The guidance comes after nearly half the states reported noncompliance with IDEA Parts B and C. In 2022-2023, the department reported that only 22 states (and territories) met IDEA Part B requirements. Other data reveals that students with IEPs lag behind their peers post-graduation. Twenty-two states saw declining graduation rates among students with disabilities in 2020-21, compared with 10 states the previous year, according to an Edweek report.

In 2019, the adjusted cohort graduation rate for students with disabilities was 18 percentage points lower than for all public school students on average, according to The Institute of Education Sciences. By providing this guidance, the federal government looks to districts and states to help improve these outcomes.

Success starts with district-level goal-setting

Research shows that closing the achievement gap at a younger age can change the whole scope of a child’s life. However, you can only predict what students can accomplish in 12th grade if you understand what they know and can do at age 3 or 4. That’s why schools and districts must build into their special education programs benchmarks and processes that allow them to measure and adjust interventions throughout a child’s academic career.

First, districts must establish those metrics, working backward to determine:

• What they want high school graduates to know and be able to do after graduation.
• What students with disabilities need to be successful in high school.
• How they’ll accommodate and modify standards to ensure students with disabilities can access them.

While this work is relatively straightforward, it comes at a time when schools nationwide are experiencing significant special education staffing shortages. These districts may also lack the technological infrastructure to measure targeted outcomes and build interventions to address any shortfalls. However, the sooner districts start putting these pieces in place, the sooner they can move the needle on student outcomes.

Leverage technology to guide IDEA monitoring and reporting

While federal and state agencies may establish the lion’s share of guidelines, growth targets or objectives for districts, local educators must put management systems in place that give them an accurate picture of where their learners are right now, what activities need to be completed and what interventions are working.

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By using technology platforms that manage IDEA workflows, including IEP intake, evaluation and review deadlines, local educators can more easily manage the operational aspects of IDEA compliance. However, the more challenging part of ensuring compliance and student improvement involves regularly running and analyzing reports from those systems to answer essential questions such as:

• Are we spending federal IDEA money appropriately?
• Are we meeting the metrics we’ve set?
• Have we appropriately addressed all previous findings?
• Are our special education programs and outcomes in our five-year strategic plan?

Throughout the process, administrators should explain to teachers why IDEA asks for us to put in all of these tools and measures that are in place for children. OSEP isn’t looking to find fault with a particular district or state; they’ve put these guidelines in place so that kids with disabilities have the same opportunities as other students—and we know they’re going to need some extra help to get there.

Be proactive and transparent with your state agency

Everyone from the federal government down to the state expects 100% compliance, but they also understand how difficult it is to achieve that. However, reaching 99% compliance still means there’s one child whose needs might not have been met completely, and that matters. If your district finds that it is out of compliance, it’s important to catch where you’re falling short early, so you can start making those changes and alert your state well in advance of reporting.

By putting systems in place to catch any instance of noncompliance, districts can get in front of it and correct it before it becomes an external issue. While we may not hit every target, understanding where and why we’re off the mark yields major improvements at the programmatic and student levels. Most of all, we must remember that behind every target is a kid. It’s not about completing paperwork or achieving an outcome—it’s a child’s success and future livelihood.

By building trust within the district, including educators and families early in the process and keeping lines of communication open, you can often address issues before they become official complaints of noncompliance.

The post IDEA guidance: How districts can strengthen their special education programs appeared first on District Administration.

You can watch the webinar for free on-demand here. But in the meantime, here are a few key takeaways for K12 leaders:

“Special education is everybody’s business”

Kari Stubbs, senior vice president of Business Development at Stages Learning, whose mission is to help every child thrive by increasing equitable access to quality education, says all stakeholders should be involved in the conversation.

In 2010, data from the Centers for Disease Control and Prevention (CDC) indicated that one in 54 children had an autism spectrum disorder. Fast forward to 2021, the rate has nearly doubled to one in 36 children.

“The reason we need to really care about this is not only because it’s a large portion of our student population that we’re treating, but those students are eight times more likely to be unemployed when they’re leaving our school systems,” Stubbs said.

We’ve yet to see the pandemic’s effects

Zandra Jo Galvan, superintendent of the Greenfield Union School District in Bakersfield, California, believes we’ll continue to see these rates rise. The challenge for K12 leaders is understanding how the pandemic has impacted this student population.

“I don’t think we’ve yet seen the effects of the pandemic on families and households and what that means for delays in academic growth, but also the incredible importance of social-emotional learning and proving the support that our students need,” she said.

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As a result, she said her district has spent its ESSER and state-provided funds to ensure each school has the proper staffing to meet these needs. Each school has two counselors, a social worker, two family community liaisons and several behavioral health specialists.

Leveraging technology for students with autism

In the Oakwood City School District in Ohio, Superintendent Neil Gupta said the district’s philosophy of education technology is built on four focus areas. According to Gupta, edtech should be:

• Individualized
• Student-led
• Authentic
• Collaborative

For instance, he shared excitement surrounding artificial intelligence and how it can create personalized learning experiences for students with autism.

In terms of keeping the conversation going with parents, Deb Kerr, superintendent of the St. Francis Public School District in Wisconsin, said remote communication technologies like Zoom have helped them conduct IEP meetings more efficiently with parents and families.

“We have seen a tremendous increase in attendance for our IEP meetings if they could be held on Zoom,” she said. “While we would prefer to do more of a hybrid unit, we try to meet parents where they are. That’s really important because then they could schedule those meetings at a time that’s convenient for them.”

The post What’s in store for special education and edtech? Leaders weigh in appeared first on District Administration.

Still, the elected officials who hire and fire superintendents are grappling with some complicated topics—particularly those having to do with wellness and human resources, according to a survey of meeting minutes by Burbio, a service that tracks K12 data. The company has compiled a list of the terms most frequently discussed by about half the nation’s school boards at their last three meetings. Here are the top 10 phrases, along with the percentage of school boards discussing them:

1. Special education: 60%
2. Mental health: 36%
3. Nurse: 35%
4. Staffing: 32%
5. Negotiations: 31%
6. Labor: 28%
7. Contractor: 28%
8. Bargaining: 24%
9. Behavior services: 21%
10. Psychologist: 21%

“Substitute teacher,” “collective bargaining,” “autism” and “school psychologist” also landed in the top 20. Absent from Burbio’s list are headline-grabbing topics such as transgender students, bathrooms and critical race theory.

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With districts entering the final school year of ESSER funding, the survey also examined the top construction-related terms. At the typical school board meeting, members and district leaders are drilling down to furniture, lighting and air quality of projects at various stages of the approval process. Here’s the top 10:

1. Safety
2. Construction
3. Security
4. LED
5. Classroom chair
6. Table
7. Space
8. HVAC
9. Energy
10. Door

Speaking of ESSER, the survey took a close look at spending in one state to gauge how much federal relief funding remains in district coffers. Michigan’s districts have spent 54% of their ESSER money and have just over $1.5 billion left. Some 38 school systems have between $5 million and $50 million remaining, with three still having over $50 million still to spend.

The post These are the top 10 topics school boards are discussing right now appeared first on District Administration.

IDEA Part B requires states to report on several special education indicators, including graduation rates, participation in statewide assessments and the percentage of students over the age of 15 with Individual Education Plans that include post-secondary transition goals. It can be challenging for state education associations to pinpoint where their special education program falls short if they lack data. For example, most states collect up to eight of IDEA Part B’s 20 indicators.

To understand how they can better support their special education programs, state education leaders must understand in greater detail what’s happening at the district level—and that data is typically collected by different people and stored in different systems. The processes leading up to the data capture are often unrecorded, and districts do not follow the same process.

There is a better way for states to meet IDEA compliance indicators while improving special education services, district programs and statewide performance. Here are some ways our collaborative, browser-based technology platform can help schools and districts meet their special education goals.

Begin by establishing common workflows

Most schools gather special education data in various ways, through email, disparate reports and even paper documents. Collecting and monitoring activities related to IDEA compliance in the same way, in one place, can reduce manual labor, ensure that critical activities are noticed and provide a more complete data picture.

By further automating the process, districts and states can ensure consistency and simplify a complex process in these ways:

• Define timelines for each activity, including parent, staff and administrative interviews.
• Configure workflows that meet the needs of staff and schools.
• Assign tasks and deadlines to staff and provide alerts and notifications to individuals when reports or activities are due.
• Facilitate coordination of the monitoring process to address issues identified by both your LEA and SEA.
• Ensure review protocols are applied.
• When review time arrives, program monitors can quickly assess timely and relevant data, history, individuals engaged in the work, process and status related to timelines in case of a finding.

Identify and define best practices

When you can see what’s working, it makes it easier to replicate those practices throughout your educational system. It’s helpful for LEAs and SEAs to identify indicators of quality service delivery so they can repeat them. For example, by monitoring something as straightforward as the effort required for educators to conduct timely evaluations after student referrals, leaders can identify any patterns and bottlenecks that may be getting in the way and take action.

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The question parents and educators most want to answer is, “Is the program captured in an IEP benefitting my child?” We can begin to answer these questions if we have a complete picture of the student, illustrated by data gathered over time.

For example, in a data platform, educators can review an individual student’s IEP goals and determine whether that student’s goals have changed from year to year, and if they haven’t, ask “why not?” Is that student any closer to attaining that goal? Is it time to move on to a new goal? This information can give parents and educators insights into the impact of a particular program on that child. By aggregating student information, district and state-level educators can better understand how impactful their programs are and where changes could be made.

Use insights to make data-driven decisions

Today’s educators are already asked to be excellent teachers, curriculum developers and psychometricians—we cannot expect them to also serve as data analysts. Often, they are expected to make sense of a lot of data and may not use it to its greatest effect. By tapping into a tool that allows them to collaboratively enter, share and report key information, district and state leaders can quickly identify trends, make comparisons and uncover root causes.

The right data and data visualization tools can transform data points into information districts and states need to ensure federal compliance. This data can also help teachers and parents make critical educational decisions that affect students’ lives. A data-driven approach to special education allows educators to shift their focus from compliance to what they do best—delivering quality education to all.

The post How to more effectively monitor IDEA while data drives improvements appeared first on District Administration.

While many may believe the pandemic is to blame, the high rate of burnout and understaffed special education departments has been ongoing for decades. It is reported that 7.2 million or 15% of public school students receive special education services under the Individuals with Disabilities Education Act. This lower percentage results in a smaller community and support system for special education professionals who need it the most when facing substantial challenges including high workloads and immense amounts of paperwork with minimal time.

The rates are significantly lower for licensed special education teachers compared to general education teachers. Research shows that one-third of novice special education teachers in the United States will quit within the first three years of employment. Before the feelings of burnout crept in, these professionals had passion. They pursued a career based on their love for educating students and planned to make a lifelong impact on youth.

Utilize outside support services

Nationwide, school districts navigate each school year with vacancies in special education. The shortage of staff results in professionals at all levels taking on more, creating faster burnout and fewer opportunities for growth through mentorships and professional development. The sense of community within the district dwindles as burnout increases.

With fewer professionals in the field, how are the educators in the field and entering the field supported? Partnering with outside champions to increase support for special educators in the districts is essential to retention and provides professionals with a greater network to find solutions in the field. Providing direct access to additional outside support demonstrates value and appreciation for both the special educators and the students receiving services.

Define the needs of the district

Advisory service providers, such as BlazerWorks, offer districts a line of communication to connect with an advisory team of special education professionals whose role is to advise, resolve, and support based on the districts’ needs. From state to state and even town to town, no two districts are the same. The outside partnership allows for a better understanding of districtwide initiatives and what is profoundly important to the community. Understanding the districts is essential to providing effective professional development to the professionals within.

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While one district may have a goal to increase knowledge around inclusion, another may need positive behavior strategies. Educators receive the resources needed in the moment enabling them to apply their new knowledge to their students. Meeting the district where they are may increase the effectiveness of shared knowledge and tools, decrease educator stress levels and build confidence in the field.

Collaboration provides mentorship opportunities

Learning about a district is understanding the population. For example, districts with smaller populations may not have the need for an entire motor team or speech therapy department. In this case, an outside partnership increases the opportunity for educators to connect with additional professionals in the field.

Conversely, a district of greater size presents issues such as larger workloads with minimal time for planning and preparing. Mentorships, such as an outside advisory team, provide resources specific to recent evidence-based practices to educators within the special education department, enabling them to increase efficacy and implement strategies and guidance to overcome current challenges.

Support demonstrates a special educator’s value, allowing their passion to grow in the field and accomplish their own professional goals. Through collaboration with a greater network of professionals, skillsets can naturally increase. This leads to more mentorship opportunities, a restored sense of community within the district and, most importantly, students receiving the appropriate services from inspiring special education professionals.

The post 3 ways to support the special education pros who remain during shortages appeared first on District Administration.

Special education service providers help students and families set realistic goals and model ways in which they can practice skills together at home. At the same time, family members offer valuable insights into a child’s personality, strengths and interests—giving providers and teachers a better understanding of that student and how to best meet their needs.

Here are some ways speech-language pathologists and other special education service providers can collaborate with families to improve communications and boost student success.

Begin by establishing trust around speech therapy

Taking the time to build a partnership with a student’s family increases the likelihood that a child will be able to incorporate new skills into their daily routine.

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By asking family members the right questions, you learn more about their child and determine the role they might play in their child’s therapy.

You can start by asking:

• What is your child’s daily routine?
• What are your concerns for your child?
• How can we incorporate what we’re doing with your child and make that easy for you to practice at home?

We don’t want families to feel like they must do speech therapy on their own, for example. We do want them to address ways in which they can recognize opportunities for practice at home.

Help get family members on the same page

It’s hard for a child to become invested in their therapy if they have family members who don’t believe they need it or if there is a misunderstanding that the therapy alone will address the concerns. Providers often face conflicting opinions from families regarding a child’s eligibility for special education services. For example, I’ve heard grandparents say, “My son didn’t talk until he was five years old.” Their grandson might not have started talking yet, and they think that’s OK.

We need to help family members understand developmental expectations and talk about how we can work together to help their child meet those expectations.

Gain a solid understanding of the big picture

Generally, family members are the ones who spend the most time with their children. They likely have a vision of where they’d like their child’s skill level to be at the end of the school year. It’s critical to understand those goals and help family members understand what developmental milestones their child must meet along the way to achieve those outcomes.

While it can be frustrating for families to see their child struggle, it’s important to be positive and remind them that new skills acquisition can take time.

Respect the family’s communication style

Special education services providers occasionally meet families in person and get to know them face-to-face. Providers most often communicate with them through their child’s teacher or via telephone or email. At Parallel Learning, for example, we provide special education services through video conferencing and sometimes get the opportunity to speak to families through video chat, which is helpful. By learning about a family’s culture, language and background, we can continue to build trust and foster cooperation.

In a school setting, special education service providers often feel left out of the communications loop; but it’s critical for providers to maintain open communications with both teachers and students’ families.

Celebrate successes, big and small

Some students spend years receiving speech therapy or other services. They might voice frustration, shut down or question whether they are really improving. By establishing solid communication with students’ families, we can get creative and find new ways to encourage and motivate them.

It’s also important to continue to make therapy fun for the student. Whether it’s talking about what they are doing in track, football or soccer, or what they did over the weekend, you can incorporate speech and language goals into daily conversation. Even if dismissal from speech and language therapy is not an immediate option, it is important to celebrate any amount of progress. That’s success!

It does take extra effort to communicate with families, but the results are worth it. Together, we can jointly look at different approaches to help a child gain confidence, refine skills and graduate. We can also share the positive impact therapy continues to have on their child’s future.

The post 5 ways to build strong family relationships around speech therapy appeared first on District Administration.

“When individuals are trying to learn about your school system there’s nothing that proactively says, ‘This is who we are,’ and ‘Here’s our approach to education,'” explains Gandhi, North Dakota’s 2023 superintendent of the year. “We are going to be releasing Fargo Public Schools philosophies … to be on the front end of ‘this is how we teach’ and ‘this what we believe in.'” Here’s how Gandhi describes those four major principles (which will be posted to the district’s website this summer):

1. Honesty in education: A commitment to fostering an inclusive and culturally relevant educational environment that treats everyone with dignity and respect. Staff are encouraged to use instructional materials that are reflective of the student body. Educators will also not shy away from teaching fact-based history “good or bad or otherwise.” “We want proactive measures to celebrate diversity and to celebrate authenticity,” he points out. “We don’t believe in censorship—it’s our job as educators to teach students to think critically, to understand we’re not perfect, we’ve never been perfect as a system or as a people, and we learn from our mistakes.”
2. Openly support the LGBTQIA+ community: We have phenomenal students and educators who reflect the LGBTQIA+ community, and we have allies and we have individuals who have opportunities for growth. Schools need to lead by openly saying they want to create a safe for environment for every individual and protect the rights of all students. “We don’t need to allow for gray areas that perpetuate prejudice and bigotry in our systems,” he says. “Students, staff and community members need to see organizations that take a stand.”
3. Disability justice: Approach special education with the recognition that an impairment is not always a disability. “Sometimes an impairment is considered a disability when in reality the disability is caused by the environment, not by the individual,” says Gandhi, who spent large parts of his career in special education. “We can’t penalize an individual for having an impairment in which we have the capacity to change the environment.”
4. Student discipline: Emphasize restorative practices over punitive punishments. The goal is to analyze the harm caused by a student’s behavior and repair it so it’s less likely to reoccur.

Fargo Public Schools moving forward

Anchoring those four key philosophies is Gandhi’s drive to make Fargo Public Schools a more dynamic learning organization that is making data-driven decisions on a daily basis to improve student outcomes. The district is in the midst of a “complete transformation” to standards-based instruction and evidence-based reporting, Gandhi says.

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“Some of the archaic notions that have always been used in education—the 100-point grading system that has shown evidence of marginalizing students and having areas of bias or prejudice—will no longer be used,” Gandhi explains. “We want to make sure we’re not judging or allowing for any reporting systems that dictate someone’s worth or value based on an assessment at one point in time.”

The district is now taking a proficiency-based learning approach that will better help students develop critical thinking skills while also allowing them to demonstrate mastery of standards in multiple ways. As a part of that, Fargo’s educators are focused on the whole child to create a sense of belonging and to identify “for whom our system is working and for whom it isn’t.”

“It’s our responsibility to remove barriers to make sure every student feels like they belong,” he says, “and that’s making sure they can feel authentic to who they are, they can feel accepted, they can feel comfortable and they don’t feel like they have to shift or change who they are to be part of a large group.”

‘Public education is under fire’

Like many other leaders, Gandhi and his team at Fargo Public Schools are contending with a highly politicized education environment on the local, state and national levels. Education has been weaponized, and students—particularly those from the most marginalized groups—are suffering the most. “Allowing yourself to be disrupted by a vocal minority can shift the focus from the results you want to achieve for all students,” he asserts. “That will continue to be a challenge.”

Educators across the board must be willing to abandon approaches that are no longer getting results. “A challenge for ourselves is going to be ourselves and our own ability to change as we recognize that the world is changing, students are changing and the way they learn is changing,” he says. “How can we be adaptable and nimble to meet students’ needs on an ongoing basis and also have the resources to do that for all kids.”

These challenges are magnified by ever-growing demands on schools that are requiring administrators and teachers to find ways—and local partners—to care for students’ social-emotional well-being. More students are coming to Fargo Public Schools at younger ages having suffered more adverse childhood experiences “than ever before.”

That challenge is compounded by financial constraints that make it hard for North Dakota’s school districts to pay teachers competitively. Almost every one of the state’s 170-plus school districts spends about 80% to 85% of their budgets on staff pay and benefits. Yet, educators continue to be among the most underpaid employees with the kinds of advanced degrees that would qualify them for more lucrative private-sector jobs.

“We’re not based on revenue—every student is not a profit for us,” Gandhi concludes. “We profit from every student’s learning … so how do we continue to not criminalize poverty or create an inequity?”

The post This superintendent wants everyone to know his district’s 4 big philosophies appeared first on District Administration.

A Texas Education Agency investigation, launched in 2021, has uncovered “systemic issues” in Austin ISD’s special education department, The Texas Tribune reported. Agency officials said in a 31-page report that Austin ISD failed to follow a state-imposed improvement plan that found the district did not evaluate students in need of special education or provide services to those students, according to The Texas Tribune. 

More than 13% of Austin ISD’s students—some 10,032—require or receive special education services and as of March 20, 1,808 special education evaluations were overdue, KUT.com reported.

“TEA’s final investigative report sheds light on the systemic issues found within Austin ISD’s Special Education Department and the district’s shortcomings in identifying and providing services for students with disabilities,” the TEA said in a statement cited by the Austin American-Statesman. “The lack of support for these students has significantly hampered their ability to achieve academic success and negatively impacted their school experience.”

Under a conservatorship, Austin ISD’s board of trustees and interim superintendent will remain in place—unlike the state’s takeover in Houston, which will include the replacement of Superintendent Millard House II and the school board with a new district leader and an appointed management team. Also unlike in Houston, where liberal activists have accused the state of targeting a majority Black and Hispanic district, this latest takeover has gained the support of even Democratic officials.

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“I have been aware of AISD’s shortcomings regarding students in special education for some time now,” state Rep. Gina Hinojosa (D-Austin) said in a statement. “In fact, it has been a challenge to access these services for my own son in AISD. AISD’s deficiencies regarding our students in special education are unacceptable.”

My statement on @TEA's intent to place a conservatorship over @AustinISD pic.twitter.com/kIqNWDbPcb

— Gina Hinojosa (@GinaForAustin) March 31, 2023

In Austin, the team of conservators will help the special education team catch up on evaluations and deliver services, the district’s board of trustees said, adding that educators there have been working for many months to make improvements, including:

• Creating a centralized database to track evaluations and implementing new systems to support special education services on campus and at the central office.
• Working closely with a nationally recognized special education expert to provide training for campus teams and central office staff.
• Launching an aggressive recruitment effort to hire educational diagnosticians and licensed specialists in school psychology, including annual incentives of up to $20,000.
• Forming an ad hoc committee of our board that meets multiple times a month to monitor activities and progress.
• Communicating with the public with new openness and transparency about the needs the district is working to address.

The board of trustees was set to review the Texas Education Agency’s report at a special meeting on Monday night. In Houston, meanwhile, a coalition of civil rights groups has filed a federal complaint against the state, claiming the takeover violates the rights of district voters to choose their own school leaders.

The post One more Texas takeover: State seizing control of special ed in Austin ISD appeared first on District Administration.

Unfortunately, that’s the case for districts across the country in terms of teacher recruitment and retention. And when you narrow the scope to special education staff, the situation becomes even direr.

The statement comes from Raúl Peña, chief talent officer for Fort Worth ISD, a district that has been forced to resort to hiring non-certified teachers on an emergency basis to fill special education vacancies. According to the Fort Worth Star-Telegram, the district has hired nearly three times as many special ed teachers ahead of the 2022-23 school year using emergency permits compared to the previous year.

In Texas, districts are allowed to use emergency permits to hire non-certified teachers to meet staffing needs. According to the initiative’s guidelines, the candidate must meet “minimum requirements depending on the grade level and type of assignment.” Special ed teachers hired with an emergency permit must have met a certain number of college credit hours working with students with disabilities.

Between 2018 and 2020, Fort Worth ISD hired three special ed teachers using emergency permits (one per year). Last year alone, the district hired 11, and another 31 this year.

Unfortunately, it’s a trend that echoes in districts across the state and the nation, according to the Fort Worth Star-Telegram. For the first time, the Northwest Independent School District has been forced to use emergency permits to recruit four special education teachers this year.

While this program proves itself worthy of its ability to help districts resolve teacher vacancies, disability advocates worry about its impact on students.

“An emergency certification just simply means you’re not where the state otherwise expects you to be to do this job, but we’re going to make an exception,” Senior Policy Specialist for Disability Rights Texas Steven Aleman told the Fort Worth Star-Telegram.

Unfortunately, districts are simply too desperate to weigh the options, University of Texas Professor Katie Tackett told the Telegram.

“I understand why districts are making the move that they are,” she said. “There’s not a deep, wide pool of certified special education teachers that districts are choosing not to hire.”

Across the country in Wake County, North Carolina, some students were without a teacher for months. According to one parent, her child went nearly five months without a certified special ed teacher.

“I am concerned that the mandated services in my son’s [individualized education program] are not being delivered in this environment,” one parent wrote to the state’s superintendent of public Instruction Catherine Truitt. “This is a group of students who need a certified special educator leading their day. I’m curious what is being done on the government level to end this teacher shortage? I heard about a $1,200 sign on bonus, but frankly that number is missing a zero.”

Special ed teacher recruitment and retention has been an ongoing battle for districts across the country since the pandemic. However, there’s hope that it will soon get better, according to the Biden-Harris Administration’s recently released education budget for the fiscal year 2024.

According to the budget, the administration plans to allocate $150 million to increase grants to recruit and retain special ed personnel.

“As an educator and a father, I know that nothing unites America’s families more than the hopes we share for our children, and that’s why the Biden-Harris Administration is pushing for bold investments to ensure all students have equitable access to schools that welcome and support them, inspire their love of learning, and prepare them to succeed in whichever career they choose,” said U.S. Secretary of Education Miguel Cardona in a statement.

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The post Should more states resort to ’emergency permits’ to hire special ed staff? appeared first on District Administration.

1. Use evidence-based curricula.

The term “evidence-based practice,” or EBP, refers to an approach in which the process of clinical decision-making utilizes current, high-quality research evidence, integrated with practitioner expertise and client preferences. Organizations such as the American Speech-Language-Hearing Association have published position statements encouraging the use of evidence-based practices in clinical care.

Several mechanisms can be put into place to support special educators in utilizing evidence-based curricula and programs to help students accelerate progress. For evidence-based programs to be effective, the content must be easily accessible, searchable and structured with clear sequences.

Train educators on how to implement the EBP as intended, along with a set of guidelines that includes specific information on the practice (which students should participate, how long the program will take, the length and frequency of sessions, required materials, etc.).

2. Ensure fidelity of instruction.

Educational research consistently shows that the success of evidence-based programs depends on high-quality and consistent implementation by educators. Often referred to as “fidelity,” a learning platform designed for special education can utilize technology to ensure that educators follow the instructions within each lesson plan so that all of the points and objectives are covered.

Mechanisms such as easy navigation within a program/curriculum, scripted instructions for the educator, and a recommendation engine for specific programs and sequences can help educators identify, select, and implement individualized programs and curricula adapted to the varied needs of their students.

3. Increase practice intensity.

Studies have shown that increased practice time yields improved outcomes for special education students. One way to measure intensity in special education is the number of practice repetitions (e.g., trials or productions). By using a dedicated, special education learning platform, students will receive individualized instruction and practice, as well as an increase in practice opportunities.

With a dedicated special education learning platform like Amplio Learning, therapy minutes are individualized, based on areas of need. Additionally, the amount of repetitions per minute can be significantly greater. The result is that students utilizing a dedicated special education platform may experience 10 times the opportunities, or trials, to practice their individual goals when compared to status quo therapy models.

4. Provide feedback.

Providing feedback is often mentioned as a powerful influence on learning and achievement, though the impact may be positive or negative. Studies show that effective feedback should be corrective, immediate and specific. Corrective feedback focuses on what the student should do, rather than on the incorrect response.

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Timing of the feedback is also important because feedback that is delayed from the performance is less effective than feedback delivered immediately. Lastly, feedback should be specific or modeled so that the student can grasp what was missing from the response.

For example, when a child working on an advanced learning platform responds with a partial or incorrect answer, the platform can immediately react with supportive and specific messages, offering hints and tips as to what needs to change in the answer, as well as the opportunity to try again.

5. Use the data.

Data-driven instruction has long been the holy grail of education, taught in universities, yet classroom teachers often do not know how to make use of the data. Education leaders can look to other professions for guidance on creating a clear decision methodology around data. For example, the medical field uses advanced tools to assist in data-driven decision-making, which results in actionable insights for practitioners and improved outcomes for patients.

Educators can use data to fine-tune and improve their instruction and interventions to help students make faster progress. However, they also need a systematic approach to collecting the data, analyzing it for insights, and implementing it. By providing data-driven research, EBP-enabled platforms help teachers readily achieve these goals and create individual learning opportunities for students in special education.

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