This year our program rolled out Guidelines for Data Collection and Sharing. We are going to be addressing this topic in strands, in supervisions, and in team meetings. While the development of strategies approaches and tools are important, so to is the WHY.
We’ve all been on school campuses that are under-resourced and over-extended. It can be difficult to prioritize your most valuable, your time. When every need feels urgent, how do you know where and when to lean in? How do you say no when asked to support “just one more student, they really need it”? How do you advocate for your student to decrease the amount of support they receive when their teacher feels they still struggle so much? It is through the collection and sharing of data that we are able to prioritize our time in order to provide the most high-leverage interventions. This is also how we can highlight the successes of our students who may continue to struggle.
There was a meaningful special education case law that passed in 2017 the Endrew F. vs Douglas County School District case. This case changed districts’ obligation from ensuring students with disabilities achieved some educational benefit to requiring that they make meaningful progress. The United States Department of Education wrote this Q & A on the Endrew F. case. They are quoted as follows:
“SEAs should review policies, procedures, and practices to provide support and appropriate guidance to school districts and IEP Teams to ensure that IEP goals are appropriately ambitious and that all children have the opportunity to meet challenging objectives. States can help ensure that every child with a disability has an IEP that enables the child to be involved in and make progress in the general education curriculum and is appropriately ambitious in light of the child’s circumstances.21 While many States and school districts are already meeting the standard established in Endrew F., this is an opportunity to work together to ensure that we are holding all children with disabilities to high standards and providing access to challenging academic content and achievement standards.”
In alignment with the findings in this case, All In is on the forefront of developing and implementing best practices for data collection and sharing.
We’ve all been on school campuses that are under-resourced and over-extended. It can be difficult to prioritize your most valuable, your time. When every need feels urgent, how do you know where and when to lean in? How do you say no when asked to support “just one more student, they really need it”? How do you advocate for your student to decrease the amount of support they receive when their teacher feels they still struggle so much? It is through the collection and sharing of data that we are able to prioritize our time in order to provide the most high-leverage interventions. This is also how we can highlight the successes of our students who may continue to struggle.
There was a meaningful special education case law that passed in 2017 the Endrew F. vs Douglas County School District case. This case changed districts’ obligation from ensuring students with disabilities achieved some educational benefit to requiring that they make meaningful progress. The United States Department of Education wrote this Q & A on the Endrew F. case. They are quoted as follows:
“SEAs should review policies, procedures, and practices to provide support and appropriate guidance to school districts and IEP Teams to ensure that IEP goals are appropriately ambitious and that all children have the opportunity to meet challenging objectives. States can help ensure that every child with a disability has an IEP that enables the child to be involved in and make progress in the general education curriculum and is appropriately ambitious in light of the child’s circumstances.21 While many States and school districts are already meeting the standard established in Endrew F., this is an opportunity to work together to ensure that we are holding all children with disabilities to high standards and providing access to challenging academic content and achievement standards.”
In alignment with the findings in this case, All In is on the forefront of developing and implementing best practices for data collection and sharing.
Blog Post Written By: Celina Zins, Director of School Partnerships
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