Over the past two months, representatives from the state Department of Education went over Harvard’s special education program with a fine-tooth comb and gave the schools a “very positive review” as they wrapped up their visit Jan. 11, said Charles Horn, director of special education, in an interview last week.
The state won’t send a written report of its findings for perhaps another month, but in the state’s verbal assessment in January “there was a great deal of praise for efforts Harvard has made to come into compliance” with special education regulations since its last state review, Superintendent Tom Jefferson said last week. Six years ago, the state found a number of procedural and paperwork errors in the program, which Horn has worked hard to correct, Jefferson said.
Every six years the state sends evaluating teams to every school system to review specific education programs and services to make sure they are in line with state and federal law. In Harvard’s case, the two-person team looked at three areas: the overall special education program; the English Language Learner (ELL) program; and civil rights issues, such as the schools’ treatment of students who need extra accommodation or have health-threatening allergies.
Jefferson said that, even with the positive review, “…there will still be a punch list” of things Harvard should address in the three programs the state looked at. The state auditors would like Bromfield to offer a wider range of courses suitable for special education students, as well as on-site vocational education to avoid having to steer them to the Montachusett Regional Vocational School (Monty Tech). Furthermore, the audit found, the schools should provide more training for all teachers in special education issues.
Jefferson said he has worked diligently to expand the variety of courses at Bromfield to accommodate a wider range of students, putting in new courses such as consumer economics and forensics. In addition, he brought in the Virtual High School program, with 16 students per semester taking courses online; this allows them access to a broad array of courses not otherwise available.
Jefferson said that Bromfield used to have some vocational courses, but these were lost over the years when programs were cut back to save money. At this point, four students from Harvard are enrolled in Monty Tech, for which the town pays tuition. Also, several Bromfield students have had individualized programs set up to help them explore certain vocational interests, Jefferson said. For example, one student has helped Chef Paul Correnty in the Bromfield kitchen. Jefferson said he would like to expand such vocational internships and offer more opportunities outside of Bromfield, but added that it is difficult because the students follow a rotating class schedule, with different periods free each day.
“I’d like to look at other schools of a similar size, to see what they have [for vocational education.] It would be redundant to offer what Monty Tech does,” Horn added.
Schools Try to Serve Students In-District
Having only a few special education students needing any particular program makes it harder to serve them economically in-district, however. For example, there are only three students currently in need of English language help, but the state would like the town to implement a beefed-up program, with a higher level of training for all teachers in the subject.
The schools have worked to provide courses and services in-house to meet the needs of all students, to help minimize the need to place them in expensive, out-of-district private schools, with the town paying high tuition costs. Horn listed a number of initiatives put in place to help save money by keeping students in-district.
The biggest savings come from the integrated preschool, which was started several years ago. It has saved “hundreds of thousands of dollars,” Horn said. There are 36 students attending, 16 of whom are special needs students. Such students are more likely to stay at the elementary school, because the school has several years to assess their needs and put programs in place to serve them, he added.
The biggest increase in student needs has come from students who are on the autism spectrum and from students with emotional problems, according to Horn. At the Bromfield School there is now a full-time adjustment counselor, who helps counsel students, runs small social skills groups, and offers workshops for staff and parents.
Also, Harvard has added a full-time district behavior specialist to help students. She can work with students in school and acts as a liaison with outside therapists, “to make sure we’re all on the same page,” Horn said.
When asked if the rumors one hears about parents moving to Harvard specifically to take advantage of a strong special education program have any validity, Jefferson said he believes the rumors are false.
“In the ’90s, there was an explosion of kids on the autism spectrum. There has been a feeling all over,” in many towns, that more of these students are moving in, Jefferson said. He noted that the cost of such students, who often require very expensive out-of-district placements, is more noticeable in a small town budget than in a city.
At the School Committee meeting on Jan. 28, Horn spoke to the board members about the state special education audit and its likely recommendations. School board member Brian Stevens asked Horn what programs he would like to see put in place for the special education program in Harvard, if money was not an issue.
“At Bromfield we need to continue to provide an emotionally nurturing environment for all students…kids need emotional relief,” Horn replied. For the elementary school, he said he would wish for a staff member experienced in modifying curriculum to help students on the autistic spectrum.
He told the board that the special education program “doesn’t exist in a vacuum. If you want to reduce special education [costs] you need to beef up the regular education supports,” he said. “…a disabled kid may not need special education if regular education meets his needs.”
