NPS:Special Education

General documents related to Special Education

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
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

SPED Study

NPS contracted with a group to do a study of special education. Their final report was due in January, 2011. Not sure when or if it will be released.

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

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

Learning Materials

Explanation of Discrete Trial Training, the methodology used by Newton in Applied Behavioral Analysis http://www.polyxo.com/discretetrial/

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

Report on trends in Special Education

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

Older reports are here.

Out of District Placements Graphs

The charts below show the growth of out of district placements through May 2011 (as found in the June 2011 report)

The fraction of "cost share" (term used in SPED reports) placements stabilized in the last month of 2010/2011 school year. It appears that five "agreements" were changed to placements ands 5 students left NPS, possibly via graduation.

School Committee Minutes related to Special Education

Link to School Committee meeting info: http://www3.newton.k12.ma.us/schoolcommittee/meetinginformation
All School Committe Docs
End of year superintendent report

Student services reports are now part of the general fiscal and operations reports:

Last Fiscal and Operations report of 2010 - 2011

Extract of Student services section:
Student Services/Special Education
The current status of key areas of the Student Services budget is summarized in Appendix A. The deficit for all Student Services accounts increased by a net of $19,000 since last month, and is currently -$1,129,000. Savings since last month of $125,000 reflect a detailed analysis of all year end placements and include transportation ($78,000) and out-of-district tuition ($47,000). Total savings are offset by increases in Special Education salary accounts ($52,000) and contracted services ($92,000). Aide accounts are projected to be over budget by $268,000 by the end of the fiscal year, or $12,000 more than last month. Within Special Education transportation, 490 students were transported this month versus 478 students last month, an increase of 12 students. Of the 490 students, 137 students are transported to private placements and 353 students are transported within the Newton Public Schools. There are currently 151 students placed out-of-district, or 5 more than one month ago. Contracted services provide needed assistance to students across all grade levels; this account is adjusted monthly to reflect an assessment of all spending through the end of the fiscal year and has increased by $92,000 since last month. Each Special Education expense is being carefully monitored in terms of staffing, contract costs, tuition and transportation for the end of FY11 as well as into next year.

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

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.

Possible FOIA 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 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,

Greg Smith 89 Norwood Ave Newton, MA 02460 Tel 617 584 9993 gregsmithpm@gmail.com

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...

More? add your own and comment

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