2005 - 2006 Accomplishments

Continuous improvement evaluation is seen as a valued and integral feature of the INKS project.  The Field-Based Consultant Network was developed using a continuous improvement model; the Network has continues to utilize this evaluation approach during all nine years of its existence (1997 through 2006). As a result of improvements made in evaluating outcomes, INKS has been able to more accurately and comprehensively communicate the systemic changes to which the project's work has contributed at local, district, and state levels. 

In Year One (2005-2006) of the second KSTARS funding cycle, the Network continued to refine evaluation activities, as described in subsequent sections below.  Selected INKS evaluation data are summarized and reported below in Table 1 for 2005-2006 for the eleven-month period from July 1, 2005 through May 19, 2006.  Evaluation results were presented at the Spring 2006 KSTAR meeting with KSDE staff during the annual review of INKS activities and outcomes for Year One (2005-2006). 

Table 1: Summary of All INKS Requests Received (as of 5/19/06)

Observations: Year One of New 5-Year Funding Cycle (2005-2006)    

• 61% of ALL INKS requests were for individual student TA/consultations; of these, 49% were for students with severe disabilities, including deaf-blindness; 38% for students with disabilities and problem behaviors; 10% for students with severe disabilities and other issues (e.g., sensory problems, communication problems, or a combination of 2 or more issues); and 3% for students with severe disabilities transitioning to adulthood.
  
  
• 14% of ALL INKS requests were for programmatic consultations; of these, 67% were related to issues/concerns for students with severe disabilities; and 33% for students with disabilities and problem behaviors.
  
  
• 25% of ALL INKS requests were for In-service training for school teams, district-level workshops, or statewide workshops; of these, 44% related to issues related to working with students with disabilities and problem behaviors; 44% to “other” issues/concerns (e.g., scoring the alternate assessment, communication issues, functional assessment); and 12% to students with severe disabilities.

• 42% of ALL requests were for assistance with students with severe disabilities; 39% are for assistance with students with disabilities and problem behaviors; 17% for students with disabilities and other issues/needs (e.g., sensory problems, communication strategies, or a combination of 2 or more issues); and 2% for assistance with students with severe disabilities who are transitioning to adulthood.

• Requests by school settings and geographical locations:
  • Pre-school/Head Start/Part C settings                 N= 3 requests (  5%)
  • Elementary School settings                                  N= 36 requests (56%)
  • Jr. High/Middle School settings                            N= 7 requests (11%)
  • High School settings                                             N= 5 requests (  8%)
  • Other settings                                                       N= 13 requests (20%)
    e.g., Kansas School for Blind/Deaf; homebound, special district schools, multiple settings
    
    
  • Eastern KS (Johnson Co., Lawrence, Topeka)   N= 26 requests (41%)
  • South Central KS (Wichita, Derby, Newton)        N= 29 requests (45%)
  • North Central KS (Beloit, Concordia)                   N=   6 requests (  9%)
  • Western KS (Hays, Dodge City, Great Bend)     N=   3 requests (  5%)

Of all of the requests (N=64) received by INKS, as of 5/19/06, 60 requests are considered to be “active:” A total of 53 consultations were completed or are still in progress, as of 5/19/06.  This figure reflects individual student consultations, programmatic consultations, and in-service trainings conducted with school site teams, districts, and at the statewide level. The following is a profile of the status/disposition of all 64 requests for assistance that INKS received in 2006:

In comparison, 53 completed or "in progress" INKS consultations were also recorded for the entire 2004 project year (7/1/03-6/30/04); and 54 completed or "in progress consultations were logged during the first nine months of the 2005 project year (7/1/04-3/31/05).  Based on these figures, requests for field-based technical assistance from the Inclusive Network of Kansas appear to remain steady and consistent over the past three project years. 

Project Impact (2005-2006)

The INKS project’s impact will continue to be reported according to three general outcomes: (1) reaching Kansans across the entire state, (2) delivering customized technical assistance (FBTA), and (3) providing customized professional development (FBTA).  In addition, a fourth outcome will also be reported in Year Two: (4) INKS outcomes that are aligned/associated with Kansas State Performance Plan (SPP) indicators.

In Year One (2005-2006) of the second KSTARS funding cycle, INKS field-based technical assistance and professional development activities impacted a total of  369 students with severe and/or low incidence disabilities, 26 parents, and 1,192 professionals and para-educators across Kansas.  Table 2 below describes the numbers of individuals impacted by INKS project activities in 2005-2006.

Table 2:  Numbers of Individuals Impacted by INKS Project Activities in 2005-2006