IEPic Data-Driven Learning Paths (IEPic)

IEPic addresses two specific challenges: the lack of disaggregated data on learners with disabilities in the Philippines and the untapped potential of the wealth of data teachers possess to support their learners effectively. Classroom observations and other performance reports are often underutilized due to the burdensome nature of reporting tools that are mostly in hard copy format. Preparing Individualized Education Plans (IEPs) to aid students needing specialized support demands substantial resources from educators, such as time, effort, and access to relevant data.

In the Philippines, there is a significant lack of comprehensive data on the prevalence and educational status of children with disabilities. Further, the accuracy of existing data sets is frequently questioned due to inconsistencies in reporting standards, assessment techniques, and terminology used across regions and educational institutions. Disability data is also rarely broken down by factors and characteristics, such as gender, ethnicity, or type of disability, making it difficult to analyze and address specific learner needs. 

In addition, many schools do not have information management systems to gather, organize, and use data about learners with disabilities to help them succeed academically. Without a structured way to collect and analyze student observations, educators rely on limited information, creating educational plans that might not fully address a learner’s unique needs. 

These plans or IEPs are crucial to meeting the requirements of neurodivergent and special needs learners. IEPs serve as roadmaps that specify the types of help they need and how educators and school staff can support them. These may include suggestions on tools to help them read, the amount of extra time they will need for their tests, or even one-on-one facilitation and coaching.

However, IEP development takes a lot of time. Without an efficient tool to record and analyze learner details, educators often need to invest extensive time and effort to determine what each learner needs and how to help them advance in school. Consequently, educators have less time for other aspects, such as facilitation or logging learner-classroom observations. This presents missed opportunities for early intervention and support, delaying IEP implementation and hindering quality educational outcomes. 

These issues are particularly evident in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) and other areas marked with conflict, violence, and poverty. BARMM learners have historically shown lower academic achievement levels than the national average. BARMM also had the lowest literacy rate at 86.4% among the 17 Philippine regions, which is significantly lower than the country's average of 97% (Philippine Statistics Authority, 2020). 

Despite continuous efforts toward development, BARMM still lacks comprehensive data to support inclusive education. Local educators also rely on manual data management processes due to a lack of assistive digital tools and connectivity issues. This increases the risk of errors during data entry, analysis, and reporting, limiting the accuracy and efficiency needed by educators to craft quality IEPs.

Project IEPic will enhance our Disability Information Management System (DIMS), a groundbreaking user-friendly digital platform for collecting, managing, and analyzing data related to childhood functional difficulties, to streamline the development of IEPs for learners with disabilities in BARMM. DIMS (https://www.kaisa-dims.ph/user/login) was developed under the Inclusive and Supportive Centre of Learning (ISCL) project led by the Bangsamoro Ministry of Basic, Higher and Technical Education (MBHTE) with support from the Australian Government through the Education Pathways to Peace in Mindanao (Pathways) program.

It is a centralized hub that uses the Washington Group on Child Functioning Module (WG-CFM), a UNICEF-supported survey tool designed to identify children with functional difficulties. It consists of a series of questions about a child's ability to perform various activities related to seeing, hearing, walking, self-care, communication, learning, emotions, and behavior. For a more comprehensive data collection, we added inquiries on enrollment status, demographics, other open-ended questions, and a portion where enumerators can input their notes. DIMS also enables direct encoding of survey responses into its database, eliminating the need for manual data entry on paper forms, and ensuring data accuracy and reliability. 

Currently, DIMS has built-in data validation, as well as tools for generating reports, visualizations, and statistical analyses at various levels such as school, district, and division. By applying the WG-CFM scoring criteria, DIMS can also estimate the prevalence and types of childhood functional difficulties in a population, providing insights to guide program development for learners with special needs. 

As the technical lead for the ISCL project, we, at TTG, identify opportunities to enhance DIMS to serve more educators and learners. The key innovation we identified is the integration of a suggestion engine to streamline IEP development for educators. Using natural language processing and machine learning techniques, the suggestion engine will analyze unstructured observational data logged by educators. By incorporating classroom observation logging capabilities and machine learning algorithms, DIMS can then analyze and map data components to generate personalized, actionable IEPs for teachers. The platform will also be made accessible offline to address connectivity issues in the region. 

In essence, the upgraded DIMS to be developed under Project IEPic will build upon the initial efforts for reliable disability data in BARMM and utilize AI technologies and analytics to accelerate IEP development.

IEPic’s enhanced DIMS is designed to improve support for learners with disabilities, particularly in areas like BARMM in the Philippines. These learners often face challenges because of the lack of accurate data about their needs. To help address this, DIMS provides educators with a digital tool that streamlines the collection, organization, and analysis of disability data. 

By using DIMS, educators can create personalized plans or IEPs more efficiently, ensuring that each child receives the appropriate support for growth and learning. Additionally, DIMS reduces the teachers’ administrative workload, allowing them to focus more on facilitation. 

Our goal with IEPic and the enhanced DIMS is to significantly improve the educational outcomes and opportunities for children with disabilities in BARMM. We aim to build upon our progress in the region, where we have already collected classroom data from 40 schools with over 10,000 students. We also aspire to expand this initiative across BARMM and provide its over 4,000 schools with better access to disability data and tailored educational support.

Through IEPic, we anticipate reducing the time spent on developing IEPs by 30%, enabling teachers to allocate more time to classroom instruction. Additionally, we project that learner outcomes will improve by 20% through the implementation of more targeted interventions and accommodations.

TTG is uniquely positioned to deliver this solution due to our extensive experience and deep engagement with the communities we serve in BARMM. As the technical lead for the ISCL Project, we collaborate closely with BARMM’s Ministry of Basic, Higher and Technical Education (MBHTE) for initiatives for learners with disabilities. This includes the design, development, launch, iteration, and improvement of the DIMS platform. We also provide practical inputs to improve the current service delivery in terms of creating inclusive school programming and infrastructure.

In March, we recently received the Global Inclusion Award from the International Forums of Inclusion Practitioners for our work in the ISCL project in BARMM. TTG was the only social enterprise and Mindanao-based organization among the 7 awardees from the Philippines. This award highlights our leadership and commitment to advancing innovative solutions for inclusive education.

Moreover, we lead a consortium with esteemed institutions such as the Assessment Curriculum and Technology Research Center (ACTRC) and UP College of Allied Medical Professions (UPCAMP), where we bring together technical experts and education practitioners to further enhance the ISCL prototype. We are also part of the Department of Education’s technical working group to convert one elementary school in Manila into an Inclusive Learning Resource Center. 

Our dedication to inclusivity is also demonstrated in our collaborative efforts to build conversation and action platforms, such as the International Summit on Inclusive Education and the formation of the Philippine Network for Inclusive Education. These efforts laid the groundwork for policy advocacy and the development of inclusive education bills, reflecting our proactive approach to community participation and capacity building.

Additionally, our track record of offering teacher training programs, online resources, and advocacy forums highlights our commitment to empowering educators. TTG is a recognized Learning Service Provider of the National Educators’ Academy of the Philippines and an accredited Continuing Professional Development Provider of the Professional Regulation Commission.

Our Team Lead for this initiative, Teacher Liza Duyao, specializes in leveraging technology to address educational challenges. Her project, Inclusive Lens Approach for Digital Learning, was selected to represent the Philippines at the ASEAN Day Event for International Students in Melbourne.

We successfully piloted DIMS in BARMM last 2022, where it has been actively utilized by 110 enumerators, mainly composed of teachers and school heads across all 11 school divisions in the region. A total of 22,005 children were mapped during this 20-day “Reach Every Child” campaign to capture data on the functional difficulties of children aged 5 to 17 years old. This implementation has provided us and the MBHTE with valuable insights into the effectiveness and potential of DIMS to address the needs of learners with disabilities and functional difficulties.

Building on this success, we conducted a second run of child mapping last April 1-6, 2024, in South Upi, Maguindanao. Preceding this, we trained over a hundred educators to facilitate the survey in late March. The school-based profiling on April 1-5 covered learners from 38 schools in the municipality, while the last day, April 6, focused on community-based child finding. Each enumerator targeted to identify ten out-of-school children in communities, resulting in mapping a total of 10,792 children for this run. 

This targeted approach allowed us to delve deeper into the needs of a specific municipality, enabling us to evaluate and refine the current features of DIMS. We are now in the process of integrating an IEP suggestion engine into DIMS to increase the speed, effectiveness, and personalization of IEP development. Once we’re able to scale up and reach more schools in BARRM, we hope to gather enough data to identify any gender-based disparities to further enhance the inclusivity of our approach.

For us, Solve offers a unique opportunity to access a diverse network of stakeholders and potential partners who can provide valuable insights and resources needed to advance DIMS. Through Solve, we aim to learn from experts, innovators, policymakers, and industry leaders. 

While we have made strides in developing and piloting DIMS in BARRM, we recognize the need to overcome technical barriers in integrating new features and technologies into the platform, such as natural language processing, machine learning, and data modeling and analysis for an IEP suggestion engine. Solve’s network includes individuals and organizations with technical expertise that may assist us through knowledge sharing and collaboration. 

Moreover, navigating legal and cultural factors such as compliance with data privacy regulations and addressing cultural sensitivities in BARRM poses some challenges. By connecting us with legal and cultural specialists, Solve can help us ensure that our solution is ethical and culturally sound. 

We also believe Solve can guide us in establishing a strong business model to ensure the long-term sustainability and scalability of DIMS.

DIMS revolutionizes IEP development by harnessing AI technologies to accelerate the process of managing and analyzing teachers’ classroom observation data. 

Through AI-powered assessment and evaluation, DIMS can process vast amounts of observation data and WG-CFM survey results. Unlike traditional assessment tools, this approach offers a nuanced understanding of each student’s needs, capturing complex requirements effectively. By using AI algorithms, DIMS can provide educators with actionable insights that go beyond what conventional assessment methods can offer.

Moreover, the concept of personalized goal setting introduces a novel approach to IEP development. By analyzing observation data, DIMS can recommend tailored goals for each student. These goals will be relevant, measurable, and aligned with the individual student’s abilities and learning styles. This personalized approach ensures that IEPs are more effective for each student, leading to better outcomes.

Through machine learning algorithms, DIMS can enable educators to track real-time progress and alert them about any areas of struggle or success. This allows timely adjustments to the IEP and instructional strategies, setting it apart from other conventional systems. 

As a pioneering solution in BARMM, DIMS demonstrates the potential of technology to address longstanding challenges in inclusive education. DIMS can inspire other regions and organizations to adopt similar approaches to improve educational outcomes for learners with disabilities.

Educators use DIMS to collect and manage data on childhood functional difficulties using the WG-CFM survey tool and gain insights into disability prevalence and patterns.

With an integrated IEP suggestion engine powered by machine learning, NLP, and other applicable AI technologies, DIMS improves its capacity to assist educators in crafting personalized IEPs. Its automated data analysis and generation of actionable recommendations features enable educators to allocate more time to tailoring and facilitating interventions for learners with disabilities.

Educators are empowered with digital tools and data analytics, increasing their ability to systematically track individual learner progress and to produce quality recommendations. 

Educators narrow the achievement gaps for learners with disabilities through early identification of learning needs and disparities through DIMS data. More learners receive timely, data-driven interventions, leading to improved educational outcomes and higher educational attainment.

As more educators see the benefits of DIMS in streamlining IEP development and assisting learners with disabilities, demand for inclusive education and greater awareness of the value of data-driven decision-making increase. This leads to systemic reforms in educational policies and practices, resulting in more inclusive learning for all learners.

Our primary impact goal is to accelerate IEP development for learners with disabilities to enhance educational outcomes and promote inclusivity for learners with disabilities in BARRM. Specifically, we aim to reduce the time spent by educators in crafting IEPs by 30%. 

To measure progress, we will track several key indicators, including the efficiency gains achieved through DIMS tools, measuring the increased capacity of educators to produce quality recommendations and to monitor individual learner progress systematically. We will also track access to inclusive education programs for learners with disabilities facilitated by educators who use DIMS. 

Moreover, with the implementation of the enhanced DIMS and the IEP suggestion engine, we project at least a 20% improvement in student outcomes through more targeted interventions and accommodations. We will evaluate academic performance indicators (e.g., standardized test scores, participation rates, and graduation rates) among learners with disabilities and assess changes in the achievement gaps between them and their peers without disabilities. 

In the future, we will also observe changes in educational policies and practices at the regional level, including the adoption of data-driven decision-making frameworks for inclusive education, as a result of increased demand for DIMS and awareness of its benefits.

DIMS leverages software, big data, and AI technologies to empower educators to develop data-driven strategies and programs that support learners with disabilities.

DIMS utilizes software and applications for disability data collection, management, and analysis. These tools enable educators to input survey responses directly into a centralized database for efficiency and accuracy in data processing. 

Big data technology is essential to process large volumes of survey responses from the WG-CFM survey and facilitate comprehensive analysis and decision-making. This allows DIMS to build baseline disability data and inform the design of inclusive programs. 

AI and machine learning algorithms enhance the platform’s functionalities, especially in IEP development. These algorithms will power a suggestion engine within DIMS, which analyzes classroom observation data and student profiles to generate personalized, data-driven recommendations for IEPs.

2 Years

At TTG, we embody our advocacy for inclusion by giving importance to our DEI practices. Our staff, Advisory Board members, and consulting partners (https://www.theteachersgallery.com/about/) are composed of individuals from various cultural, ethnic, and socio-economic backgrounds, bringing a breadth of perspectives and insights to our work.

We recognize that diversity goes beyond representation and implement initiatives to promote DEI within our organization. This includes recruiting from underrepresented groups, providing opportunities for DEI training, encouraging open communication processes, setting up policies to cultivate fairness, and most importantly, engaging with the communities we serve to understand their unique needs, challenges, and aspirations.

As a social enterprise, TTG currently employs a combination of two business models: Fee-for-Service and Service Subsidization. We offer services such as training sessions to schools, educators, parents, and communities for a fee. We also seek financing to develop innovative solutions for inclusive education such as the ISCL and DIMS. We raise funds from grants, donations, or funding from philanthropic institutions, government agencies, or other groups to cover the costs of producing the product or service, which we could offer to stakeholders at a reduced cost. This ensures that the costs will not be a barrier to access for those who need the products the most. 

We believe that the diversification of funding sources is crucial to our financial sustainability. In addition to the grants and donations we seek from philanthropic organizations, government, and corporate partners, we generate revenue by selling products and services, such as training programs and kits, and by offering consultancy services to different stakeholders. 

We also pursue service contracts with government agencies and educational institutions to generate revenue and foster long-term partnerships. 

To date, we have successfully secured funding from reputable organizations such as UNICEF, Australian Aid, The Asia Foundation, and the Department of Education.