Board Meeting: January 21, 2013 Michael K. Jason SELPA Director/Executive Director Special Education Leonard McLaren Program Coordinator, Special Education Carol Higa Program Coordinator, Special Education Judy Halpern-O Neal Program Specialist Marcie Peoples Program Specialist Nancy Yandle Program Specialist PASADENA UNIFIED SCHOOL DISTRICT SPECIAL EDUCATION DEPARTMENT
Philosophies of Inclusion: Philosophy taken from Kids Together, Inc: In school, inclusion does not occur by placement in the regular class alone, rather it is a desired end-state. It must be created with proper planning, preparation and supports. The goal of inclusion is achieved only when a child is participating in the activities of the class, as a member who belongs, with the supports and services they need. Inclusion is "not" a trade-off of supports and services for placement in the regular class and is not a trade-off of achievement of individual goals. No matter where a child with a disability is placed, an Individualized Education Plan (IEP) must be developed around the child's needs. The IEP objectives must continue to be met in the regular class. The same applies to the related services a child needs, they must continue to be provided for in the regular settings.
Philosophies of Inclusion (cont): Philosophy taken from Kids Together, Inc: In school, inclusion does not occur by placement in the regular class alone, rather it is a desired end-state. It must be created with proper planning, preparation and supports. The goal of inclusion is achieved only when a child is participating in the activities of the class, as a member who belongs, with the supports and services they need. Inclusion is "not" a trade-off of supports and services for placement in the regular class and is not a trade-off of achievement of individual goals. No matter where a child with a disability is placed, an Individualized Education Plan (IEP) must be developed around the child's needs. The IEP objectives must continue to be met in the regular class. The same applies to the related services a child needs, they must continue to be provided for in the regular settings.
Philosophies of Inclusion (cont): The fundamental principle of inclusive education is the valuing of diversity within the human community... When inclusive education is fully embraced, we abandon the idea that children have to become "normal" in order to contribute to the world... We begin to look beyond typical ways of becoming valued members of the community, and in doing so, begin to realize the achievable goal of providing all children with an authentic sense of belonging. (Kunc 1992, pp. 38-39).
Philosophies of Inclusion (cont): Inclusion in school requires a shift in the paradigm, instead of getting the child ready for the regular class, the regular class gets ready for the child. It's not a decision of zero or one hundred percent, but whatever balance that can be achieved to maximize meeting all of a child's needs. The regular class is not looked at as how it is, but how it "can be". Adaptations are made to the materials, the curriculum and/or the expectations of the activities for the individual child, maintaining achievement of all individual and academic goals. The purpose isn't simply social or academic, but to meet all of a child's needs together wherever possible.
Philosophies of Inclusion (cont): Through inclusive education children with disabilities remain on a path that leads to an adult life as a participating member of society. Meeting all their needs together increases their ability to achieve academic and physical growth to their potential, and it enhances their overall quality of life. Inclusive education teaches all children team work and how to interrelate and function together with others of different abilities. They learn to value diversity, see the ability of others to contribute, and it gives children a sense of unity.
Philosophies of Inclusion (cont): Inclusion is a philosophy built on trust, mutual respect, and dignity in which the entire educational community (students, teachers, parents and families, school staff and site administrators) fosters belonging for all students - with and without IEPs in the General Education setting. Each student is viewed as an individual whose strengths are celebrated and needs are met through the active delivery of supports, services, accommodations, and modifications. Through accessing the common core curriculum with peers, all students benefit: improved academic performance, social interaction, civic and ethical skills and attitudes.
Philosophies of Inclusion (cont): NEA Policy Statement on Appropriate Inclusion: The National Education Association is committed to equal education opportunity the highest quality education, and a safe learning environment for all students. The Association supports and encourages inclusion. Inclusion is characterized by practices and programs which provide for the following on a sustained basis. A full continuum of placement options and services within each option. Placement and services must be determined for each student by a team that includes all stakeholders and must be specified in the Individualized Education Plan (IEP). Appropriate professional development as part of normal work activity of all educators and support staff associated with such programs. Appropriate training must also be provided for administrators, parents, and other stakeholders. Adequate time as part of the normal school day to engage in coordinated and collaborative planning on behalf of all students. Class sizes that are responsive to student needs. Staff and technical assistance that is specifically appropriate to student and teacher needs. Inclusion practices and programs which lack these fundamental characteristics are inappropriate and must end. Adopted by the NEA Representative Assembly,July 1994 Copyright 2002-2012 National Education Association
Typical Special Education Program
Typical Elementary School 46 students who receive specialized academic instruction 28 student in Resource Specialist Program (RSP) 1 (1.0 FTE) RSP Teacher 1 (.5 FTE) Instructional Assistant 9 students in Special Day Classroom (SDC) K-2 M/M 1 (1.0 FTE) M/M SDC Teacher 1 (.75 FTE) Instructional Assistant 9 students in Special Day Classroom (SDC) 3-5 M/M 1 (1.0 FTE) M/M SDC Teacher 1 (.75 FTE) Instructional Assistant
92 Students Typical Middle School 56 student in Resource Specialist Program (RSP) 2 (1.0 FTE) RSP Teacher 2 (.5 FTE) Instructional Assistant 24 students in Special Day Classroom (SDC) M/M 2 (1.0 FTE) M/M SDC Teacher 2 (.75 FTE) Instructional Assistant 12 students in Special Day Classroom (SDC) M/S 1 (1.0 FTE) M/S SDC Teacher 2 (.75 FTE) Instructional Assistant
156 Students Typical High School 84 student in Resource Specialist Program (RSP) 3 (1.0 FTE) RSP Teacher 3 (.5 FTE) Instructional Assistant 48 students in Special Day Classroom (SDC) M/M 4 (1.0 FTE) M/M SDC Teacher 4 (.75 FTE) Instructional Assistant 24 students in Special Day Classroom (SDC) M/S 2 (1.0 FTE) M/S SDC Teacher 4 (.75 FTE) Instructional Assistant
Models of Inclusion
Model 1 All students, including students with disabilities, receive their primary instruction in a general education classroom. All students have access to differentiated instruction implemented by the general education teacher in the classroom utilizing Universal Design for Learning strategies (UDL). * Ed. Specialist has a caseload of 15 students on IEPs across multiple grade levels and will collaborate with general education teachers and support providers on instructional strategies for all students. Instructional assistants provide additional classroom support for students on IEPs for a length of time specified on each student s IEP. Small collaborative teams at each grade level will function to support all students and staff, ensuring success for every student (Webster model, January 2010) Students with disabilities are educated in neighborhood schools. School and general education placements are age and grade-appropriate with no self-contained special education classes operative. Cooperative and peer instructional methods receive significant use in general instructional practice. Special education supports are provided for within the context of the general education class and in other integrated environments (Sailor, 1991). There are no self-contained classrooms in this model Universal Design for Learning (UDL) A set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone- -not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs. Universal Design (UD) and Universal Design for Learning (UDL) mean the removal of physical and structural barriers (UD) and the provision of multiple and varied formats for instruction and learning (UDL)
Strengths: Model 1 students can have exposure to core curriculum in general education classroom general education teacher assumes responsibility education specialist differentiates instruction instructional assistants are available to provide accommodations/modifications per IEPs with same age peers opportunities to build social interaction with wider population general educations students will have a greater understanding of diversity broadens perspective on diversity for school site goals are developed by general and special education teachers
PUSD implementation: Model 1 need more general education teachers need additional Education Specialists more instructional assistants will need an integrated learning center to meet the unique needs of students in order to deliver specialized academic instruction training for all staff: administrators, teachers, instructional assistants clear guidelines for grading and report cards on-going collaboration time for collaboration training of differentiated instruction
District Challenges: Model 1 pacing for moderate severe students content of grade level standards---how do you measure progress? grading for secondary time to collaborate with other teachers some students need more intense instruction for some instruction general education teacher does not assume responsibility for the student and their learning sensory overload The entire school community needs to embrace this model
Model 2 Mainstreaming refers to the provision of opportunities students with disabilities who are in special education settings to spend a portion of their time in general education. The special education teacher remains responsible for the placement in the general education classroom and the goals and objectives on the IEP (Lipsky & Gartner, 1989) Special educational services are provided as a support to students who need them to achieve the outcomes expected of all students and general education and specialized services complement and support each other. Emphasis is placed on improved instruction rather than the processes of classifying and labeling students. To the maximum extent possible, included students receive their in-school educational services in the general education classroom with appropriate in-class support. School principals are accountable for the outcomes of all the students in the school (National Association of State Board of Education, 1992).
Strengths: Model 2 students able to participate and interact with same age peers** provides opportunity to address student's unique needs through specialized academic instruction case manager is readily identified home school communication is better defined **Participation means using a range of instructional approaches to promote engagement in play and learning activities, and a sense of belonging for every child
PUSD Implementation: Model 2 teacher training in differentiated instruction and embedded interventions*** general education training on how to meet the needs of students with special needs Tiered interventions (RTI) training on how to complete grading rubrics and report cards ***Embedded interventions are specially designed practices that are used to promote children s engagement, learning, and independence in everyday activities, routines, and transitions in the classroom, home and community (Source: CONNECT Module 1: Embedded Interventions)
District Challenges: Model 2 general education teacher does not assume responsibility for the student and their learning barriers to technology due to size of classroom and time sensory overload teachers do not always implement the accommodations and modifications in the IEP Instructional assistant becomes the teacher rather than the teacher
Model 3 Parallel Teaching Station Teaching Teaming (Occasional---most popular with teachers) Alternative Teaching (Occasional) One Teach, One Observe (limited) One Teach, One Assist (limited for certain instructional situations) A tiered model of instruction from all children to small groups to individuals
Strengths: Model 3 increases academic and social skills flexibility in teaching; increases students response time appropriate for all grade and content areas enrichment and intervention opportunities for everyone able to collect data
PUSD implementation: Model 3 need more general education teachers need additional Education Specialists More instructional assistants training for all staff: administrators, teachers, instructional assistants clear guidelines for grading and report cards on-going collaboration time for collaboration training of differentiated instruction
District Challenges: Model 3 pacing of instruction can be a challenge noise levels does not meet sensory needs of some individuals comfort level of both teachers special education students are over-identified to participate in small group instruction one teacher becomes glorified aide
Cost Analysis
Typical Elementary School Cost Cost is estimated an average salary + health/welfare 1 (1.0 FTE) RSP Teacher = $79,298 1 (.5 FTE) Instructional Assistant = $23,780 1 (1.0 FTE) M/M SDC Teacher = $79,298 1 (.75 FTE) Instructional Assistant = $30,679 1 (1.0 FTE) M/M SDC Teacher = $79,298 1 (.75 FTE) Instructional Assistant = $30,679 TOTAL = $323,032 Based upon 2012-13 Average PUSD Employees
Model 1 Elementary School Cost Cost is estimated an average salary + health/welfare 1 (1.0 FTE) RSP Teacher = $79,298 1 (.5 FTE) Instructional Assistant = $23,780 2 (2.0 FTE) Educational Specialist = $158,596 ($79,298x2) 4 (.75 FTE) Instructional Assistant = $122,716 ($30,679x4) SUB-TOTAL = $384,390 It is estimated that all teachers and instructional assistants would require a minimum of 5 days of training $140 sub-rate x 17 teachers x 5 days = $11, 900 $13.22 hourly rate of IAs x 6 hours x 5 IAs x 5 days = $1,983 Materials = $500 Presenter (s) cost is unknown. Cost can range from $500 a day to $5,000 a day ($2,500 to $25,000) Training cost range from $16,883 up to $39,383 TOTAL = $401,273 - $423,773 Based upon 2012-13 Average PUSD Employees
Typical Middle School Cost Cost is estimated an average salary + health/welfare 2 (1.0 FTE) RSP Teacher = $158,596 ($79, 298x2) 2 (.5 FTE) Instructional Assistant = $47,560 ($23,780x2) 2 (1.0 FTE) M/M SDC Teacher = $158,596 ($79,298x2) 2 (.75 FTE) Instructional Assistant = $61,358 (30,679x2) 1 (1.0 FTE) M/S SDC Teacher = $79, 298 2 (.75 FTE) Instructional Assistant = $61,358 (30,679x2) TOTAL = $566,766 Based upon 2012-13 Average PUSD Employees
Model 1 Middle School Cost Cost is estimated an average salary + health/welfare 2 (1.0 FTE) RSP Teacher = $158,596 ($79, 298x2) 2 (.5 FTE) Instructional Assistant = $47,560 ($23,780x2) 3 (1.0 FTE) Educational Specialists= $237,894 ($79,298x3) 8 (.75 FTE) Instructional Assistant = $245,432 (30,679x8) SUB-TOTAL = $689,482 It is estimated that all teachers and instructional assistants would require a minimum of 5 days of training $140 sub-rate x 30 teachers x 5 days = $21,000 $13.22 hourly rate of IAs x 6 hours x 10 IAs x 5 days = $3,966 Materials = $500 Presenter (s) cost is unknown. Cost can range from $500 a day to $5,000 a day ($2,500 to $25,000) Training cost range from $27,966 up to $50,466 TOTAL = $717,448 - $739,948 Based upon 2012-13 Average PUSD Employees
Typical High School Cost Cost is estimated an average salary + health/welfare 3 (1.0 FTE) RSP Teacher = $237,894 ($79, 298x3) 3 (.5 FTE) Instructional Assistant = $71,340 ($23,780x3) 4 (1.0 FTE) M/M SDC Teacher = $317,192 ($79,298x4) 4 (.75 FTE) Instructional Assistant = $122,716 (30,679x4) 2 (1.0 FTE) M/S SDC Teacher = $158,596 ($79, 298x2) 4 (.75 FTE) Instructional Assistant = $ 122,716 (30,679x4) TOTAL = $1,030,454 Based upon 2012-13 Average PUSD Employees
Model 1High School Cost Cost is estimated an average salary + health/welfare 3 (1.0 FTE) RSP Teacher = $237,894 ($79, 298x3) 3 (.5 FTE) Instructional Assistant = $71,340 ($23,780x3) 6 (1.0 FTE) Educational Specialist = $475,788 ($79,298x6) 15 (.75 FTE) Instructional Assistant = $460,185 (30,679x15) SUB-TOTAL = $1,245,207 It is estimated that all teachers and instructional assistants would require a minimum of 5 days of training $140 sub-rate x 82 teachers x 5 days = $57,400 $13.22 hourly rate of IAs x 6 hours x 18 IAs x 5 days = $7,139 Materials = $500 Presenter (s) cost is unknown. Cost can range from $500 a day to $5,000 a day ($2,500 to $25,000) Training cost range from $67,539 up to $90,039 TOTAL = $1,312,746 - $1,335,246 Based upon 2012-13 Average PUSD Employees
Model 2 Elementary School Cost Cost is estimated an average salary + health/welfare 1 (1.0 FTE) RSP Teacher = $79,298 1 (.5 FTE) Instructional Assistant = $23,780 1 (1.0 FTE) M/M SDC Teacher = $79,298 1 (.75 FTE) Instructional Assistant = $30,679 1 (1.0 FTE) M/M SDC Teacher = $79,298 1 (.75 FTE) Instructional Assistant = $30,679 SUB-TOTAL = $323,032 It is estimated that all teachers and instructional assistants would require a minimum of 5 days of training $140 sub-rate x 17 teachers x 5 days = $11, 900 $13.22 hourly rate of IAs x 6 hours x 5 IAs x 5 days = $1,983 Materials = $500 Presenter (s) cost is unknown. Cost can range from $500 a day to $5,000 a day ($2,500 to $25,000) Training cost range from $16,883 up to $39,383 TOTAL = $339,915 - $362,415 Based upon 2012-13 Average PUSD Employees
Model 2 Middle School Cost Cost is estimated an average salary + health/welfare 2 (1.0 FTE) RSP Teacher = $158,596 ($79, 298x2) 2 (.5 FTE) Instructional Assistant = $47,560 ($23,780x2) 2 (1.0 FTE) M/M SDC Teacher = $158,596 ($79,298x2) 2 (.75 FTE) Instructional Assistant = $61,358 (30,679x2) 1 (1.0 FTE) M/S SDC Teacher = $79, 298 2 (.75 FTE) Instructional Assistant = $61,358 (30,679x2) SUB-TOTAL = $566,766 It is estimated that all teachers and instructional assistants would require a minimum of 5 days of training $140 sub-rate x 30 teachers x 5 days = $21,000 $13.22 hourly rate of IAs x 6 hours x 10 IAs x 5 days = $3,966 Materials = $500 Presenter (s) cost is unknown. Cost can range from $500 a day to $5,000 a day ($2,500 to $25,000) Training cost range from $27,966 up to $50,466 TOTAL = $594,732 - $617,232 Based upon 2012-13 Average PUSD Employees
Model 2 High School Cost Cost is estimated an average salary + health/welfare 3 (1.0 FTE) RSP Teacher = $237,894 ($79, 298x3) 3 (.5 FTE) Instructional Assistant = $71,340 ($23,780x3) 4 (1.0 FTE) M/M SDC Teacher = $317,192 ($79,298x4) 4 (.75 FTE) Instructional Assistant = $122,716 (30,679x4) 2 (1.0 FTE) M/S SDC Teacher = $158,596 ($79, 298x2) 4 (.75 FTE) Instructional Assistant = $ 122,716 (30,679x4) SUB-TOTAL = $1,030,454 It is estimated that all teachers and instructional assistants would require a minimum of 5 days of training $140 sub-rate x 82 teachers x 5 days = $57,400 $13.22 hourly rate of IAs x 6 hours x 18 IAs x 5 days = $7,139 Materials = $500 Presenter (s) cost is unknown. Cost can range from $500 a day to $5,000 a day ($2,500 to $25,000) Training cost range from $67,539 up to $90,039 TOTAL = $1,097,993 - $1,120,493 Based upon 2012-13 Average PUSD Employees
Model 3 Elementary School Cost Cost is estimated an average salary + health/welfare 1 (1.0 FTE) RSP Teacher = $79,298 1 (.5 FTE) Instructional Assistant = $23,780 1 (1.0 FTE) M/M SDC Teacher = $79,298 1 (1.0 FET) General Education Teacher = $79,298 1 (.75 FTE) Instructional Assistant = $30,679 1 (1.0 FTE) M/M SDC Teacher = $79,298 1 (1.0 FTE) General Education Teacher = $79,298 1 (.75 FTE) Instructional Assistant = $30,679 SUB-TOTAL = $323,032 It is estimated that all teachers and instructional assistants would require a minimum of 5 days of training $140 sub-rate x 17 teachers x 5 days = $11, 900 $13.22 hourly rate of IAs x 6 hours x 5 IAs x 5 days = $1,983 Materials = $500 Presenter (s) cost is unknown. Cost can range from $500 a day to $5,000 a day ($2,500 to $25,000) Training cost range from $16,883 up to $39,383 TOTAL = $498,511 - $521,011 Based upon 2012-13 Average PUSD Employees
Model 3 Middle School Cost Cost is estimated an average salary + health/welfare 2 (1.0 FTE) RSP Teacher = $158,596 ($79, 298x2) 2 (.5 FTE) Instructional Assistant = $47,560 ($23,780x2) 2 (1.0 FTE) M/M SDC Teacher = $158,596 ($79,298x2) 2 (1.0 FTE) General Education Teacher = $158,596 ($79,298x2) 2 (.75 FTE) Instructional Assistant = $61,358 (30,679x2) 1 (1.0 FTE) M/S SDC Teacher = $79, 298 1 (1.0 FTE) General Education Teacher = $79,298 2 (.75 FTE) Instructional Assistant = $61,358 (30,679x2) SUB-TOTAL = $566,766 It is estimated that all teachers and instructional assistants would require a minimum of 5 days of training $140 sub-rate x 30 teachers x 5 days = $21,000 $13.22 hourly rate of IAs x 6 hours x 10 IAs x 5 days = $3,966 Materials = $500 Presenter (s) cost is unknown. Cost can range from $500 a day to $5,000 a day ($2,500 to $25,000) Training cost range from $27,966 up to $50,466 TOTAL = $832,626 - $855,126 Based upon 2012-13 Average PUSD Employees
Model 3 High School Cost Cost is estimated an average salary + health/welfare 3 (1.0 FTE) RSP Teacher = $237,894 ($79, 298x3) 3 (.5 FTE) Instructional Assistant = $71,340 ($23,780x3) 4 (1.0 FTE) M/M SDC Teacher = $317,192 ($79,298x4) 4 (1.0 FTE) General Education Teacher = $317,192 ($79,298x4) 4 (.75 FTE) Instructional Assistant = $122,716 (30,679x4) 2 (1.0 FTE) M/S SDC Teacher = $158,596 ($79, 298x2) 2 (1.0 FTE) General Education Teachers = $158,596 ($79,298x2) 4 (.75 FTE) Instructional Assistant = $ 122,716 (30,679x4) SUB-TOTAL = $1,030,454 It is estimated that all teachers and instructional assistants would require a minimum of 5 days of training $140 sub-rate x 82 teachers x 5 days = $57,400 $13.22 hourly rate of IAs x 6 hours x 18 IAs x 5 days = $7,139 Materials = $500 Presenter (s) cost is unknown. Cost can range from $500 a day to $5,000 a day ($2,500 to $25,000) Training cost range from $67,539 up to $90,039 TOTAL = $1,537,901 - $1,560,404 Based upon 2012-13 Average PUSD Employees