Montclair Schools Make Special Education Changes In Wake Of Audit

MONTCLAIR, NJ — In May 2021, an audit was done for the Montclair Public School District amid concerns of racial disparities for special education students. Now – almost a year later – administrators are offering a look back at some of the ways the district has changed since then.

An outside consultant agency audited the district last year in an effort to conduct an “independent, systemic review” of its special education program. Read their findings online here.

The audit found that there were racial gaps among students. They included:

• Black – 19 percent of students were classified for special education. Students were 1.6 times more likely to be placed in self-contained or out of district compared to all other races combined.
• Asian - 18.1 percent of students were classified for special education. Students were 1.23 times more likely to be placed in self-contained or out of district compared to all other races combined.
• Hispanic - 14.2 percent of students were classified for special education. Students were 1.07 times more likely to be placed in self-contained or out of district compared to all other races combined.
• White – 15 percent of students were classified for special education. Students were 0.65 times less likely to be placed in self-contained or out of district compared to all other races.

On Friday, Superintendent Jonathan Ponds listed some of the actions the district has taken since then. They included:

• “Realigned duties and restructured the chain of command in the department”
• “Established a strong link between Gen Ed and Special Ed”
• “Created an internal program guide for IEP planning and placement”
• “Instituted ongoing training for CST members on the IEP process”
• “Implemented ongoing professional development with focus on Dyslexia provided by the Robinowitz Education Center to both staff and community”
• “Collaborated with community-based parent groups on various issues”
• “Reviewed caseloads with supervisors and building administrators at a minimum of bi-monthly”
• “Created a quarterly newsletter”
• “Published a professional staff handbook approved by the Board in October”
• “Hired a supervisor in January with the main purpose of supporting instruction and professional development for staff”

According to Ponds, other actions taken since last May include:

Dyslexia/Reading Disabilities - In collaboration with ECI, implemented Acadience as well as Science of Reading training for administrators. Pupil Services continues the partnership with Fairleigh Dickinson University for Orton Gillingham training. There is a cohort of 12 teachers graduating in May from the Orton Gillingham program and an additional seven teachers who will continue next year.

Equity - Pupil Services continues to review programs throughout the district, working to ensure continuity of programs across buildings.

Compensatory Education - Students with disabilities or 504s who had learning loss and missed services due to the pandemic were identified and a compensatory program was established to recoup those services. A comprehensive plan is in place at all schools with the exception of the high school which will begin in the spring. Read More: NJ Gives Parents More Time To File COVID Special Education Claims

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