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

• ur

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

• ur 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 E duc ation Imple me ntation in T ravis USD

1.

Philosophy of “wor king smar te r ” using e vide nc e - base d instr uc tional pr ac tic e s and pr

• c e sse s

2.

Unifie d e duc ational syste m, without labe ls whe n possible

3.

Wor k c ollabor ative ly using data to guide all instr uc tional pr ac tic e s and pr

• c e sse s

Distribution of Stude nts by Disability

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

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

• m CDE

Pe r

for manc e Me asur e s

Pr e liminar y Data fr

• m CDE

Pe r for manc e Me asur e s

Pr e liminar y Data fr

• m CDE

Pe r for manc e Me asur e s

Pr e liminar y Data fr

• m 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)

IDE A

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 Re gulations

writte n b y US De pt o f E duc atio n, b ut are no t te c hnic ally “law”

CA E duc ation Code

pro c e dure s to me e t re q uire me nts

• f I

DE A

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
• 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

• 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

• 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 Appro pria te Pub lic Educ 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

• 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

• 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

• pportunity.” 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

• c 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…

Sac r ame nto City USD v. Rac he l H. (9th Cir .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

• 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. (9th Cir.1994)

Spe c ial E duc ation F unding

 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.

Spe c ial E duc ation F unding F ac ts

 Stude nts with disa b ilitie s a re re g ula r e duc a tio n stude nts first,

a nd a s suc h, g e ne ra te Re ve nue L imit ADA funding .

 F

e de ra l I DE A a llo c a tio n a nd pre sc ho o l g ra nts ha ve ne ve r b e e n inte nde d to fully fund spe c ia l e duc a tio n. Pre se ntly, the fe de ra l a llo c a tio n a c c o unts fo r a ppro x. 19-20% o f spe c ia l e duc a tio n e xpe nse s, a nd is distrib ute d b a se d o n the a nnua l pupil c o unt o f e lig ib le stude nts with I E Ps e a c h De c e mb e r 1st.

 Re ma ining pe rc e nta g e is the re spo nsib ility o f the Sta te a nd

lo c a l distric t. I n Ca lifo rnia , the Sta te a llo c a tio n is c a lc ula te d via the AB 602 funding mo de l.

 AB602 re ve nue s a re a llo c a te d to the Spe c ia l E

duc a tio n L

• c a l

Pla n Are a (SE L PA) b a se d o n a ra te pe r unit o f ADA. T he SE L PA in turn, a llo c a te s the re ve nue s to the me mb e r distric ts b a se d o n a pe rc e nta g e o f ADA, a fte r “o ff the to p slic e s” a re funde d.

2011-12 Spe c ial E

• d. Re ve nue s



T r a vis USD’s a lloc a tion is a ntic ipa te d to r e pr e se nt 11.24% of the tota l SE L PA distr ic t ADA for both F e de r a l a nd AB602/ Sta te r e ve nue s.



T USD spe c ia l e duc a tion r e ve nue s for 2011-12 fr

• m F

e de r a l a lloc a tions/ g r a nts a r e a s follows:

* IDE A Dire c t Allo c a tio n $ 777,389.83 * F e d e ra l Pre sc ho o l Gra nt $ 43,653.49 * Do D PL 874 fund ing fo r Sp Ne e d s $ 36,923.81 * L

• c a l E

ntitle me nt Pre sc ho o l Gra nt $ 72,930.69 Ong o ing fund s

$ 930,897.82

One time fund s: * IDE A ARRA o ne time Allo c a tio n $ 135,002.22 * F e d e ra l Pre sc ho o l ARRA o ne time $ 27,184.92 * L

• c a l E

ntitle me nt Pre sc ho o l ARRA $ 16,882.52 One time fund s

$ 179,069.66

Spe c ial E

• d. Re ve nue s

 T

he Re ve nue L imit pro vide s c la ssro o m funding fo r tho se ide ntifie d stude nts in Spe c ia l E duc a tio n c la sse s. I n 2011-12 we re c e ive d $ 421,934.69

 F

• r the upc o ming sc ho o l ye a r, Re ve nue L

imit ADA is e xpe c te d to b e e ithe r:

$5,188.48 (without T r ig g e r Re duc tion – Nov ta x initia tive pa sse s) $4,753.60 (with T r ig g e r Re duc tion – Nov ta x initia tive fa ils)

2011-12 Spe c ial E duc ation E xpe nditure s

Sta te / L

• c a l Inc o me So urc e s:

* AB602 Dire c t Allo c a tio n $ 541,517.69 * Wo rka b ility Pro g ra m $ 43,360.00 * Spe c ia l E d T ra nspo rta tio n $ 86,338.00 $ 671,215.69

One time fund s:

* AB602 E xc e ss Allo c a tio n $ 153,363.00 * One time Me nta l He a lth $ 52,277.61 * One time a djustme nt $ 90,857.50 * Othe r lo c a l inc o me $ 10,604.89 One time funds

$ 307,103.00

2011-12 Spe c ial E duc ation E xpe nditure s, c on’t

 Ce rtific a te d Sa la rie s

$2,519,847.21

 Cla ssifie d Sa la rie s

$1,526,863.82

 Sa la ry drive n b e ne fits

$1,025,433.16

 Bo o ks, Supplie s, E

q uipme nt $ 213,812.50

 Co ntra c te d Se rvic e s

$ 430,850.45

 Pa yme nts to o the r Ag e nc ie s

$ 674,876.88

T

• tal

$6,391,684.02

79% o f the Spe c ia l E duc a tio n b udg e t is spe nt o n e mplo ye e s pro viding se rvic e s to ide ntifie d stude nts

2011-12 Spe c ial E duc ation E xpe nditure s, c on’t

 T

• ta l I

nc o me Re c e ive d $ 2,510,220.86

 T

• ta l E

xpe nditure s ($6,391,684.02)

 T

• ta l E

nc ro a c hme nt to the Ge ne ra l F und $ 3,881,463.16

Mo re tha n 15% o f the Ge ne ra l F und b udg e t is de dic a te d to the Spe c ia l E duc a tio n pro g ra m.

Re ve nue & E xpe nditure Challe nge s

 I

DE A wa s de sig ne d to e nsure tha t fe de ra l funds a re o nly use d to supple me nt (no t suppla nt) e xc e ss c o sts o f pro viding spe c ia l e duc a tio n a nd re la te d se rvic e s to c hildre n with disa b ilitie s whic h Sta te a nd lo c a l funds do no t c o ve r.

 I

n o rde r to g ua ra nte e c o ntinue d fe de ra l funding , the re is a “ma inte na nc e o f e ffo rt” re q uire me nt to e nsure tha t a distric t spe nd no le ss tha n the sa me a mo unt o f lo c a l a nd Sta te funds o n spe c ia l e duc a tio n a s it did the prio r ye a r, unle ss the re is a n a ppro pria te justific a tio n fo r the re duc tio n (e .g . if the re

is a de c re a se in e nro llme nt, if a stude nt re q uiring c o stly re so urc e s mo ve s a wa y, o r re tire d sta ff a re re pla c e d with le ss c o stly e mplo ye e s, e tc .).

Re ve nue & E xpe nditure Challe nge s, c on’t.

 T

he lo c a l T USD g e ne ra l fund is ne g a tive ly impa c te d whe n I E P-drive n spe c ia l e duc a tio n se rvic e ne e ds c a use e xpe nditure s to e xc e e d re ve nue s.

 Sinc e the I

E P is a le g a l do c ume nt, g ua ra nte e ing a c ivil rig ht e ntitle me nt to suppo rts a nd se rvic e s fo r whic h g e ne ra l e duc a tio n stude nts a re no t e ntitle d, we a re ma nda te d to pro vide wha t is a ppro pria te to inc lude in a stude nt’ s I E P.

Spe c ial E duc ation Programs/ Se rvic e s Provide d for T ravis USD Re side nts

We have 3 options to pr

• vide F

APE in T USD:

• I

n lo c a lly o pe ra te d pro g ra ms o n T USD site s

• I

n re g io na l pro g ra ms within the SE L PA

• I

n no npub lic pro g ra ms

T he obligation to pr

• vide suppor

ts and se r vic e s in the L RE influe nc e s whic h option we use

• pa rt o f Ca lifo rnia ’ s inte rpre ta tio n o f “le a st

re stric tive e nviro nme nt” is tha t we e duc a te the c hild a s c lo se to the ne ig hb o rho o d sc ho o l a s po ssib le .

Spe c ia l E duc a tion Pr

• g r

a ms/ Se r vic e s for T r a vis USD Re side nts tha t We Pr

• vide L
• c a lly

Pro g ra ms/ Se rvic e s Ope ra te d b y T USD, a s ne e de d pe r I E P, via pull-o ut o r push-in se rvic e mo de l:

 Spe c ia l Da y Cla sse s (SDCs) fo r mild-mo de ra te

disa b ilitie s

 Re so urc e Spe c ia list Pro g ra m (RSP) Se rvic e s  Spe e c h/ L

a ng ua g e Se rvic e s *

 Be ha vio r Spe c ia list Se rvic e s *  Psyc ho lo g ic a l Co unse ling Se rvic e s *  Oc c upa tio na l T

he ra py Se rvic e s **

* Se rvic e s tha t c a n suppo rt stude nts in g e n. e d. a lo ne , o r in c o mb ina tio n with SDC o r RSP a c a de mic suppo rt ** Re la te d se rvic e s tha t must suppo rt a no the r spe c ia l e duc a tio n se rvic e fo r whic h the stude nt is e lig ib le

Spe c ial E duc ation Programs/ Se rvic e s for T ravis USD Re side nts Provide d by Othe r L E As

Re g io na l Pro g ra ms Ope ra te d b y So la no COE

• r

b y Ne ig hb o ring Distric ts in SE L PA:

 Se rvic e s fo r infa nt a nd to ddle rs unde r a g e 3

re q uiring a n I F SP

 SDCs fo r mo de ra te -se ve re disa b ilitie s re q uiring

a lte rna te c urric ulum

 SDCs fo r de a f/ ha rd o f he a ring stude nts

re q uiring to ta l c o mmunic a tio n(sig n la ng ua g e )

 Adult T

ra nsitio n pro g ra m fo r a dult stude nts who ha ve n’ t re c e ive d a diplo ma

Spe c ial E duc ation Programs/ Se rvic e s for T ravis USD Re side nts

Provide d by Othe r L E As, c ont.

 Physic a l T

he ra py se rvic e s

 Assistive T

e c hno lo g y se rvic e s

 SDCs fo r so c ia l/ e mo tio na l disa b ilitie s (T

USD

• pe ra te s a hig h sc ho o l le ve l pro g ra m)

 L

• w Visio n se rvic e s

 Ada pte d PE

se rvic e s

Spe c ial E duc ation Programs/ Se rvic e s for T ravis USD Re side nts Provide d via Contrac ts

No npub lic Pro g ra ms (fo r se rvic e s tha t c a n’ t b e pro vide d o n a pub lic c a mpus o r fo r whic h the distric t ha s no pub lic pro vide r

• ptio n):

 No npub lic Sc ho o ls (o nly tho se sc ho o ls c e rtifie d b y CDE

)

 No npub lic Ag e nc y se rvic e s (fo r re la te d se rvic e s, a s c e rtifie d

b y CDE )

Case loads Maximums (pe r full F T E ):

Ce rtific a te d/ Cla ssifie d Ca te g ory Ma x Ca se loa d Polic y Authority

Re so urc e Spe c ia list Pro g ra m (RSP) te a c he r 28 stude nts CA E

• d. Co de

SDC te a c he r 14 stude nts T USD c e rtific a te d c o ntra c t Spe e c h/ L a ng ua g e Spe c ia list 55 fo r sc ho o l a g e stude nts 40 fo r pre sc ho o le rs CA E

• d. Co de

Oc c upa tio na l T he ra pist 30-40 stude nts Unspe c ifie d, b ut me e ts lo c a l a ve ra g e s a nd within ra ng e o f re c o mme nde d c a se lo a d pe r na tio na l OT a sso c ia tio n sta nda rds Be ha vio r Spe c ia list 95 hrs./ mo . fo r dire c t se rvic e to stude nts & sta ff (plus a dditio na l time fo r da ta a na lysis a nd pla n de ve lo pme nt/ re visio ns) Unspe c ifie d, b ut me e ts SE L PA re c o mme nde d a ve ra g e s fo r full F T E Psyc ho lo g ist Unspe c ifie d c a se lo a d – a ssig nme nt ra tio o f 1 psyc h to e ve ry 1,000 stude nts Unspe c ifie d, b ut within ra ng e o f re c o mme nde d c a se lo a d pe r T USD c o ntra c t and na tio na l a sso c ia tio n o f sc ho o l psyc ho lo g y sta nda rds

E stima te d T

• ta l T

USD Sta ffing Ca se loa ds to be g in Aug ust 2012:

Ce r tific a te d/ Cla ssifie d Ca te g or y T

• ta l stude nts

se r ve d # F T E in Distr ic t Ave r a g e Ca se loa d

Re so urc e Spe c ia list Pro g ra m (RSP) te a c he r 281 12.4 F T E 23 SDC te a c he r (sc ho o l a g e ) 118 11.0 F T E 11 SDC te a c he r (pre sc ho o l a g e ) 10 (+ ? pe nding a sse ssme nts) 2.0 F T E Spe e c h/ L a ng ua g e Spe c ia list (sc ho o l a g e ) 320 6.0 F T E (1 fro m SCOE ) 53 Spe e c h/ L a ng ua g e Spe c ia list (pre sc ho o l a g e ) 21 (+25 in a sse ssme nt) 1.0 F T E T BD whe n a sse ssme nts c o mple te Oc c upa tio na l T he ra pist 58 1.2 F T E 29 Be ha vio r Spe c ia list 120 ho urs pe r mo nth 1.75 F T E 68 hrs/ mo nth Psyc ho lo g ist Distric t e nro llme nt e stima te o f 5,463 (49 re c e iving dire c t psyc h se rvic e s, prima rily a t GW &VHS) 4.2 F T E Curre nt E stima te d T

• ta l

Distric t Ra tio = 1 psyc h to 1,300 stude nts

State T e sting for Spe c ial E d Stude nts: T hre e Options

• 1. Ca lifo rnia Sta nda rds T

e st (CST ), with a c c o mmo da tio ns a nd/ o r mo dific a tio ns

• Ac c o mmo da tio ns o ffe r a lte rna tive wa ys fo r

stude nts to a c q uire / sha re info rma tio n, b ut do no t lo we r the diffic ulty le ve l e xpe c ta tio ns

• Mo dific a tio ns a re mo re inte nsive c ha ng e s to the

diffic ulty le ve l a nd / o r the q ua ntity o f ma te ria l a nd ma y, in fa c t, c ha ng e the wa y ma te ria l is pre se nte d a nd the na ture o f te sting .

State T e sting for Spe c ial E d Stude nts: T hre e Options, c on’t.

• 2. Ca lifo rnia Mo difie d Asse ssme nt (CMA) is fo r stude nts

who se disa b ilitie s pre c lude the m fro m a c hie ving g ra de - le ve l pro fic ie nc y o n a n a sse ssme nt o f the Ca lifo rnia c o nte nt sta nda rds with o r witho ut a c c o mmo da tio ns.

 De ve lo pe d to pro vide mo re a c c e ss so stude nts c a n b e tte r

de mo nstra te the ir kno wle dg e o f the Ca lifo rnia c o nte nt sta nda rds.

 De ve lo pe d b y CDE

to c o mply with re q uire me nts o f NCL B

 I

n Ca lifo rnia , a ppro xima te ly two pe rc e nt o f the to ta l numb e r o f stude nts sta te wide ta ke s the CMA

State T e sting for Spe c ial E d Stude nts: T hre e Options , c on’t.

Stude nts e lig ib le to ta ke the CMA a re tho se who :

• Ha ve ta ke n the Ca lifo rnia Sta nda rds T

e st (CST ) in a pre vio us ye a r a nd sc o re d Be lo w Ba sic

• r F

a r Be lo w Ba sic in the sub je c t a re a b e ing a sse sse d b y the CMA, a nd ma y ha ve ta ke n the CST with mo dific a tio ns;

• Or pre vio usly to o k the CAPA L

e ve l 2–5 in two pre vio us ye a rs a nd re c e ive d a pe rfo rma nc e le ve l o f e ithe r Pro fic ie nt o r Adva nc e d .

State T e sting for Spe c ial E d Stude nts: T hre e Options , c ont.

• 3. Ca lifo rnia Alte rna te Pe rfo rma nc e Asse ssme nt (CAPA) is

de sig ne d a s a n a lte rna te a sse ssme nt to the Ca lifo rnia Sta nda rds T e st (CST ) fo r stude nts with sig nific a nt c o g nitive disa b ilitie s who c a nno t pa rtic ipa te in the CST

• r the CMA

e ve n with a c c o mmo da tio ns a nd/ o r mo dific a tio ns.

 De ve lo pe d b y CDE

to c o mply with the re q uire me nts

• f NCL

B;

 L

inks dire c tly to the CA a c a de mic c o nte nt sta nda rds tha t a re a c c e ssib le to stude nts with sig nific a nt c o g nitive disa b ilitie s;

 e xpe c t le ss tha n o ne pe rc e nt o f stude nts who must

ta ke CAPA.

State T e sting for Spe c ial E d Stude nts: T hre e Options, c on’t.

 Stude nts shall take e ithe r:

> CAPA in all sub je c t are as; > CST in all sub je c t are as; > CMA in all sub je c t are as; o r > a c o mb inatio n o f CST and CMA in the sub je c t are as b e ing asse sse d. (T

he stude nt shall no t b e allo we d to take b o th the CAPA and CMA).

State T e sting Options for Spe c ial E d Stude nts

c on’t.

F

• r sc ho o l Ac a de mic pe rfo rma nc e inde x (API

) re po rting , the pe rfo rma nc e le ve l o n b o th CAPA a nd CMA whic h stude nts re c e ive (a dva nc e d , pro fic ie nt, b a sic , b e lo w b a sic , o r fa r b e lo w b a sic ) is the le ve l tha t is inc lude d in the API c a lc ula tio ns.

• T

he a dditio n o f CAPA o r CMA into the API do e s no t c ha ng e the API te st we ig hts

• T

he sa me te st we ig hts a nd c a lc ula tio n rule s use d fo r the CST a lso a pply to the CAPA a nd CMA.

• I

f a stude nt to o k a CMA te st, the re sults a re c o unte d in the stude nts with disa b ilitie s (SWD) sub g ro up.

Sta te T e sting Options for Spe c ia l E d Stude nts, c on’t.

 CA Hig h Sc ho o l E

xit E xa m (CAHSE E ) re sults

• f a stude nt with disa b ilitie s is inc lude d in

the API if the stude nt pa sse d the e xa m a nytime during the sc ho o l ye a r.

Plac e me nt of Stude nts and Programs on Campuse s: Be ne fits and Challe nge s

Be ne fits Challe nge s If all SDC stude nts we r e on one c ampus, stude nts would not have to c hange sc hools at all dur ing the e le me ntar y ye ar s onc e plac e d into SDC, (like the ir se c ondar y c ounte r par ts) , unle ss the y ar e r e c omme nde d to r e tur n to the ir ne ighbor hood sc hool for a le ss r e str ic tive se r vic e . T his c ould inc r e ase the like lihood that stude nts with disabilitie s (SWDs) se r ve d in SDCs will for m mor e lasting fr ie ndships with the ir typic ally de ve loping pe e r s, to fur the r suppor t the m as the y move up towar d middle and high sc hool. Be c ause we have too many stude nts r e quir ing SDC le ve l of suppor ts to have only one K- 6 SDC e le me ntar y site , in the distr ic t, we would still have to have two de signate d site s (one on modifie d c ale ndar / off base – F

• xbor
• - and
• ne on tr

aditional c ale ndar / on base - T r avis). Also, the numbe r s may not balanc e e qually, and so stude nts may be shifte d to the othe r c ampus if a site r e ac he s c lass size max. Onc e se r vic e s ar e r e duc e d to suppor ts that ar e le ss r e str ic tive , some familie s may want stude nts to r e main at the same sc hool r athe r than r e tur n to the ne ighbor hood sc hool, whic h would fur the r impac t othe r spe c ial e d. suppor t c ase loads on the site whe r e SDCs ar e loc ate d. T he API at Cambr idge and Ce nte r might impr

• ve sinc e the r

e would be fe we r SWDs in the subgr

• up at those site s if some

lowe r pe r for ming SWDs move d to F

• xbor
• and T

r avis E le m. T he r e c ould be an inc r e ase d # of lowe r pe r for ming SWD subgr

• up stude nts at the site s

with SDCs, whic h might ne gative ly impac t API at those sc hools.

Plac e me nt of Stude nts and Programs on Campuse s: Be ne fits and Challe nge s

SDC se c ondar y stude nts ar e alr e ady on ge n e d. r

• ste r

s for the pe r iods whic h the y ar e sc he dule d in ge n. e d. c lasse s, although c o- te ac hing is not ye t

• c c ur

r ing. SDC e le me ntar y stude nts mainstr e ame d mor e than 50 minute s pe r day ar e inc lude d in the ge ne r al e d. te ac he r ’s r

• ste r
• f stude nts pe r

c ur r e nt T USD Ce r tific ate d c ontr ac t.

• Consiste nt imple me ntation of this pr

ac tic e ac r

• ss

all gr ade le ve ls at an individual e le me ntar y sc hool would allow the distr ic t to e xplor e inc lusive or c ollabor ative te ac hing options (spe c ial e d./ ge ne r al e d.), whic h c ould impr

• ve T

USD’s ability to r e ac h e xpe c te d L RE pe r for manc e me asur e s. T his is alr e ady done in some othe r state s. Be c ause vir tually all non- c ate gor ic al K- 6 SDC stude nts ar e mainstr e ame d mor e than 50 minute s daily, the r e may be inc r e ase d diffic ulty loc ating mainstr e am slots in the c or r e c t gr ade le ve l for alr e ady impac te d ge ne r al e duc ation c lasse s (i.e . it may ne c e ssitate additional ge n e d. te ac he r s at the site , de pe nding on the gr ade le ve l). Additional stude nts with disabilitie s on the same c ampus may ske w the natur al pr

• por

tions of typic al pe e r s to stude nts with disabilitie s (it is usually no mor e than 10- 12% in the USA population). [e .g. F

• xbor
• had 98 total SWD (SDC, RSP, & S/ L

) out of 726 total stude nts at e nd of sc hool ye ar , whic h was alr e ady 13% of the stude nt population. An e xtr a SDC would r aise that to 15% ]. We would want to be c onsiste nt in this c ontinuum of SDC se r vic e at all e le me ntar y site s pr

• viding the se r

vic e , and the r e for e , pe r c e ntage of natur al pr

• por

tions would shift at both site s.

What Pr inc iple s Guide Our E ffor ts?

 All Adults a re Re spo nsib le fo r All Childre n  All o f us ha ve a sta ke in the suc c e ss o f o ur

c hildre n. T he pro no uns must b e “we ” a nd “o ur”

Ne xt Ste ps?