Council Rock School District special education supervisors presented the district’s state‑required special education plan to the Education Committee on March 27, described the document’s compliance elements and highlighted planned, targeted changes the district intends to deploy.

Presenters said the full plan is a compliance document of 356 pages largely devoted to caseload numbers, classroom locations and statutorily required detail; those sections are posted online. Staff emphasized they are calling attention to new or changing items derived from parent input and from internal reviews rather than rewriting the entire compliance document. The district posted the plan on its website with direct page references so stakeholders can find sections without scrolling the entire document.

Key targeted changes discussed included efforts to increase work in the least restrictive environment (LRE) by using live inclusion data, tighter periodic review of student data to reduce pull‑out time, and expanded use of a district “framework for access and belonging” toolkit to identify and remove classroom barriers. Supervisors said they will use a more current, building‑by‑building inclusion dashboard (rather than older state snapshots) to inform timely interventions.

Behavior supports: staff described plans to expand CPI (Crisis Prevention Intervention) training by certifying in‑district trainers (board‑certified behavior analysts, BCBAs) to provide de‑escalation training and to establish crisis teams where necessary. They said PBIS (Positive Behavioral Interventions and Supports) is active in elementary schools and the two middle schools and will be extended and aligned with additional trauma‑informed and regulation trainings. Supervisors also described efforts to grow social‑worker staffing and to strengthen in‑district BCBA capacity so more classrooms receive on‑site behavior consultation.

Reading and academic supports: supervisors described plans to build district capacity for structured‑literacy approaches (Wilson and other evidence‑based programs) by increasing certified staff and aligning interventions across buildings. For example, the district plans to develop Wilson‑trained teachers at middle schools so students who need structured literacy supports can receive them in‑district without outsourcing.

Professional development and family engagement: the plan highlights multiple professional development strands (letters/structured literacy, Aspire trainings for higher grades, AAC and augmentative communication workshops for speech staff, autism awareness and sensory‑integration strategies for teaching assistants and bus staff). Supervisors stressed they will continue to solicit parent input through CPAC meetings and an online inbox for feedback; staff said the plan includes links and contact guidance for parents to provide comments.

Nut Graf: District special education leaders framed the plan as a compliance document with a set of targeted operational changes—real‑time inclusion monitoring, expanded behavior and PBIS training, increased structured‑literacy capacity and stronger transition planning—driven by parent input and internal review rather than wholesale policy change.

Committee members asked how the district calculates inclusion rates, whether lunch and non‑instructional time count as inclusion, and how the district measures professional‑development effectiveness. Staff explained inclusion rate calculations count core instructional time and that the new reporting will provide consistent, building‑level comparisons. Supervisors said they will continue to refine metrics and welcomed stakeholder suggestions on measurable objectives and benchmarks.

Ending: Staff asked the public to submit feedback through the posted contact address and said they will provide periodic updates to the committee as changes roll out and training programs are implemented.