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Jamestown School Department Special Education Budget Proposal 2005 - 2006.

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Presentation on theme: "Jamestown School Department Special Education Budget Proposal 2005 - 2006."— Presentation transcript:

1 Jamestown School Department Special Education Budget Proposal 2005 - 2006


3 School Committee Goals 2004-2005 1. To provide to all students a rigorous academic program and to explore ways to heighten student challenge and remove performance ceilings.

4 District Mission Statement The Jamestown School District seeks to partner with the community to provide a safe, nurturing leaning environment in which each child is challenged to fulfilled his/her unique potential.

5 Goal of Jamestown Special Education To implement researched based practices regarding effective teaching practices, service delivery models, and evaluations that improve educational performance and enhance life long outcomes.

6 Lifelong Learners The National Longitudinal Transition Study (over 8000 children age 13-21) Finding: Time spent in general education classrooms was positively related to employment and community participation. Higher earnings were also positively related to time spent in the general classroom.

7 New Guidelines Moving to a problem solving model rather than a wait to fail model Consultation between teacher and parent Consultation with other resources-adding members to the childs instructional team to evaluate interventions-data collected from naturally occurring sources

8 New Guidelines Consultation with Extended Problem Solving Team Ongoing systemic data collection, treatment integrity, data analysis to determine rate of progress Determine need to consider entitlement for special education Team Develops IEP

9 Why? Earlier rather than later Prevention and early intervention are supremely more effective and efficient than later intervention and remediation for ensuring reading success AVOID A WAIT TO FAIL MODEL Tilly, 2003

10 Expand the Circle of Support Building a systemic support system for students to prevent reading failure Provide intervention for struggling readers with targeted, strategic, and intensive intervention they require

11 Comprehensive Literacy Framework School Wide Focus Targeted Strategic Interventions Intensive Intervention

12 Elements of an Effective Model 1.Set goals 2.Reliable assessment system 3.Research proven materials 4.Prioritize instructional time and instructional intensity by using our resources creatively 5.Differentiate instruction 6.Professional development to sustain instructional leaders

13 Classroom Teachers are the Key Teacher screens all students at the beginning of the year for reading proficiency Teacher provides differentiated comprehensive reading instruction Teacher informs principal (instructional leader) of students needing diagnostic assessment Teacher informs parent

14 Schools-Not Just Programs Intervention must occur at the school level Teachers are more likely to affect success than the adoption of any program »Tilly, 2003

15 Responsibilities of the District Provide rigorous comprehensive literacy curriculum that includes: –Reading (Phonemic Awareness, Phonics, Vocabulary Development, Fluency and Comprehension) –Listening –Speaking –Writing

16 Responsibilities of the District Strong instructional leaders to sustain the work Integrated system of research-based professional development and resource allocation Prioritize Instructional Time Excellent assessment system to inform, guide and validate

17 Responsibilities of the District Differentiating Instruction (personal learning plans) Change Content Change Process Change Product Tomilson

18 Goals of the Special Education Budget Continued Commitment to: High quality supports Educationally sound fiscal recommendations Cost containment where possible

19 Special Education Budget High School Tuition 24 Students currently attend high school with support Increase of 6 children projected for 2005 Account number is: –32221 6372

20 Out of District Tuition 12 Children attend out of district special schools Account numbers are: –32205 6372 –32209 6372 –32218 6372

21 Out of District Placements Small class size permits transition back and prevents referral out More cost effective Co-Teaching

22 Out of District Placements Notable Decreases: 20% reduction in number of students placed out of district. Why? Capacity to deliver instructional programs with high intensity and low student teacher ratios Example 3 rd and 4 th grade Co-Teaching

23 230 Day Supports These children have extensive needs including medical, communicative, behavioral, physical, cognitive, social and sensory. Personnel work with parents as a team to provide integrated programming. These children require unique consistent rigorous intensive instruction


25 230 Day Supports These children can learn when they are engaged constantly and consistently in the teaching and learning process

26 230 Day Cost Analysis In District Program Teacher and Teacher assistant salary and benefits = $121,204 Set up for new classroom = $2,500 Total Cost = $123,704 Out of District Program Each Tuition = $72,000 Teacher assistant salary = $25,000 Transportation = $57,000 –If children attend the same school School Year 2005 – 2006 3 students Total Cost = $298,000

27 In District 230 Day Program Total Cost Savings $ 174,296


29 District Operating Costs Year2003-20042004-20052005-2006 Special Education Budget $1,465,207$1,583,883$1,674,943 General Operating Budget $7,607,444$8,067,443$8,645,274 Percent of the Budget 16.14% 16.22%

30 Special Education Budget Summary 2005 - 2006 Level funded numerous accounts Renegotiated a reduction in contract service cost Reduction in private school costs Increase in number of evaluations

31 Requested increase of 5.75%

32 Special Education Budget Cautions The current tuition includes only the children we have in programs currently No contingency is factored into this budget proposal It is likely that unanticipated costs will be incurred by the district Reauthorization of Federal Law, IDEA 2005 implementation

33 REACTIVE CREATIVE Notice they are the same word. Only the C has been moved. When You C things correctly, you become creative rather than reactive. -Walsch


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