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ASE SURVEY RESULTS - PRIORITIZED ISSUES Based upon the survey results, we have prioritized the issues below. We have included those anecdotal remarks that highlight the chief concerns for each issue that were expressed by many of the respondents. CIRCUIT BREAKER: 1ST PRIORITY Almost 60% of the respondents considered this to be the first priority. The overriding concern was what funds were available and when those funds would be released to schools. A few respondents requested budgeting guidance to better determine percentages. NCLB/CONNECT/IMPACT WITH SPECIAL EDUCATION: 2ND PRIORITY Over 55% of respondents considered this to be the second priority. The majority of respondents expressed great concern about the current requirements (AYP for students), qualifications for special educators, and funding. One respondent noted that there was “too much testing; less time for teaching.” Another respondent called for professional training specifically portfolio assessments. And yet another respondent called for roundtable discussions with principals. IDEA/RE-AUTHORIZATION: 3RD PRIORITY Exactly of the respondents considered this to be a 3rd priority. Anecdotally, many expressed a need to: 1) streamline and reduce amount of mandated paperwork; 2) clearly delineate standards for administrators/educators, e.g., eligibility/disability definitions, FAPE standards. One respondent stated that the new LD definition is:“scary – resistant to instruction. If intervention efforts before SPED referral are weak and ineffective, then the definition of LD will be so broad as to exclude no one.” SPECIAL EDUCATION STUDENTS PLACED BY DSS: 4TH PRIORITY Approximately 45% of respondents considered this to be the 4th priority. A number of respondents stated that they think more coordination is needed between schools and DSS. Often it is very difficult to obtain information from the DSS and that the DSS should be responsible to fund the students that they place. One respondent said that “ Schools should be determining educational sites, not the DSS.” Another said that “Students are not able to access appropriate, least restrictive services, based solely on where DSS placed a child for residence. [And there should be] cost assumption by DSS when they do this.” SPECIAL EDUCATION TEACHER RECRUITMENT: 5TH PRIORITY Approximately 35% of the respondents considered this the 5th priority. In general, many of the respondents see a very strong need for improved teacher and professional training programs that better prepare special education teachers for both teaching and management responsibilities, i.e. how to develop and implement cross-district mentoring programs for new teachers. |
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© 2000-2002 Massachusetts
Administrators for Special Education
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