HERMANTOWN — A report produced by an independent consultant shows the Hermantown school district’s special education needs improvement.
Special education consultant Michele Mogen discussed the report with the Hermantown School Board on Monday. The report highlights issues with individualized education plans (IEPs); a lack of cohesion among the special education departments at different education levels; the need for more communication and collaboration among staff; and the need for more evidence-based curricula to be implemented.
“I do want to comment that throughout this process, it’s very apparent to me that your entire staff, and specifically the special education staff, are extremely hardworking, and everyone seems motivated to do what’s best for the students,” began consultant Michele Mogen. “This is a snapshot of your district based on one set of data points, like an MCA (Minnesota Comprehensive Assessments) test result.”
Mogen stated that she contacted staff via surveys, individual and group interviews, and a review of special education documentation. She said that a lot of the staff were appreciative that someone was asking them their opinions on the state of things but that they “also expressed doubt that anything would come out of it.”
One of the most significant areas of concern to Mogen was the development and progress of IEPs, which are written plans for students with disabilities that outline the students’ needs and ways to help them make educational progress.
Mogen said she saw many “boxes are being checked, the paperwork is being generated,” but that not a lot of information is changing from one year to the next, which could be grounds for a substantive complaint.
“Lots of paperwork that was narrative-based,” she said. “Which is kind of parent-friendly, but it’s hard to write goals and objectives based on a narrative. It’s hard to collect data on a narrative and then demonstrate progress.
She identified two areas in IEP development where the Northern Lights Special Education Cooperative would be helpful: in the creation of more data-rich descriptions for IEPs, and the creation of data tracking tools to measure and report progress.
Mogen said relationships between the schools and the Northern Lights Special Education Cooperative need to be further developed to help fill the gaps.
Another concern is a lack of communication and collaboration between staff in and out of the special education department. For example, paraprofessionals don’t have enough time in the day to meet with the special education teachers to talk about progress and collaborate. Also, general education teachers aren’t always collaborating with special education teachers and paraprofessionals.
“Probably one of the biggest barriers I saw in this district,” Mogen said, “is that everyone reported valuing collaboration, but there was very little evidence of it actually occurring. There was a lot of on-the-fly in the hallway, or, if I can catch them before school starts, for you know, that sort of thing there. The system does not really support the teachers being able to collaborate outside of their same group.”
Another issue Mogen outlined was a lack of cohesion between the different levels of special education. Staff at the elementary school don’t seem to know what the staff at pre-K do regarding special education, and staff at the high school aren’t aware of the system at the middle school, for example.
“It’s a disconnect that results in a lot of assumptions being made about the levels above and below them,” Mogen said. She recommended cross-training for the special education departments so that there’s more awareness.
Mogen also noted a lack of evidence-based curriculum for the special education departments.
“I think your new TOSA (teacher on special assignment) is working on that, but there’s just a lot of people generating their own stuff,” Mogen said. “Which, in the absence of anything, that’s what people are going to do, but it’s not very effective in specialized instruction. There’s little evidence of any kind of evidence-based curriculum that has a scope and a sequence to it.”
Superintendent Wayne Whitwam said he’d received the report barely 24 hours before the school board presentation and that he was still reviewing and digesting it.
“I went through and highlighted stuff and started thinking about what we can do at what level to work on this,” Whitwam said. “We have our next executive cabinet meeting next Friday. I got this last night, principals got it last night so we haven’t had time to develop a plan yet.”
School board Chair Tim Peterson asked further specifics about whether the district was “out of compliance” regarding special education. Mogen replied that they would be considered out of compliance in some areas.
“What I’m hearing is not heartening,” Peterson said. “This isn’t a good report.”
Mogen responded that the district has “pockets of brilliance.”
“People are working hard. The staff develop meaningful relationships with the students, and that should be celebrated,” Mogen said. “But when you start getting into the whole provision of special education services, the letter of the law is not cutting it. We need to go with the intent and develop that further.”
Teri Cadeau is a features reporter for the Duluth News Tribune. Originally from the Iron Range, Cadeau has worked for several community newspapers in the Duluth area, including the Duluth Budgeteer News, Western Weekly, Weekly Observer, Lake County News-Chronicle, and occasionally, the Cloquet Pine Journal. When not working, she’s an avid reader, crafter, dancer, trivia fanatic and cribbage player.