1. Kinnelon School District Department of Special Services
Best Practices
Kinnelon School District
Department of Special Services

2. Task
The purpose of this audit was to examine the quality, efficiency, and overall effectiveness of available programs and services for students with disabilities currently operating in the Kinnelon Public School district.

3. Areas of Study NJ State Code Compliance
Referral Process, De-classification and Patterns
Special Education Eligibility
Curriculum and Program Effectiveness

4. Parent Satisfaction
Staff Satisfaction
Related Service Recommendations and Delivery
Staffing  

5. Sources of Information
Comprehensive review of special education files
Paper review of special education programs
Observation of representative special education programs
Review of state test scores
Review of district classification percentage
Staffing numbers and ratios

6. Completion of Staff Surveys for the following personnel:
Administrators
General Education Teachers
Special Education Teachers
Related Service Providers
Child Study Team
Review of Special Education Processes and Implementation 

7. Completion of Parent Survey 
Open Group Special Education Parent Night
Interviews of staff

8. Commendations
The Kinnelon Superintendent and Board of Education had the foresight to examine themselves through this review
Kinnelon has an experienced and dedicated staff that takes pride in their role
Kinnelon ranks favorably when compared with similar districts in most categories
Kinnelon demonstrates a strong commitment to provide special education services in the least restrictive environment and within district

9. Findings

10. Special Education Programs
The school district offers in district programs for special needs students from ages 3 to 21
 Programming is available for mild to severely disabled students
Each building has support services within the general education programs

11. Resource Room programs provide pull out replacement instruction at each level, as well in- class support
Classes dedicated to the needs of students with Autism or Language/ Learning Disabilities are available throughout the district.
The district has committed itself to providing for the needs of all students in the Least Restrictive Environment

12. A willingness to provide very low student/staff ratios
Students requiring reading intervention have access to the Fundations program in general education and Edmark Reading and Wilson instruction within special education.
Related services (OT, PT and speech) are available within each building. A district Behaviorist and Teacher of the Deaf are available

13. Child Study Team services are appropriate within each building
Child Study Team services are appropriate within each building. Each building has a Learning Consultant and Psychologist. A district Social Worker is available as needed
The District Social Worker also functions as a Transition Coordinator developing simulated work experiences within the High School. Students may receive vocational assessments through a private agency.

14. District Comparisons
The district’s classification rate is somewhat higher than the state mean as well as the average for comparable districts.
The district compares favorably in its cost per pupil
Most cost comparisons place Kinnelon in the average range when compared to similar districts

15. Parent and Staff Opinions
Commitment to student success
Strong desire for inclusive education
High expectations
Desire for increased accountability
Need for more staff development

16. Open Parent Meeting
Sixteen parents attended the meeting. They were articulate, respectful, and openly shared their experiences
They described the past environment as adversarial in nature and litigious in response to parent requests
Procedural violations in respect to consideration of private assessments; transportation; IEP participants; timelines; and access to assistive technology
General dissatisfaction with Wilson Reading
Access to Board Certified Behavioral Analysts (BCBA)
Do not feel that all students must participate in Driver’s Ed

17. Student Record Review

18. Over 20% Student Records Reviewed
Selected student records were reviewed utilizing a compliance checklist in accordance with   the requirements of N.J.A.C. 6A:14 and evidence based research practices
Records were selected on a random basis and represented multiple ages, classifications, school placements, and case managers. The sample also ensured representation across gender, disability, and ethnicity.

19. IEP Indicators
The following IEP indicators were reviewed for compliance and to identify trends.
• Identification & Referral
• Initial Evaluation & Eligibility
• Required Components
• Miscellaneous

20. Special Education Highly Regulated
Special education is one of the most highly regulated areas in education
Difficult if not impossible to achieve 100% percent compliance.
Best practice indicates that noncompliance should be less than 3%.

21. Areas Identified As Non-Compliant
Referral information inconsistent or incorrect
Excusal process for Required members at IEP meetings incorrect
Procedural errors throughout process
Paperwork missing or incomplete in files

22. Goals do not relate to the Present Levels of Academic Achievement and Functional Performance (PLAAFP)
Non-measurable goals and objectives
Missing components of transition planning
Progress reports missing form the files
Missing access log for files

23. Commendations
Of all the records reviewed, all students had IEPs that are current
Developing a confidentiality policy governing the contents of counseling sessions within the schools in accordance with professional code of ethics

24. Impressions and Recommendations
The fact that some areas reviewed have been flagged as areas of concern suggests a need for a comprehensive school district plan to provide training and monitoring focused on identified procedural issues, IEP development and implementation.

25. Recommendations

26. Professional Development
There is a strong desire and need for increased professional development for all staff members
Child study team members and related service providers require staff development to assure the utilzation of correct procedures for referral, eligibility, development of IEPs, placement determinations and monitoring implementation of programs

27. General and Special education teachers require increased professional development in the areas of instructional strategies and student assessment
All staff require professional development in the areas of Intervention and Referral Services, RTI, and Student learning styles/differences
Parent Information Nights should be conducted to better inform parents of district procedures and options

28. Procedures and Accountability
A district Special Education Procedural Manual should be developed establishing and outlining correct procedures for referral, eligibility, placement and monitoring and IEP development
Building and District level administrators should work with the Child Study Teams in establishing an accountability system that monitors student progress and NJ Special Education Code compliance

29. Establish an accountability system among building, supervisory and district staff that embraces joint ownership of special education programs and services; monitors student growth and assures compliance with code requirements

30. Personnel
Strengthen building based ownership, management and oversight of special education programs and services Closely review and monitor staff ratios in the areas of non-instructional services Consider employing or assigning responsibility to a Transition Coordinator

31. The department and district should be commended for their dedication to maintaining students with disabilities in district within the Least Restrictive Environment.
This requires a commitment to continue low student/staff ratios; and providing staff with access to current training on addressing the educational needs of our most challenging students.

32. Renewed training in the various models for implementing In-class support programs. This training is best provided through ongoing coaching of each pair of In-class support teachers.
Life Skills instruction at the High School needs to be more enriched in supplies, space and transition opportunities. Job development within the community is necessary

33. Questions and Comments