With 220 middle school/high school special education students in the Garden City School District, officials hope to change the current makeup of Pupil Personnel Services (PPS) - what Superintendent Dr. Robert Feirsen described as a "difficult and complex system" - and put more responsibility in the hands of administrators.

Dr. Marylou McDermott, assistant superintendent of curriculum and instruction, Susan Kosser, current director of PPS, Eileen Fredericks, chair of the Committee on Special Education (CSE), among others, joined Dr. Feirsen at a special meeting March 7 at the middle school to answer parents' questions.

"When I came here, one of the very first things I was confronted with was a number of questions on the current organization within the CSE and CPSE [Committee on Preschool Special Education] and the way we administer special education," Dr. Feirsen said. "So I asked people ... to explain to me what people did and what their responsibilities were and how they got paid for it in trying to figure out the landscape of a new district."

Dr. Feirsen admitted that the more he asked, the more difficult it became to explain. With the help of the Garden City Board of Education, district officials came up with alternatives to make the system a simpler one to follow.

Current CSE organization entails a PPS director (an administrative position currently held by Kosser); a CSE out of district chair (assigned to a teacher); a sub CSE at the high school (a .4 teacher assignment); a sub CSE at the middle school (also a .4 teacher assignment); a sub CSE at the elementary level (assistant principal); and a CPSE (assigned to a teacher).

District officials however, propose the following reorganization: a district-wide PPS director (an administrator); a district-wide assistant PPS director (an administrator); a Grade 6-12 coordinator (also an administrator), a secondary sub-CSE (school psychologists), an elementary sub-CSE (also school psychologists) and a primary sub-CSE (consisting of building principals).

District officials believe the reorganization provides more of an administrative punch and gives more responsibility to school psychologists "to get the job done." Further, the reorganization establishes two full-time administrative positions; develops a system for administration, supervision and assessment of programs; assigns greater accountability for observation, supervision and evaluation of staff; and empowers administrators and supervisors to resolve issues with the building team. The board of education is expected to review the proposal and all comments made at the March 7 meeting.

"Life with special education goes on 24-7," Dr. Feirsen said. "It does not stop because the clock gets to three o'clock. It does not wait until nine o'clock in the morning ... It needs administrative supervision and therefore this adds to full-time supervisors, two supervisors who are accountable to the board of education, to central administration and to building administration in getting the job done."

If primary principals serve as sub-CSE chairs, district officials believe many issues could be addressed through general education interventions. Further, officials stressed that principals are trained and will have a manageable span of control. "We have been piloting this successfully since September with a very smooth operation," Dr. Feirsen noted.

Elementary school psychologists will also serve as sub-CSE chairs because, according to Dr. Feirsen, they have the best skill set. "They're the ones in the best position to really understand the dynamics of all that goes on in the elementary buildings. They are the nexus between the educational program and the special education program. They are the ones with the skills and understanding of Special Education Law, which as you know is very complex and consistently changing." This program was successfully piloted this year as well, according to the superintendent.

Secondary school psychologists will also serve as sub-CSE chairs. Dr. Feirsen reiterated because they have the best skill set. Staff development will be provided for this role and building administration will remain accountable for the supervision of all programs and the implementation of IEPs (Individual Education Programs). "Again, this is consistent with best practices in similar districts," Dr. Feirsen said.

Striving to optimize the ability to do things, district officials further believe the new system would build stronger curriculum in special education and general education, maximize contributions from each member of the multidisciplinary team to meet student needs, coordinate programs for Grades 6-12 and promote a smoother transition from one level to the next.

A Garden City mother of three children, one of whom is special education, suggested district officials tune up the current system rather than revamp it entirely. "Before we start pushing people out that know our children well, which I think is key, please keep this in mind and tune up the current system that we have," she said.

Maddalena Pittella, president of SEPTA's executive board and a parent member of the Committee on Preschool Special Education, said SEPTA approached district officials several times and the association was told not to put all their eggs in one basket. "We need to get everyone on the same page," Pittella, who seemed skeptical of the reorganization, said. "A team doesn't work unless it's on the same page."

Another mother admitted the plan was a good one and knows it's going to take time. However, she added, "Our kids don't have time to wait for it to be ironed out," she said. "We must leave people in place that know our kids. These kids have been through enough changes."