Chapter 8 (key issues for Special Education) No Child Left Behind Chapter 8 (key issues for Special Education)

Changes in Federal Education Law The Elementary and Secondary Education Act (1965) Johnson “Nation at Risk” (1986) Regan The National Education Summit (Bush) Goals 2000: Educate America Act (1990) Bush—Clinton Improving America’s Schools Act of 1994 No Child Left Behind of 2001 (GW Bush) Assistance Accountability

No Child Left Behind Accountability for Results (AYP) Highly Qualified Teachers Scientifically Based Insturction

Important Things to Understand about NCLB Reaction to low academic achievement Sweeping legislation Embraces scientifically valid instruction Affects teacher preparation Affects instruction and student learning Affects all schools Here to stay

Structure of NCLB—Table 8.1 Title I Title IX Title II Title X Title III Title IV Title V Title VI Title VII Title VIII

ALL student with disabilities must participate in annual statewide testing!! ALL students with disabilities are included in AYP

The IEP team decides HOW a student will participate, not WHETHER he or she will participate!!

The 1% Rule Student with “significant cognitive disabilities” can be assessed using alternate measures to meet AYP goals Students scoring “proficient” for the AYP goal may not exceed 1% of all students in the grade tested States can submit data and make a case to exceed the cap

The 2% Rule A limited number of students with disabilities will be allowed to take tests that are specifically geared toward their disabilities Students scoring “proficient” for the AYP goal may not exceed 2% of all students in the grade being tests (above the 1%)

The 2% Rule The state must show that it is working to serve those students by providing rigorous research-based training for teachers, improving assessments, organizing collaboration between special education regular education classroom teachers

The Goal of 2% Regulation (states must continue to meet NCLB requirements) Ensure states hold these students to challenging, though modified, achievement standards Ensure access to the general curriculum Measure progress with high quality assessment Provide guidance to IEP team Provide professional development to all teachers

AYP Students with disabilities are one of the subgroups of NCLB 95% of enrolled students must participate in the testing The percentage of the students in the subgroup not scoring “proficient” must decrease by at least 10% AND Students in subgroup make progress in graduation rate or attendance

School Improvement Plan Incorporate strategies based on scientifically based research to address areas of academic failure Establish annual measurable progress objectives to ensure that each subgroup will meet proficiency within 12 years Parent involvement Extended-time activities Teacher-mentoring

Schoo of Choice All students enrolled in the Title I schools needing improvement are eligible for school of choice Priority must be given to the lowest achieving, low-income students

Schools that can receive students Not identified for improvement May include a public charter school within the LEA

Three Consecutive Years Schools must offer supplemental educational services Tutoring Remediation Academic Intervention Instruction must take place outside the regular school day

Special Education Students Supplemental services are provided IN ADDITION to any supplementary services in the IEP Supplemental service are NOT a substitute for IEP services Supplemental service should NOT be included in the IEP

Four Consecutive Years Corrective Action Five Consecutive Years Restructuring

Highly Qualified Teachers Education (minimum of a bachelor’s) Certification (full state, no waivers) Competence (demonstrated)

HOUSSE Option Experienced teachers can demonstrate competence by meeting the High Objective Uniform State Standard of Evaluation

Elementary Teachers Demonstrate subject knowledge and knowledge of teaching skills in reading, writing, mathematics and other basic elementary school curriculum by passing a rigorous state test

Middle and Secondary Teachers Demonstrate a high level of competency in each of the academic subjects which they are teaching Pass a rigorous state academic subject test in each core area which they are teaching OR Or successful completion of a major, coursework equivalent, or graduate degree for the academic subject which they are teaching

HQ Special Education Teachers Competency Resource room—No testing requirement if teacher is not considered the teacher of record Resource room—MTTC in subject area being taught if special educator is the teacher of record for math, English (LA), history (social studies), or science Self-contained—Elementary or Content MTTC HOUSE

Paraprofessionals Must meet one of the following Successfully completed 2 years of student in an institution of higher education Obtained associate (or higher) degree Met a rigorous standard of quality and be able to demonstrate knowledge and ability to assist in instructing reading, writing, and mathematics

Paraprofessionals Must work under the direct supervision of a highly qualified teacher Teacher plans instructional activities Teacher evaluates achievement of students Paraprofessionals work in close and frequent proximity of the teacher

Paraprofessionals may . . . Provide one-to-one tutoring Conduct parental involvement activities Assist with classroom management Provide assistance in a computer lab Provide instructional services under direct supervision of a teacher

Scientifically Based Research “means research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs” --NCLB, 2001

Scientifically Based Instruction OUT with the practices based on fads, fancy, and personal bias Programs that have been demonstrated to be effective by rigorous scientific research All professional development activities and use of fund must be grounded in scientifically based research and must focus on improving students academic achievement

How to Find Existing Science Search Literature Peer-reviewed journals (Exceptional Children) Predigested evidence (ERIC or meta analysis) Attend conferences Screen government resources

US Dept. of Education The What Works Clearinghouse Fund Evaluations Conduct Evaluations www.whatworks.ed.gov

How NCLB and IDEA work together Focus—Group AYP Value—Proficiency Target—Absolute (AYP) Accommodations—Preserve validity of measure Instructional priority--Reading and math Focus—Individual (IEP) Value—Progress Target—Relative (goals) Accommodations—Modifications to include children in assessments Instructional priority—Academics, functional skills (e.g., behavior)