Welcome to IDEA Partnership

The IDEA Partnership reflects the collaborative work of more than 50 national organizations, technical assistance providers, and organizations and agencies at state and local level.

Partner Spotlight: National Behavioral Health Community of Practice.

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Youth Lens Project Gives Voice to the Impact of Stigma
Youth across the nation and their adult allies have developed an activity to engage others in sharing their insights about stigma and isolation.

Compliance and results drive new special education efforts.

rdaIn June, 2014 the Office of Special Education Programs released its new approach to improving outcomes for students with disabilities.

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Partnership launches Leading by Convening: A Blueprint for Authentic Engagement

The IDEA Partners have identified one of the biggest barriers to deep collaboration...everybody thinks they are already doing it!

Interconnected Systems Framework (ISF) provides a comprehensive design for school behavioral health

The Center for Positive Behavioral Interventions and Supports (PBIS), The Center for School Mental Health (CSMH) and the IDEA Partnership have collaborated on the development of a framework for working across education and mental health for better student outcomes.

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Dialogue Guides

DG Handbook

Community of Practice

Learn and act together >>

CoP Guidebook

Partnership Way

Build engagement >>

Leading by Conveing

HIGHLY QUALIFIED TEACHERS - Regulations

17. Establish the responsibility of the LEA for personnel development.

The LEA must ensure that all personnel necessary to carry out Part B of the Act are appropriately and adequately prepared, subject to the requirements of 34 CFR 300.156 and section 2122 of the ESEA.

[34 CFR 300.207] [20 U.S.C. 1413(a)(3)]


Dialogue Starter - Cross-stakeholder


Reaction Questions


  1. In your view, what kinds of ongoing training should be available to all personnel serving students under IDEA?


  2. What specific kinds of training should be available for specific roles?


  3. What role might stakeholders play in suggesting emerging training needs?


Application Questions


  1. Do you know how your state currently addresses this requirement?
    • How can you find out?
    • Does your staff have input into the training design?


  2. In your opinion, how should the success of the state plan be evaluated?


  3. What indicators would show you that the state plan is working?


  4. As the highly qualified provisions emphasize the content knowledge of special education teachers, what might we expect to see in the state plan for personnel development?


  5. As the highly qualified teacher provisions may reduce the number of receiving subject matter instruction in special education settings and increase the number served in general education teachers that are highly qualified in subject matter, what might we expect to see in the state personnel development plan?


    These questions were developed by the following

    stakeholders working together:

     

    Role: Teacher
    Location: Pennsylvania

    Role: Family
    Location: Georgia

    Role: Teacher
    Location: Florida

    Role: Service Provider
    Location: Kentucky

    Role: Administrator
    Location: Illinois

    Role: Technical Assistance Provider
    Location: California

    Role: Administrator
    Location: Wyoming

    Role: State Education Agency
    Location: Arkansas

    Role: Higher Education
    Location: Florida

    Role: Higher Education
    Location: Pennsylvania

     


HIGHLY QUALIFIED TEACHERS - Regulations

15. Require each state to adopt a policy on recruitment, training and retention.

In implementing 34 CFR 300.156, a State must adopt a policy that includes a requirement that LEAs in the State take measurable steps to recruit, hire, train and retain highly qualified personnel to provide special education and related services under Part B to children with disabilities.

[34 CFR 300.156(d)] [20 U.S.C. 1412(a)(14)(D)]


Dialogue Starter - Cross-stakeholder



Reaction Questions


  1. Do you know how to find out your states policies?


  2. What are some of the differences between recruitment and retention? How does each impact the supply of highly qualified teachers?


  3. In your experience, what are some of the reasons why qualified teachers leave the profession?


  4. In your opinion, why is a provision that requires state planning for recruitment and retention important?


Application Questions


  1. As you think about recruitment:
    In your experience, what are some of the attributes of people that stay in the profession?


  2. As you think about recruitment:
    In your view, what are some of the dispositions you would look for when hiring someone?


  3. As you think about recruitment:
    In your view, what are some of the recruitment strategies that might be effective?


  4. As you think about recruitment:
    In your view, what are some of the hiring strategies that might be effective?


  5. As you think about retention:
    • In your view, how are preparation and retention related?
    • What are some of the training strategies that might be effective?
    • What are the implications for institutions of higher education?


  6. As you think about retention:
    In your view, how are school culture and retention related? What are the implications for school leaders?


  7. As you think about retention:
    How might schools measure their retention rate for general education and special education teachers?


  8. As you think about retention:
    • Does your state have data on the number of teachers leaving the profession?
    • How can you find out?
    • What rends should you be looking for in the data, if available?


  9. As you think about retention:
    Does your district have an exit interview that helps them understand the reasons that teachers give for leaving the district?


    These questions were developed by the following

    stakeholders working together:

     

    Role: Teacher
    Location: Pennsylvania

    Role: Family
    Location: Georgia

    Role: Teacher
    Location: Florida

    Role: Service Provider
    Location: Kentucky

    Role: Administrator
    Location: Illinois

    Role: Technical Assistance Provider
    Location: California

    Role: Administrator
    Location: Wyoming

    Role: State Education Agency
    Location: Arkansas

    Role: Higher Education
    Location: Florida

    Role: Higher Education
    Location: Pennsylvania

     


HIGHLY QUALIFIED TEACHERS - Regulations

13. Describe personnel qualifications regarding related services personnel and paraprofessionals.

The qualifications under 34 CFR 300.156(a) [see “Establishes the responsibility of the SEA for personnel qualifications” in this document] must include qualifications for related services personnel and paraprofessionals that:
  • Are consistent with any State-approved or State-recognized certification, licensing, registration, or other comparable requirements that apply to the professional discipline in which those personnel are providing special education or related services;
  • Ensure that related services personnel who deliver services in their discipline or profession meet the requirements of 34 CFR 300.156(b)(1) [see prior bullet] and have not had certification or licensure requirements waived on an emergency, temporary or provisional basis; and
  • Allow paraprofessionals and assistants who are appropriately trained and supervised, in accordance with State law, regulation or written policy, in meeting the requirements of Part 300 to be used to assist in the provision of special education and related services under Part 300 to children with disabilities.

[34 CFR 300.156(b)] [20 U.S.C. 1412(a)(14)(B)]

Dialogue Starter - Cross-stakeholder


This provision addresses related service providers not trained under teacher or educator licensure, but licensure under Occupational Therapy, Physical Therapy, Psychologists, Speech and Language Therapists, etc. (roles that have a clinical licensing procedures) and paraprofessionals who serve in SPED settings.


Reaction Questions


  1. What job roles are considered to be related service providers?


  2. Do you know how these providers are licensed? How does their clinical training add value in a school setting?


Application Questions


  1. There are at least 2 kinds of paraprofessionals in SPED; those that provide academic supports and those that provide service supports (i.e., medical, mobility). What kind of training and supervision would you recommend for those that provide academic supports?


  2. What kind of training and supervision would you recommend for those that provide service supports (i.e., medical, mobility)?

    Note: To help you think about training for paraprofessionals in academic support roles, you may want to read the information that the Dept of Education has published on the requirements for paraprofessionals working in Title 1 Schools. http://www.ed.gov/policy/elsec/guid/states/index.html#tq


    These questions were developed by the following

    stakeholders working together:

     

    Role: Teacher
    Location: Pennsylvania

    Role: Family
    Location: Georgia

    Role: Teacher
    Location: Florida

    Role: Service Provider
    Location: Kentucky

    Role: Administrator
    Location: Illinois

    Role: Technical Assistance Provider
    Location: California

    Role: Administrator
    Location: Wyoming

    Role: State Education Agency
    Location: Arkansas

    Role: Higher Education
    Location: Florida

    Role: Higher Education
    Location: Pennsylvania

     


HIGHLY QUALIFIED TEACHERS - Regulations

12. Establish the responsibility of the SEA for personnel qualifications.

The SEA must establish and maintain qualifications to ensure that personnel necessary to carry out the purposes of Part 300 are appropriately and adequately prepared and trained, including that those personnel have the content knowledge and skills to serve children with disabilities.

[34 CFR 300.156(a)] [20 U.S.C. 1412(a)(14)]

Dialogue Starter - Cross-stakeholder

Reaction Questions


  1. What are some of the job titles that deliver services under IDEA?


  2. The state determines minimum qualification to assume job titles through licensure and certifications and regulations. The employing agency, (LEA or intermediate education agency) determines the level of academic, professional and personal skills for those that serve in these job roles. In your view, how do the two sets of criteria work together to assure a supply of appropriately trained personnel?

Application Questions


  1. Do you know how to find the qualifications that have been set for IDEA personnel roles in your state?


  2. As roles change, how might this affect qualifications for these roles? How might changes in roles impact preparation in institutions of higher education?


    These questions were developed by the following

    stakeholders working together:

     

    Role: Teacher
    Location: Pennsylvania

    Role: Family
    Location: Georgia

    Role: Teacher
    Location: Florida

    Role: Service Provider
    Location: Kentucky

    Role: Administrator
    Location: Illinois

    Role: Technical Assistance Provider
    Location: California

    Role: Administrator
    Location: Wyoming

    Role: State Education Agency
    Location: Arkansas

    Role: Higher Education
    Location: Florida

    Role: Higher Education
    Location: Pennsylvania

     


HIGHLY QUALIFIED TEACHERS - Regulations

11. Describe the responsibility of SEA regarding children with disabilities placed in or referred to a private school or facility by the SEA and LEAs.

Each SEA must ensure that a child with a disability who is placed in or referred to a private school or facility by a public agency is provided an education that meets the standards that apply to education provided by the SEA and LEAs including the requirements of Part 300, except for 34 CFR 300.18 and 300.156(c).

[34 CFR 300.146(b)] [20 U.S.C. 1412(a)(10)(B)]

Dialogue Starter - Cross-stakeholder


Note: For better clarity and understanding, this provision should be considered with the next provision; the responsibility of SEA regarding children with disabilities placed in or referred to a private school or facility by the SEA and LEAs. Together, provisions 10 and 11 in this Topic Brief clarify that teachers in private schools are not bound by the highly qualified under the federal law. State law may specify additional requirements. Teachers in charter schools are bound by the provisions in the state’s charter school law. When a student is unilaterally placed in a private school by parents, the teachers in that school do not need to meet the highly qualified provisions. If the child is placed in a private school as result of an local education agency (LEA) or State education agency (SEA) determination, the teachers in that school must meet the highly qualified provisions.

Reaction Questions


  1. Why do you think that the provisions exempt private schools and parentally-placed students?


  2. Why do you think that the provisions do not exempt private schools that serve LEA and SEA placed students?


Application Questions


  1. How do we help increase understanding among families and schools?


  2. Under these provisions, state supported private schools for students who are hearing impaired, deaf, blind, deaf blind, emotionally disturbed, etc would need to meet the highly qualified teacher provisions for the delivery of core content.

    • What issues might these facilities face?
    • What might be some promising approaches?



    These questions were developed by the following

    stakeholders working together:

     

    Role: Teacher
    Location: Pennsylvania

    Role: Family
    Location: Georgia

    Role: Teacher
    Location: Florida

    Role: Service Provider
    Location: Kentucky

    Role: Administrator
    Location: Illinois

    Role: Technical Assistance Provider
    Location: California

    Role: Administrator
    Location: Wyoming

    Role: State Education Agency
    Location: Arkansas

    Role: Higher Education
    Location: Florida

    Role: Higher Education
    Location: Pennsylvania