Budget Development and Intent of Base and Supplemental Funds –
IDEA Part B Application and Coordinated
Early Intervening Services
Connie Albert Education Program Specialist
Special Education Programs - DPA
March 14, 2017
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Agenda
• Introduction
• ISEP Base Funds
• Title 1 Supplemental Funds
• IDEA Part B Supplemental Funds
• Coordinated Early Intervening Services
• Resources
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PURPOSE • To provide an understanding of the purpose of
ISEP base funds and supplemental funds • To provide an understanding of why a schoolwide
plan is important • To provide an understanding of why planning is
important and critical to ensuring funds are utilized in an allowable and reasonable manner
• To have knowledge on the process for completing the IDEA Part B supplemental application
• To provide information on Coordinated Intervening Services 3
Introduction
• Student with disabilities are general education student first
• There are 176 BIE funded schools (22 BIE schools and 154 Tribally Controlled schools) and located across 23 states
• All schools receive ISEP and Title 1 funds
• The BIE schools have identified 6308 students with disabilities
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Fiscal Onsite Analysis • Planning • 25 CFR – for ISEP • Stakeholder input • Parent involvement • Set-asides • Allowable use of funds • Excessive carryover • Internal controls • Licensed and qualified teachers • Paraprofessional • High School transition services • Free Appropriate Public Education • Least Restrictive Environment • Contracts • Child Find • Individualized Education Plans (IEP)
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Government Agencies Require Fiscal Accountability and Oversight
• U.S. Depart. of Education (ED) Corrective Action Plan – BIE DPA is addressing findings from ED SEA
Monitoring • ESEA: Fiscal monitoring and correction of findings • IDEA: Fiscal management
• Government Accountability Office (GAO) – “In 2014, we found that the BIE does not adequately
monitor school procedures using a risk-based approach, and as a result, there was no effective oversight when schools misspent millions.”
-- GAO-15-539T, Indian Affairs: Further Actions on GAO Recommendations Needed to Address Systemic Management Challenges with Indian Education (Washington, D.C.: April 22, 2015).
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Unspent Funds in Bank Accounts
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• In addition, the BIE’s Blueprint for Reform cited that “approximately a total of $125 million in unspent funds that have accumulated over time” in the bank accounts of tribally controlled schools. See: – Bureau of Indian Education, U.S. Department of the
Interior. Findings and Recommendations Prepared by the Bureau of Indian Education Study Group Submitted to the Secretaries of the Departments of the Interior and Education, July 9, 2014, p. 9; available at http://www.bie.edu/cs/groups/xbie/documents/document/idc1-031629.pdf
Organizing a Plan for School Improvement
Identify Gaps/Needs through the
Comprehensive Needs Assessment
(CNA)
including Title IIA Local Needs Assessment
Develop SMART Goals in to Address
the Identified Needs/Gaps
The Title I Schoolwide
Supplemental Report in Native Star helps
Organize and Summarize LEA
Schoolwide Improvement
Strategies to address the SMART Goals
Develop the Schoolwide Budget
to Support the Schoolwide
Improvement Strategies and Provide Clear,
Succinct Justification
Indicators of Effective Practice
Data used for the comprehensive needs assessment to identify gaps/needs for
school improvement. STUDENT LEARNING LOCAL DEMOGRAPHICS SCHOOL PROCESSES PERCEPTION
• State Assessments
• Local outcome and interim
assessments
• Student work samples
• Classroom assessments
(type and frequency)
• School locale and size of
student population
• Student characteristics,
including poverty, language
proficiency, IEP, race/ethnicity
• Student mobility rates
• Staff characteristics (e.g.,
experience, attendance,
turnover)
• List of school and feeder
patterns
• Student attendance
• Discipline referrals and
suspension rates
• Comprehensive evaluations of
the school,
• Curriculum and instructional
materials
• Instruction (time and
consistency among grade levels)
• Academic interventions
available to students
• Schedules and class size
• Family/community involvement
policies/practices
• Professional development
structure (including TI&TII)
• Services and/or programs (Title
I, Special Education/IEPs, LEP,
Gifted)
• Extended day or summer
programs (21st CCLC)
• Teaching and learning
conditions surveys
• Any perception survey data
(e.g., parents, students,
teachers, community, school
leaders)
• Self-assessment tools
Schoolwide Programs
• The schoolwide program consists of the Base Program (ISEP) activities which is coordinated with all supplemental program activities. The Base program is funded with ISEP formula funds. – In addition, ISEP provides supplemental funding for
(GT and ELL/NLL) and the 15% Special Education Set-aside.
• Supplemental Programs funded through the Department of Education (ED) include the Elementary and Secondary Education Act (ESEA) programs and the Individuals with Disabilities Education Act (IDEA) programs.
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Schoolwide Program Funding
ISEP Funds The Base Program
minus 15% for Special Education
ISEP Supplemental Funds
G&T and LEP/NLL
Indian School Equalization Program (ISEP) Program Objectives • The objective of the Indian School Equalization Program is to provide
funding for elementary and secondary education.
Program Procedures • The Bureau of Indian Education (BIE) Programs makes direct payments to
federally recognized Indian tribal governments or tribal organizations currently served by a BIE-funded school. Funds may be used for the education of Indian children in BIA-funded schools. Funds may not be used for construction.
Activities Allowed or Unallowed • The expenditure of funds is restricted to those Federal programs covered
by the grant. The Tribally Controlled Schools Act provides for the expenditure of funds by Indian tribes and tribal organizations under grants for education-related programs and activities, including school operations, academic, educational, residential, guidance and counseling, and administrative purposes, and support services for the school, including transportation and maintenance and repair costs (25 USC 2502).
Schoolwide Program Funding
ISEP Funds The Base Program
minus 15% for Special Education
ESEA Supplemental Program Funds
Title I-A, Title II-A,
Title IV, and Title X
ISEP Supplemental Funds
G&T and LEP/NLL
Title 1 funds
• Includes Student with disabilities – as SWD are general education student first.
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Title I Part A – Education for the Disadvantaged, P.L. 107-110
This program is intended to help ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging performance standards. Funds may be used for supplemental services and activities, most commonly for instruction in reading and mathematics to raise student achievement.
ESEA TITLE I, PART A FUNDS
A schoolwide school generally may use Title I, Part A funds for any activity that supports the needs of students, as identified through a comprehensive needs assessment and included in a schoolwide plan (ESEA §1114(b)). However, Title I, Part A funds may not replace non-Title I funds that otherwise are necessary to carry out the basic educational program of the school.
School Improvement Title II – Part A Teacher Quality Improvement, P.L. 107-110
This program increases student achievement by elevating teacher and principal quality through recruitment, hiring and retention strategies, and using scientifically based professional development interventions and holds districts and schools accountable for improvements in student academic performance. Funds to be used for a wide array of interventions.
Education of Homeless Children and Youth (McKinney-Vento Homeless Assurance Act), P.L.
107-110
This program is intended to ensure that homeless children and youths should have access to the education and other services they need to meet the same challenging academic achievement standards to which all students are held.
Title IV – Part B 21st Century Community Learning Centers, P.L. 107-110
This program provides services, during non-school hours or periods, to students and their families for academic enrichment, including tutorial and other services to help students, particularly those who attend low-performing schools, to meet state and local student academic achievement standards.
Suggestions for Schoolwide Budget Planning
Development of the initial projected schoolwide budget should be
driven by the plans in Native Star. SMART Goals (submitted by May 31, 2017)
Title I Schoolwide (submitted by May 31, 2017)
with special attention to addressing the gaps identified through data
analysis as outlined in the summary of needs in Question 1.
Benchmark Reports (submitted by May 15, 2017)
SY 2017-18 budgets should be based on the amounts from the SY 2016-
17 Allocations
NOTE: Document Stakeholder input (including teachers, parents, and community).
[ESEA 1112(d)(1) – CONSULTATION]
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LEA/School Completes the Schoolwide Budget
The Schoolwide Budget should be completed by the Leadership Team with assistance from the Business Manager/ Tech.
Budgets must include justification to verify that:
• Funds are coordinated in the schoolwide effort, • Costs are allowable, reasonable, and necessary; • Costs meet the intent of each program; and • Costs align with the plans (the SMART Goals and the Title I
Schoolwide Supplemental Reports in Native Star) The budget should be planned and reviewed by the
Principal/Administrator and Leadership Team (including Business Manager) prior to submitting with Assurances to the School Board for approval.
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IDEA Part B Supplemental Funds
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Schoolwide Program Funding
ISEP Funds The Base Program
minus 15% for Special Education
ESEA Supplemental Program Funds
Title I-A, Title II-A,
Title IV, and Title X IDEA
Part B Supplemental
Program Funds
ISEP Supplemental Funds
G&T and LEP/NLL
Special Education - Two Funding Sources
1) 15 % Academic base funding – (1 year fund) CFR §39.104
• To obligate this fund for salaries for direct instruction and/or core functions for SWD
• Demonstrate the need for Part B of IDEA funds and is Supplementing the required base school program (ISEP) and not supplanting such funds.
2) IDEA Part B funds – Supplemental funding • To be used IF the 15% ISEP does not cover the special education budget
for the current year and specific to students IEPs • All Part B funds must be obligated within the year the funds are received. • IDEA funds are highly regulated and must demonstrate the funds are
utilized to improve the academic and functional outcomes of student with disabilities.
20 U.S.C. 1215 (b) & 34 C.F.R. 76.709
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Purpose of IDEA Funds
• To ensure that all children with disabilities have available to them a free appropriate public education (FAPE))that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living. 20 U.S.C. Sec. 1400(d).
• To ensure that the rights of children with disabilities and
parents of such children are protected. • To assist, local educational service agencies, to provide
for the education of all children with disabilities.
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Purpose of the IDEA - Continued
• To ensure that educators and parents have the necessary tools to improve educational results for children with disabilities by supporting system improvement activities; coordinated research and personnel preparation; coordinated technical assistance, dissemination, and support; and technology development and media services; and
• To assess, and ensure the effectiveness of, efforts to educate children with disabilities.
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How does your fiscal system align with and support IDEA outcomes for SWD?
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“IDEA requires the primary focus of federal and state monitoring to
be on improving educational results and functional outcomes for all
children with disabilities and ensuring that each state meets the
program requirements under IDEA. In particular, the law places an
emphasis on those requirements that are the most closely related
to improving educational and early intervention results for children
with disabilities.”
(U.S. Department of Education Press Release, June 24, 2014. New Accountability Framework Raises the Bar for State Special Education Programs)
http://www.ed.gov/news/press-releases/new-ac
Fiscal Management and Programmatic
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• Compliance is important but improving results and outcomes for our students is just as important.
• School must demonstrate how IDEA Part B supplemental funds are utilized to help the school to improve academic outcomes for student with disabilities.
Guiding Questions
When determining whether the cost is an excess cost:
1. In the absence of special education needs, would this cost exist?
– No, then the cost is an excess cost and may be eligible
– Yes, then is the cost is not excess cost and is not allowable
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Guiding Questions
When determining whether the cost is an excess cost:
2. Is this cost also generated by student without disabilities?
– No, then the cost is an excess cost and may be eligible
– Yes, then the cost is not an excess cost and is not allowed.
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Guiding Questions
3. If it is a child specific services, is the service documented in the student’s IEP?
– Yes, then the cost is an excess cost and may be eligible
– No, then the cost is not an excess cost and is not allowable.
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IDEA Part B Supplemental Funding
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• All Part B funds must be obligated within the
year the funds are received.
• School must supplement and not supplant. 20 U.S.C. 1215 (b) & 34 C.F.R. 76.709
Use of IDEA funds
• IDEA funds may only be used to pay for excess cost of providing education and related services for children with disabilities.
34 CFR §300.202(a)(2)
Allowable Costs - IDEA Part B Funds
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Local Education Agency (LEA) may use Part B funds for:
• Direct services and provision of special education and related services to children with disabilities
• Special Education Residential & Juvenile Detention Placement.
• Extended School Year Program salaries.
• Related Services staff contracts or salaries
• High School Transition program and staff salaries
• Enhance its capacity to make Free Appropriate Public Education (FAPE) available to all children with disabilities
Special education and related services that:
• Are provided at public expense;
• Meet State standards;
• Include an appropriate preschool, elementary, or secondary school education;
• Are provided in conformity with an IEP.
20 U.S.C. 1401(9).
Allowable Costs - IDEA Part B Funds
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Local Education Agency (LEA) may use Part B funds for:
• Services for children with disabilities who subsequently enroll or are identified during the school year
• Psychological educational evaluation activities
• Permissible activities, such as: • Child find activities for birth to 21: screening,
• Special education professional development for special education and general education teachers – must be related to special education
• Supplies, materials and equipment for special education classroom and special education teacher that are Above and Beyond general education and specific to the student’s IEP.
• Instructional materials (Above and Beyond) for special & general education classroom,
• Assistive technology (Above and Beyond) for student use in general education classroom– must be documented in student’s IEP
LEA/School IDEA Part B Application Schools must indicate one of the three funding choices • None, Partial or All
• Complete IDEA Part B Application • Upload signed application into Native Star (page 6) • Spending Plan with justifications • Optional: Participation in Coordinated Early Intervening Services (CEIS)
– Complete page 3 and include budget into the Spending Plan
• Optional: Participation in Cooperative Agreement Unit (CAU) – Complete page 4 and upload Plan with signatures and indicate cost in the spending plan
IF a school has sufficient funds with the 15% ISEP and selects not to receive IDEA supplemental funds, the school MUST complete the above to demonstrate that the school will follow the IDEA regulatory requirements.
LEA Assurances with school board signatures that state: “The LEA will use such *fiscal control and fund accounting procedures as to ensure proper disbursement of, and accounting for, Federal funds paid to the LEA under the IDEA 2004.”
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IDEA Part B Application Deadline
• The application and all required documents must be uploaded into Native Star by deadline of May 31,2017.
• Schools will be able to uploaded the required documents into Native Star beginning April 2, 2017.
• Documents are to be uploaded in the required folder - SY2017-18 IDEA Part B folder
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Who is responsible in completing the documents?
• School Administrator in cooperation with the Special Education Coordinator and/or Lead Special Education teacher, Leadership team and the Business manager/Business technician.
• The School Administrator has the responsibility to ensure to provide Native Star access and completion of the documents.
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THINGS TO REMEMBER
• Ensure funds will demonstrate an increase and improvement of academic outcomes for your students
• Use the funds for its intended purpose
• Provide clear and succinct justifications.
• Plan with all stake holders (community, parents, school board, tribe, and staff)
• Funds are to be utilized in the year it was received.
• Demonstrate that the funds are supplemental
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Why Leveraging Funds is Important
• Maximizes the impact of available funding
• Avoids duplication
• Promotes better planning of how available funding sources can be used to improve results for all students, including student with disabilities.
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The Base Program and Supplemental Funds to Increase Student Achievement
ISEP
Title I Part A – Education for the Disadvantaged
ISEP Supplemental Programs:
Gifted & Talented and
Language Development
Individuals with Disabilities Education
Act (IDEA)
Title IV – Part B 21st Century Community
Learning Centers
Title X – Education of Homeless Children and Youth (McKinney-Vento
Homeless Assurance Act School Improvement
Title II – Part A Teacher Quality Improvement
Coordinated Early Intervening Services (CEIS)
Purpose: To provide guidance to School Administrators and School CEIS Contacts about appropriate use of up to 15% of IDEA Part B funds for Coordinated Early Intervening Services (CEIS) and accurate and reliable data reporting.
Audience
• School Administrators
• School CEIS Contacts
• Special Education Coordinator/teacher/lead
• School Student Assistance Team (SAT)
IDEA 2004 REQUIREMENTS
CFR §300.226 – Early Intervening Services (a) General. An LEA may not use more than 15 percent of the amount the LEA receives under Part B of the Act for any fiscal year to develop and implement coordinated, early intervening services, which may include interagency financing structures, for students in kindergarten through grade 12 (with a particular emphasis on students in kindergarten through grade three) who are not currently identified as needing special education or related services, but who need additional academic and behavioral support to succeed in a general education environment.
CFR §300.226 – Early Intervening Services
(b) Activities. In implementing coordinated, early intervening services under this section, an LEA may carry out activities that include—
1. Professional development
2. Providing educational and behavioral evaluations, services, and supports, including scientifically based literacy instruction.
CFR §300.226 – Early Intervening Services
(c) Construction. Nothing in this section shall be construed to either limit or create a right to FAPE under Part B of the Act or to delay appropriate evaluation of a child suspected of having a disability.
(d) Reporting. Each LEA that develops and maintains coordinated, early intervening services under this section must annually report to the SEA on—
CFR §300.226 – Early Intervening Services
(1) The number of children served under this section who received early intervening services; and
(2) subsequently receive special education and related services under Part B of the Act during the preceding two year period.
CFR §300.226 – Early Intervening Services
(e) Coordination with ESEA. Funds made available to carry out this section may be used to carry out coordinated, early intervening services aligned with activities funded by, and carried out under the ESEA if those funds are used to supplement, and not supplant, funds made available under the ESEA for the activities and services assisted under this section.
§300.711 EARLY INTERVENING SERVICES – PERTAINS TO BIE
(a) The Secretary of the Interior may allow each elementary school and secondary school for Indian children operated or funded by the Secretary of the Interior to use not more than 15 percent of the amount the school receives under Sec. 300.707(b) for any fiscal year, in combination with other amounts (which may include amounts other than education funds), to develop and implement coordinated, early intervening services, which may include interagency financing structures, for children in kindergarten through grade 12 (with a particular emphasis on children in K through grade 3) who have not been identified as needing special education or related services but who need additional academic and behavioral support to succeed in a general education environment, in accordance with section 613(f) of the Act.
* BIE requirement: See Eligibility Requirements on Page 3 of the application
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CEIS is: A general education activity
Voluntary use of up to 15% of IDEA, Part B funds.
Supplemental funds to ensure that services provided are in addition to, and do not replace or supplant services that students would otherwise receive.
Specific to Kindergarten through grade 12 (with emphasis on grades K-3)
CEIS is not:
• A special education activity or program
• Mandatory for Bureau of Indian Education (BIE) funded schools
• Used to provide intervening services to students who are currently identified as needing special education and related services.
Appropriate Use of IDEA Part B Funds
Allowed activities for implementation of CEIS
• Employment of general education teachers and paraprofessional to deliver coordinated early intervening services (CEIS).
• Professional Development for CEIS teachers and other school staff.
• Providing educational and behavioral evaluations, services, and supports, including scientifically based literacy instruction.
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Accurate Data Reporting
Reporting
• Sec. 300.711 Early intervening services. (b) Each elementary school and secondary school for Indian children operated or funded by the Secretary of the Interior that develops and maintains coordinated early intervening services in accordance with section 613(f) of the Act and Sec. 300.226 must annually report to the Secretary of the Interior in accordance with section 613(f) of the Act.
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BIE CEIS REPORTING
Data to be Collected for IDEA Part B CEIS Report (formerly 618, Table 8):
Fiscal Data:
Did the School voluntarily use up to 15% of IDEA Part B funds for CEIS in SY 2017-18 (Yes or No)
Amount reserved for voluntary CEIS in SY 2017-18 Student Data:
Total number of students receiving CEIS under the IDEA Part B during SY 2017-18, SY2018-19
How many students that received CEIS in SY 2017-18, SY 2018-19 have been evaluated and/or receiving special
education and related services
Potential Warnings/Errors School should avoid in implementing CEIS in SY 2017-18
• Using above the 15% threshold of current School Year IDEA Part B allocation (Part B first distribution + Unmet Needs + Pro Rata second distribution + Level 1 awards)
• Schools indicating participation in CEIS on the first page of IDEA Part B Application, but fail to complete CEIS Plan
• Not identifying the amount of IDEA Part B allocation reserved for voluntary CEIS in CEIS plan in IDEA Part B application
• *Not completing Flags in NASIS to identify students participating in CEIS
• Not completing Objective 4, CEIS Budget portion in the Special Education Spending Plan
• Not uploading a letter into Native Star, IDEA Part B folder when the school decides not to implement the CEIS Plan for the school year
Where will the BIE get the information for reporting?
From NASIS, Special Education Spending Plan and IDEA Part B Application.
• We will review the CEIS information input by the schools, for each year the school utilized CEIS in their school program.
• We will ask schools to verify Part B funding reserved/used for CEIS
• We will ask schools to verify numbers of students that are/have participated in CEIS, as well as numbers of students who were subsequently identified for special education services. As an example, from information submitted by the school, the school
indicates they spent $$ on CEIS yet we find no students identified as receiving CEIS in NASIS. We will ask the school to clarify.
BUREAU OF INDIAN EDUCATION (BIE)
CEIS PROCESS
Is CEIS activity mandatory or required, for BIE funded schools per IDEA 2004
Regulations?
• No. – CEIS is an optional activity
What are the school’s responsibilities?
• CEIS Plan Submission in Native Star
• Report in NASIS module – track students receiving services for two consecutive years
• Account for funds used for this activity – in the Special Education spending plan and report in the Fiscal Accountability Self Assessment (FASA)
Who will complete the CEIS Plan?
• Recommend collaboration between the Administrator, Business Manager, Special Education Teacher, and a General Education personnel (responsible in handling this project) to complete and submit the CEIS plan
• This is a shared activity.
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Completion of Submission
• Step 1 - When the application is complete push the “Save and Send for Review” button, so the document will push into the reviewers queue. Email your reviewer (ADD/ERC/Education Specialist) informing him/her that you have completed the application.
• Step 2 – The reviewer will check the application for completeness of the document and return back to the school by selecting from the dash board: Accepted, Revisions Needed, and/or Return with Revisions.
• Step 3- The School will receive an email from the reviewer when a response has been sent. Periodically check the Complete Forms tab in Native Star for the status of the documents.
Completion of Submission
• Step 4 – When the document is Accepted open it, scroll to the bottom and click “Save and Preview”. Then go to the Submit Forms /Reports tab, scroll to where the document is located and click “Submit”.
• Step 5 – Print the PDF document and present to the School Board for approval.
Responsible Person for submission of reports
• The CEIS Plan is submitted directly into the Native Star. The School Administrator has the responsibility to provide access and monitor for completion of the documents.
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For Midyear CEIS Plan Adjustments Adjust the exact amount of CEIS funds in IDEA Part B Application.
• In Native Star Print the PDF of the LEA/School IDEA Part B Application under the Submit Forms/Reports tab.
• Make adjustments to the CEIS Plan by crossing out estimated amount and # of students participating.
• Then write the actual amount, up to 15% of Part B Allocation, and identify actual # of students receiving CEIS.
• Write your initials, and the date next to the adjustment
• Finally upload to Native Star IDEA Part B SY 17-18 folder and label as “SY 2017-18 CEIS Adjustment”.
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What should the school do if it decides not to implement CEIS?
• If the school initially selected to participate in CEIS and then decides not to utilize the funds for CEIS, the school will: – Step 1 : Write a letter on school letterhead describing
the reason the school will not participate in CEIS.
– Step 2 : Present the letter to the school board for review and approval. Obtain appropriate signatures from the school board and school administration on the letter.
– Step 3: Post the letter in the Native Star, IDEA Part B SY 17-18 as “Letter not participating CEIS SY17-18.”
BEST PRACTICES
CEIS Plan Questions 3 and 5
Question 3: Describe the CEIS program and include the scientifically research-based strategies/interventions and progress monitoring to be used.
Question 5: Describe the CEIS entrance and exit tools and criteria of how students will be identified.
Plan Do Study Act Cycle
Critical Questions (Plan) • Who are the students that are not experiencing
success? • Why are students not experiencing success? • Why do we have the data that we have (e.g.,
instruction, noncompliant practices, perception, other)?
• What are the barriers? • Which barriers appear to be the top priorities? • What resources do we already have? • What resources are needed?
CEIS Training, Georgia Department of Education (2015).
4 Simple Questions (Plan)
1. Who cares about this issue and Why?
2. What work is already underway separately?
3. What shared work could unite us?
4. How can we deepen our connections?
Cashman, J., Linehan, P., Purcell, L., Rosser, M., Schultz, S., & Skalski, S. (2014). Leading by convening: A blueprint for authentic engagement. Alexandria, VA: National Association of State Directors of
Special Education.
Definition of an Intervention
Interventions are a systematic compilation of well researched or evidence-based specific instructional strategies and techniques.
(Georgia Department of Education RtI Guidance)
An Intervention Must:
Connect to a specific goal that is observable and measurable
Match Student Needs (i.e. skill deficit, motivation deficit, etc)
Have specific, defined, step-by-step descriptions which can be implemented consistently and replicated
Include on-going progress monitoring of the student’s response to the intervention (plan-do-study-act)
Address training, fidelity, and coaching
Allow scheduled periods of support
Burns,M., Chris Riley-Tillman, T., and VanDerHeyden, A., 2012.
What the Intervention Looks Like (Do)
• Each component of the intervention should be clearly defined so that all administrators and implementers know what the intervention “looks like” when implemented with fidelity.
• A practice profile can be useful in defining essential components of interventions. (insert link to resources)
CEIS Training, Georgia Department of Education (2015)
Illinois PBIS Network, Revised May 2008. Adapted from "What is school-wide PBS?", OSEP Technical Assistance on Positive Behavioral Interventions & Supports. Access at http://www.pbis.org/schoolwide.htm
How Do We Know the Intervention is Working?
(Study and Act)
• Plan to Collect, Distribute, Study, and Respond to the Data Collected
• Ongoing and Progress Monitoring
CEIS Training, Georgia Department of Education (2015).
QUESTIONS AND COMMENTS
THANK YOU FOR YOUR PARTICIPATION IN THIS WEBINAR
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IDEA Staff Information
Presenter: Connie Albert, Education Program Specialist, [email protected] Phone: (505)563-5180 Marcy Oliver, Education Program Specialist [email protected] Phone – (505)-563-5239 Zonnie Sombrero, Education Program Specialist [email protected] Phone – (928) 283-2208
Jennifer Davis, Education Program Specialist [email protected] Phone – (480)777-7986 Delphina Shunkamolah, Education Program Specialist [email protected] Phone – (505)563-5180 Dr. Eugene Thompson, Education Program Specialist [email protected] Phone – (505)563-5394 Donald Griffin, Supervisory Education Program Specialist, [email protected], Phone: (202)208-0268
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