SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Special Education Support and Technical Assistance (Idaho SESTA) 2 Idaho SESTA

Associate Directors Statewide Associate Director of Operations Cathy Thornton (208) Statewide Associate Director of Technical Assistance Renee Miner (208)

Idaho SESTA Results Driven Accountability Statewide Results Driven Accountability Coordinator Deborah Haley-Hughes deborahhaley- deborahhaley- 4

Idaho SESTA 5 Instructional Coordinators Boise State University Whitney Schexnider Tyler Oram Nichole Kristensen Mary Robinson Andrea Cox University of Idaho Sue Selle-Shelton Andrea Cox Nichole Kristensen Tyler Oram Sue Selle-Shelton Whitney Schexnider Mary Robinson

Center for School Improvement & Policy Studies (CSI&PS) Boise State University University of Idaho University of Idaho, CDHD, Professional Development for Autism and Low Incidence Disabilities (PD-ALI) 6 Additional Partnerships

Idaho Special Education Support and Technical Assistance 7 Idaho SESTA’s mission is to provide statewide technical assistance and high quality professional development opportunities to Idaho educators. Project activities will build capacity and maximize school improvement efforts by bringing educators together to integrate services for student with disabilities.

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Superintendent 1.3%9 Special Education Director12.5%89 Special Education Supervisor2.4%17 Special Education Teacher30.9%219 Consulting Teacher2.7%19 School Psychologist4.2%30 Speech Lang. Pathologist3.2%23 Occupational Therapist0.9%6 Physical Therapist0.6%4 Principal6.1%43 Assistant Principal2.3%16 General Education Teacher33.8%240 Counselor3.0%21 Curriculum Director0.9%6 Human Resources Director0.3%2 Other9.0%64 9 Who took the Survey Total Responders 710

Top 5 Greatest Needs Percent of Responses Reducing Paperwork44.9% Developing Appropriate Programs for Students with Communication and Behavior Disorders 38.2% Appropriately Certified Personnel Special Education Teachers 32.3% 94.4% Paraprofessional Training31.6% Meaningful Grading Practices for Students with Disabilities 29.3% 10 Spring 2015 Survey Results

Top 5 Professional Development Areas Needed Percent of Responses Curriculum/Interventions for Students on IEPs47.6% Professional Development for General Education Staff 38% Professional Development for Special Education Staff 33.7% Improving Academic Outcomes for Students with Disabilities 31.6% Response to Intervention29% 11 Survey Results, con’t

Top 5 Methods of Addressing Professional Development Percent of Responses In-district Training by State Trainers48.5% Face-to-Face Regional Trainings38.5% Virtual or in-person Collaboration with Other Special Education Professionals 26.6% Autism Project Coach (U of I)22.6% Onsite Coaching Support21.9% 12 Survey Results, con’t

Top 5 Methods for Addressing Technical Assistance Percent of Responses Behavior Specialist40.9% Instructional Coach34% I do not know31.5% Autism Project Coach (U of I)23.9% Regional Coordinator (RC)18.6% 13 Survey Results, con’t

Professional development key outcomes: 1.Instructional access for students with disabilities 1.Providing effective instruction 14 New Focus for Idaho SESTA

Support and Training 15 Specialized Training and Support New Special Education Teacher Training New Special Education Director Training and Support Program and Systems Analysis Behavioral Interventions Functional Behavioral Assessment Behavior Support Plans Effective Classroom Management Strategies Effective Instructional Strategies Universal Design Explicit and Systematic Instructional Techniques Evidence and Research-based Practices

Additional Projects 16  Secondary and Life Skills Program Development for Students With Disabilities  Sustainable Inclusionary Practices  Preventative Compliance Training  Paraprofessional Module Training  Effective data tools and systems for Special Education Programs

Responsive Technical Support 17  Region-specific training content  Coaching feedback  Expanded resources through collaboration with the Idaho Training Clearinghouse  On-going exploration of web-based and remote tools and services, as needed.  Promotion of active learning communities (Twitter, Pintrest, Google Hangouts, etc.)

18 “The teacher really liked the training and working with Andrea. She is ready to start! Karen and I observed for a few minutes and think she may be just what the doctor ordered!” “We are looking forward to scheduling additional training as soon as we can.” “Thank you so much for your help…truly great how fast you were able to set this up for our teacher.” “Many thanks and looking forward to working with you and Andrea.” Karen Christensen Director of Special Services Coordinator Cassia School District Comments

“SESTA has been very responsive to our district’s requests for technical assistance! Caldwell School District has several brand new teachers who were in need of basic training specific to working with students with low incidence disabilities. I made a call to SESTA inquiring if they offered any training in this area and within two days a training was organized and provided. The feedback I received from my teachers who attended the training was excellent! All of my teachers said the information was practical and easy to take back to the classroom to implement.” Stephanie Carpenter Director of Special Services Caldwell School District Comments 19

Special Education Support and Technical Assistance (Idaho SESTA) Associate Director of Statewide Operations Cathy Thornton (208) Idaho SESTA Associate Director of Technical Assistance Renee Miner (208)

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE