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AUSD Special Education 2006 FCMAT Plus January 30, 2007.

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Presentation on theme: "AUSD Special Education 2006 FCMAT Plus January 30, 2007."— Presentation transcript:

1 AUSD Special Education 2006 FCMAT Plus January 30, 2007

2 History of Special Education Mandates Prior to 1975 no mandate for educating students with disabilities Many students received no public education Parents not included Programs added or cut depending on funding Litigation began in late 60s and early 70s Federal courts deemed education a civil right for all, regardless of ability. PL94-142, (1975) separate under-funding Free Appropriate Public Education (FAPE) Least Restrictive Environment (LRE) IEP/Parent Rights IDEA (1997)Reduced funding restrictions Progress in gen. ed. focus IDEIA (2004) Specialized Instruction Added Ed Benefit RTI & Behavior supports

3 Litigation continues to drive mandates Cases begin at state level with OAH Information with address given in annual parents rights Office of Administrative Hearings 6/1/05 to 6/30/06: CA cases opened: 4,041 6/1/05 to 6/30/06: AUSD cases opened: 5 FCMAT Report: AUSD cost $216,600 for /1/05 to 6/30/06: NR SELPA cases opened: 22 Appeal process through federal courts Landmark Decisions Rowley (1982) Holland (1994)

4 NCLB & IDEA 2004 INTERFACE Accountability Highly qualified teachers Use of research validated reading instruction All students become proficient AYP for special ed. SDC staff teaching core subjects? Response to Intervention (RTI) & specialized instruction Educational Benefit

5 FCMAT Report Overview Requested during due to increasing Litigation costs and parent complaints NPS and NPA services Staffing problems and low staff morale Focused on 7 areas/113 recommendations Program Efficiency and Delivery Staffing Transportation Accounting Processes NPS and NPA Services Legal Costs SELPA Reorganization

6 FCMAT IMPLEMENTATION to MAXIMIZE EDUCATIONAL OUTCOMES while containing costs Development of one, unified educational system Communication systems with staff and parents Implementation of specialized instruction to ensure educational benefit Response to specialized populations Compliance Systems

7 Development of one, unified educational system Dual Structure General education delivers instruction in heterogeneous settings using traditional methods Students needing intervention referred to SST. Students not qualifying receive little or no intervention. Special Ed. provides services through RSP, SDC & Full Inclusion, NPS structures. Unified Structure General education has structures & instructional tools to address students with intensive needs Non-identified students referred for SST after interventions. Specialized instruction is provided in conjunction with general education Special Ed students receive specialized instruction as needed/supports provided to maintain LRE.

8 Communication Systems with Staff and Parents Develop, implement, disseminate clear policies and procedures. Develop family friendly brochures outlining programs options and user friendly AUSD resolution practices. Institute regular district special education information events for families. Develop district special education website access for parents and staff. Establish District Advisory Committee

9 Implementation of Specialized Instruction=Educational Benefit Staff development (including coaching) in research validated instructional tools. Administrative support for consistent implementation. Recruitment and support for staff On-going monitoring and support for IEP development & adjustment based on assessment & educational benefit.

10 Response to Specialized Populations Maintain staff knowledge & implementation of research validated practices and structures. Develop collaborative relationships with NPA and NPS to support AUSD programs. Implement rigorous curriculum for non-diploma track high school students Build collaborative structures to support year old students.

11 Compliance Systems Special Education Information System (SEIS)…web based IEP program Provides real time caseload reports Flags omissions/prevents final submission Regular Staff Development Administrative Unit supports site administrative efforts for site IEP teams Advisory Committee oversight

12 Recommendations for Implementation Item Cost Goal Specialized Programs Added preschool autism class (100,000) Add autism class to K-5 level (100,000) AUSD NPS Day Treatment program (Unknown) Mitigate disability impact. Reduce litigation and NPS. Staffing for specialized instruction Educational specialist K-5 (70,000) ?Reduce need for restrictive placements. Support to Intervention 1.6 FTE TSA (neutral due to school closure) 1.0 FTE TSA (70,000) More students in gen ed./LRE Compliant IEPs Administrative Unit.6 FTE NPS Psych. (60,000) Eliminate Prog Specialist/Add Coordinators (10,000) Add Infant unit pending infant grant requirements Support unified ed. effort/reduce NPS & litigation.

13 A Final Reality Check What does FREE mean in FAPE? Unknown factors Students moving in with existing IEPs requiring additional staffing/placements. Disability bulge not currently addressed Students with Aspergers Syndrome & NLD Speed of implementation of General Ed. structures and tools for intervention Needs of year old population

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