idea and nclb accountability and instruction for students with disabilities scdn presentation 9/06...
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IDEA and NCLBAccountability and Instruction for Students with Disabilities
SCDN Presentation 9/06Candace Shyer
IDEA and NCLB Connections
Responsibility Research Results
Its not only about special education….
Responsibility
IDEA 2004 Early intervening services are
available to students All children receive timely and
appropriate evaluations Children will not have to wait to fail
before receiving interventions Determinations of eligibility for
students with learning disabilities are based on research-based approaches
What are Early Intervening Services (EIS)?
For students not identified as needing special education services but who need additional academic and behavioral support to succeed in a general education environment
Grades K-12 (emphasis K-3)
What are EIS Activities? Professional development for teachers
and other school staff to enable such personnel to deliver scientifically-based academic and behavioral interventions
EIS includes: scientifically based literacy instruction providing educational and behavioral
evaluations, services, and supports where appropriate, instruction on the use
of adaptive and instructional software
What Funds Can be Used for EIS? A school district may not use more
than 15% of the amount it receives under Part B of IDEA in combination with other amounts can be aligned with activities funded
by, and carried out under the ESEA if those funds are used to supplement, and not supplant, funds
Required EIS in Case of Significant Disproportionality
In the case of a determination of significant disproportionality by a school district with respect to the identification of children as children with disabilities, or the placement in particular educational settings of these children…
The State must require any school district identified to reserve the maximum amount of funds under IDEA to provide comprehensive coordinated early intervening services to serve children in the district, particularly, but not exclusively, children in those groups that were significantly over identified
EIS Reporting Requirements
# children who received EIS # children who received EIS
later identified as needing special education
Eligibility for Special Education Student shall not be determined eligible for
special education if the determinant factor is lack of appropriate instruction in reading,
including explicit and systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency (including oral reading skills) and reading comprehension strategies;
lack of appropriate instruction in math; or limited English proficiency
Research
“research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs”
Determination of Learning Disabilities
State must adopt criteria Must not require use of a severe
discrepancy between ability and achievement
Must permit use of process based on child’s response to scientific, research-based interventions
May permit other alternative research-based procedures
School districts must use State criteria
What is Scientifically-Based Research?
IDEA defines scientifically based research as the meaning given in NCLB
Research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs; and includes research that meets specific criteria
Components of Response-to-Intervention
1. Research-based instruction Reading Early grades
2. Increasing levels of intervention
3. Ongoing assessments of how student responds
Determining Learning Disabilities (LD)
For a child suspected of having a specific learning disability, the documentation of the determination of eligibility must contain a statement of: whether the child has a specific learning disability the basis for making the determination the relevant behavior, if any, noted during the
observation of the child and the relationship of that behavior to the child’s academic functioning
the educationally relevant medical findings, if any
Determining LDs (con’t.) whether the child does not achieve
adequately for the child’s age or to meet State-approved grade-level standards and the child does not make sufficient progress to meet age or State-approved grade-level standards or
the child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade level standards or intellectual development;
Determining LDs (con’t.) the effects of a visual, hearing, or motor
disability; mental retardation; emotional disturbance; cultural factors; environmental or economic disadvantage; or limited English proficiency on the child’s achievement level and
if the child has participated in a process that assesses the child’s response to scientific, research-based intervention, the instructional strategies used and the student-centered data collected
Data to Review in LD Determination
To ensure that underachievement in a child suspected of having a specific learning disability is not due to lack of appropriate instruction in reading or math: Data that demonstrate that prior to, or as a part of, the
referral process, the child was provided appropriate instruction in regular education settings, delivered by qualified personnel and
Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child’s parents
Accountability for Results Accountability for Results
NCLB and IDEAimproving educational results and functional outcomes for all children with disabilities…
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
NYSAA
Linked to grade level content standards
Changes in NYSAA administration format and timetable beginning this year
Measuring what matters…The State Performance Plan Graduation Drop Out State
Assessments Suspension LRE Parental
involvement
Timely evaluations and services
Disproportionality
Preschool results Post-school
results
Levels of Intervention
In need of assistance In need of intervention In need of substantial
intervention
Technical Assistance and Enforcement
1. Annual state targets for improvement2. Public reporting of results – State and
School Districts3. Identification of and intervention with
school districts for performance results4. Focused monitoring – effective
instructional practices5. Directed technical assistance to schools
Resources for Information NYSED VESID Special Educationhttp://www.vesid.nysed.gov/specialed/home.html
IDEA 2004http://idea.ed.gov