The West Windsor-Plainsboro school district presented findings from its program review of special education, and recommendations for improvement “from good to great” are now posted on the district’s website. Here are the suggested “areas of growth” indentified for the district, stated in the report furnished at the Tuesday, September 11, board meeting.
Parent Relations: The overarching themes under this area of growth include examining ways in which enhanced and increased communication can happen with families through the working relationship with child study team (CST) members and parents. The establishment of a Special Education PTA (SEPTSA) and Special Services newsletters are encouraged.
The Referral/Placement Process: The district is encouraged to continue to explore interventions and options in general education settings and in the Intervention & Referral Services (I & RS) process to help struggling learners outside of special education programming.
Program Offerings/Continuum of Services/Curriculum: The district is encouraged to expand indistrict programs to meet the needs of various student disabilities, some of which will be implemented for the fall of 2012. In addition, suggestions related to more clearly defining program criteria as well as suggestions related to enhancing experiences in existing programs were made.
Staff Roles and Relationships: The district is encouraged to enhance the development, facilitation, and utilization of instructional sssistants. Professional development directly related to the various child study team disciplines was also suggested.
Consistency and Articulation between Schools: An overarching theme encouraging vertical and horizontal articulation about programming and implementation of varied special education services was suggested.
Curriculum: The regular revision of curriculums for all self-contained programs is encouraged. In addition, the availability of technology resources should be inventoried by building. Social skills curriculums should continue to be developed.
Instruction: The district is encouraged to continue to explore differentiation, the writing of measurable goals and objectives, and expand electives at the secondary level to meet the needs of students with varied abilities.
Assessment and Performance: Continued professional development to explore topics related to assessment practices for both CST and teachers is encouraged. In addition, dedicating time to review of data to enhance instructional practices is encouraged.
Resources: While teaching resources were reported to be abundant in most cases, suggestions related to additional literature and math materials for students performing far below grade level were made. In addition, the resource of time for continued articulation was encouraged.
Professional Development: Specific themes for professional development were suggested, including training for instructional assistants and general education personnel in areas related to student disabilities.
Special Education Code for New/Expanded Programs: Program expansion to encourage more programming for students within the district was encouraged. In addition, a review of ethnic disproportionality in special education is underway.
The district notes that several of the recommended themes listed above have already begun to be implemented, while other areas of growth will continue to be developed over the next three years.
The district selected Michele Kamens of Rider University to lead the external review of the special education programs and services. She worked with WW-P officials in the spring and fall of 2011 to review the current programs and make recommendations. Her research included focus groups with parents and staff, an electronic survey for parents of special needs students, a review of WW-P’s curricula, and classroom observations.
Four years have passed since the last time the school district was monitored by the New Jersey Department of Education for compliance with federal and state special education code requirements. Results of that monitoring were submitted to WW-P in September, 2010, and it was determined that the district meets its obligation to provide free and appropriate public education (FAPE) in the least restrictive environment for special education students.
