VESID UPDATES

Patricia J. Geary9/15/06

Behavioral Interventions IDEA Federal Regulations State Assessments State Performance Plan Levels of Intervention Technical Assistance Promoting What Works Teacher Certification Issues

Behavioral Interventions Prohibition on aversives Child-specific exception Functional behavioral assessments Behavioral intervention plans Time out rooms Physical restraint

IDEA Federal Regulations Effective October 13 Issues

Parent/school district agreements Excusals, reevaluations, changes to IEP

State criteria on identification of learning disabilities OSEP Topic Briefs Tool Kit on Teaching & Assessing Students with

Disabilitieshttp://www.osepideasthatwork.org/toolkit/index.asp

Accountability for Results Accountability for Results

NCLB and IDEAimproving educational results and functional outcomes for all children with disabilities…

Students with DisabilitiesParticipation in State Assessments

General assessment 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) chronological age

NYSAA Linked to grade level content

standards

Changes in NYSAA administration format and timetable beginning this year

Measuring what matters…The State Performance Plan Graduation Drop Out State Assessments Suspension LRE Parental

involvement

Timely evaluations and services

Disproportionality Preschool results Post-school results

Levels of Intervention

In need of assistance In need of intervention In need of substantial intervention

As a result of our SPP…

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… Compliance identification and

correction Performance monitoring Enforcement Improvement activities

Targets State must show improvement over the six years of

the SPP

All compliance targets – 100% (or 0%)

Targets set to correspond to improvement activities

Realistic but rigorous

Enforcement 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. Needs assistance Needs intervention Needs substantial intervention

Levels of Intervention

Self–improvement

Needs assistance

Needs Intervention

NeedsSubstantialIntervention

Technical Assistance and Enforcement1. Annual state targets for improvement

2. Public reporting of results – State and School Districts

3. Identification of and intervention with school districts for performance results

4. Focused monitoring – effective instructional practices

5. Directed technical assistance to schools

Rethinking How We Intervene in Light of… Results for students with disabilities

Documented needs of school districts

New mandates under IDEA and the State Performance Plan

THE GOAL…Technical Assistance Interventions That Are:

Instructionally-Based

Clear

Quantifiable

Consistent

Predictable

Effective

Why? Limited resources

Put resources behind those key core instructional issues of greatest impact

Put resources behind what works

Changing the way we enter and work with districts

More efficient Clear, streamlined procedures

More consistent Predictable and structured interventions

across New York State

Leading to greater effectiveness Quantifiable, Results-Based Outcomes

What are the areas? Effective delivery of special education

supports and services

Literacy instruction for students with disabilities

Behavioral supports and interventions

Effective delivery of special education supports and services Instructional Interventions – IEP

Implementation Related Services Consultant Teacher Resource Room Integrated Service Models Special Class

Literacy Instruction for Students with Disabilities Research-Based Instruction

Early literacy Adolescent literacy

Response to Intervention Tiered Approach for Interventions Continuous Progress Monitoring Identification of Disability

Reading Instruction for Students with Disabilities

Behavioral Supports and Interventions

Research / Evidence Based Practice for: School-Wide Systems Individual Students

Response to Intervention Tiered Approach for Interventions Continuous Progress Monitoring

Relationship to Special Education Supports/ Services and Curriculum Functional Behavior Assessment Behavior Intervention Plans

Role of higher education Qualified teachers Teacher mentoring and support Connections to schools – research/ evidence

based practices Research-to-practice strategies

Implement Sustain