Important Missing Data

This table is a transcription from the Gallery Walk (results of voting are in the left column). Please review for accuracy and clarity.

Use the comment form at the bottom of the page to recommend changes and/or raise questions.

return to the Gallery Walk or to the PPS SpEd Stakeholders' Home Page.

4 stars	ESL – understanding cultural differences
	More support for families
	Student data is missing from all levels of students
10 dots 6 stars	Trainings for parents to understand system
1 star	Increased capacity to include everyone in the process
2 stars	ELL and SPED trainings around the laws for students with these eligibilities and how to access these services
1 dot 1 star	Data missing from parent input on how well educational goals are being met.
1 dot	Missing data on what is working well.
	A transition plan for exiting high school with a standard diploma
	Examples of successful integrated service models within PPS
1 dot	Input around foster care, adoptive parents, ELL families
	Timelines for implementation
3 dots	Clarify current/existing data to determine if we have a representative sample of a variety of groups, including parents, minority groups, SES, ELL, etc…
3 dots	Develop a district-wide system for collecting input/feedback/data from under-represented groups.
	Parent/school communication
2 dots	Support staff awareness of legalities/how to access services
1 dot 1 star	All kids have grade level general education homerooms to encourage more inclusion. Homeroom teacher goes to IEP.
1 star	ELL and parent input and participation in survey. Coordinated ELL and SPED effort to 10+ serve students with special needs
3 dots 2 stars	Parents without access - Computers - Childcare/incentives - Language/interpretation - Time of day/scheduling - How to get information to ALL!
2 stars	Where is the $ going? What is SPED budget?
1 dot 1 star	What does the data show with new change in the “B” rooms? Now one teacher:/Para. Have significant behavior changes/outbursts increased, decreased or same with this model?
2dots 2 stars	How many Para-educators are [placed accordingly to their skills, training, and knowledge? Matching skill sets to the job. Matching training to the job.
	What the data on the “Motor Team” say-what information was provided?
	Student survey information
	Pg. 4 Gen ed. teacher assistance *specify what this is
	Pg. 5 clarify what is meant by immediate response
	Pg. 6 resources consider work space needs
7 dots 6 stars	Identify and outreach – under-represented parents (ELL, Foster, parents w/disabilities TRAINING
1 star	Data regarding self-control classrooms and #’s of students being sent/bused out of their neighborhood
2 dots	Not enough general ed. involvement in the process
2 stars	Representation of minorities and people w/disabilities
1 dot 1 star	Representation of SPED and General Ed students
	Representation of Higher Ed institutions
2 stars	Input into budget
	Budget data - stimulus money. SPED funds “show us the money”. Where is the transparency?
	ADA information re: building accessibility
	Placement data by race and disability
	Transparent policy and procedures - identification - services/resources - placements
7 dots 7 stars	Reduction of students being placed out of neighborhood schools and clear protocol for when students cannot attend neighborhood schools.
	Disability should be addressed diversity policies/
4 dots	SPED and ELL identification better training and sharing of resources (team approach) - Collection of data for ELL in Sped
	Inclusion specialist teams who intervenes before moving out of Gen. Ed.
	Cost and impact of transporting students across district vs. keeping them in neighborhood schools
1 dot 1 star	Prioritizing ADA improvements to 50% of facilities that are not ac accessible in 1 or more vital areas.
	DHS, Mult. Co, Develop Dis. Survey
8 dots 7 stars	Need more feedback from marginalized groups – foster parents, ESL parents, homeless families, low-socio-economics parents
	Find out needs of immersion programs
3 dots	Number of students in behavior classes w/normal IQ’s but are 2 grade levels behind (reading)
1 star	Eliminate “silos” among dept. heads and directors - really – consider possible domino effect - Mandatory, proactive collaborative planning and decision making!
11 dots 17 stars	Collaborative team teaching approach (general ed. and Special ed. teachers team-teaching - 2 teachers, 1 group of students in same classroom (start w/a pilot?)
2 dots	Website: maintain current resources for sharing information ideas communication (user friendly and accessible)

return to the Gallery Walk or to the PPS SpEd Stakeholders' Home Page.

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Comments

Polly Zagone says:
January 11th, 2010 at 9:31 pm
what's missing/accountability

There should be a system that assures that the district is following the law. The current system doesn't work. Parents speaking to their principals, PA, the SPED director, the superintendent and even speaking to the school board doesn't work. If it did the mess at Pioneer would have been cleaned up years ago. PPS administrators at all levels ignore the district's own complaint procedures making it difficult for parents to get any response when they do have an issue. Pioneer parents wrote a letter three years ago and still haven't gotten a chance to discuss their concerns. PPS administrators and staff need training on the laws and the district procedures. There needs to be new system where complaints and inquiries are copied and logged in one place and followed by a knowledgeable person who will assure that action is not only taken, but taken in a timely manner. PPS should have a Sped lawyer whose job is to keep PPS doing the right thing, not to see what PPS can get away with. Discrimination and neglect of students should be fixed immediately, not just for the families that complain, but for all the students. The district shouldn’t continue to neglect students because they think they can get away with it. There should be accountability. The neglect and discrimination that has happened and is still happening at Pioneer should never have happened and the district should do more to fix it immediately and not wait for all of SPED to be redesigned. No one at PPS seems to be accountable for breaking laws and cheating students out of an education. I suggest that be fixed.
Alicia DeLashmutt says:
January 3rd, 2010 at 10:05 pm
school placement / choice / information

These were three of the suggetions listed above:
- Trainings for parents to understand system.
- Reduction of students being placed out of neighborhood schools and clear protocol for when students cannot attend neighborhood schools.
- Transparent policy and procedures.
-       identification
-       services/resources
-       placements

With equity being an identified goal, all students should have the opportunity to attend their neighborhood school and receive the services and supports that they need. That said; students should also have a choice of which school they attend. If a school other than their neighborhood school is a better fit for a student, the lottery system should be open to all.

Currently, this is the standard for general education students. This is not the standard for students that receive special education services.
Parents of general education students are encouraged to visit schools during open house days to ascertain the school’s culture and educational approach and focus. Parents of special education students are told which school their student will attend. Service options are not transparent. Placement locations are not optional. This lack of choice and clarity of information can make the most active parent feel powerless.