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IAPSEC: Outcomes Conference Paul Nijensohn & Sarah Sebert Principal Consultants Illinois State Board of Education June 19, 2009 Our Goal: To promote and.

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Presentation on theme: "IAPSEC: Outcomes Conference Paul Nijensohn & Sarah Sebert Principal Consultants Illinois State Board of Education June 19, 2009 Our Goal: To promote and."— Presentation transcript:

1 IAPSEC: Outcomes Conference Paul Nijensohn & Sarah Sebert Principal Consultants Illinois State Board of Education June 19, 2009 Our Goal: To promote and demonstrate positive trends and outcomes for students receiving services at nonpublic special education programs approved by ISBE

2 Background Development Like other agencies, both private and public, the requirement for broad, systemic and in-depth data collection has been a main topic with ISBE for years. –First the 401 rules were changed in 2007 to include several additions requiring: Setting of outcomes Setting of outcomes Measurement toward set outcomes Measurement toward set outcomes Interventions to address any intended outcomes that were not met Interventions to address any intended outcomes that were not met –Second, a new monitoring system was created to better assess compliance toward these rules using a 9 section / 3-point scale tool, and introducing a self- evaluative tool for comparison purposes. –Results of these actions are now promoted during site visits, technical assistance calls, conferences, and workshops such as todays.

3 Setting and Measuring Outcomes: Section : Application for Eligibility Each provider seeking to become eligible shall be subject to the program approval process described in this Section. … Each provider seeking to become eligible shall be subject to the program approval process described in this Section. … a)... Each application shall include: a)... Each application shall include: 1) An accurate, written description of each program for which approval is requested, which shall indicate …, the data that will be collected on the outcomes achieved by those students, which must reflect the students learning goals as described in their respective IEPs, … 1) An accurate, written description of each program for which approval is requested, which shall indicate …, the data that will be collected on the outcomes achieved by those students, which must reflect the students learning goals as described in their respective IEPs, …

4 Measuring outcomes Section : Classroom Records … there shall be an educational file for each student... This file shall contain at least the following: … there shall be an educational file for each student... This file shall contain at least the following: a) The student's IEP, including a copy of any behavior management plan; a) The student's IEP, including a copy of any behavior management plan; b) Documentation of ongoing evaluation procedures, indicating the student's progress toward fulfillment of the objectives set forth in the IEP according to the criteria specified therein; b) Documentation of ongoing evaluation procedures, indicating the student's progress toward fulfillment of the objectives set forth in the IEP according to the criteria specified therein;

5 Interventions Section : Staff Training Each provider shall prepare and keep on file an annual plan for in-service training in areas where improvement is desirable. The provider shall identify these areas based upon an analysis of each programs implementation in relation to the approved application and based upon data illustrating the achievement of the students served in relation to the goals and objectives stated in their IEPs... Each provider shall prepare and keep on file an annual plan for in-service training in areas where improvement is desirable. The provider shall identify these areas based upon an analysis of each programs implementation in relation to the approved application and based upon data illustrating the achievement of the students served in relation to the goals and objectives stated in their IEPs...

6 Results of Monitoring Self-evaluation results Self-evaluation results On-site monitoring results On-site monitoring results Comparisons Comparisons

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8 Self-Evaluations

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10 On-Site Scores

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12 Most commonly cited areas of noncompliance (review of sections and rules)

13 Section #2 Provision of Educational Program and Classroom Records :evidence of teacher planning related to IEPs and appropriate curriculum :evidence of teacher planning related to IEPs and appropriate curriculum a): students receive education and related services according to IEP a): students receive education and related services according to IEP a) and c): classrooms contain student IEPs and schedules of related services a) and c): classrooms contain student IEPs and schedules of related services c): related services are scheduled and provided according to IEP requirements c): related services are scheduled and provided according to IEP requirements

14 Section #7 Staffing Requirements a): staff qualifications and sufficient staff a): staff qualifications and sufficient staff b) 4) A): timely notification of personnel replacement efforts (30 days and again after 60 days) b) 4) A): timely notification of personnel replacement efforts (30 days and again after 60 days)

15 Section #8 Staff Training and Records a): annual plan for inservice training has been developed and is based on identified program goals a): annual plan for inservice training has been developed and is based on identified program goals a) b) 2-5) and d): documentation of in-service training including training on use of time-out or physical restraint, behavior intervention system, training for paraprofessionals before assuming duties and initial orientation for all a) b) 2-5) and d): documentation of in-service training including training on use of time-out or physical restraint, behavior intervention system, training for paraprofessionals before assuming duties and initial orientation for all a) 2): missing physical exams in staff files a) 2): missing physical exams in staff files a) 4) A) and a) 5): fingerprint checks done correctly (that is, fingerprint checks sent to the IL State Police under the Adam Walsh Act) and sent to districts a) 4) A) and a) 5): fingerprint checks done correctly (that is, fingerprint checks sent to the IL State Police under the Adam Walsh Act) and sent to districts

16 Section #9 Expected Outcomes a) 1): program description includes description of data to be collected regarding proposed program outcomes and student achievement a) 1): program description includes description of data to be collected regarding proposed program outcomes and student achievement b): clear evidence of ongoing evaluation toward IEP b): clear evidence of ongoing evaluation toward IEP b): progress reviewed with parents according to IEP b): progress reviewed with parents according to IEP a): ongoing inservice program with sessions based on student need and proposed outcomes a): ongoing inservice program with sessions based on student need and proposed outcomes

17 Examples from Programs One programs response to citation for a): The Goal The Goal It is anticipated that successful students who leave (School) will be competent and confident learners who can independently engage in: transitions within multiple environments; self-care routines; the completion of independent work with minimal assistance; social interactions with peers; responding within group settings and to a variety of instructions from a variety of instructors meeting IEP goals as written. The Measurement The Measurement Upon review of the student assessment scores…thus far, (School) anticipates demonstrating approximately 20% increase on annual assessment scores approximately 2% - 15% increase with school-wide performance across the following skill areas: (impulse control, self-care, etc.) The Intervention The Intervention this in-service has a direct correlation to our student outcomes as evidenced by increased…..

18 Examples from Programs Description of Special Education Program: (Blank) Academy is a……designed to provide special education services in a therapeutic day school environment. The school will service children for whom an Individual Education Plan (IEP) has been generated by their home school district stating that a therapeutic day school is necessary to meet the students educational needs. The overall goal of (Blank) Academy is to offer college prep curricula while ensuring students receive therapeutic support to successfully transition to their next environment; their home school, college, or work. Questions: What is to be measured? College curricula? Students receipt of therapeutic support? Transition from post-Academy? All three? What is to be measured? College curricula? Students receipt of therapeutic support? Transition from post-Academy? All three? How are these to be done? What is the baseline? Benchmarks and indicators of success? How are these to be done? What is the baseline? Benchmarks and indicators of success?

19 Examples from Programs Description of Mission & Program Goals: Mission Statement: The (organization) embodies……principles to help families & children develop the hope, courage, and love they need to become whole & healthy. Program Goals: To promote the social/emotional growth of children in acquiring pro-social skills that will enable them to successfully return to a less restrictive environment. To promote the social/emotional growth of children in acquiring pro-social skills that will enable them to successfully return to a less restrictive environment. To enable children to increase their self-esteem by recognizing & utilizing their strengths while acknowledging & compensating for the weaknesses. To enable children to increase their self-esteem by recognizing & utilizing their strengths while acknowledging & compensating for the weaknesses. To provide a supportive & encouraging environment to enhance the positive growth and change of children and their families. To provide a supportive & encouraging environment to enhance the positive growth and change of children and their families. To deliver academic instruction & behavioral intervention based on each childs individual learning style and their unique emotional needs. To deliver academic instruction & behavioral intervention based on each childs individual learning style and their unique emotional needs. To hold ourselves accountable for each students behavioral progress and academic achievement through systematic & ongoing evaluation. To hold ourselves accountable for each students behavioral progress and academic achievement through systematic & ongoing evaluation.

20 Next Steps Forming Indicators / Outcomes task-force Forming Indicators / Outcomes task-force –Partnership between ISBE, statewide private providers, IAPSEC, and other social service agencies. –Discussion of potential indicators and methods of assessment. –Examples may include: post-school outcomes, correction of non-compliance in a timely manner, rate of progress (academic/behavioral), reduction of behavioral supports, etc. Creation of Portal Creation of Portal –Will include: program description (including specific goals), demographic information (race, age, disabilities, etc.), state assessment results, past monitoring results, current approval status, rates/programs, participation & results of specific NP indicators, etc. –Target date: August, 2011


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