REORGANIZING FOR RACIAL EQUITY FOR STUDENTS WITH … · 4/12/2018 · Only 2.4% of black students...

REORGANIZING FOR RACIAL EQUITY

FOR STUDENTS WITH DISABILITIES

Division of Student Equity & Opportunity

Pre-reading for Focus on Achievement Board of Education SessionsApril 12, 2018 1

OVERVIEW

Snapshot: Who we serve at Student Equity & Opportunity

The Challenge: Racial equity for students with disabilities

The Reorganization Strategy: Ensure the right to receive instruction

The Barrier: Dramatic increases in student aggression and mental health concerns

Strategy for Behavioral Supports:

- Expand mental health capacity in schools

- Revamp district-level supports for schools

- Launch therapeutic day school

Theory of Action (working draft): Racial equity leadership

2

STUDENT EQUITY & OPPORTUNITY: WHO WE SERVE

Services for All StudentsWe provide services that all students utilize, such as restorative practices and school-based health clinics.

Services for Some StudentsWe provide services that a smaller population of students need to succeed, such as substance use prevention resources and Native American student supports.

Services for Few StudentsWe provide services for our students in most need, such as intensively targeted programs in the Special Education, Section 504, and/or Gifted and talented programs. 3

SERVICES WE PROVIDE

Alternative Placement Services (APS) Building Bridges Asthma Program Deaf/Hard of Hearing and Audiology

Department Discipline and Expulsion reform District Crisis Recovery Team Gifted and Talented Education Health Program and Research Review Healthcare Planning Immigration Crisis Supports Immunization Data Entry Individualized Supervision & Management

Planning Infectious Disease LGBTQQ Supports Native American Student Support Program

(NASSP) No-Nonsense Nurturing Nonviolent Crisis Intervention Nursing and Student Health Services Occupational Therapy and Physical Therapy

Department (OT/PT)

• Personal Success Factors• Restorative Practices• School Based Health Centers• School Planning Support• School to Work Alliance Program (SWAP)• Section 504• Services for Students with a Visual Impairment,

Including Blindness• Social Work & Psychological Services Department• Special Education Advisory Council (SEAC)• Bilingual Special Education Assessment Services

(SEAS)• Special Education Associate Partners• Speech Language Pathology Department• Step Up Asthma Program• Student Safety Supports• Substance Use Prevention• Trauma-Informed Work• Truancy, Delinquency & Specialty Court• Whole Child Supports

4

GOAL #1 | Great Schools in Every Neighborhood

WE’VE HAD SUCCESSES

WE ARE VERY PROUD OF

National leader in discipline reform (2008-present)

- Landmark policies: JK-R (2008), DPS-DPD Intergovernmental Agreement (2013), ECE-3rd grade discipline reform (2017)

- Partnership with DCTA and Padres & Jovenes Unidos

International leader in Whole Child approach (2015-present)

- Pioneering new approach to educating the whole child

One of first districts to commit to “trauma informed” (2017)

5


BUT ALL IS NOT WELL IN SPECIAL EDUCATION

Students with disabilities are 10-12% of our district population. . .

. . . And we know we can do better educating students with disabilities.

Median growth percentiles for students with disabilities have been “stuck” in flat, below-average growth for at least a decade.

- Median growth percentiles for DPS students with disabilities have hovered in the range of 38-48 over the past decade.

- Our expectation is for their growth to be in the 53-57 range as it is for all DPS students.

6


DOES THE COLOR OF YOUR SKIN MATTER WHEN IT COMES TO SPECIAL EDUCATION?

There are sharp disparities in educational achievement between white students with disabilities and students of color with disabilities.

There are roughly similar numbers of Black and White students with disabilities; about 1,600-1,800.

- 301 white students with disabilities (21%) are meeting/exceeding expectations in their academics.

- So how many Black students? 33 Black students or just 2%.

Of approx. 5,000 Latino students with disabilities, how many would you think are meeting/exceeding expectations? Just 139, or, again 2%.

White students with disabilities are doing about as well as Black and Brown students WITHOUT disabilities

7

21%

2% 2%

9%12%

0 1 2 3 4 5 6

RACIAL DISPARITIES IN ACHIEVEMENT STUDENTS WITH DISABILITIES

*Similar opportunity gaps exist in CMAS Math outcomes so they have not been reported to reduce redundancies.

Percent of Students Meeting/Exceeding Expectations in CMAS: English Language Arts (2016-17)Students w/ Disabilities

Only 2.4% of black students with disabilities and 2.2% of Hispanic students with disabilities met expectations in English Language Arts based on CMAS results.

This is a sharp contrast to 21% of our white students with disabilities who met expectations.

8

White Black AsianHispanic Nat. American

21%

2% 2%

9%12%

76%

31% 30% 31%

60%



Percent of Students Meeting/Exceeding Expectations in CMAS: English Language Arts (2016-17)Students w/ Disabilities Students w/o Disabilities

9


21%

2% 2%

9%12%

76%

31% 30% 31%

60%

Our typical students of color are performing more similarly to our white students with disabilities than typical white students.



Percent of Students Meeting/Exceeding Expectations in CMAS: English Language Arts (2016-17)Students w/ Disabilities Students w/o Disabilities

10



WHAT IS THE NATIONAL INSTITUTIONAL CONTEXT FOR THIS PROBLEM

COMPLIANCE AS THE FLOOR OF OUR EXPECTATIONS The strength of special education law is in ensuring that schools

do not exclude from or restrict access to education for students with disabilities.

“Compliance” is the floor of our expectations, not the end goal.

Accountability for academic growth rests with us, not the law. The law will not require these higher expectations.

11

Who are these students by

Board of Education region?

Board Region

Students Enrolled

Students of Color

Students w. Disabilities

Students of Color w.

DisabilitiesCenter

StudentsGifted and Talented

Section 504

EL Students

1 14060 7511 1394 867 240 1491 428 3518

2 18751 17284 2347 2131 286 1238 229 9927

3 10417 6133 1034 738 153 1175 287 2452

4 32064 24828 3191 2724 528 3508 887 11471

5 16667 13868 2219 1976 377 1444 330 6265

Board RegionAffective

NeedsCross

CategoricalDeaf and Hard

of HearingEarly

ChildhoodMulti-Intensive

Multi-Intensive Autism

Multi-IntensiveSevere

PLEX STAR

1 40 6 46 81 14 22 312 44 1 32 149 28 323 11 3 22 12 63 30 124 95 13 38 225 87 705 54 6 8 119 38 23 129


WHAT IS OUR STRATEGY FOR SPECIAL EDUCATION:

ENSURE THE EDUCATIONAL RIGHT TO RECEIVE INSTRUCTION

Focus on evidence-based instruction for students with disabilities:

- Best first instruction aligned with specialized instruction for students with disabilities.

- Dispel the myth of the un-teachability of students of color with disabilities—ensure culturally-responsive education for all students.

Reorganization components:

- Shift building-based support from “Special Education Partners” to “Special Education Instructional Specialists”

- Design instructional professional learning and capacity-building plan for school-based educators, rooted in CRE

- Redefine all central office roles to support this shift (Director, Senior Managers)

- Continue bilingual Special Education Assessment Services (SEAS) 13


WHAT HAS BEEN THE BARRIER:

HISTORIC WAVE OF STUDENT AGGRESSION AND MENTAL HEALTH CONCERNS

Putting out fires and managing “difficult student behavior” has taken over the job of special educators and related service providers and, at times, overwhelmed whole buildings.

We are in the midst of an unprecedented national wave of escalated student safety concerns:

- Threat assessments, suicide risk reviews and harassment and discrimination complaints in DPS have virtually doubled within just one year. (Districts across the state and country are reporting similar increases.)

- In the current school year to date, there have been 785 threat assessments so far

• 222 of them on elementary students

• 224 of them on students with disabilities

14

1-YEAR INCREASE OF THREAT ASSESSMENTS

Through March, there was a 52% relative increase in threat appraisals from 2016-17 to 2017-18.

Rates calculated by dividing the count of unduplicated students by October Count enrollment.

2016-17 2017-18

10

61 7438 43 47 58

79 6950

29

101121

9877

97

169

91

Aug Sep Oct Nov Dec Jan Feb Mar Apr May

785

222 257 254109

629

12185

340

13 2 22164 224 184

57

15

1-YEAR INCREASE OF SUICIDE RISK REVIEWS

Through March, there was a 69% relative increase in suicide risk assessments from 2016-17 to 2017-18.

2016-17 2017-18

60

232 214 198165 168

227181

222

292

118

337 341296

219248

297

233


2100

570761 695

1051 976

45323

1114

15 3 97430 423

657

218

16

1-YEAR INCREASE IN HARASSMENT AND DISCRIMINATION REPORTS

Through March, there was a 41% relative increase in Title Reports from 2016-17 to 2017-18.

2016-17 2017-18

8

37 3415

2737 41 35 33 36

15

54

10892

78 6989

72


578

246157 158

86

477

5

168242

2 6 24116 125 137

45

17


WHAT IS OUR STRATEGY FOR BEHAVIORAL SUPPORTS, PART I

EXPAND MENTAL HEALTH CAPACITY IN

SCHOOLS

Resisting the pressure in the national policy debate to “harden” schools, DPS continues to expand mental health capacity in schools:

- Since 2007, we have increased the number of school-based health centers from 12 to 17.

- Since 2007, the ratio of students to social workers and psychologists has improved by more than 40% (going from 1492 students per school psychologist to now 842).

- The Board and district leadership have leveraged new policies to drive these increases.

In our reorganization:

- Every elementary Affective Needs Program has received an additional $50,000.

- All district-run schools that lacked funding to support a full-time school social worker or psychologist have been provided supplemental funding to reach full-time staffing.

18

INVESTING IN STUDENT MENTAL HEALTH

We have focused upon increasing the number of school psychologists and school social workers as well as focused on decreasing the ratio of students to support staff.

An

nu

al F

TE

School Psychologists School Social Workers

14921346

1197 12271026 987 930 886 842

1592 1524 1449 15321263

1153 1163 1150992

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18

Students per 1 Psychologist FTE Students per 1 Social Worker FTE

Stu

de

nt

to S

taff

Rat

io

52.559

68.4 68.8

85.1391.3 98.35 104.17 110.47

49.2 52.1 56.5 55.169.18

78.2 78.6 80.393.76

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18

19


WHAT IS OUR STRATEGY FOR BEHAVIORAL SUPPORTS, PART II

REVAMP DISTRICT-LEVEL BEHAVIORAL

SUPPORTS

Shift behavioral supports from Special Education to Whole Child in order to:

- Make supports available to all students, not only students with disabilities

- Better coordinate behavioral supports with mental health

Create a new behavioral support team, including- Manager of behavior supports

- Expanded team of behavior technicians

- Clinical partner, de-escalation supports and applied behavior analysis supports

Create a new 45-Day Program to provide to students with intensive behavioral or social-emotional needs a focused and dedicated intervention to remove behavioral barriers to academic success.

20


WHAT IS OUR STRATEGY FOR BEHAVIORAL SUPPORTS, PART III

NEW THERAPEUTIC DAY SCHOOL

There is an acute need for the district to create a dedicated school to serve students with intensive mental health needs and the most challenging emotional disabilities.

In a vicious cycle, overall capacity in community-based programs/centers has decreased at the same time as need has been rising.

SY 18-19 will be a planning year for the therapeutic day school (a first in DPS history).

School will open in SY 19-20.

21

WHY WE MUST BE GUIDED BY RACIAL EQUITY LEADERSHIP

DISPARITIES IN DISCIPLINE PERSIST

Despite nationally recognized reductions in suspensions out of school, Black students in DPS are six times as likely to be suspended as white students. Latino students almost three times as likely to be suspended as white students. Native American students are four times as likely.


14.1%13.0%

11.9% 11.7% 10.8%8.7%

6.9% 6.7%5.6% 5.2% 6.0%

27.6%

24.3% 24.0% 24.9%23.6%

20.2%

16.9% 17.5%

13.8%12.2% 13.1%

9.2%

6.7% 6.1% 5.9%4.3% 3.6% 2.8% 2.6% 2.2% 1.9% 2.2%

20.1%

15.2%16.3% 15.9% 16.8%

10.7%

7.7%

11.2%

8.4%10.6%

9.1%

2006-07(N=73399)

2007-08(N=73873)

2008-09(N=75269)

2009-10(N=78340)

2010-11(N=79413)

2011-12(N=81860)

2012-13(N=84408)

2013-14(N=87382)

2014-15(N=90127)

2015-16(N=91425)

2016-17(N=92331)

Native American

Black

Hispanic

White

22


WORKING DRAFT | THEORY OF ACTION:

RACIAL EQUITY LEADERSHIP

Implicit bias plays an historical and increasingly well-documented role in

- Educators’ responses to difficult “behaviors” of students

- Educators’ expectations of students’ academic aptitudes and potential.

Racial equity leadership is central to ensuring that our reorganization does not reproduce or exacerbate institutional racism.

- For example, constantly monitoring who is benefitting from and being harmed by new programs and strategies

Theory of action:- If the Division of Student Equity and Opportunity, through a lens of equity. . .

• Prioritizes driving resources more directly to schools• Focuses on ensuring the right to instruction for students with disabilities• Provides high-level, innovative professional learning

- Then, students of color with disabilities will achieve best-in-nation academic growth.

- Then, all students struggling with difficult social-emotional and mental health needs will be supported with minimal loss of instructional time and without racial disparities.

23


DISCUSSION & NEXT STEPS

Strategizing how to shift educator mindsets large scale—transforming their expectations, threading CRE through everything

Deep review of school-based supports—do our schools, students and families truly have the supports that can meet the level of need

Develop effective criteria for and programming details for our 45-day program and therapeutic day school.

Build a multi-year community and stakeholder engagement strategy

24

APPENDIX

25

Vision: Success in school, success in lifeMission: We work with you to remove the barriers that impact student growth and achievement.

In 2017, the Student Services team was renamed the Student Equity and Opportunity (SEO) team to better reflect the goals and vision of this department. We serve a wide variety of exceptional students, including students with disabilities and Gifted and Talented students. We also offer a range of services for all students across Denver Public Schools, including:• Whole Child Supports, which includes nursing, social work and psychological services• Special education services, which includes center-based programs and related services such

as speech language pathology• Gifted and Talented services

About Student Equity and Opportunity

Student Equity and OpportunityAT A GLANCE: OUR MISSION, OUR STUDENTS

Who We Serve

Services for All StudentsWe provide services that all students utilize, such as restorative practices and school nurses.

Services for Some StudentsWe provide services that a smaller population of students need to succeed, such as speech language therapists and bilingual special education assessment services.

Services for Few StudentsWe provide services for our students in most need, such as intensively targeted programs in the Special Education or Gifted and talented programs.

By the Numbers (2017-18)

92,000 all DPS students

10,245 students with disabilities

8,857 students in gifted & talented

2,162 students with 504 plans

1,629 students in center-based programs

749 special education teachers

110 school psychologists

109 speech language pathologists

94 school social workers

90 school nurses

39 occupational/physical therapists

The 45 Day Program is an individualized interim service designed to temporarily provide appropriate services to students with behavior or mental health needs. Sometimes, students are unable to attend their regular school due to safety, discipline, mental health concerns, or challenging behavior. This program will provide a variety of services including:• Instruction from licensed special education teachers;• Social-emotional supports and mental health services;• Credit recovery; and• Support to transition successfully to their original school setting.

About the 45 Day Program

45 Day ProgramSTRATEGY AND INFORMATION

Understanding the Referral Process

When a variety of interventions and supports have been implemented with limited success by the referring school, school teams may consider a short-term 45 Day Program intervention if it will move the student toward academic success. To document the interventions already attempted and the resulting outcomes, the referring team must complete the referral form with all relevant data as well as the IEP/504, FBA, BIP , discipline record, Safety Plan (when applicable).

Students who have not received such supports in their referring school are not appropriate for 45 Day Program. The referring team must hold a meeting including the student and parent(s) to review the data and determine if an interim intervention would be most appropriate for the student, and to identify the measurable goals and an Interim Student Learning Plan for the student during the program. Staff from the 45 Day are available to attend these meetings.

Referrals for the program must be made by a student’s referring school, or the district. All referrals should be sent via email to <TBD>.

Who We Serve

This program serves students K to 12 that are struggling with behavior and/or mental health challenges. Students may be coming from a residential or psychiatric facility. Students served have typical cognitive abilities. Students facing repeatedsuspensions/expulsions are typically served at our pathway programs, not the 45 Day Program. Students going through the threat appraisal process may be accepted on a case-by-case basis. Our program works best with parent support so parents do have to agree to the program.

For students receiving services for special education the program can serve as an Interim Alternative Education Setting if appropriate under the requirements of the IDEA. These students would continue to receive educational services according to his/her IEP.

The 45 Day Program is an interim service, not a stand-alone school, and students must be enrolled in a Denver Public School to attend. This program serves students with IEPs, 504 plan, and students that do not have either. If the student has a 504 plan or an IEP the team at the referring school continues to provide case management and transition planning as well as to maintain all attendance, progress, and credit reports in Infinite Campus. Within the first 45 calendar days, the referring school and 45 Day Program staff will collaborate to schedule a meeting, including student and parent(s)/ guardians, to review student progress, ongoing needs and the setting required to accomplish goals.

This program supports students by developing strong relationships so that new skills can be learned and by structuring and supporting changes to the environment to maximize student’s growth.

Referral Reviews

45 Day ProgramSTRATEGY AND INFORMATION

Scope of Service

• The referring school for the student retains the responsibility for 504/IEP case management, including all IEP responsibilities if the student is receiving 504 or IEP supports. The 45 Day Program staff will provide the educational and mental health direct services, although any other related services must be provided by the referring school team (e.g. Speech and Language, Occupational Therapy, etc.)

• The student remains enrolled at the referring school, because the 45 Day Program is an interim service and not a traditional school of enrollment.

• The 45 Day Program team will provide regular communication to the case manager of the referring school on the student’s attendance and progress. The referring school will update Infinite Campus with the attendance and grade information.

• The referring school and 45 Day Program staff will collaborate to schedule a meeting, including student and parent(s), to review the student’s progress, ongoing needs, and the setting required to accomplish IEP goals. In rare circumstances, the 45 Day Program staff may determine that a longer interval of time in the program is needed to ensure successful transition to the sending school.

• The referring school staff will meet with the student in the 45 Day program weekly to ensure a strong relationship is maintained with the referring school and to ensure that the referring school staff understand the student’s Interim Student Learning Plan and can maintain consistent supports for the student as needed in the referring school.

• District behavior technicians may be deployed to the referring school to provide direct support to the student for at least five days after the student re-enters the referring school and may gradually fade support when the student returns to their referring school to ensure a successful transition.

• The 45 Day program team will provide follow-up services to the student and referring school for a period of up to one month following the student’s return to the school. These follow-ups will occur on Fridays (when the program does not serve students).

Completed 45 Day Program referrals will be reviewed within one week of submission. The 45 Day staff team reviews all applications. Final decisions on the appropriateness of the referral are made by Manager of Behavioral Supports. If necessary, the referring school team may be asked to update IEPs and/or the discipline record prior to the student being approved for the Program. Upon review of the completed referral, the referring school team will be contacted via email with next steps. If a student referral has been accepted, the 45 Day Program staff will contact the family and referring teamdirectly to set up an intake. At this intake, for a student not on an IEP, the team will consider the necessity of an evaluationfor special education. The 45 day team will be responsible for gaining consent and conducting the evaluation. NOTE: At least one professional from the referring school must attend the intake meeting to discuss the student’s needs, goals and Interim Student Learning Plan. Referring schools determine and are responsible for the interim IEP services until the studentis enrolled in 45 Day Program.

If the student is not accepted into the program then the Manager of Behavioral Supports will review the information to determine what other supports could be provided to the school.

A DPS Therapeutic Day School will provide an individualized, educational and therapeutic environment which supports social-emotional awareness, inspires personal growth and builds on students' strengths in order to empower them for success in the general education environment or a vocational/career setting. This proposed school will serve students from K – 12th grade, beginning with K – 8th grade, and adding a high school level one grade per year by the 5th year of the program. Ultimately, the combined upper and lower schools will serve up to 90 students.

Overview: A Therapeutic Day School

Transitions: A Therapeutic Day SchoolSTRATEGY AND INFORMATION

Identified Need for Mental Health Supports

Because of changes in state funding over the last 5 years, there has been a dramatic reduction in therapeutic services for students outside of the school environment. As a result, mental health facilities that have kept their doors open are able totake far fewer students. In addition, the ability to place students in mental health crises on 72-hour holds has been reduced by as much as 60%. Finally, outside agencies are able to select the students they want to serve, while DPS is required to serve any child who enters the district.

Denver Public Schools currently has approximately 400 students moving in and out of mental health facilities each school year. About 80% are placed by the courts, which means that DPS intentionally places about 80 students per year in out-of-district programs. It often takes between several weeks to months to find an appropriate therapeutic placement for a student. During this time period, these students are either served by homebound services or continue to struggle and be disruptive in the school environment. By DPS having its own therapeutic option, students would be able to have their needs more immediately and better addressed and schools and families would experience less disruption.

Finally, by DPS having its own therapeutic school, the programming for students with mental health and behavioral needs will meet the goal of preparing students to return to their home schools more rapidly.

About the Therapeutic Day School

A DPS Therapeutic Day School will be a part of the Denver Public Schools’ Special Education continuum of services. This program is designed to meet the intensive mental health, social/emotional, behavioral, and related academic needs of students with identified mental health concerns and emotional disabilities. The school will be staffed with trained, experienced professional mental health, educational and paraprofessional staff who are invested in promoting growth in these areas through the provision of a therapeutic and educational environment, which is structured, predictable, consistent and supportive. Staff will be trained intensively in Cognitive/Behavioral Therapeutic interventions, as well as well-researched, evidence-based academic interventions in all subject areas.

The DPS Therapeutic Day School's program will emphasize development of appropriate emotional and behavioral responses to academic, social and life experiences through social skills training, scheduled individual and crisis counseling, group counseling and a behavioral management system, to externally support behavioral regulation, while cognitive and emotional reactions are restructured through individual educational programs and behavior intervention plans. All classrooms will be designed to promote the development of students’ executive functioning and self-regulation skills. The main goal is to meet the individual needs of each student. The challenge will be to do so in a manner which promotes emotional growth and wellbeing, and assists in developing the behaviors and skills necessary for students to be successful intheir reintegration to their home schools or other learning or work-related environments.

Transitions: A Therapeutic Day SchoolSTRATEGY AND INFORMATION

About the Therapeutic Day School (continued)

Parental and community participation will be a vital component of the therapeutic day program. Case management and coordinated services, along with outside agencies and private practitioners, will be an integral part of the delivery of services. When parents and program staff collectively support students in developing healthy cognitive, social/emotional and behavioral responses, significant student progress can be made.

The goal of a student’s stay at the Therapeutic Day School would be a short-term (12-18 months) effort to develop a set of skills that would allow students to be successful in their return to their home school. While it is understood that students and their families may be struggling with a number of significant issues, services provided at the day school will focus mainly on functioning in the educational or work environment. Many students and their families will require ongoing support from within, as well as outside the school system. To assist in the transition back to the home school, a gradual reintegration might start with one or two classes, in order to improve the chances of success. Regular communication and an identified point of contact for the student and the family in the home school will also be important. Student-centered transitions, which take into consideration the needs of the receiving school, have been shown to be the most successful type of transition.

One out of every four children attending school has been exposed to a traumatic event.

Trauma-Informed Practices in Denver Public Schools

Supporting Students with TraumaPHILANTHROPIC SUPPORT FOR STUDENTS

While Denver Public Schools has had significant successes in supporting students’ physical, mental and emotional safety, we know that the traditional school model cannot support students with higher needs. Instances of trauma can impact a child’s brain development as well as how the student engages with the school environment, which is why it is critical to address the need to create a trauma-informed school district.

On October 19, 2017, the DPS Board of Education passed the Trauma-Informed School District resolution, which has set the course for the emphasis the district is placing on the need to support our students who are impacted by trauma.

This action has paved the way for a new potential philanthropic opportunity. A forthcoming grant will be integral to the work of the Student Equity and Opportunity team in the coordination of a strategic plan to support all schools in becoming trauma-informed over the next three years. We look forward to being able to share more details soon.

AN INCREASE IN STUDENTS WITH DISABILITIES

8696 8703 85928811

92199568 9562 9654 9747

10317

11.6% 11.1% 10.8% 10.8% 10.9% 10.9% 10.6% 10.6% 10.6% 11.1%

0

2000

4000

6000

8000

10000

12000

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%

2008-09(N=75269)

2009-10(N=78340)

2010-11(N=79413)

2011-12(N=81860)

2012-13(N=84408)

2013-14(N=87382)

2014-15(N=90127)

2015-16(N=91425)

2016-17(N=92331)

2017-18(N=92984)

Students with disabilities enrolled in DPSPercent of DPS students identified with a disability

Students with disabilities make up 10-11% of our student population, and the number of students being served has increased nearly 19% since 2008-09.

32

CHALLENGE: FLAT ACADEMIC GROWTH

While we see overall improvements, we are seeing less-than-average academic growth for students with disabilities. Additionally, DPS students with disabilities are performing below the state average for students with disabilities.

CSAP/TCAP:Math Reading Writing

CMAS:ELA Math

Me

dia

n G

row

th P

erc

en

tile

41

45

38

45

40

48

38

44

38

42

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

DPS Growth All Students (57)

DPS Growth All Students (53)

State Growth SwD (43)

State Growth SwD (41)

33

SPECIAL EDUCATION SUPPORTS

As a result of the Student Equity and Opportunity reorganization, more schools will have allocated funding for supports such as mental health services, center-based programs and more.

Denver Public Schools Special Education Funding, FY2013 - 2019 (Proposed), Updated after Budget Development Completion

Program 2013 2014 2015 2016 2017 2018 2019

Department $ 44,494,281 $ 48,127,889 $ 52,930,782 $ 56,655,219 $ 56,916,369 $ 56,605,013 $ 38,436,856

School Based Centers $ 20,561,770 $ 20,289,697 $ 21,204,902 $ 21,063,476 $ 22,316,930 $ 21,713,748 $ 5,276,031

Specialized SPED Services $ 21,556,170 $ 23,411,460 $ 25,123,520 $ 28,199,541 $ 25,944,256 $ 26,843,544 $ 24,932,195

SPED Private School $ 254,550 $ 210,799 $ 24,889 $ 43,667 $ 279,700 $ 332,617 $ 332,380

SPED Summer Services $ 297,326 $ 252,811 $ 385,537 $ 394,437 $ 416,541 $ 421,016 $ 423,956

SPED Support Services $ 1,824,466 $ 3,963,122 $ 6,191,934 $ 6,954,098 $ 7,958,942 $ 7,294,088 $ 7,472,294

School $ 20,007,265 $ 20,355,521 $ 21,950,641 $ 23,146,750 $ 23,431,434 $ 24,795,657 $ 43,458,116

School Based Centers $ - $ - $ - $ - $ - $ - $ 18,797,229

School Direct SPED $ 4,772 $ 15,855 $ - $ 97,017 $ - $ 43,448 $ -

School Mild Moderate $ 20,002,492 $ 20,339,666 $ 21,950,641 $ 23,049,733 $ 23,431,434 $ 24,752,209 $ 24,660,887

Grand Total $ 64,501,546 $ 68,483,410 $ 74,881,423 $ 79,801,969 $ 80,347,803 $ 81,400,670 $ 81,894,972

Change% 6.2% 9.3% 6.6% 0.7% 1.3% 0.6%

SPED December Count 9,504 9,791 9,611 9,742 9,789 10,046 10,046

Per Pupil $ 6,787 $ 6,995 $ 7,791 $ 8,192 $ 8,208 $ 8,103 $ 8,152 34

0M 10M 20M

SWD Support Planning

WC Classroom Planning

SWD Professional Development

WC Professional Development

SWD Assistive Technology

SWD Schoolwide Systems

SWD Special Ed Child Find

WC Native Support

WC Denver Kids

SWD Vision

SWD Transition and Work Study

WC Other

WC Teacher Coaching

Indirect Costs

SWD ECE Itinerants

SWD Other

SWD Assessment and Placement

WC Gifted Education

WC Schoolwide Systems

SWD Hearing

WC Department Support

SWD Department Support

SWD Classroom Planning

WC Restorative Practices

WC Health Services

SWD Occup/Physical Therapy

SWD Facilities/Contract Centers

WC Social Work

SWD Speech

WC Nursing

WC Psychology

SWD Centers

SWD Mild Moderate

Districtwide SE&O by Service

STUDENT EQUITY AND OPPORTUNITYIncreasing value and direct support at the school level

Funding more effective SPED Centers

$19M78% of Center $

$0.4M6 Added FTE

Funding for 138 centers at district schools previously held centrally is now where it can be managed directly in school budgets

Each elementary school housing an Affective-Needs center program was allocated an additional 0.5 FTE to enhance behavioral supports for our youngest learners

Ensuring Mild/Moderate $ follows need

Schools with high needs now have supplemental funding up-front. We used IEP minutes to determine where assistance is needed, and schools with higher-than-average caseloads received, on average, enough for an additional 0.5 FTE paraprofessional.

65schools

New methodology does not neglect inevitable changes in student counts. As such, $850K is being held to adjust school budgets in the fall for unanticipated increases in caseloads

Redesigning Partnerships

Focus on value-added activities requested by school leaders. Emphasis placed on enhancing best first instructional practice and personalized learning needs of Sped pupils

18 FTEInstruction

16 FTEBehavioral

Behavioral Support team provides teacher and leadership coaching, and designs and deploys specific direct intervention at schools by request and need

-45 FTEPartner

To ensure services of value the model will be reborn in the form of instructional specialists and behavioral supports.

-$0.6M Savings from flattening internal organization, creating efficiencies, and repurposing long-vacant positions allow expansion of high-need programs

$1.6M Funding added directly to school budgets allows elementary schools to have a full-time psychologist or social worker

Becoming efficient to better support schools

Centers$5

Centers

$19

Mild Moderate

$26

Specialized Services$28

PSN$8

Psych, Social Work, and Nursing (PSN)

$22

WC Other$6

WC Other

$3

Department Support $7

Department

SchoolStudents w Disabilities (SWD) $83

67%

Whole Chi ld (WC)$41 33%

Total

$124M↑2M

$850KFor the fall

$0.6M Now a permanent part of the budget, the discipline reform program supports schools in decreasing suspension, expulsion, and habitually disruptive behavior

SUCCESS: 2016-17 WHOLE CHILD SURVEY RESULTS

81% 82% 81% 81% 80% 79% 78%82% 82% 83%

86%82%

79%81% 81% 80% 81% 82% 81% 81%

79%82%

Percent Favorable - Overall

Overall, our students tell us that their schools are focused on addressing the whole child

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Exceptional Students served under Student Equity and Opportunity, 2017-18, cross-section

Exceptional Student PopulationsStudents w. Disabilities

CenterStudents

Gifted and Talented

Secton 504

Students w. Disabilities 10245 1593 156 120

Center Students 1593 10 20

Gifted and Talented 8857 368

Section 504 2162

SUCCESS: DISCIPLINE REFORM

With focused work, we have seen a dramatic decrease in the number of suspensions and expulsions.

15.6%

13.7%12.5% 12.2%

10.9%

8.9%7.4% 7.2%

6.0%5.3%

6.0%

8.2% 7.6% 7.7% 7.6%

9.5%

7.3%6.5%

5.2%4.2% 3.9%

4.5%

0.2% 0.2% 0.2% 0.2% 0.1% 0.1% 0.1% 0.1% 0.1% 0.1% 0.0%2006-07

(N=73399)2007-08

(N=73873)2008-09

(N=75269)2009-10

(N=78340)2010-11

(N=79413)2011-12

(N=81860)2012-13

(N=84408)2013-14

(N=87382)2014-15

(N=90127)2015-16

(N=91425)2016-17

(N=92331)


Out of School Suspensions

In School SuspensionsExpulsions

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REORGANIZING FOR RACIAL EQUITY FOR STUDENTS WITH … · 4/12/2018 · Only 2.4% of black students...

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