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Special education director reports higher IEP rates, outlines MTSS and dyslexia action work
Summary
The district noted a rise in students with IEPs to about 20.4% and described priorities this year: aligning MTSS, implementing a dyslexia action plan, reviewing continuum programs and reducing out-of-district placements where appropriate.
At the Sept. 25 meeting Dr. Katong (student services lead) summarized early work in the district's student services program and highlighted several priorities: aligning MTSS districtwide, advancing a dyslexia action plan, reviewing continuum placements and improving transition supports for students leaving the district for specialized programs.
Dr. Katong told the committee that state reporting shows an increase in the district share of students with Individualized Education Programs (IEPs) from about 16.2% in 2020 to roughly 20.4% in the most recent reporting period. She noted the district's disability categories are similar to other districts: the most common classification is specific learning disability (about 23% of IEPs), followed by health impairments (largely ADHD, about 20%) and autism (about 18%).
Katong described steps taken since July: classroom visits across all schools; meetings with CPAC (the district's parent advisory group); professional development on executive-function skills for families and staff; attendance at IEP meetings and meetings with families of out-of-district students. She said the district will convene its dyslexia action plan committee and that she plans to examine referral and IEP timelines, assistive technology use in inclusive classrooms, and the efficiency of service delivery.
Katong emphasized the district's goal to make students as independent as possible in inclusive settings and to examine whether some students currently placed out of district could be supported locally with better-resourced continuum programs. She also highlighted recent strengths: staff trained in Orton-Gillingham multisensory reading techniques, active principal engagement and a number of existing transition programs for students.
No formal policy or contract actions followed her report; the update was informational and intended to guide further operational work this year.
Sources: presentation and remarks by Dr. Katong at Sept. 25 meeting.
