assistive technology for special education administrators. for aspiring special educatio… ·...

Presented by Dr. Thomas Rosati

Career and Employment OptionsCEOINCWORKS.com

AssistiveTechnologyforSpecialEducationAdministrators

• Educational Assistive Technology

• Systemic District Plans and Infrastructure

• Current Classroom Technology In Regular and Special Education

• Teacher Proficiency and Use

______________________________________________________

School District Administrators should know about Assistive Technology: • How to Evaluate Educational Assistive Technology

• Solutions, Patches and Bandages

• Case Studies

• Trends and Trials

Tax Cap and Push Back “ Is Special Education Really Special?”

SchoolDistrictAdministratorsshouldknowaboutTechnology:

• Transparent use of appropriate technology to aid special needs students, in and educational setting. – Know the Tech, Know the Students, and Know the Setting

• Following S.E.T.T. theory developed by Joy Zabala– Keynote speaker at LISEA last year on Universal Design

• Look at the Setting, Environment, Task before considering the Technology

EducationalAssistiveTechnology

NYS Certified

Speech St. Johns

Special Education Adelphi

School Administration Stony Brook

EducationalAssistiveTechnologyWhoisthethreeheadedpersondoingthispresentation?

Dr.ThomasRosati

Advanced CertificatesComputer Science Long Island UniversityAssistive TechnologyCalifornia State University Northridge

Ed.D. Education and Technology LeadershipSt. Johns UniversityNational Assistive Technology Practitioner Rehabilitation Engineers of North America

www.SpecialTeaching.com

www.CEOincworks.comAcces‐VR regional A.T. evaluator

Engineering Professor At Stony Brook University Senior Design Capstone

35 years working in a variety of educational environments Primarily with ESBOCES

Graduate Professor A.T. strand for St. Johns speech pathologists

Assistive Technology chapter in Geffner/Ross‐Swain book on C.A.P.D.

Conference Speaker Closing the Gap, State and local presentations

A self‐assessment for personal knowledge about district technology

HowdoyoureallyfeelaboutTechnologyandSpecialEducation?

• WAN, LAN, T1, Filtered WIFI, Drops, Signal Strength, Hubs, and Routers

• Policies and Procedures for BYOD, Imaged Environments, Virtual Access, Access Levels, Safeguards, Fair Usage, and Firewalls

• Maintenance, Virus and Tagged Freeware, Pop up Problems, Home use Policy, E‐mail

• Ordering Process, Versions and Variations, Installation, Classroom Connections

• System Administration and Administrators, Tech help, Teacher help, Local help

DistrictInfrastructure

• Technology Importance‐– Showy or Instructional? – Clean Room entrance‐ Electronic signage – Labs in use, Student and Teacher Collaboration, Works in Progress, Special Services, and Support

• Classroom Integration– Centers or Strips, Assistive Listening, Computer and Smart board placement for real usage, Peer Networking, Student work, Web pages, District Website participation

Special Needs integration and transparency, Printer availability, Office copier capabilities

Is the Policy One for All? Or All for One?

WhatdoesMBWAtellyouabouttechnologyintegration?

• Online assignments, Linkages, and Support• Email and Management use• Adaptation and Universal Design• Collaborative Sharing with local and outside resources• What help is being provided?

– Is training being provided constantly on good practices and technology integration?– Is training tailored to classroom needs, or is it one and done tech time?– Do people know where to get direct help, or are they waiting for a routing slip to eventually

look at what they need?– Is there a district specialist, or mentoring help for technology issues?

GeneralEducationandSpecialEducationTeacherProficiency

A.T.

Whatisit?Whyhaveit?

Whodeterminesit?Whoneedsit?

SolutionsforCommonConcernsGettingAppy

WheredoIfindoutmoreaboutit?

• Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of children with disabilities.

WhatisAssistiveTechnology?

WhatareAssistiveTechnologyServices?

The evaluation of the (technology) needs of the child, including a functional evaluation of the child in the child’s customary environment;

Purchasing, leasing or otherwise providing for the acquisitionof AT devices by children with disabilities;

Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing AT devices;

Coordinatingand using other therapies, interventions, or services with AT devices, such as those associated with existing education and rehabilitation plans and programs;

Training and technical assistance for a child with a disability ,that child’s family;

Training or technical Assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or

otherwise are substantially involved in the major life functions of a child with a disability. [20 U.S.C. 1401 (2)]

AssistiveTechnologyisaTOOL• A.T. is not a cure to all of a student's problems• A.T. does not fix or repair, but aids and assists• It is not perfect and often requires modification and customization

• If is strongly dependent on the Users and Usage• Acceptance needs to happen with the client AS WELL AS those working with them.

Classroom incorporation and accommodationshould be observable.

WeareinaTimeofTransition• Software Development Stopped With Windows XP and Animal OS

• Specialty Software Stopped with Network Proliferation

• Application Development has Wild West growing pains‐ App Version is not usually as robust as computer version

• Updated Competition and Game Changers– IOS 8, Windows 8, Surface Pro, Google Suite, Google Chrome

Howshouldtheydetermineit?

• S.E.T.T. methodology /C.A.S.T. Universal Design developed by Joy Zabala

Situation Environment Task Technology• Evaluation should look at the whole student for their entire day

• Educational relevance and need should be the focus, not the Assistive Technology

• 4R’s Realistic Rational Responsible Reactive

WhoDeterminesit? Determining Assistive Technology needs a generalists approach instead of a specialists slant

A team of specialists working transdisciplinary to focus on what an individual needs

Experienced Individual(s) trained to use educational methodology that incorporates multiple aspects and fields of study

You are qualified to write an Assistive Technology Report, because there are no regulations In New York State on qualifications about assistive technology

IsAssistiveTechnologyallHighTech?• Assistive Technology is for greater independence, productivity, and participation .

• It can be simple or complex. It can include Velcro, pencil grips, adapted desks equipment and recreation activities

• Toys, E.C.U.s and E.A.D.L.s can have educational relevance.

AssistiveTechnologyCanBeHighTech

• You can take advantage of Existing District or Jobsite Technology• District BYOD Student and Teacher Drives‐ Teacher Web Pages• E‐School Cloud Storage Google Drive

• WiFi Hotspots Corporate Websites Internal Inventory Systems

• Cell Phones‐Text Messages, Alarms, Timers, Job Specific Apps

Consideringwhoneedsit‐ I.E.P.students Every I.E.P. must consider Assistive Technology for each student (I.D.E.A.)

Assistive Technology is a section on every student’s I.E.P. Having to state why it is needed or what has been tried and what may be appropriate is something that C.S.E.s need to be able to do.

Assistive Technology can be a method for allowing a student to remain in a less restrictive environment

Consideringwhoneedsit‐NonI.E.P.studentswithneeds

• Modifications and accommodations under Federal 504 statutes can be requested on an individual basis

• As a part of Response to Intervention activities, assistive technology can be used as a method of intervention

Consideringwhoneedsit‐Regulareducationstudents

• Assistive Technology modifications are a method for creating UNIVERAL DESIGN

• Assistive Technology can benefit many students

• Assistive Technology can be purchased for one, and used for others

• A district with a permissive BYODevice Policy may only need to provide specific resources or applications

Consideringwhoneedsit‐Physicallyandmentallychallengedstudents

• Assistive Technology can be part of seating systems, powered mobility, augmentative communication devices, special switches, assisted listening devices, with commercially available or adapted items.

• These technology solutions are designed to improve an individual's educational abilities to learn, communicate, work and interact

A.T.andComputers A.T. does not have to be new or the best

All Major A.T. Should be listed on the IEP and should reflect anything that is new and unique

A.T. Should be practical and transparent not just available. ‐ I.E.P. goals can insure compliance.

Laptops, Tablets and networks can be good solutions, or large problems

Educational environments can determine the kinds of A.T. that is appropriate

Training for all including staff and parents along with acceptance by the student is critical

Who Provides the Assistive Technology?

• If Assistive Technology is being used as part of a student's educational program AND specified in their I.E.P., then the District or Agency is obligated to provide it as part of FAPE.

• This can include the purchase, maintenance, training, and availability.

Ways to Save on Assistive Technology• A school district can aiding and encourage outside funding for individual needs.

• Districts can include Assistive Technology as part of technology funding, state and federal grants and aid categories

• Rentals and trial periods can be used prior to purchase

• Appropriate, not always new, is what is required

• Adding Software or Apps to a home system or a personal device can be considered.

• BYOD, Classroom instead of Individual purchases.

OwnershipofEquipmentWhen a school district or agency purchases AAC or A.T. for use by an individual it is the property of the school not the individual.

When Medicaid or Private insurance/funds pays for A.T. -the client owns the equipment.

Equipment can go home or to a Job Site or be purchased for home equipment if it is relevant to the students educational program. This can be problematic if the individual moves suddenly out of the district.

AdvocatingandAvoidingPolitics• There are no regulations on who can evaluate assistive technology except for wheelchair fitting

• A.T. is usually cheaper than people

• Levels of related services, Aides, scribes, class placement can be bargaining chips for providing Assistive Technology

• Reduction of one individual aide to a shared aide, pull out service to push in service, or movement to an LRE could fund a laptop or tablet for every student in a classroom

AssistingAssistiveTechnology.

Match Teacher and Student

Match Teacher and Technology

Evaluate Technology Integration MBWA‐ Environmental Assessment

Promote Best Practices

Use Technology Yourself

Get the Hatfields to talk to the McCoys

Pilot

Turnkey

Universally Design

Get Good Help

District A.T. vs.

C.S.E. Administration

GetGoodHelp• Find resources both human and electronic

• Know what you don’t know and be willing to admit it, and learn about it

• Expect evaluations, products, and education to be adapted to student needs. Know how to test this.

Be willing to take some slings and arrows for taking some risks and not having all the answers.

TopTechnologyThingstoknow

• I‐Pad Air, Surface Pro, Google Chrome, know how they differ, and what is provided in each?

• IOS 8 when it was released in the fall of 2014 included real universal voice dictation (with a wifi) real time word prediction and accessibility settings can cover many A.T. adaptations for special needs students

• In addition airdrop, and Apple Air can help with compatibility and printing needs

• Using Iworks, Office, and Google Docs, http://www.imore.com/iwork‐vs‐microsoft‐office‐vs‐google‐docs

• When do we put things about Common Core into PAARC?

EspeciallyAPPY

Assistive Technology Check Sheet

http://pinterest.com/lasenders/Pinterest site For Assistive Technology

InternalSolutions• Providing Class Notes

• Use of a Copy Machine that has Network Scanning Capabilities• Using Smart Notebook captures

• I‐Pad and I‐Phone Basic APPS• http://appsforaac.net/applist

• Provide A.A.C. for a Student • Create a Closet of AMDI /GoTalk

• AMDI Loaners and Rentals

PossibleSolutionsforCommonProblems

• Spelling‐Word Prediction I word‐Q IOS 8, Google Dicatation

• Math‐ Calculators (Hand written, Talking) MyScript Calculator Math.com

• Reading‐ System 44 Read 180,• Read back Capability IAccessibility, Read2Go, DreamReader

• https://rw.texthelp.com/drive/Support/Home Free for teachers• www.BOOKSHARE.org Solo Reader Free for Districts• Spark notes, Goodreads• Electronic TEXTBOOKS and Supplements

• Organization‐ One Note, Notability, Calendar, Reminders

WhichPlatformtoUse

• Laptop ‐ District Surplus

• Convertibles and Netbooks – Passing Fancy

• Tablet ‐ Lite Versions

• Tablet Computer‐Many Imitators, one Winner Surface Pro 3

• Chrome Book‐ Got WiFi?

Will Voice Dictation be a Major Need for this Student?

CaseStudy1• Jack is a student enrolled in a regular education program, in a co‐teaching model classroom for the majority of his school day. He averages at least a half hour each day being pulled outside of his classroom for Counseling, Occupational Therapy, and Speech. He also is involved outside of the school day in reading and tutoring programs.

• Jack has been classified as having Autism. He participates in all school activities and special subject classes with his peers.

• He is reported by his mother to use computers and a variety of tablets and systems at home.

• He has a classroom center with three computers for student use in the rear of the room. Jack sits directly in front of the Smart board in the front of the classroom. Process writing tasks are also completed using the computers in the computer lab.

• There is no wireless service available in his classroom setting.

• His writing can be difficult to read from a mechanics as well as numerous spelling and grammatical errors. Spacing and size can also diminish the capability for another party to understand what he is trying to say.

• Jack can have difficulty recalling his own work when asked to read his writing.

CaseStudy2• Jill is an 9 year old student in a 4th grade co‐teaching model setting, and receives individual occupational therapy, physical therapy, and speech services, twice a week for each pull out service.

• She also has an individual aide who is with her for 4 ½ hours of her school day.

• Jill’s ability to comprehend material without using multimodality examples and visual cuing is deficient.

• She has a full scale IQ score of 78, and has struggled to keep up with her peers academically.

• Currently, her cerebral palsy does not allow her to write legibly for any duration. She has difficulty writing in the space provided on many tests and handouts.

• She also struggles to decode reading materials at her grade level, and needs to have material re‐read to provide better comprehension of reading material that is longer than a few paragraphs.

CaseStudy3• For Chip, vision is not a sensory area that can be used. While speech is something he can occasionally produce, it is too inconsistent beyond an occasional simple request, or affirmation of a choice that has been made.

• His hearing is impaired, but appears adequate through the speech range to differentiate things and to understand requests.

• He is also motivated by sounds and music, and responds well when they are featured in an activity.

• He also differentiates people by voices, but does not move his head consistently towards a speaker or sound source.

• He does have the ability to grasp and operate a switch with his left hand. He will move his right hand but was not observed using it functionally.

• Switch placement needs to be modified to meet how far he is stretching, and he will search for a switch that he knows will give him control over an object he likes.

• He worked best with a thin joystick switch and can grab and move this.

• He operates Electronic Music using a powerlink switch controller.

CaseStudy4• Dale was able to read, respond and articulate his areas of concern. He could clearly articulate his needs and self –advocate for himself when needed.

• Because of his Cerebral Palsy and other medical issues, keeping up with writing demands for note taking and essay type assignments is becoming harder for him to do at a pace with his peers.

•

• Fatigue from attempting to do extended paper and pen tasks is also becoming greater as the workload has increased.

• When he verbalizes an answer it was usually more complex than what had been written.

• Dale is able to type at a sufficient pace to be as fast and more efficient, then when his work is handwritten.

• Dale is working near his grade level for most academic areas.

YourCaseStudies

WheredoIfindoutmoreaboutit? www.SpecialTeaching.comMy home site

http://seriweb.com/tech.htm SPED Technology

http://lcps.org/Page/1694 A.T. in Loudoun County Public Schools

http://www.acces.nysed.gov/vr/

ACCES/VR Adult Career and Continuing Education Services‐Vocational Rehabilitation

http://shop.ascd.org/Default.aspx?TabID=55&productid=152006128&the‐tech‐savvy‐administrator:‐how‐do‐i‐use‐technology‐to‐be‐a‐better‐school‐leader?‐(ascd‐arias) ASCD series for AdminTech

http://www.casecec.org/ Council For Special Education Administration

http://wrightslaw com/ SPED Advocates

The State of Special Education

• How Many Students are in Special Education?

• How Many Students are Classified

• How many Students are in each classification?

The Trends in Special Education

The Effects of Special Education

Rethinking Special Education

• Has Special Education Intervention Reduced The Number of Special Education Students?

• How has Classification of Students Changed?

• Where are Special Education Students Educated?

• What Does it Cost to Educate a Special Education Student?

• Are Higher Standards Improving Special Education?

• Has Special Education been Effective?

• How Can Special Education BE Special?



• How are Students Classified?












Improvements in Data Reporting• The 1997 IDEA reauthorization act included provisions requiring that states and

districts include students with disabilities in their assessment systems.

• In 2000 State were required to report on the performance of students with disabilities on regular and alternate assessments.

• Cohort Reporting limited the ability to exempt and “hide” scores from special needs students.

• Computer Data Collection has standardized for numerous reporting requirements and increased the amount and type of data collected.

• States have established data warehouses for information about each students’ performance

Difficulties in Special Education Data Analysis• Federal Systems report data that is often 5-10 years old even with improved

statistical collection.

• Raw data is often unavailable for analysis, and data released can be conditioned to not allow appropriate analysis.

• Data can be presented as percentages, composites or by individual district reports.

• State testing requirements and standards are still not consistent state to state, year to year, or test to test.

• Classifications categories have changed over time

• Classroom configurations have changed with increased in class and push in services instead of pull out and segregated classroom settings.

• Confidentiality issues exclude any identifiable data to be released• Especially hard for Special Education due to having a limited number of

specific student classifications in small districts

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

All Students Nationwide 47,203,539 47,671,870 48,183,086 48,540,215 48,795,465 49,113,298 49,315,842 49,292,507 49,265,572 49,313,000

National Students with Disabilities 3,549,138 3,557,602 3,569,117 3,543,081 3,535,903 3,584,912 3,626,165 3,678,545 3,732,240 3,764,351

National % of Students with Disabilities 13.3 13.4 13.5 13.7 13.8 13.7 13.6 13.4 13.2 13.1

The Special Needs Population has Remained Static in N.Y.S. over Time

Individuals with Disabilities 0‐21 in New York State

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

New York State Total Special Education 5‐17

1997‐98 372,716

1998‐99 381,342

1999‐00 384,352

2000‐01 389,668

2001‐02 387,014

2002‐03 386,082

2003‐04 387,633

2004‐05 391,595

2005‐06 389,125

2006‐07 391,773

The number of Special Education Studentshave increased slightly over time

2009 Percentage by Category in New York

Federal Disability Categories Total Percent

Autism 21,321 5.10%Emotional Disturbance 34,235 8.10%

Learning Disabilities 163,971 39.00%

Intellectual Disability 12,636 3.00%

Deafness 1,218 0.30%Hearing Impairments 3,453 0.80%

Speech or Language Impairments

100,054 23.80%

Visual Impairments (Includes Blind)

1,502 0.40%

Orthopedic Impairments 2,394 0.60%

Other Health Impairments

58,978 14.00%

Multiple Disabilities 19,676 4.70%

Deaf-Blindness 8 0.00%Traumatic Brain Injury 1,207 0.30%

Total School Age 420,653

12.8 12.612.2 12.4

11.912.2

13.213.5

100‐500

500‐1,000

1,000‐1,500

1,5003,500

3,500‐8,000

8,000‐15,000

15,00025,000

NYC

District Size MattersPercentage I.E.P. students in different district populations

Schools with 3,500‐8,000 students typically have4‐6 elementary schools, 2 middle schools and 1 high school

New York City has 1,291,147 students 4‐17

Specificlearningdisabilities

Speech orlanguage

impairments

Intellectualdisability

Emotionaldisturbance

Hearingimpairments

Orthopedicimpairments

Other healthimpairments

Visualimpairments

Multipledisabilities

Deaf‐blindness Autism Traumatic

brain injuryDevelopmental delay

1976‐77 796 1,302 961 283 88 87 141 38 0 0 0 0 0

1980‐81 1,462 1,168 830 347 79 58 98 31 68 3 0 0 0

1990‐91 2,129 985 534 389 58 49 55 23 96 1 0 0 0

1999‐2000 2,834 1,080 600 469 71 71 253 26 111 2 65 14 19

2000‐01 2,868 1,409 624 481 78 83 303 29 133 1 94 16 178

2002‐03 2,848 1,412 602 485 78 83 403 29 138 2 137 22 283

2004‐05 2,798 1,463 578 489 79 73 521 29 140 2 191 24 332

2005‐06 2,735 1,468 556 477 79 71 570 29 141 2 223 24 339

2006‐07 2,665 1,475 534 464 80 69 611 29 142 2 258 25 333

2007‐08 2,573 1,456 500 442 79 67 641 29 138 2 296 25 358

2008‐09 2,476 1,426 478 420 78 70 659 29 130 2 336 26 354

2009‐10 2,431 1,416 463 407 79 65 689 29 131 2 378 25 368

0

500

1000

1500

2000

2500

3000

3500Placement Changes over Time in New York

1976‐77 1980‐81 1990‐91 1999‐2000 2000‐01 2002‐03 2004‐05 2005‐06 2006‐07 2007‐08 2008‐09 2009‐10

0 500,000 1,000,000 1,500,000 2,000,000 2,500,000 3,000,000

Autism

Deaf‐Blindness

DEV.Delay

ED

HI

MR

MD

Ortho

OHI

SLD

SLI

TBI

Vision

Trends in Federal Disability Categories Over Time

2010200920082007200620052004200320022001

Shifting Trends in Special Education ‐ Janie Scull and Amber M. Winkler 2011

0 500,000 1,000,000 1,500,000 2,000,000 2,500,000 3,000,000

Autism

Deaf‐Blindness

DEV.Delay

ED

HI

MR

MD

Ortho

OHI

SLD

SLI

TBI

Vision

Trends in Federal Disability categories over time

Each year there has been a steady decline in students classified with Specific Learning Disabilities, Mental Retardation (retitled Intellectual Disability*) and ED classifications with sharp rises in Other Health Impaired and Autism classifications

*Data in the chart reflects a time span where the category Intellectual Disability was still referred to as Mental Retardation

Shifting Trends in Special Education ‐ Janie Scull and Amber M. Winkler 2011

1976‐77

Specific learning disabilitiesSpeech or language impairmentsIntellectual disabilityEmotional disturbanceHearing impairmentsOrthopedic impairmentsOther health impairmentsVisual impairmentsMultiple disabilitiesDeaf‐blindnessAutismTraumatic brain injuryDevelopmental delay

1980‐81


1990‐91


1999‐2000


2000‐01


2002‐03


2004‐05


2006‐07


2007‐08


2009‐10


2,346,993

1,063,888

435,170

385,492122,062

734,682

68,85855,229

694,21624,773

2011 Distribution of I.E.P. Students by Disability Category

SLD SI CD ED Mult Autism HI Ortho OHI VI

5%

3% 1%

8%

24%

0%1%0%

39%

0% 14%

0%

5%

Special Education Category Distribution 2010

Autism

Intellectual Disability

Hearing Impairments

Emotional Disturbance

Speech or LanguageImpairmentsVisual Impairments (IncludesBlind)Orthopedic Impairments

Deafness

Learning Disabilities

Deaf‐Blindness


1% 5% 1%

12%

16%

0%1%

55%

0%4% 0% 5%

Special Education Category Distribution 1996 Autism

Intellectual Disability

Hearing Impairments

Serious EmotionalDisturbanceSpeech or LanguageImpairmentsVisual Impairments (IncludesBlind)Orthopedic Impairments

Specific Learning Disabilities

Deaf‐ Blindness


Deafness

147883

22445

63861

17399

Distribution of Special Education Students in New York

Regular Education Resource Room Self Contained Out of District

Time INSIDE Regular Classroom 80% or more, 147883

Time INSIDE Regular Classroom 40% to

79%, 22445

Time INSIDE Regular Classroom Less than

40%, 63861

In Separate Settings Outside of regular school facilities,

17399

In Other Specific Settings, 7705

WHERE DOES SPECIAL EDUCATION TAKE PLACE?

N.Y.S. 2012 NYSED Data

The majority of Special Education instruction takes place with students remaining primarily in a regular classroom setting

Comparison of School Aid Reform Proposals for New York State William Duncombe and John Yinger 2004

Any attempt to calculate the added costs of disadvantaged students faceschallenges:

(1) It is difficult to untangle the effects of the many different factors that influence school spending and student performance

(2) There exists little scientific evidence about the effectiveness of various programs in boosting the performance of disadvantaged students

Despite efforts to curb education costs, Special Education remains an enigma

1/2 DAY K ENROLLMENT SIRS (L2RPT SIRS 313.1 APRIL SNAPSHOT Khalf‐day + portion UGE[1])

FULL DAY K ENROLLMENT SIRS (L2RPT SIRS 313.1 APRIL SNAPSHOT Kfull‐day + portion UGE[2])

GRADES 1‐3 ENROLLMENT SIRS (L2RPT SIRS 313.1 APRIL SNAPSHOT gr 1‐3 + portion UGE[3])

GRADES 4‐6 ENROLLMENT SIRS L2RPT (SIRS 313.1 APRIL SNAPSHOT gr 4‐6 + portion UGE[4])

GRADES 7‐12 ENROLLMENT SIRS (L2RPT SIRS 313.1 APRIL SNAPSHOT gr 7‐12 + total UGS)

RESIDENT CHARTER SCHOOL ENROLLMENT[5] DATA REPORTED BY CHARTER SCHOOL IN SIRS

CALCULATED ENROLLMENT (inc. Charter, BOCES FT SWD, Equivalent Attendance, Homebound

SUM OF row 1‐6 (K‐12 enrollment) + row 11 (BOCES FT SWD) + row 16 (Equivalent Attendance) + row 17 (Homebound)

NON RESIDENT STUDENTS ENROLLED IN PUBLIC SCHOOLS IN THIS DISTRICT SIRS (L2RPT SIRS 312.1 APRIL SNAPSHOT cols. i + j)

RESIDENT STUDENTS ENROLLED IN PUBLIC SCHOOLS IN ANOTHER DISTRICT BEDS online, District Summary Form 4.A + 4.B (District form Page 2 Q_4)

One component used to determine the cost per student, is a three year average of enrollment.

RESIDENT STUDENTS ENROLLED IN NON‐PUBLIC SCHOOLS W TUITION PAID

BY PARENTS OR OTHER[6]

BEDS online Nonpublic School Data Form 4.A (Nonpublic form Page 4

Q_4)

RESIDENT STUDENTS WITH DISABILITIES ENROLLED IN BOCES FULL TIME BEDS online, District Summary Form 4.C (District form Page 2 Q_4)

RESIDENT GENERAL EDUCATION STUDENTS ENROLLED IN BOCES FULL TIME BEDS online, District Summary Form 4.D (District form Page 2 Q_4)

APPROVED PRIVATE SCHOOL OR SPECIAL ACT SCHOOL (4405 PUPILS) BEDS online, District Summary Form 4.E (District form Page 2 Q_4)

NYS SCHOOL FOR THE DEAF AT ROME OR NYS SCHOOL FOR THE BLIND AT

BATAVIA

BEDS online, District Summary Form 4.F (District form Page 2 Q_4)

RESIDENT AND NON RESIDENT PUPILS ATTENDING NON PUBLIC SCHOOLS IN

THIS DISTRICT[6]

BEDS online Nonpublic School Data Form 4.A + 4.B + 4.C (Nonpublic form

Page 4 Q_4)

RESIDENT STUDENTS IN EQUIVALENT ATTENDANCE PROGRAMS SIRS (L2RPT SIRS 312.1 APRIL SNAPSHOT cols. b + c)

RESIDENT HOMEBOUND STUDENTS EDUCATED AT DISTRICT EXPENSE SIRS (L2RPT SIRS 312.1 APRIL SNAPSHOT col. h)

K‐6 FREE LUNCH APPLICANTS BEDS online Public School Data Form 14. C (School form Page 6 Q_14)

7‐12 FREE LUNCH APPLICANTS BEDS online Public School Data Form 14. C (School form Page 6 Q_14)

K‐6 REDUCED LUNCH APPLICANTS BEDS online Public School Data Form 14. C (School form Page 6 Q_14)

7‐12 REDUCED LUNCH APPLICANTS BEDS online Public School Data Form 14. C (School form Page 6 Q_14)

UNIV PREK ENROLL ‐ 1/2 DAY RES NONRES IN DISTRICT CLASSROOMS SIRS (L2RPT SIRS 316.1 APRIL SNAPSHOT UPK in District Operated Half ‐Day)

UNIV PRE‐K ENROLL: FULL DAY RES NONRES IN DISTRICT CLASSROOMS SIRS (L2RPT SIRS 316.1 APRIL SNAPSHOT UPK in District Operated Full ‐Day)

UNIV PRE‐K ENROLL: 1/2 DAY RES NONRES IN CBO SETTINGS SIRS (L2RPT SIRS 316.1 APRIL SNAPSHOT UPK in CBO Operated Half ‐Day)

UNIV PRE‐K ENROLL: FULL DAY RES NONRES IN CBO SETTINGS SIRS (L2RPT SIRS 316.1 APRIL SNAPSHOT UPK in CBO Operated Full ‐Day)

UNIV PRE‐K ENROLL: NON‐RESIDENT SIRS (L2RPT SIRS 316.1 APRIL SNAPSHOT UPK Students who are not residents of this district)

MID YEAR OR 1ST TIME EXPANSION PREK PUPILS Contact the SED Office of Early Learning if questions

Regular Education

Resource Room

Self Contained Out of District

1990* 3,247 2,877 5,548 34,0012010** 5,810 5,148 9,928 60,842

*The Journal of Special Education Volume 26 “ What do we Know about the Costs of Special Education?”

Students INSIDE Regular Classroom 80% or more

Students INSIDE Regular Classroom 40% to 79%

Students INSIDE Regular Classroom Less than 40%

Students In Separate Settings Outside of Regular School Facilities

147883 22445 63861 17399

**Federal Department of Labor Inflation Calculator

4%

24%

40%

32%

New York State Special Education Total Costs for Each Setting

Resource Room Self Contained Out of District Regular Education

1 2.3

6.5

8.5

New York State Cost Ratio For Educational Settings

Regular Education Resource Room Self Contained Out of District

When IDEA was passed in 1975, the feds offered to pay up to 40 percent of the costs. They've averaged less than 10 percent ever since, and states don't make up the difference. One southern California district has seen its special ed layouts grow from $3 million to almost $11 million in just the past three years.

"We are cannibalizing our regular education budget," says Joe Quick, an administrator in the Wisconsin public school system. Teachers are saying 'why are those kids here?' it's really starting to drive a wedge between regular ed and special ed."

Given this focus on legal liability and procedure, it's little wonder that teaching takes a back seat to paper‐pushing."[Special ed teachers] complain they're spending 50 to 60 percent of their time filling out forms," says Kim Reid, a professor at Columbia Teachers' College.

The Scandal of Special‐Ed It wastes money and hurts the poor by Robert Worth ‐The Washington Monthly



• How Are Students Classified?












Mean ELA scores grades 4‐7

4th 5th 6th 7th

Regular Education

74 79 80 81

SpecialEducation

62 65 66 63

Mean Math scores grades 4‐7

4th 5th 6th 7th

Regular Education

68 71 73 76

SpecialEducation

56 57 58 59

We have not “Closed the Gap”Regular education students were 2.5 times more likely to meet minimum state requirements in 8th grade than I.E.P. students

62.720.9

14.7

1.5

Special Education Students Reason for Leaving School

Graduate Certificate Drop Out Age Out

2011 http://disabilitycompendium.org

0

2,000,000

4,000,000

6,000,000

8,000,000

10,000,000

12,000,000

H.I. V.I. Congnitive Ambulatory Self‐CareNeeds

IndependentLiving Needs

Employment for Specific Special Needs Populations

Total 18‐64 Employed 18‐64

15%

16%

23%22%

36% 48%

What does Common Core mean for students with disabilities and English language learners?

The Common Core State Standards give states the opportunity to share experiences and best practices, which can lead to an improved ability to serve young people with disabilities and English language learners. Additionally, the standards include information on application of the standards for these groups of students.

http://www.corestandards.org/resources/frequently‐asked‐questions

College and Career Access emphasizes the importance of learning about postsecondary pathways and careers in order for students to develop meaningful personal aspirations. To access higher education, students need a clear sense of the roadmap to their goals, as well as specific supports at key transition points to ultimately gain entry to a well‐matched college/career training program.

This domain includes exploration; financial knowledge; effective use of summer months; and direct support for access, enrollment and transition activities

NYC Schools College and Career Standards

Promoting a culture of high expectations for all students is a fundamental goal of the Common Core State Standards. In order to participate with success in the general curriculum, students with disabilities, as appropriate, may be provided additional supports and services, such as:

• Instruc onal supports for learning― based on the principles of Universal Design for Learning which foster student engagement by presenting information in multiple ways and allowing for diverse avenues of action and expression.

• Changes in materials or procedures― which do not change the standards but allow students to learn within the framework of the Common Core.

• Assistive technology devices and services to ensure access to the general education curriculum and the Common Core State Standards.

http://www.corestandards.org/assets/application‐to‐students‐with‐disabilities.pdf

Adaptation of Common Core and Movement from Career Readiness to College Completion Capabilities

This push for higher standards will Further Distance and Alienate Special Needs Students

Common Core Career Readiness is based on collegiate needs, Not life or technical capabilities

Common Core puts emphasis on writing discourse, depth of knowledge, and fluency of explaining and detailing knowledge. All of these have historically been weaknesses of special needs students.

Higher Standards have put a premium on college over career programs, devaluing and closing technical and career training , relegating them to only be appropriate for I.E.P. students.

High school graduation requirements no longer have Completion or Certificate options for studentsGED and alternate diplomas are also being phased out.

Graduation alternatives like +4 still require academic rigor design for college readiness, only not as much as the regular education student

Effects of Common Core and Movement from Career Readiness to College Completion Capabilities

nticipated effects that will affect special needs individuals

Drop out rate for special needs and ESL populations will rise significantly.

More students will remain in school beyond 17 until they are out at 21

Career education opportunities will be minimized or unattainable for special needs students from high academic requirements (ex. Completion of state testing and 90 average for H.S. seniors)

Private sector and community college technical programs will flourish.

Possible career opportunities for special needs individuals wille diminished in military and governmental agencies, with tudents unable to meet the requirements of being high schoolgraduates to be considered for these areas of employment.

Tax Caps and Accountability Requirements combined withnfunded mandates and laws will negatively impact special ducation services with poor districts having increased hardship.

Offer a Free and APPROPRIATE Education

Give all students a life skills approach to learning. Students who are adept can continue on a college based path of learning. Mastery Qualification Testing to continue into a college program is feasible if an alternate non college

course of study can be offered. Proficiency standards IB and Technical exams should be components of obtaining a high school diploma

Provide a range of technical as well as academic courses for all students in a framework that encourages practical and technical learning as well as academic and theoretical knowledge

Adopt an “Every Child can Learn but not at the same rate, or needs the same education” philosophy

Offer a Free and APPROPRIATE Education Provide technology and assistive technology options in classrooms that are based on Universal Design

Eliminate Academic “social inclusion” Students who require exorbitant classroom modifications and staff to have them minimally participate in an academic

setting is costly and counterproductive

Give parents of students who are clearly incapable of meeting the requirements for academic graduation, an alternate, non‐academic, therapeutic option Operation and care delivery need to be at private facility frequencies

Post ‐21 expectations Savings created by public private cooperatives could create “state of the art” in district facilities

Incorporate Out of District placements in district. Create facilities that support and incorporate alternate learning and interaction. “ Not Separate, and Not Equal ( but

Better for the Individual)”

assistive technology for special education administrators. for aspiring special educatio… ·...

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