Last year, forty-five community school district allocation formulas providing resources for
supplemental pupil services were combined into one formula: Special Needs/Academic Intervention
Services. Consistent with the new continuum of services, Special Education Services as Part of
a Unified Service Delivery System, the Special Needs/AIS allocation formula addresses the various
special need pupil populations.
This year, various high school formulas will be combined to establish a High School Special
Needs/Academic Intervention Services allocation formula.
The delivery of special education services is described in the new Continuum within the context of
broader school restructuring and the development of "whole school" approaches which create a single,
unified and efficient service delivery system for all students, disabled and non-disabled alike.
The "whole school" approach creates an environment where all students are offered access to an array
of services to achieve high educational outcomes. The Continuum emphasizes the provision of services
to disabled students in the general education classroom in their home-zoned school as the first
option to be considered.
The Special Needs/AIS formula methodology supports the "whole school" approach and provides flexibility
in using dollars from different funding sources to design programs that address the needs of all students.
When combining available dollars, careful attention must be given to the parameters of the funding sources.
The funding permits districts and schools to meet the IEP mandates of disabled students, as well as provide
an array of non-special education supports. For example, the district can use funds to support collaborative
team teaching classes. This can meet the IEP mandates of disabled students in addition to the requirements
of academic intervention services for the non-IEP mandated students in the collaborative team teaching class.
Districts may use funds to support the activities of Pupil Personnel Teams that provide early identifications
of students in need and the development of supportive strategies.
Students with disabilities must receive services in accordance with their IEPs. Additionally, districts
may not eliminate any special education service that is mandated by regulation or stipulation. The areas
not subject to district discretion that must be maintained while we are phasing in the new Continuum
include health coordinators, crisis intervention teachers, and supervisors.
Districts are permitted and encouraged however, to create whole positions for staff that serve mandated
students to allow them to provide services to non-mandated "at risk" students rather than creating itinerant
or part-time positions to serve only special education students. For example, the Special Needs/AIS
allocation may be used to create a teacher of speech improvement position. The speech teacher could
deliver school wide non-mandated services for part of the day and IEP related service speech for part
of the day.
Once again, the provision of mandated services continues to be the first priority. Districts must
comply with all laws, regulations, court orders and stipulations.
Improved standards-based instruction has successfully reduced the number of students scoring in level 1.
Although this is good news, it results in lowering the special needs virtual register and reducing the
allocation. The intent of the special needs/AIS allocation formula is to be proactive not punitive.
Consequently, to bring the virtual register back up to the prior year=s level, the poverty weighting
will be increased from 6% to 7.3%.
Additionally, the self-contained special education register will be frozen at last year's allocation count.
In our attempt to reduce the influence self-contained special education enrollment has on the allocation
formula, the weighting is being lowered from 25% to 22%.
The Federal Individuals with Disabilities Education Act (IDEA) calls for educating students with disabilities
with their non-disabled peers to the maximum extent appropriate. Consistent with IDEA, the Board has adopted
the "Special Education Services as Part of a Unified Service Delivery System." The continuum stresses the
placement of a special education child in the least restrictive environment (LRE) appropriate to his/her needs.
Among LRE settings, IDEA requires that the general education classroom with supplementary aids and services
be the first consideration. The continuum states that the determining factor in making the eligibility
determination for special education services may not be limited English proficiency or lack of instruction
in reading or math.
The FY'01 allocation formula revision established the Special Needs/AIS allocation formula based on the
Simplify the formula allocation process.
Add Flexibility in combining resources to design programs and services.
Ensure Stable Funding to allow prevention/intervention as well as mandated programs.
Enable Financial Planning through retention of tax levy accruals (assuming compliance has been maintained).
Break Down Barriers between different service categories.
Broaden Focus from special education pupils to pupils with special needs.
The Special Needs/AIS formula recognizes that the best way to benefit all students is through a comprehensive
unified service delivery system. The identification of special education pupil services is broadened to
include all pupils having a special need -- mandated as well as non-mandated. The allocation formula
focuses on distributing resources for the provision of supplemental services to all pupils with special
needs. It supports the placement neutral policy and the seamless delivery of supplemental services.
The community school district allocations recognizing various special needs of pupils that were consolidated
in FY'01 to one comprehensive Special Needs/Academic Intervention Services allocation, include:
GENERAL EDUCATION-TAX LEVY
- Module 2B, Special Needs
Module 5, Special Ed Class Coverage
Special Ed Pupil Mainstreaming
Section 504 Paraprofessional
Attendance Child Abuse/Neglect
SPECIAL EDUCATION-TAX LEVY
- Classroom Teacher
Industrial Arts Teacher
- Teacher Trainer
Counselor, Related Service
Speech Teacher, Related Service
Basic Paraprofessional Absence
Clerical Support for Supervisors
OTPS & Other Support Services
OTPS Industrial Arts
OTPS Related Service, Speech/Counseling
OTPS Supervision and Support
- IEP Driven Paraprofessional & Absence
- Bilingual Paraprofessional & Absence
- Health Coordinator
- Budget Reduction
- Restoration Prevention/Intervention
- Fractional Pool
- Pupil Suspension Hearings
- ERSSA, Educational Related Support Services, Per Capita
IDEA, Individuals with Disabilities Education, Per Capita
- IDEA, Least Restrictive Environment Pilot
- IDEA, IEP Equipment
- IDEA, Mono/Bilingual RR/CT Pilot
- IDEA, School Age Plus
PCEN, Pupils with Compensatory Education Needs, Per Capita
AIDP, Attendance Improvement/Dropout Prevention, Elementary & Middle Schools
- ERSSA, AIDP Transitional Program
- AIDP, Alternative to Suspension
- Chapter 53 Reading, Per Capita
SIG/IPP, State Incentive Grant-Improving Pupil Performance, Per Capita
SIG/IPP, Quality Improvement Program Plan, QUIPP
- Title VI, Consultant Teacher
- AIDP Welcome Centers
To establish a high school special needs/academic intervention services allocation, the following
allocations are being combined.
GENERAL EDUCATION-TAX LEVY
- Mediate/Negotiate Council for Unity
- Health Program
- Fit for Life
- Needs Assessment Schools (Partial)
- Young Adult Borough Center
- Special Education Support
SPECIAL EDUCATION-TAX LEVY
- Related Services
- Basic Support
- Instructional Services
- Special Education Paraprofessional
- Resource Room
- Special Education Mainstreaming
- Adaptive Physical Education (APE)
- Bilingual Resource Room
- Consultant Teacher
- Health Coordinator
- Extended Day
- Special Supply Allotments
- Assistant Principal Special Education
- Section 504 Paraprofessional
- Private School Resource Room
- Mainstreaming Incentive
- Additional Support
- Alternative Placement Paraprofessional
- IEP Paraprofessional
- OTPS Special Education
- OTPS Resource Room
- IDEA (Individuals with Disabilities Education)
- IDEA Specialized Equipment (Assistive Technology)
- ERSSA (Educational Related Support Services)
- ERSSA Transition
- PCEN (Pupils with Compensatory Education Needs)
- AIDP (Attendance Improvement/Dropout Prevention)
- Chapter 53 Reading
- SIG/IPP (State Incentive Grant-Improving Pupil Performance)
The Special Needs/Academic Intervention Services allocation formula allocates teacher positions and a
fixed dollar amount based on a "virtual" special needs register. The special needs register is comprised
of a percentage of the following populations:
Student Population: 8%. October 31, 2000 audited register, grades kindergarten to 12 general and
special education, adjusted for long term absentees (no shows).
Academic Criteria: 11%. From FY'00 testing, general and special education pupils scoring in Level 1
on the Reading or Math exam (CSD) or scoring below 55% on the English or Math Regents (HS). The percent
below is applied to the October 31, 2000 audited register to produce the estimated number of pupils below
academic criteria. This action compensates for untested pupils, i.e., grades kindergarten, 1, 2 and 9
and above, as well as enrollment growth.
Low Income: 7.3%. October 31, 2000 free lunch eligible pupils -- general and special education.
Limited English Proficiency: 2%. The number of English language learners scoring at or below the 40%
tile on the Language Assessment Battery (LAB) test.
Mobility: group of 1,500 pupils. Expected pupil mobility in a group of 1,500 pupils.
Mobility is expressed as a percentage. It is the number of pupils entering and/or leaving a school's
register after October 31st, divided by the October 31st register plus all students who entered after
Self-Contained Special Education: 22%. Register of pupils enrolled in self-contained special
education classes excluding inclusionary pupils (see General Education Note below) and long term absentees,
October 31, 1999 for community school districts and October 31, 2000 for high schools.
Teacher Certification: one pupil for every two uncertified teachers. Division of Human Resources' FY'01
uncertified teacher data.
The special needs "virtual" register drives the district allocation of teacher positions and dollars.
Teacher Positions: 1 position per 9.85 special needs pupils.
Fixed Dollar Amount: $2,190 per special needs pupil.
As was the case last year, insufficient resources are available to fully fund the Special Needs/AIS
allocation. As a result, an allocation ceiling is established to prevent exceeding the available budget.
Additionally, a floor is established to support the prior year's level of service.
Maximum Increase: 2.53% 4.48%
Minimum Increase: 0.00% 0.00%
Except in the areas discussed below, the Special Needs/AIS allocations are final.
Average Teacher Salary: Teacher positions are allocated at the district's projected
average teacher salary (ATS). Average teacher salaries will be adjusted at midyear and again at the end
of the school year. Calculations are presented in Section B.
Community school districts should note that average teacher salaries, for the most part, are lower
than those used in last year's initial allocation. This will have the positive effect of increasing
purchasing power beyond the above limits.
Related Services: The special needs allocation provides sufficient funds to
serve all kindergarten to grade 12 pupils requiring speech and counseling as a related service.
When these pupils receive the service from a non-district provider (e.g., contract service, RSA)
whose costs are currently covered by a central budget, or from another district, resources will be
removed from the district's budget at a fixed pupil amount:
The fixed amount will also be transferred out where a pupil is unserved.
Conversely, districts providing related services to pupils outside their kindergarten to grade 12
registers will receive additional funding at the above fixed pupil amount. This could include, but
not be limited to, serving pupils enrolled in non-public schools, prekindergarten, or other districts
(in particular, District 85 and Alternative High Schools, District 79).
Related Service adjustments will be made at the end of the school year based on Spring CAP reports.
Other Mandated Services: On an as-needed basis, a similar procedure will apply
for other mandated services, such as non-public school resource room.
District 75 Placements: District students newly placed in District 75 programs
will "take" resources with them. A fixed pupil amount, to be determined, will be withdrawn from the
district for each pupil who is transferred to Citywide Special Education (District 75). If necessary,
the fixed amount will be prorated for midyear placements.
General Education Note: Beginning last year, general education allocations utilize
a register that includes special education students served in a general education classroom. This
includes both district and citywide special education pupils in a school age plus program, or an
integrated/ inclusion class. For allocation purposes, this population will be reflected in the general
education register in a similar manner as resource room students are currently reported.
Within the guidelines discussed in the surplus/deficit section in the cover memo, districts will be
permitted to carryover unspent tax levy funds into FY'03. Furthermore, the retention of accruals will
help stabilize financial planning. Districts may set funds aside to handle late year needs, such as a
new pupil placement requiring an IEP paraprofessional. If the needs are not fully realized, accruals
are carried over for use in the following year.
There are no carryover provisions for categorical funding.
Carryover amounts will take into consideration district compliance with the delivery of mandated
services required by a pupil's IEP.
The Special Needs/Academic Intervention Services allocation should not compromise nor diminish
programmatic or financial requirements, instructional services, health services, staff development
or supervision previously identified through the previous allocation formulas. Services mandated
by a pupil's IEP must be given first priority. Contingency planning should take into consideration
mandated needs occurring all through the school year.
The effects of the new continuum are not expected to be fully realized for two to four years.
Consequently, multi-year planning should take place so that both organizationally and financially,
districts are ready to handle the change.
State and Federal categorical program regulations remain in effect. Districts should refer to
BOR Circular No. 1, 2001-02, "Cost Factors for FY 2002 for all Reimbursable Programs," for
budgeting rates and grant numbers. Budgeting guidelines and procedures can be found in the
"District Schedulization" circular to be issued shortly. Tax levy and PCEN Schoolwide Program teacher
positions are to be scheduled at the district's average teacher salary. All other teacher positions
are to be scheduled at actual cost.