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

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prepared for edventures july 17 2014

Dr. Jovan Jacobs

Compton USD, CA

and

Dr. Philip E. Geiger

“Special Education – Responding to the Changes”

Prepared for:

EdVentures

July 17, 2014

workshop goal
Workshop Goal

Dr. Jovan Jacobs

The goal of this session is to provide an understanding of the needs and continuum of services with special educationin order to explore the wide array of business opportunities available to innovators and entrepreneurs.

objectives

Dr. Jovan Jacobs

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
what is the status of things
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

what is the status of things now
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

what are the issues impacting education funding spending
What Are The IssuesImpacting 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

what are the issues impacting education funding spending1
What Are The IssuesImpacting 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

compliance idea federal law

Dr. Jovan Jacobs

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
responsibilities
Responsibilities

Dr. Jovan Jacobs

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 forstudents with special needs
teacher expertise
Teacher Expertise

Dr. Jovan Jacobs

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
continuum of programs and placements

Dr. Jovan Jacobs

Continuum of Programs and Placements

Placements options

A. Regular Education Classes/InclusionB. Individual/Small Group Setting (Tutoring)C. Resource RoomD. Separate FacilityE. Home InstructionF. Institutions and Hospitals

continuum of services

Dr. Jovan Jacobs

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

Related Services are support services needed to allow children with disabilities to benefit from special education. These include:

the 9 driving forces
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
the response to needs of school districts
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
the 9 driving forces continued
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
the response to needs of school districts1
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
the 9 driving forces continued1
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
the response to needs of school districts2
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 - 5
the 9 driving forces continued2
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
the response to needs of school districts3
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
the 9 driving forces continued3
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
the response to needs of school districts4
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
the 9 driving forces continued4
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
predicting the future
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

contact information
Contact Information

Dr. Philip E. Geiger, Senior Vice President

MAXIMUS K-12 Education, Inc.

1891 Metro Center Drive, Reston, VA 20190

703-251-8508 (Direct)

703-251-8240 (Fax)

contact
Contact

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

Email: jjacobs@compton.k12.ca.us