SLIDE 1
THE CHALLENGES OF SPECIAL EDUCATION
Susan Walters- Director of Special Education Shelby Thibodeau-Asst. Director of Education January 9, 2019
SLIDE 2 CURRENT STUDENTS IN SPECIAL EDUCATION
390 Special Education students:
Autism 37 students
Emotional Disturbance 8 students
Hearing Impairment 1 student
Intellectual Disability 24 students
Multiple Disabilities 49 students
Other Health Impairment 99 students
Specific Learning Disability 86 students
Speech or language impairment 86 students
Visual impairment 1 student
16 Students attending an Out of District Placement:
Margaret Murphy-Lewiston/Auburn
Spurwink-Chelsea
Central Maine Learning Center-Belgrade
Androscoggin Learning and Training Center-Auburn
Goodwill Hinkley-Hinkley
Incoming Kindergartners 2019 (currently identified under
Child Development Services CDS):
19 Speech and language, 5 Autism, 4 Other health impairment (possible behavior)
SLIDE 3
CURRENT SPECIAL EDUCATION STAFF
31 K-12 Teachers Cony 7-12 (10): Functional Skills, Resource, Student
Support
Lincoln (4): Autism, Resource, And Functional Skills Gilbert (4): Resource, Student Support Farrington: Resource (5), Student Support,
Functional Skills
Hussey (1): Resource Speech/OT (7) 52 Educational Technicians K-12
SLIDE 4
BUDGET
Local Entitlement (Federal Money) 92% supports salary and benefits of staff 8% contracted services (Psychological, Physical
Therapy)
Local Budget (Local money) Salary and benefits, instructional supplies, course
reimbursement and professional development
SLIDE 5 CHALLENGES THAT IMPACT THE BUDGET
WITHIN THE SCHOOL YEAR
Cost drivers that would be unknown or unable to predict during budget development:
- Level of support needed to meet the student who
moves to the district after the budget has been
- finalized. Possibly requiring:
Educational Day treatment setting Educational Technician Support Special Transportation Or other specialized supports
Incoming Kindergarten students 2019:
Do not always know of their needs due to the status of CDS at
this time or the child has not participated in an Early Childhood program previous to Kindergarten. Students moving in and out of district can significantly effect the budget.
SLIDE 6 PROCESS OF REFERRAL
Requirement of Response To Intervention (RTI) The time and documentation required for General
Education classrooms. Particularly, if the concern is with a student’s behavior
New state referral form Must demonstrate the level of interventions that have
been implemented prior to referral.
SLIDE 7
REGULATIONS AND MANDATES
Chapter 101-Special Education Law Special education mandated to follow certain
procedures and policies, creating an arduous task for all staff.
Least Restrictive Environment Providing students access to the General Education
setting without disrupting the learning of others
Often special education staff “pushes” into
classrooms, providing services through co teaching.
Chapter 33-Restraint and Seclusion – Rules and
Regulations
SLIDE 8 MITIGATING FACTORS
English Language Learners
Validity of testing Referral process
Truancy/Chronic Absenteeism
Effect on eligibility
Discipline
Manifestation Determination Directly and substantially related to child’s disability Tutoring services Provided when a student is placed on suspension beyond 10
days CUMULATIVELY.
SLIDE 9
STATE TESTING
1% of students who are in the testing grades can
participate in alternate assessment
Math grades 3-8 (MSAA) English/Language Arts 3-8 (MSAA) Science 5, 8, 11 (PAAP) SAT 3rd year of high school Stringent requirements to participate in alternate
assessment
Must use the Determination Flow Chart WIDA testing Proficiency testing for English Language Learners Significantly impacts district’s overall testing results. More students who previously took the alternate
assessment are now required to take the regular assessment.
SLIDE 10
RETENTION OF STAFF
Keeping educated, experienced and talented staff Balancing the health of employees with the
significant needs of the students.
SLIDE 11 MAINTAINING BALANCE
Throughout the year, it is a constant balancing act
- f meeting student and staff needs based on the
unpredictable challenges we encounter on a daily basis. Requiring:
Problem Solving skills Adequate and necessary funding Knowledge of regulations and mandates Dedicated and healthy staff Student-centered decisions
