BY JEFF CHUDZINSKI
North Country This Week

MASSENA — The Massena Central School District has been classified as a targeted district after not meeting criteria for state assessments, graduation rates and chronic absences among students with disabilities.

In response, the New York State Education Department held a coordinated intervention district review at the high school and junior high school in response to the subgroup of students being identified as part of the review.

State Education Department officials say the entire district has been marked as a targeted district, though the justification for such a move comes solely from the scores received in relation to the one subgroup of students.

Scores are assessed on a one to four scale, with one being the lowest possible score. In the case of students with disabilities in the district, the three criteria identified all received a score of one.

“The purpose of the review is to identify any concerns that will be associated with the district not meeting standards in ELA (English language arts), math and graduation for students with disabilities in grades 7 through 12,” Superintendent Pat Brady told the board of education recently.

According to Brady, members of the Special Education Quality Assurance Eastern Regional Office worked primarily on Individual Educational plan implementation.

The team reviewed student records, classroom visits and surveyed both staff members and administrators.

“We also received technical assistance throughout the year from the SED and its affiliate organizations for our team to make improvements to instruction and various processes associated with special education,” Brady said.

State officials requested the report be shared with the board of education, which stated the district was in compliance in all areas of the IEP development module, according to Brady.

“It also provided some recommendations for improvements which I have presented to our director of special services,” he said.

Officials recommended the district conduct an annual review of the continuum of services in an effort to make recommendations to meet students’ needs.

Improved communication between the special education director, staff and district administration was also recommended in the report.

Officials also say a special education handbook that outlines policies, procedures and practices for special education staff should be developed.

In response to the report, high school special education staff will assist in scheduling resource room students.