NPS:Special Education

General documents related to Special Education

This page is out of date. I have not updated it in over a year, except for the out of district placements graph which I updated in May, 2012. GS'

Links to NPS and PAC Web Sites

Newton Parent Advisory Committee Web Site: http://www.newtonpac.org

PAC Yahoo Group: http://groups.yahoo.com/group/newtonpac/

Main Newton Special Education Page: http://www3.newton.k12.ma.us/studentservices

The Newton Partnership: http://www.newton.k12.ma.us/newtonpartnership

Transition Web Site (not an official NPS or PAC site) http://transitiontopics.wikispaces.com/home

Special Education Programs and Services

Links from NPS Web site:
Main Special Education Page
Stabilization Programs
Guide to All Programs
Co-Taught Neighborhood Classroms

We could add a page here for each school. It can include comments by parents on special education, lists of programs and services etc.

Info on Response to Intervention

Response to Intervention is an organizational model used to identify and help students who fall behind or learn differently than the norm. It affects all students in general and special education. It is now being used broadly in Newton Public Schools.

This is related to and a continuation of the "tiered" instruction used in High School. AKA curriculum I, II Advanced, etc.

Report delivered to the school committee on June 13, 2011
PPT delivered at the same meeting
Paper quoted at the top of the report
DESE Paper cited in the report
Forthcoming paper by people cited in report above

Links to more web sites with information on RtI and Tiered Instruction
International Reading Association
National Center on Response to Intervention
RtI Action Network
Pyramid Response to Intervention (combines PLCs and RtI)
Association for Supervision and Curriculum Development
Wright's Law page on RTI

Considerations for Aides and Co-Taught Classrooms

Aides

An e-mail exchange with the authors of a study on paraprofessionals is here: How to decide when to use aides
This exchange includes lots of good info and advice on how to decide between co-taught classes and aides. It also includes links to additional research:
Constructively responding to Requests for Paraprofessionals
Guidelines for selecting alternatives to paraprofessionals
One-to-One Paraprofessionals for Students With Disabilities in Inclusive Classrooms: Is Conventional Wisdom Wrong? See page 9 of this last article for an important reference on how to use this research

Some comments on how to use aides from a professor of SPED at UVM
From my personal experience I consider some of the ways in which a paraeducator was most useful to be:

1. to model effective interactions for the other students--for example, since Andreas had little respect for personal space of others, and would try to hug, the students were taught to counter his enthusiastic approach by offering a high-five;
2. to assist with personal care;
3. to assist with desensitization--for example, helping him accept toothbrushing, overcoming his tactile defensiveness;
4. to transport him for jobs in the community and serve as job coach;
5. to assist the school nurse in the case of seizures;
6. to assure safety in situations where his impulsiveness could create danger (like bolting into the street);
7. to carry out sensory integration procedures (like brushing);
8. to assist the teachers in creating accommodations (like finding and bringing in a full-size skeleton poster for identifying bones, or enlarging graph paper so that he could be accurate in placing data points);
9. to support his use of communication devices (programming, trouble-shooting);
10. to serve as facilitator in facilitated communication (but should NOT be the sole facilitator, as communication can fall apart if that person leaves the job);
11. to assist with transitions;
12. to cue him on appropriate responses.

Co-taught classes

• Compehensive overview of co-taught teaching models This includes some "short and sweet" reads and descriptions of different approaches.
• Abstract of Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392-416. By Scruggs, T.E., Mastropieri, M.A., & McDuffie, K.A. (2007)

How to raise concerns with co-taught classes

A recent BSEA case says that moving a child to a co-taught classroom is not a new "placement".
See: http://www.doe.mass.edu/bsea/rulings/11-0594.doc

See a description of Newton's co-taught classes here: http://www3.newton.k12.ma.us/sites/default/files/cotaughtstudentservices.pdf

Parents who have a concern with Newton's co-taught classroom and do not want to send their child to a co-taught class can still reject an IEP. You need to do it based on something more than just the fact that its a co-taught class. Think carefully about what your concerns are and if NPS can address those concerns within the co-taught class.

These look like great programs and I hope they succeed. However, they wont be right for every child so the following is meant to help parents understand how best to preserve your options.

For example, if you have a 1:1 aide and you want to keep that level of attention for your child you can ask that they keep the 1:1 aide in the co-taught class. If you have concerns about your child being in a largely special education class you can make that case. Regardless, make sure to send a letter to the Team. Get an attorney or advocate if you can.

You should decide as early as possible if you will send your child to a co-taught class if it's adapted or you absolutely will not, regardless of changes.

Here are some suggestions for ways to follow up on co-taught classes and make the case that they should be adapted or are not right for your child:

• Get an independent evaluation (often paid for by insurance). Have that person meet with your child then visit the co-taught class. Ask them to document the needs of your child and what is not available in the co-taught class. They need to make specific recomendations for services.
  • e.g needs a quiet space to learn to read like a Learning Center or needs more constant supervision (aka aide).

• Ask for the resumes and credentials of the teachers in the co-taught class. Get your own expert to state whether they have the skills or training to provide the services your child needs. In co-taught classes some services are provided by regular education (non-SPED) teachers. You can make the case that all services must be provided by trained and qualified special educators.

• Ask for the a list of the diagnoses of the other children in the class and ask for their IEPs. Get an expert to state whether or not it's a valid cohort (aka are the other children appropriate peers). You can make the case that your child needs a specialized and focused class (e.g. focused on social skills) while co-taught classes cover a range of diagnoses but do not address any specific one well.

Summer Camp Info

Links and Comments on Summer Camps

Sample Home School Logs

These are examples of logs parents and teachers/aides can use to share info between home and school. Typically an aide or other school person send the log home every afternoon and the parents sends it back in the morning. It's a good way to share info and stay in touch, but sometimes the child will read the log too so e-mail may work better for more delicate discussions.

School to home
Home to school

Behavior and Autism Spectrum Information

One of the BCBA's in Newton co-authored a book published by the Harvard Education Press:
http://www.hepg.org/hep/book/161/TheBehaviorCode
There's also an article describing the main thesis here:
http://www.hepg.org/hel/article/534#home
Info on ABA: Applied Behavioral Analysis is a method to change childrens behavior. It is most commonly used with children on the autism spectrum. The basic idea is the same as Pavlov's dog and the Skinner Box (AKA operant conditioning). Hopefully the focus is on motivating children with positive feedback more than negative feedback.
ABA is defined here: http://en.wikipedia.org/wiki/Applied_behavior_analysis
and here:
http://www.autismspeaks.org/what-autism/treatment/applied-behavior-analysis-aba
ABA and the interventions associated with it (discrete trial training, floor time, etc.) are described here:
http://www.autismspeaks.org/family-services/tool-kits/100-day-kit/treatments-therapies
This paper includes an extensive list of ABA activities in a classroom. It also compares ABA to the only other major technique used for working with kids on the autism spectrum in school, TEACCH. It used to be free, but looks like they are charging for it now :-(. Definitely worth the cost if you need to know what happens in an ABA run classroom.
Research Paper on ABA vs TEACCH as comprehensive treatment models

Glossary of Special Education Terms Used in Newton

Please add to this section and write definitions.

• Inclusion
• Integrated classes
• Inclusion Facilitator
• Team
• Aide
• Behavior Therapist
• BCBA
• Out of district placement
• Cost share
• Co-taught classrooms
• Stabilization program
• Neighborhood Inclusion
• Learning Center
• IEP
• 504 plan
• Applied Behavioral Analysis (ABA)
• Integrated program
• Language development classes (REACH)
• Office of student services
• Early Childhood Program
• Ed Center

Reports on SPED in Newton

SPED Review by Outside Consulting Group

NPS contracted with a group to do a study of special education. Their final report was posted in December, 2011:
http://www3.newton.k12.ma.us/sites/default/files/special_education_review_report_12_12_11.pdf

Web site of group doing the a study of special education: http://districtandcommunitypartners.org/

RFP issued for the study:
http://www.ci.newton.ma.us/purchasing/bids/fy10/10-30-RFP-SPED-Conslt(2).pdf

Report on trends in Special Education

2011 Report on SPED Trends
The overall is essentially the same as the 2010 report. Specific Learning Disability is decreasing and Autism Specturm Disorders is increasing. The change in both is accelerating.

Report on trends in Special Education by Judy Levin-Charns from 6/2010

The following graph projects the data from the trends report in to the future. Based on the data from 2003 - 2009, the average rate of growth in each category is used to predict the numbers up to 2019.

See also comments on the 6/28/2010 meeting

Community Advisory Group Report on School Costs

See: Citizens Advisory Report

This detailed report includes a long section on Special Education.

They looked at:

1. The efficacy and fiscal sustainability of the Neighborhood Inclusion model;
2. The lack of agreed-upon metrics to measure outcomes of programs and services;
3. The absence of a consistent and easily understandable summary of special education costs and revenues (presented in a way that allows easy analysis of growth trends, etc.);
4. A lack of transparency about the special education programs and services provided within Newton Public Schools;
5. A lack of public understanding about special education generally – what it is, the diversity of the special needs population and profiles, the legal mandates under which services are provided, and the individualized nature of each student’s educational plan.

And they identified three areas of cost growth:

1. Aides
2. Transportation costs
3. Out of district tuitions
4. Contracted services

This section (bold emphasis added) discusses the idea of city wide classes. Despite the concerns raised in this report, this approach was adopted in the FY 11 budget and will be implemented this year (2010 - 2011). AFAIK, any analysis of integrated classrooms was not made public.

"In January 2008, the Newton Public Schools modeled the cost of creating substantially separate classrooms in each elementary school to determine if clustering children within their schools would reduce costs (by reducing the number of aides). The modeling showed that in 13 of the 14 elementary schools, clustering students into a substantially separate classroom would have been approximately $582,000 more expensive. The analysis did not model the costs of clustering the students across the City or by villages as this “would not only pose a further regression for any inclusive practice, but would add transportation costs.” (As noted above, special education transportation costs grew at a CAGR of 10% from 2004-2008.) Note, too, that space constraints may make the creation of substantially separate classrooms infeasible.

Substantially separate classrooms may also not be desirable or appropriate from an academic standpoint. Because each child’s needs are unique and can vary widely (even within a “common” or “like” disability), there may not be an appropriate grouping at a certain grade level to support substantially separate classrooms that would meet the students’ academic needs. The Newton Public Schools are working on modeling and documenting the viability of more integrated classrooms. The Citizen Advisory Group applauds this effort and encourages the Newton Public Schools to make its analysis available to the public."

State Reports on SPED in Newton

• State 6 year review of Newton's special education programs:
  

This is an excellent guide to what the school system is supposed to do. It also lists where they are close but deficient.
http://www.doe.mass.edu/pqa/review/cpr/reports/2007/0207.doc
Here is the response to the items cited as partially implemented:
http://www.newton.k12.ma.us/central_admin/documents/NEWTONCAPReviewCoverLetterandApprovalFormFINAL_001.pdf

• State's Three year mid-cycle review
  

DESE Review of Submitted Reports and Status Sheet

Follow up on three year review
2010 Department of Elementary and Secondary Education (DESE) Mid-cycle Report

Student Services Reports

Student services reports are available here: http://www3.newton.k12.ma.us/schoolcommittee/documents/linked_resources

Older reports are here.

Summary of a few reports from 2011 is below.

November 2011 Fiscal and Operations Report

From: http://www3.newton.k12.ma.us/sites/default/files/fiscal_&_operational_update_11_14_11.pdf

The current status of key budget areas in Student Services is summarized in Appendix A. The projected annual deficit for Student Services is -$305,000, an improvement of $130,000 since last month. This month’s improvement is due to reductions in the forecasts for out-of-district tuition (-$109,000) salaries, primarily aides (-$31,000) and other expenses (-$2,000), offset by an increase in the forecast for Special Education transportation (+$12,000). This month, there were an unusually high number of out-ofdistrict placements exiting due to students who aged out or graduated. Additional placements have been added to the forecast to offset the savings trend this month. The forecast for Student Services aides allows for 6.0 additional FTE aides to be hired during the remainder of the school year.

The current projected annual Student Services deficit of -$305,000 is within three areas, the largest of which is contracted services (-$282,000). The projection for contracted services of $992,000 is consistent with the final FY11 spending of $1.04 million and is the same as last month. The two other unfavorable variances are in aides (-$133,000) and Special Education transportation (-$27,000). These negative variances are partially offset by positive variances to budget of $74,000 in out-of-district tuition and $62,000 in Special Education staff, not including aides. First quarter circuit breaker funds for FY12 were received this month and were used to credit out-of-district tuition as planned.

The selection process for the position of Special Education Finance Director is in the final stage. It is expected that the new director will be in place by mid-November to begin the work of additional forecasting and analysis of all costs of Special Education.

October 2011 Fiscal and Operations Report

From: http://www3.newton.k12.ma.us/sites/default/files/fiscal_&_operational_report_10_11_11.pdf

Student Services/Special Education The current status of key budget areas in Student Services is summarized in Appendix A. The projected annual deficit for Student Services is -$435,000 after the use of additional funds in the amount of $950,000 as shown in the introduction. If not for the use of the additional funds, the Student Services shortfall would be $1.3 million.

The forecast includes assessments of what is likely to occur during the school year, based on current students’ needs and what has happened in prior years. The largest variances remain in contracted services (-$282,000), aides (-$171,000), out-of-district tuition (-$36,000) and Special Education transportation (-$15,000). These negative variances are partially offset by a positive variance of $69,000 in Special Education staff, not including aides. The district will benefit from additional circuit breaker funds in FY12; the budgeted reimbursement rate of 46% improved substantially to 65%, plus a supplemental payment of $19,000. Most of this had been anticipated in the July budget addbacks. The remaining Circuit Breaker funds are applied to expected tuition costs for this year. The contract services budget shortfall of -$282,000 is due to a current year budgetary adjustment made after the full costs for FY11 were known late in the fiscal year. The projection for contracted services is consistent with the final FY11 spending of $1.04 million. A new state grant credit of $100,000 is assumed in the current forecast for Special Education professional development expenses.

The addition of the unanticipated Medicaid reimbursement funds will serve to offset costs as well. Newton has received additional school based Medicaid reimbursement due to changes in the Medicaid claim process for direct services to eligible students (those with Special Education IEP's) as well as for administrative claims. The direct cost component has a new payment methodology based on new requirements as of July 2009 (FY10). This new method resulted in a retroactive reimbursement for FY10 in the amount of $543,487. These funds went directly to city revenue and will be appropriated to the school district in the amount of $470,000. The city retained $73,487 as part of the expected Medicaid revenue for the past year. To access more information about the School Based Medicaid Program please use the following link: http://www.mass.gov/Eeohhs2/docs/masshealth/bull_2009/sbm-17.pdf

The position of Special Education Finance Director has been posted and advertised and a selection process is underway. It is hoped that the new director will be in place in November to begin the additional forecasting and analysis of all costs of Special Education. The Newton Early Childhood Program currently serves 193 students, including 59 students with special needs enrolled in preschool classrooms, 74 students who are typically developing enrolled in preschool classrooms, and 60 students with special needs receiving related services only. Evaluation of preschool student needs is ongoing, with 45 children currently receiving evaluations. Central High School has begun the third full year of operation with 13 students enrolled as of September 30, 2011. One student who is no longer attending Central High School is being tutored by Central High School staff. The students continue to meet the established eligibility criteria; they returned from out-of-district placements or were prevented from being placed in a more restrictive environment because this level of service is available in the district.

Out of District Placements Graphs

The charts below shows trends in out of district placements.

The fraction of "cost share" (placed under legal settlement with NPS) placements declined in 2012. The overall out of district placements also started to decline.

Board of Alderman Minutes on SPED

Calendar 2012 Fiscal 2013

2012 Review of City Solicitors budget
The city attorney expects more cases against families because of less state funding of social services.
Bottom of page 21 or page 64 of the PDF:
"Unfortunately we will see more and more and more special education cases coming forward because of the breakdown in the state in funding social services programs for families. We’re responsible in large part for going in and even brushing a kid’s teeth in the morning so that they won’t have bad breath and won’t be made fun of and can have access to their programming when they come into school."

Goals in budget. Page 2 here http://newtonma.gov/civica/filebank/blobdload.asp?BlobID=43334
Outcome #3: Reduced education‐related litigation Target

• Strategy #1. Work with administrators and special educators
  • Regular training Quarterly
  • Assign staff members to answer daily education questions June 2012

• Strategy #2. Understand recent changes in education law
  • Attend pertinent seminars Quarterly
  • Communicate changes in law to clients Ongoing
  • Network with other education law attorneys Monthly

Calendar 2011 Fiscal 2012

2011 Review of City Solicitor budget
No discussion of Special Education.

No mention of special education in the goals of the department or anywhere else.
http://www.ci.newton.ma.us/civica/filebank/blobdload.asp?BlobID=35713

Calendar 2010 Fiscal 2011

2010 Review of City Solicitors budget
No discussion of SPED.

Page 3 here: http://www.ci.newton.ma.us/civica/filebank/blobdload.asp?BlobID=35665
Under accomplishments (page 3 or page 61 of document) it lists these two:

• Won appeal of contentious special education matter in federal court.
• Prevailed in case before the Bureau of Special Education Appeals concerning private placement.

I think this is the case they claim to have "prevailed in":
The school department education money was used to fight this case: http://www.doe.mass.edu/bsea/decisions/09-6466.doc
The child was in Learning Prep which is less expensive than the program Newton wanted, Reach. Newton lost but didn't pay for past years because the parents had not proved in advance that NPS was inappropriate. Newton pays part of the parent's legal fees but still extracts enough money to hire more city attorneys.

Calendar 2009 Fiscal 2010

2009 Review of City Solictors budget
Describe a great number of cases and gives example of using education funds for lawyers.
Page 8 "There are a greater number of special education cases that the School Department needs assistance in resolving or trying. They have a good working relationship with them and the idea is to do preventive law whenever possible. The numbers looked skewed in the salary account because the School Department is paying for 2 days a week for one of the attorneys."

Calendar 2008 Fiscal 2007

2008 Review of City Solictors budget
"Mr. Funk persuaded the School Department to pay the Law Department an additional $15,000 per year for work they’ve been doing for Special Education cases. This would fund one attorney for one day a week. These additional funds allowed fewer cuts in the department. There has been a big influx of special needs students into the school system and cases brought against the School Department when parents were not happy with the services their children were receiving. Quite a bit of money was at stake in these cases especially if a private placement was made which would stay in effect for many years to come."

For the case he is talking about see: http://www.doe.mass.edu/bsea/decisions/07-6945.doc
In this case the family went pro se to ask for help when their child suffered server anxiety due to bullying. The private school they sent their child to is less expensive than public school with associated services. The parents lost and Newton used the money taken from the parents to hire more attorneys.

Calendar 2007 Fiscal 2006

Funding for Interface System software to track children's mental health
Ald. Weisbuch said this is a program focused on mental health services for school aged children. There are only 19 funded similar models through the federal government across the country, and Newton has one. The grant for this project was supposed to run out in February, but Margaret Hannah, the director, has been able to extend it to June. The School Dept. used to have control of this project and they agreed to fund some part of its growth period. Through further discussions, Ald. Weisbuch said that although the concept is fantastic, it might not necessarily be the model the City wants to adopt immediately. He asked that the discussion of mental health services for children be kept active and the Committee decide how best to deal with this item for now. Commissioner Naparstek thought this needed further investigation and study. The Committee moved to hold this item.

Comment on Riverside and youth services funding
They are told that it’s always medical and they have to go to Riverside. Under clinical services on the org chart, one has to work down 3 levels to get to the youth outreach function. Restoring some social workers to work with the kids in a non-medical way seems important.
Funding was restored.

Page 11 Impact of Special Education Cases
The substantive change is the Law Department is the tremendous increase in the number of Special Education cases. For many years, Ouida Young did all the Special Ed matters in the office as there were a relatively small number of cases, periodic advice, and some settlement agreements. In the last few years, Donnalyn Kahn has been brought in to take on quite a bit of the cases they’re facing, and now Angela is added to the mix bringing the office to 3 attorneys working on Special Ed cases. ... He said that a philosophical change took place over the last few years whereby rather than settle with those families who were not satisfied with the plan that was proposed to them, the City is now saying they will do everything they can to do the right thing by these families, give them what they’re legally entitled to, but no more. They can’t afford it. As a result of that philosophy and a few other reasons, there are many, many more of these cases.

School Committee Minutes related to Special Education

Link to School Committee meeting info: http://www3.newton.k12.ma.us/schoolcommittee/meetinginformation
Many school Committe Docs are found here

Student services reports are available here: http://www3.newton.k12.ma.us/schoolcommittee/documents/linked_resources

Possible Public Records Requests

November, 10, 2011

Whomever is the Custodian of Educational Records Newton Public Schools 100 Walnut St Newton, MA 02460

Re: Freedom of Information Act Request

To Whom this may Concern:

Pursuant to the state Freedom of Information Act, G.L.M. c.66, sec. 10(a) I hereby request copies of: Any and all reports, e-mails, notes, or other records, paper or electronic, filed, received or written by employees of the Newton Public Schools or contractors paid by Newton Public Schools since September 1, 2010, related to any of the following:

1 - Any and all grant proposals for anything related to special education, including communications of which grants to apply for, submissions of applications for grants, drafts of submissions of applications for grants, responses to applications for grants,

2 - Anything related to Miriam Kurtzig Freedman or related to trainings given to NPS staff on the subject of special education regulations, including but not limited to:

• any of Ms. Freedman’s work for Newton,
• the subjects, purpose and goals of training on special education regulations given or planned by her or others,
• the names and titles of the attendees and people invited to attend training on special education regulations,
• special education regulation training materials used by Ms Freedman or others,
• the content of the any training on special education regulations,
• notes or other materials made to prepare for any training on special education regulations,
• notes or other materials used at any training on special education regulations,
• hand outs used at any training on special education regulations,
• topics discussed at any training on special education regulations,
• e-mails or any other communication about who would give training on special education regulations,
• e-mails or any other communication about the purpose of training on special education regulations,
• e-mails or any other communication planning or preparing for training on special education regulations,
• all people considered to give training on special education regulations,
• any and all communications with respect to training on special education regulations.

3 - All stabilization programs in Newton Public Schools including but not limited to:

• anything related to the elementary stabilization program;
• anything related to the number of students in the elementary stabilization program;
• anything related to the number of students in the elementary stabilization program by date;
• anything related to the number, roles, credentials and training of staff in the elementary stabilization program;
• anything related to future plans or discussion of possible plans for the elementary stabilization program.

4 - All plans, discussion of options considered, reports generated, definition of goals or other information related to implementing in-house services for students with significant disabilities who were previously referred to out of district programs.

I understand that there is a fee for copies. Could you please let me know what the anticipated charge will be before copying the documents?

Thank you in advance for your anticipated cooperation in this matter. I look forward to receiving your response to this request within 10 business days, as the statute requires.

I plan to post this information along with accompanying analysis on a public web site so please be extremely careful not to include any personally identifying information.

Sincerely,

[name here]

History of special education in Newton

The following was heard second or third hand. Not sure if it's true but it sounds plausible.

In the 1990s parents were concerned that their children were being isolated in programs within Newton and out of district. A SPED director was hired from Brookline who was committed to inclusion. Newton became really good at inclusion. A new SPED director (Mozelle Berkowitz) was hired possibly in early 2000s who continued that trend but the pendulum started to swing the other way. Parents who had problems with the district couldn't get their children out. A new SPED director (Judy Levin-Charnes, current director as of this writing) was hired in 2007-2008 from Sharon. The challenge of parents not being able to get their children out of district placements grew.

Anyone with more history, please add it here...

I think Mozelle did a good job. Eileen Sullivan who ran early childhood was incredible. But we moved in 2004. Kathy

More? add your own and comment

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Additional comment moved to discussion page. Gregorio 14:06, 1 December 2011 (UTC)