Maryland s Children in Special Education with Emotional Disturbance: An Overview of Data and Current Outcomes .


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Meeting the Needs of Students with Emotional Disturbance in the School Setting. Place photo here. Maryland’s Children in Special Education with Emotional Disturbance: An Overview of Data and Current Outcomes. Dr. Carol Ann Baglin Assistant State Superintendent
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Addressing the Needs of Students with Emotional Disturbance in the School Setting Place photograph here Maryland\'s Children in Special Education with Emotional Disturbance: An Overview of Data and Current Outcomes Dr. Ditty Ann Baglin Assistant State Superintendent Division of Special Education/Early Intervention Services April 28, 2008

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"All understudies come to class with neglected needs. Most understudies can defer these requirements. Our kids concentrate on nothing else until these requirements are met. Address the issues early or expend your time battling them. The decision is yours, not theirs." — Tobin, 1991

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Emotional Disturbance: Defined Emotional Disturbance as characterized by IDEA: "...a condition showing at least one of the accompanying qualities over a drawn out stretch of time and to a checked degree, that antagonistically influences an understudy\'s instructive execution: (i) A powerlessness to discover that can\'t be clarified by scholarly, tactile or wellbeing components; (ii) A failure to manufacture or keep up palatable interpersonal relationships with companions and instructors; (iii) Inappropriate sorts of conduct or sentiments under typical circumstances; (iv) A general, unavoidable mind-set of misery or sadness; or

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Emotional Disturbance: Defined (v) A propensity to create physical side effects or dread connected with individual or school issues." Emotional aggravation incorporates schizophrenia. Passionate aggravation does exclude an understudy who is socially maladjusted unless it is resolved that the understudy has an enthusiastic unsettling influence. [Code of Federal Regulations, Title 34 C.F.R., Section 300.8(c)(4)] [Code of Maryland Annotated Regulations, Section 13A.05.01.03]

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Some Characteristics and Behaviors of Children with Emotional Disturbance Hyperactivity Aggression/self-damaging conduct Withdrawal Immaturity Learning troubles

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Let\'s Look at the Data…

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Maryland 2006 Data: Children with Emotional Disturbance by Gender Data provided by the Maryland Local School Systems 2006

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National Data: Children with Emotional Disturbance by Ethnicity US Department of Education Office of Special Education Programs, Data Analysis Systems 2007

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Maryland 2006 Data: Children with Emotional Disturbance by Ethnicity Data provided by Maryland\'s Local School System and delivered by Optimal Solutions Group

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Trend Data: Students with Emotional Disturbance in Maryland 2004-2006

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Students with Emotional Disturbance in Maryland 2006

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Students with Emotional Disturbance in Maryland 2006

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Students with Emotional Disturbance in Maryland 2006

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Students with Emotional Disturbance in Maryland 2006

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Least Restrictive Environment (LRE): Defined LRE is an instructive situation that addresses the issue of an understudy requiring specialized curriculum and related administrations as put forward in the understudy\'s IEP and which, to the greatest degree fitting to the understudies needs, guarantees that the understudy will be taught with nondisabled peers. 34 C.F.R. segment 300.114-300.120 COMAR 13A.05.01.10

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Least Restrictive Environment (LRE): Defined To the most extreme degree fitting, youngsters with incapacities, incorporating kids in broad daylight or private organizations or other care offices, are taught with kids that are not incapacitated, and uncommon classes, isolate tutoring, or other expulsion of kids with handicaps from the standard instructive environment happens just when the nature or the seriousness of the inability of an understudy is to such an extent that training in customary classes with the utilization of supplementary guides and administrations can not be accomplished agreeably. 34 C.F.R. segment 300.114-300.120 COMAR 13A.05.01.10

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Continuum of Placements

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LRE A, B and C for Maryland\'s Students with Emotional Disturbance

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Students with Emotional Disturbance in Public and Private Educational Placements 2006 Percentage Number Percentage Number

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Students with Emotional Disturbance in Public and Private Educational Placements 2006

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Students with Emotional Disturbance in Public and Private Educational Placements 2006 Percentage Number

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Students with Emotional Disturbance in Public and Private Educational Placements 2006

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Students with Emotional Disturbance In Public/Private Day and Residential Placements

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Students with Emotional Disturbance In Public/Private Day and Residential Placements

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Students with Emotional Disturbance In Public/Private Day and Residential Placements

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Nonpublic Schools Expenditures for the 2006-2007 School Year The aggregate Tuition and Services consumption to store understudies with inabilities in day and private nonpublic situations was $212,790,968 The LSS Share of the Total was $113,453,662 The MDSE Share of the Total was $99,337,307

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Students with Emotional Disturbance in Nonpublic Placements for the 2006-2007 School Year 5,361 arrangements subsidized 2,439 were understudies in private separate day or private positions 22 of the 24 LSSs set understudies in nonpublic projects Total cost of serving understudies was $93,583,288

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State Performance Plan Indicator 3: Participation and Performance of Children with Disabilities on Statewide Assessments Indicator 3 comprises of three sub-pointers 3A, 3B and 3C. 3A - Percent of locale that have an inability subgroup that meets the State\'s base "n" estimate meeting the State\'s AYP targets for advance for incapacity subgroup. 3B - Participation rate for kids with IEPs in a consistent evaluation without any facilities; customary appraisal with lodging; substitute evaluation against grade level measures; exchange appraisal against interchange accomplishment models. 3C - Proficiency rate for kids with IEPs against grade level norms and substitute accomplishment guidelines.

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Indicator 3: Annual Targets for Reading and Math in Tested Grades

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Indicator 3 Preliminary 2006 Reading MSA Data Grades 3-5 MD Students with ED MD SWD MD ALL

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Indicator 3 Preliminary 2006 Math MSA Data Grades 3-5 MD Students with ED MD SWD MD ALL

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Indicator 3 Preliminary 2006 Reading MSA Data Grades 6-8 MD Students with ED MD SWD MD ALL

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Indicator 3 Preliminary 2006 Math MSA Data Grades 6-8 MD Students with ED MD SWD MD ALL

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Indicator 3 Preliminary 2006 English 2 and Algebra/Data Analysis HSA Data MD Students with ED MD SWD MD ALL

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State Performance Plan Indicator 4: Rates of Suspension and Expulsion A. Percent of regions distinguished by the State as having a huge error in the rates of suspensions and removals of youngsters with incapacities for more than 10 days in a school year; and TARGET 2007 : No More than 4 or 16. 67% of the LSS demonstrate a huge error in the rates of suspensions and removals more noteworthy than 10 days for all understudies with handicaps contrasted and all nondisabled understudies. B. Percent of areas recognized by the State as having a huge inconsistency in the rates of suspensions and ejections of more noteworthy than 10 days in a school year of kids with inabilities by race and ethnicity. TARGET 2007 : No More than 4 or 16. 67% of the LSS demonstrate a noteworthy error in the rates of suspensions and ejections more prominent than 10 days for all understudies with incapacities by race/ethnicity contrasted and all nondisabled understudies of similar race and ethnicity.

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2006 Data: Suspensions of Students with Emotional Disturbance Of Maryland\'s Special Education subgroup 8.16 % have an Emotional Disturbance 52 % of the Special Education Subgroup suspended have an Emotional Disturbance

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State Performance Plan Indicator 1: Graduation Rate Indicator 2: Drop Out Rate Indicator 1: Percent of youth with IEPs graduation from secondary school with a standard recognition contrasted with percent of all adolescent in the State graduating with a normal certificate. TARGET 2007 : 83.24% Indicator 2: Percent of youth with IEPs dropping out of secondary school contrasted with the percent of all young in the State dropping out of secondary school. TARGET 2007 : 3.54% or LESS As Reported in SPP/APR February 2007

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Graduation and Drop Out Rate for Students with Emotional Disturbance Percentage Rate for Graduates & Students Opting to Drop Out Graduation Year

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Educational Implications Educational Programs need to include: The instructive projects for understudies with enthusiastic aggravation need to incorporate consideration regarding acing scholastics, creating social abilities, and expanding mindfulness, self-regard, and discretion. Conduct change is a standout amongst the most generally utilized ways to deal with helping youngsters who are passionate irritated. Be that as it may, there are numerous different methods that are likewise fruitful and might be utilized as a part of blend with conduct alteration. Life Space Intervention and Conflict Resolution are two such strategies. There is developing acknowledgment that families, and additionally their youngsters, require bolster, relief mind, escalated case administration administrations, and multi-office treatment arrange. Numerous people group are progressing in the direction of giving these wrap-around administrations, and there are a developing number of offices and associations effectively included in setting up bolster benefits in the group.

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Educational Implications (Continued) Special projects more often than not endeavor to give a restorative milieu, an organized domain where understudies encounter a high level of achievement; standards and schedules are unsurprising; and understudies are reliably remunerated for suitable conduct. B

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