“You can go weeks and weeks and weeks without getting a response (from special education).”
“The biggest thing is no direction for students’ needs, teachers’ needs, and program definition.
The worst part is no follow through.”
“Special education is a reactionary system, not a proactive system.”
The design and delivery of special education services are not meeting the needs of students across the school district. A lack of articulation and coordination contributes to inconsistencies in the delivery of services. The auditors also found inadequacies in student access to programs and activities, ADA compliance, staff training, and program management.
Finding 3.5: Students in the Clover Park School District Are Not Provided Differentiated Support in Accordance with Needs and Are Not Experiencing Success Equally.
A well-managed school system reflects a strong commitment to success for all learners. Decisions are made to provide students with equal opportunity and equitable support to achieve intended
All students have of social and cultural
equal access to programs and services provided by the factors. Equality and fairness for all students are expected
district in areas
School systems that are committed to the success of all learners acknowledge that students have different needs and treat students in accordance with their differential needs. The audit defines this as “equity.” Resources are distributed equitably across the district to ensure that students with identified needs are given the opportunity to acquire tools for academic success. Facilities are expected to be equitable, consistently creating an environment conducive to learning.
To determine the status of equality and equity in the Clover Park School District, the auditors examined board policies, district plans, and data reports compiled by the school district and the state Department of Education. They interviewed board members, district staff, parents, and community members and equally site visits at each school. The auditors found that all students are not experiencing success and are not provided support equitably (see Findings 4.2, 5.1, and 5.3).
During the past several years the district staff have worked on equality and equity issues and have sought to increase expectations for students and improve achievement. The mission of the Clover Park School District is “to teach all children what they need to know to succeed and contribute to their community.” To achieve this goal, district staff members have implemented initiatives such as national reform models, site-based management, school improvement plans, an algebra graduation requirement, the tenth grade Preliminary Scholastic Aptitude Test (PSAT) requirement, and the elimination of prerequisites to take Advanced Placement courses.
Several board policies reference equal opportunity, but a policy that addresses equity is lacking (see
Board Policy 3210: Equal
discrimination based on gender.
Board Policy 4202-R: Co-curricular Program provides for co-curricular opportunities regardless
of gender or handicapping condition.
Various district documents reference equality and equity. The Clover Park School District Focus for 1999-2001 includes the following:
Clover Park School District Audit Report Page 64