><ul><li>Checks for irregular paperwork, or clerical errors </li></ul></ul><ul><ul><ul><li>Sends back a list of areas that must be appended. </li></ul></ul></ul><ul><ul><li>Allows for a large number of pre-designed reports </li></ul></ul>State Solution
    20. 20. <ul><li>ARM WILL ALSO: </li></ul><ul><ul><li>Reduced exposure to non-compliance litigation </li></ul></ul><ul><ul><li>Always have the most current regulations </li></ul></ul><ul><ul><li>Provides a strong additional layer of security for your student assessments </li></ul></ul><ul><ul><li>Adds structure and order to a complex process </li></ul></ul><ul><ul><li>Helps staff drive to professional best practices </li></ul></ul><ul><ul><li>Can be used as a staff development tool </li></ul></ul><ul><ul><li>Increases the flow of communication at the report level when information is the most critical </li></ul></ul><ul><ul><li>Identifying and allocating responsibilities </li></ul></ul>ARM AEPS Assessment Report Manager <ul><li>HOW TO AVOID </li></ul><ul><li>Critical information missing. </li></ul><ul><li>Poorly written goals and objectives. </li></ul><ul><li>Inadequate assessment data </li></ul><ul><li>Unclear links between the component parts. </li></ul><ul><li>Very few evaluation statements . </li></ul>