Vote Medford 2007

Full Text: (Q15) Special Education: Strengthening IEP Teams & Improving Dispute Resolution

If elected, what would you do to improve the special-education system so student information can be more systematically organized and shared with all team IEP team members so they are aware of student needs, accommodations and progress? Also, what would you do to improve the local dispute-resolution system to reduce the need for parents to elevate disputes to the Department of Education when they believe their children are receiving inadequate special-education services? Please be specific.

Attenazio: (Q15) Special Education: Strengthening IEP Teams & Improving Dispute Resolution

First, there are strong DOE programs in place to meet this function. There are also software programs that help to manage and allow IEP’s to be viewed on website platforms that are secure to all staff (i.e ESped, Eutactics, etc.)

Special education liaisons and teachers are often the point person to ensure that full distribution of IEP’s to relevant staff is done. This should be controlled and monitored through clear and precise policy guidelines developed by the special education director.

If staff is properly trained in accommodations, modifications, and the laws in question, that addresses one component of compliance. In terms of disputes, good solid and reliable assessments often eliminate this controversy. The district need quantitative data that is research based and reliable assessments that determine what the student learning issues or disabilities are.

All team personnel MUST be “on board and on the same page” in order for a child with a disability to succeed.

A student must have a disability and require either specialized instruction or specialized services to require an IEP. If that criteria is not met, based on solid and reliable data, that student should not be on an IEP. Parent education and training on special education laws are required by the school district each year. There are also other statewide resources that the district should inform parents of so they have access to correct information which can be independently confirmed outside the district. If there are issues regarding trust or credibility of the schools, it is imperative the district act to change that culture and share information, materials and resources to families regularly and consistently. Often, parents are unclear as to what the laws actually require. They know their child needs help and could benefit from any number of services. But, if those services to not relate to the disability or if they are not addressing those challenges that impede that student’s ability to access the general curriculum and show progress (1 year’s progress in 1 year’s time is the rule of thumb here) in performance, grades or state testing, then the district needs to take a hard look as to why that may not be occurring.

Brady: (Q15) Special Education: Strengthening IEP Teams & Improving Dispute Resolution

Special Education is a very complex area. We have over 1000 students who receive services from this department. We have just hired a new Director and I would like to give her an opportunity to make some recommendations regarding our processes before I make a judgment. Certainly our goal is to make sure that all parents and students get treated fairly and receive effective services to address their specific needs.

Cugno: (Q15) Special Education: Strengthening IEP Teams & Improving Dispute Resolution

Most importantly is the fact that the Director of Pupil Services, teachers, parents, and students are all on the same page. To make sure the proper information is provided each and every year and allowing the newly hired Director of Pupil Services to meet with liaisons, teams, and parents to set up meetings throughout the year. An important component is to set up individual meetings at the end of the academic year to make sure the parent and student is aware of what will be covered in the following academic year. What I would and have been doing to reduce the need for parents elevating disputes to the Department of Education is working on the individual circumstance. First, is listening and learning from parents and administrators of all the different rules and laws that pertain to the special educational services that by the way seem to change every minute. Secondly, is meeting with the parent and then the particular administrator about the situation but keeping in mind of what I can or cannot know because of confidentiality. Again, I believe the lines of communication are very important and I will keep on participating in open forums such as the SEPAC (Special Education Parent’s Advisory Council) meetings and educate myself as best as possible on the procedures which encompass the special educational system. I know for some this road has been a very difficult one, but something to keep in mind is that I cannot go back and change what has happened in the past. There are new faces and we can agree to disagree but let’s not go back in time but forward in a new beginning.

D'aveta: (Q15) Special Education: Strengthening IEP Teams & Improving Dispute Resolution

I want to work very closely with parents of special education students to devise a plan that works for them. I trust parents to make the most sensible and informed recommendations to the school committee and to the administration to effect changes in the IEP process and the dispute resolution system as it currently exists. I have heard a wide range of opinions on this subject from a forum of the special education parents advisory council and from others who have children in special education programs.

DiGiantommaso: (Q15) Special Education: Strengthening IEP Teams & Improving Dispute Resolution

The City of Medford spends over 14 million dollars to give Special Education services to students that need them. It is the job of the School Committee to provide and take care of all students.

Kulik: (Q15) Special Education: Strengthening IEP Teams & Improving Dispute Resolution

We need to be better at informing parents of special education availability and process. Currently the district tends to hide what is available in the interest of cost savings.

We need to push for greater circuit breaker reimbursement. We need to call for earlier state intervention to help with borderline case decisions, and enlist the aid of outside organizations to provide parents with unbiased counseling regarding their rights.

We also need to help parents understand the legal limits required by special education laws to reduce false hope.

We should also create a local hearing body consisting of parents, staff, administration, and school committee members to hear disputes and render a non-binding recommendation.

O'Keefe: (Q15) Special Education: Strengthening IEP Teams & Improving Dispute Resolution

What would I do to improve special education? These are community schools and with communication and leadership, I will continue to push for Accountability. I believe that some school committee and some central administration members have refused to recognized the growing rate of autism and other special needs students as well as the systematic problems with special education programs. Changes have been implemented and the new Director of Pupil Services Beverly Shea has hit the ground running but much more still needs to be accomplished. Awareness on this topic will only reduce the cost impact of expenditures later. As a School Committee member, I will continue to offer my experience and positive and warm style to ensure that all children are provided with a Free and Appropriate Education that are mandated. As only one of two school committee candidates to cast a vote for the new Special Education Parents Advisory Committee, I am keenly aware of the importance of this group and have shown my support with my vote. They are a resource and group that has always been willing to advocate and help both the school district and community. A dispute resolution system will only save both the school and community money. Currently, the school district has expended close to 350K in legal expenses over the past two years and the current school administration has increased legal salaries and expenses quite significantly with the most recent budget for 2008. We must do better. My legal experience coupled with my diverse and well rounded educational and employment background makes me an ideal candidate for one of your six votes on Tuesday, November 6th, 2007. A vote for William Bill O'Keefe is a vote for the children and taxpayers of Medford.

Pompeo: (Q15) Special Education: Strengthening IEP Teams & Improving Dispute Resolution

Candidate Pompeo did not respond to Question 15.

Skerry: (Q15) Special Education: Strengthening IEP Teams & Improving Dispute Resolution

The Committee just hired a new Director of Pupil Services. It would be prudent to give her an opportunity to assess the situation and make recommendations.

Our goal is to have a quality process that identifies student needs and assigns services that are necessary and appropriate.

There will always be some disagreement. Hopefully they will be limited and quickly resolved at the local level.

School systems across the Commonwealth struggle with this process and differences of opinion between parents and providers. The goal is to be fair and provide a fee and appropriate education (FAPLE) to every special education child.

It will be important to development local programs and services that parents believe can help their children.

It will be important to ensure that special education has a strong budget backed by Federal/State funding as well as local funding.