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Prepared for: EdVentures July 17, 2014 “Special Education – Responding to the Changes” Dr. Jovan Jacobs Compton USD, CA and Dr. Philip E. Geiger.

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Presentation on theme: "Prepared for: EdVentures July 17, 2014 “Special Education – Responding to the Changes” Dr. Jovan Jacobs Compton USD, CA and Dr. Philip E. Geiger."— Presentation transcript:

1 Prepared for: EdVentures July 17, 2014 “Special Education – Responding to the Changes” Dr. Jovan Jacobs Compton USD, CA and Dr. Philip E. Geiger

2 Workshop Goal The goal of this session is to provide an understanding of the needs and continuum of services with special education in order to explore the wide array of business opportunities available to innovators and entrepreneurs. 2 Dr. Jovan Jacobs

3 Objectives Participants will understand a basic understanding of:  IDEA 2004  IEP process (referral, assessment, documentation, and implementation)  Continuum of programs and services  School Districts expectations from venders and services Participants will explore opportunities for products and services:  Finding ways to reduce special education costs  Improving performance of special needs students  Monitoring and using data 3 Dr. Jovan Jacobs

4 4 What is the Status of Things?  South Dakota Gov. Rounds – “next year worst budget scenario ever seen” – 50% of state budget goes to education – “spending will need to be flexible”  North Carolina DPI cutting $117M - $59M from districts, $58 from lapsed positions and travel  Montana Gov. said next two years are going to be bad  Guilford County, NC halts school construction  California sold bonds to close cash shortage  South Carolina cut education spending 3%  California cut education funding $2.4 B  Rhode Island cut $1M from School for the Deaf

5 5 What is the Status of Things Now?  Hawaii raised school lunches from $1.25 to $2  LAUSD cut $200M-$400M by early retirements, layoffs, larger class sizes, unpaid furlough days  Hartford, CT froze school spending  DeKalb, GA cut $20M and laid off 127 teachers, cutting signature bus service  25% of the school budget goes to 12% of the students – SPECIAL EDUCATION

6 6 What Are The Issues Impacting Education Funding/Spending?  National Economic Crisis  State Budget Deficits  Taxpayer Fear  80 Million Baby Boomers  Competing for health care  Social Security  Medicare – School Based Claiming  Fewer than 1:5 households have kids in school  Infrastructure Decay  High Enrollments Now; Decline Forthcoming  Lack of Confidence in Schools (other people’s)  New School Funding Plans

7 7 What Are The Issues Impacting Education Funding/Spending?  Equity Issues  Competition – Charters (including online), Private, Religious, Home Schooling  New School Funding Plans  Public Employee Pensions and GAP Accounting  Significant High School Drop Out Rate  Fade into Postsecondary Education  Technology in the Classroom  Technology to Improve Efficiency and Productivity

8 Compliance: IDEA Federal Law The Individuals with Disabilities Education Act (IDEA) includes:  Free Appropriate Public Education (FAPE)  Least Restrictive Environment (LRE) is to have the special education Student’s educational program serviced as much as possible in the general education setting based on the disability  Eligibility for Special Education Services  Supports: accommodations, modifications  Conflict: Alternative Dispute Resolution, Mediation, and Due Process 8 Dr. Jovan Jacobs

9 Responsibilities Principal Responsibilities  Ensure that special education teachers know all the goals for the students with disabilities  Ensure that teachers are providing appropriate modifications and accommodations  Ensure that teachers are providing differentiated instruction  Monitor compliance and process for students with special needs 9 Dr. Jovan Jacobs

10 Teacher Expertise General Educators bring to the team: – Expertise on the general curriculum – Knowledge of how the student is progressing in the general curriculum – Ideas about positive behavioral interventions Special Educators and Related Service Providers bring to the team: – Expertise on disabilities, evaluations, and assessment – Provide, design, and/or supervise special education services – Ability to accommodate and/or modify instruction 10 Dr. Jovan Jacobs

11 Continuum of Programs and Placements Placements options A. Regular Education Classes/Inclusion B. Individual/Small Group Setting (Tutoring) C. Resource Room D. Separate Facility E. Home Instruction F. Institutions and Hospitals 11 Dr. Jovan Jacobs

12 Continuum of Services Adapted Physical Education Services  Aide Services  Audiological Services  Behavior Consultant  Braillist  Interpreter Services  Occupational Therapy Services  Orientation & Mobility Services  Physical Therapy Services  School Psychological Services  Speech and Language Services  Transportation  Vision Specialist  Work-Study/Transition Services  Other Support Personnel/Programs  Counseling Services  Nursing Services 12 Related Services are support services needed to allow children with disabilities to benefit from special education. These include: Dr. Jovan Jacobs

13 The 9 Driving Forces 1. Culture 2. Out-of-District Placements 3. Professional Development “Culture is not the most important thing in organizational functioning. It is the only thing that is important…” Peter Drucker  The more conversant the Superintendent was in Special Education issues, the lower the cost and more satisfactory the performance  Open and transparent systems = less cost and higher satisfaction  The further removed district leadership was from complete and routine appreciation of the data, the higher the costs and the less satisfaction with performance  Real costs of out-of-district placements: 1) financial 2) organizational 3) equal opportunity 4) educational  Districts uniformly did not invest in professional development  Districts routinely spent more than 80% of the school budget on salaries; but less than 1% on training  District-wide routine and broadly inclusive training/mentoring = lower costs and greater satisfaction with outcomes  Broader view of professional development than just contract compliance = mentoring/coaching; blogs; conference calls; and study groups

14 The Response to needs of School Districts  Professional Development  Coaching  Case Management Software Data Management Compliance Parental Engagement State and District Reporting  Attention to the Autism Spectrum–1:85 students 14

15 MAXIMUS TIENET 15

16 The 9 Driving Forces (continued) 4. Therapists and Clinicians 5. Utilization of Paraprofessionals  Districts without consistently strong and tight management had a higher incidence rate of self-referral, higher costs, and less satisfactory outcomes  An absence of electronic monitoring  Management issues: 1) schedules 2) discharges 3) entrance and exit criteria 4) 3 year IEP review 5) inclusion 6) stakeholder awareness 7) transparency Districts tended to focus on numbers/costs rather than utility/success  Management issues: 1) absence of entranced and exit criteria 2) disproportionality 3) personal versus professional decision making  Districts without tight management had higher costs and less satisfactory performance

17 The Response to needs of School Districts Outsource Clinical Services –Psychologists –Occupational Therapists –Speech Therapists –Physical Therapists Outsource Professional Services –Teacher Aides –Home Instructors –Nurses 17

18 The 9 Driving Forces (continued) 6. Pre-Referral Performance  Districts that assigned this as a Special Education responsibility had a higher cost than districts assigning this leadership to regular education (RTI and IDEA)  Leadership less conversant with the data had higher costs and less satisfactory performance

19 The Response to needs of School Districts Response to Intervention –Software (TIENET RtI) –Professional Development – –Instructional Material –Performance Probes Early Childhood Programs – PreSchool 3-5 Childcare - Infant

20 The 9 Driving Forces (continued) 7. Team Leaders  The more routine and compliance focused the function, the higher the cost  The greater the focus on case management skills, the lower the cost and the more satisfactory the performance

21 The Response to needs of School Districts  More Data Collection –Expectations for More Performance Data for Special Education Students –Comparisons of Special Needs Student Performance with Cohort and General Student Population –Federal Demands for Performance Data for Special Needs Students  Professional Development  Specialized Curriculum Material for Special Needs Students 21

22 The 9 Driving Forces (continued) 8. Mental Health and Behavioral Issues  The most significant increase of incidents in Special Education service demands and the least accepted and recognized  The less the district invested in core capability of addressing mental health and behavioral issues, the higher the cost and more exclusive the service

23 The Response to needs of School Districts  Collection of Behavioral Information Integrated Software with SPED Case Management and SIS  Recommended Strategies for Addressing Behavioral Issues Professional Development Short Online Videos and Vignettes Software Programs for if this, then that 23

24 The 9 Driving Forces (continued) 9. Money and Span of Control  Districts appear to already be spending the money; use “district-related groups” as an indicator of measurement tool  Districts where the Superintendent and Director of Special Education were conversant with all costs and % of children receiving services, the lower the cost and the greater perception of success  Most districts do not spend Special Education dollars efficiently or effectively; decision making is often characterized by response to crisis needs creating a system of “patchwork quilt” of add-ons  Districts utilizing resources to provide in-district programs attracting admissions from neighboring districts have lower costs  Districts attending to rethinking and reorganizing the delivery system had more stable costs

25 25 Predicting The Future…  There will be one!  More Professional Development  More Data Collection (analysis, prescriptive, resources)  More Specialized Curriculum Material  More Outsourcing of Specialized Services  Greater Consideration of the Autism Spectrum  Effort to Reduce the Number of Special Needs Students – RtI, Equity  Effort to Re-Direct More $ to General Ed  More on Line Instruction  More Technological Content  Greater Synergy between K-12 and Postsecondary  Demand for Greater Financial Transparency  Salaries will reflect demand  Consolidation of Back Office Functions

26 26 Contact Information Dr. Philip E. Geiger, Senior Vice President MAXIMUS K-12 Education, Inc Metro Center Drive, Reston, VA (Direct) (Fax)

27 Contact Dr. Jovan Jacobs, SELPA Director of Compton Unified School District 27


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