Michelle Green Clark Maternal and Child Health (MCH) LeadershipTeam April 10, 2006

1. 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

2. Objectives • 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

3. How is education policy MCH policy? • Association between education and health • Correlation of literacy and health • Educational attainment and health disparities

4. Problem • Disparity between general population and special education population • Inappropriate identification in special education • Restricted environments vs. general education

5. Disproportionality 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

6. Role of Government • Federal level • State level • Local education authority (LEA) level • Parent role

7. Individual Disability Education Improvement Act of 2004 • 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

8. IDEA Early Intervening Services (EIS) 613(f)(1) • 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)

9. Case Study: Montgomery County, MD

10. Montgomery County • 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

11. Montgomery County Public School System MCPSa, 2005

12. Source of all educational funds in MCPS Source of all special education funds in MCPS MCPSb, 2005

13. Special Education and Total MCPS Enrollment by Racial/Ethnic Group, Gender, and Special Services, 2005 MCPSa, 2005

14. Montgomery County Disproportional in all 3 categories

15. Special Education Enrollment by Racial Group – African American, 2005 MSDE STANDARD FOR MCPS MCPSa, 2005

16. Suspension Rate by Racial/Ethnic Group MCPSa, 2005

17. Least Restrictive Environment (LRE) An Enrollment by Racial/Ethnic Group MCPSa, 2005

18. Definition of EIS • 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)

19. Identifying EIS Options • 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

20. Options for EIS Identified • Response to Intervention (RtI) • Positive Behavioral Interventions and Supports (PBIS) • Special Education software (4GL)

21. Response to Intervention (RtI) • 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).

22. Problem Solving Process • 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

23. Response to Intervention:A Three-tiered Model Research-based instruction in general education classroom Klingner & Orosco, 2006

24. 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

25. Tier 2 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

26. Tier 3 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

27. Evidence – Option #1 • Reading proficiency increases • Special education referrals down specifically in learning disabilities • Helps with mislabeling • Test results improve

28. Positive Behavioral Interventions and Supports (PBIS) • History – 1997 IDEA • School wide behavioral support system • Involves entire school staff • Goal – positive school climate and environment

29. 5% 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

30. OUTCOMES DATA SYSTEMS PRACTICES Supporting Social Competence & Academic Achievement Four Elementsof PBIS Supporting Decision Making Supporting Staff Behavior Supporting Student Behavior Sugai & Horner, 2002

31. Classroom 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

32. Tool of Measurement – Office Referrals PBIS, 2006

33. Evidence: Option #2 (PBIS) • 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

34. Education Referral and Tracking Software • Management Information System • Web based individualized learning plans • Improves documentation of services and interventions • Can link to Medicaid billing

35. Management Software

36. Evidence: Policy Option #3 (4GL) • Reduction in paperwork • Decrease costs of special education • Increases special education test scores

37. Relevance to MCH Social Work • Every child is in the school system • IDEA funds school social workers • Shift to more preventative SW • Social Workers leading PBIS teams

38. What would you invest in?

39. 4GL Software 2007 Budget MCPS

40. Questions and Answers?

41. References • 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.

42. References • 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.