crpe.org Special Education in New Orleans: Juggling Flexibility, Reinvention, and January 2015 Accountability in the Nation’s Most Decentralized School System Robin Lake While many charter school leaders across the country grapple with how to best provide and pay for special education, New Orleans recently became the first city in the nation to tackle special education on the fiscal, human capital, and program fronts in the context of a full-choice public education landscape. Over time, it may offer scalable solutions to other cities. CRPE conducted a preliminary analysis of the city’s efforts to Introduction make finance and enrollment policies more equitable, create T New Orleans is a city of exceptionalism. It’s a city where 42 percent citywide financial supports for the highest-cost students, boost the of children are living in poverty—nearly double the national rate. It’s capacity of special education teachers and leaders, foster program a city whose violent crime rate is double the national average. It has H innovation, and offer grants to help create or scale-up programs one of the country’s highest proportions of children with mental to best serve high-needs students. These policy changes and health issues, yet the city is woefully short of quality social services investments aim to ensure that students with special needs have G to help them. access to a broad array of excellent public school choices, a goal no urban school system has yet achieved. New Orleans is also exceptional in the way it is rebuilding public I New Orleans is rife with possibilities, but good outcomes are not education. More than 90 percent of the city’s public school L guaranteed. Schools will still need to tap expertise and innovative students attended charter schools last year, and New Orleans approaches that may not be readily available locally. Families has by far the largest share of charter schools in its public school will still need transparent guidance and information about their system. Louisiana lawmakers created the state-run RSD in 2003 T children’s school options. The state-run Recovery School District (RSD) will need to find powerful ways to gauge outcomes and hold More than 90 percent of the city’s public school O schools accountable for how their special education approaches students attended charter schools last year, ultimately work. Looking ahead, we plan to study how the new and New Orleans has by far the largest share of funding system is working and how special education families in P charter schools in its public school system. New Orleans are faring in this highly decentralized system. S crpe.org to transform chronically failing schools across the state. By 2004, 70 percent of the city’s public school students, the Orleans Parish New Orleans was considered a district in “academic crisis.” After School Board [OPSB] still oversees six traditional public schools and 2 Hurricane Katrina tore through the city in 2005, devastating city 14 charter schools.) infrastructure and displacing thousands of families, the RSD took In the years leading up to Hurricane Katrina, the school system over 107 of the city’s 128 schools. It aggressively used charter came under fire for a slew of special education problems. Many schools to rapidly rebuild and vastly improve the city’s education students lacked appropriate learning support, resulting in failing offerings and to ensure that the system could never return to grades. Many observers charged that students with special needs its former dysfunction. The RSD took a portfolio management were simply warehoused in dead-end classrooms. approach, allowing parents to choose among a diverse array of In 2001, for example, just 5 percent of students with special needs schools that have autonomy but are held accountable for results. exited the local school system with a high school diploma. In 2013, In fall 2014, the RSD became the nation’s first big-city school by contrast, 48 percent of special education students graduated system made up entirely of charter schools. (While the RSD serves New Orleans schools are graduating a higher percentage of students with disabilities compared to the rest of Louisiana T 2013 Cohort graduation rate by student sub-group Percent of cohort that enter 9th grade in fall 2009 and graduated within four years* H 74% 73% 72% 68% LA NOLA G 48% 37% I L T O All Students Free and Reduced Students Lunch with Disabilities P •Louisiana ranked 49th in percent of •“Portfolio” of New Orleans high schools SWD earning diplomas and in gap has transformed since 2009 – we between SWD graduation rate and believe this number can continue to rise S overall rate** * LDOE Press Release, July 2014 ** National Center for Learning Disabilities, “Diplomas at Risk” (May 2013) Source: New Schools for New Orleans crpe.org citywide. And students with special needs continue to log Special education in New Orleans can be seen as a microcosm impressive math and reading test score gains. Yet problems remain. of the challenges the city has faced over the past decade’s rapid 3 Charter schools in New Orleans don’t have access to district special decentralization of public education. The public school landscape education services and bear sole financial responsibility for serving in New Orleans has been transformed from a system of traditional any student who enrolls. Parents of students with special needs schools run by a local school district riddled with corruption, debt, don’t always know how to find a school to meet their child’s needs and abysmal student outcomes to a limited, state-run central office and schools don’t always have the resources or expertise to meet overseeing a universe of autonomous charter schools, each offering those needs. Now that charter schools are the norm, the city needs a distinct mission and approach to educating students and a a more sustainable and systematic approach to special education. promise to educate all students to high levels. New Orleans leaders see decentralization as an opportunity to improve outcomes for all To address these challenges, New Orleans has recently become students. the first city in the nation to tackle special education on the fiscal, human capital, and program fronts in the context of a full-choice Ten years after Katrina, the schools have logged impressive public education landscape. The RSD has disentangled special performance results. But work remains to ensure that all families’ education dollars from a prescribed service model or mindset, needs are being met and that all schools have the resources giving schools the freedom to innovate and the chance to serve and tools they need to serve any child who walks through the T students with special needs more effectively than before Hurricane schoolhouse door. Katrina. A new citywide fund now helps schools serve the costliest As charter school leaders across the nation continue to wrestle with H students, and grants help schools create or scale-up programs special education, New Orleans, which is doing so in a full-choice to best serve high-needs students. City education leaders have environment, might wind up offering scalable solutions. focused on ensuring equity in finance and enrollment (so schools G can’t turn away the most challenging or costly students), investing Reducing Schools’ Financial Risks; in the capacity of special education teachers and leaders, and fostering program innovation. Just over 11 percent of public school Paving the Way for Quality I students citywide—roughly 43,000—are categorized as needing L Decentralization in New Orleans means charter schools bear full special education. responsibility for meeting every child’s needs but no longer have central district services to draw on for special education services. T The RSD has disentangled special education And the 57 RSD charter schools serve a much higher percentage of dollars from a prescribed service model students with moderate to intensive disabilities and needs than the O 14 charter schools under local school board jurisdiction. This creates or mindset, giving schools the freedom to real financial risk for RSD schools and can tax their ability to provide innovate and the chance to serve students a wide range of interventions. P with special needs more effectively than To address these challenges, the RSD and the school reform group before Hurricane Katrina. New Schools for New Orleans (NSNO) are working to create a S crpe.org more robust structure to ensure that special education functions Balancing Innovation, Decentralization, effectively in this decentralized system. New Orleans leaders say and Coordination 4 their special education revamp is a natural next step in the push to preserve parent choice in schools, ensure equity, and promote The RSD is tackling the fiscal challenges around serving students excellence. They have already turned the tide on persistently with intensive special needs with a new approach aimed at making failing schools. They have created a common enrollment system special education finances fairer, more closely aligning dollars with designed, in part, to make it harder for schools to resist enrolling the level of service a student needs, sharing catastrophic costs high-needs students. They have instituted a unified suspension and across schools, and, with NSNO, giving high-performing schools expulsion policy so schools can’t game the system by getting rid incentives to expand their special education offerings. (Meanwhile, of challenging students. They now want to free schools as much as the state of Louisiana itself struggles to figure out how to pay for possible from worry over financial risk to enable them to focus on special education.) creating innovative, effective ways to serve students with special How these efforts play out remains to be seen. City leaders are needs. grappling with finding the magic balance on the decentralization Maggie Runyan-Shefa of NSNO says the organization is grappling continuum and asking: How does New Orleans maintain the with how to best support charter schools in a highly decentralized benefits of a decentralized, choice-based system while finding the T system. “We believe in a city of high-quality seats for all students, right level of coordination and centralization needed to offer more including those with special needs,” she says. “I think the benefits robust, specialized programs and create a system of schools that’s of decentralization offer huge opportunities for special education fair to all? H in particular. Schools, not districts, are on the hook to serve all “Our question is, essentially, how do we create the policy and kids, so we see school-level innovation that you might not see in a enrollment processes and frameworks that achieve the best kinds traditional district.” G of outcomes we want to see in a centralized system without recentralizing the system?” said Adam Hawf, former assistant “Our question is, essentially, how do we superintendent with the Louisiana Department of Education. “[So I create the policy and enrollment processes far,] we’ve found decentralization with coordination potentially gets L and frameworks that achieve the best kinds the best of both worlds.” of outcomes we want to see in a centralized T New Funding Approach Aimed at Fairness system without recentralizing the system?” and Flexibility O —Adam Hawf, former assistant superintendent, LDOE Until 2013, RSD charter schools received special education dollars based on a student’s disability category alone, without regard to how much service a student actually required.1 This meant charter P schools serving students with the costliest intervention needs may have had to gouge their budgets in a scramble to pay for their S neediest students. 1.Most charter schools are funded based on an average allocation per student, regardless of disability type or service need. crpe.org Joey, Sasha, and the old funding formula 5 Under the old differentiated funding framework, the schools serving Joey and Sasha received the same amount of money even though Joey needs much more time and cost-intensive services. Joey Sasha Diagnosis: Autism Diagnosis: Autism Total Weekly Service Minutes: 1,650 Total Weekly Service Minutes: 135 Approx. Additional Funding: $15,000 Approx. Additional Funding: $15,000 Joey requires full-day, small-group Sasha thrives in a regular classroom instruction in a pull-out learning environment with appropriate supports environment with designated and technology. adult support. Source: New Schools for New Orleans T For example, under the old funding framework, the schools serving a student’s total weekly service minutes, tying the dollars to the Joey and Sasha received the same amount of money, even though actual special services a student needs. Differentiating funding by H Joey needs much more time and cost-intensive services. disability diagnosis and services provides Joey’s school with an The RSD has moved from doling out dollars based on a student’s additional $7,000 to support his additional service needs. disability category alone to looking at the disability category plus G Joey, Sasha, and the NEW funding formula I New formula uses both diagnoses and services to ensure that sufficient funding goes to the neediest students. L Joey Sasha T Diagnosis: Autism Diagnosis: Autism O Total Weekly Service Minutes: 1,650 Total Weekly Service Minutes: 135 Approx. Additional Funding: $20,000 Approx. Additional Funding: $13,000 Joey requires full-day, small-group Sasha thrives in a regular classroom P instruction in a pull-out learning environment with appropriate supports environment with designated and technology. adult support. S Source: New Schools for New Orleans crpe.org Unlike the more prescriptive approach embedded in most Citywide Fund to Help With Costliest traditional school finance systems around the country—which fund 6 Students; Citywide Therapeutic Program a specific classroom configuration or staffing set up—New Orleans Fills a Gap grants schools the flexibility to use the resources in the way they think best supports a student. New Orleans’ move takes student- The statewide high-risk pool, designed to help defray the cost based budgeting into the special education realm, expanding the of serving students with the most significant challenges, hasn’t possibility of finding more innovative ways to serve students with provided enough money to meet escalating costs. To respond, the special needs. RSD and OPSB have created a citywide exceptional-needs fund The finance changes are intended to have the most impact on intended to cover students whose costs exceed $22,000 a year, charter schools with the highest service need—and highest open to all New Orleans public schools. Schools must apply for a cost—students. New Orleans has gone from a three-tier to a five- piece of the $1.3 million pie. tier funding system, ranging from roughly $1,500 (for speech/ “We want to take the financial burden and risk [to schools] off language disabilities) to $20,000 additional funding per pupil. the table,” Hawf says. “And we want to change the mindset and Schools receive $13,000, $15,000, or $20,000 for a student with behavior of schools vis-à-vis serving the most expensive students.” autism; $13,000 or $15,000 for a student with developmental delay; T $15,000 or $20,000 for a student with multiple disabilities. Several charter schools have struggled to pay for the specialized programs they already offer their high-needs, high-cost students. It is worth noting that while the new plan redistributes dollars, it The ReNew charter network runs a therapeutic center for children H doesn’t come with any spike in the overall funding schools receive with severe emotional and behavioral issues (such as those from state aid. Officials have built in a hold-harmless-type clause suffering from post-traumatic stress disorder or bipolar disorder), with the new formula so schools are guaranteed not to lose more many of whom have been hospitalized for acute care. Most of G than 5 percent of their overall budget. (Directly comparing what ReNew’s therapeutic program students have experienced serious schools would have received in special education dollars in 2013 trauma, says former director Elizabeth Marcell. In 2013, it cost about for their same students under the old system versus the new I $600,000 to serve 16 students in the K–8 self-contained program, system, about half the schools stood to gain dollars, and half L which the network kept afloat in part with outside grants. stood to lose, according to RSD officials.) OPSB is not part of the Collegiate Academies’ school network runs an “Essential Skills” new differentiated funding scheme, but a cooperative agreement T program for high school-age students with severe intellectual between the RSD and OPSB envisions such participation in the future. disabilities or autism, focusing on both academics and critical job O New Orleans’ move takes student-based and life skills. Development director Allison Zimmer says they hope budgeting into the special education realm, the new fund will come close to covering costs. For a student who has a one-to-one aide, rides the special education bus, and receives expanding the possibility of finding more P additional services such as occupational and physical therapy, the innovative ways to serve students with per-pupil cost can easily hit $65,000. special needs. S crpe.org Both of these programs, and many others, hope to tap the new Some New Orleans observers suggest schools under the old citywide fund for relief. funding system have been reluctant to pledge the full array of 7 potential services on a student’s individualized education plan (IEP) With New Orleans facing a shortage of intensive mental health because the schools knew they couldn’t pay for it and didn’t want resources for children (several hospitals have been closed or to promise what they couldn’t deliver. privatized, leading to a shortage of beds for children who require overnight stays for mental health crises), the RSD is working with With the new funding schemes in place, “We’d hope to see schools Tulane University adolescent and child psychiatry professionals building special expertise and specialization in serving students to create a therapeutic day option for children with the toughest with really significant disabilities, without fear that they’ll be behavior issues and mental health challenges. The program (which bankrupted by an influx of those students,” Hawf says. “We’d like will likely rely largely on private funding) is expected to start as schools to have the confidence that it’s not just a mandate to serve early as 2015 with 20 K–8 students and be open to public schools these students. Now, there are actual positive economies of scale so citywide. there’s an incentive to create great programming that serves these students well.” Creating Incentives for New Special Programs and Capacity; Removing Disincentives T New Orleans charter schools vary widely in their proportion A class-action lawsuit filed in 2010 against the H of students with special needs. In 2013 (the most recent data Louisiana state education department alleged available), RSD schools served a much higher percentage of a host of violations of the federal education students with moderate to intensive disabilities and needs than did law guaranteeing students with special needs G OPSB schools (RSD served 88 percent of such students). Overall, a “free, appropriate public education” in more students with special needs make up nearly 13 percent of RSD than 30 New Orleans schools, including charter schools’ total enrollment, with individual school rates ranging from schools. Officials from both the RSD and NSNO I 4 percent to 22 percent. said the lawsuit was not the driver for changes L in special education finance and expansion in New Orleans education leaders say it’s not realistic to expect every the city, noting that many problems in special school will serve the same proportion or population of special- T education predate the RSD and Katrina. At the needs children, given parent choice. If a school has a reputation end of 2014, a settlement was reached that would for being successful with a certain population, more families with O children of similar needs are likely to choose that school. But the require close scrutiny of charter schools’ special education practices, including tracking the RSD hopes that by eliminating financial barriers, more schools will number of students served. be willing and able to create specialized programs for students with P special needs. Responsibility for creating these programs must be shared across the charter sector, emphasizes Collegiate Academies’ Allison Zimmer. “We’re looking forward to other schools taking this S on so that families have more choices. This can’t be managed by a single network.” crpe.org Grants from NSNO aim to help high-performing charter schools Coordination Still Key to Help Parents expand program offerings for students with low-incidence 8 Navigate and Choose disabilities (for example, autism, traumatic brain injury, and multiple disabilities). The grants have helped ReNew double the capacity New Orleans leaders want to ensure that families do not fall for its therapeutic program; Collegiate Academies has tripled through the cracks in the decentralized system. the number of students with autism and intellectual disabilities “For parents, it’s important that there is a central coordinating served in its Essential Skills program. Several other operators have body that can help ensure they’re getting the best information on been awarded planning grants; launch grants will be awarded in educational options rather than having to figure it out themselves. 2015. NSNO is trying to balance the need to fill gaps in the special Charters are really not in the position to take that on as individuals,” education landscape without being overly prescriptive to schools in Runyan-Shefa says. “It seems special education enrollment is terms of who is served and how, Runyan-Shefa said. something we need to pay to attention to.” NSNO is also working to bring more “human capital” resources The RSD is doing just that. New Orleans has a common public around special education to the city, focusing on providing school enrollment system, OneApp (all but nine public schools in leadership for charter schools’ special education directors, helping Orleans Parish participate). In 2014, the RSD deployed a director with program design, and working with teacher preparation and to focus on special education enrollment, including clarifying the T training providers to ensure New Orleans teachers have the skills rights of students with special needs regarding enrollment and required to successfully work with special-needs students. Many registration, advocating for families throughout the enrollment H new teachers in New Orleans are working with students in special process, and, according to the RSD’s description of the post, education and therefore need support. Roughly 40 percent of first- “exploring ways to ensure eligible students are matched to the year Teach NOLA Fellows are teaching students with special needs. appropriate specialized program through a fair and transparent G Regardless of whether or not they have SPED certification, Teach enrollment process.” for America (TFA) is prioritizing special education professional development for all of its corps members.2 “For parents, it’s important that there is I New Orleans has had a longstanding special education cooperative a central coordinating body that can help L to offer professional development and support to schools, but the ensure they’re getting the best information on co-op has struggled with leadership issues and is trying to define its T educational options rather than having to figure future role, Runyan-Shefa says. And she hears from many char- ter schools that there is a need for a centralized marketplace for it out themselves. Charters are really not in the O specialized services (such as occupational therapists), especially for position to take that on as individuals.” stand-alone charter schools. —Maggie Runyan-Shefa, New Schools for New Orleans P 2. Of the 65 TFA teachers participating in SPED-specific cohorts, 53 are certified SPED teachers and 45 of these teach in Orleans Parish. However, TFA says that many S of its 228 Orleans Parish teachers serve students with special needs in their general education classrooms. In 2014, TFA launched its Special Education and Ability Ini- tiative, which expands regional special education advisory partnerships, forms a national advisory board to inform teacher training and support, and provides an extra year of pre-service training for select admitted undergraduate seniors and ongoing support for current TFA teachers around strengths-based mindsets and inclusive practices. More information can be found here. crpe.org In a 2014 CRPE parent survey about school choice in eight “high- accountable for how their special education approaches work. choice” cities, the responses from special education families in New 9 Specific questions ahead include: Orleans were promising. Unlike other cities, where significantly higher numbers of families with special education students reported • How does the new funding system work in practice? struggling to find a good school fit for their children than families • What tangible results emerge from the NSNO grants? What do whose children did not need special education services, the gap they add to New Orleans’ ecosystem of offerings for families? between these two parent populations was lowest in New Orleans. As the city develops more specialized options from which parents • How is parent information managed around special education can choose, leaders anticipate more discussions among parents and in a highly decentralized system? schools around which programs offer the best fit for their child’s • How do programs work in this highly decentralized system? needs. • How is solid accountability created in this highly decentralized Going Forward: Critical Implementation system? Work Ahead • How do charter schools juggle a focused mission with serving New Orleans stands alone as the first city in the nation to rebuild every child and every child’s needs? T special education by tackling issues on the fiscal, human capital, • How do leaders ensure students with severe special needs and program fronts, all in the context of a full-choice public don’t get left behind in the push for school improvement and H education landscape. The RSD has disentangled special education test score gains? dollars from a prescribed service model or mindset, giving schools the chance to serve students with special needs more effectively G These are significant challenges. While charter schools in other than the pre-Katrina New Orleans school district. cities wrestle with similar issues, the scale of the full-choice City leaders are working to ensure families have a continuum of landscape New Orleans offers families is unprecedented. In the I quality options for their special-needs students—whether a stand- years ahead, New Orleans could be the city that shows other L alone “pull-out” program or a model that “pushes in” services to a charter schools and school districts how all students with special student in a general education classroom or some hybrid of the two. needs can receive excellent services in a public school setting—and T And they are working to ensure that schools have the financial and how equitable finance policies can support that. Capturing these human resources needed to build that continuum. The opportunities lessons requires careful study so other cities can learn from New O are vast, but good outcomes are not assured. Schools will need Orleans’ ambitious experiment. access to expertise and innovative approaches that may not be available now in New Orleans. Parents will still need help navigating P their choices and finding a good fit for their children. The RSD will need to find effective ways to measure outcomes and hold schools S crpe.org Acknowledgments About the Author 10 The authors are grateful for the expertise and insights provided by Robin Lake is director of CRPE, and Affiliate Faculty, School of Michael Stone and Maggie Runyan-Shefa, co-CEOs of New Schools for Interdisciplinary Arts and Sciences, at the University of Washington New Orleans; Elizabeth Marcell, executive director, therapeutic setting Bothell. She is internationally recognized for her research and at Recovery School District; Allison Zimmer, director of development analysis of U.S. public school system reforms, including charter and research at Collegiate Academies; Adam Hawf, former Assistant schools and charter management organizations; innovation and Superintendent in the Louisiana Department of Education; and Alvin scale; portfolio school districts; school turnaround efforts; and David, director of strategic initiatives at the Recovery School District. performance-based accountability systems. Lake has authored numerous studies and provided expert testimony and technical Funding for this report comes from the Bill & Melinda Gates assistance on charter schools and urban reform. She is the editor of Foundation. In 2011 and 2013, the Gates Foundation provided CRPE Unique Schools Serving Unique Students: Charter Schools and with a grant to monitor, support, and analyze the cross-sector Children with Special Needs collaborative work undertaken in the now 21 District-Charter Compact (CRPE, 2010), and coauthor, with Paul Hill, of Charter Schools and cities, including New Orleans. We thank the Foundation for its support Accountability in Public Education (Brookings, 2002). but acknowledge that the findings and conclusions presented here are those of the authors alone and do not necessarily represent the T opinions of the Foundation. H About the Center on Reinventing Public Education G Through research and policy analysis, CRPE seeks ways to make public education more effective, especially for America’s disadvantaged students. We help redesign governance, oversight, and dynamic I education delivery systems to make it possible for great educators to L do their best work with students and to create a wide range of high- quality public school options for families. T Our work emphasizes evidence over posture and confronts hard truths. We search outside the traditional boundaries of public O education to find pragmatic, equitable, and promising approaches to address the complex challenges facing public education. Our goal is to create new possibilities for the parents, educators, and public officials P who strive to improve America’s schools. CRPE is a nonpartisan, self-sustaining organization affiliated with the S University of Washington Bothell. Our work is funded through private philanthropic dollars, federal grants, and contracts.