1. Special Education Program Review Findings – Lansing Central School District Prepared by: Rosemary Olender NYSSBA AdvisorySolutions Consultant Thursday, March 3, 2011

2. Purpose of the Review To determine LSCD’s compliance with IDEA and the Part 200 Regulations of the Commissioner of Education To determine LSCD’s compliance with IDEA and the Part 200 Regulations of the Commissioner of Education

3. Scope Audit State Education Reports Audit State Education Reports Audit Current Year IEPs and 504 plans Audit Current Year IEPs and 504 plans

4. Observations and interviews at all 3 buildings Review staffing and budgetary needs and concerns to determine compliance

5. Prepare a written report of findings and recommendations to the District

6. Major Findings: IEPs No systemic errors No systemic errors Student data and information highly informative for staff working with the student Student data and information highly informative for staff working with the student Classroom supports recommended helpful to regular education staff Classroom supports recommended helpful to regular education staff

7. Major IEP Issues to Address BOE “comments” section on IEP needs to be more individualized and better articulated BOE “comments” section on IEP needs to be more individualized and better articulated “LD” classifications need to be specified, justified and specific to services recommended “LD” classifications need to be specified, justified and specific to services recommended

8. Major IEP Issues….cont’d Goals and objectives need to match designated areas Goals and objectives need to match designated areas Test modifications need to adhere to the “level the playing field” mandate…not the “more is better” philosophy Test modifications need to adhere to the “level the playing field” mandate…not the “more is better” philosophy “OHI” designations need to be reviewed for justification and accommodations “OHI” designations need to be reviewed for justification and accommodations

9. Major IEP issues….cont’d Special Education placement and services recommended tend to be “blanket” in nature….at times excessive for individual disability as described in the IEP Special Education placement and services recommended tend to be “blanket” in nature….at times excessive for individual disability as described in the IEP Services actually provided do not match IEP recommendations (particularly at the start of the school year) due to cycle of IEP generation Services actually provided do not match IEP recommendations (particularly at the start of the school year) due to cycle of IEP generation

10. IEP Recommendations Provide staff development on identification criteria and development of IEPs in logical, comprehensive manner Provide staff development on identification criteria and development of IEPs in logical, comprehensive manner Review OHI designations for possible 504 development Review OHI designations for possible 504 development Consider end of year cycle of IEP development…or at least end of year “transition” meetings Consider end of year cycle of IEP development…or at least end of year “transition” meetings

11. Findings from State Education Reports LSCD identification rate is well within approved levels (app. 12%) LSCD identification rate is well within approved levels (app. 12%) LSCD commitment to LRE is commendable LSCD commitment to LRE is commendable No disproportionate representation of racial or ethnic groups in Special Education No disproportionate representation of racial or ethnic groups in Special Education Evaluation of students completed in timely manner Evaluation of students completed in timely manner Number of SWD passing Regents exams commendable in English, Geometry, US History & Living Environment Number of SWD passing Regents exams commendable in English, Geometry, US History & Living Environment 64% of elementary SWD taking SS test at Level 3 64% of elementary SWD taking SS test at Level 3 District spending for Special Education is below that of like districts and below that of all schools in New York District spending for Special Education is below that of like districts and below that of all schools in New York

12. Findings from Observations and Staff Interviews General consensus across the board (i.e. general and sped staff, admin, all levels: General consensus across the board (i.e. general and sped staff, admin, all levels: 1. Teaching and administrative staff comprised of hard working, dedicated individuals who care a great deal about their students 1. Teaching and administrative staff comprised of hard working, dedicated individuals who care a great deal about their students 2. Processes and procedures for special education are inconsistent 3. SST processes and procedures need to be more fully developed and implemented at all levels

13. 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)

14. 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)

15. 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

16. Summary Staff were open, honest and very articulate with their perceptions, feelings and concerns Staff were open, honest and very articulate with their perceptions, feelings and concerns Staff are eager and willing to welcome top down, clearly communicated and formalized processes and procedures to follow for educating diverse students in their classrooms Staff are eager and willing to welcome top down, clearly communicated and formalized processes and procedures to follow for educating diverse students in their classrooms Staff look forward to implementing positive changes that will drive better teaching and learning practices. Staff look forward to implementing positive changes that will drive better teaching and learning practices.

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

18. Questions? 18