jamestown school department special education budget proposal 2005 - 2006
TRANSCRIPT
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Jamestown School Department
Special Education Budget Proposal
2005 - 2006
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GO PATS!
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School Committee Goals2004-2005
1. To provide to all students a rigorous academic program and to explore ways to
heighten student challenge and remove performance “ceilings”.
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District Mission Statement
“The Jamestown School District seeks to partner with the community to provide a safe, nurturing
leaning environment in which each child is challenged to fulfilled his/her unique potential.”
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Goal of Jamestown Special Education
To implement researched based practices regarding effectiveteaching practices, service delivery models, and evaluationsthat improve educational performance and enhance life longoutcomes.
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Lifelong Learners
The National Longitudinal Transition Study(over 8000 children age 13-21)Finding:
Time spent in general education classrooms was positively related to employment and community participation. Higher earnings were also positively related to time spent in the general classroom.
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New Guidelines
• Moving to a problem solving model rather than a wait to fail model
• Consultation between teacher and parent
• Consultation with other resources-adding members to the child’s instructional team to evaluate interventions-data collected from naturally occurring sources
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New Guidelines
• Consultation with Extended Problem Solving Team
• Ongoing systemic data collection, treatment integrity, data analysis to determine rate of progress
• Determine need to consider entitlement for special education
• Team Develops IEP
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Why?
• Earlier rather than laterPrevention and early intervention are supremely
more effective and efficient than later intervention and remediation for ensuring reading success
AVOID A WAIT TOFAIL MODEL
Tilly, 2003
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Expand the Circle of Support
• Building a systemic support system for students to prevent reading failure
• Provide intervention for struggling readers with targeted, strategic, and intensive intervention they require
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Comprehensive Literacy Framework
School Wide Focus
Targeted Strategic Interventions
Intensive Intervention
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Elements of an Effective Model
1. Set goals
2. Reliable assessment system
3. Research proven materials
4. Prioritize instructional time and instructional intensity by using our resources creatively
5. Differentiate instruction
6. Professional development to sustain instructional leaders
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Classroom Teachers are the Key• Teacher screens all students at the beginning of
the year for reading proficiency• Teacher provides differentiated comprehensive
reading instruction• Teacher informs principal (instructional leader) of
students needing diagnostic assessment• Teacher informs parent
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Schools-Not Just Programs
• Intervention must occur at the school level
• Teachers are more likely to affect success than the adoption of any program
» Tilly, 2003
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Responsibilities of the District
• Provide rigorous comprehensive literacy curriculum that includes:– Reading (Phonemic Awareness, Phonics,
Vocabulary Development, Fluency and Comprehension)
– Listening– Speaking– Writing
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Responsibilities of the District
• Strong instructional leaders to sustain the work
• Integrated system of research-based professional development and resource allocation
• Prioritize Instructional Time• Excellent assessment system to inform,
guide and validate
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Responsibilities of the District
Differentiating Instruction (personal learning plans)
Change Content
Change Process
Change Product
Tomilson
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Goals of the Special Education Budget
Continued Commitment to:
• High quality supports
• Educationally sound fiscal recommendations
• Cost containment where possible
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Special Education BudgetHigh School Tuition
• 24 Students currently attend high school with support
• Increase of 6 children projected for 2005
• Account number is:– 32221 6372
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Out of District Tuition
• 12 Children attend out of district special schools
• Account numbers are:– 32205 6372– 32209 6372– 32218 6372
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Out of District Placements
• Small class size permits transition back and prevents referral out
• More cost effective
• Co-Teaching
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Out of District Placements
Notable Decreases:• 20% reduction in number of students placed out of
district.
• Why? Capacity to deliver instructional programs with high intensity and low student teacher ratios
• Example 3rd and 4th grade Co-Teaching
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230 Day Supports
• These children have extensive needs including medical, communicative, behavioral, physical, cognitive, social and sensory. Personnel work with parents as a team to provide integrated programming. These children require unique consistent rigorous intensive instruction
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ASD 1995-2004
0
2
4
6
8
10
12
14
16
1 2 3 4 5 6 7 8 9 10
ASD
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230 Day Supports
• These children can learn when they are engaged constantly and consistently in the teaching and learning process
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230 Day Cost Analysis
In District Program• Teacher and Teacher
assistant salary and benefits = $121,204
• Set up for new classroom = $2,500
• Total Cost = $123,704
Out of District Program• Each Tuition = $72,000 • Teacher assistant salary =
$25,000• Transportation = $57,000
– If children attend the same school
• School Year 2005 – 2006 3 students• Total Cost = $298,000
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In District 230 Day Program
Total Cost Savings
$ 174,296
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District Operating Costs
0
2000000
4000000
6000000
8000000
10000000
12000000
2003-2004 2004-2005 2005-2006
General OperatingBudget
Special EducationBudget
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District Operating CostsYear 2003-2004 2004-2005 2005-2006
Special Education
Budget
$1,465,207 $1,583,883 $1,674,943
General Operating
Budget
$7,607,444 $8,067,443 $8,645,274
Percent of the Budget
16.14% 16.14% 16.22%
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Special Education BudgetSummary 2005 - 2006
• Level funded numerous accounts
• Renegotiated a reduction in contract service cost
• Reduction in private school costs
• Increase in number of evaluations
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Requested increase of
5.75%
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Special Education BudgetCautions
• The current tuition includes only the children we have in programs currently
• No contingency is factored into this budget proposal
• It is likely that unanticipated costs will be incurred by the district
• Reauthorization of Federal Law, IDEA 2005 implementation
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REACTIVECREATIVE
Notice they are the same word. Only the “C” has been moved. When You “C” things correctly,
you become creative rather than reactive.
-Walsch
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THANKYOU
JESSICA