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An IDEA for Catholic Schools

This project aims to address the lack of awareness and implementation of the Individuals with Disabilities Education Act (IDEA) in Catholic schools. Through surveys, consultations, and data analysis, the project will identify necessary regulatory and statutory changes to improve special education services.

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An IDEA for Catholic Schools

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  1. An IDEA for Catholic Schools

  2. Fr. Tom Olson Mr. Steve Perla Currently: Superintendent, Diocese of Fall River (MA) Catholic Schools Currently: Parochial Vicar, Gate of Heaven & St. Brigid’s Parishes (Boston) Education: Master of Education (M. Ed): Boston College Bachelor of Business Administration: Lesley University Education: Masters of Divinity (M. Div): Boston College Masters of Philosophy (M. Phil): St. Louis University Bachelors Political Science: College of the Holy Cross Relevant professional experience: Executive Director, Parents Alliance for Catholic Education Senior Director of ACE Consulting, University of Notre Dame Superintendent of Schools, Diocese of Worcester (MA) Relevant professional experience: Writer, The Pioneer Institute Assisted with advocacy efforts for ESEA re-authorization Teaching & institutional advancement in Catholic education

  3. The Individuals with Disabilities Act (IDEA): What is it? IDEA was previously known as the Education for All Handicapped Children Act (EHA) from 1970 to 1990. In 1990, with the signature of President George H.W. Bush, the United States Congress reauthorized EHA and changed the title to IDEA. Provides federally-funded special education and related services to both public and private students with disabilities.  Unlike public school students, private school students do not have to IDEA services an individual entitlement.

  4. IDEA in Catholic schools For over 40 years, the US Bishops have asked Catholic schools to be serve students with special needs. “Catholic elementary and secondary school teachers [should be] provided in-service training in how best to integrate students with disabilities into programs of regular education.” – USCCB, Pastoral Statement of U.S. Catholic Bishops on Persons with Disabilities (1978) Resource scarcity has negatively effected Catholic schools’ ability to do so. Hence, Catholic school participation in federal (and state) programs has been and continues to be essential. “[I]n order to ensure the widest possible range of educational opportunities, Catholic [schools] should be encouraged to develop working relationships both among themselves and with private and public agencies serving the same population.” – USCCB

  5. Some statistics (from 2016). . .

  6. IDEA has not been working as it should. This is the raison d'être for “An IDEA for Catholic Schools.” Project overview • “An IDEA for Catholic Schools’” design is modeled after “Elusive Equity,” the University of Notre Dame-sponsored project which led to important changes in ESSA (formerly, ESEA) that have benefited Catholic school students and educators. • “An IDEA for Catholic Schools” has 4 purposes; these purposes are as follows: • The acquisition of a comprehensive understanding of how IDEA is being implemented across the country • The solicitation of input regarding enforcement of the current law • The identification of necessary regulatory changes • The identification of worthwhile statutory changes

  7. “An IDEA for Catholic Schools” is data-driven. The various data/data sources are as follows: • surveys completed by all of the nation’s Catholic school superintendents • surveys completed by a significant percentage of the nation’s Catholic school principals • National Catholic Education Association-provided data (i.e. “Students with Disabilities 2018”) • US Department of Education, Office of Non-Public Education (ONPE)-provided data • SEA-provided data • This data is being/will be enhanced, increased, sharpened, and/or qualified via the following means: • 12 in-person listening sessions with the nation’s Catholic school superintendents; thus far, 4 listening sessions have been conducted (Hartford, CT; Albuquerque, NM; New York, NY; Metuchen, NJ ) • multiple conference calls and in-person meetings with Catholic school and Church-centered special education organizations • There are SO FAR (as of February of 2019) 5 key TAKE-AWAYS:

  8. TAKE-AWAY #1: There exists widespread lack-of-awareness about IDEA. • 39-percent of principals self-rate as possessing only mediocre awareness of IDEA • 47-percent self-rate as possessing only moderate awareness. • 7-percent possess no awareness whatsoever. Consultation According to IDEA, throughout each school year LEAs must engage in “consultation” with all of the private schools which are located within them. This process involves “timely and meaningful” meetings between private school officials, private school parents, and LEA officials.These consultation meetings determine how, where, and by whom special education and related services will be provided.

  9. TAKE-AWAY #2: Consultation is not being implemented across all LEAs. • 14-percent of superintendents so far have indicated that none of the LEAs engage in consultation • 14-percent have indicated that only a couple do • 8-percent have indicated that less than half do. Child Find Each LEA is obligated to test for a disability(s) any child who is suspected by his/her parents of having a disability(s). As regards any private school, the LEA in which that private school is located has this obligation. To illustrate this by way of example, Susie is a student who is suspected of having a disability. Susie resides in LEA X. However, Susie attends St. Mary's School which is located in LEA Y. According to IDEA, LEA Y is the LEA that is obligated to test Susie. As illustrated by this example, the law requires that, irrespective of where a child resides, the LEA in which a student's private school is located is the LEA that is obligated to conduct "child find."

  10. TAKE-AWAY #3: Child-find is not being conducted across all LEAs. • 58-percent of principals so far have indicated that child-find is occurring • 42-percent have indicated that child-find is not occurring. Proportionate Share Before any further positive and impactful conclusions can come from a consultation meeting(s), a matter called “proportionate share” must first be determined.To private school students and their families this matter is incredibly important. Why? Because unlike their public-school counterparts, private school students do not have to IDEA services an individual entitlement. Rather, the private school students who qualify for special needs services in any given LEA attain, collectively, a “proportionate share” of the total IDEA funds that the federal government has to that particular LEA allocated. This means, then, that not all special needs children will receive services. During the “consultation” process that occurs between LEA officials and private school officials, the questions of where, how, by whom and to whom special education and related services will be provided are, as mandated by the law, supposed to be answered.

  11. TAKE-AWAY #4: Proportionate share is not being clearly conveyed to private school leaders AND there is a lack of transparency from the LEAs regarding proportionate share. • only 39-precent of principals have indicated so far that proportionate share is being conveyed to them • 17.79-percent of superintendents so far have indicated that that only a few LEAs convey to their school leaders their respective “proportionate share” • 10.09-percent of superintendents so far have indicated that no LEAs do. TAKE-AWAY #5: There is a large gap between the number of students who are referred for evaluation and the number of students who are identified by LEAs as requiring special education services. • 41-percent of superintendents so far have indicated that less than 25-percent of students suspected of having a disability and referred have been identified by the LEA as needing IDEA-funded special education services • 33-percent have indicated that 50-percent or less have been identified.

  12. Next steps: • After the surveys and listening sessions are concluded at the end of June of 2019, the National Working Group (the identification, invitation, and confirmation of the members of which is currently in process) will review the data and make strategic recommendations regarding: • improved enforcement of the current law • necessary regulatory changes • reasonable statutory changes, and • how the USCCB might bring said recommendations to fruition. Questions? For further information about “An IDEA for Catholic Schools” or if we can be of any assistance, then please reach out to us: Mr. Steve Perla Email: sperla@dfrcs.org Fr. Tom Olson Email: tmajorsolson@gmail.com

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