Liberty County School Board Workshop

Exceptional Education Overview

January 31, 2017

Welcome and IntroductionsGay Lewis – Director of Instruction and ESE

Discretionary Partners

Faye Yongue – FDLRS

Janna Hill - SEDNET

Caren Prichard – Florida Inclusion Network

Rusty Holmes – FDLRS

Debi Bennis – Family Network on Disabilities

Please rate your knowledge of the following topics.

1. What is IDEA?

2. What resources are available to implement IDEA?

3. What is meant by LRE – Continuum of Services –Inclusion – BPIE?

4. How Do We Pay for That?

5. What is a School Profile?

1. What is IDEA?The Individuals with Disabilities Education Act (IDEA) is a federal law that requires schools to serve the educational needs of eligible students with disabilities.

Schools must evaluate students suspected of having disabilities.

Six Major Principles of IDEA

1. Zero Reject

2. Free Appropriate Public Education (FAPE)

3. Protection in Evaluation

4. Least Restrictive Environment (LRE)

5. Parent and Student Participation in Decision Making

6. Procedural Due Process

Individual Education Plans

IDEA requires the creation of an IEP for every child receiving special education services. Including children from age 3 through high school graduation or a maximum age of 22 (whichever comes first).

The IEP is meant to address each child’s unique learning issues and include specific educational goals. It is a legally binding document.

By Law, IEPs must include:

A statement of the child’s present level of performance

Child’s annual educational goals

Special education supports and services

Modifications and accommodations provided

Accommodations on standardized tests

How and when the school will measure the child’s progress toward annual goals

Transition planning that prepares teens for life after high school

2. What Resources Are Available To Implement IDEA?

There are many projects funded by the State of Florida available to assist in the implementation of IDEA.

A complete list of BEESS Discretionary projects can be found at:

http://www.fldoe.org/core/fileparse.php/7567/urlt/projectslisting.pdf

Several major projects are described on the following slides.

Access Project

The Access Project focuses on evidence-based instructional strategies and supports that align with the Florida Standards access points.

http://accesstofls.weebly.com

Centers for Autism and Related Disabilities (CARD)

Seven regional autism centers provide nonresidential resources and training services for persons of all ages and of all levels of intellectual functioning who have autism, a pervasive developmental disorder, an autistic-like disability, a dual sensory impairment or a sensory impairment with other disabling conditions.

http://florida-card.org

Florida Diagnostic and Learning Resources System (FDLRS)Associate Centers (ACs)

FDLRS Centers now include the Florida Inclusion Network (FIN).

The purpose of the 19 FDLRS ACs is to provide programs and services for individuals working with ESE students, families and support agencies. One function is to:

Assist school districts and families who have children who are exceptional or have special or unique needs to develop effective partnerships allowing shared responsibility to improve the education of children and youth.

http://www.fdlrs.org

FDLRS Multidisciplinary Centers (FDLRS MDCs)

The FDLRS MDCs are a network of six centers established around Florida to provide diagnostic evaluation services for children and youth identified as having complex medical, educational, emotional and/or behavioral problems.

http://mdc.fsu.edu/

Multiagency Network for Students with Emotional or Behavioral Disabilities (SEDNET)

SEDNET regional projects provide an intensive integrated educational program to include a continuum of mental health treatment services to enable students with or at risk of emotional or behavioral disabilities to develop appropriate behaviors and demonstrate academic and career education skills.

http://www.sednetfl.info

Technical Assistance and Training System for Programs Serving Prekindergarten Children with Disabilities (TATS)

TATS is a statewide system of technical assistance and training that promotes high-quality programs, which lead to and support positive outcomes for Pre-K children with disabilities and their families.

http://tats.ucf.edu

Family Network on Disabilities (FND)

Family Network on Disabilities is a national network of individuals of all ages who may be at-risk, have disabilities, or have special needs and their families, professionals, and concerned citizens. The mission of FND is to strive for the complete integration and equality of persons with disabilities in a society without barriers and to serve families of children with disabilities, ages birth through 26, who have the full range of disabilities described in section 602(3) of IDEA. FND is a parent organization as defined in section 671(a)(2) of IDEA 2004.

http://fndusa.org

3. What is meant by Least Restrictive Environment (LRE)?“To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of the child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.”

Individuals with Disabilities Education Act Amendments of 1997, Section 1412(a)(5)(A), and Section 300.550(b)(1)(2) of Title 34 of the Code of Federal Regulations

Federal and State Indicators

The Least Restrictive Environment (LRE) refers to time that students with disabilities spend with non-disabled peers.

It is where and when an individual student can be taught and make progress in the general education curriculum to the maximum extent possible with students without disabilities.

Year State Targets Liberty Data

2014-2015 77% 78%

2015-2016 79% 83%

Continuum of Services

Best Practices for Inclusive Education (BPIE)

The BPIE is a self-assessment for districts and schools to evaluate the current status of inclusion across the district or school, identify priority needs, and implement improvement plans to achieve measurable goals.

4. How Do We Pay For That?

• Sources of funding • FTE (Full Time Equivalent) • ESE Guarantee Allocation • IDEA Grant

Matrix and Explanation of cost factors

1.Part of a student’s IEP.2.“Worksheet” used to identify the Level of Services

provided for that student. 3.Results in a matrix number that is tied to a funding level. 4.Requires documentation and other forms of “proof” of

services provided. 5.Must be done correctly or it may result in a penalty.

See handout in packet with program cost factors.

IDEA Part B K-122016-2017

Total Allocation - $327,346 2016-2017 SY How are these funds spent?

Salaries – $148,624.00

Professional Technical Services – $142,620

Software/Supplies/Equipment - $6,441 Software – $3,200

Supplies – $2,241

Equipment $1,000

Other Professional Technical – $7,800

Indirect Cost - $21,862 -

Salaries -45%

Professional Technical - 44%

Other Professional Technical - 2%

Equipment - 2%

Indirect Cost -7%

IDEA Part B, Preschool2016-2017

Total Allocation - $20,395

2016-2017 SYSalaries - $17,829 Professional Technical - $1,205.23 Indirect Cost - $1,364.26

Salaries - 87% Professional Technical -6% Indirect Cost - 7%

Liberty County High School

Revenue Generated 2015-2016 FTE

11% ESE (113, 254) 89% Basic (103, 300)

Revenue ESE - $182,603 (FTE/ESE Guarantee)

Revenue Spent in Direct Services 2015-2016119% - $217,258

Direct Services: Salaries, Professional Technical, Text Books, Dues/Fees, and other personal services

Hosford Elementary and Junior High School

Revenue Generated 2015-2016 FTE

14% ESE (111, 112, 254, 255)

86% Basic (101, 102)

Revenue ESE - $290,632 (FTE/ESE Guarantee)

Revenue Spent in Direct Services 2015-2016 91% - $ 262,053

W. R. Tolar School

Revenue Generated 2015-2016 FTE

19% ESE (111, 112, 254, 255) 81% Basic (101, 102)

Revenue ESE - $600,198 (FTE/ESE Guarantee)

Revenue Spent in Direct Services 2015-2016 104% - $621,989

Liberty Early Learning Center

Pre-K DisabilitiesMakes up 33% of the total school population ESE (111, 254, 255)

Day Care 67% (no FTE generated for 0-5 year old students, local revenue source)

Revenue ESE - $241,346 (FTE/ESE Guarantee)

Revenue Spent in Direct Services 2015-2016 101% - $244,130

5. What is a School Profile?

School Profile

Liberty County High School Total Students – 312

Number of Students by Primary Exceptionality Total – 35 students – 11%

33 – Cost Factor of 113

2 – Cost Factor 254

School Information

Challenges…..Opportunity

Self Contained Classrooms – 2

Inclusion Teachers – 1

Vocational Rehabilitation Teacher – 1

School Health Aides – 3 (1 SHA nurse)

Applied Behavior Therapy Services - available for 3 students

PT/OT/Speech Services

Meeting the needs of all students requiring support in the general education setting

Providing meaningful transition services

School Profile

Hosford Elementary and Junior High

Total Students - 397Number of Students by Primary Exceptionality

Total – 62 students – 15%

Cost Factor 111/31

Cost Factor 112/30

Cost Factor 254/1

School Information

Challenges…. Opportunity

Two Inclusion teachers, K-4 and 5-8

One Resource Room

School Health Aides – 5

Six students receiving ABA therapy (one in process)

PT/OT/Speech Services

Expected increase in students identified with disabilities

Capacity to implement RTI and RTIB

Daily challenge to have one-to-one coverage for students with Health Aides

School Profile

Liberty Early Learning Center Total Student Population – 99 Pre-K Disabilities – 30 (+3 Hosford)

Pre-K Disabilities are the only students that generate FTE at this school.

School Information

Challenges…..Opportunity

Full-time ESE Teacher -1

Two classroom that implement the MELD curriculum

One-on-one Paraprofessional - 1

School Health Aides – 1

Paraprofessionals – 2

ABA therapy/PT/OT/Speech

Increase of 8 additional students based on Child Find Developmental Screening conducted in January

Adapting to the varied individual needs of students

School Profile

W. R. Tolar Total Student Population – 516

Number of Students by Primary Exceptionality Total – 97 students – 19% Cost Factor 111/48Cost Factor 112/42Cost Factor 254/ 3Cost Factor 255/ 4

School Information

3 Full-time ESE classrooms; 1 Full-time Kg. ESE/Gen. Ed classroom)

4 Full-time Inclusion Teachers (2--K-2; 1---3rd-5th ; 1---6th-8th )

9 Health Aides

4 one-to-one Paraprofessionals

1 ESE classroom Paraprofessional

22/46% of Kindergartners identified as students with disabilities

18/35% of 2nd graders Identified as students with disabilities

6 students ABA/5 in process

PT/OT/Speech Services

Challenges…..Opportunity

Disproportionate percentage of SWD’s – 19%

State average is 13%

Complex behavioral cases

Disproportionate percentage of kindergarten and 2nd grade students with IEPs

Daily challenge to have one-to-one coverage for students with health aides

Common Challenges

Opportunities

High turn over of School Health Aides

Ability to attract and hire highly qualified staff in the area of Exceptional Student Education

Time for staff to participate in meaningful professional development

Staff proficiency in the delivery of behavioral services

Increase in Mental Health needs

Complex communication needs

Implementation of best practices in inclusive education

Increased staff awareness/skills in the area of ASD

Additional Services

Provided this Year

Hosford – Added 1 ESE inclusion teacher

TolarAdded 2 ESE inclusion teachers Added 2 ESE one-on-one para professionals

LCHS – Added 1 ESE teacher

Pre-K Increased a ½ day ESE teacher to full-time Added 1 ESE one-on-one Paraprofessional Implemented MELD in one additional classroom

Increased ABA services districtwide

Increased Mental Health services districtwide

Added one Staffing Specialist and one Staffing Specialist Assistant

Increase in professional development offerings

Purchased one van to transport students with disabilities (utilizing two staff members for transportation of these students)