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Project Intersect: Special Education in the Charter School Sector.

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Project Intersect: Special Education in the Charter School Sector. Lauren Morando Rhim, Public Impact. Session Overview. Research summary Surveys California analyses Resources and tools Questions and answers. Project Intersect Overview.
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´╗┐Venture Intersect: Special Education in the Charter School Sector Lauren Morando Rhim, Public Impact U.S. Branch of Education

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Session Overview Research synopsis Surveys California examinations Resources and apparatuses Questions and answers U.S. Division of Education

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Project Intersect Overview Four-year national investigation of a specialized curriculum in the sanction segment financed by a stipend from the U. S. Bureau of Education, Office of Special Education Programs (OSEP) Began in 2003 Directed by analysts at the University of Maryland in collaboration with the National Association of State Directors of Special Education (NASDSE) and Lange Consultants U.S. Branch of Education

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Research Questions How does state sanction school enactment, including the approval and offer procedure, impact access to a custom curriculum and related administrations? How do kids with incapacities access custom curriculum and related administrations in sanction schools? What exactly degree are sanction schools getting to specialized help and/or a current or recently created framework to help them assemble limit identified with a custom curriculum? U.S. Bureau of Education

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Project Intersect Methodology Six wellsprings of information: Legislative Review (41 states ) State Directors Of Special Education (39 states) State Charter School Officials (33 states) Survey of Charter School Authorizers (452 authorizers) Survey of Charter School Operators (355 schools) inside and out investigation of a specialized curriculum in California sanction schools as a team with CDE (270 schools) All productions posted on Project site: U.S. Division of Education

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Key Findings: Legislative Influence Charter schools might be thought to be another school inside a neighborhood school locale (i.e., a LEA) or they can exist as a different LEA; state law decides, around 40/60 split The most critical ramifications of a sanction school's legitimate character includes obligation regarding specialized curriculum (i.e., who "owns extreme responsibility" for an understudy with an inability)? Contract school laws for the most part don't oblige candidates to submit point by point data about arrangement to teach understudies with incapacities Charter school authorizers are not requiring sanction candidates to give a lot of insight in regards to a specialized curriculum before approval Special instruction responsibility to a great extent driven by authorizer strategy/rehearse connected with restoration 68% of authorizers require contract school administrators to report information seeing custom curriculum as a major aspect of the sanction reestablishment process 57% of the schools reported that they had been formally checked by the state for consistence with IDEA. 9% reported that their school had been the subject of a custom curriculum protest. Number of protests extended from 1 to 3 U.S. Division of Education

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Key Findings: Access Average size-309 understudies for every school, least enlistment was 10 understudies, greatest was 3,656 Average of half of understudies selected in contract schools fit the bill for nothing and decreased valued dinners 10.57% of understudies selected in sanction schools have an IEP (12.1% national normal) least 0% and most extreme was 100%, normal per school is 13.1% 8.5% of understudies with IEPs were described as having a serious incapacity 1.60% have Section 504 arrangements 3% of contract schools were created essentially or altogether for understudies with handicaps U.S. Division of Education

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Key Findings: Access Counseling out remains a worry Steps taken when school work force trust enlistment in their sanction school is not a suitable position for an understudy with an inability: 57.2% (203) gather an IEP meeting; 43.7% (155) prompt guardians that another school may offer more proper services; 14.4% (51) reported "other;" 5.6% (20) do nothing, 3.1% (11) advise guardians that their tyke can't enlist in the school because of the handicap, and; 1.1% (4) reported that they didn't comprehend what they do. U.S. Bureau of Education

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Key Findings: Access Least Restrictive Environment 73% of the understudies with handicaps were being taught 80% or a greater amount of the time in the general instruction classroom 17% were in the general training classroom 40-79% of the time 10% were in the general training classroom 0-39% of the time < 1% were being taught outside of the sanction school in more prohibitive settings. U.S. Division of Education

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Key Findings: Technical Assistance Surveys recorded numerous difficulties at both the arrangement and usage level connected with giving custom curriculum and related administrations in sanction schools. Main 5: having sufficient assets to give custom curriculum administrations (58%) NCLB prerequisites identified with understudies with handicaps (55%) getting IEP records from sending schools (52%) finding qualified specialized curriculum educators (52%) finding qualified related administrations work force (7%) Authorizers are effectively occupied with giving custom curriculum in sanction schools both by genuine arrangement of administrations and arrangement of specialized help An assortment of associations are furnishing contract schools with help with the progressing arrangement of a specialized curriculum and related administrations. All together of pervasiveness: authorizers (regions, states, contract sheets, schools/colleges, and "others") singular advisors sanction school affiliations or asset focuses state training offices moderate instruction organizations or units nearby training offices that are not authorizers Most current specialized curriculum "foundations" are parts of the customary state government funded instruction frameworks (i.e., state instruction office, middle of the road area, or neighborhood training office). U.S. Branch of Education

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California Charter School Study of understudy enlistment, administration arrangement, and result information from California sanction schools in a joint effort with CDE 270 contract schools 2003-2004 Multiple general and custom curriculum databases made by the California Department of Education (CDE) taking into account information reported by schools and locale U.S. Bureau of Education

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California Charter School Findings 270 contract schools selected a sum of 9,023 (7.42%) understudies with inabilities out of an aggregate enlistment of 121,657 Traditional California government funded schools enlisted a sum of 6,177,117 understudies in kindergarten through twelfth grade, including ungraded basic and optional schools, and 627,168 (10.15%) understudies qualified for a custom curriculum Traditional state funded schools selected a more prominent extent of understudies recognized as having mental hindrance (6% v. 2%), discourse or dialect weakness (22% v. 20%), and passionate aggravation (4% v. 3%). Kids in the classifications of different handicaps, a mental imbalance, orthopedic debilitation, visual impedance, in need of a hearing aide, and traumatic cerebrum harm additionally selected in customary government funded schools at a higher extent however the distinction was < 1% point Charter schools enlisted a bigger extent of understudies in the classifications of particular learning incapacity (61% v. 55%) and hard of hearing (2% v. 1%), and additionally a bigger extent of youngsters with other wellbeing hindrances, yet contrast was < 1% point Traditional and sanction schools reported enlisting the same extent of understudies recognized as hard of hearing visually impaired, <1%. U.S. Division of Education

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California LRE Findings Charter schools are serving: more understudies outside the general classroom 0-20% (71% v. 51%) than conventional state funded schools and less understudies outside the customary classroom 21-60% (11% v. 22%) and 61-100% (16% v. 25%). Sanction schools enlisted a more noteworthy rate of their understudies with inabilities in particular open day schools than customary open schools(2.6% v. 1.3%) None of the contract schools in our CA investigation enlisted understudies with handicaps in independent private day schools, private open or private, or tuition based schools. U.S. Division of Education

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California Service Provision Traditional state funded schools gave: more exceptional day classes than contract schools (28% versus 15%) more dialect and discourse (37% versus 32%) more adjusted physical training administrations (5% versus 2%) more transportation (6% versus 4%) more uncommon day class in non-government funded schools (2% versus <1%) more professional training preparing (2% versus <1%) Charter schools in our investigations gave: more asset master programs (56% versus 46%), more individual and little gathering guideline (9% versus 2%), more assistive innovation (6% versus 1%) more move administrations (7% versus 4%) more non-serious school-based projects (4% versus 3%) U.S. Branch of Education

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California Aggregate Academic Performance Findings Spring 2004, 4.7 million understudies selected in evaluations 2-11 took the CSTs Overall, a more noteworthy rate of customary state funded schools made AYP (60% v. 55%) and they scored higher on the CA Academic Performance Index (API): (696 v. 648) Few kids with inabilities accomplished capability in either English or arithmetic. More understudies with inabilities in contract schools accomplished "Capable" and "Progressed" contrasted with their companions in customary government funded schools in English dialect expressions (13.73% contrasted with 9.96%) and arithmetic (14.40% contrasted with 13.23%) Study restrictions noted (i.e., not irregular, point-in-time examination) U.S. Branch of Education

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Summary and Discussion Points State contract strategies identified with approving and reestablishment should be more particular as for duties connected with IDEA and LEA status Charter schools are instructing understudies with handicaps however not at the same extent as conventional government funded schools Charter schools are serving more understudies in the general training classroom yet information don't give knowledge