Special Education Board Study Session Educational Services Division March 31, 2015
Why are we here?
Best Program for Students
In the Least Restrictive Environment
In the Least Restrictive Environment! With peers! With access to the core curriculum! With appropriate supports and scaffolds! On a track to seize post secondary opporutnities
The Parameters INDUSTRY STANDARDS STATE & FEDERAL STATUTES
How did we get here? New Leadership Asking Questions
Step 1: Increasing Encroachment
Step 2
Step 3: Special Education Task Force SPED Strategic Plan
Step 4: Planning for 2015-2016 A Comprehensive Approach! Local Control Accountability Plan (LCAP)! Budget Development! Negotiations with our Bargaining Units
Step 4 Continued: Ed. Services Program Planning Integrated Approach
Special Education, Student Services, & Community Wellness! Enrollment! Student Placement! SPED Staffing for 2015-2016! SPED Task Force Developments
Technology, Assessment, Research & Evaluation! Technology for SPED staff and service delivery! SPED student performance trends! SEIS and AERIES alignment! Program research and evaluation for LCAP
Teaching, Learning & Educational Equity! Equitable access to A-G programming! Updating courses of study! Leading site support for building the 2015-2016 master schedule! Understanding how one program impacts the resourcing of others, i.e. EL programs
In order to do the work, we have to ask and analyze
Programs Design and Resource Allocation are the result of decisions made by Leadership
Site Staff, Teachers & Support Staff implement the design
SYSTEMS, STRUCTURES, & CLEAR PROCEDURES VS. CASE BY CASE SET GUIDING PRINCIPLE
Percentage)of)Actual)Student)Time)in)SPED:) Comparison)of)IEP)Time)Requirement)vs)Actual)Schedule) 90%$ 80%$ 70%$ 60%$ 50%$ 40%$ 30%$ 20%$ 10%$ 0%$ Stdt$A$ Stdt$B$ Stdt$C$ Stdt$D$ Stdt$E$ Stdt$F$ Stdt$G$ Stdt$H$ Stdt$I$ Stdt$J$ Stdt$K$ Stdt$L$ Stdt$M$ Stdt$N$ Stdt$O$ Stdt$P$ Stdt$Q$ Stdt$R$ IEP$%$in$SPED$ 13%$ 14%$ 43%$ 2%$ 83%$ 67%$ 67%$ 33%$ 67%$ 17%$ 67%$ 23%$ 83%$ 33%$ 83%$ 50%$ 67%$ 19%$ Scheduled$%$in$SPED$ 17%$ 17%$ 17%$ 67%$ 29%$ 67%$ 33%$ 67%$ 83%$ 67%$ 50%$ 83%$ 33%$ 67%$ 33%$ 83%$ 50%$ Sample of 18 Students in Grades 9-12
SPED Task Force Draft Vision Statement The purpose of the SLUSD Special Education Program is to provide inclusive educational programs that support students with special needs to reach their full academic and behavioral potential in preparation for success in college and career through specialized services provided, to the maximum extent possible, in the general education learning environment.
Investigating Current Structures
FCMAT: Program Delivery
FCMAT Recommendation #2 Review SPED service delivery models and align to industry standards, maximizing student access to mainstream classrooms and typical peers.
RSP Tutorials and Study Skills! 14 periods in the 2014-2015 SLHS Master Schedule! Anywhere from 3 to 16 students being served per section at SLHS! 3 periods of Study Skills in the 2014-2015 Bancroft Master Schedule! Anywhere from 6 to 12 students being served per section at BMS! Placement criteria is not clear to district staff! No board adopted, common course description and/or curriculum available for these 10 credits
# 18' Tutorial#Course#Enrollment## Resource#Teachers# SLHS#=#2014=2015## 17# 16' 15# 14' 12' 12# 13# Enrollment# 10' 8' 10# 7# 9# 9' 9# 6' 4' 2' 0' Period'2' Period'3' Period'4' Period'5' Period'6' Period'7' Teacher'A'and'paraeducator' 15' Teacher'B'and'paraeducator' 9' Teacher'C'and'paraeducator' 10' Teacher'D'and'paraeducator' 12' 13' Teacher'E'and'paraeducator' 7' 9' Teacher'F'and'paraeducator' 9' 17'
12' " Tutorial"Course"Enrollment"" Mild"Moderate"Teachers" SLHS":"2014:2015"" 11" 10' 8' Enrollment" 6' 5" 5" 4' 4' 3" 2' 0' Period'2' Period'3' Period'5' Period'6' Teacher'A'and'paraeducator' 5' 3' Teacher'B'and'2'paraeducators' 4' Teacher'C'and'2'paraeducator'(one'is'a'1'to'1)' 11' 5'
Questions or Comments?
RSP Content Courses! RSP students are removed from the general education setting and are assigned to separate sections of English and Math, i.e Algebra RSP, Geometry RSP, etc.! District staff cannot find relevant, board adopted course description.! Are the courses considered A-G?! The course on the transcript is listed as a college prep course of study.
RSP Content Courses Cont.! If a student is educated in RSP sections for their core courses and receive services in tutorials, we are wondering if RSP students are excluded from the general education setting over 49% of their instructional day.! Is Section EC56362 (6)(e) implemented properly?! To what extent do the SPED teachers have an opportunity to collaborate with the math and English departments?! Are credentials NCLB compliant?
FCMAT Recommendation #10 Ensure that all special education teachers and students have access to high quality, district adopted, and state approved instructional materials aligned to grade level standards.
FCMAT Recommendation #8 Establish a strong communication between Curriculum and Instruction and Special Services Departments to ensure that special education programs are valued and included in district planning and decision making related to curriculum and instruction.
Questions or Comments?
Human Resource Allocation Sample Teacher Schedule A! Tutorial: 5 students! Tutorial: 3 students! English 1: 12! Intensive English 1: 12! PREP! PREP
Human Resource Allocation Sample Teacher Schedule B! Tutorial: 13 students! Tutorial: 14 students! Algebra RSP: 11! Algebra SDC: 8! PREP! PREP
Human Resource Allocation Sample Teacher Schedule C! Tutorial: 16 students! Tutorial: 9 students! Algebra RSP: 11! Geometry RSP: 19! PREP! PREP
Why 2 prep periods?! Most secondary SPED teachers in SLUSD receive their contractual prep and one other non contractual prep.! 11 sections of this additional prep are in the SLHS Master Schedule! 4 sections of this additional prep are in JMMS Master Schedule! 6 sections of this additional prep are in the BMS Master Schedule (named TESTING)
Questions or Comments?
Programs Design and Resource Allocation are the result of decisions made by Leadership
EQUITY ACCESS BEST PRACTICE FISCALLY RESPONSIBLE
Paraeducators INDUSTRY STANDARDS STATE & FEDERAL STATUTES
FCMAT Recommendation #26 Research and revise mild to moderate and moderate to severe program service delivery models to align to industry standards.
FCMAT Recommendation #33 Reduce the moderate to severe instructional assistant staff by 10 positions for a potential cost savings $262,420 including salary and statutory health/welfare benefits
Industry Standard
SLUSD Resource Paraeducator Ratios! 28 students to 1 paraeducator! Aligns with industry standard
SLUSD Mild Moderate Paraeducator Ratios! 12-15 students to 1 paraeducator! Aligns with industry standard
SLUSD One on One Paraeducator Assignments! Most districts struggle with the over use of 1:1 paraeducators, but that is NOT the case in SLUSD.
SLUSD Moderate to Severe Paraeducator Ratios! 10-12 students to? paraeducators! Does NOT align with industry standard
Sample Mod/Sev Classrooms! Grades K-1! 12 students to 3 paraeducators
Sample Mod/Sev Classrooms! Grades 2-3! 9 students to 4 paraeducators
Sample Mod/Sev Classrooms! Grades 4-5! 6 students to 4 paraeducators
Sample Mod/Sev Classrooms! Grades 4-5! 6 students to 4 paraeducators
Sample Mod/Sev Classrooms! Grades 6-8! 12 students to 6 paraeducators! Plus 3 1:1 paraeducators
Sample Mod/Sev Classrooms! Grades 9-12! 10 students to 4 paraeducators
Sample Mod/Sev Setting! Adult Transition! 7 students to 3 paraeducators
Sample Mod/Sev Setting! Worksites! 5 students to 2 paraeducators
Investigating Last Structure for Tonight
Paraeducators INDUSTRY STANDARDS STATE & FEDERAL STATUTES
PARAEDUCATORS HOURS
FINDINGS! Inconsistent classroom support hours site to site; classroom to classroom; across programs! Not aligned with industry standards! Industry standard is 6 hours! The staffing pattern for RSP paraeducators exceeds statutory requirements
Questions or Comments?
NEXT STEPS
SPED Task Force Draft Vision Statement The purpose of the SLUSD Special Education Program is to provide inclusive educational programs that support students with special needs to reach their full academic and behavioral potential in preparation for success in college and career through specialized services provided, to the maximum extent possible, in the general education learning environment.
Staff will! Complete the development of the SPED strategic plan via the Task Force! Begin the implementation phase! Continue to seek answers to questions posed during tonight s work session! Bring forth recommendation for action to the 4/21 board meeting that align with best practices! Incorporate necessary changes to improve our 2015-2016 program and budget development