Federation of Families for Children’s Mental Health 1 The American Institutes for Research Don’t...

Federation of Families for Children’s Mental Health 1The American Institutes for Research

Don’t Get Left Behind

David OsherThe American Institutes for Research

Trina W. OsherFederation of Families for Children’s Mental Health


Overview

Federal Role in Education No Child Left Behind Act of 2001 IDEA and Section 504 Improving Schools – what works Criteria for Choosing

Improvement Strategies and Programs

www.cecp.air.org

Where To Go For: Resources, Links, & Overheads


It’s about being children first – children who need special help to do what their

siblings and friends do naturally.

Keep in mind that


Federal Role in Education

No Federal Constitutional Right to Education

Education is a STATE Matter

Elementary and Secondary Education Act – Title 1- BackgroundCold WarWar on Poverty


Federal vs. State Law

Federal LawSets the BASELINE andTakes Precedence Over

State Law

When there is a conflict, Federal law controls, unless the State confers additional protections or

benefits that do not limit rights.


The Logic of Leaving No Child Behind

Adapted from: Beth Doll, University of Nebraska


No Child LEFT Behind Background

A Nation At Risk

Standards Based Reform

Goals 2000

Opportunity to Learn Standards


NCLB Act of 2001Key Provisions

Increased Accountability

Annual testing in math and reading

Annual statewide progress towards meeting state or locally determined objectives reported to families and the public.


NCLB Act of 2001Specific Requirements

A single accountability system Applies the same standards to all

students in a State Includes annual measurable objectives

Based on the State’s academic standards, academic assessments, and other academic indicators

States also required to establish uniform data system on school safety & drug use

Goal: continuous and substantial improvement for all students


NCLB Act of 2001Enhancements

Focus on Evidenced-Based InterventionsWhat Work’s Clearing House

Improvement of Title One Program for Delinquent and Neglected YouthAccess to general curriculumFocus on transitionFocus on Accountability

Parental & Student Choice Academic Failure Persistently Dangerous Schools Victims of Violent Crime


Adequate Yearly Progress-(AYP)

Applies the state or locally determined objectives to specific groups of students

Measures progress separately for reading/language arts and math

Accounts for participation rates of students (overall and subgroups (poverty, race, ethnicity, disability, limited English proficiency)

Includes other academic indicators such as: graduation rates in high school, attendance, grade-to-grade retention rates


AYP Making IT:

A school (or LEA) makes AYP if: each group of students for which

disaggregated data are reported meets or exceeds the annual measurable objectives;

each group meets or exceeds the ‘other academic indicator;’

at least 95% participation for each disaggregated group

applies to both math and reading/language arts.


Sanctions for Not Making AYP

Year 1 – Parental choice + improvement plan developed + technical assistance

Year 2 – PLUS supplementary educational services

Year 3 – PLUS designating a specific corrective action(s)

Year 4 – PLUS develop a plan to implement an alternative governance arrangement

Year 5 – RESTRUCTURE SCHOOL


Questions About NCLB



IDEA Foundation

The Individuals With Disabilities Education Act guarantees children with disabilities a free, appropriate, public education in the least restrictive environment.

It is built on the same constitutional principles applied to eliminate racial segregation in school – namely providing equal access. (If the state provides something to one class of individuals - public education in the case of schools - then it must give all members of the class the same opportunity to participate and benefit.)


Purposes of the IDEA #1 To ensure that all children with disabilities

have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for employment and independent living; [Parts B & C and the IEP Process]

To ensure that the rights of children with disabilities and parents of such children are protected; and [procedural safeguards]

To to assist States, localities, educational service agencies, and Federal agencies to provide for the education of all children with disabilities. [Part D and funding]


Purposes of the IDEA #2

to assist States in the implementation of a statewide, comprehensive, coordinated, multidisciplinary, interagency system of early intervention services for infants and toddlers with disabilities and their families.



to ensure that educators and parents have the necessary tools to improve educational results for children with disabilities by: supporting systemic-change activities; coordinated research and personnel preparation; coordinated technical assistance, dissemination, and

support; and

technology development and media services.



to assess, and ensure the effectiveness of, efforts to educate children with disabilities. [high stakes district and school-wide accountability testing]


Section 504 of theRehabilitation Act of 1973

“No otherwise qualified individual with disabilities in the United States shall, solely by reasons of her or his disability, be excluded from the participation in, be denied the benefits or, or be subjected to discrimination under any program or activity receiving Federal financial assistance or under any program or activity conducted by any Executive Agency of by the United states Postal Service.”

(29 USC Sec. 794)


Comparing the Laws

IDEA program entitlement disability has an impact on

educational performance student must “require”

special education services in the IEP should

confer educational benefit federal funding to help

states bear the burden

Section 504 non-discrimination civil rights

statute physical or mental impairment

that substantially limits a major life function (9 functions)

regarded as handicapped by others

reasonable accommodations to participate in same educational program as typical students

no federal funding


Does the student have a disability as specified in IDEA?

Does the impairment have an adverse effect on

educational performance?

Does the student have a physical or mental impairment that

affects a major life function?

Eligible forIDEA

Developan IEP

Develop recommendationsfor general education teacher

DevelopSection 504

plan

Eligible forSection 504

HOW DO YOU DECIDE?


Resource for More Information

Section 504 and the ADA, Promoting Student Access:

A Resource Guide for Educators

Council of Administrators of Special Education, Inc.http://www.webbookstore.net 15.95

Technical Assistance Partnership WebsiteFAQs June 2002

Resources for March 2002

www.air.org/tapartnership

http://www.webbookstore.net/


Least Restrictive Environment for Students with Disabilities

IDEA and Sec. 504 both require that - to the maximum extent appropriate, children with disabilities are educated with children who are nondisabled and that special classes, separate schooling, or other removal regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

(Authority: 20 U.S.C. 1412(a)(5))


Special Education Placement Requirements are Consistent with

NCLB

Each student with a disability must receive services in a program or class that can provide ALL the special education and related services described in their own IEP

This includes supplementary services to be provided in conjunction with regular class placements

Continuum includes regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions (Authority: 20 U.S.C. 1412(a)(5))


Systems of Care and the Wraparound Process Can Help

Facilitate developing new options on the continuum

Bring schools resources from other systems

Contribute expertise to schools Provide a vehicle for braiding funding

streams to serve a child


Questions About Special Education


Who is the Fish? What is in the Water?

Adapted from: Beth Doll, University of Nebraska



Linking Student Support & School Improvement

Student Support Team

School-wideTeam

PrincipalTeacher

Mental HealthProfessional

Dwyer & Osher, 2000


Address the Whole Child Understand the Links Between

Psychological, Social, and Academic Development

Improved Learning

Improved Behavior


Success4

MISSION

Iowa needs to become a place where schools, families and communities work together to provide the skills children need to succeed in school and throughout life.


Success4 Beliefs

Social, emotional, intellectual and behavioral skills are essential to success in school and throughout life.

All children and youth can be successful socially, emotionally, intellectually, and behaviorally.

Families, schools, and the community must work together in partnership to ensure the social, emotional, intellectual, and behavioral well-being of children and youth.

Changing the family-school-community relationship is necessary in order to create an environment which nurtures social, emotional, intellectual and behavioral development for all children and youth


How To Intervene

? Primary Prevention

? Early Intervention

? Intensive Intervention

? Home

? School

? Community


Where to Look For Solutions

Risk Factors Individual Social (Family,

Peers) Institutional

(Schools; Facilities) Societal

Protective Factors Individual Social Institutional Societal

A nested ecological system of influences on youth behavior. Adapted from “Prevention of Delinquency: Current status and issues” by P. H. Tolan and N. G. Guerra, 1994, Applied and Preventive Psychology, 3, p. 254.

SocietalMacrosystem

s

ProximalSocial Contexts

Where To Intervene ?

CloseInterpersonal

Relations

IndividualFactors


AllFoundation

Few

Some

Building Blocks

Adapted from: National Resource Center for Safe Schools Northwest Regional Educational Laboratory - 101 SW Main Street, Suite 500 Portland, Oregon 97204

Universal Intervention

Early Intervention

Intensive Intervention


All

The Logic of Universal

Intervention

Universal Interventions

Cannot identify all at risk Children affect each other No stigma No self-fulfilling prophecies No homogenous grouping Per child cost is less


Connect with Every Child

Students who FEEL Connected Are:

Less likely to use alcohol or substances Experience less emotional distress Attempt suicide less Engage in less deviant and violent

behaviorNational Longitudinal Study of Adolescent Health (ADD Health)Blum, 2001


Connect with Every Child

Small schools; Well managed classrooms; Positive (not harsh) discipline policies; Overlapping and integrated social groups;

E.g., Child Development Project

Resource: Every Child Learning: Safe & Supportive Schools

Blum, 2001


Support Family-School Collaboration

Value all families; Effective outreach (e.g., FAST); Culturally competent approaches; Support for family participation; and Positive interactions with families

(e.g., video: Cleveland Elementary School, Tampa, FL)

Resource: Claming Children Issue on CollaborationDownload from www.FFCMH.org


Teach Social-Emotional & Problem Solving Skills

Teach, model, practice, coach, reinforce, generalize

PATHS (Promoting Alternative Thinking Strategies)

Second step Life Skills Culturally competent approaches

(e.g., Gwen CartledgeResource: Safe & Sound

Check www.casel.org


Provide Positive Behavioral Supports

High behavioral standards and strong supports for students and adults to realize them;

Workable school and classroom behavior plans;

Positive behavioral strategies; Supporting appropriate behaviors (e.g.,

Helping students stay on task); and Teaching and modeling skills

Example: Project Achieve

Resources: National Center for Positive Behavioral Interventions &

SupportsCheck www.pbis.org


Provide Engaging & Appropriate Instruction

High academic standards and strong supports for students and adults to realize them;

Strong curricula approaches; Strong teaching approaches (e.g., Class-wide Peer

Tutoring); Engaging curricula and teaching; Culturally competent curricula and teaching; Individualization; and Use of multiple modalities (individual, group,

experiential, technology, etc.)

Resource:Safeguarding Our Youth: An Action Guide

Download from www.cecp.air.org


Selective

Indicated

Early Intervention

Selective interventions for individuals who whose risk of illness or poor outcomes is above average (e.g., single teenage mothers)

Indicated interventions for individuals who exhibit a risk factor or condition that identifies them, individually, as being at high risk for the development of illness or poor outcomes


Functional Behavioral Assessments

Goals of functional behavioral assessment: to determine the causes of a behavior; and identify likely interventions.

Functions are the things that sustain a behavior - what the child gets from doing it.

Behaviors that look alike (slamming a book shut) may serve different functions (getting attention;

avoiding work that is too hard). Different behaviors (studying hard, fighting at recess)

may serve the same function (getting attention from adults).


Resource for More Information

Addressing Student Problem Behavior

Part I: An IEP Team's Introduction to Functional Behavioral Assessment and Behavior Intervention PlansPart II: Conducting A Functional AssessmentPart II: Creating Positive Behavioral Intervention Plans and Supports

download from http://cecp.air.org/fba/problembehavior


Intensive Intervention and

Treatment

IndividualizedAddress multiple risk factors & cross multiple domainsLinguistically & culturally competentChild & family drivenIntensive & sustained.



Efficacy vs. Effectiveness

Does it work with students who have complex needs?

Does it work with students from diverse backgrounds?

Does it work when school staff implement it without direct and ongoing involvement of developers?

Can it be integrated with your practice knowledge?


Criteria for Selecting Interventions

The program must: Document its effectiveness and be based on

sound theory. Easily integrate with existing school practices. Have data demonstrating effectiveness or

ineffectiveness with particular student groups. Have data indicating a positive impact on

student achievement. Demonstrate that subscribing schools receive

sufficient technical assistance from developers. Have components focusing on promoting positive

solutions to behavioral and emotional problems.


Intervention Selection Calculus

X Intervention works withY Students

In Z context When you do:

A B C


Resources for More Information

Teaching and Working with Children Who Have Emotional and Behavioral Challenges

$10.00 available from Sopris West

Safe, Supportive, & Successful Schools Step By Step (forthcoming from Sopris West Summer 2003)

Check www.sopriswest.com.com

Briefs for Families on Evidence-based PracticesDownload from www.cecp.air.org


Questions About Selecting Interventions


What does your school need?What does your school have?What are your school goals?Which students are being left behind?What outcomes are you looking for?What interventions are likely to be helpful?Which interventions fit your school?What do we need to implement the intervention?How will the chosen intervention be carried out?How will quality of implementation be assessed? How will you know if it worked? For which students is it effective?How will you regularly use data to improve your intervention?How will you sustain the intervention?

Questions to Guide Planning


Complete the evaluation Complete the evaluation form and leave it at the form and leave it at the doordoor.

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