federation of families for children’s mental health 1 the american institutes for research don’t...
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Federation of Families for Children’s Mental Health 1The American Institutes for Research
Don’t Get Left Behind
David OsherThe American Institutes for Research
Trina W. OsherFederation of Families for Children’s Mental Health
Federation of Families for Children’s Mental Health 2The American Institutes for Research
Overview
Federal Role in Education No Child Left Behind Act of 2001 IDEA and Section 504 Improving Schools – what works Criteria for Choosing
Improvement Strategies and Programs
www.cecp.air.org
Where To Go For: Resources, Links, & Overheads
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It’s about being children first – children who need special help to do what their
siblings and friends do naturally.
Keep in mind that
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Federal Role in Education
No Federal Constitutional Right to Education
Education is a STATE Matter
Elementary and Secondary Education Act – Title 1- BackgroundCold WarWar on Poverty
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Federal vs. State Law
Federal LawSets the BASELINE andTakes Precedence Over
State Law
When there is a conflict, Federal law controls, unless the State confers additional protections or
benefits that do not limit rights.
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The Logic of Leaving No Child Behind
Adapted from: Beth Doll, University of Nebraska
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No Child LEFT Behind Background
A Nation At Risk
Standards Based Reform
Goals 2000
Opportunity to Learn Standards
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NCLB Act of 2001Key Provisions
Increased Accountability
Annual testing in math and reading
Annual statewide progress towards meeting state or locally determined objectives reported to families and the public.
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NCLB Act of 2001Specific Requirements
A single accountability system Applies the same standards to all
students in a State Includes annual measurable objectives
Based on the State’s academic standards, academic assessments, and other academic indicators
States also required to establish uniform data system on school safety & drug use
Goal: continuous and substantial improvement for all students
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NCLB Act of 2001Enhancements
Focus on Evidenced-Based InterventionsWhat Work’s Clearing House
Improvement of Title One Program for Delinquent and Neglected YouthAccess to general curriculumFocus on transitionFocus on Accountability
Parental & Student Choice Academic Failure Persistently Dangerous Schools Victims of Violent Crime
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Adequate Yearly Progress-(AYP)
Applies the state or locally determined objectives to specific groups of students
Measures progress separately for reading/language arts and math
Accounts for participation rates of students (overall and subgroups (poverty, race, ethnicity, disability, limited English proficiency)
Includes other academic indicators such as: graduation rates in high school, attendance, grade-to-grade retention rates
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AYP Making IT:
A school (or LEA) makes AYP if: each group of students for which
disaggregated data are reported meets or exceeds the annual measurable objectives;
each group meets or exceeds the ‘other academic indicator;’
at least 95% participation for each disaggregated group
applies to both math and reading/language arts.
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Sanctions for Not Making AYP
Year 1 – Parental choice + improvement plan developed + technical assistance
Year 2 – PLUS supplementary educational services
Year 3 – PLUS designating a specific corrective action(s)
Year 4 – PLUS develop a plan to implement an alternative governance arrangement
Year 5 – RESTRUCTURE SCHOOL
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Questions About NCLB
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Federation of Families for Children’s Mental Health 17The American Institutes for Research
IDEA Foundation
The Individuals With Disabilities Education Act guarantees children with disabilities a free, appropriate, public education in the least restrictive environment.
It is built on the same constitutional principles applied to eliminate racial segregation in school – namely providing equal access. (If the state provides something to one class of individuals - public education in the case of schools - then it must give all members of the class the same opportunity to participate and benefit.)
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Purposes of the IDEA #1 To ensure that all children with disabilities
have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for employment and independent living; [Parts B & C and the IEP Process]
To ensure that the rights of children with disabilities and parents of such children are protected; and [procedural safeguards]
To to assist States, localities, educational service agencies, and Federal agencies to provide for the education of all children with disabilities. [Part D and funding]
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Purposes of the IDEA #2
to assist States in the implementation of a statewide, comprehensive, coordinated, multidisciplinary, interagency system of early intervention services for infants and toddlers with disabilities and their families.
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Purposes of the IDEA #3
to ensure that educators and parents have the necessary tools to improve educational results for children with disabilities by: supporting systemic-change activities; coordinated research and personnel preparation; coordinated technical assistance, dissemination, and
support; and
technology development and media services.
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Purposes of the IDEA #4
to assess, and ensure the effectiveness of, efforts to educate children with disabilities. [high stakes district and school-wide accountability testing]
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Section 504 of theRehabilitation Act of 1973
“No otherwise qualified individual with disabilities in the United States shall, solely by reasons of her or his disability, be excluded from the participation in, be denied the benefits or, or be subjected to discrimination under any program or activity receiving Federal financial assistance or under any program or activity conducted by any Executive Agency of by the United states Postal Service.”
(29 USC Sec. 794)
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Comparing the Laws
IDEA program entitlement disability has an impact on
educational performance student must “require”
special education services in the IEP should
confer educational benefit federal funding to help
states bear the burden
Section 504 non-discrimination civil rights
statute physical or mental impairment
that substantially limits a major life function (9 functions)
regarded as handicapped by others
reasonable accommodations to participate in same educational program as typical students
no federal funding
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Does the student have a disability as specified in IDEA?
Does the impairment have an adverse effect on
educational performance?
Does the student have a physical or mental impairment that
affects a major life function?
Eligible forIDEA
Developan IEP
Develop recommendationsfor general education teacher
DevelopSection 504
plan
Eligible forSection 504
HOW DO YOU DECIDE?
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Resource for More Information
Section 504 and the ADA, Promoting Student Access:
A Resource Guide for Educators
Council of Administrators of Special Education, Inc.http://www.webbookstore.net 15.95
Technical Assistance Partnership WebsiteFAQs June 2002
Resources for March 2002
www.air.org/tapartnership
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Least Restrictive Environment for Students with Disabilities
IDEA and Sec. 504 both require that - to the maximum extent appropriate, children with disabilities are educated with children who are nondisabled and that special classes, separate schooling, or other removal regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
(Authority: 20 U.S.C. 1412(a)(5))
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Special Education Placement Requirements are Consistent with
NCLB
Each student with a disability must receive services in a program or class that can provide ALL the special education and related services described in their own IEP
This includes supplementary services to be provided in conjunction with regular class placements
Continuum includes regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions (Authority: 20 U.S.C. 1412(a)(5))
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Systems of Care and the Wraparound Process Can Help
Facilitate developing new options on the continuum
Bring schools resources from other systems
Contribute expertise to schools Provide a vehicle for braiding funding
streams to serve a child
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Questions About Special Education
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Who is the Fish? What is in the Water?
Adapted from: Beth Doll, University of Nebraska
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Linking Student Support & School Improvement
Student Support Team
School-wideTeam
PrincipalTeacher
Mental HealthProfessional
Dwyer & Osher, 2000
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Address the Whole Child Understand the Links Between
Psychological, Social, and Academic Development
Improved Learning
Improved Behavior
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Success4
MISSION
Iowa needs to become a place where schools, families and communities work together to provide the skills children need to succeed in school and throughout life.
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Success4 Beliefs
Social, emotional, intellectual and behavioral skills are essential to success in school and throughout life.
All children and youth can be successful socially, emotionally, intellectually, and behaviorally.
Families, schools, and the community must work together in partnership to ensure the social, emotional, intellectual, and behavioral well-being of children and youth.
Changing the family-school-community relationship is necessary in order to create an environment which nurtures social, emotional, intellectual and behavioral development for all children and youth
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How To Intervene
? Primary Prevention
? Early Intervention
? Intensive Intervention
? Home
? School
? Community
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Where to Look For Solutions
Risk Factors Individual Social (Family,
Peers) Institutional
(Schools; Facilities) Societal
Protective Factors Individual Social Institutional Societal
A nested ecological system of influences on youth behavior. Adapted from “Prevention of Delinquency: Current status and issues” by P. H. Tolan and N. G. Guerra, 1994, Applied and Preventive Psychology, 3, p. 254.
SocietalMacrosystem
s
ProximalSocial Contexts
Where To Intervene ?
CloseInterpersonal
Relations
IndividualFactors
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AllFoundation
Few
Some
Building Blocks
Adapted from: National Resource Center for Safe Schools Northwest Regional Educational Laboratory - 101 SW Main Street, Suite 500 Portland, Oregon 97204
Universal Intervention
Early Intervention
Intensive Intervention
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All
The Logic of Universal
Intervention
Universal Interventions
Cannot identify all at risk Children affect each other No stigma No self-fulfilling prophecies No homogenous grouping Per child cost is less
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Connect with Every Child
Students who FEEL Connected Are:
Less likely to use alcohol or substances Experience less emotional distress Attempt suicide less Engage in less deviant and violent
behaviorNational Longitudinal Study of Adolescent Health (ADD Health)Blum, 2001
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Connect with Every Child
Small schools; Well managed classrooms; Positive (not harsh) discipline policies; Overlapping and integrated social groups;
E.g., Child Development Project
Resource: Every Child Learning: Safe & Supportive Schools
Blum, 2001
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Support Family-School Collaboration
Value all families; Effective outreach (e.g., FAST); Culturally competent approaches; Support for family participation; and Positive interactions with families
(e.g., video: Cleveland Elementary School, Tampa, FL)
Resource: Claming Children Issue on CollaborationDownload from www.FFCMH.org
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Teach Social-Emotional & Problem Solving Skills
Teach, model, practice, coach, reinforce, generalize
PATHS (Promoting Alternative Thinking Strategies)
Second step Life Skills Culturally competent approaches
(e.g., Gwen CartledgeResource: Safe & Sound
Check www.casel.org
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Provide Positive Behavioral Supports
High behavioral standards and strong supports for students and adults to realize them;
Workable school and classroom behavior plans;
Positive behavioral strategies; Supporting appropriate behaviors (e.g.,
Helping students stay on task); and Teaching and modeling skills
Example: Project Achieve
Resources: National Center for Positive Behavioral Interventions &
SupportsCheck www.pbis.org
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Provide Engaging & Appropriate Instruction
High academic standards and strong supports for students and adults to realize them;
Strong curricula approaches; Strong teaching approaches (e.g., Class-wide Peer
Tutoring); Engaging curricula and teaching; Culturally competent curricula and teaching; Individualization; and Use of multiple modalities (individual, group,
experiential, technology, etc.)
Resource:Safeguarding Our Youth: An Action Guide
Download from www.cecp.air.org
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Selective
Indicated
Early Intervention
Selective interventions for individuals who whose risk of illness or poor outcomes is above average (e.g., single teenage mothers)
Indicated interventions for individuals who exhibit a risk factor or condition that identifies them, individually, as being at high risk for the development of illness or poor outcomes
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Functional Behavioral Assessments
Goals of functional behavioral assessment: to determine the causes of a behavior; and identify likely interventions.
Functions are the things that sustain a behavior - what the child gets from doing it.
Behaviors that look alike (slamming a book shut) may serve different functions (getting attention;
avoiding work that is too hard). Different behaviors (studying hard, fighting at recess)
may serve the same function (getting attention from adults).
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Resource for More Information
Addressing Student Problem Behavior
Part I: An IEP Team's Introduction to Functional Behavioral Assessment and Behavior Intervention PlansPart II: Conducting A Functional AssessmentPart II: Creating Positive Behavioral Intervention Plans and Supports
download from http://cecp.air.org/fba/problembehavior
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Intensive Intervention and
Treatment
IndividualizedAddress multiple risk factors & cross multiple domainsLinguistically & culturally competentChild & family drivenIntensive & sustained.
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Efficacy vs. Effectiveness
Does it work with students who have complex needs?
Does it work with students from diverse backgrounds?
Does it work when school staff implement it without direct and ongoing involvement of developers?
Can it be integrated with your practice knowledge?
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Criteria for Selecting Interventions
The program must: Document its effectiveness and be based on
sound theory. Easily integrate with existing school practices. Have data demonstrating effectiveness or
ineffectiveness with particular student groups. Have data indicating a positive impact on
student achievement. Demonstrate that subscribing schools receive
sufficient technical assistance from developers. Have components focusing on promoting positive
solutions to behavioral and emotional problems.
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Intervention Selection Calculus
X Intervention works withY Students
In Z context When you do:
A B C
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Resources for More Information
Teaching and Working with Children Who Have Emotional and Behavioral Challenges
$10.00 available from Sopris West
Safe, Supportive, & Successful Schools Step By Step (forthcoming from Sopris West Summer 2003)
Check www.sopriswest.com.com
Briefs for Families on Evidence-based PracticesDownload from www.cecp.air.org
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Questions About Selecting Interventions
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What does your school need?What does your school have?What are your school goals?Which students are being left behind?What outcomes are you looking for?What interventions are likely to be helpful?Which interventions fit your school?What do we need to implement the intervention?How will the chosen intervention be carried out?How will quality of implementation be assessed? How will you know if it worked? For which students is it effective?How will you regularly use data to improve your intervention?How will you sustain the intervention?
Questions to Guide Planning
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Complete the evaluation Complete the evaluation form and leave it at the form and leave it at the doordoor.