Regulatory Requirements
The Code of Maryland Regulations (COMAR) 13A.05.02.13D (1) requires each public agency to submit a special education staffing plan. The following special education staffing plan has been prepared to ensure that sufficient teachers, therapists and other resources are available to provide a free, appropriate public education (FAPE) to every student with a disability in the least restrictive environment, as determined by the Individualized Education Program (IEP).
The special education staffing plan documents the process used by Worcester County to determine the number of special education teachers and other service providers needed to ensure the provision of the special education and related services required to accommodate every learner. When determining special education staffing requirements, consideration is given to identified student needs, teacher responsibilities, the student’s learning environment, and other constraints specific to the educational services required.
The following required elements of a staffing plan are included:
Guiding Principles
The Worcester County Public School System is committed to providing a high quality educational experience for every child and young person. Recognizing that every student has unique learning needs; diversified learning opportunities are provided in every classroom. Where necessary, learning opportunities are enhanced with supplemental programs and services both in and outside of the classroom. Special education and related services are made available to provide additional instructional and related services to support the positive academic achievement of students with disabilities and their classroom teachers.
A key element in the provision of a free, appropriate public education (FAPE) for students with disabilities is the availability of highly qualified teachers and support staff to implement each student's Individualized Education Program (IEP). The Worcester County Public School's staffing plan is a vehicle to ensure that appropriate personnel are available to deliver the services and instruction required to fully implement student IEPs. Ongoing professional development is provided for school personnel. This training includes both the requirements and intent of the Individuals with Disabilities Education Act (IDEA) and instructional goals and objectives identified in the Worcester County Public Schools Bridge to Excellence Master Plan 2003-2008.
The special education staffing plan was developed based upon the following guiding principles:
Public Input and Budgetary Process in Worcester County Public Schools
Considerable planning, discussion, and exchange of ideas and opinions went into developing the Worcester County FY 2008 Operating Budget. The importance of comments and input from staff, parents, and citizens was recognized. The annual budget was created through the input of our parents, Accreditation For Growth (AFG) Committees, Parent/Teacher Associations, students, teachers, administrators and interested citizens. Additionally, the Special Education Citizens Advisory Committee comprised of parents, staff, and local agency representatives has provided input regarding the accomplishments and future needs of the special education program. To ensure that all parents have an opportunity to participate in the budget process, a parent survey was sent to the home of every student in the Worcester County Public School System. Results of this survey were compiled and shared with school administrators, teachers and parents. A special education program survey is also distributed to parents of students with disabilities. The recommendations and comments of parents and staff were heard in public meetings conducted by the Board of Education and County Commissioners. The resulting FY 2007 Operating Budget reflects the Board of Education's commitment to seek the funds that are necessary (from local, state, and federal government, and other sources) for the continued support, development, and improvement of educational services provided to the students in the Worcester County Public School System.
Evidence of maintenance of effort within the meaning of 34 C.F.R. §300.231 and COMAR 13A.02.05.
Maintenance of effort is monitored and demonstrated through budget documentation and financial reporting which confirm that audited expenditures for special education in the Worcester County Public Schools equal or exceed funds expended in the prior year. The FY 2007 local budget for special education was 6,674,623. The approved FY 2008 local budget for special education is 7,597,116. This is an increase in local dollars for special education.
Collection of Data and Staffing Patterns
In the fall of each year, principals are asked to work with the Accreditation For Growth (AFG) Committees to develop a budget to include any new services or positions for the Superintendent and Board review. Each proposed school budget is shared with the Superintendent and Board of Education in public session. The Superintendent then meets with each principal to clarify the needs of each school. A summary of school budgets and staffing requests is provided to the Supervisor of Special Education for review and comment. In December, the Supervisor of Special Education compiles data from the Special Services Information System (SSIS) child count to calculate the projected number of special education students at each school. Data is also collected from the Child Find and Infants and Toddlers Coordinator regarding projected enrollment in pre-k programs. The information is compared with current caseloads and staffing information and reviewed with the Assistant Superintendent and Superintendent. Special education staffing allocations are determined based on a comparison of this information and the school requests.
Teachers' schedules are also reviewed annually to ensure that they have sufficient time to plan, provide instruction, evaluate student progress, conference with general education teachers and parents, and fulfill other administrative requirements. The teachers' Negotiated Agreement establishes minimum planning time. School and central office staff are available as resources throughout the school year to assist school teams in developing appropriate schedules to ensure that Individualized Education Programs (IEPs) are being fully implemented and that teachers are provided with adequate planning and testing time. The central office special education staff regularly visit schools throughout the year evaluating the needs of students and determining the need for additional/expanded programs.
The principals and Supervisor of Special Education continuously reassess staffing needs to ensure that a free and appropriate public education (FAPE) is provided to all students with disabilities. Student/teacher ratios are reviewed periodically to assure sufficient staff are in place to fully implement Individualized Education Programs (IEPs). Adjustments in staffing are made as necessary to address identified concerns. Unique individual student needs are addressed on a case-by-case basis. Students are served in the general education environment to the maximum extent appropriate. Staff development in collaborative instruction is ongoing.
Process for Resolving Staffing Concerns
Should a concern arise regarding staffing, a process is in place to address that concern. If additional special education staff or services appear to be needed to accommodate a child or program, the school administrator contacts the Supervisor of Special Education and staffing concerns are shared. The supervisor may conduct a school visit to review additional information. The information is compiled and reviewed with the Superintendent. After review, should additional staffing be warranted, it is provided to the school.
Process for Evaluating the Effectiveness of the Local Staffing Plan
The effectiveness of the 2006-2007 Staffing Plan was assessed by reviewing student achievement data, caseload information and input from school administrators and staff, department of special education staff, and appropriate stakeholders in the community. Information was gathered through parent forums, letters, emails, and written requests.
The Maryland State Department of Education’s “Monitoring for Continuous Improvement and Results” process is used to confirm that the IEPs of students with disabilities are fully implemented. Student record reviews are a part of this process. Student records are also reviewed periodically as part of the teacher evaluation process. The roles and responsibilities of the general education instructional supervisors, special education supervisor and school principals are described in the Worcester County Special Education Handbook.
Results of the Maryland Statewide Assessment Program are reviewed annually by the Supervisor of Special Education, school principals, teachers and special education staff. Individual student results are closely monitored in order to track progress and make program adjustments as needed.
Each Accreditation For Growth Committee considers all special populations and, as necessary, develops related goals and outcomes for the school improvement plan. These goals are supported by training activities throughout the year tailored to each school's unique needs. Special education central office staff works closely with schools to examine total building staff and resources to develop strategies to maximize utilization of staff to meet the needs of all students.
The Local Staffing Plan was effective as evidenced by the services provided. In 2006-2007, students with disabilities were served in a manner likely to result in meaningful educational progress in the least restrictive environment. The staff of highly qualified special education teachers, related service providers, and special education instructional assistants has been increased. This has provided for a very favorable ratio of special education staff to our students with disabilities. The number of students with disabilities, and the frequency at which these students are included in regular classroom instructional activities has increased significantly. Special education staff have been included in content-area in-service and staff development activities at an increasing rate. No students were denied a free and appropriate public education (FAPE) due to a lack of highly qualified teachers or other service providers. No students were moved to other classrooms or other schools due to the unavailability of staff in 2005-2006.
The evaluation of the FY 2008 Staffing Plan is the responsibility of the Supervisor of Special Education. The effectiveness of the plan is assessed on an ongoing basis by reviewing measures of student achievement, caseload information and input from school administrators and staff and appropriate stakeholders in the community. Information is gathered through parent forums, letters, emails, and written requests.
Reviews of the Bridge to Excellence Master Plan are conducted by central office staff members. This information is used to assist in the evaluation of the Staffing Plan for FY 2007 and in the monitoring and evaluation of the Staffing Plan for FY 2008.
The effectiveness of the staffing plan is reflected in an increase in the number of students being served in the general education setting. A review of the least restrictive environment data provided by MSDE demonstrates that Worcester County exceeds the state target. The percentages of children served inside general education settings for 80% or more of the school day have increased from 76.04% in 2002, to 80.13% in 2005, to 85.69% in 2006. Professional development is conducted to provide special educators, general education teachers, and paraprofessionals with the skills needed to appropriately serve students with disabilities in the least restrictive environment. The planning process for professional development includes integrating and selecting activities in accordance with the Bridge to Excellence Master Plan.
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