Laurel Horn & Hayley Steffen

May 23, 2011

NEIGHBORHOOD SPECIAL EDUCATION

COLLABORATIVE NSEC

CURRENT STRUCTURE OF ELEMENTARY SPED SERVICES IN DCPS

PK- 5th grade

Consult/Inclusion/Resource

PK- 5th grade

Consult/Inclusion/Resource

PK-5th grade

Consult/Inclusion/Resource

CW Harris ES 12 students w/IEPs

Nalle ES 18 students w/ IEPs

Davis ES 21 students w/ IEPs

= Consult = Inclusion = Resource

* Current enrollment projections reflect total students receiving SpEd services in each school and do not reflect actual individual student needs

CURRENT STRUCTURE OF ELEMENTARY SPED SERVICES IN DCPS

PK- 5th grade

Consult/Inclusion/Resource

PK- 5th grade

Consult/Inclusion/Resource

PK-5th grade

Consult/Inclusion/Resource

CW Harris ES 12 students w/IEPs

Nalle ES 18 students w/ IEPs

Davis ES 21 students w/ IEPs

= Consult = Inclusion = Resource

* Current enrollment projections reflect total students receiving SpEd services in each school and do not reflect actual individual student needs

Results: Students often in an inappropriate setting

Hours on IEPs are not met

Costly Litigation

Multiple Settings

Mixed Grade levels

Varied Hours

CHALLENGES AND CONSEQUENCES

Out Placement of 2,149 Students

Poor Academic Results

Turque, Bill. "District Proposes Capping Private Special Education Expenses." Washington Post 04 04 2011. Web. 10 May 2011. <http://www.washingtonpost.com/blogs/dc-schools-insider/post/district-proposes-capping-private-special-education-expenses/2011/04/0

The gap within the gap remains...

BOTTOM LINE

1 District of Columbia Assessments and Data Reports, retrieved May 10, 2011

2 Virginia Department of Education, retrieved May 10, 2011

CURRENT STRUCTURE OF ELEMENTARY SPED SERVICES IN DCPS

PK- 5th grade

Consult/Inclusion/Resource

PK- 5th grade

Consult/Inclusion/Resource

PK-5th grade

Consult/Inclusion/Resource

CW Harris ES 12 students w/IEPs

Nalle ES 18 students w/ IEPs

Davis ES 21 students w/ IEPs

= Consult = Inclusion = Resource

* Current enrollment projections reflect total students receiving SpEd services in each school and do not reflect actual individual student needs

PROPOSED MODEL: NEIGHBORHOOD SPECIAL EDUCATION COLLABORATIVE

PK- 5th grade

Inclusion/Consult

PK- 2nd grade

Resource

3rd – 5th grade

Resource

PK-K

Resource/Inclusion

1st – 3rd grade

Resource/Inclusion

4th grade

Resource/Inclusion

5th grade

Resource/Inclusion

CW Harris ES Mild

12 students w/IEPs

Nalle ES Intensive

18 students w/ IEPs

Davis ES Moderate

21 students w/ IEPs

* Current enrollment projections reflect total students receiving SpEd services in each school and do not reflect actual individual student needs

PROPOSED MODEL: NEIGHBORHOOD SPECIAL EDUCATION COLLABORATIVE

PK- 5th grade

Inclusion/Consult

PK- 2nd grade

Resource

3rd – 5th grade

Resource

PK-K

Resource/Inclusion

1st – 3rd grade

Resource/Inclusion

4th grade

Resource/Inclusion

5th grade

Resource/Inclusion

CW Harris ES Mild

12 students w/IEPs

Nalle ES Intensive

18 students w/ IEPs

Davis ES Moderate

21 students w/ IEPs

Teachers meet hours

Need based cohorts in each grade

Targeted resources aligned with needs

Impact of disability minimized leading to higher

student achievement

* Current enrollment projections reflect total students receiving SpEd services in each school and do not reflect actual individual student needs

No additional cost to the

district

Spectrum of settings in

neighborhood schools

Less litigation, and less out-placement

Higher student

performance

BENEFITS OF NSEC