VESID UPDATES Patricia J. Geary 9/15/06

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VESID UPDATESPatricia J. Geary9/15/06
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• Behavioral Interventions
• IDEA Federal Regulations
• State Assessments
• State Performance Plan
• Levels of Intervention
• Technical Assistance
• Promoting What Works
• Teacher Certification Issues

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Behavioral Interventions

• Prohibition on aversives
• Child-specific exception
• Functional behavioral assessments
• Behavioral intervention plans
• Time out rooms
• Physical restraint

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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
• http//www.osepideasthatwork.org/toolkit/index.asp
  

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Accountability for Results
NCLB and IDEA improving educational results and
functional outcomes for all children with
disabilities
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Students with DisabilitiesParticipation 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

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NYSAA

• Linked to grade level content standards
• Changes in NYSAA administration format and
  timetable beginning this year

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Measuring what mattersThe State Performance Plan

• Graduation
• Drop Out
• State Assessments
• Suspension
• LRE
• Parental involvement

• Timely evaluations and services
• Disproportionality
• Preschool results
• Post-school results

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Levels of Intervention

• In need of assistance
• In need of intervention
• In need of substantial intervention

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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.

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SPP Impact on

• Compliance identification and correction
• Performance monitoring
• Enforcement
• Improvement activities

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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

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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

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Levels of Intervention
Needs Substantial Intervention
Needs Intervention
Needs assistance
Selfimprovement
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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

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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

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THE GOALTechnical Assistance Interventions That
Are

• Consistent
• Predictable
• Effective

• Instructionally-Based
• Clear
• Quantifiable

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Why?

• Limited resources
• Put resources behind those key core instructional
  issues of greatest impact
• Put resources behind what works

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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

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What are the areas?

• Effective delivery of special education supports
  and services
• Literacy instruction for students with
  disabilities
• Behavioral supports and interventions

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Effective delivery of special education supports
and services

• Instructional Interventions IEP Implementation
• Related Services
• Consultant Teacher
• Resource Room
• Integrated Service Models
• Special Class

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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

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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

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Role of higher education

• Qualified teachers
• Teacher mentoring and support
• Connections to schools research/ evidence based
  practices
• Research-to-practice strategies
• Implement
• Sustain