The Special Education PTO hosted a Meet the Candidates Night on Zoom on October 8th. Out of respect for the privacy rights of students receiving special education services and their families, we did not record the event; however, we asked all candidates to provide written responses to the four questions reprinted below, two of which were addressed during the Candidates Night. For more information about the eight candidates running for three seats on the Board, please visit the PTO Council's website at princetonptoc.weebly.com/boe-candidiates.html.
Additionally, the BOE candidates participated in several other forums that were recorded, including these:
PPAG BOE Forum: youtu.be/ueOVT-kUVP0
LWV BOE Forum: bit.ly/36kSw4y
Thank you to all the candidates for participating in our forum and providing such thoughtful answers to our questions!
CANDIDATE RESPONSES TO THE SPECIAL EDUCATION PTO'S QUESTIONS
(Responses are listed in alphabetical order)
1. The Individuals with Disabilities Education Act requires schools to serve classified students in the least restrictive environment (LRE). Discuss whether successful classroom inclusion of these students depends on shared responsibility and partnership between general education and special education educators, as well as 1-2 specific priorities, that you as a Board member would advocate for, to support more effective inclusion practices.
Beth Behrend:
Please note that I am President of the Board; all responses here are made in my capacity as a board candidate and private citizen, parent and taxpayer and do not represent the views of the Board.
Yes, successful inclusion is the shared responsibility of all of our educators – there should be no distinction between “our kids” and “their kids.” The Princeton Public School mission of preparing students to lead lives of joy and purpose applies equally to all of our children, regardless of ability, race or economic background. How we meet the needs of our diverse learners should be central to discussions about equity.
Providing classified students with a free and appropriate education in the least restrictive environment, while required by federal law (IDEA), is also simply the right thing to do – for students who represent almost 20% of our population (including those with 504s and/or receiving speech intervention) AND for our gen ed students. ALL children benefit from acceptance, differential instruction, teacher training, lessons geared towards multiple intelligences, learning self-advocacy and the diversity resulting from keeping students with special needs in our community schools to learn amongst siblings, friends and neighbors.
Like many districts in NJ, we have a long way to go toward achieving effective inclusion. I look forward to receiving the results of the special education review, due back later this year. Impartial data on how our existing programs and initiatives meet the needs of our classified students will help the Board determine priorities and set smart goals for using our resources more effectively. From the experience of my own children, I know our teachers need more mandatory training in identifying learning differences early, in effective co-teaching and partnering with aides (which should benefit all students in the classroom) and in applying principles of universal design – where diversity is the norm, welcomed and anticipated in all aspects of instruction and learning.
Adam Bierman:
My understanding is that General Educations teachers have to take ownership for reading, comprehending the IEP of the special ed students in order to understand the cognitive profile, learning styles, socialization of the special education students. Communication with special education teachers about past instructive practices for the students is needed as well, so that they can incorporate differentiated instruction for said students. If it is possible I would make the rather highly regulated, lengthy IEP documents easier to understand. One example would be with a referendum ballot, by including 2 explanations, one in legalese and one in plain English.
Hendricks Davis:
Thank you for this opportunity to participate in the Special Education PTO Board of Education Candidates Forum. Before responding to the questions and being a part of the forum, I must indicate that though I have worked in higher education at Princeton Seminary, in outdoor adventure education at Princeton-Blairstown Center (then a part of Princeton University) and as a consultant in the PPS with students of the middle school, I have not been trained in the theory and practice of the education of children with special needs and I do not think it wise to project specific policy positions (“educational prescriptions”) without having first been educated and informed by the trained specialists of the Princeton school district and by parents/guardians and other experts. On the other hand though, I have had professional experience working within Princeton Public Schools and the broader community with a principal, teachers, counselors, a child study team leader, as well as, personal experience with neighbors and friends whose children have special educational needs. I am happy to respond to the four questions from this vantage point.
I believe the practice of inclusion (and integration) of students with special learning needs with classrooms of “general” education students is a practice that must be pursued to the fullest extent possible, based upon what is assessed to be the individual student’s needs and capacity, the instructional staff”s capability, and the availability of resources to offer an effective learning experience for all students. Providing classified students the Least Restrictive Environment for learning is a paramount expression of “equity making” in education and should be the “default” practice, not only because it is legally mandated, but because it reflects the values of the school and community. Creating the environment and “culture” of inclusion is the responsibility of all involved in the “educational community”--from the board and superintendent to the principals, all teachers, support staff and the students themselves--all share in the responsibility to be inclusive and welcoming. Teachers in the classroom have a tremendous responsibility to model through their teaching and relating to each other, openness, understanding, and effectiveness in the teaching-learning process. As a member of the Board of Education I will 1) advocate for in-service learning opportunities for “general” and “special” education teachers to enhance their knowledge and sharpen their practice of creating and teaching in inclusive classrooms and; 2) advocate for best practices for making the entire school community reflective of a culture that recognizes and values all students regardless of their status or performance; 3) advocate for additional resources of support by training/certifying and hiring additional support (student teachers, MSW students, volunteer mentors and tutors) by seeking grants from private, public and non-profit entities.
Jean Durbin:
It was only in 1975 that children with disabilities were granted the right to be educated in our public schools through an act called Education for All Handicapped Children Act (EHA). Then in the 1990s, The Individuals with Disabilities Education Act (known as the IDEA Act), replaced the EHA. It grants children with disabilities the right to a Free Appropriate Public Education (FAPE) in the least restrictive environment (LRE) tailored to suit their needs through age 21. New Jersey’s special education law, N.J.A.C. 6A:14, reinforces this right from ages 3-21, and provides that children with disabilities may be educated in the district or in schools outside the district at no cost to the parents.
The Princeton Public Schools provides a range of special education programs and services to our students with Individual Education Plans (IEPs). But there are many children without formal IEPs that benefit from special education services and supports as well. Resources include in-class support, three self-contained classrooms: (1) Autism, (2) Language and Learning Disabled (LLD) and (3) Multiple Disabilities (MD), as well as both Preschool Disabled (PSD) and integrated preschool classrooms. At PHS, there is a School to Work Program and the Bridges Program. Additionally, the district provides speech and language therapy, occupational therapy, physical therapy, behavioral supports and counseling. (See PPS Website, Special Education, www.princetonk12.org/academics/special-education)
Co-teaching, a tenet of in-class supports, has been one of the critical advancements for all of our children, regardless of classification. The model works for obvious reasons: more teachers in the classroom equals more attention and instruction for our students. It’s more engaging for our students and teachers alike, and can help relieve pressure where personalities may not always mesh. It increases accountability and ensures that children who learn differently are supported. I like to think that all of us learn differently—some of us learn visually, aurally, or by doing. Many of us require repetition in learning. Taking notes helps some. Listening to recorded lectures helps others. Co-teaching simply improves every class and provides an opportunity for learning to be reinforced and for our children to be further engaged. As a board member, I would support efforts to (1) increase co-teaching in our schools and (2) hire more teachers who are dually certified in special education and another area.
IEPs are meant to assess, among other things, how a disability will impact a child’s involvement in the general education curriculum, with the goal of helping the child learn in the least restrictive environment. Separating kids who learn differently does run contrary to fostering a sense of community and belonging. To extrapolate from personal experience, our family benefited from Accelerated Intervention Services in elementary school, and we thought this learning support was vital to fostering success in learning. However, children are aware when they are being treated differently from their peers, and it can be a confidence shaking experience. High self-esteem and feelings of belonging are critical for young learners (and for all of us). Educating through inclusion helps all of our kids better understand the workings of society at large, our similarities and differences. Learning in a diverse setting also helps foster a collaborative culture rooted in empathy, understanding and community.
I do think inclusion is a strong strategy for creating a welcoming environment for all of our children. In addition to supporting efforts to increase co-teaching and hire dually certified teachers, I am eagerly awaiting the results of the recent special education program review that the Board initiated to learn more about what our areas of strength and weakness are. I am hopeful that strategies for inclusion will flow from this review since inclusion is not only the just thing to do, but also required by law.
Bill Hare:
Successful classroom inclusion definitely requires shared responsibility and partnership between general ed and special ed educators. When I was considering this question I couldn’t help but think of healthcare and the relationship between a general practitioner and a specialist. If you have a cardiac problem, you do not expect your specialist and general practitioner to practice in isolation from each other. You expect them to consult with each other in a partnership for ensuring your health. I expect my specialist and my GP to communicate regularly about my health and ensure they are working together for my best outcome. Similarly, the general ed and special ed educators should communicate regularly about your child so that together they ensure the best education and educational experience for your child.
To succeed in this partnership, the district must ensure that the general ed and special ed educators have sufficient communication to relay the needed information in both directions. Each student in special education has an individual education plan (IEP). The general ed educator must be familiar with each student’s IEP so as to understand each student’s disability and properly implement the IEP which is designed to meet the unique needs of each student. My first priority is to ensure that the general ed educators have sufficient familiarity with each student’s plan. My second priority is to ensure that each general ed educator knows how to implement the plan. My third priority is to ensure that we can measure the effectiveness of the plan and its implementation. To ensure that each of these three priorities are met, we need the general and special ed educators, and parents, to tell us where each group sees the process having shortcomings. We will have made progress if, over time, those shortcomings are reported by fewer and fewer parents.
Paul Johnson:
Successful classroom inclusion of these students relies exclusively on the shared responsibility and partnership between general education and special education educators, as it is through their relationship and coexistence that we can make all classrooms inclusive sometime in the near future. It is essential that both general education and special educators (which for the remainder of this response I will term only educators, as it is any educators job to educate all) recognize the vast benefits of inclusive classrooms. As Kid Together Inc. has so greatly identified the wide range of benefits of inclusive education, for both our special education as well as our general education students, it is essential that our educators work cohesively to reap these benefits. I have always argued that separate can never be equal in our society and people must realize this when discussing inclusive classrooms/education. When both the educators are in the classroom together, it is imperative they share responsibilities with the ability to operate as the lead teacher and assist with all students.
Benefits of Inclusion for Students With Disabilities
Friendships:
Increased social initiations, relationships and networks
Peer role models for academic, social and behavior skills
Increased achievement of IEP goals
Greater access to general curriculum
Enhanced skill acquisition and generalization
Increased inclusion in future environments
Greater opportunities for interactions
Higher expectations
Increased school staff collaboration
Increased parent participation
Families are more integrated into community
Benefits of Inclusion for Students Without Disabilities
Meaningful friendships
Increased appreciation and acceptance of individual differences
Increased understanding and acceptance of diversity
Respect for all people
Prepares all students for adult life in an inclusive society
Opportunities to master activities by practicing and teaching others
Greater academic outcomes
All students’ needs are better met, greater resources for everyone
The top priorities thus become, having our educators participate in more live/actual professional development (not online courses) and better identifying the strength of our special needs children. As we identify these strengths it thus becomes essential that they are nurtured and fostered. It is in this space we will begin to reimagine education and what success looks like. We need to expand our narrow views/ideal of what an education truly encompasses.
Karen Lemon:
A partnership between general education and special education educators is critical to the success of our students, as many special education students spend at least 50% of the day in general education classes (in normal times). Specific priorities to advocate and support inclusion practices:
1. It is essential the general education teacher takes ownership and shares responsibility for special education students. This includes ensuring those who instruct special education students read and adhere to each child’s IEP. This should be reviewed, observed, and validated by supervisors throughout the year and general education teachers should receive professional development relative to understanding and supporting special education students.
2. Assess the culture of the entire PPS system to ensure that there are high expectations for the success of all students including special education. The 2018 equity audit found that special education students are underrepresented in AP classes. There should be support for including special education students in AP classes and going on to 4 year colleges if this is the student’s aspiration. We cannot limit our students. We must have high expectations for what every student can aspire to and achieve.
Michele Tuck-Ponder:
I agree that successful classroom inclusion of Special Education students depends on shared responsibility and partnership between general education and special education educators, however, that is only one component of that practice. I am a passionate advocate of providing equitable access to an excellent education for ALL PPS students. Of course, our teachers must be provided the support and training necessary to effectively partner and collaborate in teaching not only general education, but to address the needs of our most vulnerable students. We also must support a culture across the district—including students, staff, administrators and teachers that embraces inclusion in the school and classroom environment. It is also critical that we continually assess the effectiveness of the partnerships between our special ed and general ed educators to determine whether their efforts are aligned and coordinated to ensure the best outcomes for our students. I support the implementation of universal design principles in our schools that would provide a more equitable, flexible and accessible environment to the benefit of all our students.
2. In what ways do our special education students not feel a sense of belonging in their school communities? Discuss how you have determined this and what you would do as a Board member to address this.
Beth Behrend:
While there have been well-intentioned efforts to increase inclusion and belonging, the reality remains that all too often, special education students and their families do not feel part of the wider school community. They do not feel seen, heard and understood. In my experience and anecdotally, special education students do not generally attend school functions at the elementary schools (picnics, international night, authors night, pasta dinners) – and may not feel a part of the larger “school spirit” these events build. When asked, parents report feeling overwhelmed and exhausted, disconnected from other families (no playdates or common activities) and sometimes concerned that their kids may not do well with the stimulation. In other cases, after strong pushing from parents, kids with differing abilities were included on the swim team, in cheer, and in the PHS musical, only to be treated differently, separately and not as part of the “real” team, not necessarily included in the social or competitive aspects of the activities. This hurts kids, is a loss for all and contradicts our core values.
We need to open our eyes to see who is missing from the events and activities that define our “school community.” Who is participating, who isn’t, and why? The equity impact statement being developed by the BOE’s Equity Committee with community input, will help. Ensuring that, when new events or initiatives are taken, we consider alignment with core values and the actual impact on all students is a big step towards building a culture of baseline inclusion. We also need to wrestle with how to celebrate competitive athletics, fine arts and other extracurriculars, while ALSO offering activities and experiences that are accessible to all students, allowing kids to try new things and participate for the FUN of it. Administrators and staff, coming from a place of inclusion, need to be held responsible for understanding what makes certain students (and their families) feel alienated and left out. Again, a universal design approach of structuring events/activities around what works for those with special needs will serve the interests of all students by fostering inclusion and a more kind and caring culture.
A culture shift also requires us to face our implicit biases about “disability.” As human beings, we instinctively notice difference and make judgments, even if unconscious. There are excellent resources available from places like Tufts University where a brief online test (comparing pairs of images, positive/negative reactions) can demonstrate that even in people who think they are free of bias, it can still be lurking. The Board should support our administrators’ efforts to bring in speakers, do mandatory workshops with teachers and students and embrace opportunities to make all of our kids feel welcome, seen and valued.
Adam Bierman:
I would hope the equity audit would be helpful in answering these questions, through the use of dashboards with clear specific metrics that are easy to understand and shared within all the PPS Princeton Public schools. This way we can find out what is working and what is not (or as I say fail fast), then make expectations and accountability systematic. At the same time it would balance the need for continuity and structural change.
One question I have is this: I was told that 50% of the black students and 44% of the latino students are classified. Is this overclassification?
Hendricks Davis:
I am reluctant to offer a response to this question about the feelings of “not belonging” of the special education students (specifically in Princeton schools) as I have not spoken with a particular parent (or student) about this. What I have understood more broadly and experienced personally is that feelings of being excluded come about when individuals or groups are stigmatized and NOT SEEN as valued members of a group or community and are not ESTEEMED as possessing unique qualities and gifts to bring to the “educating community.” As Executive Director of the Princeton-Blairstown Center I worked with students from Princeton, Trenton, Newark and NYC in our High Quest a Bridge to Success program. I know that some of them at some points in their education were classified and had IEPs and many of them did not have a sense of belonging to their schools for a variety of reasons related to socio-economic status or ethnic-cultural background. Most importantly, however, I worked with the board and staff and included parents and students in developing this special outdoor adventure, experiential-academic education summer program which made (and is still making) a positive impact in students’ lives. As a member of the Board of Education I will work with the board, the Superintendent and the community on improving the climate, culture, curriculum of the school district through a process of assessment, review, visioning and building an inclusive and expansive educational community. I think American culture and democracy is at an inflection point and public education needs to undertake a deep and considered review of these critical elements of education.
Jean Durbin:
I do know from my own family’s experience that being pulled from the classroom for learning support can sometimes feel stigmatizing. Some children will tolerate it, others will not. Additionally, when we fail to include all of our kids in all of our activities, offerings, co-curriculars and extracurriculars, it is hurtful and demoralizing. Children should not be measured by their disabilities. Rather, they should be seen as children/people/students and included in all school functions and offerings. All of our kids should be given the opportunity to participate fully in whatever way works for them. It’s the right thing to do. As a board member, I’d support efforts designed to increase inclusion and then measure the impact of those efforts through surveys as part of the overall dashboard approach to measuring growth for each child. This would include measuring participation and opportunities for participation in co-curricular and extracurricular activities.
Bill Hare:
I recall speaking with a parent about her son who has an IEP. She described how her child was made to feel less valuable and with lower expectations because of the IEP. In a community that puts a premium on perceived academic success (e.g., AP classes), I can’t imagine how special education students can feel a sense of belonging if they are made to feel less valuable or subject to lower expectations. My slate mate Paul Johnson describes the powerful impact a teacher had on him when she told him he could be president someday. If we are going to set expectations on our children, that level of possibility is what we need to set. To conclude my discussion with this parent, she later told me how her child’s self-esteem was boosted when the child did well on an AP exam. Such achievements must boost a child’s sense of belonging and we need to provide avenues for achievement. These avenues can be through academics, athletics, arts, and extracurricular programs.
Paul Johnson:
Special education students often feel a sense of not belonging because we have created a clear divide from the general ed students. It is both horrific and unacceptable and must be addressed immediately. We have issues such as lack of access to many things our children love such as band and school plays. While there are many other examples of this that I could allude to I will speak from personal experience and reference band and school plays. Over the past few years, we have had to go to great lengths to fight for the basic opportunities afforded to general education students and their families. Our child was not offered the chance to participate in band and we had to contact staff to even get an audition. We were told he was unable to read music as well as many other assumptions, which would preclude him from being part of the band. This preconceived notion of excellence clearly distorted this teacher’s mind. What they failed to realize is our child has been doing shows for years with school of rock and has never missed a beat. After a lot of back and forth he was finally able to join band and has helped him to grow and enjoy his school experience even more. It was also in the same year that students in the special education classrooms were not even informed of the auditions for the school play, and again we had to call to ask if he could audition after they were already completed. Needless to say, our child went on to join the cast, winning the MVP award while garnishing the respect of all his peers. All people involved greatly benefitted. I have an intricate knowledge and understanding because I am a parent of a child who is in a special education classroom. It is thus essential that we set policy which ensures inclusion in every aspect of a child/family’s school experience. We must properly educate our educators so they understand the importance and benefits of inclusion and stress a zero-tolerance policy for any discrimination or denying access to any of our students. Many of our special needs children are often denied access and inclusion in sports and other extracurricular activities and this has got to stop. We also need to stop limiting our special education student to specific EP’s and allow them to explore everything our schools have to offer.
Karen Lemon:
I have spent time talking to parents of special education students and to board members. The consistent themes include the need to create a sense of belonging for our special education students from an early age, the need to have the school support and advocate for their child, and the need for the school to set high expectations. As many special education students are taken out of the classroom for services, especially at the elementary level, it is critical they are included in activities and projects.
Special education students must be a priority. Special education students represent approximately 17% of the student population. The Board needs to create a culture of putting them first, not last. To address these issues, you need a champion- it must start at the top. The new superintendent selected should have a track record of success with special education programs. Additionally, unlike the current board leadership, if elected to the board of education I would never balance the budget at the expense of special education staff and students – as occurred in 2019.
Michele Tuck-Ponder:
As a governance volunteer, Board of Education members have little to no opportunity to interface directly with our children, consequently, we must rely on the input of organizations like the Special Education PTO to learn about the experience of our Special Education students. Since every child, particularly those with special needs, has a unique and individual experience, it is impossible to discern feelings across the group. However, when attending school events, I have noticed an absence of children with physical disabilities, even in activities where they could easily participate. As a Board member, I would like to focus on accessibility for all students and ask: What are the barriers to participation? How can we facilitate participation? What kind of supports need to be in place to enable children with a variety of disabilities, be they physical, social, intellectual or otherwise to include them in activities (and in the classroom) that give them a sense of belonging in our schools? I don’t have the answers, but by asking the questions, we can make decisions that promote (as oppose to exclude) children with special needs.
3. How can the district improve accountability for the progress and outcomes of special education students (during each school year, from year to year, and through the duration of the student’s time in the district), and what data would you like to see to better understand how well we are serving them?
Beth Behrend:
For us to know and meet EVERY child where they are, we should have an easy tool for measuring growth and progress from year-to-year in academics, social-emotional skills (including self-advocacy and relationships) and life skills. Parents and students should be given regular opportunities to submit feedback; students should be working toward specific goals; teachers should have the benefit of a longitudinal record that shows the child’s growth, strengths and challenges. Principals should be responsible for the growth of all students in their schools. Students should learn to advocate for themselves and lead annual parent/teacher/student conferences (piloted at MS three years ago – where did this go?) This would allow us to support every child as they progress through our schools. We also should be checking in with grads and their families to understand where students go when they leave us – have we successfully prepared them to meet their goals? Do they feel satisfied with and prepared by their PPS education?
Adam Bierman:
Please see the answer to questions 2.
Hendricks Davis:
With all and particularly for special education students there should be benchmarks of progress, achievement and accomplishment, regularly communicated to them and their parents/guardians with opportunity for REFLECTION on the learning and growth experience with teachers, counselors and mentors. Individual Education Plans should reflect a continuity of educational care and improvement ideally leading to full inclusion (depending on the individual student’s learning challenge). No student should be lost, forgotten or fall through--or further into--an achievement gap. This means that every student should be known--and appreciated--by someone in the district and broader “educating community” of Princeton. Though it is not possible for individual members of the Board of Education or broader community to receive progress/advancement reports on specific students, I would expect reports from Child Study Teams that provide blind data on student performance and district-wide achievements, shortcomings, and needs. Moreover, as students mature, advancing from grade to grade, I would expect students themselves (to the extent each is capable) to be more engaged in the processes of reflecting upon and assessing their own academic, intellectual, and social development experience and progress, which is an indication of their engagement with and ownership of their education. As students attain and arrive at critical junctures in their schooling (transitions from pre-k to elementary, elementary to middle, middle to high and high school to post secondary education or work), individual students and their families should participate with teachers and counselors in careful assessment and receive documentation of their progress, accomplishments, continuing challenges and needs and the plan of education/development going forward. The Board of Education should data driven reports on special education successes, challenges and program needs to guide effective planning and program change.
Jean Durbin:
As a PPS parent, and from conversations throughout the years and during this campaign, I have learned that many families in our public schools are very happy with special education services provided. However, some are not. The need for stronger communication seems to be the most cited issue by our families—ongoing communication throughout the year as well as communication from year to year and during transitions from school to school. Based on this information, I think establishing metrics for regular communication with families receiving special education services would be a sensible step for the district to take. It might be helpful to measure response times to parent inquiries by phone and email and in writing, as well as gauge whether the response was helpful or adequate using a follow-up survey or simple question.
The lack of communication when a child transfers to a new school (from elementary to middle or middle to high) could be improved according to some families. We might consider looking at how transitions are made from year to year and school to school by fostering programs designed to guide and provide opportunities for communication. We should be measuring outreach and communication efforts that include the families.
Setting rigorous goals with high expectations for our students is another goal our families would like to see throughout the district. There should be clarity of goals for each classroom lesson, each course, and each learning period. Goals should be tracked and measured for each child in our schools. We should be measuring individual student growth for all of our students from year to year using a dashboard and student survey data. Regular check-ins with no surprises for our families would be ideal.
In sum, it could be helpful to measure communication efforts with families, group and individual learning goals for our children, as well as growth for each child.
Bill Hare:
Accountability for the progress and successful outcomes for our special education students must start with the superintendent and the Board of Education. Approximately 17% of the district’s 4,000 students are classified into special education. Successful outcomes will increase as expectations for our special education students increase. Special education is not comprised of a single category of students and I doubt that one simple metric is applicable to all students in special education. For each student in the special ed program, depending on their disability, we need to select a metric; set goals that reflect the potential of the student, and most importantly see improvement. For some students the metric may be standardized test results. For any individual student, we should see improvement year over year. For others it may be socialization or attainment of life skills. For example, I recall when I was on the board asking about invoices from McCaffrey’s grocery store. I learned that we run a program that allows our students with autism to gain life skills by teaching them how to shop for themselves at the grocery store. Learning that made me feel proud of our district. All parents want their kid to attain the life skills necessary to be as independent as possible. If the student, parent(s) and teacher agree that is a suitable metric for a student, let’s track it.
We must also look at which students are classified as special education. Why are people of color being disproportionately classified in our district? Statistically, this can not be correct and Board members must question a process that yields this result. Until we see a reduction in disproportionate classifications in our numbers, saying that we are working on it isn’t good enough.
I look forward to the findings of the special education audit (which I fully supported during my prior Board service) when completed, and using it as a roadmap to improve the services we provide to our special education students.
Paul Johnson:
There remains much room for improvement in accountability, we must first look at why we have so many students classified. Look at who is being classified at higher rates (minorities), look at specific teachers that make the recommendation and see if there is a pattern. Involve families and look to them to help assist with their child’s educational plan (for they know the true outcomes and improvement of their children) and implement IEP meetings more than just once a year. When an IEP states the frequency and intensity of services a student is to receive the school does not always execute them. Schools often do not keep adequate records of students’ progress and services rendered and we need to be better. They often fail to provide recommended services. It is also pertinent that we stop “pull outs” for things such as AIS when our students are surrounded by intelligent educators who can provide plenty of assistance in the classroom. It is essential we stop alienating our children. It would also greatly improve efficiency and accountability if we were able to add another behavioralist to our staff.
Karen Lemon:
There are currently very few measures in place to hold the district accountable for special education outcomes, yet there are a number of measures which are available and could be used. The district must focus on ensuring students are educated in the least restrictive environment, progress of students including success after graduating, and achievement scores.
While the use of standard achievement has been downplayed by several candidates seeking reelection to the board, standardized test scores are an objective measure by which parents and guardians can determine progress. We do our students a disservice and limit their opportunities if we do not use achievement tests as a measure. Additionally, test taking is an important skill that all students must learn. While SAT and ACT may be phased out, don’t we want our special education students to go on to be doctors (MCAT), attorneys (LSAT), and receive advanced degrees (GMAT)? Additionally, the Board must take the time and effort to determine why Black and brown students continue to be classified at disproportionate rates relative to their representation in the student body. Special education must not be used as a place to put students who are not performing up to grade level. The Board must examine the root causes for the disproportionate classification of black and brown students.
When elected, I will work to support:
1. Collaboration between the district and parents on IEP process as well as working to build parent trust in the district’s commitment to be a partner in the special education progress.
2. Review and implement the findings of the Special Education Audit to ensure services are being provided and implemented in an effective and efficient manner.
3. Include and prioritize Special Education in all decision-making. For example, when technology for teachers was upgraded in 2019, special education teachers were not included in this upgrade. Many special education teachers reported using Ipads circa 2009. These devices were so outdated, they could no longer be supported by Apple. This is a clear example of how special education is not a priority for Board leadership. It is unacceptable. I commend the Littlebrook PTO for fundraising to address at their school what the school and board leadership completely missed. I will put our most vulnerable students first, not last.
Michele Tuck-Ponder:
The district can improve accountability by making decisions based on data instead of historical practices. As you know, PPS has been working on an Audit of Special Education services for quite some time. I am hopeful that the data collected from that audit will help the Board and the district make data-driven decisions that will result in measurable outcomes to further refine our policies and programs. This audit must be as comprehensive as the 2018 District Equity Audit and include both qualitative and quantitative data so we can balance perceptions of our programs with real results. I am also expecting the audit to include recommendations for concrete actions and policies that should be implemented to address any shortcomings or issues.
4. Students who receive Special Education and related services have high resource needs, and special education costs are often cited when budget cuts are made elsewhere. How will you ensure that the district continues to "support every student" in a climate where budgets are being cut and tough decisions need to be made? Do you know ways to reduce special education costs without negatively affecting the quality of the district’s Special Education program?
Beth Behrend:
Most importantly, we must continue to find cost savings and ensure that every dollar is used most effectively for our students. During my time in Board leadership, we stabilized District finances, going from a deficit (which required staff cuts) to a balanced budget pre-Covid (with $500,000 in recurring savings) and now a “cushion” of $2.9 million against Covid costs (already $1.4 million and rising) due to savings from remote learning and the adoption of priority-based budgeting. We face great uncertainty due to State finances; we need experienced board members who can hit the ground running in January 2021 to advocate and work collaboratively with community partners and fellow districts to rethink school finance and find new potential revenue sources.
Special education costs are not optional, as we must provide all children living in our district a free and appropriate education in a least restrictive environment. That said, to reduce them in the short term, we can deploy our instructional aids more effectively, providing more training and having them work with multiple students in one classroom where possible. The ongoing special education review may show us where we can do things differently, at a lower cost, to better support students. There may also be lessons from remote learning that will help use technology more effectively. Most importantly, we need to support our teachers with mandatory PD so that they are able to teach to the “tail of the curve” on both sides – keeping students in the classroom, offering more differentiated instruction and decreasing referrals to INRS. We should be tracking these referrals, focusing PD on those teachers with the highest rates of referral and be clear in our hiring and tenure processes that we expect PPS educators to teach students across a broad spectrum of abilities in one classroom – and that we believe that everyone belongs in our classrooms, diversity is normal and valued, and we can all learn from one another.
In the longer term, I would like the Board to better understand both services provided by the County (receives 30% of our property taxes) and out-of-district placements to ensure that our students’ needs are being met (47 currently sent to schools across the state) and to carefully consider whether it might be possible to meet the educational needs of more children closer to home, potentially in collaboration with neighboring districts. The Pennsylvania Intermediate district model is one we should better understand and potentially advocate for at the State level.
I will continue to encourage innovative and creative thinking to develop policies which promote inclusion and inclusive practices, and to find ways for special education and general education students to be together, learning and socializing, and continuing to receive an effective, equitable education that prepares them for lives of joy and purpose.
I believe my proven track record of fiscal prudence, improved stewardship of facilities and concrete steps toward equity (for ALL kids) is what the district needs to meet these challenges, and I would be honored to have your support in continuing this important work on behalf of our children.
Adam Bierman:
One key way would be to reduce the amount of lawsuits between PPS and the parents of special education students, whenever possible.
Another way is to stop needless wasteful spending. Is spending a half a million dollars for bathrooms on the PHS football field a priority? We have already spent over $140,000 for an outside demographer whose job it is to project how many students will attend PPS in the future. Sadly for the past 3 years said demographers have used multipliers from every conceivable source, except from actual analyses of actual student enrollments say at the Avalon Bay apartments.
Reflecting on past motions, I would have voted against the 2019-2020 budget that reduced staff by 3%, including teachers and Academic Intervention Specialist (AIS) coordinators, while raising taxes by the maximum allowed under law. I believe we can and must do better. Last year's budget represents a failure to prioritize spending on that which is important to our students, families and community. PPS have the third highest spending per student of the 97 school districts in our peer group, according to the NJDOE, yet the board raised taxes and laid off the people doing the essential work: the teachers. I believe this to be unacceptable.
Hendricks Davis:
As a member of the BOE I will work with the board and superintendent to ensure that budgets serve the overall educational mission of the district: to provide an excellent, equitable educational experience to all students. I would strive to not place the needs of one group of students over/against another in developing budgets, but would seek ways in which all educational needs, as well as program enhancement, can be offered. Where administrative and programmatic cost savings can be found I will encourage that they be taken. As indicated in my response above, I believe the district should pursue general and special education program and resource enhancement by training, certifying and hiring teaching assistants, aides, social workers, tutors and mentors to assist in providing the least restrictive and most educationally advantageous environment in the school and classroom and potentially in the home (particularly during this current pandemic.) As a member of the BOE I will work with other members, the superintendent and community to secure financial support and in-kind services from private, nonprofit and philanthropic sources for the education of all students in Princeton.
Jean Durbin:
If I were a member of the Board, I’d continue to support priority-based budgeting, and I would support increased operational efficiencies in our district through the use of shared services. I would also work to foster public-private partnerships, explore opportunities to work with our municipal government to fund targeted needs, and I’d work to increase revenue streams. If sufficient reserves are not available and budget cuts needed to be made, I’d work hard to stay away from our classrooms and ensure that the needs of all of our students are supported.
In terms of ways to reduce special education costs without affecting the quality of the special education program, perhaps the results of the special education program review will help reveal what is working and what is not. This might point to areas where priorities could be shifted and savings could occur.
Bill Hare:
I believe we need to reset the mindset on how we describe the costs for Special Education. The truth is that almost every student in our district has high resource needs, whether it is Athletics, Arts, Extracurricular Activities, courses with laboratories, or Special Education. All of these activities are valuable but they come with a cost. Yet there are few complaints about the costs for students to participate in athletics, arts or AP classes so why should anyone complain about the costs to provide Special Education and related services?. Athletics, arts, and AP classes prepare students for their future careers and are not merely whimsical offerings – consider how many students from our schools will pursue careers in the arts. Analogously, our Special Education program is preparing students for their future careers. We need to communicate this reality and get away from the mindset that permits us to categorize Special Education as a different resource from the full set of resources we offer our students.
When I was on the board, I heard the complaint around IEPs and a perceived failure of general ed educators to either fully review or implement its contents to individual students. The plans are prepared for a reason and need to be followed. To reduce Special Education costs without negatively affecting the quality of the program I recommend we improve (i) implement a process that ensures all IEPs are read, and (ii) the implementation of that information in the classroom. Returning to the healthcare analogy, if we improve a patient’s health the first time, we have fewer return visits, and ultimately lower costs. To reduce healthcare costs, hospitals are being judged in this way on their procedures. Similarly, if we improve the process of IEP collaboration between general ed and special ed and implementation by general ed in our Special Education programs and improve the outcomes, the costs will be reduced without negatively affecting the quality of the district’s Special Education program.
Paul Johnson:
First and foremost, I will say we should never use our most vulnerable and disadvantaged students to make budget cuts. That is and always will be unacceptable. We have never cut our AP teachers or electives but have traditionally looked at our special education teachers and support staff as dead weight. This can never happen; every child deserves equitable access to a positive outcome and it should never come at a cost. For one if we look to make all our classrooms inclusive, we can put the responsibility on our teacher to deliver. Teachers have to teach and stop making excuses for why kids can’t be successful in a general education classroom. We can also look at shared services with neighboring districts to address cost without negatively affecting the quality of our district’s education. We can look to other schools around the country to see what methods they are using to more effectively implement inclusive classrooms thus becoming more efficient in our delivery to our students and families. If we were educating at a higher rate we would be able to keep more students in district.
Karen Lemon:
I look forward to the completion of the Special Education Audit to help direct some of the opportunities. However, even without the completion of the audit there are obvious opportunities.
The law requires the district to provide services and put in place an IEP to meet each student’s unique needs. One area of opportunity is special education legal expenses. Including out of district placements, the district spends millions of dollars each year on legal fees and tuition for out of district. The Board needs to determine why legal expenses are high, and why students are being sent out of the district, are the placements unilateral or are they being proposed by the district? For what reasons? Can we look to bring some of these students back to the district, which would save money and educate the students in a less restrictive environment. I would:
· Work to understand who is going out of the district and why.
· Work to collaborate and have the school be a partner for the student and their parents.
· Consider retaining different legal services as the feedback from parents is the current attorney is combative.
Keeping students in the district allows us to control the quality of the education and in most cases it can be done at a reduced cost. We need to partner with parents, advocate for students, and make sure the IEP is followed. We should not look to reduce services for special education students, but work to ensure the students are receiving what they need.
Finally, with the Covid-19 pandemic, there are many, many studies that show that students of color and students with special needs have been the most severely impacted by remote learning. I have spoken to parents and guardians who are extremely concerned about the regression their children have experienced. I will support additional resources to provide compensatory services next summer and during the next school year for our special education students.
Michele Tuck-Ponder:
PPS frequently points to equity as a primary value of our district. Equity does not mean “equal”—it means providing the proportional supports necessary to give everyone an opportunity to succeed. When citing reasons for budget decisions, it is honest and accurate to list those factors that impact school spending. However, it is never appropriate to point to those expenses for the purpose of placing blame, but should highlight our commitment to inclusion and diversity and choice in education as a reason FOR making those expenditures. I have consistently voted in favor of spending, hiring and policymaking that supports equity. District administration is aware of the need to maintain programs to support our special education students, and I will always consider their recommendations through the lens of equity and maintaining the quality of the district’s special education programs. I have not, and will not support cuts that disproportionately disadvantage or harm our most vulnerable students.