Go Beyond Compliance: Use Individualized Education Programs to Answer Strategic Questions and Improve Programs.
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| Title: | Go Beyond Compliance: Use Individualized Education Programs to Answer Strategic Questions and Improve Programs. |
|---|---|
| Authors: | Woods, Adrienne D.1 adrienne.woods@sri.com, Ireland, Marie C.2, Murphy, Kimberly A.3, Lancaster, Hope Sparks4 |
| Source: | Language, Speech & Hearing Services in Schools. Apr2024, Vol. 55 Issue 2, p249-258. 10p. |
| Subject Terms: | *Decision making, *Special education, Strategic planning, Quality assurance |
| Geographic Terms: | United States |
| Abstract: | Purpose: The most significant document to ensure effective and compliant design, implementation, monitoring, and enforcement of a program of special education services in the United States is the Individualized Education Program (IEP). Although IEPs have been used to document procedural compliance with the Individuals with Disabilities Education Act (IDEA) for individual students, IEPs also provide extensive data that can and should be used by a variety of stakeholders including speech-language pathologists (SLPs), school administrators, and state education agencies to design targeted professional development and collectively improve programs, processes, and outcomes in special education. Method: We summarize existing literature on the use of IEP data and describe opportunities to use IEP data to analyze individual student service patterns and SLP practice patterns. Aggregated IEP data also provide a robust view of district-wide and state trends in eligibility rates and least restrictive environment settings. Information on current and potential IEP data uses, reflection questions for substantive compliance, and lessons learned from a large-scale analysis of IEP data are provided. These lessons include potential software adjustments to enhance usability as a data source for substantive compliance; program improvement; and monitoring individual, school-wide, and districtwide outcomes. Conclusions: IEP data are a rich data source of information that may be used to (a) identify trends; (b) assist schools, districts, and states with ensuring substantive compliance with IDEA; (c) examine service equity and efficacy; (d) identify professional development needs; and (e) identify promising practices and provide opportunities to use real-time data to improve models and address public policy. [ABSTRACT FROM AUTHOR] |
| Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 176569752 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Go Beyond Compliance: Use Individualized Education Programs to Answer Strategic Questions and Improve Programs. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Woods%2C+Adrienne+D%2E%22">Woods, Adrienne D.</searchLink><relatesTo>1</relatesTo><i> adrienne.woods@sri.com</i><br /><searchLink fieldCode="AR" term="%22Ireland%2C+Marie+C%2E%22">Ireland, Marie C.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Murphy%2C+Kimberly+A%2E%22">Murphy, Kimberly A.</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Lancaster%2C+Hope+Sparks%22">Lancaster, Hope Sparks</searchLink><relatesTo>4</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Apr2024, Vol. 55 Issue 2, p249-258. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Strategic+planning%22">Strategic planning</searchLink><br /><searchLink fieldCode="DE" term="%22Quality+assurance%22">Quality assurance</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: The most significant document to ensure effective and compliant design, implementation, monitoring, and enforcement of a program of special education services in the United States is the Individualized Education Program (IEP). Although IEPs have been used to document procedural compliance with the Individuals with Disabilities Education Act (IDEA) for individual students, IEPs also provide extensive data that can and should be used by a variety of stakeholders including speech-language pathologists (SLPs), school administrators, and state education agencies to design targeted professional development and collectively improve programs, processes, and outcomes in special education. Method: We summarize existing literature on the use of IEP data and describe opportunities to use IEP data to analyze individual student service patterns and SLP practice patterns. Aggregated IEP data also provide a robust view of district-wide and state trends in eligibility rates and least restrictive environment settings. Information on current and potential IEP data uses, reflection questions for substantive compliance, and lessons learned from a large-scale analysis of IEP data are provided. These lessons include potential software adjustments to enhance usability as a data source for substantive compliance; program improvement; and monitoring individual, school-wide, and districtwide outcomes. Conclusions: IEP data are a rich data source of information that may be used to (a) identify trends; (b) assist schools, districts, and states with ensuring substantive compliance with IDEA; (c) examine service equity and efficacy; (d) identify professional development needs; and (e) identify promising practices and provide opportunities to use real-time data to improve models and address public policy. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2023_LSHSS-23-00084 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 249 Subjects: – SubjectFull: Decision making Type: general – SubjectFull: Special education Type: general – SubjectFull: Strategic planning Type: general – SubjectFull: Quality assurance Type: general – SubjectFull: United States Type: general Titles: – TitleFull: Go Beyond Compliance: Use Individualized Education Programs to Answer Strategic Questions and Improve Programs. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Woods, Adrienne D. – PersonEntity: Name: NameFull: Ireland, Marie C. – PersonEntity: Name: NameFull: Murphy, Kimberly A. – PersonEntity: Name: NameFull: Lancaster, Hope Sparks IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 01611461 Numbering: – Type: volume Value: 55 – Type: issue Value: 2 Titles: – TitleFull: Language, Speech & Hearing Services in Schools Type: main |
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