1 Quality Programs for Students with Significant Support Needs Gina Quintana Senior Consultant Colorado Department of Education November 15, 2010

2 Questions How are states determining the extent to which professional development under the SPDG has impacted students that they were intended to benefit? What activities are states involved with in order to collect this data?

3 Lack of expertise Lack of direction from administrators Site visits indicated need Need for quality field placements Focus on Life Skills as opposed to Academics Programs for Students with SSN

4 Colorado Model Autism and Significant Support Needs Programs (COMASP) Collaborative Initiative Districts, IHEs and AUs SSN Advisory and Autism Task Force Improving educational services and outcomes Provide model sites Field placements for teacher candidates Professional Development and Coaching 1 Autism Site and 1 SSN Site per region

5 Process Administrative Units (AU) self identify through an application process Site visit is conduct Sites are identified Initial Meeting Initial Evaluation (self and outside) Action Plan Developed PD needs identifies Weekly Coaching Sessions Planned 80% of the QI Fully Implemented

6 State Advisory Formed an advisory committee Discuss –Argue –Consensus building Definition of Student with Significant Support Needs Developed Quality Indicators Revised Quality Indicators multiple times Rubric Developed

7 Positive Behavior Support Instruction Communication Collaboration Transition Paraeducators Principal SE Teacher Gen Ed Teacher Parents / Families Itinerants Students with SSN Paras LegislationResearch Based Practices Inclusive Culture RtI / Progress Monitoring Health and Safety Self- Determination Related Services

8 Quality Indicators Inclusive Culture Collaboration Communication Instruction Paraeducators Progress Monitoring Positive Behavior Support Self-Determination Health and Safety Transition Quality Indicators WebsiteWebsite

9 QIs have been very helpful for building level administrators. Team “buy-in” is crucial. Expert Coach is crucial. Progress Monitoring common need across programs (SSN and Autism) Increased Levels of Inclusion Findings

10 End of Year one Follow through Staff turnover State Agency –Student specific consultation –Chavez vs. NMPED Barriers

11 Evaluation Common evaluation form / questions –Coaching Activities –Onsite professional development activities –Large state-wide PD activities –Follow Up Surveys Year 1 of implementation Decisions about what data to collect –IEP goals –State Assessment Data –Other

12 Questions How are states determining the extent to which professional development under the SPDG has impacted students that they were intended to benefit? What activities are states involved with in order to collect this data?

13 Contact Information Gina Quintana SSN Website Autism Website