Comprehensive Special Education Review Presented by: Educational & Management Services Inc. September 2017
Special Education Programs Service Delivery Models Continuum of Services and Least Restrictive Environment Placements in Out-of-district Programs Committees on Special Education (CSE) and Preschool (CPSE) 2
Individualized Education Program (IEP) Audits RtI Procedures and Implementation Staff Utilization Survey of Stakeholders Students Performance Scores Special Education Indicators Program Costs and Federal Grants 3
Throughout the visits to all schools and during the staff and parent interviews, a significant majority of respondents expressed support of the current leadership of the PPS Office. The reviewers observed strong commitment to positive leadership by the head of the department, demonstrated in a variety of ways, including communication style, foresight and planning, use of data, and direct contact with principals, teachers, other faculty and families. 4
During a parent forum, "Trending in Special Education," held on March 8, 2017, parents and attending staff expressed support of the PPS leadership, the Superintendent and the Board with respect to special education issues. The Director of PPS demonstrates the Department's commitment to professional development for all staff and families, evidenced by the planned professional development program for the 2016-17 school year and reviewer observation of two staff trainings led by the Director of PPS (RtI and IEP Writing). 5
The reviewers were given full access to all programs and services, professional, support and administrative staff. Individuals spoke openly and candidly about the relative strengths and weaknesses of the special education programs. The reason for the study was clearly articulated by the Superintendent and the Director of PPS. The reviewers' observations reflect a school environment that is open and seeks better ways to improve teaching and learning. 6
CPPSD provides classroom programs in-district for 97.2 percent of special education students. This is a credit to the District and the PPS Office for ensuring that a high percentage of CPPSD students with disabilities are educated with their peers within their home district. Classroom observations revealed some innovative special education programming at several schools. This included the use of ped-cycles for students in special classes, brain-gym protocols in resource room classes and use of smartboards in all classrooms. 7
Support and commitment to preschool education. The District operates a center-based preschool program and rents classroom space to Head Start in four elementary buildings. In addition, a Universal Pre-K program is also sponsored by the District. It is one of only two approved providers of preschool special education services in the region. The Special Education Review showed that there were no major compliance issues and that special education programs are operated within NYS Part 200 Regulations. 8
Graduation rate of students with disabilities in comparison to local districts and NYS average is in positive direction but needs attention Higher than local and NYS average scores for SWDs in Math on grade 3-8 NYS Assessments Universal screening tools are utilized to measure student academic progress but needs more consistency across schools 9
Administration of Programs and Services Schedule of CSE meetings Utilization of CSE and sub-cse Chairs Special Education Procedures Manual Assignment and Accountability of Staff 10
Continuum of Services Proficiency Rates in gr 3-8 Assessments for Math and ELA Graduation Rates of SWDs Dropout Rates of SWDs Quality and Content of IEPs 11
Appoint an additional Supervisor of Special Education. Annual Review meetings should be scheduled in March June time frame to reduce volume of meetings and align CSE outcomes with the annual budget process. Transition procedures for students with disabilities need to be improved. Provide training for IEP writing with focus on goal development 12
Examine how CSE and sub-cse Chairpersons are appointed and assigned by the Board of Education based on NYS Part 200 Regulations, section 200.3. Appoint PPS Administrators as the district-level CSE chairpersons in order to provide more direct supervision to sub-cse Chairs and to monitor the CSE process. Appoint helping teachers as sub-cse Chairpersons. Appoint school psychologists as alternate sub-cse Chairpersons. 13
Efficient and effective models for related services need to be developed Development of tracking system to account for all PPS staff Examine Consultant Teacher model for consistency across schools Link Drop Out And Graduation Rates to grades 3-8 Assessment date and Regents scores Improve learning rates for all students in ELA and Math 14