|19-Nov-2016 (New)||EC-AID Introduction Presentation (from NC EC Conference, November 2016)|
We offer an application which will allow your special-ed and general education teachers to easily collect IEP goal progress and accommodation use data with the click of a button. Using Whale Shark Software's EC-AID (Exceptional Children Accommodation & IEP Data) product allows your teams to drive all decisions based on real time data collected in class at the moment it happens. EC-AID can then be used to generate graphs that will display a student's growth over time.
In the context of IEP Goals, progress monitoring means assessing a student's academic and/or behavioral performance, using brief measures, on a regular basis. When implemented correctly, benefits include:
EC-AID is a special purpose application that allows Special Education departments to track IEP goal progress and accommodation use. By putting an easy to use interface in the hands of the teachers, accurate data can be collected, reported, stored, and acted upon. Too often, this critical data is forgotten, or even fabricated, because it is not being recorded at the time it happens. EC-AID encourages IEP goals to be written in a way that is measurable and one can set the number of measurements to be enforced by the system. Case Managers can be alerted if data samples are not being recorded as the semester progresses allowing for problems to be addressed before it is too late.
EC-AID prompts teachers to record goals with a very simple interface. The prevalence of smart devices puts this tracking in the palm of their hands or as near as any web browser. In addition to recording progress towards a student’s Individualized Education Plan (IEP) goals, teachers can easily access student accommodations to prepare for a test or quiz. The use of or rejection of an accommodation is also tracked allowing Case Managers and parents to see what helps and what doesn't.
Using EC-AID starts with one or more case managers and a program administrator (who could also be a case manager). Case Managers are typically members of the Special Education department. They enter some basic student information, accommodations and IEP Goals.
The remaining users are the teachers – anyone who might be measuring IEP goal progress or need to administer student accommodations. These users are invited to sign up by the program administrator or case manager. The sign-up process is quick and simple.
One aspect of each IEP goal is the number of times data is to be sampled during the semester. The system will automatically prompt each associated teacher when to sample and record the data. A sample could be answering questions such as "Did the student use his or her agenda today?" or "How many questions out of what total did he or she get correct?". At the end of the semester, the case manager can print the report and file per I.D.E.A. (Individuals with Disabilities Act) requirements. As required by law, the data will be stored for seven years.
For student accommodations, EC-AID will allow a teacher to see the accommodations they need to provide during a particular period. Each accommodation can be recorded as being used or rejected. If rejected, a student signature can be captured. This gives case managers the hard data needed to prove that accommodations are offered and if they are being used.
Every educator has access to affordable tools that ease the burden of collecting, reporting and maintaining special needs student data.
To provide a secure and low cost solution to special needs educators for collecting, managing and reporting data by harnessing and leveraging today’s readily available cloud, encryption and mobile technologies.
Federal law specifies that decisions regarding a student’s education be “data driven”. Unfortunately, there are no guidelines or processes given on how to collect or use this information. Much of the data must come from overworked teachers with no special education experience. The importance of accurately measuring goal progress may not be apparent to some. As a result, tracking becomes low priority, sporadic, and too many times, fabricated because it wasn’t tracked in a timely manner.
The school district was not required to use the parent’s preferred data collection method, and was justified in using a “regression and recoupment” formula for determining a student’s need for ESY services. The court criticized the ALJ’s reliance on the experts' testimony about optimum data collection methods.
Because the collection and analysis of educational data is a question of methodology, the court explained, the district was free to use any method that allowed the student to receive FAPE. The data that the district collected before and after the winter and spring breaks supported the IEP Team’s decision that the student did not require ESY services to prevent “undue regression” — the standard set by state law.
A behavior specialist’s failure to collect data on the consequences of a 5-year-old child’s aggressive behavior at school invalidated her recommendations. The behavior specialist collected data on the antecedents and behavior, but failed to collect data on the consequences of the child’s behavior (she did the A-B, but not the C). Therefore, the court ruled that the FBA (Functional Behavior Assessment) developed was insufficient and failed to properly identify the child’s needs and could not be used to develop an appropriate IEP or behavior plan.
EC-AID will be entering limited field trials (beta testing) in January 2017. EC-AID will be made available for general release July 2017. If you would like to discuss being part of the limited field trial please send us an email at email@example.com
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