Something to Think Aboutbernardsboe.ss5.sharpschool.com/UserFiles/Servers/Server_309688… ·...
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Something to Think About
In 1975, the federal government enacted the Education of All Handicapped Children Act, now called the Individuals with Disabilities Education Act (IDEA), which requires states to provide a “free appropriate public education” to all students with disabilities.
They also have the right to pursue legal action if they and the district cannot agree on what services their child will receive and whether the public school or a private provider will deliver those services.
Percentage of Students Requiring Special Education Nationwide:
1977 1977 1977 1977 ---- 8.3%8.3%8.3%8.3%
2004 2004 2004 2004 ---- 13.7%13.7%13.7%13.7%
Percentage of Students Requiring Special Education Statewide:
15.73%15.73%15.73%15.73%
Something To Think About
“Frequency of classification” and “severity of classification” are major trends affecting special education costs since 2007
Between 2008 and 2012
students receiving special education services increased increased increased increased 4.9 percent
total public school enrollment decreaseddecreaseddecreaseddecreased by 1 percent.
Funding
According to the Special Education Expenditure Project (SEEP),
Special education expenditures in New Jersey are higher than the national average, as well as higher than most of the other states.
Statewide, for students aged 3-22,
Average per student special education expenditure = $11,753, with a general education expenditure per special education student of $5,747.
Total average spending of $17,500 per special education student for ages 3-22.
In contrast, the total national average
Special education expenditure per student is $12,474.
Funding Timeline
1975 – IDEA federal government promised to cover 40% of the cost of implementing required programs.
2001 – Special Education expenditures have increased faster than state funding. So, state aid dropped by one quarter
2007 – Special Education expenditures continued to increase over the past decade:
57% - Local taxpayers
34% - The State
9% - The Federal Government
New Jersey School Board
Association (NJSBA) Task ForceThis committee was developed to look into the following:
Review funding delivery statewide
Identify best practices
Explore alternative funding
Recommend changes in state and federal statute/regulation and NJSBA policy
Goal Goal Goal Goal –––– Reduce costs without diminishing quality Reduce costs without diminishing quality Reduce costs without diminishing quality Reduce costs without diminishing quality
NJSBA Findings
Changing Changing Changing Changing the Philosophythe Philosophythe Philosophythe Philosophy
Currently =
General Education and Special Education are separate services
Moving Forward =
General Education and Special Education are one are one are one are one continuum of instruction, programs, continuum of instruction, programs, continuum of instruction, programs, continuum of instruction, programs, interventions, and services that respond to individual student interventions, and services that respond to individual student interventions, and services that respond to individual student interventions, and services that respond to individual student needsneedsneedsneeds
In In In In other words, other words, other words, other words, merge interventionsmerge interventionsmerge interventionsmerge interventions and instruction and instruction and instruction and instruction
FROM Special FROM Special FROM Special FROM Special EEEEducation ducation ducation ducation
TO General TO General TO General TO General EEEEducationducationducationducation
tttto meet the needs of struggling learners in all settings o meet the needs of struggling learners in all settings o meet the needs of struggling learners in all settings o meet the needs of struggling learners in all settings
NJSBA Recommendations
21 Century Special Education Philosophy
Consistent use of researched based early intervention strategies,
Multi-tiered frameworks of support
Focus on students’ needs at an early age in general education classrooms
Apply Response to Intervention (RTI) Model
Why Change BernardsPhilosophy ?
BernardsBernardsBernardsBernards Township:Township:Township:Township:
July 1, 2013 July 1, 2013 July 1, 2013 July 1, 2013 –––– June 30, 2014June 30, 2014June 30, 2014June 30, 2014
161 - Referrals
Parents, Transfers, I&RS, and Pre-school
0 - Declassifications
July 1, 2014 July 1, 2014 July 1, 2014 July 1, 2014 –––– March 30, 2015 March 30, 2015 March 30, 2015 March 30, 2015
127 – Referrals
3 more months remaining
STUDENTSSTUDENTSSTUDENTSSTUDENTS
Tier 1Tier 1Tier 1Tier 1 GENERAL EDUCATION
Core Instructional Interventions• All studentsAll studentsAll studentsAll students• Preventive, proactivePreventive, proactivePreventive, proactivePreventive, proactive
80% 80%
Tier Tier Tier Tier 2222 I&RS AND SUPPORT
(STRUGGLING LEARNERS)
Targeted Group Interventions• Some students (atSome students (atSome students (atSome students (at----risk)risk)risk)risk)• High efficiencyHigh efficiencyHigh efficiencyHigh efficiency• Rapid responseRapid responseRapid responseRapid response
15% 15%
5%
Tier Tier Tier Tier 3 3 3 3 SPECIAL EDUCATIONSPECIAL EDUCATIONSPECIAL EDUCATIONSPECIAL EDUCATION
Intensive, Individual Interventions• Individual StudentsIndividual StudentsIndividual StudentsIndividual Students• Assessment Assessment Assessment Assessment ---- basedbasedbasedbased• High intensityHigh intensityHigh intensityHigh intensity• Of longer durationOf longer durationOf longer durationOf longer duration
5%
Response To Intervention (RTI)
Response to Intervention (RTI) is a way to help students at
the first sign of difficulty
RTI supports academic and behavioral needs
Completed through systems of data analysis, problem
solving, instruction and intervention.
Response To Intervention(RTI)
Data:Data:Data:Data:
RTI is a way of using data to systematically identify the reasons why a student is struggling.
Problem Solving: Problem Solving: Problem Solving: Problem Solving:
RTI is a way of helping the teacher determine area needing improvement, establishing the goal, developing an action plan and assessing progress and success.
Instruction & Intervention: Instruction & Intervention: Instruction & Intervention: Instruction & Intervention:
RTI is a framework for systematically determining how well instruction is working for individual students and making adjustments to accelerate learning for all.
Feedback from General Education Curriculum Training
Administrators and Teachers:
Provide General Education teacher with training and modeling on Specific Research Based Instruction and Interventions
Review data and align research based instruction to the students needs in the general education setting
Develop differentiated reading activities for the struggling student that allow for more practice time to master a skill
Assist General Education teachers on how to integrate and implement the interventions into their daily guided reading lesson for their lowest group
K-5 Interventionist…WHY?
State Need
NJSBA Findings & Recommendations
District Need
Referral Rate
I&RS Action Plans
Progress Monitoring
General Education Teacher Training
K-5 InterventionistI&RS
Attend I&RS monthly meetings at CH LC MP OS
Review I&RS data
Develop I&RS action plans that are data driven
Select timeline to Monitor Progress of I&RS action plans
Develop appropriate instruments to measure action plan progress
Revise or continue I&RS action plan
K-5 Interventionist Teacher Training & Modeling
Review and select research evidence based programs and interventions across disciplines and elementary buildings
Train general education teachers in programs and interventions (Curriculum, Building Based, Grade Level, and District Wide)
On site modeling of instruction and interventions within the general education classroom with the student(s).
Conduct the Yearly Dyslexic Training
K-5 InterventionistRTI
Accountability (Teacher and Student)
Research based instruction
Data driven decisions and selected interventions
Universal ScreeningUniversal ScreeningUniversal ScreeningUniversal Screening
A central component of all RTI models is early screening of all students to identify those at risk for academic and/or behavior difficulties.
Progress MonitoringProgress MonitoringProgress MonitoringProgress Monitoring
Progress measures can be used as regularly and as frequently as necessary throughout the school year to success or needed revisions
STUDENTSSTUDENTSSTUDENTSSTUDENTS
80% 80%
BernardsBernardsBernardsBernards GOAL:GOAL:GOAL:GOAL:
Moving our line up to the 5% mark 5% mark 5% mark 5% mark
15% 15%
5%NJSBA GOAL:NJSBA GOAL:NJSBA GOAL:NJSBA GOAL:
Reduce the cost of Reduce the cost of Reduce the cost of Reduce the cost of Special EducationSpecial EducationSpecial EducationSpecial Education
wwwwithout ithout ithout ithout ddddiminishing the quality iminishing the quality iminishing the quality iminishing the quality
5%