In the Spotlight: Special Education

Almost 800 students, or 16% of the population of the Scarsdale Public Schools qualifies for special services from the district and this program was the focus of the education report at the work session at the October 6 Board of Education. Newly-appointed Director of Special Education, Eric Rauschenbach presented an overview of the students served by Scarsdale Special Education Programs, the breadth of services in the District, a review of the budget and goals for the year.

Who does the program serve? Mr. Rauschenbach identified Special Education students as classified in two groups. First, he mentioned students classified as Section 504. Scarsdale has 325 students (7% of total Scarsdale student population) in this group. Section 504 is a federal law that protects students with disabilities from being discriminated against at school. It requires schools to give children the same opportunities as students without disabilities through reasonable accommodation or modification. An example is the use of an elevator, or installation of a wheelchair ramp, or handrails. It may also include allowing a child with diabetes to have a snack in the classroom, or allowing a child with ADHD to stand up when needed during class.

The second group he mentioned is students who fall under the Individuals with Disabilities Education Act (IDEA). The district has 465 students (9% of total Scarsdale student population) classified in this group. To qualify, a child must have one of 13 identified disabilities (Autism, Blindness, Deafness, Emotional Disturbance, Hearing Impairment, Mental Retardation (Intellectually Disabled), Multiple Disabilities, Orthopedic Impairment, Other Health Impaired, Specific Learning Disability, Speech or Language Impairment, Traumatic Brain Injury, Visual Impairment) and it must adversely affect their educational performance.

What does the district offer? Mr. Rauschenbach explained the types of services offered at each school level (elementary school, middle school, high school). He noted that at all levels fundamental principles of the curriculum are inclusion and flexibility. The goal is for Special Education students to interact with the General Education students to the full extent possible and to be provided with the opportunity to participate in all activities in which their non-classified peers participate. Further, flexibility within the curriculum design allows Special Education students who have strengths in a particular area to be placed in a General Education class in the area of strength. Also common to all levels of schooling is the Learning Resource Center (LRC), but each LRC operates a little differently and focuses on various skill sets.

At the elementary school level, the LRC work is focused on literacy and math skills. Students may receive help in small groups within the LRC. Students who need help are taken out of the classroom at specific times when new lessons are not being taught. An LRC teacher may also help students during a lesson in the classroom. Also, in the elementary schools are one designated special class per grade with 12 Special Education students per one teacher and one aide. These students may move in and out of the General Education classes based on the subject and participate in homeroom and specials with their General Education class peers.

In middle school, the LRC adds to the academic focus the beginnings of self-advocacy, study strategies and time management. Additionally, middle school offers a parallel curriculum in English and Math with a ratio of 12 students to 1 teacher and 1 aide. There are integrated Social Studies and Science classes that are co-taught with Special Education teachers. As in the elementary schools, classified students can move in and out of General Education classes as necessary and participate in all the special quarterly offerings with their non-classified peers. The middle school also has a self-contained program for students with more severe disabilities. The focus of this program is basic academic skills, life skills and social skills.

In high school, in addition to providing support services in small groups on a pull out basis, the LRC functions as a drop in center. Students can go to the LRC during their free periods and it is also open after school four days per week. There is a continued focus on self-advocacy and time management. The high school also offers a Skills Curriculum of General Education classes that are smaller in size than other classes. In ninth grade, these Skills Curriculum classes are co-taught by Special Education teachers.

The high school also offers a comprehensive support program that builds on the self-contained program at the middle school. Students earn credentials from New York State rather than a diploma. There is a focus on functional math and reading as well as independent living skills such as cooking and hygiene. Students in this program may also participate in vocational experiences during which they spend 30 hours a week at an internship.

How much does it cost?: Mr. Rauschenbach discussed the budget for Special Education which is $12,873,949 spent as follows:

• Salaries 54%
• Direct Services (i.e., speech therapy, occupational therapy) 33%
• Transportation 6%
• Undesignated Fund (legal fees, settlements) 3%
• Other (supplies, travel, professional development) 3%

As indicated above, the majority of the budget goes directly to providing for students through teaching and direct services.

What are the objectives for the school year? Mr. Rauschenbach closed by highlighting his goals for the year in three categories: Communication, Professional Development and Community Understanding. He would like to develop a framework to facilitate the sharing of information on an on-going basis. He also stated the importance of keeping his faculty up to date on trends in Special Education and relevant laws and regulations through continued professional development opportunities. Finally, he wants to continue to communicate with the community as he has done this evening to develop a strong community understanding of Special Education programs. Mr. Rauschenbach indicated that he hopes to do some additional presentations later in the year discussing the progress he has made on his goals.

After the presentation, Dr. Hagerman and several BOE members highly commended Mr. Rauschenbach on his work to date. They noted that he just started the job in the spring and has already made an impact.

Please view Mr. Rauschenbach's presentation at the Board of Education Video-on-Demand site.