TATN Survey Results 2010-2011

TATN Survey Results 2010-2011

Statewide Survey Results for Quality Indicators for Assistive Technology

Developed and provided by Texas Assistive Technology Network (TATN) and Region 4

Revised 09/21/2011

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“Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by… supporting the development and use of technology, including AT devices and AT services, to maximize accessibility for students with disabilities.”

Individuals with Disabilities Education Improvement Act of 2004

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What Do We Know?

However…

With frustrating frequency, what continues to be seen is students who are marginally involved in

educational activities and devices that are underutilized or

abandoned.

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PEIMS Statewide AT Data AnalysisYear Total

Students in Texas

Special Education Students

Percent Special Education of Total

Students Coded as Using AT

Percent of Special Education Coded as Using AT

Percent of Total Students Coded as Using AT

2001-2002 4,059,000 483,000 12 18,159 4 .0044

2006-2007 4,600,000 487,000 11 46,100 9 1

2009-2010 4,825,000 435,000 9 47,100 11 1

2010-2011 4,934,000 443,000 9 51,700 12 1

Purpose of Statewide Survey

To improve educational outcomes for students with

disabilities who need AT devices and services to

benefit from FAPE.

Objectives

• Gain a statewide perspective regarding the provision of AT devices and services in Texas public schools

• Use the information obtained as a needs assessment for systemic statewide and regional planning of improvement activities

• Produce a year-to-year status report to gauge Texas’ efforts in providing effective AT devices and services

6Developed and provided by Texas Assistive Technology Network (TATN) and Region 4

Surveys Submitted

2004-2005 1512005-2006 479

2006-2007 555

2007-2008 542

2008-2009 249

2009-2010 418

Suggestions for Revision of Survey• TATN network members comments such as:

– Survey too long – Length of time to complete too long– Minimal changes in scores from year to year

• Suggestions for revision include:– Reevaluate the composition of the survey– Focus on specific areas of need determined by TATN– Change the weight of the indicators

• TATN activities for continuous improvement:– All ESCs will seek increased participation in survey– Data will be analyzed to provide trends for planning for

improvement and providing AT services in schools8Developed and provided by Texas Assistive Technology Network (TATN) and Region 4

QIAT Indicator Areas

1. Consideration

2. Assessment

3. AT in the IEP

4. Implementation

5. Evaluation of Effectiveness

6. Transition

7. Administrative Support

8. Professional Development and Training

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Please refer to the full indicator and intent statements as found on the QIAT Web site [www.qiat.org]



What Did We Learn in 2009-2010

• Lowest area ratings:– Transition– Administrative Support– Professional

Development

Adapted QIAT Survey 2010-2011

• Focus on Professional Development only• Less complex survey in Survey Monkey• Open from March 4 – July 1, 2011 (after the

conference) • Incentive of free admission to TATN Conference• ESCs could offer incentive if desired

Adapted QIAT Survey 2010-2011• Respondents asked to rate indicator by

– District– Educational Service Center– TATN

• Rating scale– 0 don’t know– 1 not in evidence– 2 emerging– 3 partially implemented– 4 ` usually implemented– 5 consistently implemented


Respondents by Regional ESCs

Respondents by Position



Respondents by District Size

Developed and provided by Texas Assistive Technology Network (TATN) and Region 4 16

Surveys Submitted

2004-2005 1512005-2006 479

2006-2007 555

2007-2008 542

2008-2009 249

2009-2010 418

2010-2011 258* (328 started)


Professional Development 2009-2010

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Average ranking of respondents on a scale of 1 (lowest variation of performance) to 5 (highest variation of performance)

Support AT to enable students to accomplish IEP goals

Supports a comprehensive AT PD plan

Content addresses all aspects of AT

Aligns with local, state and national initiatives

Include ongoing learning opportunities to utilize resources

Follow research-based models for adult-learning

Effectiveness is evaluated by measuring changes in practice which result in improved student performance

3.55

3.46

3.51

3.66

3.79

3.67

3.50


What Did We Learn?

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Ongoing QIAT Developments…

Leveraging the Quality Indicators for Greatest Impact

Introduction to the Structured Dialogic Design

Process

Structured Dialogic Design Process

• Engages stakeholders in disciplined dialogue around triggering questions in a way that enables participants to harness their collective wisdom and power to construct the future.

• Developed by Alexander Christakis and introduced to QIAT by Jeff Diedrich, Michigan Integrated Technology Supports

Structured Dialogic Design

Triggering Question for QIAT Work

Look at pairs of indicators within an area…– If we make progress on Option A– Would that significantly influence progress

on Option B?

Influence is NOT the same as importance

Results used to create Influence Maps

Next Steps• Where do we go from here?

– Improvement planning?– Survey for 2011-2012?


Thanks to …

For more information on this project please contact

Kirk Behnke, M.Ed., ATP

Senior Education Specialist, Region 4 Education Service Center

[email protected]

713.744.6559

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TATN Survey Results 2010-2011

Documents

Transcript of TATN Survey Results 2010-2011