# data[].attributes.body
Agencies, NDE, Advocacy groups - different messages between these partners.

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Consistently heard, a risk area of chronic absenstism struggle to how to adjust system when often times we need to adjust issues with individual student; do we have a chance to adjust at Tier 1

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Districts working too much in silos; need more district level discussions to improve special education

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Understanding the determinations and where the data came from.

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Understanding the determinations and where the data came from.

# data[].attributes.body
Getting PD to the teachers/parents - not enough subs/time/support/training/admin knowledge

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Need someone to help me jump through this hoop

Seeing it as checkbox

Limited understanding of determinations and understanding the indicators and the data involved.

Work on ONLY the TIP and nothing else

One person that comes to the table instead of the team.

Hard to make a shift with very few people at the table.

Districts want workshops so they can move on.

# data[].attributes.body
Information flooding - so much but still asking for resources.

# data[].attributes.body
Any CAP needs to be seen as school improvement; Districts do not really comprehend what Determinations mean

# data[].attributes.body
Mixed messaging still occurring depending on who is responding from NDE.

Overwhelming to district administrators who are in charge of multiple areas (i.e. general ed, special ed and early childhood).

Aligning task forces/groups that hit targets on multiple.

Calendar/organization so indicator, annual monitoring, file review, CAP coming at different times so districts get inundated.

Indicator examples and non examples along with a rubric.

Districts receive slide decks with information but then left up to themselves to figure it out.

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Districts need to understand where data comes from, what determinations mean; TA partners not always aware

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Getting information to the Admin Generalists who serve Special Education

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Getting information to the Admin Generalists who serve Special Education

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Not knowing which Special Education Hat to wear and how to get the information to who and how?

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Timeliness of data...While trend data is valuable, it's disheartening knowing true changes and systemic improvements made now might not show up on statewide data/determinations until years down the road.

# data[].attributes.subject
Timeliness of data...While trend data is valuable, it's disheartening knowing true changes and systemic improvements made now might not show up on statewide data/determinations until years down the road.

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How/Who is making the decisions? Out of Special Educations hands?

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How can we align these resources to better provide supports to teachers and schools to improve outcomes?

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Helping understand the data is old.

Help them understand that in small districts one student can impact the data.

Helping them drill down into the SPED data to understand where their needs are from the data.

District-wide training with interventions in lessoning the GAP.

How to help districts keep/get the students in the classroom.

Helping districts understand the consequences of shortened day for the education of the student.

Suspension conversations need to be happening with the teams - How can the TA partners help the district understand the root cause.

What accessible materials are available and do they have policy and procedures in place.

Working together is better and learning from each other

TAs Planning together, so cohesiveness can happen

Structured opportunities to get together and have the same language.

Talk through process of how to support the districts -- Get Energy in the room and how to move forward with supporting them.

School districts need to know they are doing it well. :) 3 stars and a wish

Helping the districts have the conversations and changing the mindsets -- moving this discussion out of the Sped Directors lap and into the whole district.

NDE needs support as well -- we need to know how to have the hard conversations with the districts.

Some directors are starting to understand the data.

Timeline -- Dates on the calendars by Spring.

Materials needed to have essential components.

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Coordinated and labeled timelines. Schools are overwhelmed with timelines. Can these somehow be coordinated.

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-The district's 'system' has gaps. Could be due to staff turnover, etc. Continues to widen over time.

-A lack of coherence and understanding how all elements work within a district's system. For example, a district's SPED system, NeMTSS, CIP system are siloed.

-Duplication of efforts in writing these action plans...example= some issues were addressed via CAPs last year, but now LEAs have to address it again in an action plan. Additionally, some districts also have action plans for AQUESST. Can we embed these determinations action plans into larger CIP plans?

-Districts not understanding their data across demographic groups.

-The amount of time taken to write and implement a high-quality plan for determinations will overlap with the time determinations are released again in 2025. As in, it can be hard to make big strides of progress within the one-year timeline. Can districts revise their existing action plans next year, or will they have to start from scratch again?

-Roadblock- New superintendents may not be updated by August, and therefore may not have received the determination in a timely manner.

-Will we ever be able to create plans that will help districts move their data in the right direction when most of the data for determinations came from two years ago?

-Small districts who have individuals who have multiple roles may be stretched thin in trying to create and implement all action plans and corrective action plans.

-Trying to solve adaptive problems with technical solutions.

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We need to know what support each TA partner provides. 

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We need to know what support each TA partner provides. 

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100 percent

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It would have been great if this meeting had occurred sooner than the first deadline.

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It would have been great if this meeting had occurred sooner than the first deadline.

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Training on the procedures that schools need to follow to support schools in TIP

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This feels overwhelming when I don't know what to do to help them with. I am glad to do it if I know the hoops to jump through. Training on the procedures.

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Why PeAK project is not apart of the TA project? Why is PeAk not at the Table

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How to document these services/supports. A common reporting format for all so each area/TA resource looks the same and everyone can get into it at the same place.

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Root cause analysis on NDE website too broad; difficult to have meaningful conversations on how to approach and done well to have meaningful impact; more about the process and the discussions; data not always up front to answer the why's

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A template (An IEP for a district) so we are all working towards a common goal. ILCD access?

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Helps us help them.

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It seems like we're trying to use specialized supports to fix tier 1 issues.  In order to have meaningful impact, we need this to be aligned with quality practices and initiatives at all levels (gen ed).

# data[].attributes.subject
It seems like we're trying to use specialized supports to fix tier 1 issues.  In order to have meaningful impact, we need this to be aligned with quality practices and initiatives at all levels (gen ed).

# data[].attributes.body
Increased communication from NDE to TA partners. Part C and Part B admins to respond to emails in a timely manner.

More 'whole group' meetings instead of just once every 2-3 years with all the partners and departments.

Front load the information to the TA partners so when districts reach out, they have an idea of what's going on.

Having information directed to specific teams (i.e. transition) before determinations come out so that when planning, they are ahead of the game vs. feeling way behind.

Having in depth knowledge on the data and where it comes from to help districts meet their goals.

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We need to align (coherence!) CIP, TIP. CSI designation action plans, sped determination action plans, etc. Can this be modeled and use one plan?

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We want districts to not let this plan be siloed into just their SPED Department, but are we modeling that? We keep saying embed this with CIP, it correlates to AQuESTT, etc. but the way we're rolling this plan out is siloed to just the OSE. How can we expect districts to find the connections and make coherent plans if the way it was rolled out isn't emphasizing the connections? Are others at NDE aware of these required plans and are they encouraging the integration of this plan with their required plans?

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How can monitoring process come together with Indicator 13, Child Find; Equity, determinations, streamlining the process; provide to the District to figure out how to improve

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If TA projects had the same boundaries as each other; would really help; is this even feasible?

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Provide some joint modules or train the trainer resources for schools to use independently.

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Maybe we could get individual attention if meetings occurred regionally; everyone in same region needs the same message

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Knowing what supports each TA partner provides; what support each ESU supports; vs. what other TA partners provide to provide more tailored support

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Making sure the intended audience receives the information-not left sitting in an inbox.

Are the right people at the table for discussion and decision making? And if a key member is not there, how is the information shared and explained for understanding?

Expanding resources/training to reach outside the regions and touch statewide when needed.

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Dates set in advanced; at a glance for the year in February; critical meetings based on determinations; knowing calendar when determination is handed out; time and distance is a barrier; being proactive to not have too many people in the room; multiple opportunities across the state; train TA people on root causes analysis

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TAs have a seat at the table when these discussions are happening...so they are prepared

Help us know what is expected of us

Want to be a cohesive extension of NDE

Need to know what/how all the TA partners are doing.

Hybrid meetings might be good to help build relationships and get everyone on the same page.

RDA days - ATP: Brian, MTSS: Regional leads, ASD: Regional Coordinators

Need access to data, so they know what the districts are looking

Helpful data - Overall trends, Higher levels possibly NDE sharing district level.

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Casey Hurner

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Angie Jacobsen