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District outlines special education inclusion efforts, preschool pilots and mental‑health supports
Summary
District special education leaders updated trustees on curriculum alignment, preschool inclusion pilots, reading intervention rollouts, and mental‑health and behavior supports for students with disabilities.
Special education and pupil services staff presented a multi‑point update to the board on instructional alignment, preschool inclusion, intervention curricula and mental‑health supports across the Lakeside Union School District.
Presenters said special education staff implemented a districtwide rollout of Reading Mastery and other supplemental literacy materials for elementary special education providers, and introduced phonological‑awareness intervention curricula to address dyslexia concerns. The presentation tied work to the district LCAP and emphasized collaboration between general and special education staff, including joint professional development and dedicated slots in cohorts for special education teachers.
Staff described efforts to increase preschool inclusion: the district is purchasing seats for students in tuition‑based preschool programs so special education students can be with general‑education peers while receiving required supports. The district also started a free preschool inclusive play group where gen‑ed and special‑education preschoolers attend together three hours a day, four days a week.
Transition planning was highlighted as a priority, with trainings for middle‑ and high‑school partners and parent nights to ease movement between grade spans. The presenters said they are developing a strategic plan and using a special‑education leadership team to set mission and goals for expanding inclusive opportunities.
On student supports, staff reported 2.5 mental‑health clinicians providing weekly counseling to 103 students (IEP‑driven) and a new social‑services coordinator funded through a MediPath collaboration who is providing one‑to‑one check‑ins and small‑group work (about 55 students currently served). A behavior team and behavior intervention aides support sites with referrals; the district reported about 30 formal referrals this year and multiple districtwide trainings for staff and aides.
Program support specialist Megan Dress and others were credited with arranging cross‑site visits, training, and grant‑funded substitute coverage for professional development. Staff said central goals are inclusion, collaboration and building capacity at school sites.
Trustees asked clarifying questions; no formal action was required.
