Intentional and Systematic Special Populations Program Reviews

Providing appropriate services to students eligible for special education, Section 504, and/or emergent bilingual programs often creates challenges for a district. Numerous laws and policies with complex requirements, and the potential for identification of non-compliance and litigation, guide these programs. Intentional, systematic, ongoing reviews of your special programs involves engaging in proactive steps to identify potential gaps between these laws and policies and program performance. Benefits include closely monitoring compliance, increasing alignment and consistency, fostering communication between and among stakeholders, potentially avoiding costly, time-consuming litigation, and addressing varied and demanding needs of students and staff to enhance program implementation.  

Districts can engage in comprehensive program reviews with their own staff or contract with an external entity to provide valuable information regarding overall compliance and effectiveness of a program. Program reviews provide meaningful information to address concerns, expand on identified best practices, and establish procedures around specific program requirements. To truly impact student success, the district should not conduct a program review as a one-time occurrence but instead establish a systematic and ongoing process focused on continuous improvement.  

How a district engages in this process will vary depending on their specific needs. One or more components, including targeted review of documentation, focused stakeholder interviews, and classroom observations may comprise a program review. Whichever pieces used will depend on multiple factors which could include historic areas of concern, identified areas of noncompliance, adherence to information provided in professional development, and concerns articulated by key stakeholders.  

Documentation Review 

A documentation review helps to determine whether information contained within student folders and written processes and procedures align with requirements. Review of individual student records comprises the first part of a documentation review. Specific federal, state, and/or local requirements guide special education, Section 504, and emergent bilingual programs.  

Individual student folders should contain documentation of decision-making meetings, parent communication, program implementation, and other relevant components as evidence of adherence to requirements. Whether kept electronically, in paper format, or both, identified staff should regularly review these folders to ensure the inclusion of necessary components. Consider a monthly review of a selection of folders supported by a checklist to document findings.  

The second part of the documentation review involves an analysis of the written procedures and practices needed to effectively execute the program. To effectively meet the needs of students in special programs and maintain compliance, districts must establish comprehensive, practical, written procedures. This step can enhance the educational experience of students and the staff who support them. Identified staff should update these living documents as changes to procedures and practices occur and review them at least annually to confirm alignment between written processes and actual practices. 

Focused Stakeholder Interviews 

Focused stakeholder interviews create opportunities for varied groups of people to share their perceptions and experiences relative to the specific program. Feedback received through this process can provide valuable information about the participants’ understanding of the overall program and adherence to processes and procedures. Participants may include classroom teachers, program specific staff, campus administrators, parents, students, and/or others who can provide relevant information.  

Prior to identifying who to include, determine the purpose of the interviews and develop questions that will address information the district seeks to gain. Establish groups based on common titles, roles, and responsibilities and include representatives across the district. Participants must feel safe to speak openly and honestly without fear of repercussions for this activity to provide meaningful information. Avoid mixing supervisors with staff they oversee. 

Classroom Observations 

Classroom observations help to identify implementation of best practices and areas that need improvement. Prior to visiting classrooms, develop a list of expectations for specific classroom types and use this as a tool to gather data in a consistent manner. Include items related to the classroom environment (e.g. accessible spaces for materials, print rich, clutter free), classroom procedures, routines, and management (e.g. use of schedules, clear expectations, staff engagement with students), and classroom instruction (e.g. clearly stated objectives, student engagement). The goal of the review will help determine the types of classrooms to observe. 

To successfully carry out a systematic and ongoing program review, consider the following: 

• Who? Will district and/or campus-level personnel complete the activity, and will the same people participate each time, or will the review group change? Will the process include individuals from outside the particular program area? 
• What? Which documentation will staff review, and will the review cover paper, electronic, and/or both versions?  
• Where?  Will the reviews occur at a central location such as a district office or at each individual campus?   
• When?  How often will the reviews occur?    
• Why? Identify the purpose of a specific activity before engaging in it. Think about the individual needs of your district and establish criteria to use prior to beginning.  
• How?  How will staff use data/information attained from this process to impact individual student performance and overall continuous improvement? How will relevant stakeholders receive information from the reviews? What training and/or updates to written processes will occur to address identified issues?  

Establishing and implementing an intentional, systematic, ongoing program review process should not overwhelm staff or consume significant amounts of time. Begin with a review of specific district data to determine the greatest area of need. Start with that area and build from there. As this process continues, the district will establish what works best to meet current needs and address issues identified through the process.  

For success in this process: 

• Acknowledge and celebrate what already works well. 
• Address identified issues honestly, openly, and without blame. 
• Recognize the complexity and challenges of providing services to students in special populations programs. 
• Promote a shared commitment to ongoing growth and improvement. Avoid making the review a ‘gotcha’ activity. 
• Follow up with information and training to improve future outcomes. 

TASB Student Solutions provides customized full or partial program reviews for school districts in special populations areas. 

Contact us at studentsolutions@tasb.org or 888-247-4829 to learn more about our services.