During a recent Kennewick School District Board meeting, community members voiced significant concerns regarding special education services and student achievement. The meeting began with the board excusing a member and then transitioned to public comments, where parents and residents shared their experiences and suggestions.

Shannon Winter Rose, a parent coalition coordinator, emphasized the urgent need for well-trained staff in special education, particularly in behavioral management and de-escalation techniques. She highlighted that inadequate training can lead to students being removed from educational settings, which negatively impacts their learning.

Nikki Zimmerman, a parent of a child in the district's autism program, expressed frustration over the perceived lack of support for special education students. She criticized the district for not adequately utilizing state and federal funding to improve training for special education teachers and general education staff, which she believes is essential for creating an inclusive environment. Zimmerman urged the board to reassess how funds are allocated to better serve all students, particularly those with disabilities.

Another parent, Alicia McKenzie, echoed these sentiments, calling for a more age-appropriate curriculum for special education students. She argued that the current educational practices do not meet the needs of students who require special support, and she urged the board to foster a more inclusive atmosphere in schools.

Additionally, resident Chuck Henninger raised concerns about student achievement, noting that Kennewick students are lagging behind state averages in standardized testing. He pointed out that while the district has made some recovery since the pandemic, there is still significant work to be done to improve educational outcomes.

The board listened attentively to these comments, with the intention of addressing the issues raised in future discussions. The meeting underscored the community's commitment to advocating for better educational practices and support for all students, particularly those in special education programs.