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TUSD. Exceptional Education Internal Summary and Environmental Scan Highlights April 20, 2005. TUSD. Kathryn Martin Jane Mullins Mary Neale Terri Polan Gail Steinbach Cathy Taylor. Jacqueline Denton Nancy Edwards Rick Haan Jaimie Leopold Karen McMaster.

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Exceptional Education

Internal Summary and Environmental Scan


April 20, 2005



Kathryn Martin

Jane Mullins

Mary Neale

Terri Polan

Gail Steinbach

Cathy Taylor

Jacqueline Denton

Nancy Edwards

Rick Haan

Jaimie Leopold

Karen McMaster

Exceptional Education Data Team

Exceptional education


Karen McMaster

Interim Executive Director

Jane Mullins

Interim Director of

School Based Services

Deborah Anders

Assistant Director of

Gifted and Talented

Leila Williams

Interim Assistant

Director of Related Services

Teacher Supports

Bilingual ExEd

Program Specialists






Beth Kendall

Terri Polan

Laurie Dietz

Brenda Hanna



Carin Stair

Barbara Horton


Itinerant Teachers

Cathy Taylor



Terri Polan

Professional Development

Mary Neale


Compliance/Service Centers

Dan Perino


Jacqueline Denton

Special Projects/


Kathryn Martin

Direct Link

Kathy Allen

Child Find

Paul Ohm

Project ABLE (Preschool SPED)



Social Workers



Teacher Coaches


Exceptional education department

Exceptional EducationDepartment

  • Gifted and Talented Education (GATE)

  • Special Education (Ages 3-22)

  • Direct Service Claims (DSC) (Medicaid)

Exceptional education student profile

Exceptional Education Student Profile

Total number of students in Exceptional Education is 12,472

  • GATE: 4,550

  • Special Education Ages 3-5: 717

  • Special Education Ages 6-21: 7205

Data as of 4/05

Distribution of exceptional education students

Distribution of Exceptional Education Students

Special education history

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 history1

Special Education History

  • 1990 – The EHC Act was replaced by the Individuals with Disabilities Act

  • 1997 – IDEA

  • 2004 Individuals with Disabilities Education Improvement Act

No child left behind act of 2001

No Child Left Behind Act of 2001

  • Mandates all students including those with disabilities demonstrate proficiency on state tests

  • Allows for a state-developed alternative assessment

  • Allows for accommodations as specified by the students Individual Education Plan team

No child left behind act of 2001 idea

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



  • 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

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 environment1

Least Restrictive Environment


Commitment to educate each child, to the maximum extent appropriate in the school and classroom he or she would otherwise attend if not disabled


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



  • Must be supported philosophically and administratively to be successful.

Exceptional education enrollment

Exceptional Education Enrollment

  • TUSD’s 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

Comparison of TUSD and U.S. Special Education Enrollment Trends

Special education enrollment as of dec 1 2004

Special Education Enrollmentas 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 k 12

Special Education K-12

Special education enrollment as of dec 1 20041

Special Education Enrollmentas of Dec. 1 2004

  • Moderate Mental Retardation 136

  • Multiple Disabilities 108

  • Orthopedic Impairment 75

  • Severe Mental Retardation 60

  • Emotional Disability/Separate School 58

  • Visual Impairment 39

  • Multiple Disabilities/Severe Sensory 30

  • Traumatic Brain Injury 30

Special education k 121

Special Education K-12

Special education enrollment as of dec 1 20042

Special Education Enrollmentas 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 20043

Special Education Enrollmentas 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

Population Trends

  • 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

  • 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



  • 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%

State of Arizona Educational Ethnicity 2003-2004

Tusd demographics

Total Enrollment

35% Anglo

51% Hispanic

7% African American

4% Native American

3% Asian American

Special Education

37% Anglo

47% Hispanic

8% African American

5% Native American

2% Asian American

TUSD Demographics*

* Random sample from TUSD STATS page - enrollment on 12/1/04

Tusd demographics1


43% Anglo

44% Hispanic

5% African American

3% Native American

5% Asian American

TUSD Demographics

* Gate Data as of 4/05

Exceptional education enrollment1

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%.

Enrollment comparison

Enrollment Comparison

Charter schools

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

Charter schools and under enrolled schools

Charter Schools and Under-Enrolled Schools


13 %

Exceptional education students

Exceptional Education Students

  • Exceptional Education Students (GATE and Special Education) comprise 20% of the total TUSD Enrollment

Tusd student enrollment

TUSD Student Enrollment

Full funding

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 funding1

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

Congress’ Contribution for Educating Students with Disabilities

1995 7.8%



IDEA Funding Coalition March 2003



Cost: 41 million

State/Federal Funds: 12.5 million

29.5 million



  • 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

Medicaid DSCDirect 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 claiming1

Medicaid DSCDirect Service Claiming


Certified Staff:425


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

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 $600,00 – $750,000.

Medicaid revenue

Medicaid Revenue

2003-04 Funds:$2,500,000

Exceptional Education

  • Teachers and Technology: $300,000


  • Teacher Salaries: $2,000,000

  • K-3, Project More, Legal, 504, bilingual, fine arts, interscholastics, ADA requests, workers compenstation, alternative education



Students with disabilities lag behind non-disabled students in TUSD graduation rates.

  • Regular Education 2004: 80% graduated

  • Special Education 2004: 66% graduated



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 (12th graders).

  • It is important to remember that students with IEP’s can stay until they are 22.

Parent satisfaction

Parent Satisfaction

From Annual Parent Survey May 2004 n=100

Parent satisfaction1

Parent Satisfaction

From Annual Parent Survey May 2002 n=531

Working conditions survey

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 support staff

Working conditions survey technology

Working Conditions SurveyTechnology

  • 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%

Working conditions survey technology use

Working Conditions SurveyTechnology Use

Working conditions survey1

Working Conditions Survey

Aims mastery results

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



Exceptional Education

Internal Summary and Environmental Scan

April 20, 2005

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