The Kellogg Joint School District provides support services to
qualifying students in the areas of speech, special education, Title I, and gifted and
talented.
Special education services are delivered as a cooperative with the
Mullan, Wallace, and Kellogg Joint School Districts. The cooperative is under the
direction of one special education director.
The Kellogg Joint School District serves 305 identified students.
Fifteen certified professionals serve the population. The Special Education Department is
to be commended for its attention to working directly with classroom teachers at the
elementary level in developing learning action plans that provide successful learning
opportunities for the students. Positive attention was brought to the elementary inclusion
model that complements not only student needs, but also to needs of the site and its
staff.
The Cooperative has just completed a thorough visitation and review
conducted by the Idaho State Department of Education. The results of this review are
recommended for district consideration in reviewing and revising this department. It is a
thorough and extensive review that serves as an excellent tool for continuous quality
improvement.
The Title I program in the Kellogg Joint School District is operating
its sites under the School-wide Federal Regulations. In reviewing the documentation and
articulation from staff members, this format is working very well. The Title I program is
to be commended for their attention to improving learning at every corner. Elementary
sites are extremely appreciative for the dedication and commitment they experience in this
program. The Title I program has done a good job of providing as much training and
learning opportunity for the regular classroom teachers as the budget will allow.
In addition to providing learning opportunities for students during the
school year, the Title I program wisely expends some of its budget on extending reading
opportunities for students during the summer months. Extended learning is very beneficial
and research is available to back up this great program. As long as the Title I program
can fund this learning, it should be continued.
Vocational education services are also delivered as a cooperative with
the Mullan, Kellogg, Wallace, Post Falls, and Lakeland School Districts. Industrial
technology, business education, and family and consumer science course work are offered at
the secondary level. Health occupations and computer repair courses are offered at other
valley school districts and interested Kellogg students are transported by bus to those
programs. Job shadowing and work-based learning opportunities are offered to students
through an Urban Rural Opportunity Grant (U.R.O.G.).
The district provides student services including guidance and
psychological, with health services being provided through Panhandle Health. At various
levels throughout the K-12 program, the identification of and coordination with various
community agencies and programs to provide student services has been exceptional.
Observations and Recommendations
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3.2.1 Observation
There does not appear to be consistent inclusion of the regular
education teacher and site administrator in developing how a student at the secondary
level will be individually successful and meet the developed Essential Learnings.
Recommendation
The Special Education Department, secondary staff, and site
administrators should develop communication procedures that allow for the development of
team building decision-making with regards to identified students at the secondary level.
It is recommended that the district review with the Special Education
Department and the secondary staff the process for determining the Essential Learnings
that an identified student will be able to meet and work collegially in determining
modifications that are to be made.
3.2.2 Observation
There does not appear to be available training for the regular
classroom teacher with regards to special education topics.
Recommendation
As part of the needs assessment done for professional
development, the topics around special education should be assessed.
3.2.3 Observation
A perception exists in the high school that there is a lack of
cooperation and coordination between regular and special education teachers.
Recommendation
With an increasing number of students entering the Kellogg Joint School
District on active Individual Education Plans (I.E.P.’s), cooperation and
coordination between regular and special education personnel is essential. Special
education and appropriate regular education staff need to meet on a regular basis in order
to adapt curriculum for specific mainstreamed students.
Regular and special education teachers should also receive added
inservice training on alternative methodologies for meeting the needs of students who are
on active I.E.P.’s. and are mainstreamed into regular education classes. Inservice
training should occur during the school day, in the classroom, with the students and the
teacher. Teachers in both areas need to focus on problem solving and service to children
and less on their individual philosophies related to self-contained vs. inclusion models.
3.2.4 Observation
There appears to be a lack of understanding by the elementary
principals with regards to the role and responsibilities of the elementary counselor.
Recommendation
The elementary site administrators, the staff and the elementary
counselor need to articulate the scope and nature of this position and then be certain
that staff and patrons are well informed and are welcome to ask questions or bring forward
their concerns. A current job description needs to be reviewed and matched with the
performance evaluation.
3.2.5 Observation
One F.T.E. counselor serves 360 students in the middle school and two
F.T.E. counselors serve 440 students in the high school. At the elementary level one
F.T.E. counselor serves over 600 students in the three elementary schools and one social
worker works with K–3 students.
Recommendation
It is recommended that the district review and implement the
state’s Comprehensive Guidance and Counseling Curriculum.
3.2.6 Observation
At one time there was a high school counseling curriculum that
addressed student needs. The program has since faded because of limited usage. A
sequential counseling curriculum that included all buildings would better facilitate
programs for all students and help direct student goals and careers.
Recommendation
There are many programs available and consideration should be given to
a holistic approach for a sequential counseling program. It is recommended that the
district institute a district-wide guidance curriculum such as "Adopting the
Comprehensive Guidance Model" or some other model.
3.2.7 Observation
Library and/or media services are not sufficient throughout the
district to support the needs of the district.
Recommendation
To insure that library and/or media services and facilities are
sufficient, it is recommended that a standard formula for materials, equipment, and
technology be applied which meets or exceeds accreditation standards.
3.2.8 Observation
Issues relating to discrimination or equity do not appear to have a
clear process or guideline for addressing concerns. It was noted that secondary
student issues of gender equity exist and are part of the culture rather than a concern to
be evaluated and then corrected in a positive manner. In addition, those interviewed were
not clear as to who is the Title IX director.
Recommendation
An assessment of gender equity needs to be completed to provide impetus
for an action plan to correct any potential equity issues. Policy and procedures for
dealing with this and other discrimination issues should be well inserviced and
articulated to the students. Part of the action plan should include involvement of the
student body so the process is one that is truly corrective to the culture. Notice of the
name and site for the Title IX director should be posted at each building site.
3.2.9 Observation
While some assessments and state evaluations are conducted, there does
not appear to be a district wide reading assessment that is conducted for each elementary
student.
Recommendation
It is recommended that the Title I staff begin to work with the regular
classroom teachers in implementing a district-wide reading testing program that will
provide reading levels on all students across the elementary grade levels. It is further
recommended that an evaluation be made of this program annually to determine if it is
assisting teachers in their application of test data to the curriculum and student
achievement.
3.2.10 Observation
The amount of service available for nursing services does not appear to
be in alignment with the needs of the population.
Health services are currently being provided through Panhandle Health
and funds that have been provided through a rural health grant. In visiting with school
personnel, the actual time in which a nurse is in the buildings equates to approximately
2-3 hours every other week.
Recommendation
It is recommended the district review nursing services and then
investigate ways to supplement available nursing.
As district resources and/or other grant funds become available, the
district should consider hiring a school nurse to work in the district’s elementary
and secondary schools. However, other staffing issues (i.e. overstaffing and achieving
maximum utilization of existing personnel) must be addressed prior to this ever becoming a
priority or a reality.
3.2.11 Observation
Graduate follow-up to track the successes and failures of Kellogg
High School alumni is not provided for general student services direction. It did not
appear a program was in place that highlighted past graduates.
Recommendation
Consider an academic and athletic ‘Hall of Fame’ that would
display pictures and accomplishments of past graduates. It is recommended a follow-up
survey of former Kellogg High School graduates be initiated to log their progress and
track their whereabouts.
3.2.12 Observation
It appears that bits and pieces of a K-12 career education program
are in place throughout the district; however, a structured and well-coordinated K-12
career education program is lacking.
Recommendation
To provide some structure in the K-12 career education program, it is
recommended that a well-articulated curriculum be established and implemented. It is also
recommended that a staff member in each building be designated to oversee such
programming, perhaps the school counselor in each building can take on this
responsibility. (See Student Services – At the elementary level, as adjustments in
the counselor-to-student ratio can be made, such a scenario may become more likely.)
3.2.13 Observation
A number of parents seem to be unaware of the use of drugs and alcohol
among the students. Many parents admitted their child/children were not users. It may be
there is some degree of denial being exercised within some of the communities. The police
and some of the students are aware of the problem.
Recommendation
It is recommended that the Drug Free School-Community Task Force
revise its membership by including students It is also recommended that the discipline
policy, related to drugs/alcohol, be reviewed to make certain that the district is
stringent enough to deter use and/or possession at school..
3.2.14 Observation
There are some concerns at Pinehurst Elementary School in
the area of student discipline. Parents and staff are not clear on the enforcement of
disciplinary infractions and consequences. It is possible that the rule and regulations
governing the implementation and enforcement of the disciplinary plan are not effectively
communicated.
