Superintendent s Ad Hoc Committee on Special Education: Options for serving students with mild to moderate disabilities

Transcription

1 Superintendent s Ad Hoc Committee on Special Education: Options for serving students with mild to moderate disabilities Travis Unified School District Governing Board Presented by: Sam Neustadt Assistant Superintendent, Solano County SELPA March 12, 2013

2 TUSD Special Education Study Committee Summary of Outcomes and Recommendations: The Solano SELPA was engaged to design, facilitate the process, and to provide technical assistance to the Committee as appropriate. The Committee was composed of a wide variety of stakeholders including parents, teachers, a principal, special education and business district office administration. Finally, the Governing Board was represented as well. The full list of Committee members/support staff is included in Appendix 1. All members of the Committee were required to visit models before discussion, with visitations at model programs identified by SELPA, locally, and across the state. A list of visitations is included in Appendix 2 of this report. The process was embargoed in an effort to ensure honest, free flowing discussion and minimize the potential for external pressures to affect the outcome of the analysis. The Committee met six times to explore the options for students with mild to moderate disabilities that would allow them to stay at their assigned school for the duration of their instructional program, commensurate with typically developing peers. Currently, elementary students in these Special Day Classes (SDCs) are required to change schools at 4 th grade. Further, the Committee was directed by the superintendent to explore options that would apply equally to all schools district-wide. The Committee reviewed three program models that were designed to serve students without resulting in the need for them to change schools. The Committee took the following into consideration during the review of each option: Student benefit/family benefit Impact on staff Feasibility/logistical considerations (facilities, transportation, etc.) Fiscal considerations The three models studied included: (1) Two SDC classes at each elementary school site. This model involves adding a limited grade span SDCs to each site, allowing students to stay at the same school, but change classes for grades 4-6. (2) K-6 SDC Classes. This model investigated expanding the existing SDCs at each school site to serve all students, grades K-6. This option would involve establishing a new class at Scandia in order to be consistent with the direction specified above. (3) An integrated learning center model. This model consists of a resource specialist and an SDC teacher sharing responsibility for the provision of special education services, as well as creating the potential for supplemental interventions to general education students prior to referral for special education eligibility determination.

3 Discussion & Analysis: Detailed analysis of the pros and cons of each model are included in Appendix 3. It should be noted that these documents were developed by the Committee in real-time as each discussion unfolded. The analyses have not been edited or revised in any way. Option 1: Limited Grade Span SDCs Adding additional SDCs to each school site, as well as establishing similar classes at Scandia, proved to be problematic for several reasons. From the student perspective, there are simply not enough students at each school with similar needs to ensure a robust learning environment in the SDC. Students may experience more isolation and regression on standardized tests. Additionally, more dependence on staff may occur as the populations are significantly smaller. Lastly, the cost of adding classes and staff at each site is prohibitive, estimated conservatively to be in the range of $120,000- $140,000. This option is not recommended by the Committee. Option 2: Expanding the Grade Levels within Existing SDCs (1-6 class) Overall, this option was viewed as a better alternative to Option 1, but with significant challenges as well. Students may benefit from continuity of instruction over time, and possibly, benefit from cross aged interaction over a larger span of grade levels. Younger students benefit from more mature modeling, while older students develop pro-social skills through helping younger student. Also, students can be grouped for instruction based on targeted skill development, rather than age. However, the expanse of curriculum to be covered, and the significantly wider range of skills to address, would necessitate significant paraprofessional support, unreasonable daily preparation expectations for teachers, and the potential for impacted enrollment in these classes. Finally, consistent with the superintendent s direction, a class would need to be established at Scandia. This program option is not recommended by the Committee. Option 3: Learning Center Models Through visitations, the Committee discovered that Learning Center models vary in terms of specific implementation across the state. However, there are some significant design elements that are in common. Typically, this model involves the integration of special education services into a larger, school-wide multi-tiered system of support for all students. Every student with a disability is considered a general education student first and foremost, and as such, has a seat in a general education classroom and is listed on the general education teacher s class roster. The SDC and resource specialist work collaboratively with para-educator support to include students

4 in general education to the maximum extent possible. Special education supports, as identified on students IEPs, are served in the learning center as appropriate by either special educator. Further, learning centers offer the opportunity for a wider range of interventions for all students, promoting support short of needing special education, while still allowing special education staff to focus on unique needs of students who are eligible for services under the IDEA. Students with disabilities receive better access to typically developing peers and highly qualified content instruction, while all students receive enhanced levels of support. Done well, this model can provide the catalyst to transform school culture for the better. Review of caseloads across schools indicates that this model is feasible at each site, including kindergarten, eliminating the need for a separate SDC for kindergarten students at Foxboro. The potential for some offset from transportation may exist but has not been definitively identified at this time. The Board is not advised to plan on such an offset at this time. There are a few challenges associated with this model that were discussed. While there were little, if any, additional facility or teaching staff costs identified, careful attention to scheduling, development of general education class rosters, and potential credentialing issues need to be addressed. Further, it cannot be emphasized enough that teachers and principals need to be supported throughout the implementation, as this model can involve significant changes in the way instruction is delivered for all students, depending on the current conditions at each school relative to the desired state. Visitations by additional staff members, as well as training to support the system change required by this model will help other members of the TUSD staff and community to fully understand the benefits of this model and mitigate concerns moving forward. Included in Appendix 4 is a comprehensive example of the learning center model. The Committee was unanimous in their support of this model for implementation district-wide.

5 Appendix 1 TUSD Special Education Study Committee Members Anna Pimental Lisa Eckhoff Melanie Green Annie Miller Tiffany Piscitelli Laura Mefford Carol Ueckert Barb Fraser Ivery Hood Tanya Gustin Pamela Brinkerhoff Trudy Barrington Sam Neustadt TUSD Director, Fiscal Services TUSD Foxboro Elementary Principal TUSD Foxboro Elementary SDC Teacher TUSD Golden West Middle School RSP Teacher TUSD Secondary Parent TUSD Elementary Parent TUSD Special Education Director TUSD Program Specialist TUSD Board Member SELPA Program Specialist SELPA Program Specialist SELPA Fiscal Analyst SELPA Assistant Superintendent

6 Appendix 2 Program Visitation Summary In an effort to gain information about special education delivery models, members of the Superintendent s Ad-Hoc Committee visited various school sites within California. Targeted delivery models for the site visits were Special Day Class, Learning Center, and Inclusion programs. Special Day Class Model A visitation was made to Rogers Elementary School in Chula Vista Unified, near San Diego. This is a school of 570 students with ten Special Day Classes (SDC) for a total of 120 SDC students in grades preschool through six who feed from other schools in the district. The SDC classrooms are selfcontained. While there is some integration into general education classrooms, the SDC students are not included on the general education teacher s class roster. Most of the SDC students do not attend their school of residence; however, they do attend Rogers Elementary for their entire elementary years. Members of the Committee who were not familiar with the specifics of the Travis USD Special Day Class delivery model visited two elementary Special Day Classes within the district. At Travis USD, Special Day Classes for either grades 1-3 or grades 4-6 are located at four of the five elementary schools. All SDC students are included on their general education teacher s roster. In each SDC class, there are many students who do not attend their school of residence. Due to the upper level elementary SDC being located at a different site, students must change schools at the end of third grade. Transportation is provided for students who do not attend their school of residence. Learning Center Model Programs in neighboring districts of Benicia and Fairfield-Suisun Unified were visited in order to gain information regarding implementation of their Learning Centers. In this model, students are not categorized as Special Day Class or Resource Specialist students, but instead as students who need specialized academic instruction at various levels of intensity. This instruction is delivered by a special education teacher in a learning center classroom or within the general education classroom, depending on the needs of the student. Instructional assistant support is provided as appropriate in general education classrooms. In the Learning Center Model, special education students are served in their school of residence and are included on their general education teacher s roster. Learning Center programs were also visited at Oak Knoll Elementary in Menlo Park and at two schools in Val Verde Unified, near Ontario. This model has been in place for more than five years in both

7 districts. It was noted that a significant amount of staff development was provided prior to implementation and that staff development and ongoing staff collaboration are contributing factors to the success of this model. Learning Centers provide a flexible service delivery model for students in their home schools; students are not being transported to another school for service. Inclusion Model Davis Joint Unified has supported special education students through the Inclusion Model for many years; therefore, members of the Committee visited two DJUSD elementary schools. All special education students are included on general education rosters and are instructed in their classrooms with special education teacher collaboration support and/or instructional assistant support. When a student needs direct instruction on a skill that cannot be modified in the general education classroom, that student may receive specialized academic instruction in a special education classroom, similar to a Learning Center Model. Staff at the sites visited noted that the Inclusion program is not called Full Inclusion as students may receive services in locations other than their general education classroom. Since all students attend their school of residence, transportation is not provided unless a specific student requires specialized transportation.

8 Cost Analysis Staff Impact Student Benefit Appendix 3 Committee Notes Regarding Program Options Option #1 Program: Two Special Day Classrooms at every school site (grades 1-3) & (grades 4-6) Description: Pros Cons Very specific instruction with a higher staff to student ratio Not as challenged academically (expectations, breadth, depth) Successful in this setting shining star with other SDC students fewer appropriate role models Confidence builder/ self-esteem more inappropriate role models Pacing is slower perception of other non-disabled peers Variance of materials (curriculum) to use in the classroom less a part of the school community Smaller class size (14-16 students) more isolation Instructional time is geared more to their areas of need regression on standardized tests Can relate to peers with like abilities students have a false sense of achievement/ success Student take more risks compared to typically developing peers Students feel more supported typically developing peers have less opportunities to learn about diversity/disability increased bullying more dependency on staff (prompt dependency) Impact on API - unclear Academic /developmental span is more homogenous Daily routine and schedule is controlled by sped SDC teacher Smaller class size/ para-educator support Able to reach more students for longer period of time (centralized) fewer opportunities for collaboration with gen ed staff more prep time SDC teacher -lose sight of what s typical Potential for resentment from colleagues/ community SDC teacher s rarely get/access their contractual prep Potential for long-term payoff Potential reduction in transportation costs Related services: economy of scale? Equipment needed? Smaller class size = more cost for teacher and support staff Requires enough students (SDC like) at each site to justify cost (economy of scale) Need 2 new classrooms ($140k each including equipment) (Consolidating Scandia and Travis)?

9 Logistic Feasibility Cost Analysis Staff Impact Student Benefit Logistic Feasibility Program: Two Special Day Classrooms at every school site (grades 1-3) & (grades 4-6) Base kids stay on base (4 currently off base) Space availability relative to multi-year enrollment growth Impact of Allen Bill transfers? projection numbers Potential for creating a significant subgroup for any site(s) Analysis/Recommendation: Cost prohibitive; not recommended. Option #2: Program: 1 st 6 th SDC Description: Pros Focused on needs, not age Modeling pro-social Older students = needed, self esteem Better diagnostics Cons Impact on API unclear Quality of direct instruction is subject to the skill of the para educator Potential increase in prompt dependence in mainstream Peer tutoring Few discipline issues Sense of team Prep Intensive 6 sets of curriculum etc. Increased case management Risk of teacher burn out Economy of scale Transportation costs? No need to add teachers at 4 schools Foxboro would need supplementary staffing to address enrollment overflow (part time teacher) Potential need for extra staff to support mainstream No need for additional classrooms Not as flexible to respond to natural variations in student population Suitability for a pod environment for an SDC class at Scandia Analysis/Recommendation: More cost efficient and better than status quo because students can stay at their resident school. Significant challenges regarding staffing and impact on teacher.

10 Logistic Feasibility Cost Analysis Staff Impact Student Benefit Option #3 Program: Learning Center Models Description: Combination of RSP and SDC, push in to the maximum extent possible into the general ed setting, more than one teacher at each site to serve this population, available as a gen ed intervention, flexible/strategic scheduling, addresses all grade levels on site, every child has a seat in the general education class. Pros Staying at their home school Students included to the maximum extent possible Decrease in behaviors Higher level of functioning More exposure to typically developing peers Flexibility in instructional grouping Students are on the general education class rosters Transition times at natural breaks in the day More robust interventions for all students Cons Potential for a 1 time transition back to home school from their school of service More collaboration time Flexible groupings allows planning for targeted groups Less adverse behaviors Incidental learning across teachers Professional development for Gen ed teachers (sustained professional development- guided practice) More robust interventions for all students Lots of planning across grade levels Managing the amount of para-educators Potential for re-assignments Potential credentialing issues Transportation offset? Roll up vs -all at once Potential text book purchases NOS 1 new teacher needed at Scandia (or reassigned from Foxboro) Classroom needed at Scandia ($140K) Staff development / field trips Contract language to be addressed ( 2 students max per 50 mins) Curriculum alignment (Choice A and B) Analysis/Recommendation: highly recommended, most benefit for students and least impact on fiscal and staff

11 Appendix 4 Learning Center Program Description Service Delivery of a Learning Center Model Specialized Academic Instruction: o the service is NOT RSP (Resource) or SDC (Special Day Class) Services provided are still: o collaboration in the general education setting o pullout into the learning center, when needed Location of services are still: o regular classroom o separate classroom setting The goal is for most students to receive a combination of these services/locations. The special education staff rotates direct service, consultation, collaboration, and co teaching supports to meet the individual needs of the students. Goals of a Learning Center Model To provide a flexible service delivery model for students in their home schools (LRE). To increase collaboration between special education teachers and general education teachers and support providers. To decrease the stigma of special education. To possibly provide support for some at risk, general education students alongside students receiving special education services (prevention), giving a more robust services to all students. Benefits of a Learning Center Model Participation in typical, grade level classes increases the self-esteem of students receiving special education services. Provides flexibility in instructional groupings. Over time, the amount of paperwork will decrease due to less initial referrals and smaller caseloads. Incorporates teamwork among colleagues. A greater sense of belonging for students and staff at home school.

12 Resources Psychological Reports, August, 1999, Vol.85(1), p.331(8) National Research Center on Learning Disabilities, August 2006 Val Verde Unified School District In Service Training, 2013 King-Sears, Intervention in School and Clinic, January 2007, Vol.42(3), p.137(10), 2007 Journal of the International Association of Special Education, 2011, Vol.12(1), p The Changing Face of Special Education, An Information Brief on Current Special Education Practices in California Schools, CARS+ Conference 2007