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District releases SchoolWorks evaluation; board hears multi‑year plan to strengthen special education and accelerated placement
Summary
Superintendent Dr. White and special education staff presented a SchoolWorks evaluation finding required IEP components are in place but program monitoring, IEP implementation and gifted/enrichment practices are inconsistent; the district outlined a multi‑year improvement plan.
Cary School District 26 leaders presented a SchoolWorks program evaluation on the district’s special education and gifted/accelerated placement programs and outlined next steps for multi‑year improvements.
Superintendent Dr. Paul White and staff summarized the consultant findings and told the board the district has required Individualized Education Program (IEP) components in place but needs stronger, consistent monitoring of program effectiveness and clearer protocols for placements and IEP decision making. Dr. White said the evaluation examined general‑education intervention and enrichment, IEP development and IEP implementation and stressed transparency in sharing the full report with the community.
Dr. White said the district’s monitoring systems for individual student progress “are lacking not only in special education and gifted programming, but across the board in a lot of our programs.” He said the district will use Branching Minds and other data sources to compare groups of students and program effectiveness.
Doctor Thomas, who led the special education portion of the presentation, said the review of 28 IEPs found the required components were present but that IEPs did not consistently ensure students received instruction in the least restrictive environment. Thomas said the issue included differing understandings among educators and parents about LRE and recommended clearer protocols and data at IEP meetings to justify placement decisions.
On gifted and accelerated placement, staff noted state law (the Illinois Accelerated Placement Act, cited in the district handbook) requires districts to make acceleration options available to students beyond those formally identified as gifted. Curriculum staff said universal CogAT screening in second grade is used for gifted identification; districts must also provide access to enrichment and advanced course placement for high‑performing students who might not meet “gifted” cut scores.
District leaders outlined next steps: a logic model (action plan) for program improvements, professional learning for teachers and administrators, tighter MTSS procedures with clearer teacher tools, use of Branching Minds to evaluate program and student‑level outcomes, and a focused plan for accelerated placement and enrichment across grades. Staff emphasized this will be a staged, multi‑year process and said short‑term performance indicators will be part of future reporting.
Board members asked for clarity on how programs and changes will be measured and who will be accountable. Superintendent White said the logic model will include short, intermediate and long‑term goals and reporting points. Several board members welcomed the transparency and the consultant approach.
The district said materials from the presentation will be posted on the district website and staff noted some professional development materials will be available on the district intranet (for staff).
