Transcript IDEA and NCLB Accountability and Instruction for Students

VESID UPDATES
Patricia J. Geary
9/15/06
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Behavioral Interventions
IDEA Federal Regulations
State Assessments
State Performance Plan
Levels of Intervention
Technical Assistance
Promoting What Works
Teacher Certification Issues
Behavioral Interventions
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Prohibition on aversives
Child-specific exception
Functional behavioral assessments
Behavioral intervention plans
Time out rooms
Physical restraint
IDEA Federal Regulations
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Effective October 13
Issues
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Parent/school district agreements
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Excusals, reevaluations, changes to IEP
State criteria on identification of learning disabilities
OSEP Topic Briefs
Tool Kit on Teaching & Assessing Students with
Disabilities
http://www.osepideasthatwork.org/toolkit/index.asp
Accountability
for Results
NCLB and IDEA
improving educational results and
functional outcomes for all children
with disabilities…
Students with Disabilities
Participation in State Assessments
General assessment
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based on grade the student is in, or
based on chronological age (which is consistent
with birth dates of non-disabled peers)- not
assigned grade level (ungraded)
New York State Alternate Assessment (NYSAA)
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chronological age
NYSAA
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Linked to grade level content
standards
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Changes in NYSAA administration
format and timetable beginning this
year
Measuring what matters…
The State Performance Plan
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Graduation
Drop Out
State Assessments
Suspension
LRE
Parental
involvement
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Timely evaluations
and services
Disproportionality
Preschool results
Post-school results
Levels of Intervention
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In need of assistance
In need of intervention
In need of substantial intervention
As a result of our SPP…
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We are going to know a lot more about a lot more
areas for every school district.
When we know, we must act on that information.
We will be interacting with more school districts
in different ways.
We must promote proactive improvement for the
State to demonstrated improved results.
SPP Impact on…
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Compliance identification and
correction
Performance monitoring
Enforcement
Improvement activities
Targets
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State must show improvement over the six years of
the SPP
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All compliance targets – 100% (or 0%)
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Targets set to correspond to improvement activities
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Realistic but rigorous
Enforcement
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Based on information in the State Performance
Plan, monitoring visits and any other public
information made available, the State shall
determine the level of intervention a school
district needs.
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Needs assistance
Needs intervention
Needs substantial intervention
Levels of
Intervention
Needs
Substantial
Intervention
Needs Intervention
Needs assistance
Self–improvement
Technical Assistance and Enforcement
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Annual state targets for improvement
Public reporting of results – State and School
Districts
Identification of and intervention with school
districts for performance results
Focused monitoring – effective instructional
practices
Directed technical assistance to schools
Rethinking How We Intervene in Light
of…
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Results for students with disabilities
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Documented needs of school districts
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New mandates under IDEA and the State
Performance Plan
THE GOAL…
Technical Assistance Interventions That Are:
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InstructionallyBased
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Consistent
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Clear
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Predictable
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Quantifiable
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Effective
Why?
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Limited resources
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Put resources behind those key core
instructional issues of greatest impact
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Put resources behind what works
Changing the way we enter and
work with districts
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More efficient
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More consistent
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Clear, streamlined procedures
Predictable and structured interventions
across New York State
Leading to greater effectiveness
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Quantifiable, Results-Based Outcomes
What are the areas?
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Effective delivery of special education
supports and services
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Literacy instruction for students with
disabilities
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Behavioral supports and interventions
Effective delivery of special
education supports and services
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Instructional Interventions – IEP
Implementation
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Related Services
Consultant Teacher
Resource Room
Integrated Service Models
Special Class
Literacy Instruction for Students
with Disabilities
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Research-Based Instruction
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Response to Intervention
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Early literacy
Adolescent literacy
Tiered Approach for Interventions
Continuous Progress Monitoring
Identification of Disability
Reading Instruction for Students with
Disabilities
Behavioral Supports and Interventions
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Research / Evidence Based Practice for:
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Response to Intervention
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School-Wide Systems
Individual Students
Tiered Approach for Interventions
Continuous Progress Monitoring
Relationship to Special Education Supports/
Services and Curriculum
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Functional Behavior Assessment
Behavior Intervention Plans
Role of higher education
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Qualified teachers
Teacher mentoring and support
Connections to schools – research/ evidence
based practices
Research-to-practice strategies
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Implement
Sustain