Pla n for Spe c ia l E duc a tion Se rvic e s in T ra vis USD A - PowerPoint PPT Presentation

Unde rsta nding the Ma nda te s a nd Imple me nta tion Pla n for Spe c ia l E duc a tion Se rvic e s in T ra vis USD A Wo rksho p fo r the Go ve rning Bo a rd Aug ust 28, 2012

F our Ke y Conc e pts to Unde r sta nding the Cha lle nge s a nd Oppor tunitie s of Spe c ia l E duc a tion  Civil rig ht e ntitle me nt with le g a l a c c o unta b ility  E ntitle me nt = pub lic funds must first suppo rt se rvic e to c hildre n with disa b ilitie s  All c hildre n must ha ve o ppo rtunity to a c hie ve re g a rdle ss o f the ir sub g ro up  Re g io na l g o ve rna nc e = c o st sa ving s & sha re d risk fo r sma ll distric ts suc h a s T USD (SE L PA)

Ways that Solano SE L PA Suppor ts T r avis USD Ke y ta sks for Sola no SE L PA Advo c a c y – Sta te & F e de ra l Spe c ia l E duc a tio n Se lf Re vie w suppo rt Ma inta in me nta l he a lth syste m Co ntinuum o f se rvic e s (SCOE ) re vie w Sta ff de ve lo pme nt E a rly Re a ding I nte rve ntio n Ac a de my Ca lST AT L e a de rship I nstitute SE L PA Sta ff De ve lo pme nt Ca ta lo g Sta te ACSA Co nfe re nc e pre se nta tio ns (X2) Spe c ia l E duc a tio n I nfo rma tio n Syste m (SE I S) SE L PA te c hnic a l a ssista nc e re fe rra ls Alte rna tive Dispute Re so lutio n E xe c utive suppo rt T ra nsitio n fo c us/ c o mplia nc e mo nito ring F isc a l mo nito ring / da ta a na lysis/ b udg e t suppo rt

De tails We ’ll E xplore that Support T he F our Ke y Conc e pts  T ra vis USD Spe c ia l E d. Sta tistic s  So urc e s o f L a w, I nc luding L e g a l E le me nts o f the L e a st Re stric tive E nviro nme nt (L RE )  F unding / Re ve nue So urc e s  Pro g ra ms/ Se rvic e s/ Suppo rts Pro vide d  T USD Pro vide r Ca se lo a ds  Sta te T e sting fo r Spe c ia l E d Stude nts a nd API (CST vs. CMA & CAPA)  Pla c e me nt o f Stude nts a nd Pro g ra ms o n Ca mpuse s

Core Ope rating Princ iple s of Spe c ial ravis USD E duc ation Imple me ntation in T Philosophy of “wor king smar te r ” using e vide nc e - 1. base d instr uc tional pr ac tic e s and pr oc e sse s Unifie d e duc ational syste m, without labe ls whe n 2. possible Wor k c ollabor ative ly using data to guide all 3. oc e sse s instr uc tional pr ac tic e s and pr

Distribution of Stude nts by Disability Traumatic Brain Injury Hard of Hearing Intellectual 0% 1% Disability 2% Deaf Multiple Disabilities 0% 0% Autism 9% Deaf-Blind 0% S/L Impaired 33% Specific Learning Disability 35% Visually Impaired 2% Other Health Impaired Emotionally Orthopedically Impaired Impaired 12% 5% 1%

Pupil Count Sta tistic s

Pupil Count Sta tistic s E ntire SE L PA E nrollme nt, by Disa bility :

Pe r for manc e Me asur e s Pr e liminar y Data fr om CDE

Pe r for manc e Me asur e s Pr e liminar y Data fr om CDE

Pe r for manc e Me asur e s om CDE Pr e liminar y Data fr

Pe r for manc e Me asur e s Pr e liminar y Data fr om CDE

Sour c e s of L a w Re la te d to Se r ving Individuals with Disa bilitie s Se c tion 504 Ca me first - wa s a b o ut pre ve nting d isc rimina tio n (re q uire s a n Ac c o mmo d a tio n Pla n) A IDE E xpa nd e d rig hts– e nsure d e q ua l a c c e ss to b e e d uc a te d in pub lic sc ho o l with o ppo rtunity to inte ra c t with typic a l pe e rs, a nd a fte r la te r re visio ns, a d d e d a c c o unta b ility fo r stud e nt suc c e ss (re q uire s a n IE P)

Sour c e s of L a w Guiding Spe c ia l E duc a tion Pr a c tic e IDE A 2004 F e de r al CA Re gulations E duc ation writte n b y Code US De pt o f pro c e dure s E duc atio n, to me e t b ut are no t re q uire me nts te c hnic ally o f I DE A “law” CA Code of Re gulations writte n b y CA De pt o f E d . to pro vid e a d ministra tive inte rpre ta tio n a nd g uid a nc e

2 Prong T e st for Spe c ial E duc ation E ligibility  Must b e fo und to ha ve o ne o f 13 e lig ib le disa b ilitie s: Me ntal Re tardatio n Othe r He alth I mpaire d Hard o f He aring Spe c ific L e arning Disab ility De af De af-b lind Spe e c h/L ang uag e I mpaire d Multiple Disab ility Visually I mpaire d Autism E mo tio nally Disturb e d T raumatic Brain I njury Ortho pe dic ally I mpaire d  I mpa irme nt re q uire s instruc tio n a nd se rvic e s, whic h c a nno t b e pro vide d with mo dific a tio n o f the g e ne ra l sc ho o l pro g ra m

What Doe s “Plac e me nt” Me an? F e de ra l la w a nd re g ula tio ns sta te tha t a c hild is to b e e duc a te d in the sc ho o l he wo uld o the rwise a tte nd if no t disa b le d, unle ss the IE P re q uire s so me o the r pla c e me nt.  T he lo c atio n o f the stude nt’ s plac e me nt ne e d no t b e the ho me /ne ig hb o rho o d sc ho o l if the ne c e ssary se rvic e s are no t availab le the re  Plac e me nt ≠ L o c atio n, b ut rathe r it me ans po ints alo ng a c o ntinuum o f plac e me nt o ptio ns; physic al surro unding  Sc ho o l administrato rs have the fle xib ility to de te rmine lo c atio n so lo ng as it is c o nsiste nt with the I E P But, CA la w inte rpre ts Plac e me nt = L o c atio n Ho we ve r, re c e nt Offic e o f Ad ministra tive He a ring s (OAH)Co urt ruling s a ffirm F e d e ra l po sitio n

Wha t is L RE ? L e g a l E le me nts o f the L e a st Re stric tive E nviro nme nt (L RE ) a re :  T o the ma ximum e xte nt a ppro pria te , c hildre n with disa b ilitie s a re e duc a te d with c hildre n who a re no t disa b le d.  Re mo va l o f c hildre n with disa b ilitie s fro m the re g ula r e duc a tio na l e nviro nme nt o c c urs o nly whe n the na ture o r se ve rity o f the disa b ility o f a c hild is suc h tha t the e duc a tio n in re g ula r c la sse s with the use o f supple me ntary aids and se rvic e s c a nno t b e a c hie ve d satisfac tor ily . (IDE A 20 U.S.C. s1412(a )(5).)

Wha t is F APE ? T he ke y que stion to a sk in building a n a ppropria te , le g a lly c omplia nt IE P is whe the r it provide s the stude nt with a “F APE ”… I t’ s a F re e a nd A ppro pria te P ub lic E duc a tio n if:  T he IE P is r e aso nably c alc ulate d to e nable the c hild to ac hie ve passing mar ks and advanc e fr o m gr ade to gr ade (i.e . r e c e iving e duc atio nal be ne fit)  T he distr ic t has c o mplie d with the pr o c e dur e s se t fo r th in the IDE A

Wha t is F APE ?  T he duty to provide F APE e nta ils a “ba sic floor of opportunity.” It doe s not re quire a sc hool distric t to provide the best possible e duc a tion or to ma ximize e duc a tiona l be ne fits a nd opportunitie s, but it must be more than “merely trivial educational advancement.”  F APE must be provide d in the “le a st re stric tive e nvironme nt” (L RE )

Case L aw Guide s our Pr ac tic e s A ve r y we ll known Due Pr oc e ss c a se in No. Ca lifor nia he lpe d to de fine wha t F APE in the L RE me a ns… ame nto City USD v. Rac he l H. (9 th Cir Sac r .1994) Ra c he l Ho lla nd , a n 11 yr o ld c hild with Do wn Synd ro me in Sa c City USD with a 44 IQ.  T he fa mily ma inta ine d tha t Ra c he l b e st le a rne d so c ia l a nd a c a d e mic skills in a re g ula r c la ssro o m a nd wo uld no t b e ne fit fro m b e ing in a spe c ia l e d uc a tio n c la ss.  T he Distric t c o nte nd e d Ra c he l wa s to o se ve re ly d isa b le d to b e ne fit fro m full-time pla c e me nt in a re g ula r c la ss. T he he a ring o ffic e r c o nc lud e d tha t the Distric t ha d fa ile d to ma ke a n a d e q ua te e ffo rt to e d uc a te Ra c he l in a re g ula r c la ss pursua nt to the IDE A.

Case L aw Guide s our Pr ac tic e s, c on’t. T he Rac he l H. Balanc ing T e st is now c onside r e d by : Cour ts whe n de te r mining if we ha ve offe r e d F APE in the L RE I nc lude s F o ur fa c to rs: 1. Ac a de mic b e ne fit 2. No n-a c a de mic b e ne fit 3. E ffe c t o n te a c he r/ o the r stude nts 4. Co st Sa c ra me nto City USD v. Ra c he l H. (9 th Cir.1994)

unding Spe c ial E duc ation F  Spe c ia l e duc a tio n in T ra vis USD is funde d via a c o mb ina tio n o f Sta te a nd F e de ra l spe c ia l e duc a tio n a llo c a tio ns a nd g ra nts.  Additio na lly, spe c ia l e duc a tio n stude nts g e ne ra te Re ve nue L imit a ve ra g e da ily a tte nda nc e (ADA) funding , a s do a ll distric t e nro lle d K -12 stude nts.