Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Special Education topic
No spam. Unsubscribe anytime.
District showcases special education services, sets goals to expand inclusion and co-teaching
Summary
Special education staff presented program data, services and goals to increase least restrictive environment placements, expand co-teaching and grow inclusive offerings such as Unified PE and peer social-skills groups.
Special education leaders presented an overview of programs, student counts and goals to the Central Union High School District board on May 13, describing current services and expansion plans to increase inclusion and co-teaching.
Mr. Ocampo, who led the presentation, reported the district currently serves 559 students in special education: 251 at Southwest, 280 at Central, 17 at Desert Oasis and 16 at Mount Signal. He said the district’s largest disability categories are other health-impairment and autism, and that special education constitutes about 14% of total district enrollment.
Ocampo outlined existing services — in-class support, push-in instructional assistants, co-teaching (currently in Algebra I), moderated/basic courses, and ESN (extensive support needs) classes — and listed staffing that supports services (17 special education teachers, 26 instructional assistants, five school psychologists, a district nurse and other positions). He said the district will add co-teaching in English 10, English 11 and geometry next year and aims to increase the percentage of mild-to-moderate students spending 80% of their day in general education (least restrictive environment goals).
Two school psychologists described a peer-skills program focused on social communication, initiating conversations, handling rejection and bullying, and building friendships for students with autism and other neurodiverse needs. The psychologists emphasized adapting instruction to neurodiversity and using role play and videos in lessons.
“Each child is unique and not only capable of learning, but also capable of succeeding,” Ocampo said. “Inclusion is not bringing people into what already exists. It is making a new space a better space for everyone.”
Board members asked about timelines and logistics for IEP information reaching teachers; staff said case information is prepared around the end of the school year and in July so that teachers know their students at the start of the next school year. Staff also invited trustees to upcoming events for ESN students, including a talent show, a county prom and a May 29 graduation for the program.
No formal board action was required; the presentation served to inform trustees about current enrollment, program staffing and planned expansions.
