Special Education Special Education Program Review Program Review

Findings – Lansing Findings – Lansing Central School Central School

DistrictDistrict

Prepared by:

Rosemary OlenderNYSSBA AdvisorySolutions Consultant

Thursday, March 3, 2011

Purpose of the ReviewPurpose of the Review

To determine LSCD’s To determine LSCD’s compliance with IDEA and the compliance with IDEA and the Part 200 Regulations of the Part 200 Regulations of the Commissioner of EducationCommissioner of Education

ScopeScope

Audit State Education Audit State Education Reports Reports

Audit Current Year IEPs and Audit Current Year IEPs and 504 plans 504 plans

•Observations and interviews at all 3 buildings

•Review staffing and budgetary needs and concerns to determine compliance

•Prepare a written report of findings and recommendations to the District

Major Findings: IEPsMajor Findings: IEPs No systemic errorsNo systemic errors

Student data and Student data and information highly information highly informative for staff informative for staff working with the student working with the student

Classroom supports Classroom supports recommended helpful to recommended helpful to regular education staffregular education staff

Major IEP Issues to AddressMajor IEP Issues to Address

BOE “comments” section on IEP BOE “comments” section on IEP needs to be more individualized needs to be more individualized and better articulatedand better articulated

““LD” classifications need to be LD” classifications need to be specified, justified and specific specified, justified and specific to services recommendedto services recommended

Major IEP Issues….cont’dMajor IEP Issues….cont’d

Goals and objectives need to match Goals and objectives need to match designated areasdesignated areas

Test modifications need to adhere to Test modifications need to adhere to the “level the playing field” mandate…the “level the playing field” mandate…not the “more is better” philosophynot the “more is better” philosophy

““OHI” designations need to be OHI” designations need to be reviewed for justification and reviewed for justification and accommodationsaccommodations

Major IEP issues….cont’dMajor IEP issues….cont’d

Special Education placement and Special Education placement and services recommended tend to be services recommended tend to be “blanket” in nature….at times “blanket” in nature….at times excessive for individual disability as excessive for individual disability as described in the IEPdescribed in the IEP

Services actually provided do not Services actually provided do not match IEP recommendations match IEP recommendations (particularly at the start of the school (particularly at the start of the school year) due to cycle of IEP generationyear) due to cycle of IEP generation

IEP RecommendationsIEP Recommendations

Provide staff development on Provide staff development on identification criteria and identification criteria and development of IEPs in logical, development of IEPs in logical, comprehensive mannercomprehensive manner

Review OHI designations for Review OHI designations for possible 504 developmentpossible 504 development

Consider end of year cycle of IEP Consider end of year cycle of IEP development…or at least end of year development…or at least end of year “transition” meetings“transition” meetings

Findings from State Education Findings from State Education Reports Reports

LSCD identification rate is well within approved LSCD identification rate is well within approved levels (app. 12%)levels (app. 12%)

LSCD commitment to LRE is commendableLSCD commitment to LRE is commendable

No disproportionate representation of racial or ethnic No disproportionate representation of racial or ethnic groups in Special Educationgroups in Special Education

Evaluation of students completed in timely mannerEvaluation of students completed in timely manner

Number of SWD passing Regents exams Number of SWD passing Regents exams commendable in English, Geometry, US History & commendable in English, Geometry, US History & Living EnvironmentLiving Environment

64% of elementary SWD taking SS test at Level 364% of elementary SWD taking SS test at Level 3

District spending for Special Education is below that District spending for Special Education is below that of like districts and below that of all schools in New of like districts and below that of all schools in New YorkYork

Findings from Observations Findings from Observations and Staff Interviewsand Staff Interviews

General consensus across the General consensus across the board (i.e. general and sped board (i.e. general and sped staff, admin, all levels:staff, admin, all levels:

1. Teaching and administrative staff comprised of 1. Teaching and administrative staff comprised of hard working, dedicated individuals who care a hard working, dedicated individuals who care a great deal great deal about their studentsabout their students

2. Processes and procedures for special education 2. Processes and procedures for special education are inconsistentare inconsistent

3. SST processes and procedures need to be 3. SST processes and procedures need to be more fully developed and implemented at all more fully developed and implemented at all levelslevels

5. 5. CSE process and meetings need to be “shored up” to meet compliance issues

6. Recommendations for special education services need to be formalized with criteria between and within levels

7. Instructional practices are beginning to expand but need to include more strategies to meet the needs of diverse learners

8. Instructional materials for SWD (and reg. ed. students who struggle) need to be expanded

9. The District needs to implement a solid RTI program (as articulated in BOE policy)

10. Communications need to be formalized, expanded and clearly articulated between administration and staff, between levels, and between colleagues within levels.

11. Scheduling processes that interfere with placement and services for SWD need to be addressed.

12. Staff development is needed in several areas including:

Special Education Laws and Procedures

Response to Intervention Mandate and Processes

Differentiated Instruction and Layered Curriculum

Co-Teaching and Collaborative Models of Inclusion

Behavior Management

Specific disabilities (esp. ASD)

13. Special Education curriculum needs to be aligned with general education curriculum

14. Integrated “inclusive” classrooms need to be equipped with current technology and diverse materials that maximize learning for varied learning styles

15. Placement and scheduling decisions need to be made based on maximizing efficiency of service delivery to diverse students

SummarySummary

Staff were open, honest and very articulate Staff were open, honest and very articulate with their perceptions, feelings and with their perceptions, feelings and concernsconcerns

Staff are eager and willing to welcome top Staff are eager and willing to welcome top down, clearly communicated and down, clearly communicated and formalized processes and procedures to formalized processes and procedures to follow for educating diverse students in follow for educating diverse students in their classroomstheir classrooms

Staff look forward to implementing positive Staff look forward to implementing positive changes that will drive better teaching and changes that will drive better teaching and learning practices.learning practices.

Change initiatives in special Change initiatives in special education will need to be monitored education will need to be monitored and supervised with significant and supervised with significant administrative supportadministrative support

Questions?Questions?

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