Seattle Public Schools RC-CAP First Quarterly Report (8.40 MB), Attachment...

8/10/2019 Seattle Public Schools RC-CAP First Quarterly Report (8.40 MB), Attachment SupplementaryDocumentsforIntensive

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Evaluation Compliance Review Training

Post-Training Test Summary of Chosen Responses

Question 1

A 100%

B 98%

C 16%

D 100%

44 answered correctly

Question 2

A 4%

B 100%

C 0%

D 0%


Question 3

A 16%

B 16%C 100%


Question 4

True 22%

False 78%


Question 5

A 100%

B 100%

C 100%D 42%


Question 6

A 0%

B 9%

C 95%

D 0%


Question 7

A 98%

B 0%

C 0%

D 0%


Question 8

A 0%

B 0%

C 2%

D 100%


Question 9

A 96%

B 64%

C 98%

D 100%

E 100%

F 100%

G 2%

H 9%


Question 10

A 2%

B 11%

C 93%


** The answers highlighted in blue are those that were required to be selected for a question to be marked as correct


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IEP Compliance Training 10/10/14

Post-Training Assessment Responses

Question 1

True 88%

False 12%

Question 2A 2%

B 13%

C 85%

D 1%

Question 3

A 98%

B 1%

C 2%

Question 4

A 2%

B 2%

C 96%

Question 5

A 1%

B 89%

C 10%

D 0%

Question 6

A 2%

B 0%C 98%

D 0%

Question 7

Measurable 84%

Not Measurable 16%

Question 8

Measurable 2%

Not Measurable 98%

Question 9

Measurable 8%Not Measurable 92%

Question 10

Measurable 98%

Not Measurable 2%


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Seattle Public Schools IEP Post-Training Test

1. Please provide your name for tracking purposes:

Response

Count

11

answered question 11

skipped question 0

2. Please specify your position

Response

Count

11


skipped question 0

3. A student cannot have an initial formal assessment without his/her parents' permission.

Response

Percent

Response

Count

True 90.0% 9

False 10.0% 1


skipped question 1


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4. At what age must a public agency formally document transition planning for students

within an IEP?

Response

Percent

Response

Count

12 10.0% 1

14 10.0% 1

16 80.0% 8

18 0.0% 0


skipped question 1

5. What three outcomes are described in the transition section of the IEP?

Response

Percent

Response

Count

Post-education, employment and

independent living100.0% 10

Choice of college, area of

expertise, course taken in high

school

0.0% 0

Copy of personal resume, sample

of student writing, functioning grade

level in reading, writing and math

0.0% 0


skipped question 1


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6. "Prior Written Notice" means that:

Response

Percent

Response

Count

A school district must inform

parents of the placement the

district is recommending prior to an

IEP Team meeting.

0.0% 0

A school district must inform

parents of the services the district

is recommending prior to an IEP

Team meeting

0.0% 0

A school district must provide

parents with a written notice

whenever the district proposes

or refuses to initiate or change

the identification, assessment,

placement or provision of FAPE

to the child.

100.0% 10


skipped question 1

7. How frequently must a public agency conduct meetings to review and, if appropriate,revise the IEP for a child with a disability?

Response

Percent

Response

Count

Every 6 months 0.0% 0

Every 12 months or whenever

necessary77.8% 7

Every 12 months 22.2% 2

Every marking period 0.0% 0

answered question 9

skipped question 2


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8. Reevaluation of eligibility for special education must occur:

Response

Percent

Response

Count

Once a year 0.0% 0

Once every two years 0.0% 0

Once every three years 100.0% 10

Only when a team member

requests 0.0% 0


skipped question 1


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9. Label each goal "measurable or "not measurable".

Measurable Not MeasurableRating

Count

By October 8, 2015, given 100 high

frequency spelling words, Johnny

will correctly spell a minimum of

75/100 on four of five times tested

on weekly quizzes. Baseline: 20/100

words spelled correctly.

90.0% (9) 10.0% (1) 10

By October 8, 2015, Sally will use

proper conventions addressing the

mechanics of writing, including

capitalization, punctuation, spelling,

grammar and usage, paragraph

breaks, and legibility with one or

two verbal cues. Baseline: Student

applies conventions incorrectly in

most writing.

0.0% (0) 100.0% (10) 10

By October 8, 2015, Alex not get

up out of his seat during

independent work time. Baseline:

Alex regularly gets out of his seat

during class.

0.0% (0) 100.0% (10) 10

By October 8, 2015, Michelle will

solve 2 digit by 2 digit multiplication

problems with 90% accuracy in 4 of

5 trials as measured by weekly

classroom assessments. Baseline:

Michelle currently solves 2x2 digit

multiplication with 60% accuracy.

100.0% (10) 0.0% (0) 10


skipped question 1


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Seattle Public Schools Page 1

Special Education Services (SPED) June 24, FG#1

Important note: These notes are a brief summary of the focus group feedback recorded. This report makes no claims about the

validity of the feedback or whether each point of feedback represents widely shared perceptions. The opportunities

highlighted in yelloware those in which participating school considered to be the highest priority to address, and are therefore

more likely to be rooted in some degree of consensus. However the facilitators did not specifically measure the degree of

consensus for each point of feedback provided. Notes in italicized text are direct quotes from school leaders .

What are the current strengths of the department? Student lists(twice/month) with all students and IEPs that are out of compliance (helps to know

where to follow up to ensure teachers stay in compliance)

IEP audits/compliancewith specific feedback on what is out of compliance

Newsletter(new)not perfect but a good start (helpful attempt at improving communication)

Legal department supportfor SPED is strongaccurate and reliable legal knowledge

What are the specific opportunities/issues of the department?

Misinformation:staff sometimes do not provide accurate or legally correct answers (e.g.,

services, policies, program changes, boundary changes); school leaders lose credibility with

school staff and parents if they do not have reliable information to draw upon; (If we ask two

different SPED staff, we get two different answers. Its hard to nail down someone who responds

and knows what theyre talking about. Wereoverworking the good people).

Planning and decision-making: need a more systematic approach to decision-making (too many

grey areas); many teachers are making autonomous program decisions without consulting or

informing the principal (Were in a dire situation with state in terms of IEP compliance, but there

appears to be a high tolerance for late IEPs); there appears to be a lack of careful planning; need

to improve systems thinkingbefore a rollout or decision is made (consider all ramifications).

Professional development: for administrators, substitutes, teachers, instructional assistants;

content needs to be meaningful and aligned; the training for IAs is not adequate; CCSS trainings

are not differentiated for specific programs (Our SMP4 and medically fragile teachers were told

to go to the Geometry Common Core training, which is a waste of time, and they were told to do

it anyway. We didnt have sub coverage, and it was not valuable to them or their students).

Customer Service: Lack of timely response to emails or phone calls; (Only some supervisors are

responsive; sometimes we have to contact directors even for low level issues to assure action).

(There is sometimes literally no response to an email. Its a black hole. To the point where you

copy everyone to see if anyone will respond. And I dont know if everyone is waiting for someone

else to respond, and there needs to a process for communication).

Student placement: unclear process; need to communicate to schools earlier

Data accuracy: student lists are not accurate (e.g., missing students we currently have) Department organization: too fragmented (Developmental preschool, SM4, the OTPT people

they are all supervised by different people, so you have contact different people).

Lack of accountability: schools leaders are not provided opportunities to provide feedback on

the quality of service and support provided by central office employees.

Incoming students: need more communication and information about students coming into

buildings; students should come only with the assurance supports are in place; schools need a

heads upif incoming students have specific needs, otherwise it can be a safety issue.


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Proactive response to risks: Need to improve listening and responsiveness to warnings from

schools; need to trust school staff (e.g., requests for additional resources to meet IEP

requirements (Central office doesntpay attention to warnings until a major incident occurs and

then they are responsive. Its a very reactive approach).

Substitute coverage for certified and classified positions: a high percent of substitute teachers

do not show up, or change/cancel assignments at the last minute; there is a compounding effect

when there are open vacancies on top of mandatory district trainings.

Lack of documentationor clear information about processes. Current processes and procedures

are unclear.It is difficult to be consistent.

School space capacity: school leaders need more information and a better understanding of

SPED capacity decisions and location of new programs.

What are your recommendations to address these issues?

Set expectation for SPED staff to answer emails or calls within 24-48 hours; need a prioritization

process for hot issues that impact students and families. Need to answer the request, even to

communicate that plan to provide answer by a future date.

Need a clear process for frequent communication. Documentation: clear services, program requirements, policies, and expectations for each

service area

Delay student enrollment start by 48 hours if students have known issues to provide some time

for new school to receive student and set services.

School involvement in program planning (monthly planning meeting). Concerns about space,

capacity for SPED and other students

Communicate SPED organization chart, service chart/flow chart/definitions/job responsibilities

and provide frequent updates. Update, communicate a service table summary: definition of

services. Everyone should have CPI training annually

Request feedback to schools about professional development topics. (Dont justassume). Communicate criteria for program placement (process or checklist for IEPs)

Special Education Services (SPED) June 25, FG#4

Important note: These notes are a brief summary of the focus group feedback recorded. This report makes no claims about the

validity of the feedback or whether each point of feedback represents widely shared perceptions. The opportunities

highlighted in yelloware those in which participating school considered to be the highest priority to address, and are therefore

more likely to be rooted in some degree of consensus. However the facilitators did not specifically measure the degree of

consensus for each point of feedback provided. Notes in italicized text are direct quotes from school leaders .

What are the current strengths of the department? New staff is providing better support

Monthly newsletter: a good start of improving communications with schools

EBD peer review process (consultant from Renton)

Legal department support is strong for SPED


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Monthly IEP compliance audit reports: good effort to proactively address compliance issues;

very detailed, action oriented; currently goes only to principals, but should be sent directly to

teachers (problem is that SPED does not have accurate teacher lists)

What are the specific opportunities/issues of the department?

Incoming students: Process for getting new students is unclear, especially EBD students (We just

get kids who show up. These are often kids who need the most frontloading and support).

Schools need to know who is coming, what their specific needs are, and the process for

supporting them when they arrive; the transition and intake enrollment process is lacking;

students arrive without any thought as to whether the student will be served and the school has

adequate supports in place; sometimes there is no trail of an IEP (even for within-district

transfers); (We might get their IEP a month late, if we get it. Its a huge compliance issue.

Sometimes its in the system, sometimes its not).

Consistent inclusion/placement model: need to identify model siteswhat is best practice?

How does central set the standard? What is our inclusion model? (Our feeder MS is big on

inclusion, but we are not); lack of direction from central about our model (Every HS is doing their

own thing). No consistency on how to handle master scheduling, staffing, or inclusion; (At our

feeder MS the SPED students take Algebra and get a modified grade, but we find in HS they are

not ready for Geometry but parents are confused when a month into the school year we pull

them back into a self-contained math class because their experience in MS was inclusion).

PD for administrators; for SPED policy, law, compliance, best practices, instructional leadership

and coaching, etc. (Everything I know is self-taught and based on experience; I have not been

trained on how evaluate SPED teachers; I never learned how to write an IEP; what does it look

like to coach up our IAs? It wasnt until a legal case that I had any clue how serious the legal

issues were); need a menu of PD opportunities (that are offered every quartere.g., law and

compliance); (SPED should be priority one for PD; the amount of hours we spend because we got

something wrong; I would love to be over trained, to be able to tell a psychologist what to do). Clear policies and guidelines: need to have a single voice and decision central and schools. (In

previous district I knew very clearly when I was going to be supported with a decision; here its

more nebulous. The last thing you want is to communicate a decision to a parent, then the

parent complains to Central office and the decision is revoked because now the parent knows

they can just go over my head); need legal training and backup support from central so you can

challenge cases.

Clear communication to parents: about services, changes, transferring schools, etc.

Teacher and IA quality: differences in skillsets of SPED staff (both teachers and IA assistants);

some SPED teachers collaborate at a high level with general education teachers and others do

not; need professional development to train staff to be more effective; content knowledgeexpertise is critical (especially at HS); the NCLB highly qualified rules are helping somewhat

Student Transitions: need guidelines and pathway coordination to align the vertical trajectory

and transitions from elementary to middle and middle to high school (e.g., regional meetings

with regional SPED supervisor to coordinate models, services and information sharing).

Process flow chart: for a placement, services (order in which things occur; not just a checklist)

for students with IEPs. (However SPED is a service not a place or a process, so we need to make

sure there are adequate steps for review and questioning of decisions)


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School Psychologists: Are we training our psychologists well enough? Our School Psychologists

are qualifying kids who should not be qualified;does a 30thpercentile score on the MAP test

really qualify for specially designed instruction? Some schools never refer kids that other schools

do; there is no consistency; schools that refer more students get more SPED staff, but thats not

necessarily equitable; the principal role is key(We are in this tough position for a reason; if we

dont know SPED law we need to do what we can toget to know the law; need to stand up and

say no; need to evaluate our psyches and OTPs. Ive had 4 different psyches. I finally have one

now who is highly skilled but wasnt always that way; its a really critical position).

Organizational structure: staff names, roles, responsibilities. (I dont understand the SPED org

structure in terms of who does what; who provides what supports, and when do we need to

involve someone from downtown?)

Embedded PD: needs to be embedded in work already doing (What does CCSS or MTSS or

curriculum alignment look like for SPED? I dont want to go to a separate training; school leaders

also need a parallel SPED-specific training track for new administrators (legal compliance, etc).

Lack of consistency across schools, same student could have a different level of services

depending on the school. Lack of clear guidelines by student type, services, requirements,

unclear and arbitrary

Evaluation: lack of direction on how to evaluate SPED school staff.

District leadership meetings(DLT/Regional): need more time during leadership meetings to

discuss, understand SPED strategies; need to define our focus areas.


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Research, Evaluation & Assessment Page 2

B.

Clear and Well Managed Systems/Processes

Question: District systems and processes for ________ are clear and well managed by the central office.

C.

Positive Working Relations with Staff

Question: I have a positive working relationship with the ________ staff that supports my school.

Health Services 46 85%

Grants (Managing Grants) 51 82%Payrol l 56 82%

Nutrition 51 78%

REA (State Testing) 63 78%

Purchasing 58 76%

Communi cations/Public Affairs 57 74%

REA (MAP Testing) 60 68%

Accounting 55 67%

Truancy/Discipline 57 67%

HR (Hiring & Staffing) 64 63%

HR (Labor & Empl oyee Rel ati ons ) 56 63%

Safety/Security 62 60%

Family Support Program 33 58%Budget (School Budgeting) 63 57%

HR (On-Boarding/Orientation) 55 56%

Facilities-Custodial 55 51%

English Language Learners 44 41%

School/Family Partnerships 32 41%

Transportation 55 40%

DoTS (Upgrading Technology) 62 39%

Communi ty Partnerships/CBOs 27 33%

Facilities-Maintenance 61 30%

Enrollment Services 59 25%

DoTS (SIS/DataReporting) 59 19%

Advanced Learning 42 10%Special Education 63 8%

Department (System/Process) # Responses % Posit ive


Nutrition 59 93%

Transportation 59 90%

Facilities-Maintenance 57 88%

Facilities-Custodial 62 82%

Department # Responses % Positive


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D. Timely, Accurate Useful Information

Question: My school receives timely, accurate and useful information and/or training from the _________

department.

E.

Professional Development/Training/Coaching (Teaching & Learning)

Question: My school receives effective professional development, training, and/or coaching from the ________

department.

Purchasing 56 82%

Payrol l 55 82%

Ombudsman 49 80%

Grants 54 76%

Accounting 55 75%

Budget 63 70%

Truancy/Discipline 56 66%


Res earch Eva lua ti on & As ses sment 60 60%

Communi ty Partnerships/CBOs 24 42%

DoTS (SIS/DataReporting) 62 40%

Enrollment Planning 60 32%Enrollment Services 55 31%



Science 56 55%

Career and Technical Education 21 52%

Arts 45 47%

School/Family Partnerships 34 44%

Mathematics 54 39%

Literacy 58 38%

Special Education 64 19%

Advanced Learning 37 11%



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F.

Program and Material Support (Teaching & Learning)

Question: I am satisfied with the program and material support my school receives from the central office to

improve teaching and learning in ________.

G.

District/Regional-Level Questions

H.

Questions about Data Systems

I.

Miscellaneous Questions

Science 55 67%Arts 49 51%

Career and Technical Education 21 48%


Literacy 60 35%

Mathematics 55 33%

Special Education 63 21%

Advanced Learning 38 11%


I understand the three main goals of the new Strategic plan 64 97%

I am satisfied with the support I receive from my regional Executive Director of Schools 66 85%

Regional meetings organized by my regional Executive Director are informative and an effective use of time 64 83%

The district leadership team effectively communicates district priorities and strategies 59 56%

Distr ict Leadership Meetings (DLT) organized by central office are informative and an effective use of time 64 36%

Survey Question # Responses % Positive

I often use data or reports generated from the Academic Data Warehouse (ADW) 61 54%

The information access ible in the ADW supports student learning and intervention services at my school 57 53%

I am s ati sfi ed wi th the a ccura cy /qua li ty of da ta reports I ha ve a cces s to about s tudents at my s chool 60 40%

I am s ati sfi ed wi th the tool s and s upport my school recei ves to manage and i nterpret student data 60 37%

I am satisfied with the accuracy and quality of data that is accessible in PowerSchool 57 12%


Our nurs e hel ps school sta ff unders ta nd wha t s tudents wi th l ife-threa teni ng condi ti ons need to be s afe 64 98%The OMBUDSMANS approach to problem resolution is fair, equitable, and timely 45 87%

When I have an employee performance or conduct issue at my school, I receive prompt, effective assistance 60 78%

Should the need arise I know how to access resources to support basic needs of families in my school 56 77%

I am satisfied with the computing environment at my school that supports TEACHING & LEARNING 61 54%

I am sati s fied with the computing envi ronment at my school that supports SCHOOL OPERATIONS / BUSINESS 59 46%

I am sati s fied with central offi ce efforts to help RECRUIT / HIRE QUALIFIED CANDIDATES for school pos i tions 56 43%



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Part II: Summary Results from Open-Response Item: Top Processes to Improve

This section summarizes responses from the following open-ended response question: What are the top three to five

processes that need to be improved between central office and schools to help schools run more smoothly for students,

school staff, and/or parents? Sample comments from principals are provided for additional context. Results are

ordered by the number of times a process was listed. Results may or may not be specific to one department.

Communications/Responsiveness (General) listed 26 times

Many principals feel that the central office is not responsive when they call or email. Many do not know who to

contact when they need central office support. Some indicated that parents and the community hear things

before they do, and in general, that the District does not do a good job of communicating with school leaders.

Two-way communication needs to be more timely, clear, consistent and honest.

Respond to emails and phone calls within 48 hours.

Establish a comprehensive orientation for new administrators, which includes a "whom to call." Also,

create a Central Office manual with the purpose, function, and key personnel in each department.

Principals should not learn about significant changes from blogs and informed parents. It compromises

our leadership influence and weakens the public's confidence in our system.

Principal communicator could be improved-- it is easy to miss important information due to the currentformat.

Why is everything so confusing?

Special Education listed 20 times

Improving support to schools was listed frequently. Also mentioned were improving the placement process,

planning and management, providing an overall vision, and improving communications.

Special Education Department needs to communicate better and have more clear programs.

Special Education needs to be improved but I know you are working on that.

Human Resources listed 15 times

Improving the hiring process was the process most frequently mentioned. Also mentioned more than once was

forced placements and recruitment (for hard to fill positions).

Hiring must be earlier, faster

Make it easier to hire excellent staff and get rid of staff who are dangerous to kids.

HR and Legal need to back us up if we have a teacher that needs to be disciplined.

Curriculum & Instruction listed 12 times

Lack of instructional and curricular support for literacy and math was listed most often. Also mentioned were

providing books and materials and more support for standards-based planning.

All schools are teaching different programs in reading, writing, and math. Consistency is key We can

share data. Everyones doing something different!


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Enrollment listed 10 times

Most concerns were about the enrollment process, which some perceive needs more clarity and transparency.

Others mentioned the need to improve communication and equity in the process.

Clear enrollment policies/procedures (need to be) communicated to schools and families.

Enrollment: We get good service, but never a solid answer.

Data Systems listed 9 times

Several principals listed the importance of better access to timely and useful data reports. PowerSchool was

specifically mentioned as needing improvement several times.

(Schools need) common and frequent data reports.

(Please) provide PowerSchool/Power teacher adaptations.

Facilities listed 8 times

Timely completion of work orders/ repair requests plus concerns about custodial staff listed was most

frequently.

It's frustrating to be the educational leader when I'm dealing with power, heat, water, electric issues.

Transportation listed 8 times

Typically no rationale was listed.

Transportation department Are they an independent identity?

Budgeting listed 5 times

Several listed the need to improve the budgeting process.

Budget needs to come out earlier

Safety/Emergency Planning listed 4 times

A few schools listed the need to improve safety and emergency planning.

Communication during emergencies needs to be prompt, accurate and universal.

(Report Continued on Next Page)


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Part III. Staff Commendations

This section summarizes responses from the following open-ended response question:Please name any central office

staff members that deserve special commendations for their customer service, creativity, and overall professionalism.

The total number of commendations received is provided for staff who received multiple commendations.

(Report Continued on Next Page)

Division Department Staff Member# Commendations

Received

DoTS Becky McQuarrie 1DoTS Debby Hansen 1

DoTS Nancy Peterson 1

DoTS Patrick Loughborough 1

DoTS Ryan Yeh 1

Ombudsman Ron McGlone 4

REA Eric Anderson 3

REA Nancy Steers 1

Communications Teresa Wippel 1

Administrative Delinda Wiley 1

Administrative Maria Gonzales Millsap 1

C&I Adam Dysart 1

C&I Amy Klainer 1

C&I Anna Box 3

C&I Carri Campbell 1

C&I Cashel Toner 2

C&I Kathleen Vasquez 2

C&I Lori Dunn 1

C&I Mary Fickes 1

C&I Paul Robb 2

C&I Tasha lewis 1

C&I John Hughes 1

EDS Israel Vela 1

EDS John Halfaker 1

EDS Kelly Aramaki 3

EDS Kim Whitworth 2

ELL Miguel Castro 1

ELL Veronica Gallardo 2

Ins tructi onal Technol ogy Darl a Donnel y 1

Leaders hi p Devel opment Mi ke Staros ky 6

Leadership Development Wyeth Jessee 1

School Operations Misa Garmoe 1

SPED Sherry Studley 1

SPED Teresa Swanson 1

HR Dan Dizon 1

HR Dana DeJarnatt 16

HR Demetrice Lewis 2

HR Elaine Williams 8

HR Evelyn Lutz 4HR Jeanette Vaughn 1

HR Lisa Garberg 1

HR Margaret Porter 4

HR Mary Webster 1

HR Sue Means 6

HR Wanda Banta 8

Human

Resources

Teachi ng &

Learning

Superintendent /

Deputy Supt


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Staff Commendations (Contd)

Division Department Staff Member# Commendations

Received

Accounting Learnord Young 2

Budget Cheryl Klinker 2

Budget Jenny Cassel 1

Budget Patricia Roe 1Budget Sara Dumlao 4

Budget Sherry Johnson 2

Grants Michael Stone 5

Grants Sim Henderson 1

Payroll Ryan Batie 1

Risk Management Troy White 1

Enrollment planning Tracy Libros 1

Facil ities Bruce Skowra 1

Facil ities Dan Thorlakson 1

Facil ities Ed Dayton 1

Facil ities Leslie Bowen 1

Discipline and Truancy Ruth McFadden 5

Family Support Paula Murray 2Homeless Dinah Ladd 1

Nutrition Patty Dorgan 1

Purchasing Paul Nermo 1

Security David Harder 1

Security Ed Luke 2

Security Michael Wells 1

Transportation Katie Hairston 1

Transportation Shawn Weaver 1

Business &

Finance

Capital /

Facilities

Operations

Seattle Public Schools RC-CAP First Quarterly Report (8.40 MB), Attachment...

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