Special Education Plan

Sent: Thursday, April 10, 2025 8:44 AM
To: +Board Members <BoardMembers@crsd.org>; Special Services <SpecialServices@crsd.org>
Subject: [EXTERNAL]Concerns Regarding the Special Education Plan

Dear Council Rock School Board Members,

I am writing as a concerned parent regarding the special education plan currently under consideration for approval. While I appreciate the district’s efforts to support students with disabilities, I am deeply troubled that the proposed plan lacks clear action steps to address systemic issues affecting our children’s education and inclusion.

Specifically, I urge the board to address the following critical areas:

- Inclusion Support - The plan does not adequately outline how students with IEPs will be meaningfully included in general education classrooms. Both students and staff require appropriate supports to make inclusion effective. Doing more of the same thing the CR has been doing for years is not enough. The plan lacks action steps and benchmarks to improve inclusive education.

- Access to Standards-Aligned Curriculum - Students in special education must have consistent access to the same rigorous, standards-aligned curriculum as their peers. The current plan lacks a strategy to ensure this.

- Classroom Headcount Discrepancies - It is concerning that special education students are often not counted in the official headcount of general education classrooms they attend. This practice affects resource allocation and teacher support, and it sends a message that special education students are visitors, not members of the class. The plan should put a plan in place to ensure students with IEPs are included in class headcounts.

- Systemic Student “Re-Districting” Practices - The current practice of moving special education - students from south-side elementary schools to north-side middle and high schools (and vice versa) disrupts continuity of education and community ties. The district would never allow this annual redistricting of general education students in which they are removed from the classmates they have attended school with for years. The plan should address this inequitable practice.

- Access to Services at Home Schools - Other neighboring districts such as Central Bucks, are bringing services to students in their home schools, yet our district continues requiring students to move to different buildings instead of ensuring equitable services within their local schools. The plan should prioritize keeping special education students with their siblings and neighbors in the same way it prioritizes this for general education students, but the plan lacks any plan to address this practice.

- Lack of Inclusion Facilitators - Dedicated inclusion facilitators are essential for successful integration of students with disabilities. The absence of these roles in the plan is a significant oversight. In the same way that CR went to other districts to view what has been successful in implementing full-day kindergarten, I urge you to look at other districts who are outperforming CR in inclusive education and special education to see how they utilize inclusion facilitators.

- Decision-Making by Psychologists and Supervisors - Many placement decisions are made by professionals who may lack a full understanding of best practices in special education. More oversight and training are needed to ensure student-centered decisions. Having these individuals provide training to staff just reenforces outdated and ineffective special education practices. The plan lacks any learning outcomes or benchmarks to ensure that professional development if effective in making improvements.

I strongly urge the board to revise the special education plan to include specific, actionable steps to address these concerns. Our students deserve equitable, high-quality education, and without a detailed plan for improvement, these systemic issues will persist.

Thank you for your time and consideration. I look forward to hearing how these concerns will be addressed.

Sent: Saturday, April 5, 2025 1:12 PM
To: Special Services <SpecialServices@crsd.org>
Subject: [EXTERNAL]Concerns Regarding the Special Education Plan

Dear Council Rock School Board Members,
I am writing as a concerned parent regarding the special education plan currently under consideration for approval. While I appreciate the district’s efforts to support students with disabilities, I am deeply troubled that the proposed plan lacks clear action steps to address systemic issues affecting our children’s education and inclusion.

Specifically, I urge the board to address the following critical areas:
- Inclusion Support - The plan does not adequately outline how students with IEPs will be meaningfully included in general education classrooms. Both students and staff require appropriate supports to make inclusion effective. Doing more of the same thing the CR has been doing for years is not enough. The plan lacks action steps and benchmarks to improve inclusive education.

- Access to Standards-Aligned Curriculum - Students in special education must have consistent access to the same rigorous, standards-aligned curriculum as their peers. The current plan lacks a strategy to ensure this.

- Classroom Headcount Discrepancies - It is concerning that special education students are often not counted in the official headcount of general education classrooms they attend. This practice affects resource allocation and teacher support, and it sends a message that special education students are visitors, not members of the class. The plan should put a plan in place to ensure students with IEPs are included in class headcounts.

- Systemic Student “Re-Districting” Practices - The current practice of moving special education - students from south-side elementary schools to north-side middle and high schools (and vice versa) disrupts continuity of education and community ties. The district would never allow this annual redistricting of general education students in which they are removed from the classmates they have attended school with for years. The plan should address this inequitable practice.

- Access to Services at Home Schools - Other neighboring districts such as Central Bucks, are bringing services to students in their home schools, yet our district continues requiring students to move to different buildings instead of ensuring equitable services within their local schools. The plan should prioritize keeping special education students with their siblings and neighbors in the same way it prioritizes this for general education students, but the plan lacks any plan to address this practice.

- Lack of Inclusion Facilitators - Dedicated inclusion facilitators are essential for successful integration of students with disabilities. The absence of these roles in the plan is a significant oversight. In the same way that CR went to other districts to view what has been successful in implementing full-day kindergarten, I urge you to look at other districts who are outperforming CR in inclusive education and special education to see how they utilize inclusion facilitators.

- Decision-Making by Psychologists and Supervisors - Many placement decisions are made by professionals who may lack a full understanding of best practices in special education. More oversight and training are needed to ensure student-centered decisions. Having these individuals provide training to staff just reenforces outdated and ineffective special education practices. The plan lacks any learning outcomes or benchmarks to ensure that professional development if effective in making improvements.

I strongly urge the board to revise the special education plan to include specific, actionable steps to address these concerns. Our students deserve equitable, high-quality education, and without a detailed plan for improvement, these systemic issues will persist.

Thank you for your time and consideration. I look forward to hearing how these concerns will be addressed.

Sent: Tuesday, April 1, 2025 5:41 PM
To: Special Services <SpecialServices@crsd.org>; Hickey,Bob; Hidalgo,Joe; Horner, Anne; nicole.kahn@crsd.org; Osecki, Tracey; Palli,Yota; Roosevelt,Michael; Stone, Linda; Tate,Ed
Subject: [EXTERNAL]Special Education Plan input

 Dear Council Rock School Board Members,

 I am writing as a concerned parent regarding the special education plan currently under consideration for approval. While I appreciate the district’s efforts to support students with disabilities, I am deeply troubled that the proposed plan lacks clear action steps to address systemic issues affecting our children’s education and inclusion.

 Specifically, I urge the board to address the following critical areas:

- Inclusion Support - The plan does not adequately outline how students with IEPs will be meaningfully included in general education classrooms. Both students and staff require appropriate supports to make inclusion effective. Doing more of the same thing the CR has been doing for years is not enough. The plan lacks action steps and benchmarks to improve inclusive education.

- Access to Standards-Aligned Curriculum - Students in special education must have consistent access to the same rigorous, standards-aligned curriculum as their peers. The current plan lacks a strategy to ensure this.

- Classroom Headcount Discrepancies - It is concerning that special education students are often not counted in the official headcount of general education classrooms they attend. This practice affects resource allocation and teacher support, and it sends a message that special education students are visitors, not members of the class. The plan should put a plan in place to ensure students with IEPs are included in class headcounts.

- Systemic Student “Re-Districting” Practices - The current practice of moving special education - students from south-side elementary schools to north-side middle and high schools (and vice versa) disrupts continuity of education and community ties. The district would never allow this annual redistricting of general education students in which they are removed from the classmates they have attended school with for years. The plan should address this inequitable practice.

- Access to Services at Home Schools - Other neighboring districts such as Central Bucks, are bringing services to students in their home schools, yet our district continues requiring students to move to different buildings instead of ensuring equitable services within their local schools. The plan should prioritize keeping special education students with their siblings and neighbors in the same way it prioritizes this for general education students, but the plan lacks any plan to address this practice.

- Lack of Inclusion Facilitators - Dedicated inclusion facilitators are essential for successful integration of students with disabilities. The absence of these roles in the plan is a significant oversight. In the same way that CR went to other districts to view what has been successful in implementing full-day kindergarten, I urge you to look at other districts who are outperforming CR in inclusive education and special education to see how they utilize inclusion facilitators.

- Decision-Making by Psychologists and Supervisors - Many placement decisions are made by professionals who may lack a full understanding of best practices in special education. More oversight and training are needed to ensure student-centered decisions. Having these individuals provide training to staff just reinforces outdated and ineffective special education practices. The plan lacks any learning outcomes or benchmarks to ensure that professional development is effective in making improvements.

I strongly urge the board to revise the special education plan to include specific, actionable steps to address these concerns. Our students deserve equitable, high-quality education, and without a detailed plan for improvement, these systemic issues will persist.  Although it's too late for my child with IEP to benefit from improved leadership and special services, I want to advocate for others who, like me, came to Council Rock expecting an outstanding education for our children and were largely disappointed.  You can do better.  You must do better.  

 Thank you for your time and consideration. I look forward to hearing how these concerns will be addressed

Sent: Friday, March 28, 2025 3:34 PM
To: Special Services <SpecialServices@crsd.org>
Subject: [EXTERNAL]Feedback on Special Education Plan

 CRSD Special Education Steering Committee,

I appreciate the time and effort that went into drafting the Special Education Plan. The document provides a detailed description of current academic programming and training efforts. However, it does not present an action plan for improvement, despite the fact that the district’s inclusion rates remain below both the state average and the SPP/APR target.

My requested updates to the plan include:

• Set Clear, Measurable Goals – The district must establish specific targets for increasing the percentage of students included in general education classrooms for at least 80% of the day and define a timeline for achieving these goals. Currently, the district’s percentage of students in general education settings for more than 80% of the day (59.1%) is below both the state average (61.7%) and the SPP/APR target (63.2%). Most local districts with similar demographics have significantly higher inclusion rates, indicating that improvement is both necessary and achievable.

• Evaluate and Adjust Current Practices – The district lists various supports currently utilized to support students receiving special education services such as co-teaching, instructional assistants, and behavioral supports. But these supports have been in place for many years yet there has been no measurable improvement in inclusion rates over the past eight years. Given this stagnation, it is critical to analyze which programs are effective and where adjustments need to be made. For example, despite claiming to have two "inclusion facilitators" for over nine years, our inclusion rates are still not meeting state targets. A thorough review should examine additional training needed for these positions. Districts with successful inclusion models typically have strong coaching systems in place to assist both general and special education teachers in universally designing instruction to meet diverse learning needs. 

• Enhance Training for General Education Teachers – While the plan highlights various professional development to be offered, there is no mention of ongoing coaching, which is essential for supporting teachers in implementing inclusive practices. Training and coaching must be directly linked to improving inclusion and educational outcomes, with clear expectations and follow-up support. And, it should be provided by an outside expert.

• Proactively Build Capacity in Neighborhood Schools – The Special Education Plan implies that the district’s approach to placement decisions often depends on whether a “building” can provide sufficient supports, rather than ensuring that necessary supports are available in students' home schools. This reactive approach contradicts the principle of Least Restrictive Environment (LRE), which prioritizes educating students in their neighborhood schools with appropriate supports. Services and supports are almost always portable and should be brought to students before considering a more restrictive placement. While the district has taken significant steps to prevent the redistricting of general education students outside of their home school, students with disabilities are regularly removed from their home schools. In fact, this “redistricting” is built into several special education programs in which south-side elementary special education students move to NMS/CRN annually (and vice-versa with north elementary special education students moving to CRS). This practice must be re-evaluated to ensure equitable access to neighborhood schools. Central Bucks has committed to ensuring their students can be educated in their home schools rather than transported to other buildings. I ask that we do the same. 

• Implement a System for Ongoing Progress Monitoring – The district’s Comprehensive Plan includes essential components such as Action Steps, Anticipated Outcomes, Monitoring/Evaluation Details, Evidence-Based Strategy Citations, and Measurable Goals. These elements should also be included in the Special Education Plan to ensure accountability and progress toward inclusion goals. The district’s Special Education Plans on the past have acknowledged the below-target LRE rates, yet with no accountability measures or action items, no improvements have been made. The new plan must outline clear steps for monitoring progress and addressing barriers to inclusion.
  
  Additionally, following the Special Education Parent meeting last April, the district committed to working with PaTTAN on customized supports focused on inclusion, literacy, and parent engagement. CRSD’s SEPAC presentations also indicated that PaTTAN would facilitate meetings related to the Special Education Plan. It is disappointing that the district did not follow through on this commitment, as there is no mention of PaTTAN’s customized supports in the current plan, nor did PaTTAN facilitate the meetings as stated.

 I urge the district to revise the Special Education Plan to address these critical areas. Without a concrete action plan, measurable benchmarks, and accountability mechanisms, we risk continuing the cycle of stagnation rather than making meaningful progress toward inclusive education for all students.

Thank you for your time and attention to these important matters. I look forward to your response and to working collaboratively to improve special education services in our district.

Sent: Friday, March 28, 2025 1:17 PM
To: +Board Members <BoardMembers@crsd.org>; Special Services <SpecialServices@crsd.org>
Subject: [EXTERNAL]Special Ed Plan

 I was unable to come to the education committee meeting last night. I was able to listen and hear that the Special Education Plan was discussed. 

 Some feedback about the plan. 

 Regarding the Steering Committee - I think it was very unfortunate that each district specialized program wasn’t represented by at least one teacher in each program to provide valuable insight. 

 Regarding Staffing Numbers - I was curious what all the “other” represent? I don’t see SLPs on here - so maybe that is one of the others. I also wanted to note - I have never seen a social worker or been offered that once in my time at CR. I would think a social worker to my boys program could provide valuable resources to families like mine. I think it’s important to note that the guidance counselors and school psychologists are used district wide - they are not put in place solely for special education. So even though those numbers have increased, it’s not reflective of services just for SPED. I have never met or been told there is an inclusion facilitator in my school. So it’s very frustrating that that term keeps on being used in meetings and the school board is being told that we have these positions. There are not enough behavioral specialists to support the programs here at CR. Dr. Kantor mentioned in the meeting last night how the BCBA provides an important role in the classroom to help mitigate behaviors so the teacher can continue to teach. I’m not sure how that can be effective if the BCBA is in another building with another  student. I know the BCBAs in my sons program are shared between buildings - making it impossible for them to be available to all the kids they are responsible for overseeing. 

Least Restrictive Environment - We continue to perform below average. Inclusion is not difficult if you are staffed properly, trained properly and truly want to change the current culture of CR. 

 Professional Development - We need to look OUTSIDE CR for the most current up to date practices regarding special education. 

 The Special Education plan is lacking goals, objectives and outcomes - it is imperative that this is added just like the General Education Plan. Without measurable ways to track our success and failures - this plan is essentially just words in a piece of paper to check the box for the state. 

 The number of Special Education settlements coupled with the amount of Special Education staff we have lost over the last few years is staggering. We are not doing the best we can do! 

 I know of parents who are fundraising in our district to get basic supplies and necessities for our children’s classroom because they don’t even have what they need inside the walls of a very well off district. Could you even imagine children in the general education setting fundraising for pencils and glue? We must do better! 

 My children ARE NOT counted towards GENERAL EDUCATION classroom size numbers. I was rather appalled that Mrs. Crawford sat there and told you all last night that they were. 

 We had numerous meetings leading up to this plan being released, it is super unfortunate that there was not one meeting planned for after it was made public. I’m not sure how this mailbox will be monitored or if anyone is expected to write back. If changes are made - will that be announced in anyway? This is where you lose parent engagement. 

 I do realize we have come a long way with incorporating special education into our meetings and bringing attention to the program that it needs. But we also have such a long way to go. My children depend on it. I’m not out here criticizing without providing input and offering my own time to help! I’m a desperate mom, who is relying so heavily on so many people to help my children just have access to things that no one should have to fight for.

Sent: Friday, February 28, 2025 4:52 PM
To: Special Services <SpecialServices@crsd.org>
Subject: Re: [EXTERNAL]2/19/2025 SPED MEETING

 I appreciate being able to provide feedback I do see my form uploaded but provided some additional thoughts below. I am an Hr Specialist and Analyst by trade so I may have a different perspective to offer. 

 Here are some additional thoughts:  

 Regarding LRE, I’d recommend adding clear metrics for success on an individual, school and district level specifically surrounding integration success and the type of supports students are receiving in these environments. I’d suggest including data on academic achievement, social engagement and behavioral outcomes. I wonder, has the district measured these analysis points in the past and if so, how?

 It would be helpful to have more details on how the district plans to integrate students with special needs into the classrooms, especially at the elementary level, while providing adequate academic, emotional and social support. Some of my recommendations already listed are audiobooks, closed captions, and teaching ASL. There was significant discussion in the meeting about dyslexia, ADHD, Autism and children needing speech therapy. I believe these reasonable accommodations can support LRE and enrich the lives of the general education children.

 Finally, it may be worth considering more structured opportunities to build community and/or collaboration between special education staff, general education teachers and parents to monitor progress and adjust strategies proactively to maintain an inclusive and supportive learning environment.