Lindsay Unified School District Report

Lindsay Unified School District Special Education Review February 10, 2015 Joel D. Montero Chief Executive Officer Fiscal crisis & ManageMent assistance teaM February 10, 2015 Thomas Rooney, Superintendent Lindsay Unified School District 371 E. Hermosa Lindsay, CA 93247 Dear Superintendent Rooney: In August 2014, the Lindsay Unified School District and the Fiscal Crisis and Management Assistance Team (FCMAT) entered into an agreement for a review of the district’s special education programs and services. Specifically, the agreement states that FCMAT will perform the following: 1. Conduct a comprehensive review of the special education delivery system for preschool through grade 12 and determine how the program can be more cost efficient. Review the learning center model. 2. Make recommendations to reduce the contributions from the unrestricted general fund while maintaining the quality of services and meeting legal requirements. 3. Evaluate the effectiveness of the staffing process for certificated staff and classroom aides, including class size ratios, and provide recommendations as needed. This will include all certificated staff such as teachers, speech, psychologists, adaptive physical education teachers, and occupational therapists. 4. Compare the district’s central office special education department staffing to evaluate and ensure that effective clerical, program, functional and administrative support are aligned with those of districts of comparable size and structure. The team will compare three to six similarly sized districts by using the Ed Data website or specific districts selected by the district, and will make recommenda- tions to improve efficiency and effectiveness. 5. Review the district’s implementation of Response to Intervention (RtI) and provide recommendations as needed. 6. Determine whether the district is over identifying students for special education services compared to statewide average, and make recommendations that will reduce over identification, if needed. This report contains the study team’s findings and recommendations. We appreciate the opportunity to serve you and we extend thanks to all the staff of the Lindsay Unified School District for their cooperation and assistance during fieldwork. Sincerely, Joel D. Montero Chief Executive Officer Fiscal crisis & ManageMent assistance teaM i TABLE OF CONTENTS Table of Contents About FCMAT .........................................................................................iii Introduction ............................................................................................1 Executive Summary ..............................................................................3 Findings and Recommendations .....................................................5 Program Delivery ...........................................................................................5 Fiscal Issues ....................................................................................................11 Staffing and Efficiencies .............................................................................15 Central Office .................................................................................................19 Response to Intervention ..........................................................................21 Identification Rate ........................................................................................23 Appendices ...........................................................................................25 Linsday Unified schooL district ii Fiscal crisis & ManageMent assistance teaM iii ABOUT FCMAT About FCMAT FCMAT’s primary mission is to assist California’s local K-14 educational agencies to identify, prevent, and resolve financial and data management challenges. FCMAT provides fiscal and data management assistance, professional development training, product development and other related school business and data services. FCMAT’s fiscal and management assistance services are used not just to help avert fiscal crisis, but to promote sound financial practices and efficient operations. FCMAT’s data management services are used to help local educational agencies (LEAs) meet state reporting responsibilities, improve data quality, and share information. FCMAT may be requested to provide fiscal crisis or management assistance by a school district, charter school, community college, county office of education, the state Superintendent of Public Instruction, or the Legislature. When a request or assignment is received, FCMAT assembles a study team that works closely with the local education agency to define the scope of work, conduct on-site fieldwork and provide a written report with findings and recommendations to help resolve issues, overcome challenges and plan for the future. Studies by Fiscal Year 90 80 70 60 50 40 30 20 10 0 92/93 93/94 94/95 95/96 96/97 97/98 98/99 99/00 00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10 10/11 11/12 Linsday Unified schooL district seidutS fo rebmuN FCMAT also develops and provides numerous publications, software tools, workshops and professional development opportunities to help local educational agencies operate more effec- tively and fulfill their fiscal oversight and data management responsibilities. The California School Information Services (CSIS) arm of FCMAT assists the California Department of Education with the implementation of the California Longitudinal Pupil Achievement Data System (CALPADS) and also maintains DataGate, the FCMAT/CSIS software LEAs use for CSIS services. FCMAT was created by Assembly Bill 1200 in 1992 to assist LEAs to meet and sustain their financial obligations. Assembly Bill 107 in 1997 charged FCMAT with responsi- bility for CSIS and its statewide data management work. Assembly Bill 1115 in 1999 codified CSIS’ mission. AB 1200 is also a statewide plan for county offices of education and school districts to work together locally to improve fiscal procedures and accountability standards. Assembly Bill 2756 (2004) provides specific responsibilities to FCMAT with regard to districts that have received emergency state loans. In January 2006, SB 430 (charter schools) and AB 1366 (community colleges) became law and expanded FCMAT’s services to those types of LEAs. iv ABOUT FCMAT Since 1992, FCMAT has been engaged to perform more than 1,000 reviews for LEAs, including school districts, county offices of education, charter schools and community colleges. The Kern County Superintendent of Schools is the administrative agent for FCMAT. The team is led by Joel D. Montero, Chief Executive Officer, with funding derived through appropriations in the state budget and a modest fee schedule for charges to requesting agencies. Fiscal crisis & ManageMent assistance teaM 1 INTRODUCTION Introduction Background The Lindsay Unified School District is located in Tulare County and serves 4,176 learners in kindergarten through 12th grade at nine schools. The district also serves approximately 181 special education learners in cooperation with the Tulare County Special Education Local Plan Area (SELPA). Lindsay Unified is one of 16 districts in the state that has developed a performance-based system, which is in its third year of implementation. In this system, learners work at their own perfor- mance level and advance when they have demonstrated proficiency of the required knowledge or skills. In August 2014, the district and the Fiscal Crisis and Management Assistance Team (FCMAT) entered into an agreement for a review of the district’s special education programs and services. Specifically, the agreement states that FCMAT will perform the following: 1. Conduct a comprehensive review of the special education delivery system for preschool through grade 12 and determine how the program can be more cost efficient. Review the learner center model. 2. Make recommendations to reduce the contributions from the unrestricted general fund while maintaining the quality of services and meeting legal requirements. 3. Evaluate the effectiveness of the staffing process for certificated staff and classroom aides, including class size ratios, and provide recommendations as needed. This will include all certificated staff such as teachers, speech, psychologists, adaptive physical education teachers, and occupational thera- pists. 4. Compare the district’s central office special education department staffing to evaluate and ensure that effective clerical, program, functional and admin- istrative support are aligned with those of districts of comparable size and structure. The team will compare three to six similarly sized districts by using the Ed Data website or specific districts selected by the district, and will make recommendations to improve efficiency and effectiveness. 5. Review the district’s implementation of Response to Intervention (RtI) and provide recommendations as needed. 6. Determine whether the district is over identifying students for special educa- tion services compared to statewide average, and make recommendations that will reduce over identification, if needed. Linsday Unified schooL district 2 INTRODUCTION Study and Report Guidelines FCMAT visited the district on October 21-23, 2014 to conduct interviews, collect data and review documents. This report is the result of those activities and is divided into the following sections: I. Executive Summary II. Program Delivery III. Fiscal Issues IV. Staffing and Efficiencies V. Central Office VI. Response to Intervention VII. Identification Rate VIII. Appendices In writing its reports, FCMAT uses the Associated Press Stylebook, a comprehensive guide to usage and accepted style that emphasizes conciseness and clarity. In addition, this guide empha- sizes plain language, discourages the use of jargon and capitalizes relatively few terms. For the purposes of this FCMAT study, students will be referred to as learners and teachers as learning facilitators per the district’s request. Study Team The study team was composed of the following members: William P. Gillaspie, Ed.D. Keith Butler, Ph.D.* FCMAT Deputy Administrative Officer Assistant Superintendent Sacramento, CA Coronado Unified School District Coronado, CA Leonel Martínez FCMAT Technical Writer Jackie Kirk-Martinez, Ed.D. Bakersfield, CA FCMAT Consultant Pismo Beach, CA Mariam Galvarin, Ed.D. FCMAT Consultant San Mateo, CA *As a member of this study team, this consultant was not representing his respective employer but was working solely as an independent contractor for FCMAT. Each team member reviewed the draft report to confirm accuracy and achieve consensus on the final recommendations. Fiscal crisis & ManageMent assistance teaM 3 EXECUTIVE SUMMARY Executive Summary The Lindsay Unified School District serves learners from preschool through 12th grade, operates a fee-based preschool program at the Washington Preschool Complex, and provides services to special-needs learners in an inclusive preschool. The district supports kindergarten through 12th grade learners with special needs in an inclusive setting using education specialists. Additionally, learners who need behavioral intervention are served at an intervention resource center and utilize mental health support services. Some autistic learners requiring additional services for behavior and social skills and other learners with health-related needs receive additional services through 1-to-1 behavior management technicians. Staff indicated that a continuum of services is lacking for For the purposes of moderate special-needs learners. The district should consider this FCMAT study, implementing a schedule of support and services to meet students will be the needs of these learners. FCMAT found that the staff has an inconsistent understanding of the definition, procedures, referred to as learners and policies of the performance-based system districtwide. and teachers as However, all staff embraced the system and indicated that it learning facilitators is a positive experience for learners. per the district’s The Special Education Department could not provide the request. requested budgetary data on increases in the special educa- tion budget for the 2011-12, 2012-13 and 2013-14 fiscal years. Some general categories of increased services were provided, but without specifics to determine whether these expenditures were warranted on an ongoing basis. In addition, the director could not provide a list of required special education services by learner that could be used to determine the total positions and materials necessary to meet learner needs or to adequately inform special education budgeting. The special education budget is developed using a rollover of prior year revenues and expendi- tures to provide the basis for each fiscal year, with the prior year’s budget serving as the founda- tion to develop the current-fiscal year budget. The district has no documentation of any evidence used to justify hiring decisions or budget adjustments based on the lack of a list of required special education services. There is no evidence that staffing ratios are consistently applied to all special education positions. The Business Services Department uses a FileMaker Pro program to track positions, but there is no indication that it uses a position control system that involves coordinated review and approval by the Special Education, Human Resources and Business Services departments. For the past three years, the district spent special education reserves to maintain programs. FCMAT evaluated the effectiveness of staffing for certificated employees and classroom aides, including class-size ratios. All behavior management services are written under supplemental support on the individualized education program (IEP). The district should consider utilizing the contracted speech and language pathologist only for caseload overage. The district does not track services and placement provided by Tulare County Office of Education for district-of-residence learners. The Special Education Department does not develop a formal projection spreadsheet of learners, staff, and caseload requirements for the following school year for the use of the Human Resources or Business Services departments. Formal communication is lacking between these three departments and the county office to increase Linsday Unified schooL district 4 EXECUTIVE SUMMARY understanding regarding billing, service levels, and how the county office staffs and funds the programs attended by district learners. The district and SELPA should develop a system to include regularly scheduled meetings with chief business officers and program directors countywide. The district sometimes receives infor- mation on the funding model that it does not understand. The SELPA should develop a system that is clear to all parties involved with the funding formula. Regarding instructional assistants, the district should develop and implement a formal evaluation to determine additional services (adult assistance) and include specific information on frequency and duration of service. The IEP should include an independence plan and transition or “fading” plan for support and regularly review the required additional support service. FCMAT reviewed the district’s central office Special Education Department staffing to ensure that effective clerical, program, functional and administrative support is aligned with that of districts of comparable size and structure. Staffing is appropriate in this area. The director of special education/student services has an excessive number of assigned duties. Because of this position’s many assigned duties, she does not have sufficient time to develop or monitor the special education budget. The director of special education/student services’ immediate super- visor should help the position prioritize duties and responsibilities. FCMAT reviewed the district’s implementation of Response to Intervention (RtI). Staff indi- cated that RtI is inconsistently implemented as it relates to the performance-based system and that the roles and responsibilities in the RtI model are not consistent districtwide. The district should define the staff’s roles and responsibilities in providing the RtI model districtwide as well as develop a districtwide data collection system and progress monitoring for the use of the RtI model in the performance-based system. FCMAT reviewed the number of district learners receiving special education services and found that Lindsay Unified has an identification rate of 5.1% compared to the average state rate of 10% to 12%. Fiscal crisis & ManageMent assistance teaM 5 PROGRAM DELIVERY Findings and Recommendations Program Delivery The federal Individuals with Disabilities Education Act (IDEA) ensures services to disabled children throughout the nation. IDEA governs how states and public agencies provide early interventions, special education and related services to all eligible infants, toddlers (preschoolers), children, and youth with disabilities up to age 22. Furthermore, each state must ensure that a free appropriate public education (FAPE) is available to any individual child with a disability who needs special education and related services even though the child has not failed or been retained in a course or grade For the purposes of and is advancing from grade level to grade level (34 CFR this FCMAT study, 300.101(c)). students will be A review of data and staff interviews indicate the Lindsay referred to as learners Unified School District provides special education services to learners from preschool age through the 12th grade. and teachers as learning facilitators Infants and toddlers with disabilities (birth to age three) and their families receive early intervention services under per the district’s the Individuals with Disabilities Education Improvement request. Act of 2004 Part C. Final regulations governing the Early Intervention Program for Infants and Toddlers with Disabilities were published on September 28, 2011, in the Federal Register. These regulations became effective on October 28, 2011. Since the enactment of the original legislation of IDEA in 1975, children and youth (ages three to 22) receive special education and related services under Part B of IDEA. IDEA requires that children who receive early intervening services and participate in a preschool program that receives funds under Part B or another appropriate service “experience a smooth and effective transition to those preschool programs.” In California, a child receiving services under Part C and eligible for services under Part B must have an individualized education program (IEP) created and implemented by the time the child turns three years old. Preschool Program The district provides early intervention services and transition planning and operates a fee-based preschool program at the Washington Preschool Complex adjacent to Washington Elementary School. The preschool transition planning, intake, and assessment office is located at the Washington Preschool Complex. The preschool program is divided into a morning session from 8 a.m. to 11 a.m. and an afternoon session from noon to 3 p.m. and serves eight disabled learners. The preschool director and facilitators provide services to preschoolers in partnership with the Central California Diagnostic Center. The collaborative and consultative partnership with this center serves autistic learners in the general education setting. Additionally, the district has established a preschool team including diagnostic center members, a school psychologist, an occupational therapist (OT), a speech and language pathologist (SLP), a physical therapist, a transition specialist/education specialist, a preschool learning facilitator, a behavior management technician, and a paraprofessional. This team serves up to 15 learners with and without identified disabilities per session for a total of up to 30 learners in accordance with each learner’s IEP. Linsday Unified schooL district 6 PROGRAM DELIVERY The district model and delivery of early intervening services has helped the learners transition smoothly and receive a free appropriate public education. The following table, from the California Department of Education (2012) indicates that the district has met the transition goal from Part C to Part B of the IDEA. Part C to Part B Transition: 2012–13 District Level Special Education Annual Performance Report Measure No. Children On Time On Time Parental Consent Percent On Referred from Part C Target Met Target Ineligible Eligible Refusal Time Eligible by Their 3rd Birthday 407 0 402 * 100.0% 100% Yes Data Source: June 2013 CASEMIS Submission Items SELPA_code, Birth Date, Referral Date, Parental Consent, Initial Evaluation Date, Plan Type and Last IEP Date. Retrieved from www.cde. gov, October 12, 2014. Calculation: Students On Time Eligible / (Children Referred – On Time Ineligible – Parental Consent Refused) * 100 Kindergarten through Eighth Grade Programs State and federal laws require every learner to have the opportunity to be educated in general education with his or her nondisabled peers, also known as the least restrictive environment, to the greatest extent possible. Compliance with this mandate is measured by the percentage of time a learner is removed from the general education classroom and placed in a special education setting. Since 2011, the district has been a performance-based system (PBS), which focuses on the indi- vidual learner’s level of learning. The district reason for choosing PBS is as follows: …because the traditional educational system was failing far too many learners. There are many reasons for the failure, but one crucial aspect is related to the fact that many students do not take ownership of their learning and/or fully engage in the educational system. Our learners must be ready to compete in a global society when they graduate from LUSD. The performance-based approach is designed to meet all the needs of our learners through rigor, relationships, relevance, and helping learners to take responsi- bility for their own learning. We need to ensure that our learners, staff, parents, and community understand what is expected of our learners at each content level and the criteria to achieve proficiency on each standard at each level. We are creating a system in which the students partner with their teachers to reach that proficiency. (LUSD Comprehensive Manual (Draft), P.19) According to PBS, special needs learners attend general education classes with their nondisabled peers to the maximum extent appropriate. This aligns with the California Education Code Section 56364.2, “In providing or arranging for the provision of activities, each public agency shall ensure that each [student] participates in those activities with nondisabled students to the maximum extent appropriate to the needs of the [student with a disability], including nonaca- demic and extracurricular services and activities...” The district staff could not explain how, when, and why the district implemented PBS, and staff members had an inconsistent understanding of the definition, procedures, and policies of PBS districtwide. Fiscal crisis & ManageMent assistance teaM 7 PROGRAM DELIVERY In partnership with the Tulare County Office of Education, the district provides a specialized program, Intervention Resource Center, at Lincoln Elementary school for elementary learners requiring intensive behavioral health intervention. The learners participate in general education classes as appropriate. The county office assigns the education specialist, and the district provides the facility and related services in accordance with each learner’s IEP. The following positions and models provide related services: • A school psychologist • A speech and language pathologist • A behaviorist, occupational therapist • An adaptive physical education specialist via consultation • A direct model • A “push-in” model where the related service provider attends the general education setting and provides instruction alongside the general education facilitator • A “pull-out” where the special needs learner may receive services in a separate classroom at the school site. Additionally, the district in partnership with the county office operates a self-contained special day class at Reagan Elementary School for learners with moderate to severe disabilities. Secondary Programs (Ninth through 12th grade) Since the district operates a PBS, learners continue their education from the elementary to the secondary level based on their individual needs at Lindsay High School or John J. Cairns Continuation High School. Special needs learners attend general education classes and receive related support services as indicated in their IEPs from the school psychologist, speech and language pathologist, behaviorist, occupational therapist, and adaptive physical education specialist via consultation, direct service model, “push-in” model where the provider attends the general education setting and provides instruction alongside the general education facilitator, or “pull-out” model in which the learner with special needs may receive services in a separate classroom at the school site. In partnership with the county office, the district also operates a self-contained classroom program, the Green Zone Project, for learners who need a smaller learning environment with mental health support. The county office provides the education specialist, rehabilitation thera- pist, and behavior intervention specialist. The district provides the school psychologist, behavior management therapist, speech and language pathologist and other service providers required by each learner’s IEP. Staff reported the district does not offer a program for learners with moderate to severe disabilities. Special needs learners at the John J. Cairns Continuation High School receive “push-in” model services from the education specialist and school psychologist in the least restrictive educational environment. The U.S. Department of Education, Office of Special Education Programs has provided the California Department of Education (CDE) – Special Education Division with guidance and instructions on developing calculations to measure progress toward meeting the least-restric- tive-environment provision of IDEA. Targets and corresponding benchmarks have been estab- lished in the State Performance Plan for IDEA 2004 with the following three measures: Linsday Unified schooL district 8 PROGRAM DELIVERY A. Inside the regular class 80% or more of the day B. Inside the regular class less than 40% of the day C. In separate schools, residential facilities, or homebound/hospital placement The following table from the California Department of Education (2012) indicates that the district has not met the least-restrictive-environment goals of measure B. Special needs learners ages six through 22 spend more time in specialized classrooms apart from their nondisabled peers. Least Restrictive Environment: 2012–13 District Level Special Education Annual Performance Report Measure Total No. of Learners Percent of Learners in No. of Learners in Target Measure receiving Special environment receiving Target Met the environment This Year Education (Age 6-22) Special Education A. >80% 133 82.1% >76% Yes B. <40% 162 19 11.7% <9% No C. Separate Schools 10 6.2% <3.8% No Data Source: December 2012 CASEMIS Submission Items District of Accountability, Age, and a compiled data field consisting of unduplicated Federal School Setting and Percent in Regular Class. Retrieved from www.cde.gov, October 12, 2014. NOTE: Separate Schools includes Students in Separate Schools, Residential Facilities and Homebound/ Hospital. It does not include students in Correctional Facilities or those that are Parentally Placed in Private School. Transition Program (18-22) As a continuum of services, when a learner with an IEP reaches age 16 and above, the IEP team must include all eight coordinated, measurable, annual IEP goals and transition services that will reasonably help the learner achieve the appropriate postsecondary goals. The transition program is the program category for special needs learners who are transitioning from high school to either a postsecondary education and/or an adult life. Learners who are not on diploma track may continue schooling up to age 22 and learn independent living and job readiness skills. The district does not operate a transition program for learners who are between ages 18 and 22 and are not on the diploma track. District staff indicated these learners often attend the county office transition programs. The table below from the California Department of Education (2012) indicates that the district has not met the postsecondary-transition goals and services. Fiscal crisis & ManageMent assistance teaM 9 PROGRAM DELIVERY Secondary Transition Goals and Services: 2012–13 District Level Special Education Annual Performance Report Measure Total No. of Learners No. with Post-secondary Percent of learners with Postsecondary Target Reviewed for Transition Target Goals and Transition Services Goals and Transition Services Met Services 52 49 94.2% 100% No Data Source: June 2013 CASEMIS Submission Items District of Accountability, Age, Transition Service Goals 1 through 8 Calculation: Students with “Yes” Responses in Goals 1 through 8/Number of Students 16 or older * 100. Retrieved from www.cde.gov, October 12, 2014. Learning Center Model A learning center through a general education definition is characterized as a designated class- room that provides learners with opportunities to complete a project or learn about a subject in more depth. The center is filled with materials such as manipulatives, books, and other instruc- tional materials. Learners are assigned to this center to receive help in core subjects when it is needed, and they are encouraged to work independently or in small groups. Facilitators spend time with learners either individually or in small groups, helping them learn lessons in their own way and style (Learning Center, retrieved from http://www.scholastic.com/teachers/article/ new-approach-learning-centers, October 12, 2014). Staff indicated they do not operate based on the learning center model. However, if a learner requires individual instruction, the facilitator meets with him or her individually or in a small group to reteach a lesson or complete a project. Staff have an inconsistent understanding of a learning center model. More information on this model is attached as Appendix B to this report. Recommendations The district should: 1. Continue the current process for learners who are transitioning from Part C to Part B. 2. Continue the partnership with the Central California Diagnostic Center for autistic learners in the general education setting. 3. Consider implementing a schedule of support and services for learners with moderate special needs. 4. Provide clear definitions, procedures, and policies on how PBS is imple- mented districtwide. 5. Clarify the definition of “learning center model” to all staff and determine if the district consistently uses the model. 6. Consider providing services for the moderate to severe population either in addition to the county office or return the learners to the district and provide a class. Linsday Unified schooL district 10 PROGRAM DELIVERY Fiscal crisis & ManageMent assistance teaM 11 FISCAL ISSUES Fiscal Issues The special education director could not provide requested budgetary data regarding increases in the special education budget for the years 2011-12, 2012-13 and 2013-14. Some general categories of increased services were available, but without the specifics necessary to determine if expenditures were warranted on an ongoing basis. In addition, the special education director could not provide a list of required special education services by learner, which could be used to determine the total positions and materials necessary to meet learner needs or adequately inform special education budgeting. The district develops the special education budget each year on a rollover basis, with the prior year budget serving as the foundation of the current year budget. Based on the lack of a list of required special education services, the district has no documentation or evidence to justify hiring decisions or budget adjustments. There is no indication that staffing ratios are consistently applied to all special education positions. Business Services has a FileMaker program that is used to track positions, but there is no evidence that a position control system is used that involves coordinated review and approval by the Special Education, Human Resources and Business Services departments. For several years, the district spent special education reserves to maintain programs. To under- stand the true contribution to special education through the years, the calculation must include the reduction of reserves. Consideration of this factor results in the following data: Source: Lindsay USD Actual Actual Actual Budget Goals 5000-5999 2011-12 2012-13 2013-14 2014-15 TOTAL REVENUE $2,058,007 $1,963,059 $1,971,906 $2,002,421 TOTAL EXPENDITURES $2,406,281 $2,196,239 $2,561,120 $2,420,606 Special Education operating deficit $(348,274) $(233,180) $(589,214) $(418,185) Operating deficit as a % of expenditures 14.5% 10.6% 23.0% 17.3% For the 2014-15 budget, the district reallocated positions between special education and student services. A significant portion of the salaries and benefits of the special education director, office manager and district psychologists, totaling $256,631, was transferred from the special education to the student services budget. Returning these costs to the special education budget to provide directly comparable data would result in the following data: Source: Lindsay USD Actual Actual Actual Budget Goals 5000-5999 2011-12 2012-13 2013-14 2014-15 TOTAL REVENUE $2,058,007 $1,963,059 $1,971,906 $2,002,421 TOTAL EXPENDITURES $2,406,281 $2,196,239 $2,561,120 $2,420,606 Special Education operating deficit $(348,274) $(233,179) $(589,215) $(418,185) Adjustment--adding reallocated Student Services Costs $256,631 Recalculated SE operating deficit $(348,274) $(233,180) $(589,214) $(674,816) Operating deficit as a % of expenditures 14.5% 10.6% 23.0% 27.9% Linsday Unified schooL district 12 FISCAL ISSUES Comparable data shows that the special education operating deficit is growing significantly. Reallocating special education expenses to student services is appropriate under the district method of operation. Therefore, the $418,185 operating deficit in 2014-15 will be the contribu- tion from the general fund to special education. Additionally, the budget does not include special education transportation costs. The district receives no resource 7240, severely disabled/occupational impaired (SD/OI) apportionment funding blended into its Local Control Funding Formula (LCFF) entitlement. Lindsay Unified contracts with Visalia Unified for general education and special education transportation for learners. However, it should request that Visalia Unified provide an accounting on the actual costs of the special education transportation component and add this to its calculation of contri- bution from the general fund for an accurate contribution percentage. Although the county office receives approximately $1.80 million in resource 7240, SD/OI apportionment funding as part of its LCFF entitlement, it does not provide Lindsay Unified with special education transportation services. The situation appears the same for almost all SELPA member districts. The district also lacks knowledge of the calculations behind the “ off-the-top” funding model, the allocation of educational related mental health services (ERMS)/mental health/behavioral health funding, and the SELPA allocation of special education preschool funding. Staff interviews indicated the SELPA finance committee does not have an active role in reviewing SELPA fiscal information or providing significant input or recommendations to the SELPA superintendents’ committee. The special education director and the Business Services Department confirmed that special education has no costs related to legal issues, due process, or nonpublic schools. These are indica- tors that the district meets the special education needs of its learners and their parents. However, complete lack of costs in these areas could also indicate that the district provides a greater level of service than can be sustained with current resources. Through the local education agency (LEA) billing option, a district may submit claims to Medi-Cal for covered services to eligible children who are enrolled in special education programs. This allows school districts and/or county offices to receive federal funds to help pay for health-related special education and related services. A district can include psychologists, speech therapists, nurses, health aides, transportation, wheelchair buses, behavior specialists and mental health specialists in Medi-Cal billing. A review of the Medi-Cal documents provided did not determine whether Medi-Cal LEA billing is maximized by using all eligible personnel to generate revenues for special education costs. Recommendations The district should: 1. Ensure the special education director has a recordkeeping system that lists each learner requiring special education service, including the specific IEP-related resources (services and equipment) for each learner and the sunset date for each resource. These resources should then be compiled into specific budgetary needs for special education. Fiscal crisis & ManageMent assistance teaM 13 FISCAL ISSUES 2. Assign the special education director and chief business official (CBO) to build a budget using a zero-based approach, with justifications for services tied to IEPs and mutually agreed staffing ratios. Budget changes throughout the year should be made as services are no longer needed or are added. The special education director, executive human resources director and CBO should perform regular, coordinated reviews of positions throughout the year. 3. Assign the CBO to blend all special education costs to understand the true general fund contribution to special education, including transportation. The district should also recognize that deficit spending in the Special Education Department, leading to a reduction in reserves, is also a contribution to special education. 4. Request the SELPA member district CBOs to initiate a monthly finance steering committee meeting with the SELPA business specialist at the entity’s office. The committee should then report the information from those meet- ings to all member district CBOs. The finance steering committee should also require its input on SELPA finance matters to be conveyed to the SELPA superintendent’s committee. 5. Ensure that the district superintendent and CBO regularly verify that the costs of the district special education program are justifiable compared to other districts. This is especially important given the fact that there are no special education legal costs, due process costs, or nonpublic school costs. 6. Work with the contracting LEA vendors billing agency to ensure revenues are maximized. To support those efforts, the district should consider using incentives to enhance billing such as providing through the revenues testing protocols, conference attendance, etc. Linsday Unified schooL district 14 FISCAL ISSUES Fiscal crisis & ManageMent assistance teaM 15 STAFFING AND EFFICIENCIES Staffing and Efficiencies Instructional Support Programs/Resource Specialist Programs The district defines education specialists as facilitators for learners with and without special needs. Staff reported these specialists work primarily in the general education classroom and support in a pull-out model, as needed. Education specialists monitor progress through PBS, and the district provides services through specialized academic instruction. The 8.64 full-time equivalent (FTE) education specialists’ caseload identifies 167 learners with IEPs, an average ratio of 1-to-19.3. The district model of instructional support program (ISP) includes no caseload requirements. However, if this service takes the place of a resource program, the maximum caseload for district resource specialists is 28 learners according to Education Code (EC 56362(c)). District data in the following table indicates that it has an average caseload of 19.3 learners or 8.7 less than the maximum allowed by Education Code. If the district staffed ISP/RSP positions according to the statutory maximum, it could decrease staffing by approximately 2.68 FTE. Program No. of FTE Caseload Average Caseload ISP 8.64 167 1:19.3 Special Education Learning Facilitator Assistants Documents indicate the district has a 3-hour special education teacher assistant and a 4-hour teacher assistant. Both assistants support learners with IEPs at the high school, primarily in general education. A general guide for special education teacher assistants is one 6-hour assistant position for every special education learning facilitator. The district employs 1.38 FTE special education teaching assistants; however, under the RSP model, the district could need an addi- tional 4.58 6-hour assistants. Behavior Management Technicians The district employs behavior management technicians who have specialized training to support behaviors usually specific to learners on the autism spectrum. These technicians also serve learners who need specialized toileting and feeding procedures and those with emotional behavioral problems. The district has nine 6.5-hour behavior management technicians and one 3.5-hour technician, and one 3-hour technician. The salary is approximately $18.01 per hour for 3.5 hour per day staff, while a teacher assistant is paid approximately $15.01 per hour for 3.5 hours per day. Although documents indicated the behavior management technicians do not exclusively serve learners using a 1-to-1 ratio, the 11 employees serve approximately 38 learners with a ratio ranging from 1-to-1 to 1-to-10, which is approximately 21% of the total special education popu- lation. All behavior management technician services are written under supplemental support and not under a direct service (Guidelines for special circumstance instructional assistance are attached as Appendix C to this report). Linsday Unified schooL district 16 STAFFING AND EFFICIENCIES Psychologists The district employs three FTE psychologists for special education and general education learners. In addition to performing initial and triennial assessments, the psychologists provide behavioral support for all learners as well as supervising and training behavior management tech- nicians. School Services of California (SSC) recommends a ratio of 1,466 learners per psychol- ogist. The following table shows the district’s school psychologist staffing ratio compared to the statewide average indicated by CalEdFacts (www.cde.ca.gov/re/pn/fp), a compilation of statewide data. Based on the information in Data Quest, the district had 4,130 learners in the 2013-14 school year for a psychologist to learner ratio of 1-to-1,376. No. of SSC Guideline for Learners District Caseload Program Caseload FTE per Psychologist Average Psychologist 3 4,130 1,466 1,376 Source: Data Quest and District Data Speech and Language Therapists The district-employed speech and language therapist serves 45 learners from preschool through high school. The speech therapist provides services to preschool learners and five high school age learners. A contracted speech and language therapist serves 15 additional learners. The contract indicates an agreement for $37,800 worth of services for the 2014-2015 school year. The district speech provider could serve most of the learners who receive services from the private provider. Although the district employee also serves the preschool, the number of learners does not warrant a significant caseload size reduction. The district should determine the efficiency of the caseloads. District Total FTE- District Average Ed Code Maximum Provider to-Caseload Ratio Caseload Ratio FTE to Caseload Ratio Speech and Language without 1-to-45 46 1-to-55 (1 to 40 preschool) private provider Speech and Language with 1.4-to-60 42.8 1 to 55 (1 to 40 preschool) private provider Source: California Education Code 56363.3 and district data Interpreters for the Deaf The cost of interpretation for the deaf continues to increase, and the district is one of the most affected in the area. Eight district interpreters serve nine learners, and when these employees are absent, the district contacts an agency for a substitute. The cost for contracted services is greater than the hourly pay of an employee. The table below compares local districts that employ inter- preters. Fiscal crisis & ManageMent assistance teaM 17 STAFFING AND EFFICIENCIES Interpreter Cost Comparison District 2011-12 2012-13 2013-14 Burton 48,217 56,970 69,145 Dinuba 80,803 85,763 12,561 Exeter 115,268 44,351 6,000 Lindsay 214,723 342,112 401,982 Pixley - - 25,500 Porterville 220,175 291,367 357,513 Terra Belle 25,673 - - Tulare City 150,693 131,936 146,562 Tulare High 54,374 45,449 66,625 Visalia 324,424 295,858 336,299 Woodville 56,700 52,200 54,708 Total 1,291,050 1,346,006 1,476,895 Process The district does not track placements and services provided by the county office for district of residence learners. Knowing the placement and services of every district learner with an IEP is the only way to accurately project costs. District office staff indicated that the Special Education, Business Services, Human Resources and Curriculum and Instruction departments do not have formal meetings. The purpose of these meetings is to educate the cabinet on special education services and needs, additions or decreases in staff and SELPA updates. The Special Education Department does not provide the other departments with a formal projection spreadsheet of learners, staff, and caseload requirements for the following school year. The special education director prepares a list of staffing, while the Human Resources Department rolls over the staffing for the following year. Contracts are developed and continued from year to year without requiring budget accountability. The district expends more than $100,000 per year in special education service contracts developed for related services such as physical therapy, occupational therapy, speech and language therapy and substitute interpretation for the deaf. Only one of those contracts falls under nonpublic agency (NPA). An agency is required to be on the state-approved list to be an NPA, ensuring that it meets certain criteria including those pertaining to staffing credentials and insurance. When a district determines it does not have the appropriate educational placement or related service for a specific learner or cannot hire staff to provide related services to district learners, it may contract with a nonpublic school (NPS) or NPA. The county office SELPA assists with this process by providing NPS and NPA contracts and negotiating rates for its member districts. Linsday Unified schooL district 18 STAFFING AND EFFICIENCIES Recommendations The district should: 1. Continue using the current psychologist-to-learner ratio. 2. Reduce education specialist FTEs by 2.5 to three or fund this number of positions through the general fund. This reduction (2.5 FTE) from the special education budget could result in a savings of approximately $182,068 including salary and benefits. 3. Continue to evaluate service delivery. 4. Consider using only teacher assistant positions, with job description to include toileting and serving any special-needs learner. This could result in a cost savings of at least $110,000 including salary and benefits 5. Develop and implement a formal evaluation to determine additional services (adult assistance) and include specific information for frequency and duration of service. The IEP should include an independence place and a transition or “fading” plan for support. Required additional support service should be regularly reviewed. 6. Utilize the contracted speech and language pathologist only for overage of caseload for potential savings of at least $18,000 per year (three hours per month x 10 learners x 10 months x $600 = $18,000, excluding assessment hours and IEP meetings, etc.) The district should consider contracting when needed with a local nonpublic agency certified by the California Department of Education. 7. Consider maximizing speech therapist caseloads to the levels included in the Tulare County SELPA handbook, which is an average of 55. 8. Develop a tracking process of DOR learners receiving services through the county office to ensure fiscal accuracy and need. The director of special educa- tion should review placement and services with the county office administra- tion at least quarterly, and documentation of estimated and projected costs should be provided to the CBO quarterly. 9. Develop a process and spreadsheet for annual projections and caseloads and provide it to the HR and Business departments. Schedule monthly or quar- terly meetings with Human Resources, Business and Special Education to ensure that staffing information aligns among all three departments. 10. Consider contracting with NPAs for related services for cost effectiveness and more defensible legal coverage as certified through CDE. Fiscal crisis & ManageMent assistance teaM 19 CENTRAL OFFICE Central Office The district director of special education is also the director of special projects/student services. This year, half the position was funded from the special education budget and half from the general education budget. This director is responsible for learners age three to 22 who are eligible to receive special education supports and services. Included in the position’s responsibilities is the following: • The hiring and evaluation of special education staff • Program development • Curriculum support • Professional development • Caseload monitoring • Compliance • Budget management • Parent communication This director is also responsible for general education duties such as truancy, the School Attendance Review Board, suspensions and expulsions, safety plans, grant writing and imple- menting grants. The administrator for human resources evaluates the director. The director has a clerical assistant who also works a split position, assisting the director in special education and performing general education duties. The chart below compares similar district office Student Services and Special Education Department staffing allocations. The clerical staffing indicates that the Lindsay Unified clerical position is less than the compared districts. The clerical assistant is not responsible for tracking budgets or the California Special Education Management Information System (CASEMIS). CASEMIS and budgeting is a significant task; therefore, this may be the rationale for the difference in FTE. The district may want to clarify responsibilities and determine workload. Unified District Dec. 1, 2013 Director/ School Program Clerical Enrollment % Minority % ELL special ed Coordinator District Specialist DOR Part time Lindsay .59 .50 4176 94.2 28.4 205 through SELPA Cutler- Part time 1.0 1.0 4133 98.5 48.2 222 Orosi through SELPA Asst. Supt. Student Duarte 1.0 1.0 4247 91.4 23.6 540 Services 1.0 Coalinga- 1.0 1.0 1.0 4355 88.3 44.8 387 Huron Bassett 1.0 1.0 2.0 4138 98.5 33.8 627 Data from Ed Data 2013-14, Data Quest Dec. 1, 2013 DOR, Direct District contacts Linsday Unified schooL district 20 CENTRAL OFFICE Recommendations The district should: 1. Consider dividing coordinated responsibility for general education functions between the Curriculum and Special Education departments. 2. Consider assigning Educational Services to evaluate the director of student services. 3. Consider prioritizing responsibilities to allow time for the director and assis- tant to develop and monitor the special education budgets and increase their knowledge of CASEMIS information. Fiscal crisis & ManageMent assistance teaM 21 RESPONSE TO INTERVENTION Response to Intervention Response to Intervention (RtI) is a function of general education not special education. A comprehensive RtI integrates available resources from general education, special education and other areas into a comprehensive system of core subject instruction and interventions to assist every learner (Core Components-RtI2, retrieved from www.cde.ca.gov, October 21, 2014). The process for identifying learners at risk of failure starts with holding a student study team meeting to discuss the learner’s needs. Student study teams (SSTs) are a schoolwide approach to early identification and interventions. The team members include the learner when appropriate, parents, learning facilitators, and the site administrator. Together, they identify the learner’s strengths and weaknesses and develop an improvement plan that documents how to implement interventions and collect data on the learner’s performance. As part of a regular school process, the SST uses a practical improvement plan that all team members agree to follow. The team schedules follow-up meetings to provide continuous research-based strategies and approaches to increase the learner’s academic, social, and behavioral experience in school. Staff indicated that SSTs are not implemented at all district sites because of the implementa- tion of PBS. They also reported that all site administrators have been trained in RtI and PBS; however, the site administrators lack a specific direction on how to use the RtI model. RtI is not implemented at all sites, and implementation at the elementary and middle schools is not consis- tent. At some sites, the education specialists utilize a “push-in” or “pull-out” model to provide services to at-risk learners during the intervention period. Since the district is implementing PBS, education specialists should provide interventions to at-risk learners at their level of need and provide interventions based on the RtI model. This school year, the district will implement the Common Core State Standards at K-8 levels. According to the document titled “Superintendent and Governing Board Goals and Priorities for 2014/2015),” the goal is as follows: Complete the full transition to the Common Core State Standards (CCSS) through the implementation of the Performance Based System. Further develop the commitment of all staff in building the Performance Based System by embracing the Strategic Design. RtI is not implemented at the high-school level, and schools do not use a method of universal screening. Most schools focus on an individual learning plan or PBS. District staff indicated that RtI is implemented inconsistently as it relates to PBS. The district does not have an RtI leadership team or PBS leadership team at the district level to guide the implementation of the PBS and RtI districtwide. There is no consistent model of RtI, with each school providing its own version or model. Staff members reported that their roles and responsi- bilities in the RtI model and PBS are also inconsistent. At some sites, the education specialists are intervention specialists and are trained in the Development Reading Assessment (DRA), Science Research Assessment (SRA) reading labs and Read 180 systems, and they are expected to imple- ment these materials during the intervention period and collect data by charting learner progress. At some sites, education specialists and aides attend core subjects for the “push-in” model. They sometimes work with a small group of higher-needs learners outside the class. Linsday Unified schooL district 22 RESPONSE TO INTERVENTION Data collection and progress monitoring are also inconsistent in the RtI model and PBS districtwide. The district implements PBS but not RtI at all sites and provides interventions to learners based on their needs. It also follows learner progress through the Web-based system Educate and develops a plan to help learners advance once they show progress. Additional information on RtI is attached as Appendix A to this report. Recommendations The district should: 1. Develop a districtwide consistent SST process to identify learners who need intervention. 2. Develop a districtwide definition, procedures, and policies for the RtI model, and clarify how RtI is included in the performance-based system. 3. Consider establishing a PBS leadership team. 4. Consider finalizing the comprehensive manual (draft) and distribute to all staff. 5. Train staff at least once a year in PBS and how RtI is included in this system. 6. Define the roles and responsibilities of staff in providing interventions/RtI model districtwide. 7. Provide and require districtwide data collection system and progress moni- toring as it relates to RtI within the PBS system. Fiscal crisis & ManageMent assistance teaM 23 IDENTIFICATION RATE Identification Rate Federal Law Has 13 Disability Classifications To be eligible for special education services under federal law, students must have a primary disability that falls into one of the 13 categories. Districts are required to educate all students by first providing all services and supports through general education. Overall, 10 percent of California students have disabilities affecting their education, and districts make efforts to keep their identification rates at or below that average. The district provided the information in the chart below without specific data on district of residence, which alters the percentages. However, this information and data from the California Special Education Management Information System (CASEMIS) indicate that the district of service identification rate is 5.1%, which is low compared to the average state rate of 10% to 12%. The identification rate in the specific area of intellectual disability is at 17.3% according to district of service data for 2013, with a state average rate of 6.2%. Although the overall identification rate is lower than the state average rate, there is no formal or consistent process for intervention meetings such as SST procedures as it relates to RtI tiers with data collection within the PBS. District District of Service of Residence County DOR State 12-1-2013- 12-1-2013 - 168 10-1-2014 - 245 12-1-2013- 6,818 705,279 Intellectual Disability 17.3 25.3 19.9 6.2 Hard of Hearing 2.4 1.6 2.2 1.5 Deaf 4.2 3.3 0.7 0.5 Speech or Language 8.3 6.9 14.6 22.8 Visual Impairment 0.6 0.4 0.6 0.6 Emotional Disturbance 4.8 2.4 2.3 3.5 Orthopedic Impairment 1.8 2.0 1.0 1.8 Other Health Impaired 4.2 13.1 10.0 10.1 Specific Learning Disability 43.4 29.4 39.4 40.0 Deaf/Blindness 0 0 0 0 Multiple Disability 0.6 0.4 0 0.9 Autism 11.3 11.0 8.5 12.0 Traumatic Brain Injury 0.6 0.4 0.5 0.3 CASEMIS REPORT Dec. 1, 2013 and district provided data Recommendations The district should: 1. Continue to provide an early intervening service delivery model throughout the district. Linsday Unified schooL district 24 IDENTIFICATION RATE 2. Research and determine the pathology of intellectual disability category identification. 3. Develop an SST handbook and authentic data collection to determine the next steps in RtI in the PBS and help with early interventions. Fiscal crisis & ManageMent assistance teaM 2255 APPENDDRICAEFST Appendices A: Response to Intervention B: Learning Center Model C: Guidelines for Special Circumstance Instructional Aides D: Study Agreement Linsday Unified schooL district 2266 DARPPAEFNTDICES Fiscal crisis & ManageMent assistance teaM 2277 APPENDDRICAEFST Appendix A - Response to Intervention There is no consistent protocol in place for Response to Intervention in the district. The California Department of Education (CDE) is coining the term Response to Intervention (RtI2) to define a general education approach of high-­‐quality instruction and early intervention, prevention, and behavioral strategies. RtI2 offers a way to eliminate the achievement gap through a school-­‐wide process that provides assistance to every student, both high-­‐achieving and struggling learners. It is a process that utilizes all resources in a school and school district in a collaborative manner to create a single, well-­‐integrated system of instruction and interventions informed by student outcome data. RtI2 is fully aligned with the research on the effectiveness of early intervention and the recommendations of the California P-­‐16 Council. Access, culture and climate, expectations, and strategies are the council’s themes. On November 14, 2008, the California Department of Education issued the following information regarding RtI2 as guidance to our schools in California: Definition Response to Instruction and Intervention (RtI2) is a systematic, data-­‐driven approach to instruction that benefits every student. California has expanded the notion of RtI2 to communicate the full spectrum of instruction, from general core to supplemental or intensive, to meet the academic and behavioral needs of students. RtI2 integrates resources from general education, categorical programs, and special education through a comprehensive system of core instruction and interventions to benefit every student. Core Components A cohesive RtI2 process integrates resources from general education, categorical programs, and special education into a comprehensive system of core instruction and interventions to benefit every student. The following core components are critical to the full implementation of a strong RtI2 process: 1. High-­‐quality classroom instruction. Students receive high-­‐quality and culturally relevant, standards-­‐based instruction in their classroom setting by highly qualified teachers. 2. Research-­‐based instruction. The instruction that is provided within the classroom is culturally responsive and has been demonstrated to be effective through scientific research. Linsday Unified schooL district 2288 DARPPAEFNTDICES 3. Universal screening. School staff assesses all students to determine students’ needs. On the basis of collected data, school staff members determine which students require close progress monitoring, differentiated instruction, additional targeted assessment, a specific research-­‐based intervention, or acceleration. 4. Continuous classroom progress monitoring. The classroom performance of all students is monitored continually within the classroom. In this way, teachers can identify those learners who need more depth and complexity in daily work and those who are not meeting benchmarks or other expected standards and adjust instruction accordingly. 5. Research-­‐based interventions. When monitoring data indicate a student’s lack of progress, an appropriate research-­‐based intervention is implemented. The interventions are designed to increase the intensity of the students’ instructional experience. 6. Progress monitoring during instruction and interventions. School staff members use progress monitoring data to determine the effectiveness of the acceleration or intervention and make any modifications, as needed. Carefully defined data is collected on a frequent basis to provide a cumulative record of the students’ progress, acceleration, and/or response to instruction and intervention. 7. Fidelity of program implementation. Student success in the RtI2 model requires fidelity of implementation in the delivery of content and instructional strategies specific to the learning and/or behavioral needs of the student. 8. Staff development and collaboration. All school staff members are trained in assessments, data analysis, programs, and research-­‐based instructional practices and strategies. Site grade-­‐level or interdisciplinary teams use a collaborative approach to analyze student data and work together in the development, implementation, and monitoring of the intervention process. 9. Parent involvement. The active participation of parents at all stages of the process is essential to improving the educational outcomes of their students. Parents are kept informed of the progress of their students in their native language or other mode of communication, and their input is valued in making appropriate decisions. 10. Specific learning disability determination. The RtI2 approach may be one component of the process for determining a specific learning disability as addressed in the IDEA of 2004 statute and regulations. As part of determining eligibility, the data from the RtI2 process Fiscal crisis & ManageMent assistance teaM 2299 APPENDDRICAEFST may be used to ensure that a student has received research-­‐based instruction and interventions. RtI2 is to be used in schools in the following three ways: 1. Prevention. All students are screened to determine their level of performance in relation to grade-­‐level benchmarks, standards, and potential indicators of academic and behavioral difficulties. Rather than wait for students to fail, schools provide research-­‐ based instruction within general education. 2. Intervention. Based on frequent progress monitoring, interventions are provided for general education students not progressing at a rate or level of achievement commensurate with their peers. These students are then selected to receive more intense interventions. 3. Component of specific learning disability (SLD) determination. The RtI2 approach can be one component of SLD determination as addressed in the Individuals with Disabilities Education Act (IDEA) 2004 statute and regulations. The data from the RtI2 process may be used to demonstrate that a student has received research-­‐based instruction and interventions as part of the eligibility determination process. Figure 1 Tier I. Benchmark: Screening and Targeted Instruction In Tier I, the focus is on a core instructional program that uses a scientifically validated curriculum with all students in the general education classroom. During the course of Linsday Unified schooL district 3300 DARPPAEFNTDICES instruction, the school uses universal screening measures to identify each student’s level of proficiency in key academic areas. The screening data is organized to enable the review of both group and individual performance on critical measures. Instruction is differentiated in response to this data for small groups and individual students. Students who continue to lag behind their peers despite the provision of targeted instruction may receive additional Tier I instruction or may be considered for more intensive interventions at Tier II. Tier II. Strategic: Targeted Short-­‐term Interventions In Tier II, supplemental instruction is provided to those students who exhibit a poor response to the targeted instruction provided through Tier I. Tier II intervention is provided in addition to, and not in lieu of, core instruction and can be delivered through an individualized problem-­‐ solving approach and/or a standard treatment protocol. (Note: Schools in Program Improvement are required to follow California State Board of Education [SBE] approved intervention regulations.) (See Figure 1.) A problem-­‐solving approach allows school teams to design individualized interventions to address the specific needs of each student. A standard treatment protocol uses a set of research-­‐based practices to provide interventions in a systematic manner with all participating students who have similar needs. Such interventions are generally highly structured and have a high probability of producing positive results for large numbers of students. Tier II supplemental interventions may be discontinued for students who improve in critical academic/behavioral measures as a result of the intervention. Some students may exhibit progress but continue to need Tier II supplemental supports. Those students who fail to display meaningful progress in spite of supplemental supports are considered for more intensive interventions in Tier III. Tier III. Intensive: Interventions with Increased Intensity In Tier III, students receive a greater degree of intensive interventions. Modifications in frequency, duration, or teacher-­‐student ratio or all three are strategies to increase intensity. SBE-­‐approved intervention programs based on research may serve as the core curriculum for students in this intensive level of intervention at fourth grade and above. As in Tier II, interventions are provided flexibly depending on the school site resources and careful blending of all interventions. Throughout the implementation process of RtI2, it will be important for the district to ensure that each staff member understands the definition of systematic change and is able to identify each member’s role in the RtI implementation process. In September of 2009, the California Department of Education issued a document titled Determining Specific Learning disability Eligibility Using Response to Intervention and Instruction RtI2 which provides guidance to LEAs using RtI2 and describes the collaboration process among all staff members. This document outlined the components of organizational change and defines each staff member’s role and responsibilities at the district level and school site level as follows: Fiscal crisis & ManageMent assistance teaM 3311 APPENDDRICAEFST Components of Organizational Change An RtI2 approach, with its focus on student outcomes and quality instruction, increases accountability for all learners. Systemic change at the district, site, and classroom levels that impacts instruction, intervention, and identification is necessary due to the focus of RtI2 on prevention that begins in the general education classroom. A system implementing RtI2 promotes collaboration and shared responsibility for the learning of all students across all personnel and programs located in a given school (general education, teachers of English language learners, Title 1, special educators/related services providers, administrators, and parents). Changing a school involves changes at the district level and the school site level. There are unique aspects of an RtI model at the secondary level that will require careful planning and articulation. District Leadership Administrative support should accompany the implementation of an RtI2 approach. This support and commitment should be articulated to the staff along with financial resources necessary to provide: • Training • Data collection tools • Materials • Time for collaboration Administrators should build awareness and understanding of the RtI2 process in their schools as well as ensure training that defines the RtI2 process, best practices for implementation, and the change in school culture necessary for success. Staff will understand how RtI2 relates to the mandates of No Child Left Behind (NCLB) and the Individuals with Disabilities Education Act 2004 (IDEA). Administrators should ensure frequent progress monitoring of student learning and behavior, which is central to a well-­‐designed RtI2 process. Thus, it is essential to have a cost-­‐effective and efficient data collection procedure that everyone can understand, access, and effectively use. Administrators responsible for curriculum at the district level are ideally suited to work with staff members on the selection of research-­‐based materials that need to be in place across all instructional programs. The California Department of Education (CDE) has a list of, scientific, research-­‐based curricula adopted by the California State Board of Education (SBE) in the area of reading. Districts are mandated to use one or some of these published materials in their general education classrooms. Most, if not all, of these published reading programs have supplemental materials that may be used with students who are in need of additional support. The district superintendent and school site administrators should provide guidance, adequate time, and support necessary to allow for ongoing collaborative teaming. This may involve a review of the Linsday Unified schooL district 3322 DARPPAEFNTDICES caseload responsibilities for counselors, reading specialists, speech-­‐language pathologists, psychologists, special educators, and paraeducators to accommodate their changing roles from individual instruction and evaluation to additional professional roles in collaboration, consultation, and modeling. Teams of educators and support staff (within and across grade levels) are responsible for reviewing student progress data and making recommendations for instructional practice. School Site Leadership The following core concepts of the RtI2 approach should be in place at the school site level in order for implementation to be successful: • Implement scientific, research-­‐based instruction and intervention. • Conduct ongoing monitoring of progress that increases in frequency as students demonstrate greater educational need. • Utilize data derived from multiple sources, including curriculum-­‐based assessment, to inform instruction and intervention. • Conduct staff development concerning the implementation of RtI2. • Provide information to parents about the RtI2 process. School site administrators provide leadership in all levels of the RtI2 process. They: • Participate in and provide leadership to school site level teams within and across grade levels. • Provide for the analysis of school-­‐wide and grade-­‐level trends. • Support the RtI2 approach in the school community and with parents. • Provide support for assessment and instruction at all levels of intervention. • Ensure the fidelity of instructional delivery through monitoring. School site leadership teams: • Examine school-­‐wide trends in behavior and academics that impact student growth. • Develop a combined targeted intervention and problem-­‐solving/decision-­‐making process to address individual student needs. • Support ongoing professional development. • Provide a collaborative systemic approach for the analysis and use of student data. • Provide a collaborative systemic approach to using scientific, research-­‐based interventions found to be effective with students in the school. Classroom teachers and support personnel will be part of department teams that analyze: • Progress-­‐monitoring data to adjust instruction • Instructional targets in the instructional planning process • Data from shared assessments Fiscal crisis & ManageMent assistance teaM 3333 APPENDDRICAEFST • The fidelity of instructional implementation • Individual student instructional needs, such as the need for more intensive instruction All members of the school staff come together in an instructional delivery approach that uses data-­‐ based decision making through a problem-­‐solving process involving school professionals and parents. This process involves supports for struggling students in the general education classroom first and careful analysis and communication of the data by the school site teams (within and across departments). Those teams will use data to make decisions about the application of interventions, including their intensity and duration across multiple tiers of intervention. All decisions are driven by data, including decisions such as effective instructional techniques, behavioral supports, appropriate early intervention services, use of research-­‐based strategies, movement between tiers, and when to refer a student for additional assessment. New and Expanding Roles School personnel will play a number of important roles in using RtI2 to provide needed instruction to struggling students as well as assist in identifying students with learning disabilities. These new and expanding roles will require some fundamental changes in the way all educators engage in assessment and intervention activities. Titles may remain the same, but some roles will change in this unified system. Emerging roles may include data managers, team leaders, data specialists, diagnosticians, and intervention specialists. Administrators It is essential to recognize the importance of leadership in effectively implementing the system changes that an RtI2 process requires. Administrators will have a critical role in the planning, implementation, and successful use of the RtI2 process. School site administrators will need to determine the necessary roles and competencies, existing skill levels, and professional development requirements at their sites in order to provide relevant and ongoing training activities and effectively implement RtI2. Additionally, administrators will have to conduct a systematic assessment of the fidelity and integrity with which instruction and interventions are being provided. Working with educators, administrators will develop and utilize protocols for the assessment of fidelity and integrity of instruction and programs for individual students. Administrators will take responsibility for supporting ongoing professional development. The school site administrator assumes an active leadership role on the school site teams that review individual student progress and determine effective interventions. The administrator will ensure that adequate time is allocated for the planning, implementation, and review of the RtI2 process. At the district level, superintendents and school boards should be supportive of the changes necessary to implement an RtI2process. Effective RtI2 implementation will require financial and Linsday Unified schooL district 3344 DARPPAEFNTDICES human resources that will support the professional development and staffing necessary for successful implementation. Curriculum administrators at the district level can assist with the selection of scientific research-­‐ based instructional and intervention materials; develop district-­‐level training for principals, educators, and support providers; and ensure the fidelity and integrity of instruction in the classroom. General Education Teachers Successful implementation of RtI2 depends on a unified approach to instruction that is supported by everyone in the school. (As schools and districts create and implement RtI2 processes, general education teachers will be involved in supporting the learning of all students.) A key focus of support emphasizes prevention through early intervention. RtI2 increases opportunities for teacher collaboration with other members of the educational team and brings timely and relevant supports into classrooms. General education teachers will work in site-­‐level teams (within and across grade levels) to identify specific student needs using data to make informed decisions that guide instruction for each student. Those teams will use data in an ongoing process for strategic student intervention groupings. Academic and/or behavioral data, collected by grade-­‐level teams, is analyzed throughout the RtI2process to measure a pattern of response to high-­‐quality interventions. Special Education Teachers Special education teachers have unique skills that can be used to enhance the learning of all students. With an RtI2 approach, special educators will have increased opportunities to work with colleagues and students in many different settings. Special education teachers will work as members of site-­‐level teams (within and across grade levels) to identify specific student needs by using data to make informed decisions that guide instruction for each student. Special education teachers will use their specialized knowledge to individualize instruction, build skills, and recommend programs that will meet the needs of individual students. The student’s progression through interventions may suggest the need for more individualized instruction, behavioral intervention, and/or learning supports than are available in the general education curriculum/setting. Special education teachers will be part of a comprehensive evaluation team that gathers student data in order to determine eligibility for special education. Special education teachers working with students identified as having a learning disability and needing special education services will engage in ongoing assessment of those students in order to adjust instruction accordingly. Fiscal crisis & ManageMent assistance teaM 3355 APPENDDRICAEFST Speech-­‐Language Pathologists Speech-­‐language pathologists (SLPs) can play a number of roles in an RtI2 process and provide needed supports to students in both general education and special education settings. The roles will require some fundamental changes in the way that SLPs engage in assessment and intervention activities. SLPs should expand their practice to incorporate prevention and identification of at-­‐risk students who could benefit from speech and language-­‐based interventions as part of the RtI2 process at the school. SLPs have expertise specifically in normal, delayed, and disordered development of speech and language skills, which are key to academic and behavioral difficulties. RtI2 is specifically intended to assist students with academic challenges in literacy as well as behavioral difficulties. The SLP’s knowledge of literacy and language-­‐based issues can provide needed and necessary assistance to struggling learners who require intervention but may not be disabled. In an RtI2 model, SLPs will provide both direct and indirect services to the school team and to students with those types of challenges. By working both inside and outside the special education system, SLPs can contribute to the overall school program. Some SLPs are using the RtI2 process to provide speech-­‐only interventions to students with single-­‐sound articulation difficulties and to provide specific interventions to students in need of such services. More specifically, the SLP’s expertise will be most beneficial to schools and students in the areas of oral language development, academic literacy, and social skills training. SLPs are qualified to contribute in a variety of ways in pre-­‐referral interventions, system-­‐wide program design, assessment, intervention, collaboration with colleagues, and directed support of students. They offer expertise in the language basis of literacy and learning, experience with collaborative approaches to instruction/intervention, and an understanding of the use of student outcomes data when instructional decisions are made. School Psychologists School psychologists can offer expertise at many levels, from system-­‐wide program design through specific assessment and intervention efforts with individual students. School psychologists help develop, implement, and evaluate new models of service delivery. School psychologists will support the implementation of evidence-­‐based intervention strategies, progress-­‐monitoring methods, problem-­‐solving models, evaluation of instructional and program outcomes, and ecological assessment procedures, directly and indirectly. Their training in assessment is useful to the implementation of technically sound screening and progress-­‐monitoring procedures and the appropriate use of such data. School psychologists also have knowledge regarding program evaluation and understanding of research methods, which will be useful in the development, implementation, and evaluation of evidence-­‐based interventions. Their knowledge of child development, behavior, and principles of learning, coupled with their consultation skills, enables them to be effective members of intervention teams. Linsday Unified schooL district 3366 DARPPAEFNTDICES In addition to working with other school personnel to consider programmatic options, they plan and conduct comprehensive evaluations to determine eligibility for special education services and the educational needs of the students they serve. School Counselors School counselors bring several important skills to the RtI2 process. They have a unique central position in the school in that they are involved with the whole school experience/environment. They are aware of the totality of programs and interventions in their school and have ongoing relationships with all the teachers, students, and parents on their caseloads. The school counselor has skills in communication/consultation that are critical to an effective RtI2 process. They can act as catalysts to facilitate the RtI2 process. School counselors’ skills in collaboration, problem solving, and consultation will be needed to maintain focus on student needs and the development of effective interventions. The school counselor’s knowledge of child development and the field’s emphasis on working with the whole child will be invaluable in developing research-­‐based interventions in the area of social– emotional learning. Paraeducators Paraeducators play an important role in the delivery of interventions to students. As one of the providers of research-­‐based interventions, paraeducators assist general and special educators in providing supplemental and specialized instruction to students. With direction and support from the school-­‐wide team effort, paraeducators work with students in small groups and, in some cases, one-­‐on-­‐one to provide research-­‐based interventions and individualized instruction. They collaborate with other school personnel, such as general education teachers, in data collection and analysis. They perform classroom observations in order to provide relevant information regarding student performance and behavior. Paraeducators participate on school site teams that analyze academic and behavioral data and make decisions. Progress monitoring will measure patterns of response to interventions resulting in positive student outcomes. Parents and Caregivers Parent engagement is a key component of a strong RtI2 process. Active involvement of parents contributes greatly to improving student outcomes. Parents should be engaged in all aspects of RtI2. Schools need to inform parents in their native language and/or mode of communication of the RtI2 process and ensure that they understand how data will be gathered and used. Parents should be encouraged to actively participate in the RtI2 process and regularly informed of how their child is responding to interventions. Parents should also have an opportunity to make suggestions and receive access to written intervention plans with details about how the school is helping their student. Fiscal crisis & ManageMent assistance teaM 3377 APPENDDRICAEFST Professional Development Effective implementation of an RtI2 process requires that professional development needs are examined so that administrators, teachers, support personnel, and paraeducators possess the requisite skills to implement effective RtI2. Successful implementation of RtI2 depends on the ability of all educators, including paraprofessionals and other specialists, to use RtI2 practices reliably and with fidelity. The reliability and validity with which RtI2 practices are implemented will be determined, to a great extent, by the quality of both the pre-­‐service and in-­‐service professional development models used to translate research into effective practice. In-­‐service professional development needs to occur both within and across administrative structures at the state, district, and site levels. In a tiered intervention model, teachers should implement a wide variety of instructional strategies and conduct ongoing assessment of student progress as a part of their instructional practice. When an effective RtI2 program is implemented, professional development decisions should be linked to ongoing assessment and student need. Subsequent professional development should be geared toward meeting these identified needs. Teachers will be challenged to examine current practices, hone existing skills, and acquire new knowledge and skills to ensure high-­‐quality targeted instruction. An emphasis on early intervention for preventing school failure is part of an RtI2 approach. It is vital to offer continuing, job-­‐embedded professional development that addresses relevant areas essential to effective implementation of RtI2 and improved student outcomes. Teachers should have opportunities to participate in focused, quality, ongoing professional development relating to RtI2 processes, procedures, and practices. Based upon identified need, key training issues should include: • The effective use of screening tools to identify those students who may be at risk of learning difficulties • Data analysis skills related to screening and placement • Targeted instructional strategies related to data analysis • Research-­‐based instructional practices • Differentiated instruction for a diverse classroom • Ongoing curriculum-­‐based data collection and analysis • Evidence-­‐based intervention strategies for both academic and behavior issues • Progress-­‐monitoring processes and procedures • Problem-­‐solving methods to facilitate instructional decisions based on data • Professional collaboration skills • Appropriate use of accommodations for students with disabilities • School-­‐wide and individual behavior management and intervention strategies • Intensive intervention program training • Standards-­‐based Individualized Education Program (IEP) implementation • Effective inclusion of students with disabilities in a tiered intervention model Linsday Unified schooL district 3388 DARPPAEFNTDICES All teachers and specialists involved in providing instruction to students should have the opportunity to participate in ongoing, job-­‐embedded professional development that will support effective research-­‐based instruction with the RtI2 approach. The California Legislature has created funding for teachers and instructional aides or paraprofessionals teaching math and reading or directly assisting with instruction in math or reading to receive intensive training on the use of the SBE-­‐approved core curriculum (EC 99230 et seq.). Special education teachers and paraprofessionals who provide instructional support to students in the core curriculum should also be included in this training along with their general education colleagues. All educators should be trained in the district-­‐adopted intervention program in order to effectively meet the needs of students in the tiered intervention model. Conclusion Effective RtI2 implementation is based on the belief that everyone is responsible for student learning. The instructional activities, assessment, data gathering and analysis, documentation, and collaboration required for RtI2 implementation will create new challenges for all education professionals. All educators will need to compile relevant assessment data through continuous progress monitoring and respond appropriately to the findings. School site teams will design, interpret, and assess data as well as suggest instructional approaches. By providing more intensive interventions, educators will utilize a variety of scientific, research-­‐based methods and materials. Administrators will determine needed roles and competencies, existing skill levels, and professional development requirements in order to provide relevant and ongoing training activities in these critical areas. Fiscal crisis & ManageMent assistance teaM 3399 APPENDDRICAEFST Appendix B -­‐ Learning Center Model Los Angeles Unified School District Division of Special Education Learning Center A shared classroom or classrooms space where varied levels of intervention and Description support are provided by a diverse group of educators. The purpose of the learning center is to : Ÿ Provide instructional support to students with disabilities. Ÿ Provide layers of intervention to students with disabilities and students at risk. Purpose Ÿ Provide a central location for instructional and supplemental resources to support student learning. Ÿ Provide a coordinated system for the provision of support services. Drop in center for immediate intervention. Example: students flow in and out to take tests, receive immediate intervention tied to the classroom, check in with a home base, etc. Specific instruction in educational strategies. Example: students are pretaught a learning strategy that will be used in content instruction, notetaking, organizational skills, etc. this could take place during advisory or homeroom. Instructional Social skill instruction. Support Example: Elective class: Developing Reading Skills Across the Curriculum Example; students participate in this class for an elective. They are taught targeted strategies for learning from content material. These may include the REWARDS program, designed to teach a strategy for decoding multi-syllabic words, Makes Sense Strategies, a program designed to support students learning of content material or Skills for School Success. Students participating general education classes Students Any eligibilities served Students served through both RS and SDP General and special education teachers Coaches, and cadre leaders Paraprofessionals, special and general education Staff DOTs personnel Counselors DIS providers Aligned with small learning community structure Consolidates resources, puts all materials in one or two central places Structure Provides range of services connected to content curriculum, development of accommodations, fluids supports, intensive supports REWARDS Algebra Ready Curriculum Skills for School Success Strategies Intervention Models Content Enhancement Strategies Los Angeles Unified School District School: Division of Special Education Date: Linsday Unified schooL district 4400 DARPPAEFNTDICES Learning Center Effectiveness Indicators Identify all items observed. Assessment Indicators YES NO In place 1. Diagnostic assessments are in place to identify specific areas of weakness. 2. Ongoing progress monitoring system is in place and used at least weekly. Curriculum 1. Core curriculum is the foundation of instruction. 2. Supplemental materials provided with the core curriculum are being used. 3. Evidence-based intervention materials are used. Instruction-Standards-based (60 – 70 % of instructional time) Indicators YES NO Comments 1. Learning strategies and/or advanced graphic If possible, Identify the strategy. organizers are explicitly taught through use of critical teaching behaviors, describe, model and practice. 2. Preteaching or reteaching of content instruction is evident. 3. Scaffolding of instruction and instructional tools is evident. 4. Students are actively engaged in the lesson. o Cooperative learning o Peer assisted learning 5. Cooperative learning structure is used. o Small group structure o Other Instruction –Intervention (15 - 20% of instructional time) 1. Intervention is intentional (performance level) and targeted (short, to the point) o Reading 2. Direct instruction in foundational skills is evident. o Writing o Math Paraprofessionals 1. Paraprofessionals support individual or small groups of students. Fiscal crisis & ManageMent assistance teaM 4411 APPENDDRICAEFST Appendix C - Guidelines for Special Circumstance Instructional Aides Process for Requesting Special Circumstance Instructional Aides Guidelines and Forms Revised 9/1/09 Linsday Unified schooL district 4422 DARPPAEFNTDICES Guidelines for Requesting Special Circumstance Instructional Assistance Rationale: Special circumstance instructional assistance (SCIA) may be indicated in situations where additional staff support is needed in the classroom or en route to and from school due to 1) pervasive and aggressive student behaviors directed towards self or others, or 2) intensive student needs. Factors for review and consideration: The goal for any special needs student is to encourage, promote, and maximize independence. If not carefully monitored, special circumstance instructional assistance can easily and unintentionally foster dependence. A student’s total educational program must be carefully evaluated to determine where support is indicated. Natural support and existing staff support should be used whenever possible to promote the least restrictive environment. Special factors for students residing in the ________________________: 1. All requests for SCIA shall be submitted to the Director of Special Education. SCIA should not be indicated in individual student IEP’s as a service. However, in certain circumstances the need for additional support may need to be indicated in a student’s IEP. In those instances, the need shall be indicated in the present levels or meeting notes as “100% supervision.” 2. For services requiring additional personnel support as a result of student-related behavioral issues, a positive behavioral support plan or Behavior Intervention Plan should be developed and should include provisions describing how and when the support will be utilized to implement the plan and when the plan will be reviewed and modified, including the fading of SCI Assistance. 3. Observational assessments and team staffings will be conducted on a quarterly basis to evaluate the continued need for SCIA. Budget coding for additional paraeducator support (classroom and/or transportation): 0100-56400-0-5750-3142-220004-XXXX-XXX 0100-65000-0-5750-1110-210004-XXXX-XXX The appropriate code must be entered on all status forms and payroll timesheets. The Special Education Department Accountant shall receive a copy of all SCIA requests and shall be notified routinely of all excess costs. Process for requesting SCI Assistance: 1. Complete the Request for Special Circumstance Instructional Assistance (for Classroom Support and/or Transportation Support). 2. Complete the Observational Evaluation for SCI Assistance (For Individual Student Support only). Fiscal crisis & ManageMent assistance teaM 4433 APPENDDRICAEFST 3. Complete the Student Needs for Additional Support Rubric (For Classroom Support , Individual Student Support and Transportation Support). 4. Complete the Class Weighting Worksheet (For Classroom Support only). 5. Attach supporting documentation if pertinent (IEP, Behavior Plan, etc.). 6. Submit all paperwork to the Director of Special Education. 7. Upon approval, complete the Request for Long-term Substitute for classroom support and/or an employee status form for transportation support (regular employee ride along). 8. All forms will be disseminated to the Special Education Accountant, Human Resources Department, Program Specialist and Special Education Director. 9. The Special Education Director will assist the site during each quarter to review the need for on-going SCIA classroom and/or transportation support. Linsday Unified schooL district 4444 DARPPAEFNTDICES Request for Special Circumstance Instructional Aide Student-Related: Classroom Support or Individual Student Please complete all required information and return to the Special Education Department, Director of Special Education. Notification of approval will be provided to the Program Manager, Special Education Accountant, Finance Department, and Human Resources Department. Program ________________________________ Teacher______________________________ Program Specialist____________________________________ Date_____________________ Complete 1 or 2: 1. Classroom Support ______Class Location _______________________________________ 2. Individual Student Support ______Name ________________________________________ District of Residence_______________________________________DOB________________ All requests for Special Circumstance Instructional Assistance are reviewed quarterly. Please attach required forms and supporting documentation (Refer to SCIA Guidelines). Requested Start Date __________________ Anticipated Ending date___________________ Department Approval: ______________________________________________ _______________________ Program Specialist Date ______________________________________________ _______________________ Special Education Director/Administrator Date Comments: SCIA Assignment Codes: 0100-56400-0-5750-3142-220004-XXXX-XXX 0100-65000-0-5750-1110-210004-XXXX-XXX Enter budget code: FUND RESOURCE YEAR GOAL FUNCTION OBJECT DEPT. MANAGER SCIA: rev. 9/10/09 Fiscal crisis & ManageMent assistance teaM 4455 APPENDDRICAEFST Request for Special Circumstance Instructional Aide Student-Related/Transportation Support Please complete all required information and return to the Special Education Department, Director of Special Education. Notification of approval will be provided to the Program Manager, Special Education Accountant, Finance Department, and Human Resources Department. Program ______________________________ Teacher_______________________________ Program Specialist____________________________________ Date____________________ Student ______________________________________________DOB__________________ District of Residence______________________________Classroom___________________ Requested Start Date _________________ Anticipated Ending date___________________ Transportation Provider (check one): _____ District of Residence _____ First Student Rationale for ride-along support: (Attach additional information/documentation) -------------------------------------------------------------------------------------------------------------------- Department Approval: _______________________________________________ ______________________ Program Specialist Date _______________________________________________ ______________________ Special Education Director Date Comments: SCIA Assignment Codes: 0100-56400-0-5750-3142-220004-XXXX-XXX 0100-65000-0-5750-1110-210004-XXXX-XXX Enter budget code: FUND RESOURCE YEAR GOAL FUNCTION OBJECT DEPT. MANAGER SCIA: rev. 9/1/09 Linsday Unified schooL district 4466 DARPPAEFNTDICES Fiscal crisis & ManageMent assistance teaM noitacudE laicepS teehskroW gnithgieW ssalC ______________________________:etiS___________________________________:rehcaeT___________________________________:margorP _____________ srotacudearaP fo rebmuN latoT _______________ stnedutS fo rebmuN latoT ___________________________enohp tcatnoC gnimaertsniaM/noisulcnI noitcurtsnI roivaheB eraC lanosreP/htlaeH noitcurtsni tluda tceriD .A ____ ABA/lairT etercsiD .A ____ ecalp ni nalp roivaheB .A ____ nalp htlaeh dezilaicepS .A ____ /troppus lacisyhP .B ____ +%08 stpmorp lacisyhP .B ____ evissergga yllacisyhP .B ____ ebut-G .B ____ gninoitisop +%08 stpmorp labreV .C ____ ylkeew snoitacideM .C ____ +%08 noisivrepus ytefaS .C ____ gnihcaet derutcurtS .D ____ ssalc ni tnailpmoc-noN .C ____ gninoitcuS .D ____ noisivrepus lausiv esolC .D ____ ygolonhcet evitsissA .E ____ no tnailpmoc-noN .D ____ noitaraperp dooF .E ____ +%08 sCEP .F ____ supmac gnignahc repaiD .F ____ _______________:rehtO .E ____ +%08 gningiS .G ____ ylkeew yawa snuR .E ____ troppus lluf-gnideeF .G ____ ______________:rehtO .H ____ noitacidem DHDA .F ____ ylkeew seruzieS .H ____ tneilc htlaeh latneM .G ____ _____________:rehtO .I ____ ______________:rehtO .H ____ latoT semaN tnedutS :metsyS gnitaR .evoba snmuloc eht ni stneduts ot ylppa taht smeti eht fo hcae rof ”rettel“ eht etirW .1 ni ”nalp htlaeh dezilaicepS“ a evah stneduts evif fI :elpmaxE .snmuloc eht fo pot eht ta smeti eht ot txen dedivorp aera eht ni stneduts lla rof smeti laudividni fo rebmun eht retne dna yllaT .2 .nmuloc tsrif eht ni ”nalp htlaeh dezilaicepS .A“ ot txen enil eht no ”5“ a kram ,ecalp .dekram meti hcae rof atad edivorp esaelP .3 .tsigolohcysP ro tsilaicepS margorP yb detelpmoc eb ot mroF 4477 APPENDDRICAEFST Linsday Unified schooL district cirbuR troppuS lanoitiddA rof sdeeN tnedutS _____________ :deweiveR etaD ____________________________ :ytilibasiD ________ :BOD _____________________________ :emaN tnedutS _______________________________________________________________ :margorP tnerruC __________________________________ :rehcaeT .etairporppa si taht yrogetac cirbur hcae ni tneduts eht sebircsed tseb taht rebmun eht tceleS gnitaR/gnimaertsniaM/noisulcnI gnitaR/noitcurtsnI gnitaR/roivaheB gnitaR/eraC lanosreP/htlaeH nihtiw mulucirruc eroc emos ni etapicitraP .noitcurtsni ssalc elohw ni ylluf setapicitraP tneuqerf tuohtiw snoitcerid tluda swolloF htlaeh dezilaiceps oN .htlaeh doog lareneG wef seriuqer dna ssalc noitacude lareneg noitcurtsni lacipyt gnirud ksat no syatS egnahc seldnaH .noisivrepus esolc ro stpmorp rof emit ro ,nekat snoitacidem ,erudecorp erac .moorssalc dnif naC .snoitacifidom on ot wef htiw noitcerid swolloF .ytivitca sreep htiw gnola steg yllausU .noitcerider dna ega" lla sniatniam yltnednepednI .erac htlaeh 0 .sreep htiw llew sezilaicos yllausU .stpmorp lanoitidda .sdneirf tuo skeeS .stluda dna .erac lanosrep "etairporppa dna noitacifidom htiw setapicitraP tub level lanoitcurtsni ta spuorg ni setapicitraP yllanoisacco tub noitcerid tluda swolloF seigrellA .snrecnoc htlaeh lanoisacco ro dliM lanoisacco sdeeN .noitadommocca ro seuc ,stpmorp lanoitidda eriuqer yam dna tnemegaruocne lanoitidda seriuqer oN .snoitidnoc htlaeh cinorhc rehto ro seriuqeR .eludehcs dna moor fo srednimer no yats ot srednimer seriuqeR .tnemecrofnier ro sreep htiw ytluciffid lanoisaccO .stpmorp snoitacideM .erudecorp erac htlaeh dezilaiceps 1 & krow hsinif ot troppus lanoitidda emos degagne niamer ot dna snoitcerid wollof ,ksat tub sdneirf tuo kees syawla ton seoD .stluda .emit setunim 01 naht ssel sekat noitartsinimda gnieuc laicos emos sdeeN .elbisnopser eb .gninrael ni .detivni fi syalp "etairporppa ega" etelpmoc ot srednimer sdeeN .yletairporppa sreep htiw tcaretni ot .seitivitca erac lanosrep dna noisivrepus lausiv htiw setapicitraP ssalc elohw ni etapicitrap syawla tonnaC dna snoitcerid gniwollof smelborp saH dezilaiceps cireneg ,seussi htlaeh cinorhC seriuqeR .stpmorp labrev lanoisacco dna spuorg rellams seriuqeR .noitcurtsni deganam eb naC .yletairporppa gnivaheb .noitacidem sekaT .erudecorp erac htlaeh sdeeN .ssalc ot teg ot gniwodahs lausiv ro seuc ,stpmorp labrev tneuqerf roivaheb moorssalc a htiw yletauqeda yliad nim 51-01 rof noitnevretni erac htlaeH 2 ot snoitadommocca & snoitacifidom emit eht fo %05 tuoba ksat nO .tnemecrofnier ecneirepxe ot elbanu tub ,nalp tnemeganam seriuqeR .)noitacidem ,ragus doolb ,teid( ralugeR .seitivitca ssalc morf tifeneb stpmorp labrev erom seriuqeR .troppus htiw nalp troppus roivaheb tuohtiw sseccus hcum detimil ro stpmorp lanoitidda dna srednimer .noitatilicaf tluda eriuqer yam noitazilaicos .snoitcerid wollof ot .noitatnemelpmi gnisu ,sdnah gnihsaw rof ecnatsissa no sdnah ,snottub ,seohs ,htuom gnipiw ,moorhtab .stnedicca gniteliot lanoisaccO .cte ,sreppiz ffats lanoitidda eriuqer yam noitapicitraP .puorg egral a ni etapicitrap ot tluciffiD .yliad tsomla smelborp roivaheb suoireS dna erudecorp erac htlaeh dezilaiceps yreV laroivaheb dna lanoitcurtsni tcerid rof tluda esolc ,oitar ffats tneduts wol seriuqeR .noissergga lacisyhp ot enorp ro/dna tnaifeD lacisyhP .ytilibom detimiL .noitacidem gniog noisivrepus tcerid seriuqeR .troppus lacisyhp gnidulcni stpmorp dna ytimixorp )PIB( nalP noitnevretnI roivaheB a seriuqeR ,rednats( ecnatsissa gniriuqer snoitatimil 3 seriuqer syawlA .ssalc morf & ot seilpmoc yliramirP .ksat no yats ot ecnatsissa .PEI eht no sevitcejbo dna slaog roivaheb dna laicepS .)riahcleehw ro reniart tiag ,reklaw * ssalc rof snoitadommocca & snoitacifidom .gnirotinom & snoitcerid 1:1 htiw ylno ot noisivrepus lausiv esolc seriuqeR detaler htlaeH .gnideef ro perp doof laicos etatilicaf ot tluda seriuqeR .krow eriuqer ylekil slliks & seitiliba evitingoC DHDA/DDA rof noitacideM .PIB tnemelpmi tneuqerF .yliad .nim 54-51 snoitnevretni .sreep htiw noitcaretni .elohw a sa ssalc rof lacipyt ton snoitacifidom .sroivaheb rehto ro rof ecnatsissa noitcerid dna stpmorp lacisyhp derutcurtS ,ABA ,lairT etercsiD sdeeN .ylraluger deriuqer perp dooF .erac lanosrep %08 revo gningis seriuqeR .SCEP ,gnihcaeT ,pleh tcerid ,gniniart ,eludehcs teliot seriuqeR .emit fo .gnirepaid esolc ni ffats 1:1 seriuqer syawlA tnatsnoc tuohtiw puorg a ni etapicitrap tonnaC rof laitnetop htiw smelborp roivaheb suoireS erac gniriuqer erudecorp erac htlaeh dezilaicepS ,ytefas ,noitcurtsni tcerid rof ytimixorp dna labrev tnatsnoc seriuqeR .troppus 1:1 ,yawa-snur ,srehto dna fles ot yrujni ,ebut G( eeyolpme deniart yllaiceps yb seriuqeR .gnirotinom roivaheb ro ytilibom wollof dna ksat no yats ot gnitpmorp lacisyhp lanoitcnuF .sisab yliad a no evissergga sekaT ).noitaziretehtac ,ymotoehcart 4 %08 ssalc morf dna ot og ot ecnatsissa 1:1 1:1 cificeps seriuqer ylralugeR .snoitcerid neeb sah lliB sehguH ro roivaheB fo sisylanA gnicarb ro gninoitisop seriuqer ,noitacidem * etatilicaf ot tluda seriuqeR .emit eht fo .PEI eht morf tifeneb ot seigetarts lanoitcurtsni -llew a sah tneduts eht dna detelpmoc detaler htlaeH .yliad semit elpitlum ni niamer dna sreep htiw noitcaretni laicos eriuqer slliks dna seitiliba evitingoC ot detnemelpmi eb tsum hcihw ,PIB depoleved ecnatsissa tceriD .yliad .nim 54 snoitnevretni .semit lla ta ytimixorp esolc noitacifidom dna noitadommocca tnacifingis ffatS .loohcs dnetta ylefas ot tneduts eht wolla nosrep-owt seriuqeR .erac lanosrep tsom htiw .puorg ssalc eht rof lacipyt ton fo tnemeganam eht ni deniart neeb sah setunim erom ro 54 ecnatsissa 1:1 tceriD .tfil .sroivaheb evitlaussa .yliad fI .ecnatsissa lanoitcurtsni ecnatsmucric laiceps fo noitaredisnoc rehtruf enimreted ot emit fo doirep a revo noitarud dna ycneuqerf gnitacidni noitatnemucod fo ypoc a hcattA* .ssecorp tnemssessa sdeen htiw eunitnoc ,saera erom ro owt ni ,s’4 & s’3 fo sgnitar yltsom 4488 DARPPAEFNTDICES Observational Evaluation for SCI Assistance Student: _______________________________________ School: ___________________________________ Teacher: _______________________________________ Date: ____________________________________ Observer’s Name/Title: ____________________________________Setting: _________________________ Section I: Please complete the following review of the visual and physical structure of the classroom, curriculum design, data collection and planning. Posted classroom schedule _____ Yes _____ No If yes, complete section below: 1. The following elements are included in the classroom schedule: Times Locations Students Activities Staff names 2. The schedule is Daily Weekly Other _____________________________________ Individual student schedule _____ Yes _____ No If yes, complete section below: 1. Student uses the following format for individualized schedule: Object Icon Photograph Word Picture 2. Room is arranged with structure to correlate with tasks on schedule: Area for one-to-one work Area for independent work Area for group work Area for leisure Not applicable 3. Student ability to follow the schedule: Independent With direct verbal prompt Non-verbal with gestural prompt With physical prompt With indirect verbal prompt Consistent Inconsistent 4. Student use of the schedule: Student carries schedule Student uses transition cards Student goes to schedule board Teacher carries and shows the schedule Consistent Inconsistent *Attach sample classroom schedule and individual student schedule Curriculum and instructional planning 1. Check the curricular domains included in the student’s program: Communication Academics Self care Motor skills/mobility Fiscal crisis & ManageMent assistance teaM 4499 APPENDDRICAEFST Domestic Recreation/leisure Social/behavioral Pre-vocational/vocational Other: _____________________________ 2. Describe curricular accommodations and/or modifications currently being used: 3. List equipment or devices used /available that may relate to the need for assistance (may be low incidence equipment or assistive technology device): 4. Are materials and activities age appropriate? _____ Yes _____ No 5. Are materials and activities instructionally appropriate? _____ Yes _____ No Current data systems and collection of data Has data been collected on student performance? _____ Yes _____No If yes, complete section below: 1. Current data on each objective includes: Date Level of independence (prompting needed) Task 2. Data is collected: Daily Biweekly Weekly Monthly 3. Data is summarized in the following manner: Graphed Other________________________ Written narrative *Attach sample Linsday Unified schooL district 5500 DARPPAEFNTDICES Behavior and safety 1. Describe the behavior management system in the classroom, including positive reinforcers and consequences. Is the system appropriate for the student or does it need modification? 2. Are specific positive behavior supports utilized for the student? _____ Yes _____ No Describe: 3. Is there appropriate safety equipment in place? _____ Yes _____ No 4. Are appropriate safety and medical procedures being used? _____ Yes _____ No 5. Does it appear appropriate training has been provided? _____ Yes _____ No Comments: 6. Describe the student’s interactions with peers: 7. Describe the student’s interaction with non-classroom staff in a less structured environment: 8. What activities does the student choose during breaks? 9. What problems are evident? Planning team meetings 14 Fiscal crisis & ManageMent assistance teaM 5511 APPENDDRICAEFST 1. Are team meetings held? (formal or informal meetings to problem solve) _____ Yes _____ No If yes, complete section below: Daily Biweekly Weekly Monthly Need to be schedule Meetings include the following participants: Current utilization of assistance How is existing assistance utilized? Behavior management Medical assistance Curriculum adaptation and preparation Supervision Instruction - individual Instruction - group Other_________________________________ Team Summary/Action Plan 1. Can current conditions be modified to meet the student’s goals and objectives and/or personal care needs? If so, how? 2. What other types of assistance are needed? Why? 3. Are there any other issues that need to be addressed? 4. Recommendations: 15 Linsday Unified schooL district 5522 DARPPAEFNTDICES Techniques to Promote Independence and Fading of Support 1. Watch before assisting. Can the student ask for help from teacher or peer? 2. Can the student problem solve independently? 3. Give the student extra time to process and respond before assisting. 4. Provide consistent classroom schedule (posted, visual, at desk if needed, reinforcement periods included). Teach the student how to use it. 5. Start with the least intrusive prompts to get the student to respond: A. Gestural, hand or facial signals B. Timer C. Verbal D. Light physical E. Hand over hand 6. Prompt, then back away to allow independent time. 7. Use strengths and weaknesses, likes and dislikes to motivate student participation and interest. 8. Model; guide (watch and assist); check (leave and check back). 9. Teach independence skills (raising hand, asking for help, modeling other students). 10.Praise for independent attempts. 11.Direct the student to answer to the teacher. 12.Prompt the student to listen to the teacher’s instructions. Repeat only when necessary. 13.Encourage age appropriate work habits. See what other students are doing. 14.Be aware of proximity. Sit with the student only when necessary. 15.Encourage peer assistance and partnering. Teach peers how to help, not enable. 16.Utilize self-monitoring checklists for student. 17.Color code materials to assist with organization. 18.Use transition objects to help the student anticipate/complete transition (i.e., head phones for listening center). 19.Break big tasks into steps. 20.Use backward chaining (i.e., leave the last portion of a cutting task for the student, then gradually lengthen the task). 21.Assist in encouraging a means for independent communication (i.e., PECS). 22.Provide positive feedback (be specific to the situation). 23.Ask facilitative questions (“What comes next?” “What are other students doing?” “What does the schedule say?” “What did the teacher say?”). 24.Give choices. 16 Fiscal crisis & ManageMent assistance teaM 5533 APPENDDRICAEFST Instructional Aide Guidelines I. GUIDING PRINCIPLES A. Rationale ______________ SELPA is committed to providing a full continuum of placement options for students with identified disabilities who are receiving special education services. The Individuals with Disabilities Education Act (IDEA2004) and California laws and regulations describe a continuum of alternative placements such as instruction in general education classes, special classes, special schools, home instruction and instruction in hospitals and institutions. Both federal and state laws contain provisions to ensure that children with disabilities are educated to the maximum extent possible with children who are not disabled and that children are removed from the general education environment only when the nature of the disability is such that education in the general education classroom cannot be satisfactorily achieved with the use of related services. B. Related Services California’s related services as defined in Education Code and Title V regulations are referred to as Designated Instruction and Services or DIS. IDEA2004 defines Related Services as signifying the utilization of aids, services, and other supports that are provided in general education classes or other education-related settings to enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate. This applies to any general education program or special education program in which the student may participate. C. Special Needs Assistant/Support By law, services to students with special needs must be delivered in the least restrictive environment (LRE). When an IEP Team is considering a special needs assistant for a student, all aspects of the student’s program must be considered with the intent of maximizing the student’s independence. It must be acknowledged that the teacher, rather than the assistant, is responsible for the design and implementation of the student’s program. The IEP team must consider the student’s personal independence when discussing the necessity for a special needs assistant. The foremost educational goal for any special needs student is to encourage, promote, and maximize independence. Without proper consideration of the role of a special needs assistant, the presence of such support may unintentionally foster dependence. The team must carefully evaluate a student’s total educational program to determine where support is indicated. Natural support, existing staff support, and/or other classroom modifications/supports (e.g. assistive technology, behavior plan) should be used whenever possible to promote the least restrictive environment (LRE). D. Other considerations  The IEP Team needs to base the decision for a special needs assistant as a related service on appropriate documentation and assessment. A special needs assistant is considered only in instances where the student is not able to 1 Linsday Unified schooL district 5544 DARPPAEFNTDICES benefit from a Free and Appropriate Public Education without such support. Specifically the program modifications or supports for school personnel (special needs assistant) are necessary to assist the student to:  Advance appropriately toward the annual goals  Be involved in and progress in the general curriculum  Participate in extracurricular and other nonacademic activities; and,  Be educated and participate with other disabled and non-disabled students.  If a special needs assistant is necessary for curricular purposes, the IEP Team must consider if the current goals and objectives are appropriate and if the proposed placement is truly the least restrictive environment for the child.  If a special needs assistant is necessary for behavioral concerns, the IEP Team must have charted behaviors and implemented an appropriate behavior plan before they consider a special needs assistant.  The school nurse should be a part of the IEP Team discussion whenever assistance is needed due to a medical need. II. PROCEDURES/ADMINISTRATIVE GUIDELINES A. Complete an Evaluation Members of the school education team need to complete the Evaluation to determine the Appropriateness for a Special Needs Aide form to evaluate the need for additional classroom support. B. Schedule IEP Meeting If, after completing the form, it is determined that a special needs assistant (for the classroom or for a specific student) is needed, an IEP meeting should be scheduled and should include an appropriate district of residence administrator/designee. C. The IEP needs to include the following: 1. A statement that the special needs assistant is necessary for the child to benefit from his/her educational program with a specific statement of how the related service will assist the child. Specify the conditions and circumstances under which the special needs assistant appears appropriate for the student. 2. An objective manner (criteria) for evaluating whether the addition of personnel assists the child in benefiting from his/her educational program. 3. A statement of the frequency and location of the related service(s). 4. A statement of the duration of the services. A short-term special needs assistant could be used for an evaluation period or transition period not to exceed eight weeks. 5. A statement of the role of the special needs assistant as well as the role of the teacher and any other professionals responsible for the student’s education. 2 Fiscal crisis & ManageMent assistance teaM 5555 APPENDDRICAEFST 6. A systematic written plan to address how the additional personnel support will be monitored and to address the criteria for fading that support as the student gains independence. 7. The schedule for review of the student’s program which leads to the fading of the assistant. It is recommended that the team meet at least every six months except for cases of extreme medical need. 8. Goals/objectives that address the skills needed by the child in order for the special needs assistant to be faded. 9. A behavior plan for a student requiring a special needs assistant for behavior. The behavior plan needs to include a description of how and when support, including personnel, will be utilized to implement the plan and when the plan will be reviewed and modified. 10. If the student has instructional needs requiring additional personnel, a written plan must be developed by the general and/or special education teacher(s) based on appropriate assessment information. The plan must specify how the additional personnel will be utilized to support the teacher in implementing the student’s goals and objectives. Additionally, the plan must indicate what attempts will be made to transition to other available classroom resources and supports. (timeline, criteria, and specific resources and supports) Evaluation to Determine the Appropriateness for a Special Needs Aide Date: Student: Grade: Teacher: Title: School Site: Room Number: Instructional Setting: When completing the form, please use the back pages of the form as necessary to give complete information. A. Curriculum and Instructional Planning 1. Check the curricular domains included in the student’s IEP: ____ Communication ____ Academic/Pre-academic 3 Linsday Unified schooL district 5566 DARPPAEFNTDICES ____ Self-Care ____ Behavior ____ Pre-vocational, Vocational ____ Motor skills/Mobility ____ Other (specify: ______________________________________ 2. Is the student currently making progress towards the IEP goals? ____ Yes (all) ____ Yes (some) ____ No 3. If limited or no progress is being made, what factors are responsible for this? 4. Describe all interventions attempted including the duration of the intervention and the success or lack of success for each intervention. 5. List equipment or devices used that may relate to the need for assistance. 6. Describe reinforcers and reinforcement schedule used. 7. List materials and activities being used as part of the student’s instructional program. 8. Does the student have behaviors that negatively impact the learning environment for other students? (Please include all documentation of attempts to reduce the behavior including a behavior plan.) B. Classroom Environment 4 Fiscal crisis & ManageMent assistance teaM 5577 APPENDDRICAEFST 1. Attach a diagram of the arrangement of the furniture and instructional areas that provide the physical structure of the classroom. Does the physical environment of the classroom present barriers to the student’s participation in the curriculum? If yes, how? 1. Describe the classroom schedule and visual supports provided for the student. 2. Describe the classroom management system. Are the visual structures in place enough to meet the student’s needs? If no, what else is needed? Is the current classroom management system working for the student? If no, what else is needed? 3. Are distractions occurring in the classroom that interfere with student learning? If yes, what are they? C. Determining Student Access to the Curriculum 1. What part(s) of the curriculum is accessible to the student given the natural or available supports? 2. What part(s) of the curriculum is not accessible given the natural or available supports? What factors prevent the student’s participation in this aspect of the curriculum? 5 Linsday Unified schooL district 5588 DARPPAEFNTDICES D. Determining Available Supports 1. What supports (personnel, environmental, structural, instructional) are available for the student in the natural environment? 2. Describe other school personnel that might be available to support the student’s needs? (classroom teacher, special education teacher, special education paraprofessional, other school instructional aides, peer support, etc. 3. Describe other modifications or supports that might be considered for the student that have not been tried. (change of classroom environment, classroom management plan, individual behavior plan, assistive technology) 4. Please check any intervention below that might be helpful to try before consideration of aspecial needs aide. a. ____ Training for instructional staff (specify what type) b. ____ In class coaching c. ____ Consultation in the classroom d. ____ Behavior observation/support e. ____ Other (please specify) 5. If a special needs aide is being contemplated, does the assistant need to be assigned to one student or could the assistant be assigned to the entire class? 6. Specify exactly what times during the day the student could participate without the support of the special needs aide. 6 Fiscal crisis & ManageMent assistance teaM 5599 APPENDDRICAEFST Time of Day Activity If a special needs aide is contemplated for this student, what part(s) of the day would the student require support? What type of support would be given? Time of Day Anticipated Support Activity E. Determining the Need for Assistance _____ The student is able to access the curriculum in the least restrictive environment with supports currently available in the school environment. _____ The student is not able to access the curriculum in the least restrictive environment using natural and/or available supports for the following reason(s): ____ Intensive medical need (attach documentation) ____ Serious behavior (attach documentation of attempted interventions and current behavior plan) ____ Low Incidence needs (scriber, sign language translator, notetaker, etc.) 7 Linsday Unified schooL district 6600 DARPPAEFNTDICES ____ Basic life function assistance ____ Other (curricular, mobility, etc.) Specify: 8 Fiscal crisis & ManageMent assistance teaM 6611 APPENDDRICAEFST Appendix D - Study Agreement Linsday Unified schooL district 6622 DARPPAEFNTDICES Fiscal crisis & ManageMent assistance teaM 6633 APPENDDRICAEFST Linsday Unified schooL district 6644 DARPPAEFNTDICES Fiscal crisis & ManageMent assistance teaM 6655 APPENDDRICAEFST Linsday Unified schooL district