Early childhood education programs in District 75 have been affected by other federal mandates, including the Governmental Performance Reporting Act (GPRA) and the Program Assessment Rating Tool (PART); both of these initiatives require that all federal programs (e.g., Head Start, childcare, and programs for children with disabilities) must provide performance data concerning the progress that has been made toward meeting the goals of the program, which in turn are used to formulate federal budget allocations (Rous et al., 2007). Current performance data for District 75 is presented at Appendix A.
Individualized Family Service Plan (IFSP). In those cases where the District 75 assessment committee finds that children require services and a special education setting, they are provided with an Individualized Education Plan (IEP) or an Individualized Family Service Plan (IFSP) to determine placement and to make sure that services are provided in the least restricted environment. As part of this process, students aged 3 to 21 years with disabilities may qualify for a wide range of associated services and supports as part of their education in District 75. These associated services include, but are not limited to, the following:
1. Assistive technology for communication help;
2. Counseling;
3. Haring and vision education services;
4. Occupational therapy;
5. Paraprofessional services in the classroom or bus,
6. Parent training and counseling;
7. Physical therapy;
8. School health services;
9. Speech therapy; and,
10. Transportation, including an air-conditioned bus (Parent's Guide, 2011).
The individualized family service plan (IFSP) is also used to identify opportunities for improving social interactions with peers and participation in developmentally appropriate activities for District 75 students. In addition, District 75 pupils under the age of 5 years enrolled in special education Pre-K or Early Intervention programs, are eligible for curb-to-curb yellow bus service as reflected in their IFSPs (Individualized Education Program, 2001) or Individualized Education Programs (IEPs) as discussed further below.
Individualized Education Program. The individual education program (IEP) in District 75 is used to keep track of students' progress in their educational programs. This document sets forth all of the goals, objectives, current levels of performance as well as related services that have been advised for the student (Individualized Education Program, 2011). The District 75 Office of Instruction is responsible for supporting the District 75 IEP Coordinator by sending out legal and instructional information to all concerned stakeholders involved in developing the school-based Individual Education Programs for the district. Educators in District 75 pay special attention to the effect of ongoing educational trends as well as Central Board initiatives such as promotion policy and standards-based instruction in the development of IEPs (Individualized Education Program, 2011).
In District 75, the IEP development process must take into account the following factors:
1. The child's strengths;
2. Parental concerns for their children's education;
3. The results of the child's individual evaluation;
4. The results of any state or district-wide tests or assessments; and,
5. Any unique needs related to the child's disability (such as communication needs, behavior, etc.) (Parent's guide, 2011).
3.
Are all mandated services being rendered to the child?
There were no exceptions identified in the research and all mandated services are being provided in Special District 75. For example, in response to the mandates of District 75's students' Individualized Educational Programs (IEP's), a broad-based array of services are provided including speech, counseling, physical therapy, occupational therapy, and nursing that are tailored to the individual needs of each student; these services are also provided in small group settings and/or one-to-one formats (District Information, 2011). To help assess the current progress of District 75 schools in satisfying its mandated services, the report grades assigned to each school are replaced with a corresponding number (A=4, F=0) in the tables shown at Appendix A.
As can be seen from the performance data at Appendix A, despite some modest gains by some schools, most of the schools in District 75 are struggling to meet the individualized needs of their special education students, with several declining in the quality of their educational services from academic year 2009-2010 to 2010-2011. The year to date ratings in Table 2 at Appendix A indicate that the status quo is being maintained, but there is...
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