Understanding Special Education Impact & Implications for Classroom Teachers 2011
OBJECTIVES 1.
Provide Environmental Scan of SpEd in CA
2.
Examine Special Education Issues
3.
Review Teacher Rights
4.
Look at standardized assessment options
5.
Learn more about IDEA and the reauthorization of ESEA/NCLB
6.
Explore the concept of Response to Intervention and its impact on general and special educators 2
Special Education is NOT a Place
It IS Supports & Services Brought to Students
Special Education
I.E.P. I.E.P. Adapted Curriculum Environmental Environmental Accommodations Accommodations Behavior Support Plans
Consultation Consultation from fromSpecialists Specialists Related Services (O.T./P.T./Speech)
Physical Assistance
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Grade California Special Education Enrollment by Grade, 2008
Total
Kindergarten
29,120
Grade 1
38,652
Grade 2
44,157
Grade 3
49,581
Grade 4
53,136
Grade 5
53,558
Grade 6
53,010
Grade 7
52,100
Grade 8
49,658
Grade 9
53,588
Grade 10
48,780
Grade 11
46,008
Grade 12
45,016
All Others
61,511
Total
677,875
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Statewide Special Education Enrollment by Disability, 2008 350,000 325,000
AUT Autism D/B Deaf/Blindness DEAF Deaf ED Emotional Disturbance HH Hard of Hearing MD Multiple Disabilities MR Mental Retardation OHI Other Health Impairment OI Orthopedic Impairment SLD Specific Learning Disability SLI Speech or Language Impairment TBI Traumatic Brain Injury VI Visual Impairment
SLD
300,000 275,000 250,000 225,000 200,000
SLI
175,000 150,000 125,000 100,000 75,000 50,000 25,000 0
OHI AUT MR ED
OI
HH MD VI Deaf TBI
DB 5
Issues in Special Education
Caseload and class size
Service Delivery Models
Planning time for co-teaching and collaboration
Shortage of special education teachers Lack of federal and state funding for Special Ed Achievement gap Low performance on standardized assessments
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Current Concerns SLD identification discrepancy formula Wait to fail model Students not eligible until second or third grade IQ and achievement not available for African American students
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Teacher Rights A teacher may suspend a student from their class for any of the acts enumerated in the Ed. Code Section 48900 The suspension may be for the day of the class and the day following A special needs student may receive a suspension for up to 10 school days Ed. Code 44014 whenever a school employee is attacked, assaulted, or physically threatened, it is the duty of the employee and supervisor to report the matter. Failure to report is an infraction
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More Teacher Rights
A teacher may request an IEP meeting The California Ed. Code mandates that prior to the student’s placement, the special education teacher or general education teacher be knowledgeable of the IEP [Ed. Code §56347] AB 1895 prohibits an employer from using authority to intimidate person assisting parents Teachers are to receive appropriate professional development 9
Student Participation in State and District-Wide Assessments
The IDEA provides that students with disabilities are to be included in state and district-wide assessment programs with appropriate accommodations or modifications (align IDEA to NCLB accountability)
IEPs must include accommodations and/or modifications.
As of 2005, no out-of-grade level testing is allowed (NCLB) 10
Standardized Assessments and Students with Disabilities
Over 677,875 students receive Special Education Services in California Students with Disabilities taking assessments
California Standards Test (CST)-475,456 California Modified Assessment (CMA) 38,563 (ELA); 33,301(Math); 12,622 (Science)
California High School Exit Exam(CAHSEE)-12,959 (10th grade) California Alternative Performance Assessment (CAPA)- 44,933
Facts and Stats are available on the Dataquest CDE website (schoolwide scores, CAHSEE results…..)
http://dq.cde.ca.gov/dataquest/
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Assessments
Most students participate in the CST
For All Students Including Students with IEPs or 504 Plans
Some students participate in the CMA For Students with IEPs significantly below grade level
A few students participate in the CAPA For Students with IEPs and severe cognitive delays 12
Comparison of Test Items CMA
CST
Measures grade level standards Standard passage length Customary use of white space Standard font size – Times Four answer choices
Measures grade level standards Shortened passage length Additional white space Larger font size – Helvetica Three answer choices Graphics for most items 13
2009
A M C
t u o l l o R
•Grades 3-8 in ELA •Grades 3-7 in math (no grade 8 math) •Grade 5 and 8 in science •Grade 4 and 7 in writing 2010 •Grades 9-10 operational spring 2010
2011 •Grade 11 operational spring 2011
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Accommodations
Special adjustments of assessments allowed for students with disabilities Should not alter what the test measures or interfere with the ability to compare test results Include: setting, timing, presentation, response, and scheduling Collect data to determine effectiveness of accommodations IEP team decision 15
Modifications
Alter what the test is measuring Results of the test are not comparable to other students’ results Including reduction in the number of items, use of calculator, or simplifying the content of a test Use matrix provided by the CDE IEP team decision Modifications automatically result in reporting a non-proficient score. 16
CAHSEE Stats 2008 Percentage passed both ELA and Math Students Class of 2006 Receiving 48.8% Special Education Services
Class of 2007 Class of 2008
49.6%
Based on the 2008 CDE Dataquest website
53.8%
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CAHSEE The
Class of 2006 was the first graduating class that was required to meet the CAHSEE requirement. Students receiving special education services in the classes of 2006 and 2007 were entitled to an exemption from the exit exam requirement. Class of 2009-including all students receiving special education are responsible for passing the CAHSEE 18
CAHSEE- The Latest July 2009
Ca Ed Code 60852.3 (AB X4 2) Effective July 1, 2009-Students with Disabilities and Students with a 504 plan are not required to pass the CAHSEE as a condition of receiving a high school diploma Only required to take the grade 10 administration for accountability purposes This will be in effect until SBE determines that an alternative to CAHSEE, currently being developed, demonstrates the same level of academic achievement and rigor. 19
CAHSEE Information
Valenzuela v. O’Connell Settles lawsuit challenging the Exit Exam
AB 2040 (Nunez) - High School Exit Exam (CAHSEE)Requires superintendent of public instruction to convene a panel to make recommendations regarding a standardized evidence-based assessment for eligible pupils with disabilities.
Students with disabilities are entitled to take the Exit Exam with any accommodation or modification specified in their Individualized Education Program
New study guides and released test questions are available: http://www.cde.ca.gov/ta/tg/hs/resources.asp
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History of IDEA 1975
Passed as PL94-142 Education for All Handicapped Children's Act
1997
Reauthorized by Congress
2004
Congress passed IDEA’04; signed into law
2005
Became effective July 1, 2005
2006
Secretary of Education issued regulations interpreting the law; became effective October 13, 2006
2007
Final IDEA regulations issued
Current:
Law will not provide mandatory full funding
Law does not contain NEA’s “highly qualified” definition 21
Purposes of IDEA
Increase accountability and improve education results for students with disabilities
Reduce paperwork burden on educators
Improve early intervention strategies
Reduce over identification of non-disabled students
Reduce litigation
Increase the ability of schools to be safe
Ensure that the rights of students with disabilities and their parents are protected
Ensure that children with disabilities have a FAPE 22
Under Federal Law: Identified Students Must Be Provided a Continuum of Services
General Education classroom
General Education classroom with consultation
General Education classroom with supplementary instruction and services
Resource classroom
Separate classroom
Separate school
Residential school
Homebound or hospital 23
IDEA Highlights IEPs
1.
Allows IEP team members to be excused from attendance if their area is not being discussed (parent and district must agree in writing)
2.
An IEP team member whose topic area is being discussed can be excused if parent and the LEA agree and the excused IEP Team member submits input in writing prior to IEP meeting
3.
Permits IEP team meeting to use teleconferencing, conference calls, and other alternative means of participation. The IEP team must be notified of the changes
4.
Transition services for student with a disability must begin at age 16
5.
Changes to IEP can be made without convening the IEP team if both the school district and parent agree. The amendments must be in writing and communicated to the IEP team. 24
IEP Meetings
IEP Team makeup – parent or guardian of child – not less than 1 general ed teacher of the child – not less than 1 special educator of the child/provider – a representative of the LEA who: is qualified to provide or supervise specially designed instruction is knowledgeable of general ed curriculum is knowledgeable of resources – an individual who can interpret instructional implications of evaluation results – when appropriate, the child
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IDEA Highlights: Discipline 1.
Short term suspensions, appropriate alternative settings, or other settings may be ordered for not more than 10 consecutive school days and for additional removals that do not constitute a change of placement.
2.
A change of placement occurs if: The removal is for more than 10 consecutive days The child is subjected to a series of removals that constitute a pattern because they cumulate to more than 10 days The IEP team must determine whether a change of placement has been made The school may consider any unique circumstances on a case-by-case basis when determining whether to order a change of placement 26
Discipline (cont) 3.
Interim Placements Basis for IAES (Interim Alternative Educational Setting): – Carries/possesses a weapon in school – Knowingly uses or possesses illegal drugs – Sale or solicitation of a controlled substance – 45-day interim placement for inflicting “serious bodily harm” (substantial risk of death; extreme physical pain; protracted and obvious disfigurement; loss of a bodily member, organ or mental faculty)
Interim placements are for 45 school days rather than 45 calendar days (9 weeks instead of 6 weeks) Interim placement does not require parent permission, nor does it require any involvement by a hearing officer 27
IDEA Highlights
Early Intervention 1.
LEAs can use up to 15% of IDEA dollars for intervention services for students who have not been identified for special education, e.g., implementing “response to intervention” or (RtI) assessment
2.
Schools are not limited to using IQ-achievement “discrepancy” assessment model—other models may be used to assess whether a student has a specific learning disability. IQ discrepancy model cannot be the sole determinant of eligibility
3.
Evaluation must still be comprehensive 28
IDEA Highlights
Litigation Reduction 1.
2. 3.
“Opportunity to resolve” problems before a due process hearing is formally filed. School districts have 15 days in which to convene a “resolution session” and may not bring an attorney unless the parents are represented by counsel. Additional 15 days to resolve the problems cited by the parents. Decisions are binding. 2-year statute of limitations for parents to file a complaint. Attorneys will be held liable for the costs of frivolous lawsuits. 29
NCLB & IDEA Alignment NCLB & IDEA require that we organize and focus our efforts around one primary goal: Student Achievement in core curriculum ď Ž Accountability for schools and academic achievement for all students ď Ž
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Reauthorization of ESEA/NCLB NCLB, signed into law in January 2002, is now before Congress for renewal. As part of the renewal process, called "reauthorization," Congress will review and revise the law ESEA reauthorization legislation has become stalled due to partisan differences and the time pressures of an election year.
Proposed Changes:
Multiple Measures Class Size Reduction Program Performance Pay 31
Response to Intervention RtI ď Ž
RtI is the practice of providing high-quality instruction and intervention matched to student need, monitoring progress frequently to make decisions about change in instruction or goals and applying child response data to important educational decisions (NASDSE, 2005)
ď Ž
IDEA provides for the use of RtI as part of the process to determine eligibility for learning disabilities 32
Core Components of RtI 1. High-quality classroom instruction 2. Research-based instruction 3. Classroom assessment 4. Universal screening 5. Continuously monitoring student progress in the classroom 6. Research-based interventions 7. Progress monitoring during interventions 8. Fidelity measures 9. Staff development and collaboration 10. Parent involvement 33
RtI Connection to Special Ed 
Problem-solving approach aimed at reducing unnecessary identification to special education

Identify students who are not achieving at the same level and rate as peers and provide appropriate interventions

The earlier students can be identified and provided appropriate instruction, the higher the likelihood they can be successful and maintain their class placement 34
Response to Intervention Multi-Tier Models Tier 1: Screening & group interventions – Core instructional program uses scientifically validated curriculum for all students – Teachers match students’ prerequisite skills with course content to create appropriate instruction Tier 2: Targeted short-term interventions – Supplemental instruction provided to students who display poor response to group instructional procedures in tier 1. – Students who improve are reintegrated into the traditional program Tier 3: Intensive Instruction – Provide intensive instructional interventions to increase student’s rate of progress. May or may not include special ed services
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RtI Resource Deployment Three Tier Model of School Supports Academic Systems
Behavioral Systems 5-10%
5-10%
Tier 3: Intensive, Individual Interventions Individual Students Assessment-based 10-15% High Intensity Of longer duration
75-85%
Tier 1: Core Instructional Interventions All students Preventive, proactive
Students
Tier 2: Targeted Group Interventions Some students (at-risk) High efficiency Rapid response
10-15%
75-85%
Tier 3: Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures
Tier 2: Targeted Group Interventions Some students (at-risk) High efficiency Rapid response
Tier 1: Core Instructional Interventions All settings, all students Preventive, proactive
New Assumption: All students will become proficient.
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What Does RtI Implementation Look Like?
Students receive high quality, research-based instruction by qualified staff in their general education setting General education instructors and staff assume an active role in assessment in the core curriculum School staff conduct universal screening of both academics and behavior School staff implement specific, research-based interventions to address the student’s difficulties 37
What Does RtI Implementation Look Like? (cont)
Regular progress monitoring of student performance (weekly or bi-weekly)
School staff use progress monitoring data and decision ruled to determine intervention's effectiveness and needed modifications
Systematic assessment of the fidelity or integrity with which instruction and interventions are implemented
Information from the National Research Center on Learning Disabilities http://www.nrcld.org
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RtI Association Issues
Need to influence RtI guidance at the local level
Critical issues for members:
Professional development Reassignment and transfer Teacher workload Compensation Evaluation (program, not teacher) Time for collaboration Scientifically-Based Research interventions Shared decision-making 39
RtI²
California has expanded the definition of RtI to Response to Intervention and Instruction. Use data gained during implementation to identify students with learning disabilities Integrates the resources of general education ,categorical programs and special education through a comprehensive system of core instruction and interventions for all students 40
Resources: RtI
Instruction and Professional Development Department/CTA sbegin@cta.org
CDE RtI webpage: http://pubs.cde.ca.gov/tcsii/ch2/responsetointerven.aspx
National Association of State Directors of Special Education www.nasdse.org
National Center for Learning Disabilities RtI Action Network: http://www.ncld.org/content/view/1002/389/
National Research Center on Learning Disabilities www.nrcld.org
National Center on Progress Monitoring www.studentprogress.org/default.asp 41
Web Resources
www.cta.org
California Teachers Association
www.nea.org
www.cde.ca.gov
www.cec.sped.org Council for Exceptional Children
www.ideapractices.org
www.ed.gov/offices/OSERS/OSEP U.S. Dept. of Education, Office of Special Education Programs
www.wrightslaw.org Wrightslaw: Special Education Law
National Education Association California Department of Education
IDEA Practices
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