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A Curriculum Management Audit - page 68 / 140





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  • “Special education is decentralized and understaffed. The psychologists are designated as case managers and there haven’t been enough of them.”

  • “Resource programs and self-contained programs are managed at the building. Special education staff gets cut.”

  • “Some middle schools have decided not to have resource support.”

  • “There used to be a much broader spectrum of people you could call on for support. Two people cannot do it all. Best intentions aside, it is too big for these two people to handle.”

  • “With special education, the problem is the lack of district support.”

  • “As far as services go, specials education differs from school to school.”

  • “We need a shared philosophy.”

Delivery of Services

Several groups of district staff members have worked on issues related to the delivery of special education services in the Clover Park School District. The Principals’ Special Education Advisory Committee meets monthly with district administrators and the special education co-directors to identify issues and work toward solutions. Among the issues identified were communication/articulation; transition issues, continuum of services, hiring of staff, and training. The Preschool Development Project analyzed teacher, parent, and community focus group feedback, complaint activity, and information from other districts’ programs, and made recommendations for Preschool Program improvement. An Inclusion Workgroup used focus group input to identify training needs related to the inclusion of special education students in general education classrooms.






many issues



during interviews



delivery of

special education services in the school district.

A strong system of standards and accountability help align student services across a district. A lack of communication, articulation, and coordination results in inconsistencies in the delivery of services. Interviews with stakeholders identified this as an issue in the Clover Park School District. Representative comments included:

  • “A special education student moving from one district school to another is a mess.”

  • “Many times a severely disabled special education student has turned up at my school and I didn’t know they were coming.”

  • “I get very little information on the student I work with and that makes it difficult for me to do my job (related services).”

  • “Things written on IEPs are very appropriate, but they never materialize.”

  • “It’s sometimes difficult to get real clear guidelines from the district special education people.”

  • “There are always about 27 excuses. The frustration for me is that we have special education directors that really have difficulty communicating with the schools.”

  • “The teacher claimed no knowledge of my daughter’s IEP or needs. I was horrified that the staff didn’t know my daughter had an IEP.”

Equal educational access assures that students with special needs have the opportunity to participate in quality curricular programs and activities (see Finding 3.5). The auditors found that the quality of special education programs varied from site to site. Many students are transported out of their neighborhood schools and denied access to before- and after-school activities. The auditors observed that many special education students have a shorter instructional day because they are picked up 15- 20 minutes earlier than the rest of the students. Logistical problems with buses and location of classrooms contribute to unequal access to a quality education. Interview comments about equality and equity issues included the following:

Clover Park School District Audit Report Page 62

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