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Special Education May 17, 2016
Agenda
The Issue
Financial Impact
Independent Financial Review Panel Recommendations
Steps We Are Taking
Path Forward
2
The Issue
Path Forward
Financial Impact
Independent Financial Review Panel Recommendations
Steps We Are Taking
3
Combined the Deficit Drivers will take up 1/3 of Unrestricted General Fund revenues by 2020-21
24% 33%
2015-16 2020-21
The Big Picture = Big Impact
Rising
Fixed
Costs
CO
MP
RE
SS
IO
N
4
General Fund Contribution to Special Education
2015-16 2020-21
The General Fund contribution to Special Education will take up 20% of Unrestricted General Fund revenues by 2020-21
16% 20% 5
Issues and Challenges
Over-Identification
Students do not Exit Program 6
Inadequate Funding
Why is Special Education a Fiscal Priority?
LAUSD serves one of the largest populations of students with disabilities in the nation
Average cost to educate a student with disabilities is
$8,275 more
than a General Ed (G.E.) Student
72,973 The number of students with
disabilities served by LAUSD
7
Financial Impact
Path Forward
The Issue
Independent Financial Review Panel Recommendations
Steps We Are Taking
8
Trends in Funding
9 Special Education is an underfunded mandate
# of Students with Disabilities
Severity of Disability
Type of Placement
Current $ system does not recognize student need
No Linkage to Important Cost Factors
10
Special Education Expenditures Funding Source FY 2015-16 Based on Second Interim Projections (2P)
Unrestricted General Fund Covers Over 60% of Costs
Amounts in $ millions
Contribution - GF Unrestricted,
$930
State Special Ed Revenue, $342
Federal Special Ed Revenue,
$93
Other, $151
Estimated Excess Cost Per Student with Disabilities
$11,798
$8,275
$20,073
$0
$5,000
$10,000
$15,000
$20,000
$25,000
Estimated Excess Cost Per Student
EstimatedExcess CostPer Student
General Ed PerStudent Cost
Special Ed PerStudent Cost
IDEA should cover a
significant portion of these costs
11
Share of Total District Students with Disabilities is Increasing
12
2002-03 2015-16
737,739
528,066
84,819 72,973 11.5% 13.8%
Share of Students with Moderate to Severe Disabilities is Increasing
13
2002-03 2015-16
84,819 72,973
18,722 23,027 22.1% 31.6%
Over Identification
14
In FY14-15, 1 out of every 38 General education student was referred for an initial assessment for special education
86% of over 12,000 students referred for an initial
assessment were found eligible for special education services
Disproportionality and Placement
15
In 2013-14, LAUSD was found disproportionate in the placement of African-American students in segregated settings
We are likely to be determined to be disproportionate in the next few years unless there is a paradigm shift in how we educate African-American students, particularly males in our schools
District is currently required to fund Coordinated Early Intervening Services
Exiting and Transitioning from Special Education
16
Most students identified for special education never exit the program…
Students in early childhood programs tend to exit special education services at a higher rate than K-12 students with disabilities
Independent Financial Review Panel Recommendations
Path Forward
The Issue
Financial Impact
Steps We Are Taking
17
Recommendations by the IFRP
18
Avoid Over-
identification Track student
trends Establish Exit Strategies
Steps We Are Taking
Path Forward
The Issue
Financial Impact
Independent Financial Review Panel Recommendations
19
Addressing Adequate Funding
20
Realignment for Greater Effectiveness
21
Current Efforts to Address Over-Identification
Realigned staff from central office to each LD to support intervention and prevention work
Development of a Student Support and Progress Team (SSPT)
Accelerated Learning Academies (ALA) for select K-3 programs to identify students at-risk for being non-readers
1
3
2 Regular reports created to identify referrals for assessment
22
Alleviating Disproportionate Identification and Placement
Division of Special Education created reporting structures to monitor referrals, assessments, and IEP data
Reports identify students by grade, gender, and ethnicity to ensure that students are not being referred, assessed and
placed in restrictive settings due to factors such as ethnicity.
Assessments and IEPs of African American students initially identified for special education services undergo peer reviews to ensure that all proper policies and practices were implemented
Parent trainings (408 schools in SY 2015-2016) focus on referral, assessment, and placement procedures.
1
3
2
23
Current Exiting Strategies
Division of Special Education created reporting structures to monitor referrals, assessments, and IEP data
Assist school teams in determining when a student is ready for reintegration into general education.
Models of integration/inclusion Preschool for All Learners (PAL) better prepare preschoolers for integration to general education TK or K programs.
1
2 24
Path Forward
Steps We Are Taking
The Issue
Financial Impact
Independent Financial Review Panel Recommendations
25
Resource Alignment and Support
Realignment and Allocation of Resources
Continuous Advocacy
26
Expansion of Prevention/Intervention Efforts
82 additional PAL classrooms by repurposing resources to provide intensive instruction for preschoolers with special needs (increasing number of hours of instruction from 10 hours a week to approximately 22 hours per week).
All District schools starting in 2016-2017 will implement SSPT to assist in expanding the use of effective tools and strategies such as the Accelerated Learning Academy (ALA) and the Mobile Learning Academies (MLA - summer programs)
Building Upon Success
27
Inclusion and Integration
We are working with Local Districts to replicate programs that parents are accessing outside the District at District expense.
28
Effective Exit Strategies
Expand Exit/Transition Pilot to 18% of
all District schools.*
Training modules will be developed to support schools to implement Learning Centers at elementary schools using existing staff and parents
Develop procedures for appropriate exiting and transitioning of students with disabilities.
* a statistically significant number by research standards. 29
Our Considerations
Our focus is on programmatic opportunities that lead to fiscal stability
Ongoing Advocacy for State and Federal Funding Reform
Expansion of Prevention/Intervention Efforts
Support Local District efforts to innovate and offer alternatives to non-public restrictive settings
Implement Effective Exit Strategies 30
Discussion
31