Special Education Budget Presentation - February 29, 2016 Presented by: Tina D'Acunto, Superintendent of Education: Exceptional Learners - York ...
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Special Education
Budget Presentation
February 29, 2016
Presented by:
Tina D’Acunto, Superintendent of Education: Exceptional Learners
77
Student Services
Areas for Consideration
• Vision and Delivery Model
• Changes to the Special Education Funding
Model
• Accumulative Reductions
• Cost Saving Measures Implemented To Date
• Current Challenges, Limitations, Restrictions
• Next Steps for 2016-2017
78
Student Services Department
Vision and Delivery Model
79
YCDSB Plan supported by Student Services Focus
Our students will become Students with special education needs, as
Vision creative and critical meaningful members of an inclusive Catholic
Our envisioned thinkers who integrate community, will reach optimal independence
Catholic values into their and achievement through strategic, focused,
future
daily lives as socially accessible, and timely educational
responsible global interventions.
citizens.
Guided by gospel values We are committed to providing consistent,
Mission and Catholic virtues, in accountable and focused quality service in
Our core reason partnership with home response to identified needs of students,
and Church, we educate through direct and effective intervention, and
for being
and inspire all students to building capacity of staff.
reach their full potential
in a safe and caring
environment.
Catholicity Catholic value of compassion
Values Excellence Strong commitment to a collaborative team
Important as we Equity approach
Respect, Integrity Respectful and open-minded communication
work on the
Inclusion Creative, innovative, flexible, and adaptive
above
Fiscal Responsibility problem-solving approach
80 4
Connections on a Continuum
YCDSB
Creative and Optimal YCDSB
Vision independence
critical Student Services
thinkers and Engaging
achievement Enabling
Socially Empowering
responsible Meaningful
members of a
global
Catholic
citizens community
81
From Vision to Action
“accessible,and timely educational
interventions”
Year 1 “strategic, focused”
“reach optimal
Core Function Year 2 independence and
Accountability achievement”
Establish consistent and Year 3
focused areas of service Targeted assessments
and expectations for Tiered service Resources
each unique service by Customized strategies Continued realignment of resources
developing department that provide responsive structures
Handbooks and service Goals with measured
and supports based on need.
delivery expectations outcomes
Continued focus on research and
Transparent statistics development ( i.e. training, data
analysis, new evidence based
strategies and programs)
82 6
Philosophy: A Framework for
Mainstreaming
• The integration of all learners within their home school with a focus on
providing the most enabling learning environment within their age
appropriate class placement.
• The implementation practices may include the need for a continuum of
responses, including:
program centers (i.e. PACE, TD, ISA, Language Support Centers, Hearing,
ASD),
human resource support (i.e. EA, EI, CYW, SSW),
range of other accommodations (i.e. instructional, environmental,
technical, assessment).
* Please note the glossary of terms in your package
83
Quick Facts
Categories of Autism LD MID Dev Gifted Lang Deaf & Blind & Non Totals
Exceptionalities Delays Imp. Hard of Low Identified
Hearing Vision
(Refer to Handout for
Definitions)
Elementary
Program Centres 18 305 - - 398 30 10 - - -
(ASD) (ISA) (PACE) (Lang) (Hearing)
Regular Class 453 962 88 39 18 23 91 17 3163 -
Placements
TOTAL STUDENTS 471 1267 88 39 416 53 101 17 3163 5615
Secondary
Program Centres - - - - 272 - 5 -
Regular Class
314 1565 130 76 85 30 27 21 965
Placements
TOTAL STUDENTS 314 1565 130 76 357 30 32 21 965 3490
TOTALS 785 2832 218 115 773 53 133 38 4335 9105
Please note:
• Elementary Transition Diagnostic Centres have 38 students
• Secondary Transition Diagnostic Centres have 8 students
84Special Education Funding
Model Changes
85The High Needs Amount Allocation
The HNA allocation can be misunderstood, as it is still frequently associated
with its past connection to counts of students with “high needs”.
The recent changes to this allocation are meant to transition this allocation
to one that addresses the variation among boards with respect to students
with special education needs, including students with greater needs, and
boards' abilities to respond to their special education needs.
862015-16 SEG Allocation Method
Allocation Method
Special Education per A per-pupil amount that varies by grade grouping: JK-3; 4-8 and 9-12.
Pupil Amount (SEPPA)
($1.402 billion)
High Needs HNA Per Pupil Special Education Statistical Measures of Variability High Needs Base
Amount (HNA) Amount (47.2%) Prediction Model (SESPM) (MOV) (12.4%) Amount for
($1.05 billion) • Board-specific (37.3%) • Five categories of data Collaboration
per pupil • Board predicted value (one category census- and Integration
amount per (census-based) of the total based) where each (3.1%)
student of the number of students that are category has an assigned • $450,000 per
board funded likely to receive special percentage of the total board
at 50% education programs and/or MOV amount (each
services multiplied by the category has one or
Note: the HNA board’s ADE determines more factors and each
Per Pupil amounts each board’s proportion of factor has an assigned
will be reduced to allocation. percentage of the
25% in 2016-17 category total)
and eliminated by determines each board’s
2017-18. proportion of allocation.
Special Equipment Per-Pupil Amount Claims-Based Amount
Amount (SEA) A base amount plus a per-pupil amount. • Claim amount minus $800 deductible
($93.7 million)
Special Incidence A claims-based amount, up to a maximum per claim.
Portion (SIP)
($68.7 million) Note: Further analysis of SIP is warranted given the broad ranges among boards.
Facilities Amount (FA) • Based on an approval process specified in a guideline issued for programs for school-aged children and youth in care and/or treatment
($96 million) centres, and in custody and correctional facilities.
• Recognize costs of teachers, education assistants, classroom supplies, health and/or social support services provided by regulated health
professionals, regulated social service professionals and paraprofessionals.
Behaviour Expertise A base amount plus a per-pupil amount.
Amount (BEA)
($11.6 million)
87HNA MOV:
How is Data Used to Fund School Boards?
HNA Funding Allocation/ How is Data Used to Fund School Boards?
Category
Measures of Variability (MOV)
Category #1: Programs & Provides more funding to boards that reported having higher prevalence rates
Services of students with special education needs.
Category #2: EQAO Provides more funding to boards with students with special education needs
that are performing below the provincial average on the Grade 3 and 6
EQAO assessments and those that require more accommodations
Category #3: Credit Provides more funding to boards with students with special education needs
Accumulation, Locally that have a low number of credits in Grade 9 (i.e., 5 or less) and Grade 10
Developed (LD) and K- (i.e., 13 or less), and for those with higher numbers of students with special
Courses education needs enrolled in LD and K-courses in Grades 9 and 10
Category #4: Remote & Rural Supports the higher per-pupil costs for goods and services faced by
smaller school boards (board enrolment)
Recognizes the additional costs of services related to remoteness and
the absence of nearby urban centres (distance/urban factor/French-
language equivalence)
Recognizes the higher costs of providing services to students with
special education needs in widely dispersed schools (school dispersion)
Category #5: FNMI Provides more funding to boards with larger FNMI populations
Please note:
Based on 2012-13 data (as reported by boards)
88Special Education Funding Implications
For
York Catholic District School Board
89Special Education Funding Projection
2016-2017
In 2015-2016, the estimated decrease for
Special Education high needs amount for
2016-2017 was projected to be $650,000.
90Special Education Funding
Revenue Comparisons
2015/16 2015/16
Revised
Estimates Estimates
Revenue
SEPPA 38,764,025 38,515,191
Special Education Equipment Amount:
Claims Based Amount 250,000 310,000
Board Amount 10,000 10,000
Per Pupil Amount 1,984,116 1,973,058
2,244,116 2,293,058
High Needs Amount (HNA) 27,087,790 27,010,521
Special Incident Portion 2,100,000 2,200,000
Section 23 488,803 488,803
Behavioural Expertise 239,083 238,219
Total 70,923,817 70,745,792
Difference (RE to Est.) (178,025)
91Special Education Funding
Expense Comparisons
2015/16 2015/16
Revised
Estimates Estimates
Expenditure
Salaries & Wages 64,352,712 63,471,228
Employee Benefits 12,953,907 12,216,962
77,306,619 75,688,190
Professional Development 126,679 126,679
Supplies and Services 1,533,390 1,533,390
Fees and Contractual Services 869,309 869,309
Other 0 0
Section 23 488,803 488,803
3,018,181 3,018,181
Total 80,324,800 78,706,371
Difference (RE to Est) (1,618,429)
92Special Education Funding
Envelope Comparisons
2015/16 2015/16
Revised
Estimates Estimates
Enveloping: Special Education
Special Education Expenses 80,324,800 78,706,371
Less: Other Revenue Sources
CTN 784,187 784,187
EPO Autism Training/EPO Other 83,231 120,305
Net Special Education Expenses 79,457,382 77,801,879
Allocation for Pupils in Self-contained Special Education Classrooms:
Pupil Foundation 3,732,442 4,068,355
French as a First Language 0 0
Teacher Qualification and Experience 605,102 660,010
4,337,544 4,728,365
Net Spec. Ed Expenses Less Self-contained 75,119,838 73,073,514
Expenses Relating to SEA (Base and Per Pupi) 1,994,116 1,983,058
Incremental Expenses for Compliance Purposes 73,125,722 71,090,456
Special Education Funding 70,923,817 70,745,792
Less: SEA (Base and Per Pupil) 1,994,116 1,983,058
68,929,701 68,762,734
Under/(Over) Envelope (4,196,021) (2,327,722)
Difference (RE - Est.) 1,868,299
93Accumulative Reductions
2009 -2016
94Special Education Budget Savings
Year Type of Reduction Total Amount
2009-2010 • 1 ASD program itinerant teacher $90,000
2011-2012 • 1 Elementary Consultant $100,000
2013 -2014 • 1 Hearing Itinerant Teacher $300,000
• 1 Secretary
• 1 Communication Disorder Assistant (CDA)
• 1 Secondary Consultant
2014-2015 • 1 Behavior Resource Worker $300,000
• 1 Secretary
• 1 Vision Teacher
• Reduced Mileage budget by $80,000
2015-2016 • 3 Behavior Resource Workers $880,000
• Restructuring Special Equipment Amount
(SEA) Training Model, selection of software
application, and model of laptops
95Cost Saving Measures Implemented
Year Strategy Budget Savings
2015-2016 Restructuring SEA equipment $700,000
• Refurbished computer with greater technical
capacity and three year warranty
• Transition to GAFFE accessibility software
• Elimination of continued funding for school
Wi-Fi, interactive whiteboards, laptop carts,
and projectors.
• Reframe SEA student training model to
include small group sessions with YCDSB
trainers
Educational Assistants/Educational $400,000
Intervenors (due to increased EA/student
• Development of a new policy and procedure ratio)
outlining criteria for access
• annual review of students meeting criteria for
EA support
• Increased EA to student ratio to accommodate
over 115 Junior Kindergarten students with
complex needs
• Realignment of resources to address
changing school needs during the school year
(Oct, Jan, March)
96Cost Reduction Measures Implemented
Year Strategy Budget Savings
2015-2016 Program Center Consolidation $320,000
• Closure of ISA , Secondary TD center (due to realignment of
• Reallocation of resources to new ISA centers resources)
and Kindergarten ASD centers to address
new needs in York region
Core Resource Staffing $200,000
• Maintaining a freeze in hiring additional core (due to increased
resource teachers to address the additional teacher/student ratio)
student needs ( over 200 per year)
• Adjustments made to system staffing formulas
to distribute resources equitably
Management of School Based Special
Education Resources
• Administration training session
• Use of Special education planning templates
(ie. Core resource and EA timetables)
• Reduce number of standardized academic
assessments and optimize the use of
formative assessments and direct teaching
time
97Current Challenges, Limitations,
Restrictions
• Over 110 Junior Kindergarten students with complex needs requiring
human resource support annually.
• Increased number of potential staff work refusal due to violent incident
reports (approximately 30) requiring additional staffing
• Additional students receiving special education support with fewer staff
• Reduction of Third Party supports to students and staff (i.e. COMPASS,
Kinark ASD School Support Workers)
• Limited access to Day Treatment placements resulting in increase CYW
expenditures
• Impact of FDK on special education resources
• Waitlist for assessments (i.e. psycho-educational, speech and
language, occupational therapy)
• Waitlist for Student Services (ie. BRS, SSW, Psychology, Speech and
Language, Physical Management, Program Consultant)
• Funding restrictions do not reflect real costs to supporting actual
students with complex needs.
98Next Steps: Future Cost Savings
• Further consolidation of program centers ($360,000)
• Introduction of a Health Assist E. A. role to address the needs of medically fragile
students and reduce the need for EIs ($200,000)
• Reduced number of purpose built calming rooms ($50,000 x # of rooms requested)
• Transition from Crisis Prevention Intervention (CPI) training model to Behaviour
Management System (BMS) ($10,000 per year)
• Streamline process for managing potential staff work refusal involving students with
special education needs
• Transition from SEA claim software licensing to the use of GAFE
• Transition from SEA laptop computers to refurbished computers or Chromebooks
($200,000)
• Implementation of the Special Education Operational Review Recommendations
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