Improving organizational efficiencies to impact academic outcomes and student success. Prepared for Educational Leaders Fall, 2019
HISTORY 1967 – Almost 200,000 individuals with significant disabilities were in state institutions, many of which provided only minimal food, clothing, and shelter. 1970 – U.S. schools educated only 1 in 5 of the nation’s children with disabilities, and many states had laws excluding those who were deaf, blind, emotionally disturbed or intellectually disabled.
SS De Minimis Educational Benefit
Failed Instructional Models HHISTORY Process vs Outcome Approaches IQ/Achievement Discrepancy Model Vestibular Stimulation Auditory Discrimination
# 1 Failed Intervention in Special Ed Preferential Seating
Newest Attempt at Specially Designed Instruction Personalized Learning Computer Assisted Instruction
NOVEMBER 1975 Congress passes the Education for All Handicapped Children Act, P.L. 94-142. Four Purposes of P.L. 94-142: To assure that all children with disabilities have available to them…a free • and an appropriate education which emphasizes special education and related services designed to meet their unique needs; To assure that the rights of children with disabilities and their • parents….are protected; To assist States and localities to provide for the education of all children • with disabilities; To assess and assure the effectiveness of efforts to educate all children • with disabilities.
TODAY 350,000 infants and toddlers receive early intervention. 7.0 million children and youth receive special education and related services. 14% of all students were receiving Special Education in the 2017-18 school year Source: www.IDEAdata.org
Both the number and percentage of students served under IDEA declined from 2004–05 through 2011–12. Between 2011–12 and 2017–18, the number of students served increased from 6.4 million to 7.0 million and the percentage served increased from 13 percent of total public school enrollment to 14 percent of total public school enrollment.
63 percent of students with disabilities are in general education classrooms for 80 percent or more of the day.
80% or more of their day in Gen Ed 87% of those with SLI 71% of those with SLD , 68% of those with Visual Impairments 67% of those with OHI 65% of those with Developmental Delays 62% of those with Hearing Impairments.
80% of more of their time in Gen Ed ONLY 17 % of students with intellectual disabilities 14 % of students with multiple disabilities
LRE DATA 18% spend between 40% and 79% in General Ed; 13% spend less than 40% of their time in General Ed;
LRE DATA 5% of SWDs are educated in other environments. Other environments are a separate school, a residential facility, a private school placement by the parent, a correctional facility, and a home or hospital.
LRE DATA Of all children with disabilities ages 6 through 21, 3% receive their education in a separate school and an additional 1.4% are parentally placed in a private school
School year
Percentage of students served under IDEA, Part B, by disability category: SY 2016 Developmental Delay Traumatic Brain Injury 2.0% 0.4% Hearing Impairments Multiple Disabilities 1.2% 2.2% [CATEGORY Deaf-Blindness [CATEGORY NAME] 0.0% NAME] 6.3% 9.6% [CATEGORY NAME] 19.7% Visual Impairments [CATEGORY NAME] [CATEGORY NAME] 0.4% 34.4% 5.0% Orthopedic [CATEGORY NAME] Impairments 14.1% 0.9%
Part B child count for the U.S. and outlying areas, ages 6-21 Change 2004 2005 2006 2007 2008 2009 2010 2004-10 Mental retardation 567,780 545,492 523,240 498,159 476,131 461,337 445,258 -21.6% Hearing impairments 72,626 72,387 72,559 72,160 70,781 70,650 69,780 -3.9% Speech or language 1,151,260 1,157,215 1,160,904 1,154,165 1,121,961 1,107,428 1,090,378 -5.3% impairments Visual impairments 26,130 25,996 26,352 26,423 25,816 25,848 25,670 -1.8% Emotional disturbance 484,488 472,384 458,881 440,202 418,068 405,475 387,556 -20.0% Orthopedic impairments 65,452 63,127 61,866 60,523 62,371 57,972 55,741 -14.8% Other health impairments 511,869 561,028 599,494 631,188 648,398 678,970 704,250 37.6% Specific learning disabilities 2,839,694 2,780,218 2,710,476 2,620,240 2,525,898 2,486,419 2,415,564 -14.9% Deaf-blindness 1,725 1,592 1,472 1,380 1,745 1,365 1,285 -25.5% Multiple disabilities 133,364 133,914 134,189 132,594 124,073 124,529 123,592 -7.3% Autism 166,424 193,637 224,594 258,305 292,818 333,234 370,011 122.3% Traumatic brain injury 5.8% 23,248 23,509 23,932 23,864 24,866 24,402 24,602 Developmental delay 46.7% 74,377 79,070 83,931 88,629 96,923 104,528 109,121 -4.8% Total 6,118,437 6,109,569 6,081,890 6,007,832 5,889,849 5,882,157 5,822,808
As intellectual disability rates trended down, autism diagnosis shot up:
Total Number of Children Served under IDEA Part B, ages 6-21, in the 50 States, D.C., and BIE 6,033,425 5,986,644 5,903,959 6M 5,770,718 6,021,462 5,789,806 5,705,466 4.5M Decrease of 6.0% (362,745) 3M 2004 2005 2006 2007 2008 2009 2010
Percent of Enrollment, Children Served under IDEA Part B, ages 6-21, in the 50 States, D.C., and BIE 20.0% 15.0% 12.4% 12.0% 11.7% 12.2% 12.1% 11.7% 11.5% 10.0% 5.0% 0.0% 2004 2005 2006 2007 2008 2009 2010
Students age 6-21 with learning disability classifications in the 50 states, D.C., and the Bureau of Indian Education 2004 2011 change percent LD 2,789,895 2,293,861 -496,034 -17.8% all disabilities 6,033,425 5,670,680 -362,745 -6.0%
The primary focus of Federal and State monitoring activities shall be on – improving educational RESULTS and functional OUTCOMES for • all children with disabilities ensuring that States meet… the program requirements, with… • emphasis on those most related to improving results 20 U.S.C. 1416(a)(2)
IEP IDEA requires that the IEP include the following: the child’s present levels of academic achievement and functional performance;
IEP Measurable Annual Goals, including academic and functional goals, designed to meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum;
IEP Measurable Annual Goals MUST also meet each of the child’s other educational needs that result from the child’s disability;
IEP How the child’s progress toward meeting the above annual goals will be measured and when periodic reports on the progress the child is making toward meeting the annual goals will be provided;
the Special Education and Related IEP Services and supplementary aids and services, (based on peer-reviewed research to the extent practicable), to be provided to the child, or on behalf of the child, and the program modifications or supports for School Personnel that will be provided for the child
Services Provided should allow the IEP child to advance appropriately toward attaining the annual goals; be involved in and make progress in the general education curriculum and participate in Extracurricular and other Nonacademic Activities;
IEP The SWD MUST be educated and participate with other children with disabilities and nondisabled children TO THE MAXIMUM EXTENT APPROPRIATE
IEP The extent, if any, to which the child will not participate with nondisabled children in the regular class;
IEP Any appropriate Accommodations that are necessary to measure the academic achievement and functional performance of the child on State and District-wide Assessments
If the IEP team determines that the IEP child will take an Alternate Assessment on a particular state or district-wide assessment of student achievement, the IEP should detail why the child cannot participate in the regular assessment and why the particular Alternate Assessment selected is appropriate for the child;
IEP The projected date for the beginning of the Assessments and their frequency, location, and duration.
Beginning not later than when the first IEP is in effect when the child is IEP 16, and updated annually thereafter, the IEP must include appropriate measurable postsecondary goals
IEP TRANSITION Post Secondary goals related to Training, Education,EMPLOYMENT, and, where Appropriate, Independent Living Skills and the transition services needed to assist the child in reaching those goals
WHAT RESULTS?
Trend in National Average Percent of Timely Transition of Students with Disabilities
Trend in National Average Percent of Accurate Data
Trend in National Average Percent of Written Complaints Timely Resolved
Trend in National Average Percent of Timely Evaluations of Students with Disabilities
Trend in National Average Reading Proficiency for Students with Disabilities
Discrepancy between tested and actual grade level in Reading
Trend in National Average Math Proficiency for Students with Disabilities
Discrepancy between tested and actual grade level in Math
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