Special Education History 1949 TUSD is the first school district in the State to provide special education to students thanks to Laura Ganoung 1954 Brown vs The Board of Education: Separate is not Equal 1975 – Congress enacts the Education of the Handicapped Act (EHA)
Special Education History 1990 – The EHC Act was replaced by the Individuals with Disabilities Act 1997 – IDEA 2004 Individuals with Disabilities Education Improvement Act
Recent Restructuring Factors: Budget Early Retirement Incentives Transfers District Restructuring Improvement Systems Reduction in Administration Illness
Exceptional Education Leadership 2003-2004 Executive Director Exceptional Education Leadership 2002-2003 Director NE/SE Region Director SW Region HR/Biling. Director NW Region Ombudsperson Director Gifted and Talented Assistant Director Rosemont Service Center Assistant Director Ajo Service Center Assistant Director Transition Services Assistant Director Medicaid Programs Program Specialist Program Specialist Program Specialist Program Specialist Program Specialist Program Specialist Program Specialist Program Specialist Assistant Superintendent Central Services
Exceptional Education Leadership Fall 2003 Director Assistant Director Program Specialist Program Specialist Program Specialist Program Specialist Program Specialist Program Specialist Programs and Activities to be reassigned: Ombudsperson Transition/Interim Alternative Placements Medicaid New Staff Orientation Service Centers Annual Data Collection Cost Study GATE Community Based Instruction Alternative Education Psychologist TBI Program Facilitator Supervision of 350 staff Executive Director
Exceptional Education Leadership 2004-2005 Director Assistant Director Program Specialist Program Specialist Program Specialist Interim Program Specialist Program Specialist (On Leave) Program Specialist Interim Executive Director Coordinator Assessment/ Technology/Cost Study Coordinator Medicaid Coordinator Professional Dev. Coordinator Direct Link (Homebound/Tele) Coordinator Service Centers/ Accountability/Data Assistant Director: GATE Program Specialist Interim Director Program Specialist Interim Assistant Director
Jane Mullins Interim Director of School Based Services Interim Program Specialists Jacqueline Denton Beth Kendall Terri Polan Exceptional Education 2005 Cathy Taylor Technology/ Assessment Terri Polan Professional Development Cathy Taylor Technology/ Assessment Terri Polan Professional Development Mary Neale LRE/ Compliance/ Service Centers Dan Perino Transition Mary Neale LRE/ Compliance/ Service Centers Dan Perino Transition Jacqueline Denton Special Projects/ Medicaid Kathryn Martin Direct Link Jacqueline Denton Special Projects/ Medicaid Kathryn Martin Direct Link Kathy Allen Child Find Paul Ohm Project ABLE (Preschool SPED) Kathy Allen Child Find Paul Ohm Project ABLE (Preschool SPED) Coordinators Karen McMaster Interim Executive Director Leila Williams Interim Assistant Director Deborah Anders Assistant Director of Gifted and Talented Laurie Dietz Brenda Hanna Shirley Siedschlag Carin Stair Barbara Horton Program Specialists GatePlus Itinerant Teachers GATE Programs Psychologists OT/PT/ APE Teacher Coaches Itinerant HI/VI Social Workers Speech Pathologists
IDEA Provides the foundation for how States and School Districts provide special education. Allows for a funding mechanism to assist States and School Districts Identification, Evaluation, Placement, Procedural Safeguards and Least Restrictive Environment.
Least Restrictive Environment IDEA requires students with disabilities be educated in the regular classroom with supports School Districts must make available a full continuum of service delivery options Students with disabilities must have access to the general education curriculum
Least Restrictive Environment Mainstreaming: Selective placement of special education students to participate in the general education classroom for a period of time when the student is ready to participate in general education Inclusion: Commitment to educate each child, to the maximum extent appropriate in the school and classroom he or she would otherwise attend if not disabled
Inclusion Must be supported philosophically and administratively to be successful.
No Child Left Behind Act of 2001 Mandates all students including those with disabilities demonstrate proficiency on state tests Allows for a state-developed alternate assessment Allows for accommodations as specified by the students Individual Education Plan team
No Child Left Behind Act of 2001 & IDEA Emphasis on Teacher Quality By June 30, 2006 special education teachers must be Highly Qualified in all of the Core subjects they teach Emergency or Provisional Certificates are no longer allowed
Exceptional Education Enrollment TUSDs special education enrollment has steadily increased which is consistent with nationwide trends The nationwide statistics show an increase of 11.9% (1996-2000).
Comparison of TUSD and U.S. Special Education Enrollment Trends
Special Education Enrollment as of Dec. 1 2004 Specific Learning Disability 3452 Speech Language Impairments 1495 Mild Mental Retardation 461 Other Health Impaired 454 Emotional Disability 412 Autism 214 Hearing Impairments 177
Special Education Enrollment as of Dec. 1 2004 Preschool –Preschool Moderate Delay 261 –Preschool Speech and Language 170 –Preschool Severe Delay 147
Special Education Enrollment as of Dec. 1 2004 Preschool Speech Language Additional –Head Start 55 –Wings on Words 20 –Private Preschool 25 –Parent and Child Education (PACE) and Child and Parent Sucess (CAPS) 65
Population Trends Pima County has increased in population by 10.4% Pima County has increased in population by 10.4% Arizona is currently the second fastest growing state. It has increased in size by 16.8% from 1999-2003 Arizona is currently the second fastest growing state. It has increased in size by 16.8% from 1999-2003 The City of Tucson has increased in population by 8.2% from 1999- 2003, which is consistent with the increased enrollment in TUSD exceptional education The City of Tucson has increased in population by 8.2% from 1999- 2003, which is consistent with the increased enrollment in TUSD exceptional education
Income Tucson has a reputation as a low wage town Within the city limits of Tucson the median household income is low compared to Pima County, Arizona, and the United States The gap has been increasing
State of Arizona Educational Ethnicity 2003-2004 Total Enrollment Anglo 49% Hispanic 37% African American 5% Native American 8% Asian American 1% Special Ed Enrollment Anglo 49% Hispanic 35% African American 6% Native American 8% Asian American 1%
Total Enrollment 35% Anglo 51% Hispanic 7% African American 4% Native American 3% Asian American TUSD Demographics* Special Education 37% Anglo 47% Hispanic 8% African American 5% Native American 2% Asian American * Random sample from TUSD STATS page - enrollment on 12/1/04
TUSD Demographics GATE 43% Anglo 44% Hispanic 5% African American 3% Native American 5% Asian American * Gate Data as of 4/05
Exceptional Education Enrollment The enrollment of TUSD exceptional education students has increased 8.6% in the last 6 years while the total TUSD enrollment has gone down by 2.5%.
Charter Schools There are 52 charter schools within TUSD boundaries. There are 16 under enrolled schools; all are close to charter schools It is estimated that 8,309 attend those 52 charter schools* If these students attended TUSD schools, it could increase our revenue by more than $41,545,000* *This data needs further analysis.
Full Funding In 1975, when the Education for All Handicapped Children (now IDEA) was first enacted, Congress promised to pay for 40% of the cost of education of students with disabilities.
Full Funding Congress has never provided 40% State and Local education agencies have had to be responsible for the majority of the costs
Congress Contribution for Educating Students with Disabilities 1995 7.8% 200012% 200318% IDEA Funding Coalition March 2003
COST Cost: 41 million State/Federal Funds: 12.5 million 28.5 million
Staff Approximately 20% of the special education teachers in TUSD have emergency certification 38% of TUSD Teaching Assistants have not met NCLB requirements for highly qualified
Medicaid DSC Direct Service Claiming TUSD has chosen to participate in order to recover some of the cost for certain medically related services provided to student with an IEP that qualify for Arizona Health Care Cost Containment System (AHCCCS)
Medicaid DSC Direct Service Claiming Participation: Certified Staff:425 Classified:675 Reimbursement:4.8 Million Total (2.3 Million was brought in this last year due to increased compliance with claim documentation)
MAC Medicaid Administrative Claiming Reimbursement:4.3 Million Total (1.2 million from just this last year) NOTE: Federal Guidelines have changed this year so TUSD can only expect annual reimbursement to be between $600,000 – $750,000.
Medicaid Revenue 2003-04 Funds:$2,500,000 Exceptional Education Teachers and Technology: $300,000 TUSD Teacher Salaries: $2,000,000 K-3, Project More, Legal, 504, bilingual, fine arts, interscholastics, ADA requests, workers compenstation, alternative education
Graduation Students with disabilities lag behind non- disabled students in TUSD graduation rates. Regular Education 2004: 80% graduated Special Education 2004: 66% graduated
Graduation Graduation statistics vary for special education due to: Some state reports require data for 16- 22 year olds and some reports require data relating to just students who exit school that year (12 th graders). It is important to remember that students with IEPs can stay until they are 22.
Parent Satisfaction From Annual Parent Survey May 2004 n=100
Parent Satisfaction From Annual Parent Survey May 2002 n=531
Working Conditions Survey An online survey for Exceptional Education staff was conducted from Dec. 8, 2004 through Jan. 12, 2005 199 staff responded –124 teachers –75 itinerant staff
Working Conditions Survey Technology Computer Assigned –19% laptops, 80% desktops, 1% none Network Distribution –26% Administrative, 74% Instructional Usage –Hourly 34%, Daily 60%, Weekly 4%, Monthly 1%, Never 1%
AIMS Mastery Results 95% of special education juniors were tested in 2003-2004 5.8% special education juniors passed all three sections of the AIMS 3.4% of ELL juniors passed 47.4% of regular education juniors passed
TUSDTUSD Exceptional Education Internal Summary and Environmental Scan June 13, 2005