Don’t Get Left Behind
David Osher
The American Institutes for Research
Trina W. Osher
Federation of Families for Children’s Mental Health
Federation of Families for Children’s Mental Health
The American Institutes for Research
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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
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www.cecp.air.org
Where To Go
For:
 Resources,
 Links, &
 Overheads
Keep in
mind that
It’s about being children first – children who
need special help to do what their siblings
and friends do naturally.
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Federal Role in Education
No Federal Constitutional Right to
Education
Education is a STATE Matter
Elementary and Secondary Education
Act – Title 1- Background
Cold War
War on Poverty
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Federal vs. State Law
Federal Law
Sets the BASELINE and
Takes 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.
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The American Institutes for Research
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The Logic of
Leaving No Child Behind
Adapted from: Beth Doll, University of Nebraska
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No Child LEFT Behind
Background
A Nation At Risk
Standards Based Reform
Goals 2000
Opportunity to Learn Standards
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NCLB Act of 2001
Key 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.
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The American Institutes for Research
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NCLB Act of 2001
Specific 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
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NCLB Act of 2001
Enhancements
Focus on Evidenced-Based Interventions
What Work’s Clearing House
Improvement of Title One Program for
Delinquent and Neglected Youth
Access to general curriculum
Focus on transition
Focus on Accountability
Parental & Student Choice
 Academic Failure
 Persistently Dangerous Schools
 Victims of Violent Crime
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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
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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.
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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
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Questions About NCLB
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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.)
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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]
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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.
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Purposes of the IDEA #3
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.
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Purposes of the IDEA #4
to assess, and ensure the effectiveness
of, efforts to educate children with
disabilities. [high stakes district and school-wide
accountability testing]
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The American Institutes for Research
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Section 504 of the
Rehabilitation 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)
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Comparing the Laws
IDEA
Section 504
 non-discrimination civil rights
 program entitlement
statute
 disability has an impact on
 physical or mental impairment that
educational performance
substantially limits a major life
 student must “require”
function (9 functions)
special education
 regarded as handicapped by
others
 services in the IEP should
confer educational benefit  reasonable accommodations to
participate in same educational
 federal funding to help
program as typical students
states bear the burden
 no federal funding
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HOW DO YOU DECIDE?
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 for
IDEA
Develop
an IEP
Eligible for
Section 504
Develop recommendations
for general education teacher
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Develop
Section 504
plan
The American Institutes for Research
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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 Website
FAQs June 2002
Resources for March 2002
www.air.org/tapartnership
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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))
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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))
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The American Institutes for Research
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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
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Questions About Special Education
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Who is the Fish? What is
in the Water?
Adapted from: Beth Doll, University of Nebraska
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Linking Student Support & School
Improvement
School-wide
Team
Principal
Teacher
Mental Health
Professional
Student Support
Team
Dwyer & Osher, 2000
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Address the Whole Child
Understand the Links Between Psychological,
Social, and Academic Development
Improved Learning
Improved Behavior
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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.
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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
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The American Institutes for Research
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How To Intervene
? Primary Prevention
? Early Intervention
? Intensive Intervention
? Home
? School
? Community
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The American Institutes for Research
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Where to Look For
Solutions
Risk Factors
 Individual
 Social (Family, Peers)
 Institutional (Schools;
Facilities)
 Societal
Protective Factors




Individual
Social
Institutional
Societal
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Societal
Macrosystems
Where To
Intervene ?
Proximal
Social Contexts
Close
Interpersonal
Relations
Individual
Factors
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.
Building Blocks
Few
Intensive Intervention
Some
All
Foundation
Early Intervention
Universal Intervention
Adapted from: National Resource Center for Safe Schools
Northwest Regional Educational Laboratory - 101 SW Main Street, Suite 500 Portland, Oregon 97204
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The Logic of Universal
Intervention
 Cannot identify all at risk
 Children affect each other
 No stigma
 No self-fulfilling prophecies
 No homogenous grouping
 Per child cost is less
All
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Universal Interventions
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Connect with Every Child
Students who
FEEL
Are:
Connected
Less likely to use alcohol or substances
Experience less emotional distress
Attempt suicide less
Engage in less deviant and violent behavior
National Longitudinal Study of Adolescent Health (ADD Health)
Blum, 2001
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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
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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 Collaboration
Download from www.FFCMH.org
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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 Cartledge
Resource: Safe & Sound
Check www.casel.org
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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 & Supports
Check www.pbis.org
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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
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Early Intervention
Selective
Indicated
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
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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).
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Resource for More Information
Addressing Student Problem
Behavior
Part I: An IEP Team's Introduction to Functional
Behavioral Assessment and Behavior Intervention
Plans
Part II: Conducting A Functional Assessment
Part II: Creating Positive Behavioral Intervention
Plans and Supports
download from
http://cecp.air.org/fba/problembehavior
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Intensive Intervention
and Treatment
Individualized
Address multiple risk factors & cross multiple domains
Linguistically & culturally competent
Child & family driven
Intensive & sustained.
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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?
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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.
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Intervention Selection Calculus
X Intervention works with
Y Students
In Z context
When you do:
A
B
C
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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 Practices
Download from www.cecp.air.org
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The American Institutes for Research
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Questions About Selecting
Interventions
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Questions to Guide Planning
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?
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Complete the evaluation form
and leave it at the door.
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