RCSD Issues in Special Education

Issue

Failure to Provide
All Required Special
Ed Documents in
Primary Language
to Parents who do
not read English
Failure to Ensure
that All CSE
meetings with
Spanish Speaking
parents are
translated by a fully
competent
interpreter
Delays in
Scheduling and
difficulty in
rescheduling CSE
meetings

Root
Cause(s)

Possible
Systemic
Solutions

Simpl
e Fix?

Would It Result
in Significant
Improvement for
Kids, Either
Directly or
Through Culture
Change? If so,
How?

Could be
Grouped
With
(specify) for
Implementat
ion

Who Would
Have to be
Significantly
Involved with
the Change

Note
s

Failing to Uniformly
provide notices of
CSE Meetings 5
days in advance of
the meeting
Not Having all
Assessments
Completed Prior to
CSE Meetings
Requiring Parents
to Notify RCSD that
they are inviting
someone to attend
CSE meetings with
them
Failure to Provide
Quarterly Progress
Reports on IEP
Goals
Either No IEP Goals
or delays in
providing IEP Goals
Failure to conduct
triennial
evaluations, or
delays in
performing them
Failure to Conduct
FBAs and Develop
BIPs for students
with behavioral
needs

Failure to deliver
services on IEPs
Failure to Provide
All Required
Disciplinary Process
Documents
(including referrals,
disciplinary records,
and decisions) in
Primary Language
to Parents who do
not read English
Failure to Ensure
that All
Superintendents
Hearings with
Spanish Speaking
parents are
translated by a fully
competent
interpreter
Failure to provide
Spanish speaking
tutors to students
on suspension
Failure to Provide
Instruction or
Services in Spanish
when required by
the IEP
Disciplining
Children who are

not being provided

required services or
instruction in
primary language
for behaviors that
are in part caused
by the Districts
violations of law
Failure to Provide
the required
Continuum of
services required
by students in the
District
Failure to Timely
Deliver Programs
and Services
specified on IEPs
and to Have an
Effective System to
Deal with
Unanticipated
Interruptions
Failure to Promptly
Implement All
Services Listed on
the IEP of a Student
admitted with an
IEP from a prior
District pending a
CSE meeting
CSE Chairs are

Inadequately
Trained both on
required
procedures and on
educational theory
for children with
disabilities
Inadequate Staffing
in the Special
Education Area
Lack of a High
Level Leader with
Deep Knowledge of
Instruction for
Children with
Disabilities who can
provide District
wide Instructional
Leadership
Failure of Transition
Planning to comply
with requirements
and to be focused
on moving students
on the path to
competitive
employment or
higher education
Lack of Appropriate
Services to support
options to permit
the District to be

effect with
transitioning
students to
competitive
employment or
higher education
Lack of Services for
students with
Mental Health
Needs
Lack of Internal
Services for high
needs Students
with Learning
Disabilities
Failure to refer
children who are
not making
reasonable
progress on their
IEP goals back to
the CSE for
reconsideration
Failure to develop
and implement
Section 504 Plans
for students who
are eligible
Failure to modify
Section 504

eligibility
determinations to
reflect changes
imposed by ADA
Amendments Act of
2008
Failure to conduct
disciplinary
hearings (including
manifestation
determinations) for
students with
disabilities in the
manner required by
federal and state
law
Failure to treat
multiple short term
suspensions
totaling more than
ten days as long
term suspensions
for purposes of
referral to the CSE
and Manifestation
determination
Providing the bare
minimum of
services and
supports that might

work on IEPs and

then building up
services after
failure; rather than
providing the
services reasonably
calculated to
succeed, and then
reducing services
and supports after
the child develops
compensatory skills