>> [GAVEL] >> CHAIR DAVNIE: GOOD
MORNING EVERYONE. WELCOME
TO THE EDUCATION
FINANCE DIVISION OF THE
MINNESOTA HOUSE. WE DO OR DO NOT HAVE A QUORUM YET?
DO NOT. SO WE WILL AGAIN WITH
TODAY'S AGENDA
WITH COMMISSIONER. THE MISSION
ARE RICKER
COMMISSIONER RICKER THANK YOU VERY MUCH FOR JOINING US THIS MORNING.
I TRUST YOU FOUND YOUR OFFICE; FOUND
THE BATHROOM IN THE BUILDING; FOUND THE PARKING RAMPS AND FOUND THE HEATER IN THE CAR?
>> TESTIFIER: THAT'S
RIGHT. EXACTLY. ALTHOUGH
MY CAR IS NOT REALLY HAPPY WITH ME THESE LAST COUPLE DAYS BUT IT SOUNDS LIKE EVERYBODY'S EXPRESSING THE SAME THING.
>> CHAIR DAVNIE: I WAS THE BENEFICIARY OF THE MINNESOTA TRADITION OF HELPING THE GUY STANDING IN THE STREET WITH THE JUMPER CABLES OF THIS MORNING. VERY PLEASE WITH THAT TRADITION RIGHT NOW.
>> TESTIFIER: ABSOLUTELY; THANK YOU SPEECH OR WHAT >>
CHAIR DAVNIE: WILL COME TO THE COMMITTEE THIS IS THE FIRST TIME BEFORE THE EDUCATION FINANCE DIVISION.
APPRECIATE YOU TAKING THE TIME OUT OF YOUR BUSY SCHEDULE TO INTRODUCE YOURSELF. I'M SURE YOU'RE KNOWN TO MANY OF US BUT
LESS KNOWN TO SOME OTHERS IN THIS OPPORTUNITY PRIMARILY FOR US
TO GET TO KNOW YOU AND MAYBE FOR YOU TO GET TO KNOW US A LITTLE BIT. SO IF YOU PLEASE STATE YOUR NAME FOR THE RECORD AND PROCEED >> TESTIFIER: THANK YOU MR. CHAIR. GOOD
MORNING EVERYONE. MY NAME IS MARY
CATHERINE RICKER AND I AM A
LICENSED SECRETARY
INITIALING WHICH ARTS TEACHER IN THE STATE OF MINNESOTA. SERVING AS COMMISSIONER
OF EDUCATION.I WANT TO THANK YOU
VERY MUCH FOR THE TIME TODAY
AND FINDING SOME TIME ON YOUR CALENDAR ON
YOUR SCHEDULE TO GIVE ME
SOME TIME TO INTRODUCE MYSELF AND
HAPPY TO STAY FOR QUESTIONS IF YOU LIKE THEM AS WELL. I
WILL START WITH JUST A LITTLE BIT OF
BIOGRAPHICAL BACKGROUND TO SHARE WITH YOU. AS SOME OF YOU
MAY KNOW; ONE OF YOU KNOWS
FOR SURE;
BECAUSE WE GRADUATED A YEAR APART FROM EACH OTHER; BUT I GREW UP IN HIBBING
MINNESOTA AN
D AFTER GRADUATING I WENT TO THE UNIVERSITY OF ST. THOMAS HERE IN ST. PAULAND FELL IN
LOVE WITH
THE CITY OF ST. PAUL IN THE NEIGHBORHOODS AND
THE STUDENTS IN THEIR CLASSROOMS
AS I DI
D MY STUDENT TEACHING AT ST. PAUL CENTRAL; BUT MY FIRST TEACHING OFFER FOR A FULL-TIME JOB WAS IN ST. CLOUD MINNESOTA AT SOUTH JUNIOR HIGH. I TOOK IT AND THAT IS WHEN I FELL IN LOVE WITH THE MIDDLE LEVEL
PHILOSOPHY WITH MIDDLE
LEVEL STUDENTS AND WITH MIDDLE LEVEL
CURRICULUM AND
EVERYTHING ABOUT TEACHING SEVENTH AND
EIGHTH GRADERS. AFTER TEACHING IN ST. CLOUD FOR A COUPLE OF YEARS; MY HUSBAND GOT A JOB IN
WASHINGTON STATE. WE MOVED OUT OF THIS PACIFIC NORTHWEST I TAUGHT FOR THREE YEARSAND
AFTER THAT I HAD AN OFFER TO
TEACH ENGLISHIN SEOUL SOUTH KOREA FOR
A YEAR. SO I TOOK
THAT OPPORTUNITY
TO TEACH IN SEOUL SOUTH KOREA FOR A YEAR
. MY HUSBAND AND I WENT OVER THERE FOR THE YEAR AND WE CAN BACK AND
I GOT MY MIDDLE SCHOOL TEACHING JOB BACK IN
ST. CLOUD BUT AT WHAT
JUNIOR HIGH. WHICH WAS AN INCREDIBLE EXPERIENCE
AS WELL. AFTER
TWO YEARS; MY HUSBAND GOT A TEACHING
JOB OFFER IN ST. CLOUD
PUBLIC SCHOOLS
AND SO WE DECIDED TO MOVE TO ST. PAUL AND I GOT
A TEACHING JOB AGAIN AT THE
MIDDLE LEVEL
AND TAUGHT THE EAST SIDE OF ST. PAUL
UNTIL 2005 IN THE SPRING
OF 2005 ACTUALLY; IN THE FALL OF 2004 I EARN MY NATIONAL FORTIFICATION AFTER SPENDING A YEARWORKING
ON IT AND THEN IN THE SPRING
OF 2005
I RAN FOR PRESIDENT OF THE ST. PAUL FEDERATION OF
TEACHERSAND ONE AND SO I LEFT
MY CLASSROOM TO BE A FULL-TIME PRESIDENT OF THE SIMPLE FEDERATION
OF TEACHERS AND WHILE I WAS AT THE ST. PAUL FEDERATION OF TEACHERS
I SHIFTED OUR FOCUS FROM BEING A
SERVICE MODEL UNION TO
BE IN ONE THE FOCUS ON TEACHING AND LEARNING IN MY GOAL DURING
THAT TIME WAS TO MAKE OUR CONTRACTS
MOST POWERFUL DOCUMENT OUR DISTRICT HAD TO ATTRACT
AND RETAIN
HIGH-QUALITY DIVERSE WORKFORCE THE NEW HOW TO MEET THE NEEDS OF
OUR STUDENTS. SO THAT'S WHERE OUR WORK WAS FOCUS.
IN 2014
AFC PRESIDENT MANNY WEINBERGER ASKED ME TO RUN
WITH HER FOR HER REELECTION BUT
ASKED ME TO RUN FOR
ELECTION AS EXECUTIVE
VICE PRESIDENT AS PART OF HER TICKET IN IRAN AND
I ONE SO I HAD BEEN
EXECUTIVE VICE PRESIDENT OF ASP. MY FOCUS
AT AFP HAD BEEN HELPING TO RUN THE AFP INNOVATION FUND; WHICH
WAS OUR FUND
WHERE WE USE A PORTION OF OUR BUDGET
TO MODESTLY INVEST IN PROMISING
EDUCATIONAL PRACTICES WHERE
OUR UNION
; TOGETHER WITH OUR DISTRICT AND WITH
COMMUNITY PARTNERS TO INVEST IN SOMETHING
. INVEST IN PROMISING
EDUCATIONAL PRACTICE
THAT THEY HAD RECOGNIZED THEIR
COMMUNITY NEEDED. I'VE BEEN THE BENEFICIARY OF ONE OF THESE INNOVATION FUND GRANTS IN 2009
WHEN I SUBMITTED A GRANT
APPLICATION ASKING TO TAP INTO
MINNESOTA'S THEN
NEW ALTERNATIVE
CERTIFICATION LAWS TO CREATE OUR OWN
GROW YOUR OWN ALTERNATIVE SURROGACY PROGRAM WITHIN ST. PAUL
PUBLIC SCHOOLS THAT WOULD WORK ON DIVERSIFYING TEACHING AS WELL
AS FILLING HARD TO STAFF LICENSE AREAS. SOME VERY FAMILIAR WITH THE INNOVATION FUND.
WHEN PRES. WEINGARTNER ASKED ME TO RUN IT WE AGAIN TOOK
MODEST GRANTS WHERE LOCAL UNION WOULD WRITE
A GRANT; IN PARTNERSHIP WITH
OUR DISTRICT SO
TO LABOR-MANAGEMENT
COLLABORATION AND WITH ONE KIDNEY PARTNER IS
NOT SEVERAL WHILE I RAN
THE GRANTS OUR FOCUS
IN INVESTMENT WAS ON CAREER AND
TECHNICAL EDUCATION AND COMMUNITY SCHOOLS
AND CIVIC
DEMOCRACY EDUCATION. MY OTHER PORTFOLIO INCLUDED
WORKING ON
IMMIGRATION AND REFUGEE CHILDREN ISSUES.. SO
THAT WAS --
THAT INCLUDED SUPPORTING ENGLISH-LANGUAGE
LEARNERS
SERVICES;; SUPPORTING HIGH LITERACY AND HELPING EDUCATE OUR MEMBERS TO PROMO
TE THE [INAUDIBLE] BILITERACY IN THE STATE AMONG OTHER THINGS.
THEN; AS YOU KNOW
THEN; AS YOU KNOW IN DECEMBER 2018 THEN
GOV. ELECT WALZ AND LIEUT.
GOV. ELECT FLANAGAN ASKED ME
TO CHAIR AS THE COMMISSIONER OF EDUCATION. SO HERE
I AM. REALLY A CONSISTENT ONE OF THE CONSISTENT FOCUS IS
MY CAREER; WHETHER THAT BE MY CAREER AS
A TEACHER IS SOMEONE PURSUING MY NATIONAL
BOARD CERTIFICATION; IN MY ADVOCACY ROLE HAS REALLY
BEEN
LISTENING; LEARNING FROM WHAT I HEAR;
AND SHAPING MIGHT WORK GOING FORWARD BASED ON WHAT I'VE HEARD IT AND WHAT
I'VE LEA
RNED. MY WORK ON PROFESSIONALISM THROUGHOUT MY CAREER HAS BEEN AN EXAMPLE
OF THIS.
I CONTINUED FOCUS TO DIVERSIFYING OUR EDUCATION
WORKFORCE ISIMPERATIVE.
WHEN WE WORKED ON CAREER TEACHERS
FOR EXAMPLE WE SPENT A LOT OF
TIME LISTENING.. I CONDUCTED LISTENING SESSIONS ACROSS
MY DISTRICT OF TEACHERS OF
COLOR AND
TEACHERS WHO ARE ALREADY TEACHING ST. PAUL MIDDLE SCHOOLS; ASKING THEM
QUESTIONS ABOUTWHAT THEIR JOURNEY WAS
INTO TEACHING AND THE
LICENSE AREA AND THEIR SUBJECT MATTERS IF THEY WERE A SUBJECT MATTER TEACHER; AND LEARNING FROM THEM AND THEN SHAPING WHAT OUR
LICENSURE PROGRAM SHOULD LOOK LIKE AND HOW
TO FILL OUT TO STAFF LICENSE AREAS AND HOW TO ATTRACT AND RETAIN TEACHERS OF COLOR AND INDIGENOUS TEACHERS
BASED ON THEIR WORK HELPING ME
SHAKE THAT. THE EXAMPLE OF THE WORK WE'RE DOING
ON PROFESSIONALISM AS WELL AND THE ID
EA THAT PART OF THE RETENTION OF TEACHERS
IS TO LIKE RECOGNIZE THE
PROFESSIONAL RESPONSIBILITIES
THEY CAN AND SHOULD HAVE THE
PROFESSIONAL RESPONSIBILITY'S
THAT LAND SOMEWHERE ELSE IN EDUCATION LIKE OF THE BUILDING PRINCIPAL LEVEL OR AT THE SUPERINTENDENCY LEVEL FOR EXAMPLE. SO PART OF THAT WAS LISTENING AND ASKING EDUCATORS ABOUT LIKE WHAT IS IT ABOUT THEIR JOBS THE
MAKE THEM FEEL LIKE
A PROFESSIONAL. WHAT ARE THOSE THINGS
THEY DO THEY FEEL LIKE THEY ARE
TAPPING INTO THE PROFESSIONAL EXPERTISE IN THERE HELPING TO SHAPE
THE WORK THAT MEETS THE NEEDS
OF STUDENTS.. THEN; ASKING THEM WHAT ARE SOME
OF THE BARRIERS TO FEELING THAT WAY
OR DOING THOSE THINGS AND THEN
ASKING THEM
IF THEY HAVE EVER WORKED TO OVERCOME
THOSE BARRIERS; WHAT I COULD LEARN FROM
THEIR WORK IN BREAKING DOWN BARRIERS
AND FEELING LIKE A PROFESSIONAL AND FEELING LIKE YOUR
EXPERTISE IS TAPPED IN YOUR WORK. SO
THIS PATTERN OF LISTENING; LEARNING FROM WHAT I HEAR AND SHAPING MY WORK FORWARD HAS
REALLY BEEN CONSTANT IN MY
ENTIRE CAREER.
YOU KNOW I ALSO WANT TO SAY THAT ONE OF
THE AREAS OF EXPERTISE I'VE
ALSO DEVELOPED IS THAT
REALLY GOT A START WHEN I WAS TEACHER IN
ST. CLOUD
AND MY PRINCIPAL ASKED ME TO DEVELOP AN EXPERTISE AND BRAIN-BASED LEARNING SO I COULD
START LEADING SOME OF OUR PROFESSIONAL DEVELOPMENT WORK IN
SUPPORTING TEACHERS AS A FULL-TIME
CLASSROOM TEACHER. AND STILL DOING THIS. THAT
LEFT AN IMPRINT ON ME FOR A FEW DIFFERENT REASONS. ONE; IT WAS AN EXAMPLE OF
THAT PROFESSIONALISM. THAT MY ADMINISTRATOR SAW AN AREA OF EXPERTISE THAT I COULD DEVELOP
; SUPPORTED ME TO DEVELOP IT; AND
TH
EN ALSO DID NOT ASK ME TO LEAVE MY CLASSROOM TO DO IT. I WAS ABLE TO EXHIBIT
THAT LEADERSHIP; ABLE TO EXHIBIT
THAT CONTRIBUTION TO MY PROFESSION AND TO GROWING THE EXPERTISE OF MY COLLEAGUE
WHILE STILL BEING A
CLASSROOM TEACHER. THAT
EXPERIENCE AGAIN SORT OF LISTENING; LEARNING WHAT I NEEDED TO LEARN
ABOUT HOW TO BEST MEET THE NEEDS OF THE ADULTS; MY COLLEAGUES; AND THEN SHAPING MY WORK BASED
ON THAT. IT ALSO TAUGHT
ME THAT WE NEED TO SUPPORT AND EXPAND
LEADERSHIP OPPORTUNITIES FOR
CLASSROOM TEACHERS WHO DON'T WANT TO LEAVE OUR CLASSROOM
. WHO ABSOLUTELY WANT THAT
TO BE STILL A FOUNDATION WITH
A DO BUT STILL HAVE
INCREDIBLE EXPERTISE TO SHARE WITH
THEIR COLLEAGUES AND ARE INCREDIBLE EXPERTISE TO SHARE WITH
STUDENT TEACHERS WERE TO SHARE WITH THE FIELD IN GENERAL. IT'S ONE OF
THE REASONS WHY I WAS PRESIDENT OF THE CENTRAL FEDERATION OF
TEACHERS BEFORE THE
LEGISLATURE ENACTED THE ANNUAL
EVALUATION LAW
SUPPORTING AN EVALUATION LAW; THAT I NEGOTIATED THAT
ANY EDUCATOR
WHO WAS GOING TO HOST A STUDENT TEACHER WHO IS GOING TO LOOK
FOR TEACHER A SPECIAL ASSIGNMENT POSITION; WHO IS GOING TO BE A CONSULTING TEACHER IN OURPEER
ASSISTANCE AND REVIEW PROGRAM HAVE A CURRENT EVALUATION
AND FIVE WITHIN THE LAST
12 MONTHS THAT WOULD BE PART OF WHAT
THEY SUBMITTED AS THEIR APPLICATION
PROCESS. AND
PEER ASSISTANCE AND REVIEW IS ANOTHER EXAMPLE
OF LISTENING TO WHAT THE FIELD IS SAYING. IN THIS CASE; MY COLLEAGUES IN THIS CASE; NEW
TEACHERS;
AND LEARNING FROM WHAT I HEARD AND THEN SHAPING MY WORK GOING FORWARD. SO ONE OF THE THINGS I
HEARD CONSISTENTLY BOTH AS A CLASSROOM TEACHER AND IN MY
LEADERSHIP EXPERIENCES
WAS THAT OUR NEW TEACHERS VERY OFTEN
FELT LIKE THEY WERE NOT AS IMPORTANT AS THEY COULD BE AS NEW TEACHERS. THAT
THEIR EVALUATIONS SYSTEM PERHAPS FELT
EITHER
ERRATIC OR THEY DON'T COMPLETELY UNDERSTAND IT AND
IN ADDITIONALLY; L
ISTENING TO TEACHERS; WHEN THEY
WERE STRUGGLING THEY WERE NOT SURE WHERE TO GO FOR HELP. WHEN THEY
WERE TOLD THAT THE PRINCIPAL
HAD CONCERNS ABOUT THE PERFORMANCE THEY WERE NOT NECESSARILY SURE WHERE THEY CAN ALWAYS GO. IN SOME BUILDING WAS A VERY ROBUST LIGHT COLLEGIAL SUPPORT SYSTEM AND ANOTHER BUILDINGS THAT JUST DID
NOT EXIST. IT WAS SPORADIC.
THEN; ALSO HEARING FROM
EDUCATORS THAT AS THEY MOVED ON IN THE WORK
WE DO NOT WANT TO STUMBLE. SO FOR EXAMPLE IS
A LICENSED ENGLISH TEACHER AND
LICENSE 7-12. AS YOU HEARD THE VAST MAJORITY MY SPRINT HAS BEEN THE MIDDLE LEVEL. IF MY
DISTRICT NEEDS TO TEACH ME 10TH-11TH GRADE ENGLISH I ACTUALLY DON'T
WANT TO STUMBLE AS
I RE-LEARN TO MEET THE NEEDS OF HIGH
SCHOOL STUDENTS VERSUS MIDDLE
SCHOOL STUDENTS. ADDITIONALLY;
WE HEARD IN LISTENING
TO EDUCATORS WANT TO PURSUE THEIR
EXPERTISE THAT WHEN
AN EDUCATOR WOULD PURSUE THEIR
NATIONAL MORTIFICATION
THEY WANTED A SUPPORT SYSTEM THEY WANTED
HELP UNDERSTANDING. ST. PAUL
HAD A VERY EARLY AND ROBUST NATIONAL BOARD SUPPORT PROGRAM
WHERE WHEN THEY HAD A
COURT MODEL THEY HAD A NUMBER OF TEACHERS SEEKING
TO PURSUE BOARD CERTIFICATION AND
WHEN THAT COHORT MODEL WENT WAY THE NUMBER OF TEACHERS SEEKING BOARD CERTIFICATION TALKED
AS WELL. THE TEACHERS WERE SAYING THAT IF WE HAD THAT SUPPORT; IF WE HAD THAT UNDERSTANDING; WE
WOULD BE MUCH MORE INTERESTED IN PURSUING OUR BOARD CERTIFICATION. I KNOW PERSONALLY
IN 2003-2004; WHEN I KNOCKED ON DOORS OF MY COLLEAGUES TO SEE IF ANYONE WANTED TO PURSUE BOARD CERTIFICATION WITH ME OR AT LEAST
EXPLORE IT I GOT A NUMBER OF TEACHERS SAID; I AM
NOT SURE WITHOUT THE
TRUE SUPPORT I'M READY TO DO THAT
AND SO EITHER PURSUING IT ON
MY OWN; ALTHOUGH NO
ONE EVER PURSUES THE BOARD CERTIFICATION ON THEIR OWN. I DO HAVE TO
SAY THAT THERE WERE COLLEAGUES
OF MINE
THAT I MET TO THE MINNESOTA COUNCIL OF TEACHERS OF ENGLISH BECAUSE I'VE BEEN
ACTIVE IN
MCG SINCE STARTING TEACHING IN MINNESOTA
WOULD ALREADY ON THE
BOARD CERTIFICATION AND I KNOW
MARLENA DIETRICH'S LINE ABOUT
THE FRIENDS YOU CAN CALL AT 2 AM IN THE MORNING THE BETTER
I'LL FIND OUT BY
RMI FORTIFICATIONBE THAT'S AN EMAIL AT TWO IN THE MORNING WHO ANSWER YOUR EMAILS ABOUT A HALF HOUR LATER
REALLY MATTER TO THAT SUPPORT SYSTEM.
SO THAT IS ALL TO SAY; AS I LISTEN TO THE STORIES; AS I HAVE THOSE EXPENSES;
I SHOULD PEER ASSISTANCE AND REVIEW IN ST.
PAUL DIFFERENTLY
THAN MAYBE YOU'VE HEARD OF IT IN ITS INCEPTION IN TOLEDO OHIO AND OTHER PLACES THAT WAS THAT WE INSISTED ON GROWING IT INTO
A FULL-SPECTRUM PEER ASSISTANCE AND REVIEW PROGRAM.
SO WE STARTED WITH JUST A
LITTLE BIT OF THE AMERICA REINVESTMENT RECOVERY ACT MONEY. I THINK
WAS ABOUT $300;000. WE
STARTED IT AND MAKING SURE WE INVESTED
IN ACHIEVEMENT OF TENURE PROCESS
THAT HAD NO SURPRISES;
NO ACCIDENTS;
THAT IT WAS AN INTENTIONAL ACHIEVEMENT
OF TENURE
PROCESS FOR NEW TEACHERS AND THAT EVERYONE WAS SUPPORTIVE TO GO THROUGH PEER ASSISTANCE AND REVIEW. IT WAS A PARALLEL TRACK THAT AS YOU ARE ADMINISTRATOR EVALUATED YOU YOU ALSO HAD THE CONSULTING TEACHER WORKING ALONGSIDE YOU. ALSO DOING SOME EVALUATION OF YOUR WORK;
GIVING YOU FEEDBACK ON ALL SORTS OF YOUR CLASSROOM PRACTICE AND THEN AFTER
GROWING THAT FOR A COUPLE OF YEARS
WE ADDED THE PEER ASSISTANCE AND
REVIEW COMPONENT FOR STRUGGLING TEACHERS. TEACHERS HAVE BEEN IDENTIFIED IN NEED OF IMPROVEMENT SO THAT IF A TEACHER WANTED TO THEY COULD TAP INTO A CONSULTING TEACHERS FOR THEIR SUPPORT AS THEY WERE
TO IMPROVE THEIR PRACTICE
AS ARE ADMINISTRATOR WAS EVALUATED IN DETERMINING WHETHER THEY WOULD KEEP THEIR JOB OR NOT. THEN; THE LAST COMPONENT
WE INTRODUCED TO PEER ASSISTANCE AND REVIEW TO MAKE A FULL-SPECTRUM WAS THAT ANY TEACHER COULD HAVE ACCESS TO A CONSULTING TEACHER IF THEY WERE CHANGING
GRADE LEVEL FOR EXAMPLE AND WANTED TO
MAKE SURE THEY DO NOT MAKE
MISS A BEAT WITH ART STUDENTS. THAT THEY HAD AN OPPORTUNITY TO HIT THE GROUND RUNNING. IF THEY WERE CHANGING LICENSE AREAS AS YOU KNOW A NUMBER OF OUR EDUCATORS ARE DUAL LICENSE.MORE HOLD MORE THAN ONE LICENSE OR IF THEY WERE LOOKING TO EARN THEIR NATIONAL BOARD CERTIFICATION WHERE THEY WERE LOOKING
JUST LOOKING TO IMPROVE THEIR PRACTICE IN AN AREA THAT THEY COULD ALSO TAP INTO A CONSULTING TEACHER. SO IT WAS ANOTHER EXAMPLE OF HOW AGAIN
MY PRACTICE AND THE WAY I WILL APPROACH IT
AS WELL; IS TO LISTEN TO WHAT THE COMMUNITY
IS SAYING TO ME TO LEARN
FROM WHAT I HEAR AND TO SHAPE MY WORK
GOING FORWARD. SO I WANT TO THANK YOU VERY MUCH FOR ALLOWING ME THE
OPPORTUNITY TO BRIEFLY INTRODUCE YOU
; INTRODUCE MYSELF TO ENSURE A LITTLE BIT OF
MY PAST PROFESSIONAL BACKGROUND AND AGAIN I'M HAPPY TO STAY FOR QUESTIONS IF YOU WOULD LIKE TO
FEEL LIKE YOUR TIME OR WOULD
LIKE TO >> CHAIR DAVNIE: THANK YOU VERY MUCH COMMISSIONER CAN WE HAVE TIME FOR A COUPLE OF QUESTIONS OF PEOPLE HAVE THEM. REPRESENTATIVE DEMUTH
I DID NOT GET THE RIGHT?
REPRESENTATIVE DEMUTH >>
REPRESENTATIVE DEMUTH: HAVE ONE QUESTION FOR YOU. GIVEN
YOUR EXTENSIVEBACKGROUND
WORKING WITH THE EDUCATOR UNION CAN YOU ASSURE THE COMMITTEE
HOW AND IF YOU WILL BE ABLE TO BE IMPARTIAL TO BOTH LABOR
AND OUR LOCAL ELECTED SCHOOL BOARDS
THE MANAGEMENT?
>> TESTIFIER: THANK YOU
MR. CHAIR THANK YOU SO MUCH
REPRESENTATIVE DEMUTH.
I WANT TO ASSURE YOU THAT TEACHING
AND LEARNING IS MY
FIRST CONCERN AND STUDENTS
ARE AT THE CENTER OF TEACHING
AND LEARNING. I PICTURE EDUCATION
AS CONCENTRIC CIRCLES OR STUDENTS ARE ABSOLUTELY AT
THE CENTER ALONG WITH THEIR FAMILIES
AND SO MEETING THE NEEDS OF STUDENTS AND OUR FAMILIES IS MY FIRST PRIORITY AND
THOSE CONCENTRIC CIRCLES; HOW WE SURROUND OUR STUDENTS;; HOW
DO EDUCATORS
AMONG OUR ADMINISTRATORS SURROUND THE STUDENTS AND FAMILIES FOR THAT SUPPORT; HOW DO WE
AS ELECTED OFFICIALS AND AS STATE WORKERS
SURROUND THE EDUCATION WORKERS;
THOSE PARAPROFESSIONALS THOSE TEACHERS; THOSE PRINCIPLES;
THOSE ASSISTANT PRINCIPALS; COUNSELORS; AND WE SURROUND THEM
TO SUPPORT THEM KNOWING THEY ARE DOING THE WORK
THAT SUPPORTING STUDENTS AND
THEIR FAMILIES; I SEE ALL OF US
LOOKING
INWARD INTO THE CENTER OF TEACHING AND LEARNING
WHICH IS STUDENTS AND
THEIR FAMILIES. THANK YOU
FOR ASKING. >> CHAIR DAVNIE: THANK
YOU. REPRESENTATIVE
TRAN JUERGENS >> REPRESENTATIVE JURGENS: THANK YOU; MR. CHAIR
COMMISSIONER RICKER THANK YOU FOR COMING
TODAY. WELCOME. TWO QUESTIONS. YOU
MENTIONED TEACHING EMILY WAS
MIDDLE SCHOOL. WHEN WAS
THE LAST YOU ARE ACTUALLY IN THE CLASSROOM TEACHING? THEN
YOU MENTION MOVING TO THE FEDERATION.
>> TESTIFIER: MR. CHAIR
REPRESENTATIVE JUERGENS
; THANK YOU. PLASTIC SHABBAT
WAS 2004-2005
SCHOOL YEAR. [INAUDIBLE] MY LAST
LONG CONTINUOUS
TO DO THAT WAS IN 2014 WHEN I RENEW MY
BOARD CERTIFICATION
IN A PART OF A CLASSROOM FOR
THREE MONTHS. PART OF THAT WAS WITH
TEEN TEACHING
CO-TEACHING WITH THAT TEACHER AND TAKE ON THE TEACHING ASSIGNMENT MYSELF
AND THEN CO-TEACHING WITH THEM
AGAIN. GRADUAL RELEASE DOING MY
OWN TEACHING AND THEN GRADUAL
RELEASE BACK TO
THE STUDENTS AND THE FULL-TIME CLASSROOM
TEACHER BACK. SO THAT WAS THREE MONTHS IN THE SPRING OF 2014
AND THEN I STAYED INVOLVED IN A CLASSROOM VOLUNTEERING IN
THE BUILDING IT WAS A HU
HUMBOLDT SECONDA
FOR 2014-15 2015-16 AS WELL. WHERE I WOULD
BE THEREEVERY 1-2 WEEKS IS MY
SCHEDULE ALLOWS.
>>
REPRESENTATIVE JURGENS: IS COMMISSIONER
OF EDUCATION I KNOW IT'S A DAUNTING TASK BUT IT'S A
LARGE ORGANIZATION.. PROBABLY DON'T HAVE THE
BUDGET TARGETS YET BUT EIGHT-$9 BILLION. I KNOW IT'S GOING TO BE BIG >> CHAIR DAVNIE: SOMETHING
LIKE THAT.
>> REPRESENTATIVE JURGENS: SO HOW DO YOU SLEEP SLEEP AT NIGHT? >> [LAUGHING] BUT GIVEN THAT WHAT ELSE IN YOUR BACKGROUND
WILL I DON'T KNOW IF ANYTHING WILL TRULY PREPARE YOU FOR A TASK LIKE BUT WHAT IN
YOUR BACKGROUND WHAT YOU FEEL HAS PREPARED TO
TAKE ON SOMETHING LIKE THAT?
>> TESTIFIER: THANK YOU MR. CHAIR THANK YOU
REPRESENTATIVE JUERGENS.
I THINK YOU FOR ASKING BECAUSE I THINK DAUNTING COMES TO MIND. I THINK EVERY EXPENSEI HAVE HAD HAS PREPARED ME DIFFERENTLY
FOR THIS. ONE OF THE HIGHEST LEVELS OF RESPONSIBILITY I EVER
FELT WAS MY DAILY
CLASSROOM EXPERIENCEWHERE I HAD
ANYWHERE FROM 24-38 STUDENTS
LOOKING ME IN THE EYE EXPECTING TO BE EDUCATED
IN MY STANDARDS POSTED ON THE WALL IN A
55 MINUTES WERE 67 MINUTES
TO GET TO MY LESSON AND CHECK FOR
UNDERSTANDING AND THAT IS A
DAUNTING TASK
AND IT IS THE RESPONSIBILITY I TAKE
VERY SERIOUSLY. I CARRY DEEPLY
WITH ME THAT FEELING
AND THAT OF WHAT IT'S LIKE TO GAILY MEET THE NEEDS OF STUDENTS.
ALSO; BEING ABLE TO
BUILD PARTNERSHIPS WITH THE
COMMUNITY; WITH
MY ADMINISTRATOR; BOTH WHY WAS A
CLASSROOM TEACHER
AND ALONGSIDE THEM AS AN ADVOCATE.
I THINK PREPARE BEAT REALLY WELL TO KNOW THAT IT TAKES
MULTIPLE VOICES THAT
LISTENING PART. THE RICHNESS OF
HEARING FROM A DIVERSE SET
OF VOICES AND TO LEARN FROM THAT; TO SHIP
THE WORKGOING
AHEAD; AND TO MOVE THAT WORK
AHEAD COLLECTIVELY I THINK IS AN
INCREDIBLY IMPORTANT PART OF
THIS JOB.
TO RECOGNIZE THE ONE; THE NUMBER OF PEOPLE IN
MINNESOTA OFFICIALLY
AND ANECDOTALLY; WANT OUR STUDENTS
TO SUCCEED
IS PROFOUND AND THEY ARE WAITING TO BE ASKED. THERE WAITING TO BE HEARD AND
MANY RESPECT CANNOT WAIT TO BE ASKED OR HEARD AND IT'S UP TO THE DEPARTMENT OF EDUCATION TO CATCH UP TO WHERE THEY ARE AND SO I RECOGNIZE THAT
BUILDING IS PARTNERSHIPS LISTENING TO THOSE DIVERSE SET OF VOICES IS INCREDIBLY IMPORTANT TO THIS AS WELL. I ALSO RECOGNIZE THAT
THERE IS A LEARNING CURVE. I
HAVE INCREDIBLE
STAFF MEMBERS AT THE DEPARTMENT
OF EDUCATION WHO HAVE
ALREADY COMMITTED TO IT THAT LEARNING IS. I HAVE HAD
INCREDIBLY
GRACIOUS INVITATIONS AND OPEN DOORS
FOR OPPORTUNITIES TO SIT AND LEARN FROM THE EXPERTS IN THE FIELD IN THIS ROOM AND IN THIS BODY
AND I BELIEVE THAT
COMBINATION OF THINGS IS REALLY GOING TO BE THE FOUNDATION OF
WHAT HELPS ALL OF US
BE SUCCESSFUL. THANK YOU
FOR ASKING. >> REPRESENTATIVE JURGENS: THANKS AGAIN FOR TABBING TODAY
>> CHAIR DAVNIE: THANKS AGAIN FOR COMING ON TODAY.
GET TO MOVE ON TODAY TO SOME YOUR INCREDIBLE STAFF. >> TESTIFIER: YES. >>
CHAIR DAVNIE: I DO NOT REALIZE YOU WANTED TO
BE RECKLESS.
>> REPRESENTATIVE: THANK YOU COMMISSIONER. A COUPLE
THINGSEARLY LEARNING AS MANY OF
US HAVE. HAVE YOU HAD A CHANCE TO LOOK
AT THE INTERAGENCY OFFICE THAT'S IN
I BELIEVE DEPARTMENT OF ED THE EARLY LEARNING OFFICE AND HOW THAT'S GOING TO ATTRACT
>> TESTIFIER: THANK YOU MR. CHAIR AND REPRESENTATIVEKRESHA
. THANK YOU FOR CORRECTING IT. YES; I HAVE. I'VE HAD A CHANCE TO SIT DOWN WITH THE STAFF
AT MDE WORK IN EARLY LEARNING TO
TALK THROUGH A SERIES OF
THINGS. CERTAINLY WAS A GENERAL
BACKGROUND DISCUSSION OF THE EARLY LEARNING
GRANT OPPORTUNITY THAT WAS
RECENTLY ANNOUNCED TO ALSO GET
SOME UNDERSTANDING
OF THAT AND ALSO TO MAKE SURE THAT I HAD
AN UNDERSTANDING OF
THE LANDSCAPE OF EARLY LEARNING IN THE STATE
OF MINNESOTA.
>>
REPRESENTATIVE KRESHA: THANK YOU; MR. CHAIR. SO WHAT AS YOU ARE
GOING TO [INAUDIBLE] COMMISSIONER W
AS YOUR UNDERSTANDING OF THE EARLY
LEARNING LANDSCAPE? >> TESTIFIER: THANK YOU
MR. CHAIR. THANK YOU SO MUCH FOR THE FOLLOW-UP QUESTION BUT MY UNDERSTANDING IS WE MULTIPLE DELIVERY MODELS
RIGHT NOW THAT I WOULD ALSO SAVE MY UNDERSTANDING IS THAT THERE IS
A SINCERE BROAD AGREEMENT THAT
EARLY LEARNING
-- ACCESS TO EARLY LEARNING IS IMPORTANT AND
THAT NOBODY QUITE FEELS LIKE WE ARE WHERE WE WANT TO BE WITH THE EARLY
LEARNING YET. WHILE EVERYONE RECOGNIZES THAT WE HAVE MADE SOME
INCREDIBLE PROGRESS TO GETTING WHERE
WE ARE WITH OUR
EARLY LEARNING OPPORTUNITIES FOR
OUR STUDENTS. >>
REPRESENTATIVE KRESHA: THANK YOU; MR. CHAIR. THANK
YOU; COMMISSIONER.
I'M CURIOUS. THAT'S A VERY BROAD
AND I WAS IN EARLY
ON ASSESSMENT. WHERE DO WE NEED TO BE?
>> TESTIFIER: THANK YOU
MR. CHAIR. >> CHAIR DAVNIE: YOU HAVE
INCREDIBLE
STAFF WAITING. >> TESTIFIER: MY
UNDERSTANDING IS I WILL START WITH ME
FIRST. RECOGNIZING THAT WE NEED TO
MAKE SURE
THAT ACCESS TO EARLY LEARNING IS VISIBLE TO
EVERYONE THAT RIGHT NOW
THE BARRIERS I HAVE HEARD OF OUR
THE COST OF EARLY LEARNING; ACCESS TO
EARLY LEARNING AND COMMUNITIES AS
WELL AS ACCESS
TO EXPANDING EARLY LEARNING
OPPORTUNITIES TO'S
[INAUDIBLE] THEMSELVES. IF THOSE ARE THE CURRENT BARRIERS TO MAKING SURE THAT EVERYONE
WANTS AN EARLY LEARNING OPPORTUNITY FOR THE CHILD
HAS ONE THAN I
UNDERSTAND THAT PART OF MY RESPONSIBILITY IS
WORKING TOGETHER
TO DETERMINE HOW WE BREAK DOWN THE BARRIERS COULD WE BREAK DOWN THE BARRIER OF COST WE BREAK DOWN THE BARRIER OF EXPANDING [INAUDIBLE]
EXPANDING SPACE OR EVEN
IDENTIFYING SPACE AND IF
THAT'S IDENTIFYING ALSO QUALIFIED
STAFF AND ACCESS TO IT WHETHER THAT BE DISTANCE WERE BACK TO
[INAUDIBLE] AS WELL. EVERYONE WHO WANTS AN EARLY
LEARNING OPPORTUNITY FOR THE CHILD SHOULD GET ONE AND I
THINK OBVIOUSLY
THERE'S BEEN A LOT OF PROGRESS MADE
GETTING THERE BUT WE ARE NOT
THERE YET. >> CHAIR DAVNIE: COMMISSIONER; THIS APPARENTLY IS
THE [INAUDIBLE]
>> >> [LAUGHING] >>
CHAIR DAVNIE: I THINK THAT REQUIRES ME TO WALK INTO THE DOOR AS WELLAND WAVED GOODBYE.
>> TESTIFIER: MR. CHAIR I'M SORRY I DON'T HAVE [INAUDIBLE]
NEXT TIME. >>
CHAIR DAVNIE: THAT IS A EXPECTATION
OF FRESHMAN WHO HAVE THEIR FIRST
BILLS ARE. WE SHOULD HAVE EXTENDED THAT
COMMUNICATION TO YOU AND EXTENDED TO THE COMMISSIONER. I HAVE NOT THOUGHT ABOUT THAT. BUT THANK YOU FOR TAKING THE TIME TODAY
TO COME TO COMMITTEE INTRODUCE YOURSELF IT IS ON THE LAST TIME YOU WILL BE HERE SO WE WILL HAVE
MORE TIME WITH YOU IN THE FUTURE BUT APPRECIATE YOUR TAKING THE
TIME TO >> TESTIFIER: THANK YOU SO MUCH EVERYONE. >> CHAIR DAVNIE: THANK YOU. REPRESENTATIVE KRESHA >> REPRESENTATIVE KRESHA: THANK YOU; MR. CHAIR
I APPRECIATE HIM. SO WE CAN
HAVE TIME
[INAUDIBLE] I THOUGHT THIS WAS AN OPPORTUNITY TO HAVE
SOME QUESTIONS? ARE WE THAT COMPACTED
FOR TIMETHAT WE WILL LIMIT QUESTIONS? >> CHAIR DAVNIE: REPRESENTATIVE KRESHA US TO BEATIFIED AFTERI EXCUSE THE COMMISSIONER AND I LOVE YOU OUT
OF DEFERENCE TO YOUR POSITION AS THE GOP LEAD
TO ASK NOT ONE; NOT TWO BUT THREE QUESTIONS. WE
DO HAVEWORK TO DO TODAY IN
ADDITION TO MEETING
THE COMMISSIONER. MANY OF THE GROUPS THAT HAVE COME BEFORE US; I'M SURE
YOUR OWN SCHOOL DISTRICT; MINE
HAVE ALWAYS THE ISSUE OF SPECIAL EDUCATION FUNDING AND
THE CHALLENGES THE DISTRICT'S ACROSS THE STATE
ARE EXPERIENCING. THE AGENDA
HAS THAT APARTMENT COMING TO PRESENT ON THAT AND I WANT TO
MOVE ALONG SO THAT WE
COULD HAVE SUBSTANTIVE AMOUNT OF TIME
FOR THAT.
>> REPRESENTATIVE KRESHA: THANK YOU; MR. CHAIR. FRANKLY; I'M A LITTLE SURPRISED BUT I THINK WE'VE HAD A LOT OF COLLABORATION THREE YEARS ANOTHER FIVE MINUTES [INAUDIBLE] I DID RAISE MY HAND TO BE ACKNOWLEDGED. I'M SORRY YOU DID NOT CATCH THAT BEFORE YOU EXCUSE THE
COMMISSIONER BUTWE
HAVE CONVERSATIONS THAT I WASN'T TRYING TO BE ANYTHING
OTHER THAN
I THOUGHT SHE WAS GOING DOWN A VERY ON EARLY CHILDHOOD I LIKE TO HEAR MORE
ABOUT THAT. I'LL JUST BE HONEST AND FOR THE RECORD I WAS LOST BY THOSE CUT OFF
AT THREE. I WOULD EXPECT THE MINORITY LEADER WOULD GET A LITTLE BIT MORE. [INAUDIBLE] IN
THE PAST. JUST ON THE RECORD ALSO THE. >> CHAIR DAVNIE: REPRESENTATIVE KRESHA I THINK I'M RUNNING A COMMITTEE VERY MUCH ALONG THE LINES THAT I LEARNED FROM
REPRESENTATIVE LOON JUST TO BE RESPECT OF ALL MEMBERS
BUT RESPECTFUL OF THE TESTIFIERS COMING
BEFORE US AND KEEPING US ON TIME. THANK
YOU. DR. MELCHER.
DR. MELCHER; WELCOME TO
THE COMMITTEE PLEASE INTRODUCE YOURSELF THE RECORD AND PROCEED. >> TESTIFIER: GOOD MORNING CHAIR DAVNIE AND MEMBERS COULD MY NAME IS
TOM MOTOR DIRECTIVE SCHOOL FINANCE A DEPARTMENT OF EDUCATION IT IS OF PAUL --
WAS OUR SPECIAL EDUCATION
FUNDING SUPERVISOR MAY HELP ME WITH SOME OF THE QUESTIONS
AND ALSO COMMISSIONER DARREN
-- [INAUDIBLE] THIS MORNING
MR. CHAIR AND MEMBERS; I
HAVE APOWERPOINT I WANT TO WALK
YOU THROUGHTHAT WILL DESCRIBE
RECENT TRENDS IN
OUR ENROLLMENT OF SPECIAL
EDUCATION STUDENTS AND THE EXPENDITURES FOR
SPECIAL EDUCATION AND IN THE
FUNDING FOR
SPECIAL EDUCATION AND TO THE EXTENT THAT WE OF TIME AVAILABLE; WE ALSO WANT
TO BEGIN A DISCUSSION THE
SPECIAL EDUCATION FUNDING
FORMULA INCLUDING THE OLD FORMAT THAT WE HAD IN PLACE BASED ON
2012 STATUTES AND THE CHANGES THAT WERE ENACTED IN 2013
THAT LED TO A NEW FORMULA BEING IMPLEMENTED
IN 2016 AND WITH SOME OF THE PROBLEMS AND ISSUES ARE THAT WE FACED WITH THAT
AND SOME POTENTIAL SOLUTION.
I KNOW YOU HAVE TIME ON THE AGENDA BOTH TODAY AND TOMORROW TO CONTINUE THIS DISCUSSION SWEEP WITH US ALL ON ONE FOUR POINT POINT WE THOUGHT WE TRY AND GET AS FAR AS WE GET TO IT.
>> CHAIR DAVNIE: VERY GOOD. THANK YOU SO MUCH.
>> TESTIFIER: MR. CHAIR WITH THAT I LIKE TO BEGIN BY
REVIEWING THE RECENT TREND IN TOTAL ENROLLMENT OF SPECIAL EDUCATION.
DOES THE UNDUPLICATED DECEMBER 1
CHILD COUNT
INCLUDES BOTH PUBLIC AND NONPUBLIC SCHOOL STUDENTS.
OUR TOTAL COUNT OF SPECIAL EDUCATION STUDENTS HAS GROWN FROM 115;000 IN 2003 UP TO
147;000 THIS YEAR.
SO WE HAVE A CONTINUOUS GROWTH IN THE NUMBER
OF STUDENTS
THAT ARE RECEIVING SPECIAL EDUCATION SERVICES
. WE HAVE AT A FAIRLY CONSTANT NUMBER OF NONPUBLIC SCHOOL STUDENTS; ABOUT 2000; THAT ARE RECEIVING SPECIAL
EDUCATION SERVICES AND THEY DO RECEIVE
SHARE TIME SERVICES FROM THE PUBLIC SCHOOL AND
ABOUT 145;000 FOR THE
STUDENTS RECEIVING SPECIAL EDUCATION STUDENTS WERE PUBLIC
SCHOOL STUDENTS. WE WANT TO
COMPARE THOSE TRENDS IN SPECIAL
EDUCATION ENROLLMENT TO THE
OVERALL ENROLLMENT IN OUR
PUBLIC SCHOOL
. WHAT YOU'LL SEE WE'VE HAD A GRADUAL INCREASE
FROM ABOUT 13.4%
OF STUDENTS WITH A DISABILITY IN 2003 UP TO
ABOUT 15% BY 2011 AND
THIS YEAR WE'RE UP
TO 16.3%. SO WE HAVE SEEN SOME NEW GROWTH
JUST IN THE LAST FEW YEARS IN
TERMS OF A PERCENTAGE
OF STUDENTS THAT ARE RECEIVING SPECIAL
EDUCATION SERVICE.
IF WE LOOK AT THIS GEOGRAPHICALLY;
QUITE OFTEN IN THE DEPARTMENT WE LIKE TO
LOOK AT
THE BREAKDOWNS BY MINNEAPOLIS; ST. PAUL
CORE CITIES; INNER AND OUTER RING
SUBURBAN SCHOOL DISTRICT; WE LOOK AT LARGE AND MEDIUM
AND SMALL GREATER MINNESOTA DISTRICTS; AND WE ALSO LOOK AT CHARTER SCHOOLS AND COOPERATIVES. WHAT YOU CAN SEE FROM THIS IS THAT
OF COURSE; ALL DISTRICTS ACROSS THE STATE OF SPECIAL EDUCATION
[INAUDIBLE] THE LARGEST NUMBER OF STUDENTS ARE
IN OUR OUTER RING SUBURBS AND
THE LARGER NON-METRO
SCHOOL DISTRICTS BUT ONE THING YOU'LL NOTICE YOUR
IF WE COMPARE 2012 AND 2019 IS THAT ALL THE DIFFERENT TYPES OF DISTRICTS HAVE SEEN INCREASES THE NUMBER OF SPECIAL EDUCATION STUDENTS EXCEPT FOR THE CORE CITIES OF MINNEAPOLIS AND ST. PAUL WERE WE HAVE SEEN A DECREASE
BETWEEN 2012 AND 2019. I WILL GET INTO THE REASONS FOR THAT DECREASE HERE IN
A MOMENT. WE LOOK AT THE SPECIAL EDUCATION ENROLLMENT AS
A PERCENTAGE OF THE
TOTAL ENROLLMENT BY DISTRICT TYPE. AGAIN COMPARING 2012
AND 2019.. WHAT YOU'LL SEE IS THAT
HISTORICALLY
THE HIGHEST CONCENTRATION OF SPECIAL
EDUCATION
STUDENTS WAS IN OUR URBAN CORE CITIES OF MINNEAPOLIS AND
ST. PAUL. BUT THAT'S CHANGE IN THE LAST
FEW YEARS. WE
CURRENTLY HAVE 60.6% OF OUR SENSE OF MINNEAPOLIS; ST. PAUL AND SPECIAL EDUCATION IT'S VERY SIMILAR 17.2% IN OUR
LARGER NONMETRO DISTRICTS; 17%
IN OUR MEDIUM-SIZE
NONMETRO DISTRICTS. NUMBERS ARE STILL A LITTLE BIT SMALLER
IN THE SUBURBAN
SCHOOL DISTRICT THAN THEY ARE IN MINNEAPOLIS AND ST. PAUL BUT AGAIN WHAT YOU WILL SEE HERE IS AN INCREASING PERCENTAGE OF ALL OF OUR STUDENTS RECEIVING
SPECIAL EDUCATION IN EVERY TYPE OF
S
CHOOL DISTRICT EXCEPT THE MINNEAPOLIS AND ST. PAUL
SCHOOL DISTRICT WITH A TREND HAS BEEN
THE OPPOSITE AND THAT IS QUITE FRANKLY HAS TO DO WITH
OPEN ENROLLMENT KINDS OF ISSUES.
THE NEXT SLIDE I WOULD LIKE TO SHOW YOU IS THE PERCENTAGE OF
THE RESIDENCE SPECIAL
EDUCATION POPULATION THAT IS
SERVED OUTSIDE OF THE SCHOOL DISTRICT. SO IN MINNEAPOLIS AND
ST. PAUL WHAT YOU CAN SEE IS IN 2012 20%
OF THE STUDENTS WITH A
DISABILITY RESERVED
OUTSIDE OF THE RESIDENT DISTRICT EITHER BY A CHARTER SCHOOL
; BY A NEIGHBORING SCHOOL DISTRICT OR BY AN INTERMEDIATE COOPERATIVE
TYPE UNIT. THAT HAS GONE MINNEAPOLIS AND ST. PAUL TO
ALMOST 29%
OF THE STUDENTS WHO LIVE IN MINNEAPOLIS BEING SERVED UP BY THE MINNEAPOLIS PUBLIC SCHOOLS; BUT BY ANOTHER
AGENCY. THERE'S CHARTER SCHOOLS
;
OTHER DISTRICTS. YOU CAN ALSO
SEE THAT IN EVERY OTHER CATEGORY OF SC
HOOL DISTRICTS WE HAVE ALSO SEEN A SIMILAR PATTERN
WHERE IF YOU ARE OF THE STUDENTS ARE BEING EDUCATED BY THE RESIDENT
SCHOOL DISTRICT AND MORE OF THE STUDENTS ARE BEING SERVED OUTSIDE OF THE DISTRICT.
EITHER BECAUSE OF OPEN ENROLLMENT OR BECAUSE OF
A COOPERATIVE OR A CHARTER SCHOOL
IN ROLLING THE STUDENT.
ANOTHER TREND I'VE LOOKED AT IS
THE RESIDENT SPECIAL
EDUCATION STUDENTS
ENROLLED ELLSWORTH AS A PERCENT OF THE ENROLLMENT IN
THE DISTRICT. THIS BECOMES IMPORTANT BECAUSE OF THE SIZE
OF TUITION BILLS WE SEE. SO
QUITE OFTEN SOME OF THE RESIDENTS OF A
SCHOOL DISTRICT ARE SERVED OUTSIDE OF
THE DISTRICT. EITHER
THE DISTRICT OR CHARTER SCHOOL PROVIDING
THE SURFACE
RECEIVES FUNDING TO COVER ROUGHLY 60-70% OF
THE COST AND THEN THEY SENT A
TUITION BILL TO THE
RESIDENT DISTRICT.
THE RESIDENT DISTRICT USES THE MONEY THEY GET BROTHER STUDENTS IN THE SYSTEM TO UP COVER THE COST OF A TUITION
BILL. SO WITH
THIS SLIDE IS SHOWING YOU THAT'S A MORE SIGNIFICANT ISSUE IN THE MINNEAPOLIS AND ST. PAUL SCHOOL DISTRICT THAN IN OTHER DISTRICTS WHERE 6.5 >>
[LAUGHING] SPECIAL EDUCATION COUNT IS 6.5% THE TOTAL ENROLLMENT IN THOSE DISTRICTS
COMPARED TO SOMEWHERE
BETWEEN THREE-
; FOUR; 5% IN OTHER DISCIPLINE THAT JUST MEANS WHEN YOU LOOK AT THE BUDGET
FOR A DISTRICT LIKE MINNEAPOLIS OR ST. PAUL THAT SPECIAL EDUCATION
TUITION BILL IS GOING TO HAVE TO BE PAID OUT OF A LITTLE BIT SMALLER
RACE IN THE SENSE THERE ARE FEWER OTHER STUDENTS FOR EACH SPECIAL
EDUCATION STUDENT THAT YOU ARE PAYING A
BILL FOR. ANOTHER TREND I
FIND INTERESTINGIS THE ENROLLMENT OF SPECIAL EDUCATION STUDENTS
BY AGE.
OF COURSE; YOU WOULD ACCEPT A NUMBER SO QUITE SMALL.
EARLY CHILDHOOD TAKES A LITTLE WHILE TO IDENTIFY STUDENTS
THAT NEED SERVICES. WE HAVE SEEN SOME INCREASES THEIR AS WE
HAVE MORE THAN CHILDREN
BEING SERVED. WERE SEEN SOME INCREASE IN THE
NUMBERS OF YOUNG CHILDREN BEING SERVED IN SPECIAL EDUCATION. SO AT AGE 3
AND 2012 WE HAD
3500 ROUGHLY SPECIAL EDUCATION CENTER NOW AT
AGE 3 YOU HAVE ABOUT 3900. THE
SPECIAL EDU
CATION ENROLLMENT PEAKS AT ABOUT AGE 10 OR
AGE 11 CAN WE CURRENTLY HAVE
10;710-YEAR-OLDS BEING SERVED IN
SPECIAL EDUCATION. THERE'S A LITTLE BIT OF A
DECLINE ACTTUALLY IS STUDENTS GET INTO HIGH SCHOOL. BY THE TIME
STUDENTS ARE 17 WE HAVE GOT ABOUT 8600 STUDENTS ENROLLED. THEN; OF COURSE THERE'S A SHARP DECLINE WHEN STUDENTS GET TO BE 18. THE STUDENTS GRADUATE BUT STUDENTS CAN STILL RECEIVE SPECIAL EDUCATION SERVICES UNTIL THEY BUT STUDENTS CAN STILL RECEIVE SPECIAL EDUCATION SERVICES UNTIL THEY ARE 2111 GRADUATED EVEN AT AGE 21
WE HAVE 330 STUDENTS ARE
BEING SERVED. IF WE LOOK AT
THE BREAKDOWN OF SPECIAL
EDUCATION ENROLLMENT BY
PRIMARY DISABILITY FOR THIS CURRENT
SCHOOL YEAR; YOU CAN SEE
THE LARGEST CATEGORY IS
SPECIFIC LEARNING
DISABILITY; 22.9% FOR SPECIAL ED
UCATION STUDENTS HAVE THAT AS A
PRIMARY DISABILITY. THE NEXT LARGEST CATEGORIES ARE SPEECH LANGUAGE AT
15.5%. AUTISTIC SPECTRUM DISORDERS AT 13.9%. DEVELOPMENTALLY DELAYED WHICH OF THE EARLY CHILDHOOD
POPULATION; 13.3%. OTHER HEALTH DISABILITIES AT
13.6% WE ALSO SOME VERY SMALL CATEGORIES THERE ARE
VERY EXPENSIVE. PHYSICALLY IMPAIRED FOR EXAMPLE IS ONLY 1% OF THE
POPULATION BUT IT'S A CATEGORY
THAT IS VERY HIGH COST
PER STUDENT. I WOULD LIKE TO NEXT
TALK ABOUT SOME OF THE TRENDS AND THE
NUMBER OF SPECIAL EDUCATION STUDENTS BY PRIMARY
DISABILITY. SO HERE I HAVE LOOKED AT
THAT WE WERE IN 2013; WHERE WE WERE IN 2016; WHERE WE ARE AND 2019.
TAKING THREE YEAR INCREMENTS AND SEEING WHAT THE TRANSITION
HAVE BEEN. SO THE LARGEST GROWTH THAT
WE'VE SEEN SINCE 2013 HAVE BEEN IN THE AUTISTIC
SPECTRUM DISORDER
CATEGORY WHERE WE HAVE GROWN
FROM 15;900 STUDENTS TO ABOUT 20;400
STUDENTS WITH AUTISTIC
SPECTRUM DISORDER IS THE
PRIMARY DISABILITY. DEVELOPMENTALLY
DISABILITY. DEVELOPMENTALLY
DELAYED
TO ABOUT 90;000 AGAIN PART OF THAT MAY BE DUE TO EARLIER IDENTIFICATIONAS WE
HAVE MORE
STUDENTS IN CONTACT WITH THE PUBLIC SCHOOLS. WE HA
VE MORE INFORMATION AND STUDENTS ARE
IDENTIFIED EARLIER.
>> CHAIR DAVNIE: DR. MELCHER WOULD YOU PREFER TODAY QUESTIONS AS YOU GO ALONG OR
THERE ARE
INHERENT STOPPING WAS WITHIN YOUR PRESENTATION THAT
MAKE SENSE
TO DELAY QUESTIONS >> TESTIFIER: MR. CHAIRMAN IF
THERE'S QUESTIONS
ON THESE IN ROMANS BY DISABILITIES
OF A COUPLE MORE SLIDES IN THE WE CAN TALK ABOUT THAT PIECE OF IT
THERE'S SOME
STOPPING POINTS.. PERHAPS I COULD JUST
STOP PERIODICALLY
>> CHAIR DAVNIE: YOU SIGNAL AT THE APPROPRIATE TIME. >> TESTIFIER: OKAY.
LET ME DO TWO MORE SLIDES AND THEN WE'LL CATCH UP WITH THIS. OTHER
AREAS THAT
HAVE A LOT OF GROWTH IN THE SYSTEM ARE SPECIFIC LEARNING DISABILITIES AND
THE EDD EMOTIONAL BEHAVIORAL
DISABLED CATEGORY. THERE A
RE SOME OTHER CATEGORIES THAT ARE MORE OR LESS FLAT AND BUT
SOME GROWTH AND THOSE INCLUDE
SPEECH LANGUAGE COULD SEVERELY
[INAUDIBLE]
DEATH-BLIND DEAF AND HARD OF HEARING AND
TRAUMATIC BRAIN INJURY. AS YOU CAN SEE SOME OF THE SCANNERS ARE QUITE SMALL IN NUMBERSBUT FOR THOSE STUDENTS IT'S A
FAIRLY
EXPENSIVE PROGRAM. THEN; WE HAVE HAD
THREE FAIRLY LARGE CATEGORIES OF SPECIAL
EDUCATION SERVICES
WHEREE WE HAVE SEEN DECLINES OVER THE LAST
SIX YEARS AND THOSE INCLUDE
PHYSICALLY IMPAIRED
; DEVELOPMENT OF COGNITIVE
SEVERE DEVELOPMENTAL COGNITIVE MILD
TO MODERATE. MR. CHAIR; THIS POINT PERHAPS WE COULD
TAKE QUESTIONS
ON WHAT THE TRENDS ARE ON THE AROMAS OF
SPECIAL EDUCATION STUDENTS.
>> CHAIR DAVNIE: THANK YOU DR. MELCHER. YOU ARE POPULAR WITH
THE COMMITTEE. REPRESENTATIVE RICHARDSON YOU HAVE A QUESTION.
>>
REPRESENTATIVE RICHARDSON: YES; LOOKING AT THE DATA
ON AUTISM SPECTRUM
DISORDER BECAUSE IT'S OVER
13; 16 AND 19 IS THERE ANY DATA THAT GOES TO
WHETHERTHOSE KIDS
WITHOUT DISABILITY; ARE THOSE
EDUCATIONAL ASSESSMENTS
VERSUS THOSE WHO ARE BEING DIAGNOSED
WITH A SPECIAL ASSISTANCE
[INAUDIBLE] OTHER
TRACKING OF HOW THOSE ARE SCHOOL
RELATED DIAGNOSES
>> TESTIFIER: MR. CHAIR
REPRESENTATIVE RICHARDSON I'M LOOKING OVER TO OUR ASSISTANT COMMISSIONER DARREN --
SUPERVISES THE [INAUDIBLE]
AND MAYBE YOU MIGHT HAVE A BETTER INSIGHT ON THAT QUESTION.
>> CHAIR DAVNIE: COMMISSIONER; WELCOME TO THE
COMMITTEE. PLEASE IDENTIFY YOURSELF FOR THE RECORD AND PROCEED WITH
YOUR TESTIMONY
>> TESTIFIER: THANK YOU MR. CHIP TO DARREN CORTI WITH THE DEPARTMENT OF EDUCATION ASSISTANT COMMISSION THANK YOU FOR THE QUESTION IS REPRESENTATIVE RICHARDSON. WE DO NOT TRACK THE SPECIFIC
DIAGNOSES THAT A STUDENT
WOULD RECEIVE EITHER THE PRIMARY
DISABILITY CATEGORIES IS REPORT TO US BY THE SCHOOL DISTRICT. THEY WILL BE MAINTAINED AT THE SCHOOL
LEVEL BUT
THE SCHOOL DISTRICT LEVEL BUT WE DON'T HOLD
THAT OURSELVES. >> CHAIR DAVNIE:
REPRESENTATIVE REACHES IN ANY FOLLOW? ALL RIGHT.
THANK YOU RICHARD REPRESENTATIVE DETTMER >> REPRESENTATIVE DETTMER: THANK YOU; MR. CHAIRA QUESTION FOR THE TESTIFIER. WOULD YOU
K DYSLEXIA I KNOW ONE IN
FIVE STUDENTS
IN OUR SCHOOLS HAVE AN ISSUE WITH READING AND I THINK
WITH THE LAST SESSION
WAS TO PROVIDE FUNDING TO THE APARTMENT
TO DYSLEXIA SPECIALS
TO WORK WITH DISTRICTS AROUND THE STATE.
WHEN YOU CATEGORIZE DYSLEXIA?
>> TESTIFIER: THANK YOU
MR. CHAIR AND REPRESENTATIVE DETTMER. THAT WOULD FALL INTO THE SPECIFIC LEARNING
DISABILITY CATEGORIES. SO WE DO
HAVE RULES THAT IDENTIFY
EXIT ENTRANCE CRITERIA FOR EACH
DISABILITY CATEGORY.
UNDER THE SPECIFIC LEARNING
DISABILITY CATEGORY; ONE OF THE
CONDITIONS THAT
COULD RISE TO THE LEVEL OF BEING A SPECIFIC
LEARNING DISABILITY
WOULD BE DYSLEXIA. THAT'S A STATE LISTED IN THE RULES BUT I WANT TO CLEAR THE NOT EVERY STUDENT HAS DYSLEXIA WOULD
NECESSARILY QUALIFY FOR SPECIAL EDUCATION SERVICES
UNDER A SPECIFIC LEARNING DISABILITY. THERE MAY BE OTHER
READING INTERVENTION SHORT OF THE SPECIAL EDUCATION SERVICES THAT THEY REQUIRE BUT
TO THE EXTENT YOU HAVE A STUDENT
YOU HAVE
SEVERE DYSLEXIA THAT WOULD REQUIRE FOR
[INAUDIBLE] THAT WOULD END OF A SPECIFIC
LEARNING CATEGORY >> REPRESENTATIVE DETTMER: THANK YOU; MR. CHAIR JUST
A FOLLOW. WITH THE
[INAUDIBLE] BE ABLE TO GO BACK TO THE COMMITTEE SOMETIMES TO EXPLAIN WHAT'S GOING ON WITH
THE NEW PERSON THAT'S ON STUFF THAT WORKING WITH
THE DISTRICTS? WHAT CAN DISTRICTS DO TO GET
THE HELP WITH TRAINING
THEIR TEACHERS HOW TO
HELP STUDENTS LEARN HOW TO READ?>> TESTIFIER:
MR. CHAIR
REPRESENTATIVE DETTMER ABSOLUTELY WE DO HAVE DYSLEXIA SPECIALS ON BOARD. SHE'S A
LICENSED CLINICAL PSYCHOLOGIST WITH SPECIAL
EDUCATION IN
READINGS OR PICTURES CHILDREN WITH DYSLEXIA IS A BILL I THINK YOU MAY HAVE APPEARED BEFORE THIS COMMITTEE
IN PRIOR YEARS. SO WE WOULD BE HAPPY TO HAVE HER COME IN AND SPEAK TO HER EXPERTISE ON
THIS AREA.
>> REPRESENTATIVE DETTMER: THANK YOU >> CHAIR DAVNIE: THANK YOU. REPRESENTATIVE YOUAKIM >> REPRESENTATIVE YOUAKIM: THANK YOU; MR. CHAIR. I DON'T
VISIT DR. MELCHER WERE
MR. CORTI. WHAT HAPPENS?
ARE YOU SLOTTING HIS KIDS AS PRIMARY
DISABILITY BECAUSE THERE'S A LOT OF CHILDREN
>> TESTIFIER: IF AND I JUST
WORKING AT
FINISH WORKING AT SCHOOL AT THE END OF THE SUMMER WHERE THEY HAVE A
[INAUDIBLE] DIAGNOSIS THEY DON'T HAVE AN EDD CLASSROOM.
WHETHER YOU DOING WITH MULTIPLE DIAGNOSIS
[INAUDIBLE] THAT ENDS UP
BEING TRACKED HOUSE I TRY? PHONING
A FRIEND. >>
REPRESENTATIVE YOUAKIM: SORRY I GUESSED WRONG.
>> CHAIR DAVNIE:
GOOD MORNING; WELCOME TO THE COMMITTEE PLEASE IDENTIFY YOURSELF FOR THE RECORD AND PROCEED WITH YOUR TESTIMONY >> TESTIFIER: THANK YOU
MY NAME IS PAUL -- I [INAUDIBLE]
SPECIAL EDUCATION FUNDING FORM.
MR. CHAIR;
REPRESENTATIVE THANK YOU. THE DEPARTMENT OF EDUCATIONSIMILAR WITH
THE [INAUDIBLE]
PRIMARY DISABILITY FOR ANY STUDENT [INAUDIBLE] THE
PRIMARY DISABILITY
[INAUDIBLE] UNLESS IT'S ON AN MONITORING
PROGRAM SIDE
OTHER THAN THAT WE DON'T SEE THE DOCUMENTS THE
147;000 STUDENTS. >>
REPRESENTATIVE YOUAKIM: THANK YOU; MR. CHAIR. ONE
QUICK FOLLOW. THAT MAKES SENSE
BECAUSE I THINK IF YOU THING
S WERE TRACKING IN A SECONDARY I THINK YOU WOULD SEE A LOT MORE
MUCH BIGGER SPIKE IN THE
EDD AREABECAUSE
MOST DISTRICTS ARE SHUTTLING KIDS BETWEEN LIKE TO
HAVE AN
LD CLASSROOM AND EDD CLASSROOM BUT SOME OF
THOSE KIDS FLOW BETWEEN THE TWO
DEPENDING ON WHAT'S HAPPENING AND HOW THE [INAUDIBLE] IS CHANGING BUT
SOME OF THE TRENDS I THINK SOME OF THE TEACHERS
IN DIFFERENT DISTRICTS ARE A
LOT MORE
STUDENTS ARE FUNNELING INTO THE EDD CLASSROOM BECAUSE
MAYBE MENTAL HEALTH ISSUES
VERSUS THE DIAGNOSIS.
SO YOU CAN ONLY DO AS GOOD AS THE DATA YOU ARE GETTING. SOMETHING. >> CHAIR DAVNIE: ANY RESPONSE? >> TESTIFIER:
ASIDE FROM I COMPLETELY AGREE ON
[INAUDIBLE] FOR MY SIDE
[INAUDIBLE] EACH SITES ARE PROVIDED TO A LOT OF DIFFERENT VARIETY OF [INAUDIBLE]
I HAVE A SPEECH TEACHER
A PATHOLOGIST I COULD'VE 100%
TO SPEECH. [INAUDIBLE] THE SERVICES WHEN TRYING TO
[INAUDIBLE] SIMILAR WE GET THAT WITH THE OTHER
HEALTH DISABILITIES IN THE EDD WERE A LOT OF TIMES THERE'S CLASSROOM
AND THE TEACHERS ONLY ARE CODED TO ONE SIDE. WE DO A LOT OF
TRAININGS AND WORKING
WITH SCHOOLS TO ACCURATELY
REPORT THE COST BASED ON THE STUDENTS
WE SERVE [INAUDIBLE]
>> CHAIR DAVNIE: REPRESENTATIVE
JURGENS >>
REPRESENTATIVE JURGENS: THANK YOU; MR. CHAIR.
I'M CURIOUS WHY THE NUMBERS CHANGE AND HOPEFULLY [INAUDIBLE]
I WAS DOING SOME MATH HERE AND
[INAUDIBLE] YOU ARE LOOKING AT OVER 26;000 STUDENTS THAT FALL INTO THAT CATEGORY. THAT'S GOT TO BE A CONCERN FOR ALL
OF US. DO YOU HAVE ANY DATA
REPRESENTATIVE REPRESENTATIVE YOUAKIM TOUCH ON IT A LITTLE
BIT
BUT [INAUDIBLE] WHY WE SEEN SUCH A DRASTIC INCREASE AND IS
THERE ANYTHING -- WHAT CAN
WE DO [INAUDIBLE] NEXT
SIX YEARS?
>> TESTIFIER: THANK YOU MR. CHAIR AND
REPRESENTATIVE JUERGENS. THERE'S OTHER FACTORS THAT PLAY INTO WHY RATES ARE
GOING UP. ONE IS JUST
THAT WERE [INAUDIBLE] GOING UP ACROSS
THE BOARD AND PART OF THAT IS WHERE
MORE STUDENT [INAUDIBLE]
PART OF IT IS SCHOOL DISTRICTS
[INAUDIBLE] IDENTIFY
STUDENTS WHO
NEED SERVICES FOR OUR TASK AUTISTIC SPECTRUM DISORDER
I THINK ANSWER BECOMING MORE AWARE
[INAUDIBLE] TO REQUEST
AN EVALUATION DOESN'T
NECESSARILY TO AS REPRESENTATIVE RICHARDSON
SAID [INAUDIBLE]
A DIAGNOSIS WHICH REQUIRE SERVICES AS WELL. THERE'S RESEARCH OUT THERE ABOUT
PHYSIOLOGICAL; NEUROLOGICAL
REASONS WHY COMMITTEE INCREASES
IN THAT AND [INAUDIBLE]
WE CAN CERTAINLY SHARE THAT WITH THE
COMMITTEE BUT THOSE THREE
FACTORS; ENROLLMENT;
[INAUDIBLE] IDENTIFY AND ARE PART OF THE REASON FOR INCREASE.
>> CHAIR DAVNIE: THANK YOU
VERY MUCH.
DO YOU HAVE A QUESTION FOR THE TESTIFIERS?
>> REPRESENTATIVE: THANK YOU VERY MUCH GENTLEMEN. [INAUDIBLE]
WHY SUCH A DRAMATIC INCREASE
BEING REPRESENTATIVE?
>> TESTIFIER: MR.
CHAIR REPRESENTATIVE I THINK SOME
OF THE ITEMS I
MENTIONED BEFORE PROBABLY APPLY HERE AS WELL.
I'M SURE
YOU HAVE DISTRICT FOLKS
COMING IN AND NOTHING WILL BE HELPFUL TO HEAR FROM THEM AND SEE
WHAT THE REASONS THEY ARE HEARING ON
THE GROUND THERE ARE DOING THE
ONCE IDENTIFICATION..
WE HAVE A CULTURE. THE CRITERIA HAS A CHANGE BASICALLY IN THE LAST DECADE
. WITH THAT WE ARE SEEN THE
NUMBERS GO. IT'S NOT A FUNCTION OF THE
LAW CHANGING THE RULES HUBINGER [INAUDIBLE]
[INAUDIBLE]
TO SPEAK TO THAT INDIVIDUALLY THAN
I WOULD >> CHAIR DAVNIE: TO THE
COMMITTEE MR. CORTEZ
>> STAFF:
>> CHAIR DAVNIE: WE DO A PANEL COMMITTED TO MARTUCCI
SPEAK TO THE ISSUE OF SPECIAL EDUCATION BE ABLE TO ANSWER THE
QUESTION. RESPONDTO THE QUESTION FROM
THEIR PERSPECTIVE [INAUDIBLE]
THANK YOU.ESTHER HUOT
>> REPRESENTATIVE HUOT: THANK YOU; MR. CHAIR. I'M;
PAGE R; JUST A QUESTION
FOR CLARIFICATION. YOU HAVE 817-18
8000 SOME AND THEN IT
DROPS OFF. IS THE DROPOUT RATE
FACTORED INTO THIS IS ALL AS FAR AS I COULD JUST OUR
CONTINUING EDUCATION THAT POINT
OR NO? >> TESTIFIER: MR. CHAIR
AND REPRESENTATIVE SO MOST DUDES
HAVE GRADUATED BUT WHEN THERE'S EVIDENCE OF THEIR NO LONGER IN SCHOOL AND
THE RATING. THIS WOULD
BE JUST THE NUMBER OF STUDENTS WHO ARE ENROLLED ON
DECEMBER 1 THAT ARE IN THE PUBLIC SCHOOL SYSTEM
. SO THERE MAY BE SOME
HAVE DROPPED OUT AND THAT WOULD CERTAINLY BE REFLECTED IN THE
[INAUDIBLE] AS STUDENTS GET
TO BE 17 YEARS OLD BUT I THINK SOME OF IT
IS THAT YOU
JUST HAVE SOME STUDENTS WERE NO LONGER BEING SERVED IN
SPECIAL EDUCATION
LATE IN THEIR HIGH SCHOOL CAREER.
IF THEY HAD A SPEECH LANGUAGE ISSUE THAT WAS CORRECTED AND NOW THEY'RE
NO LONGER IN THE SYSTEM
BUT SOME OF IT MAY ALSO
BE DROPOUT. >> CHAIR DAVNIE: MR.
-- DO HAVE A PERSPECTIVE TO SHARE ON
THIS. IF YOU DO PLEASE COME TO
THE TABLE.
>> TESTIFIER: THANK YOU MR. CHAIRMAN COMMITTEE MEMBERS. SO
DECEMBER
1 [INAUDIBLE]SINCE WERE BARELY 304 MONTHS INTO THE SCHOOL YEAR THAT MANY STUDENTS HAVE HIT THE AGE OF 18 YET
WHICH IS WHY WERE HAVING MORE 17 AND THEN THEY GRADUATE BEFORE THEY WOULD
HAVE ACTUALLY >> [LAUGHING]
WE COUNT THEM THE FOLLOWING DECEMBER WHEN THEY WOULD BE 18.
>> REPRESENTATIVE HUOT:
IS THERE ANY METHOD THAT
TRACKS THAT. KIDS IN SPECIAL ED THAT ACTUALLY DROPOUT? >> TESTIFIER: YES. WE WOULD
HAVE METRICS FOR THE NUMBER OF SPECIAL ED STUDENTS WHO DROPOUT AT CERTAIN AGES.
>>
REPRESENTATIVE HUOT: MR. CHAIR I WOULD LIKE TO SEE THAT IF YOU SHARE THAT WITH US?
THANK YOU.
>> CHAIR DAVNIE: PERHAPS THE DEPARTMENT COULD SHARE BROADER
INFORMATION ON [INAUDIBLE]
BE ON
[INAUDIBLE] WE WOULD APPRECIATE THAT. THANK YOU.
REPRESENTATIVE ERICKSON >>
REPRESENTATIVE ERICKSON: THANK YOU;
MR. CHAIR. TO EITHER OR ANY OF THE THREE; TWO
DISTRICTS RECORD
THEIR [INAUDIBLE] TO THE HAVE THAT INFORMATION TO
SPECIAL EDUCATION?
BECAUSE 405 ARE LEAST WHEN I WAS STILL TEACHING A VERY POPULAR
BETWEEN THAT AGE OF 12 AND 17. SO IS THE
DATA RECORDED?
>> TESTIFIER:
REPRESENTATIVE ERICKSON >>
CHAIR DAVNIE: REPRESENTATIVE ERICKSON CAN YOU DEFINE A 405 SPIRITS AND THAT IS A SPECIAL INTERVENTION THAT'S DETERMINED BY ATEACHER FOR A 504. NOT A 405.>> CHAIR DAVNIE:
THANK YOU. >> >> [LAUGHING]>> >>
[MULTIPLE VOICES.]>> REPRESENTATIVE ERICKSON: 504.
>> TESTIFIER: MR. CHAIR MEMBERS;
REPRESENTATIVE ERICKSON; WE DO COLLECT A
SIGNIFICANT DATA FOR STUDENTS WHO ARE
>> [LAUGHING] WHO HAVE A SECTION 504 PLAN.
SO WE HAVE
THAT DATA WILL GET THAT TO THE COMMITTEE IS LOOKING >> CHAIR DAVNIE:
REPRESENTATIVE DETTMER DO YOU WANT BACK IN. OKAY; THANK YOU
VERY MUCH.
DR. MELCHER WHAT DID WE DROP OFF; WHICH SLIDE
>> TESTIFIER: WE DROPPED OFF
AT [INAUDIBLE]
NEXT TWO SLIDES 14 WHICH IS WHAT WE BEGIN
TALKING ABOUT;
EXPENDITURE TRENDS.
SO MR. CHAIR AND MEMBERS; I
WILL PROCEED. >> CHAIR DAVNIE: THANK YOU >>
TESTIFIER: SO;WHAT THIS PIE CHART IS SHOWING
MR. CHAIR AND MEMBERS; IS THE BREAKDOWN OF SPECIAL EDUCATION EXPENDITURES
BY OBJECT. SO THERE WERE
2.39 BILLIONSPENT ON SPECIAL EDUCATION IN FISCAL
YEAR 18. OF THAT AMOUNT
ABOUT 61% WAS FOR SALARIES. ABOUT 20% WAS FOR GRANTS. RENTS. VERY
LABOR-INTENSIVE 81%
OF THE TOTAL EXPENDITURES FOR
SPECIAL EDUCATION BEING FOR SALARIES
AND FRINGE AND THEN WE
HAVE ROUGHLY
ROUGHLY 12% WAS FOR TRANSPORTATION
THAT INCLUDES SPECIAL
EDUCATION TRANSPORTATION. THOSE ARE FOR STUDENTS WHERE SPECIAL
TRANSPORTATION NEEDS WERE IDENTIFIED IN
THE IEP BUT OUR SPECIAL EDUCATION FUNDING
FORMULA ALSO PROVIDES FUNDING
FOR TRANSPORTATION FOR
HOMELESS STUDENTS 504 PLANS AND
CARE AND TREATMENT. THAT'S ABOUT 1.8% OF THE TOTAL COST THAT'S GOING TO A SPECIAL EDUCATION FORMULA THAT IS FOR OTHER HIGH-COST TRANSPORTATION THAT IS NOT SPECIAL EDUCATION PER SE.
THEN WE HAVE ABOUT 2.5% OF THE COST IS COVERED IN A SPECIAL
EDUCATION FORMULA. THIS IS FOR THE ALTERNATIVE DELIVERY OF SPECIALIZED INSTRUCTIONAL SERVICES SOMETIMES
CALLED [INAUDIBLE] AND THAT IS
A PROGRAM FOR
YOUNG CHILDREN WHO ARE
FALLING BEHIND AND THEY AT SOME POINT NEED
SPECIAL EDUCATION AND THIS IS A
WAY OF PERHAPS PREVENTING THAT SITUATION AND CATCH
THOSE STUDENTS
EARLY. THEN WE ALSO HAVE OTHER COSTS FOR SPECIAL EDUCATION THINGS LIKE
SUPPLIES AND MATERIALS AND EQUIPMENT AND THAT'S 2.4% OF THE TOTAL.
MR. CHAIR; THERE ARE QUESTIONS OF THE HAD TO
TAKE THEM ON EACH LIGHT AS WE GO THROUGH WITH THAT. >>
CHAIR DAVNIE: BE REP HE SUNDIN ASK AND YOU SHALL SLEEP >>
REPRESENTATIVE SANDSTEDE: THANK YOU;
MR. CHAIR DR. MELCHER CAN
YOU PLEASE EXPLAIN FRINGE ONE
MORE TIME. >> TESTIFIER: MR. CHAIR
REPRESENTATIVE SANDSTEDE; THAT WOULD BE THE
HEALTH INSURANCE; LIFE INSURANCE
REQUIREMENTS; PENSIONS. SENATOR OKAY.
>> REPRESENTATIVE
SANDSTEDE: OKAY. [INAUDIBLE] AT THIS IS THAT I'M NOT FAMILIAR WITH. IS
THIS
AVAILABLE STATEWIDE? >> TESTIFIER: YES. MR. CHAIR
REPRESENTATIVE SANDSTEDE THIS A STATE PROGRAM THAT ALLOWS SCHOOL DISTRICTS TO APPLY TO
RECEIVE FUNDSTO USE STATE SPECIAL EDUCATION DOLLARS
TO PROVIDE INTERVENTIONS
FOR CHILDREN MAY BE AT RISK OF
BEING IDENTIFIED AS NEEDING SPECIAL
EDUCATION SERVICES. SO IT'S A PROGRAM WE HAVE IN
STATUTE BUT
IT'S ADMINISTERED THROUGH THE DEPARTMENT OF
SCHOOL
DISTRICTSFIGHT WAS WITH A BUDGET AND PLAN ON HOW THEY PLAN ON USING THE MONEY MANY SCHOOL DISTRICT APPLY TO THE. >> REPRESENTATIVE SANDSTEDE: THANK YOU. LAST QUESTION.
NOT RIGHT AT THIS MOMENT CAN WE GET
A BREAKDOWN ON THE
SCHOOL DESKS THAT YOU ARE
UTILIZING THIS?
>> TESTIFIER: MR.
CHAIR ABSOLUTELY
>> CHAIR DAVNIE: DR. MELCHER YOU REFER TO CARE AND TREATMENT AS BEING IN THESE EXPENSES SOMEWHERE. CAN YOU ELABORATE ON WHAT
THAT MEANS>> TESTIFIER: MR. CHAIR MEMBERS; AND THE OTHER TRANSPORTATION CATEGORY
AT 1.8% INCLUDES A
TRANSPORTATION EXPENSE
FOR STUDENTS THAT ARE CARE AND TREATMENT. ALSO
HOMELESS STUDENTS AND
STUDENTS WITH 504 PLAN AS WELL AS SPECIAL
EDUCATION STUDENTS. SO I THINK
THE BACKGROUND FOR THAT IS THOSE TYPES OF TRANSPORTATION ARE PRETTY UNIQUE ON AN INDIVIDUAL STUDENT BASIS. THE HIGH COST. SO I THINK THE LEGISLATURE AT SOME POINT IN TIME DECIDED THAT SINCE THOSE
WERE RELATIVELY HIGH COST SERVICES KIND OF ON INDIVIDUAL BASIS
THAT THEY CAN APPROPRIATE BE FUNDED IN THE SAME MANNER AS SPECIAL EDUCATION TRANSPORTATION. >> CHAIR DAVNIE: THANK YOU.
PLEASE; CONTINUE.
>> TESTIFIER: MR. CHAIR
AND MEMBERS THERE AND HAS LOOKED UP A NUMBER OF SCHOOL DISTRICTS
THAT HAVE ACCESS THE PROGRAM. 173 RIGHT NOW. SO ROUGHLY HALF OF OUR
SCHOOL DISTRICTS WE CAN PROVIDE YOU WITH A LIST
AS WILL. >> CHAIR DAVNIE: THANK YOU
VERY MUCH.
>> TESTIFIER: MR. CHAIR AND MEMBERS; THE NEXT SLIDE IS SHOWING THE EXPENDITURES ELIGIBLE
FOR STATE AND FEDERAL SPECIAL EDUCATION AID. HOW THOSE HAVE CHANGED SINCE 2003.
IN 2003
AND THIS IS THE BLUE LINE IS IN CURRENT DOLLARS IN THE RED LINE IS INFLATION ADJUSTED DOLLARS.
THE COST OF SPECIAL EDUCATION IS GROWING
AT QUITE A BIT FASTER RATE
THAN THE RATE OF INFLATION.
SO IN INFLATION ADJUSTED DOLLARS; WE
HAVE INCREASED FROM 1.6 BILLION
ROUGHLY 22.4 BILLION ROUGHLY
DURING THOSE
15 YEARS IN TERMS OF IF I SHOULDINFLATION
ADJUSTED EXPENDITURES. IF WE LOOK AT THEBREAKDOWN OF SPECIAL
EDUCATION EXPENDITURES IN TERMS OF THE SPECIAL EDUCATION
PROGRAM COSTS; THE
ACCESS WE JUST TALKED ABOUT IN
THE TRANSPORTATION FEES; THIS IS GIVING YOU A LOOK IN 2006-2012
; AND 2018 AND AS YOU CAN SEE; MOST OF THE COST
IS THE SALARIES AND FRINGE FOR SPECIAL
EDUCATION STAFF.
ACCESS DID NOT BEGIN UNTIL 2007. SO YOU DON'T SEE ANY NUMBER THERE
FOR 2006 BUT IT HAS GROWN FAIRLY QUICKLY COULD IT'S STILL A SMALL PART BUT ACCOUNTS FOR $59 MILLION
IN 2018. THEN YOU CAN SEE THE
TRANSPORTATION PORTION
IS THE ORANGE PART ON TOP AND THAT
ALSO HAS
SEEN FAIRLY SIGNIFICANT RATE OF GROWTH
ESPECIALLY BETWEEN 2012
AND 2018. WE CAN
ALSO LOOK AT THE AVERAGE COST FOR
SPECIAL EDUCATION
PER SPECIAL EDUCATION STUDENT AND AGAIN THE BLUE LINE
HERE IS A COST IN
CURRENT DOLLARS. THE RED LINE IS AFTER ADJUSTING
FOR INFLATION USING THE CONSUMER PRICE INDEX
. SO WHAT YOU WILL SEE IS THERE
HAS BEEN
A MODEST AMOUNT OF INCREASE IN THE COST
PER STUDENT PER
SPECIAL EDUCATION; EVEN AFTER YOU ADJUST FOR
INFLATION. SO CURRENTLY
ON THE AVERAGE OF
THE COST PER SPECIAL EDUCATION STUDENT FOR SPECIAL EDUCATION SERVICES IS ABOUT
$14;430. OBVIOUSLY; THERE IS WIDE VARIATION BUT THAT'S THE
AVERAGE WE ARE LOOKING
AT PROBABLY. >> CHAIR DAVNIE:
DR. MELCHER ONE MOMENT. REPRESENTATIVE --
>> REPRESENTATIVE I'M HOPING TO CLARIFY YOU MENTION ACCESS BEGINS IN 2000 OF THEM. OVER THE LAST DECADE; PLUS; WHAT SORT OF REPORTING TO WE HAVE BASED ON THE RESULTS OF THIS FUNDING FOR THE STUDENTS WHO ARE
AT RISK TO BE CLASSIFIED AS SPECIAL
EDUCATION AND ARE WE KEEP THEM OUT OF THE
CLASSIFICATION IN I'M INTERESTED TO LEARN A
LITTLE MORE.
>> TESTIFIER: MR. CHAIR
REPRESENTATIVE; YES; WE DO
HAVE DATA
EACH DISTRICT THAT APPLIES AND RECEIVES
FUNDING DOES SUBMIT
EVALUATION BACK. I'LL BE HAPPY TO SHARE THAT WITH THE COMMITTEE. I THINK WE
PUT TOGETHER A REPORT EVERY YEAR. IN TERMS OF BEING ABLE TO
DETERMINE QUANTIFIABLY WHETHER
OR NOT
IT PREVENTED A STUDENT FROM BEING IDENTIFIED AS HAVING
A DISABILITY I'M NOT SURE WE GET IT DOWN TO THAT LEVEL BUT
WE CAN
HAVE [INAUDIBLE] FOR THE DISTRICT TO REPORTING BACK TO US. >> REPRESENTATIVE EDELSON:
THANK YOU; CHAIR. I'M GOING TO GO BACK TO SLIDE 10
AND JUST LOOKING
AT THIS; I AGREE WITH REPRESENTATIVE I CAN SEE HER NAME ACROSS THEIR
WITH A GRAY COAT ON -- IN TERMS OF THE LOOKING AT THE SCOPE OF WHAT WERE DOING WITH A NUMBER OF KIDS COMING INTO OUR SYSTEM; THE INCREASE OF STUDENTS BEING IDENTIFIED NEEDING SPECIAL EDUCATION;; IT'S
OVERWHELMING AND
I LOOK AT THE SPECIFIC LEARNING DISABILITY AND REALLY WHAT I WOULD LOVE TO SEE IS A BREAKDOWN OFWHAT THAT
LOOKS LIKEBECAUSE THERE COULD BE
A SPECIFIC [INAUDIBLE] MY
KIDS HAVE QUALIFY FOR SPECIAL EDUCATION AND TWIN SET OF SPECIFIC LEARNING DISABILITY THEY HAVE IT IN READING AND MATH. ACTUALLY QUALIFY UNDER THE DYSLEXIA CATEGORY BUT
I WOULD LOVE TO SEE WHAT THAT
LOOKS LIKE BECAUSE
I THINK WE REALLY HAVE TO
START DISSECTING WHAT WE ARE SEEING AN
INCREASE ON. THEN;
THE DEVELOPMENT DEVELOPMENT WE
DELAYED REALLY TO DIVE INTO BOTH
OF THOSE CATEGORIES WHICH ARE QUITE BIG
SO; THANKS. >> CHAIR DAVNIE:
MR. CORDAY >> TESTIFIER: MR.
CHAIR REPRESENTATIVE WE CAN HAVE A CONVERSATION ABOUT THE
DISTRICT ONLY REPORT TO US A PRIMARY DISTRICT CATEGORY NOT
THE UNDERLYING WORK ON THAT BUT WE DO ALSO GO THROUGH A PIECE AS PART OF OUR PROGRAM MONITORING PROCESS.. SO WE CAN CHAT WITH HER MONITORING AND GET THE
SEE THE KIND OF DATA THEY HAVE TO
WORK WITH THE
MINNESOTA ADMINISTRATORS SPECIAL EDUCATION ORGANIZATION AND SEE IF THEY CAMPUS THAT EVER DATA. IN TERMS OF DEVELOPMENTA
L DELAY; [INAUDIBLE] FROM ST. PAUL REMINDED ME THERE HAVE BEEN SOME CHANGES IN
STATUTE AROUND
REQUIREMENTS FOR WHEN A STUDENT NEEDS RECEIVE
EARLY CHILDHOOD SPECIAL
EDUCATION SERVICES.. SO THERE HAVE BEEN SOME THINGS THAT INTO STATUTE OVER THE YEARS
. FOR EXAMPLE IF A STUDENT IS IN
FOSTER CARE THAT THE NOW
ELIGIBLE TO RECEIVE EARLY
CHILDHOOD EDUCATION
SERVICE. SO THAT IDENTIFICATION HAS PARTIALLY CONTRIBUTED TO
THE INCREASETHE DEVELOPMENT OF DELAY CATEGORY SINCE THAT
IS PRIMARILY IN THE EARLY CHILDHOOD AGES.
>> CHAIR DAVNIE:
REPRESENTATIVE EDELSON >>
REPRESENTATIVE EDELSON: THANK YOU. I WOULD LOVE TO SEE SOME MORE INFORMATION IN TERMS OF LOOKING AT THE SEGREGATION OF THE DATA. THANK YOU. >> CHAIR DAVNIE: REPRESENTATIVE
TRAN JUERGENS >> REPRESENTATIVE JURGENS: THANK YOU; MR. CHAIR. THE OTHER DAY MR. SOME GIVE US ANUMBER STATEWIDE THE TOTAL COST
[INAUDIBLE] YOU FIGURE IN THE
FEDERAL DOLLARSAND THE
LOCAL LEVEES IT WAS AROUND 14;700. ON
PAGE 17 IN ADJUSTED
FOR INFLATION DOLLARS OF 14;430.
THAT'S NOT TO BE ADDED ON TOP BECAUSE THERE ARE SOME FEES
AND SOME LEVEES THAT ARE GOING
TO BE INCLUDED IN
THEIR BUDGET. WE HAVE AN AVERAGE
OF WHAT THE TOTAL COST FOR SPECIAL EDUCATION
FOR
STUDENTS IS? >> CHAIR DAVNIE: ONCE
A QUESTION? DR. MELCHER DR. --
>>
>> [LAUGHING] >> CHAIR DAVNIE: -- NOTHING
IS REPRESENTATIVE TRAN JUERGENS. DR. MELCHER
>> TESTIFIER: SLIDE 17 ISSUING YOU THE AVERAGE SPECIAL EDUCATION
EXPENDITURE PERSPECIAL EDUCATION STUDENT. SO THIS IS THE COST OF THE
ADDITIONAL STUDENTS. THE
SPECIAL EDUCATION ADDITIONAL SERVICES THOSE STUDENTS RECEIVING SPECIAL EDUCATION.
SO FOR THOSE STUDENTS AND MOST OF THEM ARE ALSO RECEIVING
REGULAR EDUCATION
FOR PART OF THE DAY OR SOME CASES MOST OF THE DAY.SO
YOU WOULD NEED TO TAKE
THIS $40;000
FROM SPECIAL EDUCATION COSTS AND ADD TO IT THE COST OF SERVING THAT SOON IN THE REGULAR CLASSROOM AS WELL. TO GET A TOTAL COST FOR SERVING
THE STUDENTS.
>> REPRESENTATIVE JURGENS: THANK YOU >> CHAIR DAVNIE:
THANK YOU. IF YOU
WOULD CONTINUE. >> TESTIFIER: MR. CHAIR
AND MEMBERS;SLIDE 18 IS GIVING YOU
A BREAKDOWN OF THE AVERAGE COST
PER SPECIAL EDUCATION STUDENT. AGAIN; THIS IS JUST A COST OF
SPECIAL EDUCATION
. IT IS NOT THE TOTAL COST OF
EDUCATION BECAUSE THE STUDENTS ARE SERVED PRIMARILY IN THE REGULAR CLASSROOM AND ALSO RECEIVE SERVICES IN THE SPECIAL
EDUCATION PROGRAM.
AS YOU CAN SEE HERE; THERE'S A QUITE A
VARIATION AMONG SCHOOL
DISTRICT TYPES
IN THE COST OF SPECIAL EDUCATION AND I TRY TO SHOW YOU
THREE YEARS
. SO YOU CAN SEE WHAT THOSE
TRENDS ARE. AND ONE OF THE TRENDS I
FIND STRIKING WELL FIRST OF ALL YOU SEE AN INCREASE IN THE
AVERAGE COST PER STUDENT EVERY SINGLE ONE OF
THE CATEGORIES; BUT YOU SEE A
LARGER INCREASE
IN THE AVERAGE COST IN THE CHARTER
SCHOOL CATEGORY
AND IN THE COOPERATIVES WHICH WOULD ALSO INCLUDE THE INTERMEDIATE CATEGORIES. SO FOR EXAMPLE; FOR COOPERATIVES AND INTERMEDIATES THE AVERAGE COST OF SPECIAL EDUCATION HAS GROWN FROM 29;500
IN 2007 TWO $45;208
IN 2018 AND IN CHARTER SCHOOLS; THE COST HAS
ROUGHLY DOUBLED FROM
8939 TWO 70;937. OTHER TYPES OF SCHOOL DOES IT HAVE ALSO SEEN INCREASES BUT NOTHING ON THAT ORDER OF MAGNITUDE.
I DON'T KNOW IF WE HAVE DATA THAT
WOULD DESCRIBE SOME OF THE
UNDERLYING CAUSES OF THOSE
INCREASES. CERTAINLY; WE KNOW THAT
OUR COOPERATIVESTEND TO SERVE
THE STUDENTS WITH THE
MOST CHALLENGING
DISABILITIES IN THE COST OF SOME OF
THOSE PROGRAMS HAS GROWN VERY RAPIDLY
. JUST TO SHARE WITH OTHERS DOES VARY ACROSS REGIONS.
>> CHAIR DAVNIE:
THANK YOU. >> TESTIFIER: MR. CHAIR
AND MEMBER; I ALSO LIKE TO
TALK ABOUT >> CHAIR MARIANI: DR. MATTER IF I CAN STOP YOU.
REPRESENTATIVE KUNESH-PODEIN >> REPRESENTATIVE KUNESH-PODEIN: THANK YOU;
MR. CHAIR. I WAS
LOOKING ATAND WONDERING THE SAME THING THAT YOU JUST MENTION ABOUT THE CHARTER SCHOOLS; THE COOPERATIVE AND OTHERS. ARE YOU FINDING
PERHAPS THAT SOME OF THESE CHARTER SCHOOLS
AND COOPERATIVES >> [LAUGHING] YOU MENTION THAT THE COOPERATIVES ARE KIND OF CREATED TO HELP
WITH SOME OF THE STUDENTS THAT HAD THE MOST
SOCIAL EMOTIONAL ISSUES.
CHARTER
SCHOOLS; DEFINE THERE IS A TREND WHERE SOME OF THESE
CHARTER SCHOOLS ARE
ADDRESSING SPECIFICALLY A STUDENT WITH
AUTISM OR SPECIAL
BUT SO UNIQUE
LEARNING STYLES? I VISITED OUR SCHOOL HERE IN ST.
PAUL IN A COUPLE OF OTHERS THAT
DEAL WITH STUDENTS THAT HAVE
NEED A LESS RIGOROUS OR LESS
CONFINING ENVIRONMENT AS
WELL AS MORE EXPLORATORY WAY
OF LEARNING. DO YOU FIND THAT THERE ARE MORE -- DO YOU KNO
W IF THERE'S MORE CHARTER SCHOOLS ARE GOING WITH THAT SORT OF A MISSION
FOR STUDENTS AND I MIGHT BE THE REASON WHY
CHARTER SCHOOLSARE OR ARE YOU FINDING CHARTER SCHOOLS ARE
GETTING MORE I
WANT TO SAY SOPHISTICATED MORE DETAILED AND WHETHER DOING THAT THEY'RE FINALLY THEY HAVE MORE AND
MORE OPPORTUNITIES TO WORK WITH KIDS THAT ARE HAVING THOSE
LEARNING ISSUES?
>> TESTIFIER: MR.
CHAIR REPRESENTATIVEKUNESH-PODEIN I THINK YOU'RE RIGHT ON THE
FIRST PARTGOOD THERE HAS BEEN AN INCREASE THE NUMBER OF
CHARTER SCHOOLS THAT FOCUS ON SERVING STUDENTS PRIMARILY
WITH DISABILITIES
I CAN THINK OF A HANDFUL SCHOOLS OFF THE TOP OF MY HEAD THAT YOU HAVE
VERY HIGH IF NOT 100% ENROLLMENT
OF STUDENTS IS IN SPECIAL
EDUCATION SERVICES AND YOU ARE CORRECT; SOME OF FOCUS ON
SPECIFICALLY DISABILITY CATEGORIES SUCH AS AUTISM
OR METRO
DEAF SCHOOL FOR EXAMPLE IS
ANOTHER ONE. SO THAT IS SOMETHING THAT WE HAVE SEEN
AN INCREASE AS WELL. IN TERMS OF
THE COOPERATIVES
AND INTERMEDIATES; WE HAVE HAD A LARGE PORTION OF
THE WHITE TO MAKE SURE THE STUDENTS ARE BEING EDUCATED IN THE MOST INTEGRATED SETTING POSSIBLE AND I THINK
PART OF WHAT YOU ARE SEEING WITH INTERMEDIATE AND CERTAINLY THEIR SUPERINTENDENTS BE ABLE TO SPEAK TO THIS
BETTER; THAT THEY SHOULD BE
CHALLENGING STUDENTS
THEY RECEIVED IN THE PAST MAY NOT HAVE BEEN SERVED BY A DISTRICT
AND INTERMEDIATE DISCIPLINE THEY MAY HAVE RECEIVED HOMEBOUND INSTRUCTION [INAUDIBLE] BY THE DISTRICT
AND INTERMEDIATES DO NOT HAVE THE CAPACITY TO SERVE THEM AT ALL. SO THE INTERMEDIATES ESPECIALLY HAVE REALLY MADE AN EFFORT TO KEEP THOSE KIDS IN SCHOOL AND
KEEP THEM IN FULL-TIME SETTINGS
RATHER THAN
HOME TOWN SETTING. I THINK PART THAT CONTRIBUTES
TO IT BUT IN TERMS THE ACTUAL COST
I THINK [INAUDIBLE] WOULD BEST BE ABLE TO SPEAK TO THAT
>> REPRESENTATIVE KUNESH-PODEIN: THANK YOU >> CHAIR DAVNIE: DR. MELCHER
>> TESTIFIER: MR. CHAIR MEMBERS; THE NEXT THING I WANT TO DO IS REVIEW THE TRENDS AND COST FOR STUDENTS BY PRIMARY
DISABILITY AREA. THESE ARE RANK
ORDERED FROM THE
MOST EXTENSIVE TO LEAST EXPENSIVE. GOOD ABOUT
MENTAL COGNITIVE
[INAUDIBLE] BUYS COST OF THE COST IS
NOT CHANGED DRAMATICALLY OVER
THE LAST
11 YEARS. SOME OF THE OTHERS THAT A VERY HIGH COSTS ARE VISUALLY IMPAIRED
PHYSICALLY IMPAIRED; DEAF-BLIND
AS YOU WOULD GET SOME OF THE SITE DEAF BLIND FOR EXAM WAS RELATIVELY
LOW-COST 2007 AND SOME THAT MAY HAVE BEEN DUE TO SOME DIFFICULTIES GET BACK AT
THE TIME
IN SORTING OUT THE DATA OR SOME OF THE
DATA REPORTING SO WE THINK WE'
RE BETTER NUMBERS NOW THAN WE
DID IN 2007 AND PART OF THAT INCREASE I THINK YOU ALSO SEE THAT ANY
AUTISM AREA WE ARE GETTING A LITTLE BETTER
DATA REPORTED BY THE DISTRICT THAN WE HAD IN 2007. SO SEVEREL
Y MULTIPLY IMPAIRED IS ANOTHER ONE WITH THE COST GROWTH
FROM 9800 TO 19;000; IS PARTLY NOT JUST BECAUSE THE COST OF SERVING THOSE TUNES WENT UP
. IT'S BECAUSE SCHOOL DISTRICTS ARE DOING A BETTER JOB IDENTIFYING WITH THOSE COSTS ARE. SOMETIMES IT'S
VERY DIFFICULT TO STUDENTS BEING SERVED IN MULTIPLE AREAS
TO IDENTIFY WORDS YOU RECORD
THE EXPENSES OF SERVING A CHILD.
GOING DOWN THE LIST; YOU CAN SEE SOME OTHER DISABILITY AREA
S HAVE A LITTLE BIT LOWER COST
TO SPEECH LANGUAGE IS ONE OF THOSE THAT IS
RELATIVELY LOW-COST
. TRAUMATIC BRAIN INJURY IS ALSO LOW ALTHOUGH
THAT MAY BE A DATA REPORTING KIND OF
ISSUE THERE SO AGAIN IT GIVES YOU A GENERAL SENSE
WHAT THE COST; HOW
THEY VERY IN THE DISABILITY CATEGORY AND A SPECIAL EDUCATION FUNDING FORMULA DOES USE SOME OF
THIS DATA [INAUDIBLE] IN
A MOMENT. THE NEXT SLIDE IS TRYING TO TAKE THE SPECIAL EDUCATION COST
AND GET A
BETTER HANDLE ON WHAT IS MAKE UP THAT COST AND HOW IS THAT CHANGED OVER TIME. SO THIS IS LOOKING AT WHAT PORTION OF
THE SALARIES FOR SPECIAL EDUCATION ARE GOING
FOR TEACHERS VERSUS OTHER
LICENSED PROFESSIONALS VERSUS
ADMINISTRATORS; VERSUS
NONLICENSED OUT. WHAT WE ARE SEEING THE TREND IS THAT WE
ARE SEEN
A SMALLER PORTION OF THE SALARY DOLLARS GOING FOR TEACHERS AND OTHER
LICENSED PROFESSIONALS AND A
LARGER PORTION
GOING FOR ADMINISTRATION AND FOUR ESPECIALLY FOR THE NONLICENSED OUT. SO WE ARE SEEN
MORE PARAPROFESSIONALS BEING USED IN THE OVERALL MIX
AS AN EXAMPLE; AND WE DID 11 YEARS AGO.
>> CHAIR DAVNIE: DR.
MELCHER; 100 REPRESENTATIVE PRYOR
>> REPRESENTATIVE PRYOR: THANK YOU; MR. CHAIR. SO JUST WHEN YOU SAID THAT; I THINK WE
ALL NOTICED WHEN YOU'RE LOOKING AT
THE COST IN THAT CHART IT WAS A
LITTLE BIT OF A DIP AT THE END.
IS THAT WHEN I LOOK AT THE TWO TOGETHER I WONDER IF IT'S DUE TO THE FACT WE ARE HAVING
MORE NONLICENSED PROFESSIONALS BEEN ABLE TO FILL A NEED AND
WHAT WAS THE REASON FOR
THE DIP? IN MY READER RUN BY THE DIP IN
THE CHART
[INAUDIBLE] INTO WHAT YOU'VE SHOWN US JUST HERE
>> TESTIFIER: LOOKING AT
THE CHARTHERE AND 17;
THE COST OF A CHILD IS GOING EVERY YEAR BUT
THE COST IN RELATION
TO INFLATION IS MAYBE GOING DOWN A LITTLE BIT AND I
DON'T THINK WE HAVE DATA THAT
WOULD IDENTIFY HOW THE
STUFFING MIX HAS VERY GOOD I THINK WHAT WE
ARE SEEN WITH THE INCREASE IN
THE NONLICEN
SED COSTS THAT SCHOOL DISTRICT ARE JUST
EMPLOYING MORE
NONLICENSED OUT. THERE'S MORE STUDENTS
IN THEIR IVS THAT IDENTIFIED A PARAPROFESSIONAL HAS BEEN AN
ELEMENT THAT
STUDENT NEEDS AND SO THAT IS DRIVING UP
THE PERCENTAGE
OF THE TOTAL SALARY BILL THAT'S GOING FOR
THE NONLICENSED
STAFF. I DON'T FEEL NECESSARILY REPLACING TEACHER DID I THINK ARE IN ADDITION TO THE TEACHING STAFF.>>
CHAIR DAVNIE: ANYTHING ELSE
REPRESENTATIVE PRYOR?
REPRESENTATIVE SANDSTEDE >> REPRESENTATIVE SANDSTEDE: THANK YOU; MR. CHAIR.
DR. MELCHER;
HAVING LEFT THE CLASSROOM A MONTH AGO
; DO YOU HAVE AN EXPIRATION WHY WE WOULD SEE AN INCREASE IN
ADMINISTRATIVE COSTS AND
A DECREASE LIKE THE TEACHER IN
PERHAPS NONLICENSED
? ACTUALLY UNDERSTAND THE INCREASE THE
NONLICENSED AREAS AND THE
ADDITIONAL HANDS-ON. YOU HAVE AN EXPIRATION AROUND THE
ADMINISTRATIVE INCREASE
? >> TESTIFIER: MR. CHAIR REPRESENTATIVE SANDSTEDE; NO
I DON'
T. YOU'RE JUST POINT THE DATA OUT OF THE SYSTEM AND JUST BEGINNING TO LOOK AT
THE ANALYSIS. I
WOULD SAY THE COST FOR TEACHERS IS GROWING. THE
COST FOR OTHER LICENSED OFF IS GOING. SO YOU ARE SEEN THESE DIPS AND PERCENTAGESBUT
THE ACTUAL NUMBER OF TEACHERS
IS GROWING
. THE NEXT SLIDE IT GIVES YOU A LITTLE BIT OF A BREAKDOWN. I THINK MIGHT
HELP ILLUMINATE THIS A LITTLE BIT MORE AND WHAT THIS DOES
IS IDENTIFY THE BREAKDOWN BETWEEN
TEACHERS; ADMINISTRATORS OTHER LICENSED AND UNLICENSED BASED ON
AREA OF THE STATE OR TYPE
OF SCHOOL AND SO
WHAT YOU CAN SEE IS THAT
FOR EXAMPLE COST AND CHARTER SCHOOLS IS HIGHER AS
A PERCENTAGE. THOSE TEND TO BE
SMALLER PROGRAMS
. SO THE COST IS VERY LOW IN MINNEAPOLIS AND
ST. PAUL. SO YOU
HAVE GOT VERY LARGE PROGRAMS. YOU CAN BE A LITTLE BIT MORE
COST EFFECTIVE IN TERMS OF YOUR
DEMONSTRATOR BUDGET WHEN YOU
HAVE GOT A LARGE POPULATION OF STUDENTS
IF YOU. IF YOU'RE IN A CHARTER SCHOOL RELATIVELY SMALL.
THE COST OF ADMINISTRATION MIGHT
BE HIGHER. SO AS ROSINA'S
SHIFT FROM SCHOOL DOES A PROGRAMS TO CHARTER SCHOOL PROGRAMS; PART OF THAT MIGHT BE PICKING UP IN THE
ADMINISTRATION AREA. SUBURBAN METRO DISTRICTS ALSO LOW OF RELATIVELY HIGH COSTS
FOR ADMINISTRATION AND INFLATION TO BUT WE HAVE TO DO A LITTLE MORE DIGGING IN TERMS OF
WHAT OUR -- THIS IS JUST TAKEN THE PIPE BREAK IT DOWN AND PERCENTAGES NOT LOOKING AT THE ABSOLUTE VALUE FOR WE CAN SORELY DO MORE RESEARCH ON THAT IF I WOULD BE HELPFUL. >> CHAIR DAVNIE: REPRESENTATIVE SANDSTEDE? DR. MELCHER; MAYBE ANOTHER 5-6;
SEVEN MINUTES.
WE HAVE THE EVER IMPORTANT JOB OF APPROVING
THE MINUTES AT THE
LAST MEETING. IF WE COULD GET DONE BEFORE WE FINISH UP TODAY
>> TESTIFIER: WERE OUT A GOOD TRANSITION
POINT OF YOUR IF I COULD DO ONE MORE SLIDE >> CHAIR DAVNIE: PLEASE;
THANK YOU.
>> TESTIFIER: SO; I JUST WANT TO SAY A COUPLE MORE THINGS LIKE THIS PARTICULAR SITE AND WHAT YOU'LL SEE IS THAT
THERE'S QUITE A
DIFFERENCE BETWEEN THE COST STRUCTURE AND CHARTER
SCHOOLS VERSUS SCHOOL DISTRICTS.
IF YOU LOOK AT THE TEACHER
CATEGORY THAT
BETWEEN 41-43% FOR ALL TYPES OF
SCHOOL DISTRICTS ACROSS
THE STATE. BIG; SMALL; METRO; RURAL.
41-43% CHARTER SCHOOLS; 29.7%
OF THE BUDGET IS FOR
TEACHER SALARIES. IF YOU LOOK AT
OTHER LICENSED
WHAT YOU'LL SEE IS NOTABLY HIGH COST IN THE
METRO AREA
FOR OTHER LICENSE; MEDICAL SCHOOL DISTRICTS ARE
USING MORE OF THE NONTEACHING
PROFESSIONAL STAFF AT
LOWER COST IN THE RURAL DISTRICTS AND IN THE CHARTER
SCHOOL. THEN IN THE NONLICENSED AREA YOU WILL
SEE AGAIN WHICH
ARE PERCENTAGE OF THE TOTAL BUDGET IS IN CHARTER SCHOOL. 37%. SO THE COST
FOR PARAPROFESSIONALS IN CHARTER SCHOOLS IS HIGHER THAN THE COST FOR TEACHERS WHICH
IS JUST THE REVERSE OF WHAT IS THE
METRO AREA SCHOOL DISTRICTS.
MR. CHAIRMAN IF I COULD JUST DO ONE MORE SLIDE. THIS IS KIND OF
THE INTRODUCTION TO THE FUNDING SIDE OF THINGS. SO WITH
THE SLIDESHOWS IS THE TREND IN
TOTAL EXPENDITURES
FOR SPECIAL EDUCATION AND MILLIONS OF
DOLLARS. SOFROM FISCAL YEAR 2003
-FISCAL YEAR 2023 THIS IS IS ON
NOVEMBER FORECAST [INAUDIBLE] IS GOING FROM
1.2 $22.3 BILLION TO THE AREA OF THE BLUE AT THE BOTTOM IS THE PORTION THAT IS PICKED UP BY FEDERAL AID BUT
IT'S ROUGHLY
$182 MILLION IN FISCAL YEAR 23
AND YOU CAN SEE IS BEEN PRETTY FLAT AND ROUGHLY
$180 MILLION FOR SEVERAL YEARS.
YOU WILL SEE THE GREEN PORTION IS THE PART THAT IS BEING
A TOP BY
THE STATE AND THE STATE SHARE IS GOING PRETTY
RAPIDLY FROM 724 MILLION
IN 2003 UP TO ABOUT $2 BILLION WE
ARE PROJECTING IN FISCAL
YEAR 23 AND JUST BETWEEN THE
CURRENT YEAR FISCAL 19 AND
FISCAL 23 WE ARE PROJECTING THAT THE COST TO
GROW FROM 1.6
MILLION TO 2 POINT BILLION DOLLARS.
SO [INAUDIBLE] THE RED IS CROSS SUBSIDY. WHAT YOU ARE SEEN THERE IS A GRADUAL INCREASE IN THE CROSS SUBSIDY. WE ARE CURRENTLY AT SEVEN ON $24 MILLION STATEWIDE. UNDER
CURRENT LAW IF WE JUST KEEP THE PROPERTY DOLLARS TO FUND THE
CURRENT FORMULA AND THE TRENDS STATE THE SAME AS THEY ARE
PROJECTING THE CROSS SUBSIDY WILL GROW TO $859 BY 2023.
SO MR. CHAIR I THINK THAT'S A
FAIRLY GOOD
STOPPING POINT. BESIDES
ACTORS GET INTO MORE DETAIL ON THE CROSS ABOUT POSSIBLY IN THE CASE OF THE FUNDING FROM THEIR
BEECHER DABNEY THAT'S A PREVIEW OF COMING ATTRACTIONS TOMORROW.
ALL RIGHT; THANK YOU
DR. MELCHER AND [INAUDIBLE] I APPRECIATE YOUR TIME
TODAY. REPRESENTATIVE TRAN JUERGENS
TO REQUEST? >> REPRESENTATIVE JURGENS: THANK YOU; MR. CHAIR
I WAS CAN ASK ANY MORE QUESTIONS. THIS MORE OF AN OBSERVATION THAT I ASKED
MORE ABOUT THE CHART ON PAGE
11 WHICH SHOWS THE INCREASE IN STUDENTS SPECIFIC AUTISTIC SPECTRUM IS
INCREASED 20% IN
SIX YEARS. THEN IF YOU WERE TO PAGE 20
THE YEARS DON'T EXACTLY
MATCH UP BUT IN ADDITION TO THE NUMBER
OF STUDENTS INCREASING 28%; THE
ACTUAL COST
PER STUDENT IS INCREASING 37%. IT JUST
AN OBSERVATION
. IF WE WERE RUNNING A BUSINESS THAT SOMETHING THAT
WOULD CONCERN IS THAT IT SHOULD AS WELL IN
THIS COMMITTEE >> CHAIR DAVNIE: YES. THANK YOU VERY MUCH.
REPRESENTATIVE YOUAKIM WOULD YOU HAVE A CHANCE TO LOOK AT THE MINUTES
OF OUR FIFTH MEETING ON JUNE 24? >> REPRESENTATIVE YOUAKIM: YES; I HAVE
MR. CHAIR AND I MOVED TO APPROVE THE MINUTES
>> CHAIR DAVNIE: THANK YOU VERY MUCH FOR ANY DISCUSSION?
SEEING NONE ALL THOSE IN FAVOR SAY; AYE. [CHORUS OF
AYES.] OPPOSED? THE
MOTION PREVAILS. >> [GAVEL] >> CHAIR DAVNIE: WITH THAT;
AS INDICATED
THAT A PERMIT WILL BE BACK TOMORROW TO COMPLETE THE SLIDE DECK
AND THE EXPIRATION OF SPECIAL
EDUCATION SERVICES
IN CROSS AS WAS HAVING A SUPERINTENDENT
PANEL TOMORROW BRING THAT PERSPECTIVE
YOU WITH THAT; WE STAND ADJOURNED. THANK YOU ALL
VERY MUCH. >> [GAVEL] >> [ADJOURNMENT] >>
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