2003 NOMI NAT ION PACKETPromising Practices in Services for

Students with Disabilities

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Contents

Introduction............................................................................................iii

General Information................................................................................1

Preliminary Mandatory Requirements....................................................3

Nomination Format Requirements for Submissions...............................4

Nomination Categories............................................................................5

Nomination Areas....................................................................................6

Detailed Requirements for Submitting a Nomination.............................7

Suggestions for Submitting a Quality Nomination...............................10

AppendixFlow Chart of the Review and Recognition Process..............................A

Diagram of Representative Review Panel Members..............................B

Nomination Cover Sheet.........................................................................C

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Introduction

This information should be shared with any staff members or other individuals involved in serving students with disabilities; e.g., principals, special education directors/coordinators, teachers, speech therapists, related services staff, parents and others interested in quality programs. If you duplicate this packet to share with others, please be sure to duplicate it in its entirety. It is very important that the guidelines and format be strictly followed. Anyone involved in the preparation of a nomination must have all required information to comply with the instructions.

Before submitting a nomination for the 2003 Showcase of Promising Practices, all of the information in this packet should be carefully reviewed in order to understand the process and the requirements to develop a quality nomination. This packet has specific instructions and suggestions to develop the nomination. Each section should be given careful attention.

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General Information

The Showcase of Promising Practices is designed to promote quality services for students with disabilities in Texas. The Showcase of Promising Practices has been in existence since 1990. From 1990 through 2002, ninety-five practices have been recognized throughout the state of Texas in both small and large school districts and in both rural and urban areas. Prior to the 2001, the program focused only on services to preschool children with disabilities. Due to the success of the Showcase in highlighting services to children with disabilities and in providing networking opportunities to Texas educators, it was expanded in 2001 to consider nominations to recognize services to students with disabilities in the elementary school years. In 2003, it has been expanded further to recognize quality special education services to students aged three through twenty-one.

A public school program(s) in Texas may be nominated as a Promising Practice if it serves at least one student with a disability in one or more of the following: preschool program(s), early childhood program(s), elementary program(s), middle school program(s), junior high school program(s), and/or high school program(s).

ResourcesThe Promising Practices contact at your education service center is available to answer your questions and support the development of nominations. You also may direct questions to Kathy Clayton, Director of Programs, Texas Education Agency, and Division of Special Education. She may be reached at (512) 463-9414 or e-mail at kclayton@tea.state.tx.us.

Multilevel Validation ProcessLevel I and Level II Reviews

Practices are reviewed through a multilevel review process that includes a Level I Texas Education Agency administrative review, in most cases a Level II panel review and, in some cases a Level III site visit. See the 2003 Promising Practices Validation Process Flow Chart in Appendix A.

During the Level II review, the panel evaluates each practice on how well the nomination addresses the established criteria relevant to the category in which it is being submitted. The criteria for evaluation are divided into three general areas—prerequisite questions, the abstract and the validation criteria. The nominations are to reflect practices that are meeting a challenge in a particular situation at a designated time in one of the specific nomination categories, see page 7.

Each validation panel member represents a particular perspective related to students with disabilities. These include Teaching, School Administration (Special Education and General Education), State Agencies serving students with disabilities, Community Agencies, National Agencies, and Parents. See Appendix B (Validation Panel Level II) for a diagram of the representative panel members.

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The Showcase of Promising Practiceshas three specific goals:

To spotlight educational servicesfor students with disabilities, ages 3 through 21;

To recognize programs that are effectively meeting challenges in a specific area of special education services, and, most importantly;

To establish a networking system among programs interested in improving services for students with disabilities and their families.

Level III Site Visit

A practice that is viewed as “promising” by the review panel is then scheduled for a site visit. The site visit is an important and final step in the panel’s process of review. The primary purposes of the site visits are to review, clarify and verify the information presented in the nomination, to obtain any additional information needed to address questions posed by the review panel and to ensure that the practice is in compliance with state and federal regulations. Details regarding the site visit are as follows:

One to three representatives of the review panel will visit each program.

The visit will last approximately three hours.

One person that is familiar with the practice and the nomination must be designated and be available to facilitate the visit. Other persons familiar with various aspects of the practice should be available to address any questions raised by the panel representatives, including an administrator and parents.

The visit should be well planned and organized in order to demonstrate to the panel representatives the key components of the practice in a short period of time.

The panel representatives will observe actual implementation of the practice.

Documentation of the information presented in each section of the nomination should be readily available and organized for review and verification by the panel representatives.

The focus of the visit will be only the nominated practice; other aspects of the program will not be reviewed or addressed.

Depending on the area of the nomination, the site visit may occur at several programs in a district or cooperative or the team may visit just one particular campus for the implementation of the practice.

Level IV Recognition

If a practice is recognized as a Promising Practice after the site visit, staff from the Division of Special Education at the TEA will contact the practice. They will explain the responsibilities of being recognized as a Promising Practice and have a representative of each practice sign an agreement that specifically outlines the responsibilities and acknowledges the desire to participate in the 2003 Showcase of Promising Practices. These responsibilities include:

having a representative team attend a two-day work session held in Austin in August 2003;

developing a plan for the dissemination of information regarding the practice;

develop a PowerPoint presentation that can be linked to the TEA website;

hosting on-site visits throughout the 2003-2004 school year to overview the practice to representatives of interested districts;

maintaining a contact person familiar with the practice to network with and support the replication of components of the practice by other programs;

maintaining required documentation; and

making presentations at regional and state conferences.

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Mandatory Requirements in Order to be considered for the 2003 Showcase of Promising Practices

The following points are the mandatory requirements for a practice or program to submit a nomination and to be reviewed by the 2003 validation panel. Before developing a nomination a practices should meet the following requirements:

The practice must have been in existence for a minimum of two school years prior to the submission of the nomination, remain in existence during the 2002-2003 school year and have a strong expectation that it will continue during the 2003-2004 school year.

The practice must serve at least one student with a disability.

The practice may submit a nomination to be a 2003 Promising Practice if a student or students, ages 3 through 21, is/are receiving special education services in one or more of the following: preschool, early childhood, elementary, middle school, junior high school, and/or high school years.

The information in the nomination must address only the specific category and specific area of nomination.

A submitted nomination must completely follow and respond to the points addressed in the three-part format specifically outlined in the nomination packet.

The steps, processes and procedures identified and reviewed in the practice must comply with all state and federal regulations.

The campus principal(s) and the special education director/coordinator must be aware the nomination is being submitted.

The nomination must be postmarked by January 27, 2003 to be considered for the 2003 Showcase of Promising Practices.

Nomination Format Submission Requirements3

If the practice can meet the requirements on page 4 and proceeds to develop a nomination, the following nomination format requirements are required:

The information must be addressed in the order and format outlined in the nomination packet. Responses to all of the prerequisite questions, the abstract and all sections of the validation criteria must be addressed.

The representatives of the validation panels review nominations without identifying the submitting district or campus. Each nomination is given a code. Therefore, no reference may be made in the submission, or in supplemental materials, by name to any individual, school, district, ESC, region or regional or state representative.

Reference to previous district or program awards or recognitions is not permitted.

Explain all acronyms immediately after they are first used in the nomination.

Supplemental materials should be included in the appendix of the nomination. The information should relate directly to the practice and the specific category, e.g., handbooks, brochures, questionnaires, parent communications, assessments, etc.

Do not submit videos.

Photographs may be used to support the information in the nomination as part as the supplemental materials.

The length of the text in the body of the nomination may not exceed 12 pages, not including the supplemental materials.

Nomination must use 12-point font size.

Nominations must be single sided.

All pages, including the appendices, must be numbered, bottom center.

One (1) original nomination, with cover page attached and eight (8) copies of the nomination, with appendices must be submitted.

Nomination Categories

The practices are not referred to as exemplary or model programs but rather identified as effectively meeting challenges in a particular area or situation addressed in the following nomination categories. The

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nominators are required to reflect information related to the one category that best represents the aspects of their program they want to highlight. The category descriptions listed below are general overviews of common characteristics of practices. The nomination should clearly address one of the following categories.

1. Effective Integration of Students with Disabilities with their Non-disabled PeersNominations submitted in this category must reflect effective ways to serve students with disabilities in a developmentally appropriate and supportive manner based on the student has identified strengths and needs while considering the least restrictive environment. The school district must have a continuum of placement options available in the school district for all students with disabilities in preschool through the third grade. A nomination might address one or more of the placement options.

2. Effective Teaching Strategies for Students with DisabilitiesNominations submitted in this category must reflect a specific approach or strategies to support effectively the diverse educational and developmental needs for groups of students or a specific student based on the identified needs and strengths. This may include strategies used in the classroom, home and/or programming that support families in their knowledge and participation in their children’s instructional programs.

3. Appropriate and Effective Assessment Models used for Students with DisabilitiesNominations submitted in this category must reflect appropriate ways to observe record and document what students are doing, who is involved in the process and how they assess the students’ strengths and needs as a basis for a variety of educational decisions and planning. The model might be used to determine eligibility, approaches to programming, and/or to determine the ongoing progress of students.

4. Transition Models: Transition Between and Among Educational Services for Students with DisabilitiesNominations submitted in this category must reflect effective practices to support the transition of students into or from special education services to the next educational placement, the community and/or competitive employment. This may include support and training of parents, preparation of students and families to support adjustment and success, or the exchange of information between agencies or within a school system including assessment, evaluation and educational plans. The process should be done in a timely and family-centered manner reflecting collaboration and coordination.

5. Integrated Therapy Services for Students with Disabilities Nominations submitted in this category must reflect practices in which speech therapy and related services to support instructional goals are delivered by therapists within the context of the typical activities of the student’s educational environment. The integrated therapy services model must be a consideration for all students with disabilities in the district. The nomination might address one or more of these practices.

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Nomination Areas

Choose one of the following areas that best represents the implementation of the nominated practice.

Specific Classroom(s)/Program(s)

The nominated practice is reflected in one or more programs or community partnerships.

Specific Campus

The nominated practice is reflected in all common programs on a specific campus.

Independent School District

The nominated practice is clearly and equally reflected in all common programs in the school district.

Multidistrict Cooperative

The nominated practice is clearly and equally reflected in all common programs in the cooperative.

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Nomination Instructions

The nomination must follow the outlined format described in this nomination packet. There are three parts to the nomination: (1) the prerequisite questions, (2) the abstract, and (3) the validation criteria.

It is very important that all of the information requested be fully addressed. The information must be accurate and well documented at the time of the nomination. If the practice proceeds to a Level III site visit, all of the documentation related to the nomination will be reviewed.

Part 1 Prerequisite QuestionsAnswer each of the following questions in a clear and concise manner. All of the questions should be numbered, restated, and then followed by the response. Each response may be listed when appropriate and should not exceed 30 words.

Why was the practice started?

What is the area of nomination? (See page 7 for a description of areas)

Who was involved in developing the practice?

What role did parents play in developing the practice?

What role did administrators play in developing the practice?

How long has the practice been in effect in its present format?

What was the population of students for which the practice was designed?

With whom has the practice been implemented?

What are the continuums of placement options available for the population of students addressed in the nomination? [This last question pertains only to submissions under Category 1…The Effective Integration of Students with Disabilities with their Non-disabled Peers. A nomination may reflect one or more of the placement options. The explanation and documentation of placement options will be reviewed if the practice proceeds to a Level III site visit.]

Part 2 Abstract

The abstract is to provide a concise overview of the nominated practice considering the basic philosophy and any related research that may have influenced the practice. The abstract should conclude by describing the underlying beneficial outcomes for students. The abstract should not exceed 300 words.

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Nomination Instructions (continued)

Part 3 Criteria for ValidationThis part completely explains the specific components of the practice. All eight (8) sections below must be titled, and clearly and completely answered in the order listed.

1. List the specific goals of the practice. The goals must be:

Specific;

Measurable;

Limited and consistent with the category;

Well-defined;

Evaluated by data collection, and

For all children.

2. List and explain in sequence the steps and processes of the practice—to include all components of the practice and the roles of the individuals involved in the practice. The steps and processes must:

Clearly and completely outline the practice from the planning and development stage to the implementation stage;

Define and explain who was involved in the planning and implementation;

Define and explain the specific activities of the practice; and

Define and explain what parents, children and staff do in the practice.

3. List and explain the expected results of the practice for students, families and staff that were anticipated during the planning phase. The results must:

Relate directly to each goal;

Identify expected outcomes for all children, families, staff and others involved in the practice;

Be objective about outcomes and not based on “good feelings” etc. that cannot be measured; and

Be documented that they did or did not occur through the data in section 4.

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Nomination Instructions (continued)

4. List and explain the data to document and support the effectiveness of the practice to include the sources, methods of collection and findings. The data must:

Relate directly to each goal;

Specify types of data collection methods: based on TEA reports, scores, videos, anecdotal records, questionnaires, interviews, checklists, observations, evaluations, assessments, etc.;

Specify how the data were collected;

Be qualitative or quantitative;

Report numbers when referring to percentages;

Be summarized but it is recommended to include some examples of raw data in the supplemental information; and

Include examples in the supplemental information of data collection instruments.

5. List and explain the actual results of the practice for students, families and staff through the analyses of the data. The results must:

Be explained based on the data from section 4 above and be related to each goal;

Be clearly explained based on the data;

Clearly reflect all information in the data, not only positive results; and

Report any deviations or unexpected outcomes between expected and actual results documented through the data.

6. List and explain actions or steps to take to continue to improve the practice for students, families and staff. The actions or steps may:

Relate to the continued improvement of practice based on results;

Relate to the possible expansion of goals; and

Relate to the modification or redefinition of goals.

7. List and explain the challenges experienced during the development and implementation of the practice and identify ways you met each challenge. They must:

Identify the challenges faced in getting the practice to this point

Candidly address how each challenge was faced and resolved

8. List and explain what challenges other programs might experience if they attempt to implement the practice by anticipating difficulties others may face in starting the practice.

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Suggestions for Submitting a Quality Nomination

The following suggestions support the development of a quality nomination.

Start early. It takes time and organization to develop a quality nomination.

Read all of the information in the nomination packet completely and carefully. Address each point of guidance in the nomination format.

Seek the support of the contact person(s) at your regional Education Service Center. The contact person is available to assist you in developing a quality nomination. Contact them well in advance of the January submission deadline to schedule time for outlining, editing, proofreading, etc.

Form a campus/district task force of those directly involved in the development and implementation of the practice to brainstorm the approach to the nomination and possibly assists with writing, editing or proofreading.

Focus on a single practice of your program that fits a specific category and make your nomination relate to that specific category.

Only overview the practice as it relates to the specific category, do not overview the entire program.

Outline your nomination according to the format requirements, paying careful attention to answering all sections completely.

It is recommended that not more than one nomination be submitted in a year. If you are not ready this year to submit a nomination, consider developing a submission for 2004.

Write in a clear and concise manner. Address each criterion clearly and completely. You are providing information to a panel of reviewers who do not know your campus, your program, your practice, etc.

List and explain each required component to give the panel of reviewers a clear step by step picture and explanation of how to develop and implement the practice as well as how to evaluate it and meet challenges.

Define parent and family roles in the practice; this is an important aspect of all quality practices involving students with disabilities regardless of the nomination category.

When referring to a specific curriculum, approach, etc. (e.g., High/Scope, Responsive Education) briefly explain what it is and how it relates to the practice.

When referring to a part of the daily schedule (e.g., circle time, math, small group, center time, language arts, and science) briefly explains what the students, staff, parents, etc. are specifically doing as it relates to the practice.

Explain all acronyms immediately after they are first used in the submission.

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Supplemental materials are strongly encouraged to provide the panel of reviewers a clearer understanding of the practice. The information in the supplemental materials should be directly related to the information in the nomination. Reference the supplements in the body of the text and clearly number the pages. The supplemental materials are not included in the twelve-page limit.

Use general descriptors since names are not permitted in the nomination (e.g., replace Mary

Smith with “first grade teacher”; Roy Rogers School with an “elementary campus that serves 300 students”; Big City ISD with “a large urban area”).

Check spelling and grammar; computer spell check programs may miss a word used in an inappropriate context.

Use a quality printer.

Have someone who is neither involved with the practice nor in the preparation of the submission read the nomination to determine if the information clearly and completely outlines the specific category of the practice. They will be in the same position as the panel members having no previous knowledge of the practice or program.

Ensure that the nomination meets all of the mandatory format requirements and that the copies have been duplicated in the proper order.

Deliver the nomination [one (1) original with completed cover sheet attached and eight (8) copies] directly to the post office to be sure it meets the required postmark deadline.

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Information is shared to enable local program to improve the quality of services to students with disabilities

(Begins October 2003)

Nomination packets mailed to districts(October 2002)

Nomination returned to the TEA by postmark deadline (January 27, 2003)

Practice not validated

Level I Administrative Review by the TEA staff (January 2003)

Level II Validation Panel Review(February 2003)

Level III Site Visit by Panel Representatives(February - March 2003)

Level IV Practice is recognizedas a Promising Practice(March - April 2003)

Site visit indicates that practice is not consistent with nomination or other unresolved issues.

Practice reflected does not comply with state and/or federal regulations.

Nomination does not adhere to stated requirements, instructions or format.

Practice has not been in existence for two school years in present form.

Practice does not fit nomination category or area

Prerequisite questions or validation criteria not addressed.

Agreement is signed outlining responsibilities for inclusion in 2003 Showcase of Promising Practices

(May 2003)

Panel review indicates: The nomination does not communicate

the practice clearly and concisely. The practice does not reflect quality

programming for students with disabilities.

The practice is not developed enough to share with other programs in the state.

Practice reflected does not comply with state and/or federal regulations.

Appendix A2003 Promising Practices Review and Recognition Process

Promising Practices Work Session(August 2003)

Included in Showcase of Promising Practices(June 2003- June 2004)

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Diagram of RepresentativeReview Panel Members

Panel members are selected to represent individuals from the seven major stakeholder groups. They include general education administrator, special education administrator, special education or general education teacher, outside agency representative, parent of a student with a disability, national representative, and stage agency representative.

Outside Agency Representative

State Agency Representative

Special or General Education

Teacher

Special Education Administrator

National Representative

Facilitator

Parent of a Student

with a disabilityGeneral Education

Administrator

Appendix B

Showcase ofPromising Practices

Validation PanelLevel II

The Texas Education Agency staff assures that the panel members have demonstrated a professional expertise in education at the state or national level and represent a diverse geographic, ethnic, gender, and language background.

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Code (TO BE COMPLETED BY TEA STAFF)

Appendix C2003 Promising Practices Nomination Cover Sheet

Region: ______

Are the principal(s) and the special education director aware you submitted a nomination?______yes _______no

Did you receive assistance in developing the nomination from staff at the ESC?

Yes_______ No______ If yes, who____________________________________

Is the ESC Promising Practices contact person aware you submitted a nomination?

Yes_______ No______ If no, would you like us to notify them? ____yes______no

Person making nomination: Position:

Daytime Phone: ( ) E-mail:

Mailing Address:

Contact Person: Position:

Daytime Phone: ( ) E-mail:

Please check the category for which you are nominating this practice. (Refer to page 4 of nomination packet.)

1. Effective Integration Of Students With Disabilities with their Nondisabled Peers

2. Effective Teaching Strategies for Students with Disabilities

3. Appropriate and Effective Assessment Models Used for Students with Disabilities

4. Transition Models: Transition Between and Among Educational Services for Studentswith Disabilities

5. Integrated Therapy Services for Students with Disabilities

Please check the area for which you are nominating this practice. (Refer to page 4 of nomination packet.)

Specific Classroom(s)/Program(s)Campus ISD

Specific CampusCampus ISD

Multidistrict CooperativeWhich One?

Independent School DistrictWhich One?

Please complete the blocks below to help ensure that your submittal is complete:

Attached are the: Abstract Prerequisite Questions

_________Cover Sheet Criteria for Validation Supplemental Materials [Optional]

__________Original Nomination 17

__________Eight Copies

Total Number of Pages Submitted in the Nomination:

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