Special Education Program



Region 10 ESCSpecial Education Program Needs AssessmentRosemary Manges, Project Lead5/9/2011This is a systemic process to acquire an accurate and thorough review of the strengths and areas of need of this LEA that can be used in response to the academic and program needs of students with disabilities. It is designed to improve student performance. It is a process that collects and examines information about the program and then utilizes that data to determine priority goals, to develop a plan, and to allocate fiscal and human resources effectively. Students, staff, and parents should be included in gathering data.Steps in Conducting the Needs Assessment Items in red should be answered with current information Clarify the purpose of the needs assessmentWhat do you already know about your program?Why is a needs assessment necessary?What will you do with the information gathered?How will the information be reported and to whom?Who is responsible for the process? Identify the populationWho: students, staff, administrators, parents? Using the survey template, design the survey to fit your LEACollect DataDetermine baseline dataOrganize data by key categoriesUse the data summary sheets to help determine patterns and make calculations easier.Analyze the DataWhat are the strengths?What are the major areas of need?Is the data accurate? Check for data integrity.Use the ResultsDetermine long and short term measurable goals—must have at least 3 data sources to justify a goalDevelop a planAllocate resourcesSummarize findingsDetermination of fidelity of implementation of planHow often and how will you check to ensure you are meeting your goals?How will you ensure that stakeholders know of status? (progress, regress, or static)How will you hold people accountable regarding implementation of the plan?Data Collection—Establishing Current Status (this will be baseline data for future planning) Demographic dataEnrollment, attendance, dropout rate, graduation rate, ethnicity, gender, grade-level distribution, LEP, disability, instructional arrangement, and free and reduced meals of both the total population and program populationCompliance audit resultsIs there a pattern of noncompliance in any specific topic area?Is there a pattern of noncompliance that is personnel specific?Is there a pattern related to instructional arrangement?Is there a pattern related to campus origin?Is there a pattern related to disability category?Is there a pattern related to services (i.e. speech 2X’s per week, ESY )Student Performance DataState Assessment ResultsParticipation patterns?Performance resultsBy objectBy campusBy grade levelBy instructional arrangementBy disabilityPassing ratesIEP mastery/completion rates ( by what measures)Percentage of students exited from program other than by graduation or age-outRTI data: Instructional Arrangement DataData disaggregated by disability categories by campus and grade level Staff QualityCertification and HQ dataStaffing patterns (see worksheets)Current Student/sped teachers ratios @ each campus by instructional arrangement@ each campus?Current Related service provider/student ratios @ each campus by instructional arrangement@ each campus? Professional development Training provided by LEA?Training sought out by individuals?Curriculum and InstructionInstructional activities, programs and strategiesAlignment to grade-level TEKS/general education curriculum?Research-based?Age appropriate?Availability of technology for instructionWhat kind by campus?How is it used for student learning?Authentic assessmentsTeacher observationsRTI processDiscipline DataOffice referrals by instructional arrangement/disability/campus- by grade?ISS referral by instructional arrangement/disability/campus?OSS referral by instructional arrangement/disability/campus?DAEP/expulsion by instructional arrangement/disability/campus?LEA ProcessesParent and community involvement?General education and program collaboration?LEA-wide planning/program planning?DatabasesWhat kind of data is necessary to produce the reports when the intention is to analyze data over time?SoftwareDoes the software program match your program needs?Are reports/data easily gathered?Who has access to data reports? State and Federal Program ResultsPBMAS program ratings by indicator (3-year data trend is recommended)What stage of intervention? Continuing CIP/CAP from previous year(s)?State Performance Plan (SPP) Indicator ResultsSpecifically what are non-compliant areas?LEA Determination RatingWhat are areas of need for intervention?Any complaints or Due Process Hearing ResultsAreas of disagreement?Sustained Not sustainedNeeds Assessment ChecklistFor your needs assessment, have you:Determined what data you need to collect?Is the question clear so that you can answer regarding student needs?For whom is this evaluation being conducted?Is the purpose of this assessment clear?Did we get all the information necessary? What is the minimum required for your program?Who helped determine where to find all the information needed?Have you documented all the available resources?Did we choose several key questions that we needed to evaluate for our program?Did we choose our data collection methods?How did we get the information needed?Was there enough objective data?How often will we need to collect data to keep current?Is there any data that is necessary that we did not get?Have we decided how to organize the data?Does our data answer the required questions?Is there any missing data?How will we analyze the data?From the data collected, can we develop a reasonable plan with appropriate goals? School Needs Assessment Survey (The LEA should review the statements, modify or revise as necessary to more accurately reflect their program.)The following information is being gathered as part of a program needs assessment. Your responses are important to assess the strengths and areas in need of improvement for your school. Please provide your responses to the best of your experience and knowledge about our program.To rate each of the following statements; please use the rating scale of 1 to 4. Check 1 for not satisfactory; 2 for less than sufficient; 3 for satisfactory and 4 for exceeds requirements.Statements1234Environment/ClimateProvides a stimulating, welcoming, and supportive environment for students and staffUses program space that is safe and cleanHas program space that is appropriately equipped and suitable for activities being conductedDevelops and manages effective arrival and dismissal procedures and plans for safe activities throughout the dayIs aware of records and informs staff of special needs of studentsEstablishes, maintains and communicates code of conduct to students, staff, and familiesApplies rewards and consequences for student behavior appropriately and consistentlyAdministration/OrganizationEstablishes clear attendance and behavioral expectationsMaintains all required documents as appropriateHas developed program operating guidelinesHas well-defined methods of communication between school and community/parentsHas well-defined budgetary procedures and practicesHas established a database that is updated regularly and is usable by staffCompletes all reports in a timely mannerEnsures that supplies, materials and technology are organized, maintained and accessibleRecords and tracks expensesComplies with all federal and state mandatesMaintains current and accurate schedules of students and staff Develops, revises as necessary, and updates plan for family involvement Develops plan for community involvementHas scheduled meetings with stakeholdersMaintains quality control in all documents and reportsSupervises and evaluates quality of instructionMaintains staff certification and highly qualified recordsRelationshipsHas staff who respect and communicate with one another and are role models of positive adult interactionInteracts with families in a comfortable, welcoming, and respectful wayTreats students with respect and listens to what they have to sayTeaches students to interact with one another in positive waysTeaches students to make responsible choices and encourages positive outcomesIs sensitive to culture and language of students and familiesEstablishes and maintains meaningful community collaborationsStaffing and Professional DevelopmentHas a program director who is committed to his/her own professional development and attends and participates in trainingRecruits, hires, and develops staff who reflect the diversity and culture of the communityTreats staff as professionals and provides opportunities for advancementEnsures staff members have competence in academic areas where appropriateAssesses professional development needs of staff and provides appropriate trainingMaintains staff to students ratio as appropriate for sound programmingProvides positive working conditions for staff and appropriate supervision, support, and timely feedbackEnsures that all staff comply with required state and federal trainingTrains staff to plan suitable activities that correspond to the needs of studentsWorks with staff to achieve and maintain credentialing and highly qualified status as necessaryProgrammingAddresses academic, physical, social and emotional needs of the studentsEnables the students to develop new skills that are commensurate with age and aligned with grade-level standards that also address the skill level of the studentOffers high quality academic and behavioral support that takes into account the culture and language of the studentsEstablishes and follows the schedule identified that is known to all staff, the students and their familyProvides a range of student response opportunities so that the students’ mastery of work can be demonstratedIntegrates opportunities for the development of personal responsibility , self-direction and independence throughout the programEnsures implementation of all required components of the students’ programmingEnsures instruction is rigorous and appropriateStudent Engagement and ParticipationProvides students with a variety of engaging activitiesEnables students to develop life skills, resiliency, and self-esteem via activitiesAffords students opportunities to express their ideas, concerns, and opinionsPromotes consistent and active participationPromotes teamwork and respect for othersParent/Family/Community PartnershipsInvolves parents in decision-making and planningInvolves families and community in program eventsCommunicates with families regarding the well-being of their childSeeks opportunities to share community resources with families that may meet their needsBuilds relationships with arts, cultural and other community resources to expand and enhance student experiences in the community Coordinates staff development activities as appropriate with school and community partnersEstablish and implement parent/family/community training or information meetings to help meet the needs of studentsProgram Sustainability/GrowthHas a written statement of mission and goalsEmploys staff members who understand and embrace the program’s mission and goalsInvolves students, families, staff, and administration in long-term decision-making and planning effortsForges relationships with advocates for program quality and availability such as community leaders, businesses and elected officialsHas effective communication strategies that publicizes the program, its purpose, and its achievements within the school and in the broader communityAccesses resources within the community by seeking support from and building relationships with local businesses and institutionsMeasuring Outcomes and EvaluationHas measureable goals and objective that are aligned with the LEA’s mission and identified needsDevelops and plans for program evaluation that includes gathering both qualitative and quantitative dataUses objective data to measure students’ academic and/or behavioral progressIdentifies and shares promising practicesMakes evaluation summaries of program available to publicCreates an internal method for assessing program activitiesCreates an internal method for assessing student engagement levelsAcknowledges and uses feedback from stakeholders in the program evaluationUses evaluation findings for continuous program improvementBuilding Special Education Survey Date completed:This survey addresses the conditions necessary for a viable special education program and a climatethat promotes retention of special educators. For purposes of this survey, special educator includesall licensed special education staff (i.e., teachers, speech/language pathologists, therapists, etc.)Respond by answering yes or no to each of the questions.Yes No? ? 1. Students with disabilities are represented on building committees (i.e., parentadvisory committees).? ? 2. All licensed special educators have a duty-free lunch each day.? ? 3. All licensed special educators have a preparation period during thestudent day.? ? 4. Students with IEPs are scheduled for special education services according totheir needs.? ? 5. All licensed special education staff have adequate working technologyequivalent to rest of staff (e.g., working phone, voice mail, computer, networkaccess for e-mail and IEP writing, etc.)? ? 6. Classroom supplies (e.g., paper, pencils, markers, etc.) are available toall licensed special educators.? ? 7. Licensed special educators have an instructional materials budget in thebuilding to purchase materials specifically for special education students.? ? 8. Licensed special educators have assigned classrooms that do notchange during the day and are equivalent to those of other teachers.? ? 9. OTs, speech clinicians, PTs, itinerant teachers, school psychologists,(who are not present in the building all day, every day) have assignedspace in which to work whenever they are in the building.? ? 10. All licensed special education staff have scheduled time in theinstructional day for evaluations, re-evaluations, and due processresponsibilities.? ? 11. Building staff development funds are available to special educationstaff (including paraprofessionals) in amounts equal to general educationstaff.? ? 12. Special education staff are released to attend staff developmentactivities essential to effective practice in area of licensure orassignment, that are paid for or sponsored by the district’s or cooperative’sspecial education department.? ? 13. Students are assigned to special education teachers primarily by area oflicensure, expertise, and/or training.Workload Considerations for Effective Special Education Yes No? ? 14. During the instructional day, special education staff are assigned toreimbursable, special education activities (i.e., not study hall,homeroom, detention, in-school suspension, advisories, etc.).? ? 15. The principal is aware of the issues of special educator workloads andhow they are determined for all special educators in the building.? ? 16. The principal is aware of how special education staff are allocated to thebuilding, the district’s expectation for workload, and how to analyze aworkload to determine reasonableness.? ? 17. The contributions special educators make to the school are recognized,included, and overtly supported, and opportunities for meaningfulconnections between general and special education staff and students arecreated.? ? 18. Licensed special educators are encouraged to attend disability ordiscipline specific meetings held at the district or cooperative level.? ? 19. The multiple roles of special education teachers are understood bygeneral education teachers and administrators.? ? 20. Principal has clearly communicated the responsibility for directing the work ofparaprofessionals.? ? 21. When students with IEPs are suspended and/or disciplined, theappropriate special education staff are notified in systematic manner.? ? 22. The principal is aware of special education staff who have variancesto teach special education, the extent of their skills, and the responsibility forsupervision.? ? 23. The principal (in collaboration with special education administration)examines/analyzes the skills of teachers with variances to determine theirqualifications for completing evaluations, IEPs, and general due processrequirements.?? 24. General education staff:a. are notified of the students in their classes who have IEPs.b. have access to the IEPs for the students in their classes.c. understand and implement the components of IEPs required for studentsto participate in general education.? ? 25. General education teachers have regular updates or staff developmentabout their responsibilities for students with IEPs.? ? 26. New special education teachers tend to stay or express a desire to stay inthis building.Total Yes: ___________ Total No: ___________ Analyze those questions which generated a No response to determine specific issues or pattern.Staffing ConsiderationsThe results of any needs assessment for staffing of special education programs should :? be based on the severity of student needs;? promote data-driven decision making;? be sensitive to increasing legal requirements;? include the time required to meet due process requirements during the instructional day;? apply to a wide range of service delivery models;? account for increased communication needs;? be based on student benefit and ensure a Free Appropriate Public Education (FAPE);? be grounded in political and financial realities; and? be supportive of special educators.Caseload/Workload Considerations: The six elements that comprise most of the workloads of special education teachers can bedocumented and are essentially quantitative in nature.1. Specially Designed InstructionIncludes direct instruction to meet the individual needs ofstudents related to IEP goals/objectives.Includes indirect service, such as consultation with generaleducation teachers, modification/adaptation of curriculum,demonstration teaching, planning with related service staff,etc.2. Evaluations and Re-Evaluations Initial and re-evaluations average at least 10 hours pertypical evaluation for a special education teacher.3. Due Process Procedures & IEP Management ResponsibilitiesIEP management includes all aspects of program developmentand coordination of services, parent communication related tothe IEP, annual review, progress monitoring, progressreporting, functional behavioral assessments, manifestationdeterminations, and behavior intervention plans.4. Preparation TimeThis is time provided within the instructional day to prepareinstruction and includes finding materials related to students’needs, devising/creating specific materials, etc.5. Directing the Work of ParaprofessionalsOne-to-one, due process, program/resource paraprofessionalsrequire supervision, training, and regular planning time.6. Other AssignmentsThese are regularly and intermittently scheduled non-specialeducation assignments, such as a daily supervision, study hallsupervision, homeroom duty, advisories, bus duty, field trips, etc.Current Texas Rule leaves the determination of caseload for these services to thelocal district.Contact Minutes + IEPs Served= WorkloadTotal special education service minutes provided by the special educator divided by the total number ofminutes available for instruction = contact minutes.1. Numerator: The totalnumber of specialeducation service minutesper week for all studentsserved, which includes:? providing speciallydesigned instruction (direct& indirect)? conducting evaluations/reevaluations2. Denominator: The totalnumber of minutesavailable for instructionduring the bination ofstudents for whomthe special educatoris the IEP managerand/or the studentsfor whom the specialeducator is one ofthe providers on theIEP.The final numberrepresents the actualworkload.Contact Minutes - NumeratorThe contact minutes category is comprised of two components, containing three piecesof data. 1. Specially Designed Instruction is a direct accounting of the severity or intensity ofstudent needs. It is comprised of the total number of minutes of service (directand indirect) for all of the students for whom the special educator providesinstruction and that is documented on the IEP.2. Evaluations and Re-Evaluations is the number of evaluations and re-evaluationsin which the special educator participates. Instructional Minutes - DenominatorInstructional Minutes are the exact number of minutes a teacher is available during thestudent day to provide specially designed instruction and to conduct evaluations. Subtract the following from the student day to arrive at the number of minutes per daythe teacher is available:? duty free lunch (time varies based on individual district contracts)? preparation time? other assignments (general education duties such as monitoring a studyhall, etc.)? travel time between buildings and/or districts if teacher is itinerantContact Minutes + IEPs Served= WorkloadSummary of Steps Used to Calculate the Workload Analysis 1. Calculate Contact Minutesa. Total the number of minutes per week the special educator provides speciallydesigned instruction (direct and indirect) and conducts evaluations.b. Calculate the number of instructional minutes available per day.c. Multiply the number of instructional minutes per day x 5 days per week.c. Divide the total number of special education service minutes by the availableinstructional minutes.Contact Minutes = Student Service Minutes Per Week/ Instructional Minutes Per Week2. Students ServedAdd the total number of students served to the total contact minutes calculated.3. Workload - What the Number MeansThe number derived from this model reveals the special educator’s workloadbased on actual service minutes and actual availability during the instructionalday.Special Education Teacher Workload Analysis DirectionsThe data requested for this form will help determine staffing levels for the coming school year. Itmay also be used to determine if there are inconsistencies in staffing during the current year.Please make sure each area of service is addressed for each student. If a column asks forinformation not relevant for the student, write NA.1. Direct Student Minutes Per Week: The number of direct service minutes you provide perweek for all students served. Direct service includes all specially designed instruction providedby you as found in the IEP no matter the location or type of service, and is all "face-to-face" timewith students.2. Indirect Student Minutes Per Week: The number of indirect service minutes you provide perweek for all students served. Examples of indirect services are: adapting physical environments,implementing adaptations, consulting with general and special education teachers, training staffto meet specific students’ needs, etc. Make sure you document all of the time you spend onbehalf of students in your IEPs.3. Number of all types of re-evaluations predicted for the coming year.4. Number of initial evaluations you completed this school year to use as a predictor for thecoming year.Teacher Name: _________________Campus: ______________Estimated # Re-Evaluations Next Year: _____ # of Initial Evaluations This Year: ____Total # of Evaluations x 6 hours __________Current Students: You may add rows to the table to match current students served.Student NameGradeInstructional SettingPrimaryDisabilityDirectServiceMinutesP/WeekIndirectServiceMinutesP/WeekTotal minutesWorksheet: Staff Workload Analysis SummaryAfter completing the analysis of each staff member’s workload worksheet, complete the chart below with the information for each staff member. The completed worksheet will provide a “big picture” summary to determine whether workloads of specific roles are balanced.Type of Job Reviewed: _______________________________________Name of Staff membernamenamenamenamenamename namenamenameTotal Direct Min. per wk for all students servedTotal Indirect Min. per wk for all StudentsTotal Number of Evaluations/re-evaluationsTotal hrs of Evaluations/re-evaluationsAverage weekly hours evaluationTotal Number Student Served MinutesSpecial Ed instructional Min. available (deduct prep, lunch, travel, etc.)Total Contact Minutes per Week-ratioNumber of Students ServedContact minutes + # of IEPs managedWorkloadSpecial Notes:Alternate Method: Staffing Considerations Case LoadThis example provides a formula for generating special teacher units. After calculation of the total number of weighted students, specialeducation teacher units are derived by dividing by the following:? Pre-K-2: 20 weighted students: 1 teacher? Grades 3-12: 26.15 weighted students: 1 teacherA. Instructional ArrangementThe first dimension of the Special Education Staffing Methodology is theinstructional arrangement of each student with a disability. Theseinstructional arrangements represent options along the least restrictiveenvironment continuum. Such arrangements are part of the array ofservices that the Department of Education (DOE) provides for studentswho are eligible under IDEA.o General education class/Early childhood setting:1. Ages 3-5: Early childhood setting designed primarily forchildren without disabilities2. Ages 6-20: General education class more than 80% of theschool dayo General education and special education class:1. Ages 3-5: Special education setting part time: Rest of thetime at home or in early childhood setting designed primarilyfor children without disabilities2. Ages 6-20: General education class between 40% - 80% ofthe school dayo Special education class:1. Ages 3-5: Program designed primarily for children withdisabilities2. Ages 6-20: General education class less than 40% of theschool dayo Special education/related services provided in the home asrequired by the student's IEP- Not solely for medical reasonso Special education school (greater than 50% of the school day): B. Levels of SupportThe second dimension of the Special Education Staffing Methodology isthe intensity of specially designed instruction received by the student.o Intermittent Support: The student receives specially designedinstruction/supports for at least one period per week or less than 5hours per week or at least 1 of 6 periods when a period is less than60 minutes.o Targeted Support: The student receives specially designedinstruction/supports for at least one period per day or 5 to 12.5hours per week or 2 of 6 periods.o Sustained Support- The student receives specially designedinstruction/supports for at least half of each school day or 12.5 to24 hours per week or 3-4 periods.o Intensive Support - The student receives specially designedinstruction/supports for the full school day or 25 to 30 hours perweek or 5 of 6 periods.Worksheet for Weighted Caseload Staff Member Name: _________________Job Title: ____________________The following are the four weight categories:1. Intermittent Support - (one of six periods or less than 5 hours perweek) - a weight of 2.0 shared between general and specialeducation.2. Targeted Support - (two of six periods or 5 to 12.5 hours perweek) - a weight of 3.0 shared between general and specialeducation.3. Sustained Support - (at least half of each school day or three tofive of six periods or 12.5 to 24 hours per week - a weight of 4.0shared between general and special education.4. Intensive Support - (the full school day or six of six periods perday or 25 to 30 hours per week) - a weight of 5.0 shared betweengeneral and special education.Each teacher should fill the following out for the current case load. Rows may be added. Once all teachers have completed, analyze the total weighted FTE across teachers and campuses. After calculation of the total number of weighted students, special teacher units are derived by dividing by the following to determine efficient staffing:? Pre-K-2: 20 weighted students: 1 teacher? Grades 3-12: 26.15 weighted students: 1 teacherName of StudentInstructional arrangementType of supportWeight of supportWeighted FTEAdditional notesSpecial Educator Role ClarityEducational administrators, in partnership with special educators, need todesign special education positions carefully in order to retain qualified special educationteachers. Defining and redefining the roles of special educators is a key component of effective and efficient programming.How are job descriptions for the special education program designed and reviewed?Describe how each job description is reviewed and signed by the staff person prior to the first day of service?Where are the signed job descriptions filed?Describe how evaluation criteria are tied to job description?Procedural ComplianceThere is a strong suggestion in the literature that technology and clericalsupport are underutilized as ways to alleviate the “paperwork” burden (Gersten, et al.,2001; Spense, 2003). Defining what clerical staff can do, providing administrativedirection for clerical support, and providing access to new technologies for writing IEPscould streamline the paperwork process.It is useful to collect data about the effectiveness of the referral process. These data will allow for analysis of the “hit rate” or the referral-to-eligibility ratio. This ratio is the total number of students evaluated versus the number of students found eligible for special education. A low rate-of-referral-to eligibility(i.e., 50%) typically means that a lot of students are evaluated but very few are found eligible. This may indicate a need to improve a school’s referral review process.A high rate-of-referral-to-eligibility (i.e., 80%) typically means that fewer students arebeing evaluated, but they are more likely to be found eligible, which is indicative of areferral process that includes elements that are more predictive of the outcome of theprocess (Brown, 1983).What is each campus’ “hit rate”?By grade on the targeted campus? By teacher in targeted grade?Another useful data source is the number of referrals for special education evaluationsand who is making them. Discerning a pattern of appropriate and inappropriate referralscan help a team rework its process and can provide data for staff development forgeneral education teachers.Is there a pattern of referrals by:Campus?Grade?Teacher?Campus?How often is a quality control compliance audit done on a selected sample of IEP documents? Is it routine or sporadic? How are results of the audit used?In matters of noncompliance, did staff follow the LEA’s Operating Guidelines and LEA’s board adopted policies?When was the program’s Operating Guidelines reviewed? By whom?What the date of the last revision?Does the revision align with the Legal Framework ?Targeted Staff DevelopmentWhen teachers are given opportunities to learn on the job, they are less likely to findreasons to leave. Serious professional development programs are not the only solutionbut tend to alleviate the problem (Gersten, et al 2001). Formalized and on-going staffdevelopment is absolutely critical to retaining expertise in a dynamic, fast-moving fieldsuch as special education. In recent years, special education teachers report that theirability to attend staff development opportunities designed especially for them hasdiminished due to their required participation in building-based activities, i.e., graduationstandards training. This trend needs to be examined carefully by principals and districtadministrators.Special education teachers, particularly new teachers, report feeling unprepared toaddress the individual needs of their students with interventions and methods that areresearch-based and effective (Lloyd, Forness, & Kavale, 1998; Klingler; Ahwee,Pilonieta, & Menendez, 2002; Billingsley, 2002; Nichols & Sosnowsky, 2002).The following concerns were identified in studies of the practices employed bydistricts and special education teachers in working with paraprofessionals.Consider these issues in developing staff development or adjusting procedureswithin the district.? lack of teacher involvement in hiring decisions? lack of clarity about supervision? few regularly scheduled, sit-down meetings with paraprofessionals? overlap in duties and tasks or lack of clarity in roles and responsibilities? oral instructions as primary communication versus written plans.Does your program provide staff development on the following?Back-to-School Legal Updates?Back-to-School Workshops on your Operating Guidelines?Monthly IEP Technical Assistance designed to fit identified needs of particular staff members?Communication Systems such as newsletters or podcasts for Teaching Strategies/Interventions? Include Paraprofessionals in Staff Development?Provide time for Networking?Staff Development for General Education Teachers on special needs topics?Provide Professional Journals/Newsletters?Develop New Areas of Expertise? Working with Paraprofessionals? Other topics: (detail please)?How does your LEA determine staff development options for special education staff?Needs Assessment Checklist for Paraprofessionals Use this checklist to help decide what kind of professional development is best for you. Go over the results with instructional leaders on your campus to help you find development opportunities that can best help you with the areas you have identified.Address each statement below with one of the following codes:I do not need assistance in this areaI need some assistance in this areaI definitely need training in this areaCommunicating with teachers and/or my supervisor____ Communicating with students and parents____Dealing with stress____Organizing and managing my work____Managing my time at work and at home____Motivating students____Managing student in small-group settings____Using office equipment to enhance my job____Basic computer skills and programs____Assessing student needs in specific subjects____Understanding district/campus/program policies____Helping students with different types of disabilities____Completing administrative work____Using instructional technology to assist teachers____Dealing with differences among students/staff members ____Instructional/class content____Directing the Work of ParaprofessionalsParaprofessionals work with and under the direction of certified teachers to support andassist in the provision of special education services. Over the past few years, theassistance provided to students with disabilities by paraprofessionals has become animportant component of special education programming and staffing.In order for a paraprofessional to provide quality assistance tostudents, the following is required of the special education teacher:? Regular Communication: requires the teacher to organize and manageschedules to ensure cooperation, planning, and information sharing.? Preparation for Instruction: requires the teacher to organize and providematerials and resources necessary to carry out the objectives for eachparaprofessional’s activity.? Daily Direction: requires the teacher to identify skill areas and needs for staffdevelopment and provide ongoing constructive feedback.? Training: requires the teacher to train and model appropriate interventionand teaching techniques.? Accountability: requires the teacher to follow through with programming.(French, 2001; Riggs & Mueller, 2001)What are the processes and procedures used by special education teachers to document how, the time involved, and the results of the following?? Regular Communication: requires the teacher to organize and manage?Schedules to ensure cooperation, planning, and information sharing?? Preparation for Instruction: requires the teacher to organize and providematerials and resources necessary to carry out the objectives for eachparaprofessional’s activity?? Daily Direction: requires the teacher to identify skill areas and needs for staffdevelopment and provide ongoing constructive feedback?? Training: requires the teacher to train and model appropriate interventionand teaching techniques?? Accountability: requires the teacher to follow through with programming?Parent Involvement/TrainingImprovements in a special education program will occur through increased parent training and collaboration. Training on special education topics and compliance will reduce the individual communication demands for teachers and administrators, will increase the positive interaction between parents and school, and will decrease need for conflict resolution. Activities specifically focused on improving parent involvement and parent training can occur at the campus or LEA level. Parent Training Needs Assessment Checklist LEA levelTraining has been provided at the central LEA level by LEA staff or in collaboration with parent organizations. Please check all topics that have been provided over the past year:LEA-Level:Facts about individual disability conditions and research-based instructional practicesResources for families of children with disabilitiesTraining on federal and state law regarding the role of the parents on the ARDCInformation about the LEA and the continuum of special education services availableInformation about state assessments, graduation standards, how to interpret test data, etc.Transition to post-secondary lifeCreation of parent-to-parent support groups or networksOther:Describe ___________________________________Campus Level:Discipline policiesParticipation of parent of students with disabilities on building planning and leadership committeesInformation of transition between campuses or grade to grade—what to expect, what is different, rmation about services to all students in the school and how to access all servicesOther:Describe_________________________________________________________By Special Education Department:Procedural SafeguardsLegal FrameworkHow to run an ARDC meeting in a child/family centered mannerFacilitation skillsConflict Resolution continuumPositive communication systemsOther:Describe_________________________________________________________Alignment of Special Education Curriculum and InstructionPlease review the following topics to identify strengths and areas of need. Check all that indicate an area of need.? Review of teacher’s familiarity with & use of curriculum guides ? Review of school curriculum alignment to state standards? Review of class schedules- what is taught and time allotted to subjects: Is instructional time used wisely?? List of instructional materials used at each grade level/content area (check for continuity across grades and content departments)? Analysis of student progress in extended time activities and support services? Analysis of student progress reports: What is the education benefit ?? Technology assessment- availability, frequency of use at each grade level, how technology is integrated with curriculum and instruction, list of hardware and software available? Effective use of paraprofessionals and special program staff; continuity of services for students? Field trip logs (analysis of benefits of instructional purpose)Budget and PlanningWhat is the budget process for the special education program? Who determines budget needs for federal and state funds?Does the budget match the program plan?Who codes expenditures?Is there justification/evidence of need for every expenditure?How is inventory tracked?Who is responsible?Who has access to current balance sheets?How are budget adjustments made?What percentage of your budget for state and federal is in the line items of?6100State?Federal?6200State?Federal?6300State?Federal?6400 State?Federal?6500State?Federal?6600State?Federal?Has Excess Cost been identified prior to budget preparation?Who is responsible?Has MOE been determined for current year?Who is responsible?Developing Action Plans (or Work Plans)1. Actions plans specify the actions needed to address each of the top organizational issues and to reach each of the associated goals, who will complete each action and according to what timeline. 2. Develop an overall, top-level action plan that depicts how each strategic goal will be reached.3. Develop an action plan for each major function in the organization, e.g., marketing, development, finance, personnel, and for each program/service, etc. These plans, in total, should depict how the overall action plan will be implemented. In each action plan, specify the relationship of the action plan to the organization's overall, top-level action plan.4. Ensure each manager (and, ideally each employee) has an action plan that contributes to the overall. These plans, in total, should depict how the action plans of the major functions will be implemented. Again, specify the relationship of these action plans to the organization's overall, top-level action plan.5. The format of the action plan depends on the nature and needs of the organization. The plan for the organization, each major function, each manager and each employee, might specify:a) The goal(s) that are to be accomplishedb) How each goal contributes to the organization's overall strategic goalsc) What specific results (or objectives) must be accomplished that, in total, reach the goal of the organizationd) How those results will be achievede) When the results will be achieved (or timelines for each objective)Developing Objectives and Timelines1. Objectives are specific, measurable results produced while implementing strategies. 2. While identifying objectives, keep asking “Are you sure you can do this?”3. Integrate the current year’s objectives as performance criteria in each “implementer’s” job description and performance review.4. Remember that objectives and their timelines are only guidelines, not rules set in stone. They can be deviated from, but deviations should be understood and explained.5. Consider the following example format for action your plan.Program Plan Review Questions:Is there a current Special Education Program Plan in place?Does the current plan reflect the data gathered in this review? If not, explain:Sample Program Strategic PlanStrategic GoalStrategy/InterventionResponsibility(by role)Resources(Fiscal fund source/amt, material, human)Timeline/Evaluation measures1. (Goal #1)1.1 (first strategy to reach Goal #1)(who’s going to accomplish that objective)(when the implementer is going to accomplish that objective and how will we know it is accomplished) ................
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