A New IDEA: An Education Policy Addressing Disparities - A Case Study of Local Educational Agencies Choices Regarding Early Intervening Services Michelle Green Clark Maternal and Child Health (MCH) LeadershipTeam April 10, 2006Slide 2
Objectives Clear comprehension of disproportionality in a custom curriculum Understand new financing stream for Early Intervening Services (EIS) in the Individual Disability Education Improvement Act of 2004 (IDEA) Present conceivable choice for EIS that will highlight new mediations in early youth instruction Understand significant partners\' enthusiasm for EIS subsidizing Highlight arrangement of one nearby school boardSlide 3
How is training approach MCH strategy? Relationship amongst training and wellbeing Correlation of proficiency and wellbeing Educational fulfillment and wellbeing variationsSlide 4
Problem Disparity between overall public and specialized curriculum populace Inappropriate distinguishing proof in a specialized curriculum Restricted situations versus general trainingSlide 5
Disproportionality Significant disproportional over-representation taking into account race or ethnicity: Identification of youngsters with incapacities Placement in a specific training setting Disciplinary activity, including suspension/ejectionSlide 6
Role of Government Federal level State level Local training power (LEA) level Parent partSlide 7
Individual Disability Education Improvement Act of 2004 1975 – Education for All Handicapped Children Act 1997 – Individual Disabilities Education Act 2001 – President\'s Commission on Special Education 2005 – on July 1, Individual Disability Education Improvement Act of 2004Slide 8
IDEA Early Intervening Services (EIS) 613(f)(1) Effective July 1, 2005 Final rules summer 2006 States offer own transitory rule Disproportionality exists - 15% of Part B Federal Dollars Students K-12 (accentuation K-3)Slide 9
Case Study: Montgomery County, MDSlide 10
Montgomery County Largest populace and riches in Maryland 13% of 139,387 understudies get custom curriculum Operating Budget is $1.7B - $11,535 per understudy High performing understudies Both racially and ethnically differingSlide 11
Montgomery County Public School System MCPSa, 2005Slide 12
Source of every single instructive asset in MCPS Source of all specialized curriculum reserves in MCPS MCPSb, 2005Slide 13
Special Education and Total MCPS Enrollment by Racial/Ethnic Group, Gender, and Special Services, 2005 MCPSa, 2005Slide 14
Montgomery County Disproportional in each of the 3 classesSlide 15
Special Education Enrollment by Racial Group – African American, 2005 MSDE STANDARD FOR MCPS MCPSa, 2005Slide 16
Suspension Rate by Racial/Ethnic Group MCPSa, 2005Slide 17
Least Restrictive Environment (LRE) An Enrollment by Racial/Ethnic Group MCPSa, 2005Slide 18
Definition of EIS Professional advancement for educators and other school staff to empower such work force to convey experimentally based scholarly guideline and behavioral intercessions , including deductively based proficiency guideline , and, where suitable, guideline on the utilization of versatile and instructional programming Providing instructive and behavioral assessments , administrations, and backings , including logically based proficiency directions IDEA, 2004, 613(f)(1)Slide 19
Identifying EIS Options Interviewed neighborhood instructive approach pioneers at elected, state, and nearby level Interviewed 3 separate analysts with awards coordinated by OSEP Specifically took a gander at energy in Maryland and where EIS administrations may go locallySlide 20
Options for EIS Identified Response to Intervention (RtI) Positive Behavioral Interventions and Supports (PBIS) Special Education programming (4GL)Slide 21
Response to Intervention (RtI) High quality guideline coordinated to understudies needs. Use information in regards to understudy learning after some time to settle on critical instructive choices, including qualification for a specialized curriculum administrations for understudies with particular learning inabilities (SLD).Slide 22
Problem Solving Process Define the Problem (Screening and Diagnostic Assessments) What is the issue and why is it happening? Assess (Progress Monitoring Assessment) Develop a Plan (Goal Setting and Planning) What are we going to do ? Did our arrangement work? Actualize Plan (Treatment Integrity) Carry out the mediation Tilly, 2005Slide 23
Response to Intervention: A Three-layered Model Research-based direction as a rule training classroom Klingner & Orosco, 2006Slide 24
Research-based guideline at the primary level is for all understudies and comprises of unequivocal direction in: phonological mindfulness the alphabetic standard (letter-sound correspondence) familiarity with associated writings vocabulary improvement cognizance Tier 1 first Tier Klingner & Orosco, 2006Slide 25
Tier 2 second Tier The second level is just for those understudies who don\'t achieve expected benchmarks utilizing an educational programs based advancement observing evaluation instrument, for example, the DIBELS (Dynamic Indicator of Basic Early Literacy Skills) Students get extra serious backing in little gatherings or separately This backing is given inside general instruction Students may get this extra backing in their classrooms or in an alternate setting Klingner & Orosco, 2006Slide 26
Tier 3 third Tier Students who keep on struggling are then given a third level or level of help that is more escalated. It is this third level numerous would consider to be custom curriculum. Klingner & Orosco, 2006Slide 27
Evidence – Option #1 Reading capability builds Special training referrals down particularly in learning handicaps Helps with mislabeling Test results enhanceSlide 28
Positive Behavioral Interventions and Supports (PBIS) History – 1997 IDEA School wide behavioral emotionally supportive network Involves whole school staff Goal – positive school atmosphere and environmentSlide 29
5% 15% 80% of Students CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom-Wide Systems for All Students, Staff, & Settings Walker et al., 1996Slide 30
OUTCOMES DATA SYSTEMS PRACTICES Supporting Social Competence & Academic Achievement Four Elements of PBIS Supporting Decision Making Supporting Staff Behavior Supporting Student Behavior Sugai & Horner, 2002Slide 31
Classroom Lunchroom Bus Hallway Assembly Respect Others Use inside voice Eat your own particular nourishment Stay in your seat Stay to right Arrive on time to speaker Respect Environment & Property Recycle paper Return plate Keep feet on floor Put garbage in jars Take litter with you Respect Yourself Do your best Wash your hands Be at stop on time Use your words Listen to speaker Respect Learning Have materials prepared Eat adjusted eating regimen Go straightforwardly from transport to class Go specifically to class Discuss point in class w/others Teaching Matrix Sugai, 2006Slide 32
Tool of Measurement – Office Referrals PBIS, 2006Slide 33
Evidence: Option #2 (PBIS) Office referrals diminish Administration and showing time increments – staff fulfillment Suspension rates down Keeps kids with behavioral issues ( passionate bothered ) in a general instruction environment and learning School wide test scores incrementSlide 34
Education Referral and Tracking Software Management Information System Web based individualized learning arranges Improves documentation of administrations and intercessions Can connection to Medicaid chargingSlide 35
Management SoftwareSlide 36
Evidence: Policy Option #3 (4GL) Reduction in printed material Decrease expenses of a custom curriculum Increases custom curriculum test scoresSlide 37
Relevance to MCH Social Work Every tyke is in the educational system IDEA stores school social laborers Shift to more deterrent SW Social Workers driving PBIS groupsSlide 38
What might you put resources into?Slide 39
4GL Software 2007 Budget MCPSSlide 40
Questions and Answers?Slide 41
References P.L. 108-446, Individual Disabilities Education Improvement Act (IDEA) (2004). Positive Behavior Supports and Interventions (PBIS). (2006). PBIS Maryland. Recovered April 7, 2006 from http://www.pbismaryland.org/President\'s Commission on Excellence in Special Education. (2001). Another time: Revitalizing specialized curriculum for kids and their families . Washington, D.C.: U.S. Branch of Education. Klinger, J. & Orosco, M. (2006). Social contemplations with reaction to intercession (RTI) models and education guideline. Recovered April 1, 2006 from http://www.nccrest.org/disproportionality/JK.MO.MB.ppt#256,1,Cultural Considerations with Response to Intervention (RTI) Models and Literacy Instruction Montgomery County School System (MCPSa). (2005). Yearly write about our suggestion to take action . Rockville, MD: Montgomery County School System. Montgomery County Public Schools (MCPSb). (2006). Working spending plan . Rockville, MD: Montgomery County Public Schools.Slide 42
References Sugai, G. (2006). Positive behavioral mediations and backings: Getting started. Recovered April 7, 2006 from http://www.pbismaryland.org/Presentations/SpringForum2006/SpringForum2006Plenary.ppt Sugai, G., & Horner, R. H. (2002). Prologue to the uncommon arrangement on positive conduct support in schools. Diary of Emotional and Behavioral Disorders, 10 (3), 130-135. Tilly, W. D. (2005). Diagnosing the learning empowered: Response to intercession arrangements of IDEA \'04 Retrieved March 26, 2006 from http://www.nasdse.org/archives/NASDSE_RTI_Case_pt1.pdf Walker, H. M., Horner, R. H., Sugai, G., Bullis, J. R., Sprague, D., Bricker, D., K
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