West Lafayette Community School Corporation (WLCSC)

1. Instead of setting evidence-based standards for dyslexia screening, Indiana currently allows individual school districts to determine the criteria used to help identify students at-risk for dyslexia. How would you work with your superintendent to ensure your district uses robust, evidence-based screening practices? 

Amy Austin: [No response]

Beau Scott: To ensure robust, evidence-based screening practices for dyslexia in the district, I would collaborate with the superintendent to adopt a universal screener that is norm-referenced and provides reliable, data-backed insights into student performance. Specifically, I would advocate for using the state's formative assessment grant to benchmark students from kindergarten through third grade using reliable tools like Amplify’s DIBELS 8 or NWEA’s dyslexia screener. These screeners are on the state-approved list and have a track record of success in identifying students at risk for dyslexia.

By using these tools, we can ensure that the assessment is thorough, covering students across a spectrum of need, from those struggling with early signs of dyslexia to those needing additional support but not necessarily falling into special education. Importantly, this approach casts a wider net, helping us catch students in tiers 2 and 3, not just those at the most extreme ends of the spectrum.

David Purpura:  Recently, our schools have moved to a response to intervention (RtI) approach that is more aligned with evidence-based methods for providing appropriate tiered instruction in both reading and mathematics for students. Aligning assessment, instruction, and identification methods with high-quality research evidence is what will allow us to provide the best possible instruction for all of our students. This is an area that I’m passionate about given my graduate training at the Florida Center for Reading Research which is one of the most prominent research organizations for conducting and disseminating high-quality research on reading instruction and difficulties. During my graduate training, I had the opportunity to also support the implementation of RtI in a couple schools in Florida and saw the successes and challenges with effectively using the system.

As part of the school district’s strategic plan, it will be important for the school board to work with the administration to set specific goals related to both reading and mathematics difficulties/disabilities identification and instruction. I will be able to draw on my expertise to provide guidance during this process.

George Lyle: [Response to all questions: Thanks for the opportunity to answer the questions. In general I support making sure that schools have the tools necessary to provide quality education to all students, regardless of ability or special needs. Since I'm not an expert in the special education field, I don't feel qualified to answer the questions on your form without consulting with people who know a lot more about special education than I do]

Maria Koliantz: As I do not currently know what systems WLCSC has in place, I would simply ask. WLCSC is beginning a strategic planning process, so I would encourage the team to evaluate services such as these to determine if current practices are effective in meeting early detection and intervention goals.  

Yue Yin: I asked our superintendent about this question, as I am not familiar with the context. He explained, "WLCSC uses the screening tools required by the state and has multiple trained dyslexia specialists, as mandated." If you have specific concerns, such as those related to accuracy, reliability, or validity, I would be happy to hear them.

2. What screening practices for other disabilities could be improved in your district?

Amy Austin: [No response]

Beau Scott: To further improve screening practices for other disabilities, I believe there are several areas where enhancements could be made to ensure early identification and appropriate interventions for all students in need of support. Here are a few key areas of focus:

Behavioral and Emotional Disabilities: While some schools utilize behavior rating scales and teacher observations, more robust, consistent, and norm-referenced behavioral screening tools could be employed district-wide. For example, tools like the BASC-3 Behavioral and Emotional Screening System (BESS) offer a systematic way to identify students struggling with social-emotional issues, anxiety, or behavior concerns. Early identification allows for the implementation of appropriate supports, such as social-emotional learning (SEL) interventions or counseling services

Speech and Language Impairments: While schools do screen for speech and language impairments, the process could be streamlined and made more proactive. Universal speech screenings in the early grades—such as in kindergarten—could catch speech or language delays that might otherwise go unnoticed until a later stage. Incorporating regular, district-wide screenings with tools like the Clinical Evaluation of Language Fundamentals (CELF) would ensure that children receive early and appropriate intervention, minimizing future academic challenges.

Autism Spectrum Disorder (ASD): Screening for autism could be expanded, especially at the preschool and kindergarten levels, where early identification is critical. Using tools like the Modified Checklist for Autism in Toddlers (M-CHAT) or the Social Responsiveness Scale (SRS) can improve the early detection of ASD, allowing schools to intervene sooner with targeted support, such as social skills groups, sensory interventions, or communication-focused therapies.

David Purpura: I think this is an excellent question that should be included as part of the strategic planning process. Without current data, as well as feedback from families, teachers, and administrators, any specific statements would just be assumptions. However, I believe that the schools—with the support and collaboration of families—are key to early identification of learning and developmental disabilities.

George Lyle: [See Question 1 Answer]

Maria Koliantz: I am not currently qualified to answer this question. However, I look forward to learning and growing in this area to be informed and ready to advocate for policies that support all students at every level of ability. 

Yue Yin: I am not familiar with the screening practices used in our district. Recently, I learned from several parents that their children may be eligible for an IEP or 504 plan, but their requests have not been accommodated. I am still learning about this issue to understand who makes these decisions, how the tests are conducted, and how the reliability and validity of the tests are ensured. Given the number of concerns I've heard about special education, I suggested at a board meeting that our district form a committee for parents of students with special needs to provide feedback. This has not yet been implemented. If re-elected, I will continue to advocate for this approach. I want to hear from parents, students, teachers, paraprofessionals, and administrators about special education issues, brainstorm together, and find solutions that everyone feels comfortable with.

3. The Individuals with Disabilities Education Act (IDEA) states the following according to Wrightslaw:

Schools are required to locate, identify and evaluate all children with disabilities from birth through age 21...This includes all children who are suspected of having a disability, including children who receive passing grades and are "advancing from grade to grade." (34 CFR 300.111(c)) The law does not require children to be "labeled" or classified by their disability. (20 U.S.C. 1412(a)(3)(B); 34 CFR 300.111(d)).

a) How well does your district inform caregivers and the community of your district's obligation to evaluate a student for IEP eligibility, even when a student is merely suspected of having a disability, and even if the student is advancing academically?

b) What would you do to better inform caregivers and the community that evaluation and more help is available?

Amy Austin: [No response]

Beau Scott: Based on many of the conversations I have had with members of the community, this is one of the main concerns of parents within our district. This is however is not simply isolated to West Lafayette as I have discussed these issues with countless teachers, administrators, and parents across the state. From my personal experience however in reaching out to have one of my children evaluated for challenges in speech and language development, we did have an overall positive and timely experience. The experience my family has had however, does not reflect that of all families in our district and that is something I would like to see made better. 

In order to inform the community of the evaluations available to them and their children, I think it's important for our district to highlight this information on an individual page within the district website that would be exclusive to options and opportunities available for families and children needing additional support. I would also encourage the development of a parent network within our district that could be spearheaded by our special education teachers that would function as a face-to-face opportunity for parents to network, support, and inform others on what resources and opportunities they have leveraged to support their children both in school and outside of school.

David Purpura: I can only speak to this question as an individual parent and community member. I cannot speak for other parents who have had different experiences with communicating with the schools on these topics. Many of the teachers my children have had have done an excellent job in communicating to us about the classroom/school assessments that are used for measuring learning progress. However, that may not be the case for other families. Additionally, I will note that in my role as a Professor of Human Development and Family Science—specifically within the Early Childhood Education and Exceptional Needs program—I teach a course to future teachers on how to teach mathematics in the classroom. I am very intentional to ensure that students understand how to identify children who may be at risk for mathematics difficulties, how to provide evidence-based instruction, and how to effectively communicate with parents/caregivers.

If I’m fortunate enough to be elected as a member of the school board, I would want to ensure that our schools are actively engaging with families to maximize their opportunities to understand the process for identifying children who are suspected of having learning difficulties or other disabilities. 

George Lyle: [See Question 1 Answer]

Maria Koliantz: I do not currently know the answer to these questions. But I can tell you that I was a part of PTAs in Detroit that provided informative workshops to parents around IEPs and how to navigate the process. It did not involve any board policy but was handled between parents and school-based administration. 

Yue Yin: I asked our district about this issue, this is what I learned, "WLCSC works with GLASS to provide families with information about local services and informs families of their rights as required by law. Our schools have MTSS teams who work directly with families to share academic and/or behavioral concerns, as well as, share interventions and supports available to help children. ""

Below are my additional thoughts. 

a) I have communicated with several parents whose children have special needs and have heard both frustration and appreciation. I would suggest that we actively solicit feedback from parents of students with special needs to understand their experiences—what’s working well and what areas need improvement. This feedback should be gathered through surveys, interviews, and focus groups. I also believe it’s important to hear from teachers and administrators to get a comprehensive view of the situation. Ultimately, all stakeholders should come together to share their perspectives and work toward solutions.

Regarding the district's obligation to evaluate a student for IEP eligibility, even when a student is only suspected of having a disability and is advancing academically. I believe that "Twice exceptional" students exist in our district. These students may excel academically but still have special needs, such as emotional or behavioral challenges, that must be addressed.

b) I feel that there are issues I haven’t yet had the opportunity to fully explore. Therefore, I would first want to learn more about the current practices and challenges. If caregivers and the community have not been well-informed about evaluation processes and available support, I believe we need to address that. In fact, I believe that education for parents and guardians is essential, as many may not realize that there are better ways to address certain student challenges than what is typically done. Honestly, I myself constantly need to learn new parenting skills as my children grow and face new issues. Schools should provide learning opportunities for parents and guardians about special education. 

4. How many schools in your district have seclusion rooms? Have you viewed these rooms, and if so, do you feel students have been and will be safe in these seclusion rooms?

Amy Austin: [No response]

Beau Scott: Each school in our district has a seclusion room. While I have not been to view the seclusion rooms in the West Lafayette Community Schools, as a former classroom teacher in Tippecanoe School Corporation, I have seen these rooms in action. The school I am referencing has in fact found themselves at the end of a lawsuit for the manner in which they carried out their seclusionary practices. 

My stance on these rooms, though they may be the last effort in protecting a child from themselves and others physically, the mental strain of placing a child in an environment such as this could be detrimental.

David Purpura: Unfortunately, many states (including Indiana) still use seclusion rooms for purposes that go beyond the safety of the student. As a community member, I do not have specific knowledge of the use of these rooms in our schools. I think it’s important for the school board to be in conversation with the administration on what are the best practices for positive behavior support and safety for students in our schools. 

George Lyle: [See Question 1 Answer]

Maria Koliantz: I do not currently know the answer to this question.

Yue Yin: After receiving this survey, I asked our superintendent to arrange a visit to the seclusion room. He requested the WLES principal to facilitate my visit to the seclusion room at WLES. I also asked several questions about the use of this room and learned the following:

1. In the school, the seclusion room is referred to as the "calm room."

2. It is used as a last resort when some students are unable to control themselves and pose a danger to themselves, other students, or teachers. When a situation becomes unmanageable, the student is taken to the calm room to de-escalate. Other options include a quiet corner in each classroom and a larger multi-sensory room where students can make adjustments.

3. The calm room is not frequently used.

4. If a student does need to use the calm room, parents are notified, and the entire process is recorded.

5. Teachers try to avoid using the room unless absolutely necessary to ensure the safety of everyone involved.

6. The room is well padded all around. 

Regarding this issue, I also consulted two of my colleagues who specialize in special education. Although both focus on learning disabilities rather than behavioral issues, they offered limited insights about seclusion. Both suggested:

1. They have not used seclusion rooms in their practice.

2. It does occur that some students may hurt themselves or others when they lose control.

3. Teachers and staff need to be vigilant and guide students promptly to address problems before they escalate.

I still need to learn more about this practice. Intuitively, I feel that the calm room could be made warmer and more inviting, with more color, cozy feeling, natural light from windows or softer light, soft music, and perhaps some fun stuffy animals if it has to be used. I would also like to speak with parents whose children have experienced the room to gain their perspectives.

5. Do you plan to propose your district budget funds to install cameras inside your district’s special education classrooms?

Amy Austin: [No response]

Beau Scott: In talking with a parent yesterday, they were quite favorable in allocating funds for this. While I would be interested in exploring what the greater public feels about this, I don't feel as though I have a stance on this question at the current time. But this will definitely be something I would like to converse with more individuals about in the future in order to ensure that we are doing our best to provide our students with the safest learning environment possible.

David Purpura: I’m not comfortable committing to decisions on topics such as this without direct discussions with parents, teachers, and administrators involved. It’s important to maintain safety for vulnerable populations and ensure privacy.

George Lyle: [See Question 1 Answer]

Maria Koliantz: I support a budget that meets the needs of all students. If this was an item requested by parents, something legally allowable, and reasonably affordable, I would support it. I have not yet researched this particular topic to know the cost or legal impacts. 

Yue Yin: I don't believe funding is the issue here, as they won't be very expensive. If necessary, we can install cameras. The key question is whether we should install cameras in special education classrooms. As I’m not certain of the pros and cons, I’ve spoken to several people about it:

1. Administrators: They feel that it should not be installed, citing concerns that it would violate the privacy of both special education students and teachers, especially the special education students who may feel uncomfortable to be recorded all the time.

2. A parent of a child with special needs: She supports installing cameras in special education classrooms for two reasons:

a. To prevent any potential abusive treatment.

b. To help certain students, such as those with autism, learn from recorded interactions. For example, autistic students might miss social cues, but by watching a video of their interactions, they could better understand those cues.

3. A scholar in special education: She raised the following points:

a. Given the shortage of special education teachers, installing cameras may discourage more educators from entering the field. Teachers could feel a lack of privacy, being watched all day, even during moments when they are alone.

b. Teachers and paraprofessionals should receive sufficient training to ensure their interactions with students are professional so no abusive behavior will happen.

c. Classroom cameras alone are not effective for coaching students. For coaching purposes, a specific protocol should be followed, including having students carry a camera on themselves. She also mentioned video modeling as a strategy for helping students learn certain behaviors and interactions.

I would like to hear more from parents, teachers, and scholars before deciding whether cameras should be installed in special education classrooms.

6. How would you allocate district funds to tailor training for educators to cover less common disabilities (e.g., Tourette Syndrome) when needed?

Amy Austin: [No response]

Beau Scott: In order to be fiscally responsible, as these would be mainly case-by-case issues, I would first develop a resource bank of professional training options for teachers in a variety of less common disabilities. This training menu could then be used to select, budget for, and assign teacher training as needed to support students presenting with these disabilities as they enter each teachers' classroom. 

David Purpura: Training on high, moderate, and low incidence disabilities is important for teachers, administrators, and other staff. One of the fortunate things for our school district is that we have many local experts at the university who we can draw on to provide high-quality evidence-based training on a wide range of disabilities. I don’t believe there is one universal method of funding for this type of training as it would depend on the specific topic, number of teachers/staff who need training, and whether or not it could be built into existing teacher professional development opportunities. However, the school board should set a vision with the administration for ensuring that training is provided on needed topics so that there is funding to ensure that we’re meeting all of our students’ needs.

George Lyle: [See Question 1 Answer]

Maria Koliantz: I support continued and professional development for teachers and I support teachers getting paid for their time. I don’t believe it’s up to the board to decide what training is needed as that would fall under the purview of the administration. I believe the board sets the mission and vision and I am supportive of policies and budgets that help to ensure that students of all abilities are provided with excellent educational opportunities. 

Yue Yin: I believe that all teachers and staff members should receive professional development on special education issues, regardless of whether they are special education teachers. This training should cover a wide range of disabilities, including less common ones, so that educators are better equipped to identify and accommodate diverse needs. Without proper knowledge, teachers and staff may misinterpret certain behaviors—such as being disruptive, inattentive—when, in fact, these behaviors may indicate a need for special accommodations. Likewise, parents need this education as well, which I’ve mentioned previously.

Thank you very much for asking these questions. My ultimate goal is to improve education for ALL the students. My knowledge and experience is limited about special education, but I am eager to learn from students, parents, teachers, and scholars about this important issue. I also hope to have opportunities to observe special education firsthand, rather than only hearing about it from others. Students with special needs are vulnerable and deserve our care, love, and attention. I hope that they can be well supported by our team!