By SANDY McGEE

CUMBERLAND — A “high absence pattern” was discovered in the high school’s special education classes, according to a report presented by the Public Consulting Group (PCG) at the Cumberland School Committee meeting on May 22.

PCG, a private consulting firm, recently completed its six-month “Evaluation of the Special Education Program.” The purpose of the evaluation was to provide an analysis of the outcomes achieved by students with disabilities; identify organizational and program factors that either support or inhibit program effectiveness; and provide a summary of program strengths and areas for improvement.
“The transition of special education over the past few years has formed a compliance to create effective programs,” said PCG spokesperson Mary Anne Lachet. “These shifts have tremendous implications for special education students in Cumberland.”
The consulting group examined a myriad of information, including attendance records, New England Common Assessment Program (NECAP) results and the long-term progress of a single group of students, which was the “most telling piece of the puzzle,” said PCG spokesperson Steve Smith.
The firm discovered “exemplary attendance patterns in the elementary schools and at North Cumberland Middle School,” but a “high absence pattern of special education students in Cumberland High School,” as stated under the “areas for improvement” section of the report.
According to PCG officials at the meeting, 50 percent of special education students at the high school were absent 15 or more days during the 2006 to 2007 school year. Approximately 67 percent of special education students at the high school were absent 15 or more days during the 2005 to 2006 school year, according to the report.
“You have to address the transition, attendance and the placement of students in certain classes at the high school,” Lachet told school officials. “Those are big red flags.”
The report also called for improving the current system of reporting student progress and improving the transition process into middle and high school for students. PCG also strongly advised the school department about the placement of special education students in low-level classes.
“The placement of most high school special education students into the lowest level ‘fundamental’ courses needs to be critically reviewed,” according to the report.
“This (student placement) is almost resulting in completely segregated self-contained classrooms,” said the PCG spokesperson.
“Reading in the content areas is a major issue in the middle schools and high school,” according to the report. “There is a widespread need for mathematics interventions for low performing special and general education students.”
School Committee members discussed the cost of funding for literacy programs.
“It may cost us more, but the students will become much better readers,” said School Committee member Karen MacBeth.
PCG also recommended that the school department develop an integrated, long-range professional development plan for both special and general education teachers.
School Committee members thanked PCG officials and said that they would review the report’s findings and discuss the next appropriate steps.