Something to Think About

In 1975, the federal government enacted the Education of All Handicapped Children Act, now called the Individuals with Disabilities Education Act (IDEA), which requires states to provide a “free appropriate public education” to all students with disabilities.

They also have the right to pursue legal action if they and the district cannot agree on what services their child will receive and whether the public school or a private provider will deliver those services.

Percentage of Students Requiring Special Education Nationwide:

1977 1977 1977 1977 ---- 8.3%8.3%8.3%8.3%

2004 2004 2004 2004 ---- 13.7%13.7%13.7%13.7%

Percentage of Students Requiring Special Education Statewide:

15.73%15.73%15.73%15.73%

Something To Think About

“Frequency of classification” and “severity of classification” are major trends affecting special education costs since 2007

Between 2008 and 2012

students receiving special education services increased increased increased increased 4.9 percent

total public school enrollment decreaseddecreaseddecreaseddecreased by 1 percent.

Funding

According to the Special Education Expenditure Project (SEEP),

Special education expenditures in New Jersey are higher than the national average, as well as higher than most of the other states.

Statewide, for students aged 3-22,

Average per student special education expenditure = $11,753, with a general education expenditure per special education student of $5,747.

Total average spending of $17,500 per special education student for ages 3-22.

In contrast, the total national average

Special education expenditure per student is $12,474.

Funding Timeline

1975 – IDEA federal government promised to cover 40% of the cost of implementing required programs.

2001 – Special Education expenditures have increased faster than state funding. So, state aid dropped by one quarter

2007 – Special Education expenditures continued to increase over the past decade:

57% - Local taxpayers

34% - The State

9% - The Federal Government

New Jersey School Board

Association (NJSBA) Task ForceThis committee was developed to look into the following:

Review funding delivery statewide

Identify best practices

Explore alternative funding

Recommend changes in state and federal statute/regulation and NJSBA policy

Goal Goal Goal Goal –––– Reduce costs without diminishing quality Reduce costs without diminishing quality Reduce costs without diminishing quality Reduce costs without diminishing quality

NJSBA Findings

Changing Changing Changing Changing the Philosophythe Philosophythe Philosophythe Philosophy

Currently =

General Education and Special Education are separate services

Moving Forward =

General Education and Special Education are one are one are one are one continuum of instruction, programs, continuum of instruction, programs, continuum of instruction, programs, continuum of instruction, programs, interventions, and services that respond to individual student interventions, and services that respond to individual student interventions, and services that respond to individual student interventions, and services that respond to individual student needsneedsneedsneeds

In In In In other words, other words, other words, other words, merge interventionsmerge interventionsmerge interventionsmerge interventions and instruction and instruction and instruction and instruction

FROM Special FROM Special FROM Special FROM Special EEEEducation ducation ducation ducation

TO General TO General TO General TO General EEEEducationducationducationducation

tttto meet the needs of struggling learners in all settings o meet the needs of struggling learners in all settings o meet the needs of struggling learners in all settings o meet the needs of struggling learners in all settings

NJSBA Recommendations

21 Century Special Education Philosophy

Consistent use of researched based early intervention strategies,

Multi-tiered frameworks of support

Focus on students’ needs at an early age in general education classrooms

Apply Response to Intervention (RTI) Model

Why Change BernardsPhilosophy ?

BernardsBernardsBernardsBernards Township:Township:Township:Township:

July 1, 2013 July 1, 2013 July 1, 2013 July 1, 2013 –––– June 30, 2014June 30, 2014June 30, 2014June 30, 2014

161 - Referrals

Parents, Transfers, I&RS, and Pre-school

0 - Declassifications

July 1, 2014 July 1, 2014 July 1, 2014 July 1, 2014 –––– March 30, 2015 March 30, 2015 March 30, 2015 March 30, 2015

127 – Referrals

3 more months remaining

STUDENTSSTUDENTSSTUDENTSSTUDENTS

Tier 1Tier 1Tier 1Tier 1 GENERAL EDUCATION

Core Instructional Interventions• All studentsAll studentsAll studentsAll students• Preventive, proactivePreventive, proactivePreventive, proactivePreventive, proactive

80% 80%

Tier Tier Tier Tier 2222 I&RS AND SUPPORT

(STRUGGLING LEARNERS)

Targeted Group Interventions• Some students (atSome students (atSome students (atSome students (at----risk)risk)risk)risk)• High efficiencyHigh efficiencyHigh efficiencyHigh efficiency• Rapid responseRapid responseRapid responseRapid response

15% 15%

5%

Tier Tier Tier Tier 3 3 3 3 SPECIAL EDUCATIONSPECIAL EDUCATIONSPECIAL EDUCATIONSPECIAL EDUCATION

Intensive, Individual Interventions• Individual StudentsIndividual StudentsIndividual StudentsIndividual Students• Assessment Assessment Assessment Assessment ---- basedbasedbasedbased• High intensityHigh intensityHigh intensityHigh intensity• Of longer durationOf longer durationOf longer durationOf longer duration

5%

Response To Intervention (RTI)

Response to Intervention (RTI) is a way to help students at

the first sign of difficulty

RTI supports academic and behavioral needs

Completed through systems of data analysis, problem

solving, instruction and intervention.

Response To Intervention(RTI)

Data:Data:Data:Data:

RTI is a way of using data to systematically identify the reasons why a student is struggling.

Problem Solving: Problem Solving: Problem Solving: Problem Solving:

RTI is a way of helping the teacher determine area needing improvement, establishing the goal, developing an action plan and assessing progress and success.

Instruction & Intervention: Instruction & Intervention: Instruction & Intervention: Instruction & Intervention:

RTI is a framework for systematically determining how well instruction is working for individual students and making adjustments to accelerate learning for all.

Feedback from General Education Curriculum Training

Administrators and Teachers:

Provide General Education teacher with training and modeling on Specific Research Based Instruction and Interventions

Review data and align research based instruction to the students needs in the general education setting

Develop differentiated reading activities for the struggling student that allow for more practice time to master a skill

Assist General Education teachers on how to integrate and implement the interventions into their daily guided reading lesson for their lowest group

K-5 Interventionist…WHY?

State Need

NJSBA Findings & Recommendations

District Need

Referral Rate

I&RS Action Plans

Progress Monitoring

General Education Teacher Training

K-5 InterventionistI&RS

Attend I&RS monthly meetings at CH LC MP OS

Review I&RS data

Develop I&RS action plans that are data driven

Select timeline to Monitor Progress of I&RS action plans

Develop appropriate instruments to measure action plan progress

Revise or continue I&RS action plan

K-5 Interventionist Teacher Training & Modeling

Review and select research evidence based programs and interventions across disciplines and elementary buildings

Train general education teachers in programs and interventions (Curriculum, Building Based, Grade Level, and District Wide)

On site modeling of instruction and interventions within the general education classroom with the student(s).

Conduct the Yearly Dyslexic Training

K-5 InterventionistRTI

Accountability (Teacher and Student)

Research based instruction

Data driven decisions and selected interventions

Universal ScreeningUniversal ScreeningUniversal ScreeningUniversal Screening

A central component of all RTI models is early screening of all students to identify those at risk for academic and/or behavior difficulties.

Progress MonitoringProgress MonitoringProgress MonitoringProgress Monitoring

Progress measures can be used as regularly and as frequently as necessary throughout the school year to success or needed revisions

STUDENTSSTUDENTSSTUDENTSSTUDENTS

80% 80%

BernardsBernardsBernardsBernards GOAL:GOAL:GOAL:GOAL:

Moving our line up to the 5% mark 5% mark 5% mark 5% mark

15% 15%

5%NJSBA GOAL:NJSBA GOAL:NJSBA GOAL:NJSBA GOAL:

Reduce the cost of Reduce the cost of Reduce the cost of Reduce the cost of Special EducationSpecial EducationSpecial EducationSpecial Education

wwwwithout ithout ithout ithout ddddiminishing the quality iminishing the quality iminishing the quality iminishing the quality

5%