Spotlight Focuses on State of Special
Education in the SMMUSD
• Consultants’ Report
Looks at All Facets of Programs that Have Come under Fire
In a recent report by Lou Barber and
Associates, an independent evaluation was conducted of the
special education program operated by the Santa Monica-Malibu
Unified School District.
Major issues were evaluated in the report,
such as placement options, collaboration with the Special
Education Local Plan Area (SELPA), funding, personnel,
confidentiality clauses, and written policies.
The study was conducted during the months
of December 2007 through March 2008. After an initial interview
with Superintendent Dianne Talarico, it was determined that a
series of interviews with parents, teaching staff, principals,
ancillary and district office staff would be held.
The findings of the report were
reviewed with the superintendent and members of her staff.
Recommendations the district were asked to consider were based
on the information received and they dealt with maximizing
resources and enhancing the provision of quality education
services to students at cost effective levels.
The Santa Monica-Malibu Unified School
District provides special education services in conjunction
with SELPA in order to assure access to special education
programs and services for those with exceptional needs.
The district is responsible for the
provision of all special education programs and services as
specified under the Individuals with Disability Education Act,
(IDEA) and the California Master Plan for Special Education.
The report indicates that the district
during the last two decades has, in essence, been
stretched thin while trying to implement the state law (Master
Plan for Special Education), avoid violating the federal law
(P.L. 94-142 Disability Education Act) and at the same time
attempting to provide a quality education program for all
students, as well as those in special education.
The report provides a 27-item set of
recommendations for the district’s consideration that
relate to all the issues discussed within the report itself.
In regard to settlement agreements with
confidentiality clauses, the report suggests a dramatic
reduction. If in the case this type of settlement is utilized,
it is suggested that communication to school staff of the
education services provided to the student is pertinent. It
also suggests this information be included in the
student’s Individualized Education Program (IEP).
Another recommendation the authors make is
that the district should consider how to present information to
parents to showcase existing services and the quality of the
services being provided by staff in meeting the needs of all
students.
With staffing, it was suggested that since
the district’s staffing levels appear higher than
statewide averages, areas of employment, including
psychologists, special education administrators, elementary SDC
teachers, elementary RSP, and speech and language specialists,
should be reviewed in detail.
The report indicates this should help
to determine if reductions and/or merging of programs is
possible in order to reduce the general fund contribution to
special education.
Finally, a cost recommendation was made
that stated the budget development process for the district is
in need of incorporating a process whereby all existing
resources are re-examined, including current student
populations and staffing levels, rather than beginning the
process at current levels.
Several other recommendations were made
that dealt with issues previously discussed and were included
in the report as an offer for consideration by the district.
