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Sharing Personnel and Funding Options

Sharing Personnel and Funding Options. LEGISLATION.

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Sharing Personnel and Funding Options

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  1. Sharing Personnel and Funding Options

  2. LEGISLATION • 56026.5 “Low  incidence  disability” means a severe disabling condition with an expected incidence rate of less than one percent of the total statewide enrollment in kindergarten through grade 12. For purposes of this definition, severe disabling conditions are hearing impairments, vision impairments, and severe orthopedic impairments, or any combination thereof.  For purposes of this definition, vision impairments do not include disabilities within the function of vision specified in Section 56338.

  3. VISION OF SERVICE Why should we create a positive change in the number of highly qualified VI teachers in California? All students with visual impairments in the California Pre-K to 12th grade schools will achieve increased academic achievement and positive functional outcomes.

  4. PLACEMENT • The Individuals with Disabilities Education Act of 2004 states that • Each public agency must ensure that-- • To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and

  5. PLACEMENT • Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

  6. WHAT DOES A TVI DO? Three of you from the audience please describe what your tasks are on a typical day. Rural – Urban – Moderate How many students are on your caseload and are they itinerant, consultation, etc? Do you have braille transcribers and para-professionals assisting you? How much time do you spend in the regular education classroom?

  7. REQUIREMENTS FOR CREDENTIAL The California Commission on Teacher Credentialing establishes the standards that must in credential programs. San Francisco State and LA State are the only two universities in CA that offer a program for the VI credential How many units (semester or quarter units) are required for the VI credential? 13

  8. HOW TO PAY FOR IT Since 1985 the California State Budget has allocated funds to CDE to be used for students with low incidence disabilities who have an Individualized Education Program. In 2014-15, $17,370,000 was allocated to CDE to allocate to SELPAs who report student counts on CASEMIS.

  9. CHANGES TO THE LANGUAGE Until two years ago the LI funds were identified to be use for “specialized equipment, books and materials and specialized services”. The language now states it will be used for “special education and related services”.

  10. MORE CHANGES TO THE BUDGET LANGUAGE Also, two years ago language was removed from the budget that mandates that SELPAs share equipment books and materials paid for by LI funds.

  11. OTHER LANGUAGE REMOVED In 2013-14 language was added that over $2,000,000 of the LI funds had to be spent on career and technical education. In 2014-15 that language was removed.

  12. THE FORMULA • Funds are allocated to Special Education Local Plan Areas (SELPA). • They are allocated through a formula dividing the statewide number of students reported with LI disabilities from the previous year into the total amount of funds allocated in the budget giving a per pupil rate.

  13. ALLOCATION OF LI FUNDS • The per pupil rate is multiplied by the number of students with low incidence disabilities each SELPA reports. • That total is the amount each SELPA receives. • This year SELPAs are given more flexibility in how funds are spent, but all must be spent on students with low incidence disabilities.

  14. GUIDELINES FOR USE OF LI FUNDS • Low Incidence funds, as well as other funds, may be used to purchase assistive technology for students with low incidence disabilities. • The Special Education Division becomes involved with issues surrounding assistive technology if there is a complaint that it is not considered by an IEP team or the purchase is not implemented once it is included on the IEP.

  15. MORE GUIDELIONES • Funds may be carried over to the next year. • Funding goes out as an apportionment. • There are no more LI grants. • Students may not keep the equipment. • Generally parents may not purchase the equipment.

  16. STILL MORE GUIDELINES • Funding does not have to be divided equally among all students with LI disabilities as reported on CASEMIS. • Funding must be spent on students with LI disabilities with an Individualized Education Program. • Funding cannot be spent on students with 504 plans.

  17. LEGISLATION FOR IEP TEAM • Education Code 56341.1 (b) requires that the IEP team consider the need for assistive technology devices and services. • If it is determined a need exists for such devices and or services, it shall be written into the IEP.

  18. ASSISTIVE TECHNOLOGY SERVICES Assistive technology services are defined as any services that directly assists an individual with exceptional needs in the selection or use of an assistive technology device that educationally necessary.

  19. EUCATIONAL AND VOCATIONAL USE OF TECHNOLOGY • Students should be allowed to use assistive technology items in an educational and vocational setting. • The use of the assistive technology items must be clearly linked to the IEP.

  20. STUDENT DATA • Number of students with visual impairments reported on CASEMIS in 2012-13 who will require an IEP with an ITP: 4,120 total; 1,210 are age 15 through age 22 • Number of students who are deaf-blind reported on CASEMIS in 2012-13: 149 total; 41 are age 15 through age 22

  21. PERSONNEL ISSUES • Very limited number of Appropriately Credentialed VI teachers in California • Unintended consequences for development of Individual Educational Programs (IEP): 1. Can lead to restriction of placement options and/or 2. Can lead to very high case loads

  22. PERSONNEL ISSUES (cont’d) 3. Can lead to a limited number of students working in credentialing programs 4. Can lead to VI credential programs being in jeopardy of retaining their university programs

  23. PERSONNEL ISSUES (cont’d) Are there other personnel issues facing the TVI field?

  24. PERSONNEL ISSUES (cont’d) Stakeholders who are impacted by these issues: • University Staff • Teachers (both regular and special education) • Parents • Students • School Administrators • Others?

  25. FACTORS FOR CHANGE What factors have caused a decrease in the number of individuals choosing to become a credentialed TVI?

  26. INFLUENCE FOR CHANGE Does this group have the influence to create changes in the personnel issues facing the VI field?

  27. ACTIONS Are there any immediate actions we can take to help relieve the impact on students and TVIs?

  28. ACTIONS What are long-term actions this group can initiate?

  29. JUSTIFYING AND PURCHASING ASSISTIVE TECHNOLOGY Assistive Technology (California Education Code) §56020.5 "Assistive technology device," as provided in paragraph (1) of Section 1401 of Title 20 of the United States Code, means any item, piece of equipment, or product system, whether acquired commercially without the need for modification, modified, or customized, that is used to increase, maintain, or improve functional capabilities of an individual with exceptional needs. The term does not include a medical device that is surgically implanted, or the replacement of that device.

  30. ACCESS TO CURRICULUM; ASSISTIVE TECHNOLOGY Who: Population Needing Access to Curriculum What: Accessibility Tools How: Assessment tools

  31. WHAT SHOULD STUDENTS KNOW AND BE ABLE TO DO Common Core State Standards in Mathematics and Reading Language Arts were approved by the California State Board of Education on March 7, 2012. How do we know if ALL students meet the standards?

  32. ASSISTIVE TECHNOLOGY 56020.5. "Assistive technology device," as provided in paragraph (1) of Section 1401 of Title 20 of the United States Code, means any item, piece of equipment, or product system, whether acquired commercially without the need for modification, modified, or customized, that is used to increase, maintain, or improve functional capabilities of an individual with exceptional needs. * Tools designed to support skills that the student is not able to do independently.

  33. COMPUTER-ADAPTIVE ASSESSMENTS • Universal Design • Designated Supports • Accommodations • Text-to-speech in grades 6-12 • Refreshable braille • On-demand embossed tactiles • Braille grades 3-5 (ELA comprehension)

  34. ACCESSIBILITY Access to the curriculum includes the format it has been delivered in, and the assistive technology used to access that information.

  35. ASSISTIVE TECHNOLOGY DEVICES The results of an Assistive Technology Assessment will be used to determine which tools are needed for individuals, which will be discussed during the IEP meeting. Next we need to provide tools.

  36. JUSTIFICATION • Logical reasons to purchase tools: • Education Code • Code of Regulations • Reasonable Accommodations

  37. WHO: POPULATION NEEDING ACCESS TO CURRICULUM Identify the students, in this case students with visual impairments Services (professionals) Materials (format/device)

  38. WHAT: ACCESSIBILITY TOOLS Hardware, software, apps identified in the Individualized Education Program (IEP); along with training on the use and care of the tool.

  39. UNIVERSAL LEARNING Assessments specific to students with visual impairments; find out what you are working with so that you know how each individual is able to demonstrate knowledge.

  40. FUNDING Federal Quota; for students that are legally blind http://www.aph.org/federal-quota/

  41. LOW INCIDENCE FUNDING Low Incidence for blind, deaf, and severely orthopedically impaired students, the low incidence disabilities (California funds this through the SpecialEducation Local Plan Area or SELPA) Low Incidence Entitlements http://www.cde.ca.gov/fg/fo/profile.asp?id=1945

  42. SPECIAL EDUCATION FUNDS Special Education funds: Individuals with Disabilities Education Act or IDEA Part B  http://www.cde.ca.gov/sp/se/as/leagrnts.asp#13379

  43. FUNDING Federal Quota; for students that are legally blind Low Incidence; for blind, deaf, and severely orthopedically impaired students, the low incidence disabilities (California funds this through the SELPA) Special Education funds: IDEA Part B  General education funds: Local Control Funding Formula

  44. TRAINING Who needs training; • Assistive technology specialist • Teacher of the visually impaired • Paraprofessionals • Students • Parents

  45. FORMAT Hard-copy; large print and braille (with embossed tactiles) Digital files; text-to-speech, described video, refreshable braille, and tactiles (soon to be refreshable)

  46. WHY IS THIS NEEDED? College / Career skills Computer Adaptive Testing Mainstream student/teacher & student/student interaction And the law!

  47. POSTED LAWS and REGULATIONS • California Education Code • Code of Regulations • Additional Resources At http://www.cde.ca.gov/ci/cr/cf/ under Access to Instructional Materials

  48. CONTACT INFORMATION Linda Wyatt, Ed.D. Special Education Consultant California Department of Education 916-322-3254 lwyatt@cde.ca.gov Jonn Paris-Salb Assistive Technology Consultant California Department of Education 916-3223-2202 jparissalb@cde.ca.gov

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