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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, 2006. Objectives.

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Michelle green clark maternal and child health mch leadershipteam april 10 2006 l.jpg

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, 2006


Objectives l.jpg
Objectives Case Study of Local Educational Agencies Choices Regarding Early Intervening Services

  • Clear understanding of disproportionality in special education

  • Understand new funding stream for Early Intervening Services (EIS) in the Individual Disability Education Improvement Act of 2004 (IDEA)

  • Present possible option for EIS that will highlight new interventions in early childhood education

  • Understand major stakeholders’ interest in EIS funding

  • Highlight solution of one local school board


How is education policy mch policy l.jpg
How is education policy MCH policy? Case Study of Local Educational Agencies Choices Regarding Early Intervening Services

  • Association between education and health

  • Correlation of literacy and health

  • Educational attainment and health disparities


Problem l.jpg
Problem Case Study of Local Educational Agencies Choices Regarding Early Intervening Services

  • Disparity between general population and special education population

  • Inappropriate identification in special education

  • Restricted environments vs. general education


Disproportionality l.jpg
Disproportionality Case Study of Local Educational Agencies Choices Regarding Early Intervening Services

Significant disproportional over-representation based on race or ethnicity:

  • Identification of children with disabilities

  • Placement in a particular education setting

  • Disciplinary action, including suspension/expulsion


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Role of Government Case Study of Local Educational Agencies Choices Regarding Early Intervening Services

  • Federal level

  • State level

  • Local education authority (LEA) level

    • Parent role


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Individual Disability Education Improvement Act of 2004 Case Study of Local Educational Agencies Choices Regarding Early Intervening Services

  • 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 2004


Idea early intervening services eis 613 f 1 l.jpg
IDEA Early Intervening Services (EIS) 613(f)(1) Case Study of Local Educational Agencies Choices Regarding Early Intervening Services

  • Effective July 1, 2005

  • Final guidelines summer 2006

  • States offer own temporary guideline

  • Disproportionality exists -15% of Part B Federal Dollars

  • Students K-12 (emphasis K-3)


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Case Study: Montgomery County, MD Case Study of Local Educational Agencies Choices Regarding Early Intervening Services


Montgomery county l.jpg
Montgomery County Case Study of Local Educational Agencies Choices Regarding Early Intervening Services

  • Largest population and wealth in Maryland

  • 13% of 139,387 students receive special education

  • Operating Budget is $1.7B - $11,535 per student

  • High performing students

  • Both racially and ethnically diverse


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Montgomery County Public School System Case Study of Local Educational Agencies Choices Regarding Early Intervening Services

MCPSa, 2005


Source of all educational funds in mcps l.jpg
Source of all Case Study of Local Educational Agencies Choices Regarding Early Intervening Serviceseducational funds in MCPS

Source of all special education funds in MCPS

MCPSb, 2005


Special education and total mcps enrollment by racial ethnic group gender and special services 2005 l.jpg
Special Education and Total MCPS Enrollment by Racial/Ethnic Group, Gender, and Special Services, 2005

MCPSa, 2005


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Montgomery County Group, Gender, and Special Services, 2005

Disproportional in all 3 categories


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Special Education Enrollment by Racial Group – African American, 2005

MSDE STANDARD FOR MCPS

MCPSa, 2005


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Suspension Rate by Racial/Ethnic Group American, 2005

MCPSa, 2005


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Least Restrictive Environment American, 2005(LRE) An Enrollment by Racial/Ethnic Group

MCPSa, 2005


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Definition of EIS American, 2005

  • Professional development for teachers and other school staff to enable such personnel to deliver scientifically basedacademic instruction and behavioral interventions, including scientifically based literacy instruction, and, where appropriate, instruction on the use of adaptive and instructional software

  • Providing educational and behavioral evaluations, services, and supports, including scientifically based literacy instructions

IDEA, 2004, 613(f)(1)


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Identifying EIS Options American, 2005

  • Interviewed local educational policy leaders at federal, state, and local level

  • Interviewed 3 separate researchers with grants directed by OSEP

  • Specifically looked at momentum in Maryland and where EIS services might be going locally


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Options for EIS Identified American, 2005

  • Response to Intervention (RtI)

  • Positive Behavioral Interventions and Supports (PBIS)

  • Special Education software (4GL)


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Response to Intervention (RtI) American, 2005

  • High quality instruction matched to students needs.

  • Use data regarding student learning over time to make important educational decisions, including eligibility for special education services for students with specific learning disabilities (SLD).


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Problem Solving Process American, 2005

  • Define the Problem

  • (Screening and Diagnostic Assessments)

What is the problem and why is it happening?

  • Evaluate

  • (Progress Monitoring

  • Assessment)

  • Develop a Plan

  • (Goal Setting and Planning)

What are we going to do?

Did our plan work?

  • Implement Plan

  • (Treatment Integrity)

Carry out the intervention

Tilly, 2005


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Response to Intervention: American, 2005A Three-tiered Model

Research-based

instruction

in general education

classroom

Klingner & Orosco, 2006


Tier 1 l.jpg

Research-based instruction at the first tier is for all students and consists of explicit instruction in:

phonological awareness

the alphabetic principle (letter-sound correspondence)

fluency with connected texts

vocabulary development

comprehension

Tier 1

1st Tier

Klingner & Orosco, 2006


Tier 2 l.jpg
Tier 2 students and consists of explicit instruction in:

2nd Tier

  • The second tier is only for those students who do not reach expected benchmarks using a curriculum-based progress-monitoring assessment instrument such as the DIBELS (Dynamic Indicator of Basic Early Literacy Skills)

  • Students receive additional intensive support in small groups or individually

  • This support is provided within general education

  • Students may receive this additional support in their classrooms or in a different setting

Klingner & Orosco, 2006


Tier 3 l.jpg
Tier 3 students and consists of explicit instruction in:

3rd

Tier

  • Students who continue to struggle are then provided with a third tier or level of assistance that is more intensive. It is this third tier many would consider to be special education.

Klingner & Orosco, 2006


Evidence option 1 l.jpg
Evidence – Option #1 students and consists of explicit instruction in:

  • Reading proficiency increases

  • Special education referrals down specifically in learning disabilities

  • Helps with mislabeling

  • Test results improve


Positive behavioral interventions and supports pbis l.jpg
Positive Behavioral Interventions and Supports (PBIS) students and consists of explicit instruction in:

  • History – 1997 IDEA

  • School wide behavioral support system

  • Involves entire school staff

  • Goal – positive school climate and environment


Slide29 l.jpg

5% students and consists of explicit instruction in:

15%

80% of Students

CONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORT

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., 1996


Slide30 l.jpg

OUTCOMES students and consists of explicit instruction in:

DATA

SYSTEMS

PRACTICES

Supporting Social Competence &

Academic Achievement

Four Elementsof PBIS

Supporting

Decision

Making

Supporting

Staff Behavior

Supporting

Student Behavior

Sugai & Horner, 2002


Teaching matrix l.jpg

Classroom students and consists of explicit instruction in:

Lunchroom

Bus

Hallway

Assembly

Respect Others

Use inside voice

Eat your own food

Stay in your seat

Stay to right

Arrive on time to speaker

Respect Environment & Property

Recycle paper

Return trays

Keep feet on floor

Put trash in cans

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 ready

Eat balanced diet

Go directly from bus to class

Go directly to class

Discuss topic in class w/ others

Teaching Matrix

Sugai, 2006


Tool of measurement office referrals l.jpg
Tool of Measurement – Office Referrals students and consists of explicit instruction in:

PBIS, 2006


Evidence option 2 pbis l.jpg
Evidence: Option #2 (PBIS) students and consists of explicit instruction in:

  • Office referrals decrease

  • Administration and teaching time increases – staff satisfaction

  • Suspension rates down

  • Keeps kids with behavioral problems (emotional disturbed) in a general education environment and learning

  • School wide test scores increase


Education referral and tracking software l.jpg
Education Referral and Tracking Software students and consists of explicit instruction in:

  • Management Information System

  • Web based individualized learning plans

  • Improves documentation of services and interventions

  • Can link to Medicaid billing


Management software l.jpg
Management Software students and consists of explicit instruction in:


Evidence policy option 3 4gl l.jpg
Evidence: Policy Option #3 (4GL) students and consists of explicit instruction in:

  • Reduction in paperwork

  • Decrease costs of special education

  • Increases special education test scores


Relevance to mch social work l.jpg
Relevance to MCH Social Work students and consists of explicit instruction in:

  • Every child is in the school system

  • IDEA funds school social workers

  • Shift to more preventative SW

  • Social Workers leading PBIS teams


What would you invest in l.jpg

What would you invest in? students and consists of explicit instruction in:


2007 budget mcps l.jpg

4GL Software students and consists of explicit instruction in:

2007 Budget MCPS


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Questions and Answers? students and consists of explicit instruction in:


References l.jpg
References students and consists of explicit instruction in:

  • P.L. 108-446, Individual Disabilities Education Improvement Act (IDEA) (2004).

  • Positive Behavior Supports and Interventions (PBIS). (2006). PBIS Maryland. Retrieved April 7, 2006 from http://www.pbismaryland.org/

  • President's Commission on Excellence in Special Education. (2001). A new era: Revitalizing special education for children and their families. Washington, D.C.: U.S. Department of Education.

  • Klinger, J. & Orosco, M. (2006). Cultural considerations with response to intervention (RTI) models and literacy instruction. Retrieved 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). Annual report on our call to action. Rockville, MD: Montgomery County School System.

  • Montgomery County Public Schools (MCPSb). (2006). Operating budget. Rockville, MD: Montgomery County Public Schools.


References42 l.jpg
References students and consists of explicit instruction in:

  • Sugai, G. (2006). Positive behavioral interventions and supports: Getting started. Retrieved April 7, 2006 from http://www.pbismaryland.org/Presentations/SpringForum2006/SpringForum2006Plenary.ppt

  • Sugai, G., & Horner, R. H. (2002). Introduction to the special series on positive behavior support in schools. Journal of Emotional and Behavioral Disorders, 10(3), 130-135.

  • Tilly, W. D. (2005). Diagnosing the learning enabled: Response to intervention provisions of IDEA '04 Retrieved March 26, 2006 from http://www.nasdse.org/documents/NASDSE_RTI_Case_pt1.pdf

  • Walker, H. M., Horner, R. H., Sugai, G., Bullis, J. R., Sprague, D., Bricker, D., Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 194-209.


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