VESID UPDATES Patricia J. Geary 9/15/06

 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 Disabilities

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 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 Needs Substantial Intervention

Technical Assistance and Enforcement 1. 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