The Current State of Special Education

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1 The School District of Philadelphia Intermediate Unit 26 School Reform Commission Strategy, Policy and Priorities Meeting October 15, 2012 The Current State of Special Education 1

2 Tonight s Goals Discuss the current state of Special Education in The School District of Philadelphia New organization and staffing Outcomes Explore our successes, challenges and next steps Begin the conversation for a concrete plan to improve services for students with disabilities 2

3 Why are we providing services to students with disabilities in the Least Restrictive Environment? Civil right and societal expectation The 1940s parent movement, Brown v. Board of Education, the Civil Rights movement, the PARC consent decree, and IDEA IDEA, Pennsylvania Code Chapter 14 (and Chapter 711 for charter schools) Strong support in research 3

4 Part 1 What guides our approach to Special Education? 4

5 Guiding Principles The School District of Philadelphia must 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 further education, employment, and independent living (34 C.F.R sec 300.1) The School District of Philadelphia is committed to providing a high quality education to all students 5

6 Chapter 15 Service Agreements 6 The District is obligated to provide services to all students who have Chapter 15 Service Agreements, including: Medication administration Behavioral support plans Accommodations for physical disabilities Behavioral health Other medical diagnoses

7 How does the portfolio model impact students with disabilities? Must provide a Free Appropriate Education (FAPE) in the Least Restrictive Environment (LRE) A Local Education Agency (LEA) Supports District, Charter and non-public schools Charter Schools are their own LEAs Must also provide FAPE in the LRE 7 Renaissance Charters must accept ALL students within designated catchment areas (up to the enrollment limits specified in the charters).

8 Part 2 What are our outcomes? 8

9 Current enrollment of students with disabilities Specific Learning Disability 10,169 Intellectual Disability 2,654 Emotional Disturbance 2,034 Autism Spectrum Disorder 1,829 Speech/Language Impaired 1,737 Other Health Impairment 1,586 Hearing Impaired including Deafness 358 Vision Impairment 150 Multiple Disabilities 143 Orthopedic Impairment 116 Traumatic Brain Injury 39 Deaf-Blindness 6 District ~20k students ~13% of total enrollment State ~270k students ~15% of total enrollment

10 Enrollment: PA compared to the District

11 Special Education expenditure Total = $350m 11

12 PSSA Results Math 2012 Percent of students 12

13 PSSA Results Reading 2012 Percent of students 13

14 PASA results 2012 Percent of students 14

15 Cross-district comparison of achievement levels for students with disabilities 15 Source: The Boston Consulting Group, Inc. Transforming Philadelphia s Public Schools, 2012.

16 FRAN Suspensions Out of school suspensions (percentage of students) Special education students Regular education students All students These rates include all District schools, including Widener and Alternate Education sites. Mentally Gifted students are counted in the regular education numbers. 16

17 Graduation rates Non-IEP Students 64.1% IEP Students 46.4% 17 This is the four year cohort graduation rate of students who started as firsttime 9 th grade students in in all District schools (charter schools are excluded from the data).

18 Part 3 How are we organized to improve our outcomes? 18

19 Identifying students in need of specialized services Parent or school requests an evaluation Evaluation occurs Individualized Education Program (IEP) Notice of Recommended Educational Placement (NOREP) Provision of Identified Services 19 Dispute Resolution (as necessary)

20 Organization chart Operational Support IU/School Support Services 20

21 Office of Specialized Services Operational Support IU/School Support Services Support Director of Compliance Technology Coordinator Contracts & Operations Coordinator Financial Manager Grant Compliance Project Assistant Litigation Project Assistant EasySystem/EI Project Assistant Operations Projects Assistants (3) Secretaries (2) Intermediate Unit Team IU/District Special Project Coordinator IU Psychologist Special Education Directors Curriculum, Instruction & Assess (12) Compliance (6) Litigation (2) Low Incidence Coordinator Autistic Support Coordinators (2) TaC Coordinator Parent Coordinator Psychologist Coordinator Inter-Agency Coordinator Related Services Coordinator Emotional Support Coordinator Interventions Coordinators (2) Transition Coordinator APS/ASES Project Assistants School Health Services Director of Health Services Nurse Coordinators (2) Vision Outreach Worker School Health Project Assistant Related Services School Psychologists (110) Speech Therapists (108) Vision Therapists (4) Hearing Therapists (11) Interpreters (19) Parent Resource Centers Special Project Assistants (6) 21

22 Part 4 For discussion Recent successes, challenges, and next steps 22

23 Successes Increased number of students with disabilities included in general education classes and receiving instruction from content-certified teachers Decreased number of self-contained classrooms Increased students receiving supplementary services Increased students with disabilities gaining access to citywide admissions high schools due to the LeGare process Increased number of programs and continuum of services for students in ES, LSS, MDS and AS so that students do not necessarily need to change schools 23

24 Successes (continued) Research-based reading and math interventions are available for all students with disabilities in every school 4% of students with disabilities are placed in Approved Private Schools 99.84% compliance for 12/1/11 PDE s Child Count (IEP completion) The development of the new Office of Accountability, Equity and Compliance 24

25 Challenges Ensuring knowledge and understanding of how to support and program for students with disabilities at the school level across a variety of settings (e.g. classrooms, extra-curricular activities, staffing, magnet/special admit schools, etc.) Development and implementation of IEP goals Differentiation of instruction in an inclusive classroom Post-secondary planning (supporting students through age 21) 25

26 Challenges (continued) Support for principals, staff - LRE implementation Inclusion of special education in planning across District initiatives (e.g., autonomy, Facilities Master Plan) Translation and interpretation Transportation Implementation of recommendations from the Council of Great City Schools reports Impact on District school budgets upon transition of students with disabilities from charter to District schools after 12/1 How parents can resolve issues, concerns and/or problems without resorting to due process 26 Clearly articulate the responsibilities of all providers for educating students with disabilities (e.g. charters, Renaissance charters, contractors)

27 Next steps Management of personnel and services 27 Hire staff for all remaining vacancies Provide on-going Professional Development for principals, teachers and paraprofessionals Revise roles of team members to ensure timely evaluations Enhance transition services LeGare Early Intervention School to School Post-secondary Transportation to ensure appropriate travel times Launch a Strategy Work Group inclusive of key constituents to build on successes, resolve challenges and plan for the future

28 28 APPENDIX

29 Referrals for Approved Private Schools Please note that APS referrals for the year are presently at 112 as compared to 92 at this time in

30 Programs and Staffing Deployment Program Number of Students Number of Teachers Caseload Requirements Caseload Requirements Caseload Requirements Itinerant (<20%) Supplemental (>20% but <80%) Full-Time (>80%) Learning Support 12, Emotional Support 1, Autistic Support 1, Life Skills Support 1, (K-6) 15 (7-12) Multiple Disabilities Support Vision Support Hearing Impaired Support The District is compliant with state caseload requirements.

31 Related Services Service Number of Students Providers Nursing (all students) 177, Occupational Therapy 1, Physical Therapy Speech/Language Therapy 4, Hearing Therapy Vision Therapy 98 4 Transportation Curb to Curb Transpasses Other Total 4, ,691 31

32 Recommendations by Council of the Great City Schools The reports outline findings and 46 recommendations in the following areas: Incidence and performance of students receiving special ed services (#1-4) Staffing and professional development (#5-9, 46) Tiered interventions, progress monitoring and positive behavioral supports (#10-18) Evaluations, IEP development and implementation (#19-26) Instruction and behavioral support (#27-35) Transportation services (#36, 37) Fiscal issues (#38-41); and Parent involvement and communication (#42) Accountability and compliance (#43-45) 32

33 Major recommendations Analyze and use data to identify trends and inform decision making Identify key stakeholders to work alongside OSS on a working committee Review staffing ratios, fill positions Clarify roles staffing roles to improve effectiveness Develop structured professional development plan Consider Positive Behavioral Support and elements required Address evaluation timeline issues Identify EasyIEP functions to revise and adjust especially for transitioning students 33

34 Major recommendations (continued) Develop a strategy for including Charter and approved private schools in the electronic IEP process Revise district s accountability to include additional indicators (increased inclusive instruction, completion of timely evaluations, development of electronic IEP Review staffing formula Establish regular reporting mechanism Involve stakeholders in drafting succinct and clear vision for the provision of special education services 34

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