David Purpura

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? 

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."

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

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.

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?

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. 

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?

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. 

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

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.

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

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.